A National Study of the Aviation Mechanics Occupation. Final Report. INSTITUTION California Univ., Los Angeles

DOCUMENT RESUME

ED 044 531 08 VT 012 081

AUTHOR Allen, David TITLE A National Study of the Aviation Mechanics Occupation. Final Report. INSTITUTION California Univ., Los Angeles. SPONS AGENCY Office of Education (DREW), Washington, D.C. Bureau of Research. BUREAU NO ER-5-0189 PUB DATE Sep 70 CONTRACT OEC-6-85-043 NOTE 806p.

EDRS PRICE EDRS Price MF-$3.00 HC-$40.40 DESCRIPTORS *Aviation Mechanics, Aviation Technology, *Core Curriculum, *Curriculum Development, Curriculum Evaluation, Data Collection, Feedback, Guidelines, *Manpower Needs, Questionnaires, *Student Needs, Technical Occupations

ABSTRACT To meet the current demand for certified aviation mechanics and satisfy student learning needs, a nationwide study developed a core curriculum based on related technical knowledge and skills. Endorsed by the Federal Aviation Administration (FAA) this 5-year study modified a number of the emerging concepts appropriate to vocational education an° integrated them with proven techniques used in vocational curriculum development. The first phase of the study involved the construction of a questionnaire and the development of a system for gathering, storing, and analyzing necessary data. The second phase, or testing phase, made use of a bi-variate inversion method to determine the effectiveness of the curriculum using as criteria student performance goals, levels of instruction, and continuous feedback from students. Phase Three then resulted in the development of the common core curriculum through the efforts of 100 aviation mechanic instructors. Also resulting from this study was the revision of the Federal Air Regulations, Part 147, thus providing more specific guidelines for the certification and operation of these schools. It was recommended that the FAL establish a system to periodically survey this industry for the purpose of updating this curriculum. (JS) FINAL REPORT Project No. 5-0189 Contract No. 0E-6-85-043

A Notionol Study ol the

AVIATION MECHANICS OCCUPATION

DAVID ALLEN

University of California, Los Angeles

Los Angeles, California 90024

September 1970

The research reported herein was performed pursuant to acontractwith the Office of Education, D.S. Department of Health. Education, and Welfare. ontractors undertaking such projects under Government sponsorship are encouraged toexpressfreely their professional judgment in the conduct of the project.Points of view or opinions stated do not, therefore. necessarily represent official Office of Education position or policy.

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COWIENTS

A NATIONAL STUDY OF THE AVIATIONMECHANICS OCCUPATION

Introduction

2 Objectives

3 Study Design

3 Chronological Review

11 Study Results

12 Recommendations

13 .1cknowledgements

15 Appendix A-National Advisory Committee

19 Appendix 13-Survey Data Acquisition Technicians

Appendix C Phase I Phase II Phase III

Hi A NATIONAL STUDY OF THE AVIATION MECHANICS OCCUPATION

Introduction The alignment of curriculum and instructional processes with student learning requirements and job demands (both for initial employment and vertical and horizontal movement after employment) hasbeenone of the major tenets of vocational eduLation. Through the years, a number of workable techniques have been used to attain this desired alignment. The degree of alignment has varied among different curriculums within a particult.: school as well as among different schools throughout the nation. Schools having active advisory committees and progressive vocational administrators and instructors appear to have achieved greater alignment than schools having tradition oriented individuals assisting in curriculum development. Several new concepts in curriculum development have emerged in recent years; some have already been utilized in vocational education. The processes implemented in this study modified a number of the emerging concepts that were appropriate to vocational education and integrated them with proven techniques used in vocational curriculum development. By using a computer, research data was readily transposed into instructional content that was applicable to a number of industrial categories within an occupational family and that indicated the depth of instruction required for each topic. In 1965, a study was undertaken in California for th..! purpose of developing a common core curriculum for aviation mechanic programs in the schools of California. This common core curriculum was designedto meet both current job demands and student learning needs by providingthe necessary scope and depth of technical and manipulative skill instruction for becoming a certificated aviation mechanic. Prior to implementing the study, a questionnaire was designed with the assistance of an advisory committee and refined through a series of "dry run" contacts with industry. Toward the conclusion of this Initial study,the Federal Aviation Administration reviewed preliminary findings and suggested that the study be extended on a nationwide basis. Discus- sions were held with the Federal Aviation Administration (FAA), the Air Transport Association of America (AT A), and the Aviation Technician Education Council (ATEC). With their endorse- ment, a proposal was submitted to the United States Commissioner of Education who subse- quently accepted the project for funding under the provisions of Section4(c) of the Vocational Education Act of 1963. The results of this national study are retorted in this document.

1 The national study consisted of threephases, with the third phase containing two parts. Since each phase was thoroughly reportedand documented in the publicationscontained in Appendix C, the ensuing pages will provide only anoverview of the total study.

Objectives During the study, revised proposalsfor its continuation had to be submitted tothe U.S. Office of Education which requiredthe restatement and sequencing ofobjectives. The basic objectives of the study were not changed;however, they were simply reformulated toconform to the several phases ofthe study. The final objectives for the threephases were as follows: Phase I and manipulative skills required of aviation 1. To investigate the technical knowledge mechanics by the aviation industry.

2. To identify a common core curriculumfor the training of aviation mechanics. Phase II and techniques that can help aviation me- 1. To determine instructional methods chanics learn more effectively end efficiently. effectiveness between instructora trained in 2. To compare differences in teaching the use of prepared materials based foithe new common core curriculum and instructors untrained in the use of these speciallyprepared instructional materials.

Phase 111, Part 1 modern instructional techniques for one 1. To provide teacher training embodying hundred practicing teachers from aviationmechanic schools, using the methods

validated in Phase 11, covering all topics in the training 2. To develop an updated common core curriculum of aviation mechanics in accordance withthe findings of Phase I and thesubse- quent experimental project Incurriculum development of Phase II, and toin- corporate such material into a specializedguide for instruction. Phase Ill, Part 2 studied in Phase I for the purpose of 1. To resurvey 30 percent of the companies requirements for the identifying changesintechnicaland manipulative skill aviation mechanic.

2 2. To develop and test a procedure formaintaining the common core curriculum current with changes in the aviation industry.

Study DosIgn Each phase of the study had its own design; each design was developed withthe intent of obtaining optimum results in relationto the objectives for each particular phase. The design for Phase I consistedof a system for collecting the data(a task inventory), a system for compiling the datain a form that identified thecommon tasks within differing industrial categories in the aviation mechanics occupation, and a system foranalyzing the data by a national advisory committee which in turn recommended the curriculumcontent and levels of instruction necessary for trainingcertificated aviation mechanics. In Phase II a bi-variate inversionmethod was used to test the effectivenessof an experimental subject curriculum. Randomizationand replication were utilizedas fully as possible. Through the findings of Phase 11, theactivities cf Part 1 of Phase IIIwere determined. The design for Part 1 of Phase IIIconsisted of ten workshops forone hundred aviation mechanic instructors for thepurpose of developing a common core curriculumas identified in Phase I and including the instructional format found to be effective in Phase II.Each of the first fie workshops was devotedto one of the five major parts of the curriculum.The second group of five workshops replicated the subjectmatter of the first five and refined the curriculum materials developed during the first seriesof workshops.

Chronological 124tylaw

The National Study of the AviationMechanics Occupation required five years to complete, from initial operating date to the submissionto the U.S. Office of Education of the finalreport. A chronological review of the studyactivities is hereby presented. The study was funded and staffed foroperation beginning October 1, 1965. As the initial task, a fifteen-member National AdvisoryCommittee representing a broad spectrum of the aviation industry was assembled. The compositionof the Committee was as follows:representing airlines, two members; representinglarge general aviation companiea, two members; representing small general aviation companies,two members; representing private schools, two members; representing public schools, two members;representing the Department of Labor, one member; andrepresenting therederstAviation Administration, four members. (See

3 (who were replaced) Appendix A for the names of the members.)All but two Committee members remained throughout the entire study.The Advisory Committee'sinterest and support greatly the U.S. Office of Education,' contributedto the success of thestudy. This was also true of for the first year and Mr. Larry which provided continuity ofdirection through Dr. Sidney High Braaten for the remaining four years,and of the Federal AviationAdministration, from which primarily by Arthur Elwell, Harry support and guidancethroughout the entire study were given Pickering, and Keith Teasley. Committee meeting was held at the On November 17,1965, the first National Advisory During this meeting, FAA Aeronautical Center,Will Rogers Field, Oklahoma City,Oklahoma. refinements were made in thequestionnaire used in the Californiastudy and an additional ques- the request of the Depart- tionnaire to determine leveland recency of training was developed at questionnaires were reported in thePhase ment of Laborrepresentative. The findings from both I report. six geographic areas. The To begin the national survey,the United States was divided Leto selection of these areas wasdetermined by studying the locationsin which the heaviest concen tration of airline stationsand general aviation companiescould be found. Concurrent with the Technicians) area selections, a manual wasprepared to be used by six SurveyData Acquisition the technicians were to during the collection of the data. Themanual contained methods by which informed of their progress, conduct the survey, a system forkeeping the research staff at UCLA and a preplanned routing andvisitation schedule. Six technicians were recruited andeach had an individual orientationsession with a member to acquaint the technicians of the research staff. (SeeAppendix 13.) These sessions were designed procedures by all six technicians. with the survey procedures and toinsure uniform use of these collected and processed through During the first three months of 1966,the survey data were analysis by the National the computer. Preliminary computerprint-outs were compiled for meeting was held at Purdue Advisory Committe.. The secondNational Advisory Committee University, Lafayette, Indiana, on April12-13, 1966. Copies of thecomplete computer print-out preparation for the establishment were distributed to eachCommittee member for analysis in the Committee agreed upon a set of a common core curriculum. Priorto analysis of the data, of rules for reaching consensuswhen making their recommendations.The Committee divided itself into four groups by subject areapowerplant, airframe, electrical,and general. each 1970 survey reports found inAppendix C. 1Referred to as SurveyAnalysts in the 1966 and

4 atirMtVrZrikilyrr

group evaluated the pertinent tabulated data and developed recommendations. These recommendations were then presented to the entire Committee, topic by topic, and a curriculum was then formulated. The results of this part of the study were reported In A National Study of the Aviation Mechanics Occupation. (See Appendix C.) Perhaps the most outstanding facts substantiated by Phase I of the study were: (I)There does indeed exist a common body of tasks performed by all aviation mechanics that requires similar levels of technical knowledge. This finding helped identify a common core of activities that should be a part of the aviation mechanic's curriculum. (2)Seventy-three percent of the tasks require the aviation mechanic to have technical knowledge and abilities that permit him to abstract principles from concrete situations and apply them to new problems. This transfer of knowledge to new situations requires a high degree of learning and id necessitated by the sophisticated equipment typical of the aviation industry.

(3)The aviation industry provides extensive in-service training, a fact that was substantiated by the questionnaire requested by the Department of Labor Advisory Committee Representative. With the completion of the report ni)ntioned above, the objectives of Phase I were met. Two thousand copies of the report were printed: however, the number of requests was so large thatan additional 2,000 copies were made available for dissemination. The publication has now been distributed throughout the world and is used in many countries to determine subject content for training aviation mechanics. Phase H of the study began in September, 1968, and consisted of an experimental program to test new training methods and curriculum for aviation mechanics based on the findings of Phase I. To investigate ways of creating an innovative :urriculum, a short experimental curriculum was developed. The curriculum contained three major concepts) (1) student performance goals (behavioral objectives), (2) levels of instruction, and (8) continuous feedback from students to teacher. The student performance goals provided a way for instructors to determine when predetermined observable changes occurred in each student's performance. Two types of objectives were used in the experimental curriculum, one for overall instructional unite and another forthevarious instructional segments making up the total unit. These segment objectives helpe4 ensure that each segment of learning occurred within the total unit,thereby permitting achievement of the overall instructional objectives.

5 Levels of instruction which were deteemined by the National Advisory Committee from the survey results, were designed so that the appropriate depth of training could be reached without over-or under-training.They also aid in determining the most prudent use of time in the instructional program. The system for continuous feedback from the student to the instructor required a pre-planned comprehensive listing of questions, problems, and activities that were consistent with the instruction and that were utilized at the time the instruction was given. Feedback was used to solicit either a student's restatement of ideas or the performance of a task that he had just learned. Further instruction did not commence until the instructor was satisfied with the results of the feedback. A bi-variate inversion was used to test the effectiveness of the experimental curriculum. Twelve instructors were selected to participate in the experiment, six from private schools and six from public schools. Two groups of six were formed. Each instructor presented two methods of instruction to his students, One method was of his own choosing although the instructor was given the overall behavioral objectives for the instructional area he selected. The other method was the one in which the instructor received teacher training in the use of the experimental curriculum. One group of instructors used their own teaching methods first, for a period of two weeks; then they received training in the use of the experimental curriculum for one week and taught this experimental curriculum for two weeks. The second group of instructors used a reversed procedure in training and presentation of instruction. In all cases, the instructors taught the Barrie class of students throughout the experiment so that a test could be made of the hypothesis that teachers given specially designed instructional materials and assistance in the use of these materials would have their students attain a greater degree of learning achievement than teachers not having specially prepared materials and training. The null hypothesis stated that there would be no difference In learning achievement between the two instructional methods. When the teachers received their training in the use of the experimental curriculum, they were given a teacher's handbook and a prepared student workbook. The teacher's handbook contained behavioral objectives, key points for presentation, and feedback activities which were directly related to levels of instruction. The teacher's handbook and student workbook ware designed as companion books to be used ccncurrently by the teacher and the student. Ail vital teaching points in the instructor's book were keyed to matching points of importance in the

6 student's book. This was done so that the instructor could work closely with each student to make certain all essential information was covered. The student workbook also included step-by-step diagrams of hydraulic components; It provided space for student drawing and notetaking; and it listed comprehensive quizzes at the end of each section. With the assistance of the Federal Aviation Administration, final examinations were developed with validated test questions. These test questions were selected after a review of the statistical information recorded by the FAA which indicated how well each question related to the student performance goals of the various instructional segments within the experimental and control curriculums.The examinations with validated questions were administered to experimental and control subjects on the last day of the 60 hours of instruction for each group. There were 144 students involved In the experiment. Initial test results indicated a significant difference between the student& mastery of the experimental subject (hydraulics) and their mastery of the control subjects. The same examination, with only the sequencing of question Items changed, was readministered to the 144 student& after a 90-day period. Again,it was found that there was significarttly greater learning and retention of the experimental ..ubject than the control subject. A six-month follow-up was made of these students to determine their success on the FAA mechanic certification tests. Data was obtained for 98 of the 144 students who had participated in the experimetr. It was found that, although hy:raolics was the second most difficult subject on the examination, these 98 students scored 7.4 percent higher than the national average and Relieved higher scores in hydraulics than in any of the other areas in which they were tested. Althougi. caution must be exercised in makng definitive conclusions in light of the limcd scope of this study, evaluation of the data indicates the following:

1. When student performance goals are clearly defined and are known by both the teacher and the student, the quality and the quantity of learning will improve. 2. When the levels of instruction are known and adhered to, more efficient instructional planning and, therefore, more efficient classroom instruction will take place. 3. When feedback checks for learning are prepared in detail prior to each lesson and the teacher utilizes these checks during instruction, student learning achievement increases. 4. When improved instructional planning and teaching methods are used, instructional time may decrease without a loss in learning.

7 5. When teachers are trainedto use prepared instructional materials and to utilize student performance goals and continuous feedback, students achieve greater depth of learning and retention. Some indications suggest that the number of instructional hours devoted to the subject is not the only important criterion for increased learning. In this study, it was noted that regardless of the number of hours devoted to teaching the control sthjects, students failed to achieve the same level of excellence on the examination questions concerned with these subjects as they did on questions concerned with the experimental subject. In fact, performance in some areas declined with increased instruction, suggesting the possibility of retroactive inhibition. Study results suggest that the use of levels of instruction, student performance goals, and feedback in irstructional presentation, curriculum organization, and instructional planning can influence the amount of time necessary to teach a particular subject. It should be emphasized, however, that regardless of the amount of previous teaching experience, the success of instruction will be limit4:..d without proper teacher preparation and acceptance of t!--; experimental concepts. The results of Phase II were reported in Phase II, A National Study of the Aviation Mechanics Occupation. (See Appendix C.) Two hundred and fifty copies of this report were printed and disseminated. The completion of this report met the objectives of Phase II of this study. In 1967, during the completion stages of Phase II, a proposal,was submitted to the U.S. Office of Education requesting funds to complete the remainder of the study (Phase III). How-. ever, because of budgetary activity in Congress, the continuanceof the project was delayed until January, 1968.. The basic plan for Part 1 of Phase Ill consisted of two consecutive series of five two-week workshops forinstructors from aviation mechanic schools. These workshops consisted of three major activities:(1) developing curriculum materials for all instructional topics recommended forthe training of aviation mechanics, (2) introducing the instructors to the latest technological advancements through presentations by specialists from the aviation industry, and (3) upgrading participating instructors' skills in current educational technology. Concurrent with the start of the workshops, the FAA published an Airframe and Powerplant Mechanics Certification Guide AC 65-2A, which incorporated the results of Phase I of the National Study of the Aviation Mechanics Occupation. The curriculum materials developed at the workshops utilized the information contained in the guide.

8 -.., -a

The workshops were scheduled at one-month intervals, withten instructors attending each, along with members of the research staff and industryspecialists who served as resource persons. Each of the first five workshops addressed itself to one of the following curriculum areas: Airframe Structures,Airframe Systems and Components, Powerplant Theory and

Maintenance, Powerplant Systems and Components, and General Curriculum Subjects.Upon completion of these workshops, a second series of five workshops followed replicating the first fiveandrefining the materials already developed. Activities of all ten workshops followed suggestions of the National Advisory Committee as well as recommendations from the FAA. The initial workshop, on Airframe Structures, began on April 29, 1968, and the fiwil workshop, on General Curriculum, began in March of 1969. It was during these workshops that the curriculum materials contained in the Phase III, Part 1 report were developed. Studentper- formance goals and feedback items were formulated with reference to the recommended depth of instruction for each major topic. Each workshop was first divided into three teams which concentrated on particular aspects of the curriculum area; later all participants met together to refine each team's suggestions. In this way, the instructors developed a complete curriculum with emphasis on instructional levels, student performance goals, and feedback. The National Advisory Committee met twice during this period. The first meeting, in Boston on April16,1968, was concerned with identification of major areas that should be emphasized during the workshops. The second meeting, in Washington, D.C., on April 22, 1969, was concerned with a review of the workshop accomplishments and the establishment of procedures for conducting Part 2 of Phase IIIof the study. The recommendations given by the Advisory Committee were incorporated in both the procedures for finalizing the format for curriculum materials and the procedures for conducting the resurvey activities of Part 2 of Phase During the last year of the study, the FAA enacted a rule change to FAR 147 whichwas based on the national study. In addition, the curriculum materials developed by the participating one hundred instructors were edited and written in the format recommended by the National Advisory Committee, and Part 2 of Phase III was completed. The resurvey conducted in Part 2 of Phase III used the same geographic areas and data collection system used in Phase I. Thirty percent of the companies that participated in the Phase I study were resurveyed. Procedures for recruiting and orienting the survey technicians were identical to those used during Phase I. In November and December of 1969, data from the parti- current requirements of the aviation industry and the necessity for continuous adjustment of school curriculums. 9 was prepared for each memberof the National Advisory Committee. The final meetingof the Committee was on April 14, 1970, at Tulsa,Oklahoma, During thimeeting, the results of the resurvey were analyzed andrecommendations were again made as to curriculum contentand teaching levels necessary to meet the currentrequirements of the aviation industry. In addition to the identification ofindustrial requirements, Part 2 of Phase HI attempted to develop and test a procedurefor maintaining the common core curriculum currentwith changes in the aviation industry. The systemdeveloped and tested resulted from the use of two different types of questionnaires. It wasfound that once a thorough study has been made, as wasdone in Phase I, knowledvable individuals working in anorganized advisory capacity can make recommendations for adjuL tments which will keep thecurriculum current with changes in industrial requirements. On reviewing the National Advisory Committee'srecommendations for adjustment of task levels,it was apparent that some of the major topicsand tasks included thereunder received level designationssignificantly different from those originally established in1966. These Committee recommendations, bated on the 1970findings, lowered 35 percent of the task levels and raised 20 percent of the task levels.These recommendations for adjustment reflect the current requirements of the aviation industry andthe necessity for continuous adjustmentof school curriculums. Two questionnaires were used during the resurvey.One was an exact duplicate of the questionnaire used in 1965-66; the other also duplicated theoriginal but included the data obtained in 1965-66. A review of these two questionnairesindicated that there was little difference between the responses given on the originalquestionnaire and the modified questionnaire.The frequency, technical knowledge, and manipulative skilldata were very similar, regardless of the sampling questionnaire used. The research findings should provide the FAA with an inexpensivemethod for keeping curriculum requirements for aviation maintenance technicianschools current with industry requirements. Following periodic comparisons of existing datawith recent, small samplings from the aviation industry, adjustments to curriculum can bemade. With the completion of the publication of the PhaseIII report, the objectives for Phase III were met. The distribution of this report tothe aviation schools of the nation shouldbe of great assistance in the writing of their new curriculums asrequired by the revisions in FAR 147 and should assist in providing more effective instruction,

10 Finally, with the revision of FAR 147, which became effectiveMay 3, 1970, members of the research team conducted a series of six workshops forFAA inspectors. The purpose of these workshops was to acquaint the inspectors with the conceptsintegrated into the curriculum materials which were developed during Part 1, Phase III and to providethem with improved skills in evaluating school curriculums. The involvement ofinstructors, FAA inspectors, and industry representatives in the activities of this studyshould set the foundation for a more uniform and effective effort in the training of aviationmechanics in our nation.

Study Results Each of the study objectives was met and a number of significantresults occurred which either affect the training of aviation mechanics or the'utilization of study techniques in vocational education curriculum development. One of the major resultsof the study was the revision of sections of the Federal Air Regulations, Part 147, based on the results found in PhaseI of this study. Revisions included a change of name from "mechanic school" to "aviation maintenancetechnician school," more specific guidelines for the certification and operation ofthese schools, and new minimum curriculum requirements which reflect technological advancesof the aviation industry in line with the capability of school instruction. The degree ofdifficulty of the aviation mechanic's certification examination questions has also been revised tomatch the teaching levels specified in FAR 147. This concept of teaching levels was originallyestablished in the national study. The practice of informing examinees of their areas of weakness eventhough they pass the examination was originally established by the national study and is now a commonpractice of the FAA. The complete development of the curriculum, including studentperformance goals, technical andskillinstruction information, and feedback and manipulativeperformance check items should be of great assistance to aviation maintenance technicianschools. With the FAR 147 requirement that all aviation maintenance technician schoolcurriculum be revised within two years, the curriculum materials contained in Part 1,Phase HI, of the study should be most helpful. Involvement of the one hundred instructors from throughoutthe nation who developed the instructional content should he of great assistance in itsimplementation. During the month of May, 1970, five workshops were conductedfor FAA inspectors who would have responsibility for evaluating the new curriculumssubmitted by the schools to meet FAR 147 requirements. The concepts taught in these workshops wereidentical to those identified in the study and developed in the curriculum materials.Three additional workshops for

11 FAA inspectors have been completed since May. it is possible that this type of activity may continue for a number of years and help to unify the aviation maintenance technician schools' curriculum with the regulatory activities of the FAA, the job demands of industry, and the instructional needs of students. A number of other studies utilizing the techniques of this study have been completed or are currently being conducted. Among these studies is the Firemen's Occupation Study that reviewed nine ranks in four different fire department categories. Results of this study are now being integrated into firemen curriculums. A study of the Air Traffic Controller Occupation utilized the same techniques used in this study, but included an innovation whereby the final tabulated data were printed out by the computer as student performance goal statements. This ability to directly transform survey data into performance statements can be classified as a major break- through in curriculum development.Two additional studies, one in automotive emission control and inspection and the other in a number of allied health occupations, are utilizing the techniques and processes that originated in the National Study of the Aviation Mechanics Occupation.

Recommendations As a result of the study activities, a number of recommendations for the further improve- ment of the training of aviation mechanis.s are herein presented. It is hoped that these recommendations can be implemented so that the gains presently achieved can be capitalized upon. These recommendations are:

1. The FAA should establish a system for periodically resurveying the aviation industry for thepurposeofupdatingaviation maintenance technician school curriculums,

2. The active cooperation between industry, schools and the FAA that was demonstrated during this study should be encouraged and continued.

3. The FAA should establish a communication link with recognized educational and industrial leaders to advise them on a regularly scheduled basis regarding policy matters related to airmen certification and training.

4, The FAA with industry assistance should establish and operate a centralized curriculum and technical data center for the continuous dissemination of technical information to the aviation maintenance technician schools for the purpose of keeping instructors technically current and curriculums relevant to the aviation industry.

12 5. The FAA, with the schools, should establish a student follow-up system to provide additional data for the evaluation of school instructional programs and for checking the validity of the FAA certification tests. 6. The FAA and the schools should both assume responsibility for providing workshops for instructors and inspectors forthe purpose of upgrading both in instructional technology and curriculum development. 7. The FAA and industry should engage in cooperative ventures to provide mechanics already in industry with increased opportunities for professional updating and advancement.

Acknowledgements The accomplishment of a major undertaking brings satisfaction to those participating in the achievement. From beginning to end the activities of this study achieved each prestated goal. This success was due to the contributions of many individuals. Their willingness to assist whenever requested not only aided in the final attainment of the study, but made the study an enjoyable undertaking. In fear of overlooking one in listing the many individuals that have contributed in some measure, sincere gratitude is expressed by the principal investigator to all the many from the aviation industry; the educational community; the FAA; the Division of Com- prehensive and Vocational Education Research, USOE; and above all, the clerical and professional staff of the research team.

13 APPENDIX A 1

APPENDIX A NATIONAL ADVISORY COMMITTEE 1965-1970

INDUSTRY REPRESENTATIVES

fif C. Bill Gregg, Director* Robert Rich* J. J. Tordoff Technical Training and Qualifications Director, Product Engineering Manager of Personnel Management American Airlines American Airlines United Air Lines Tulsa, Oklahoma 1965-1967 Tulsa, Okla. 1967-1970 San Francisco,Californics 1965-1970

Harry A. Palmer Dan Westfall Service Manager Director of Maintenance Woman Aviation Inc. Oklahoma State University Midland, Texas 1965-1970 Stillwater, Okla. 1968-1970 as ,

' if

B. B. Ashlock* John Hite Rex H. Madeira Training Director Manager, Aircraft Maintenance Service President Airlock Corp. Atlantic Aviation Page Aircraft Maintenance, Inc. Millville, N. J. 1965-1967 Wilmington, Delaware 1967-1970 Dothan, Alabama 1965-1970 NOTE: Dates indicate years served on the committee. Mr. Gregg whose present title isDivision Vice-PresidentPassenger Service, Eastern Airlines and was replaced on the committee by Mr. Rich. *Mr.Westfall replaced Mr. E. G. Willis, Manager Quality Control-Hero Corporation, Lake City, Florida (we were unable toobtain a photograph of Mr. Willis). Mr. Hite replaced Mr. Ashlock. 15 SCHOOL REPRESENTATIVES

ft,

1 Nicholas Birta Jomes M. Fisher Principal Vice President AeroMechanics H.S. Pittsburgh Institute ol Aeronautics Detroit, Michigan 1965-1970 Pittsburgh, Penn. 1965-1970

Anthony Val Director of Aviation Maintenance Training Northrop Institute of Technology Inglewood, California 1965-1970 UNITED STATES DEPT. OF LABOR REPRESENTATIVE Sui f

('"

'.4.3. .., y MIL!...:' L-7-Y t Fronk Woehr Howard Rosen Principal, Aviation H.S. Director, Office of Research and Long Island City, N.Y. Development, Manpower Administration 1965-1970 U.S. Dept. of Labor 1965-1970 FEDERAL AVIATION ADMINISTRATION REPRESENTA.tVES

James E. Christopher Arthur W. Elwell Southwest Regional Office Flight Standards Technical Division Fort Worth, Texas 1965-1970 Oklahoma City, Okla. 1965-1970

Harry D. Pickering Maintenance Division, Flight Standards Service Washington, D.C. 1965-1967

.01 Y'4".

Keith Teasley Charles W. Schaffer, Jr. Maintenance Division, Principal Maintenance Inspector Flight Standards Service General Aviation District Office, Washington, D.C. 1967-1970 Pittsburgh, Penn. 1965-1970

17 APPENDIX B APPENDIX B 1965 SURVEY DATA ACQUISITION TECHNICIANS See 1966 and 1970 survey reports in Appendix C for distribution of geographic area perimeters.

,4,N,'";;

AREA AREA

James W. Carlson Stanley L. Moore

A 1 !It- 1,

11:A AREA AREA Ill IV

William J. Schill Ira W. Brown

ci AREA VI

John N. White Roger M. Turner

19 1970 SURVEY DATA ACQUISITION TECHNICIANS

AREA AREA I II

E. L. Andrews W. H. Brubaker

AREA AREA III IV

Ronald R. Ash Edward F. Chinas Iler

AREA AREA. V VI

Rene' IL Towner Eereit C. Thews APPENDIX C A National Study of the

AVIATION

MECHANICS

OCCUPATION

David Allen John M. MeyerAlvin GorenbeinWilliam K. Bowers

A CoOerative Study. between ,the Division of Vodational Eclucation University of California, Los AngeleS.; Bureau of Industrial .Education; California State Department of Education;and U.S. Office of Education 1960 A National Study of the

AVIATION MECHANICS OCCUPATION

1966

David Allen SUPefriS01 Trade 6 Techvical Teacher Education. Principal Investigator John M. Meyer Deputy Principal investigator Alvin Gorenbein Senior Subject AreaSUPCM1S01Pouerplants William K. Bowers Subject Area Superi isorAirframes

VOCATIONAL AND TECHNICAL EDUCATION CONTRACT OE-8-85-043 VOCATIONAL EDUCATION ACT OF 1983, SECTION 4 (C) THE PROJECT REPORTED HEREIN WAS SUPPORTED BY A GRANT FROM THE U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE. Pre Face

The project concerning the aviation mechanics occupation was conducted by the Division of Vocational Education as a part of the workof its Center for Research and Service.

The curriculum innovations and data presented in this study offer important contributions to assist vocational educators in thefield of aviation mechanics training. The ability to provide the aviation technical schools, on a national level, with current data from all regions and segments of the industry is of immediate and continuing importance.

The techniques employed in this study to develop the aviationmechanics core curriculum can be applied in otheroccupational areas. The industry, the school, the teacher, and the student can in concertadvance

their educational objectives and needs through research of this type.

Funds to support the research were provided by the UnitedStates

Office of Education under the provisions of Section 4(c)of the Voca-

tional Education Act of 1963, and by the California StateDepartment of

Education, Bureau of Industrial Education. The staffs of the Division

of Vocational Education, University of California: LosAngeles, and the

Bureau of Industrial Education, California State Departmentof Education,

planned, conducted, and coordinated the study.

Melvin L. Barlow, Director Division of Vocational Education University of California

iii Contents

Preface iii

Tables vi

Introduction 1

NEEDS, REVIEW, AND PLANS

Needs 5

Review 10

Plans 12

IMPLEMENTATION, ACTION, AND RESULTS

Implementation 21

Action 26

Results 37

REDIRECTION, APPLICATION, AND PROJECTIONS

Redirection 163

Application 168

Projections 198

APPENDICES

Appendix A: National Advisory Committee 203

Appendix 8: Research Survey Analysts 207

Appendix C: Responding Companies 209 TABLES

Table Page

1 Woodwork 42 2 Fabric Covering 44 3 Painting and Finishing 46 4 Sheet Metal 48 5 Welding 50 6 Assembly and Rigging 52 7 Landing Gear 54 8 Hydrculic and Pneumatic Systems 56 9 Fuel Systems 58 10 Air Conditioning and Pressurization 60 11 Electrical Power 62,64, 66 12 Flight Instruments 68, 70 13 Auto Pilots and Approach Controls 72, 74 14 Aircraft Communications and Navigation Equipment .76, 78 15 Engine Instruments, Electrical 80

16 Aircraft Fuel and Oil Measurement and Control . . 82

17 Aircraft Landing Gear Electrical Units . . . 84 18 Fire Detection and Extirguishing Systems 86 19 Ice and Rain Control 88 20 Warning Systems 90 21 Reciprocating Engines 92, 94 22 Turbine Engines 96 23 Lubricating Systems 98 24 Ignition Systems 100 25 Fuel Metering 102 26 Induction Systems 104 27 Propeller (General) 106 28 Fixed Pitch Propellers (Wood) 108 29 Fixed Pitch Propellers (Metal) 108 30 Ground Adjustable Propellers 110 31 Two Position and Constant Speed Propellers 112 32 Constant Speed Feathing Propellers 114

33 Reversible Propellers (Reciprocating Engines) . 116

34 Reversible Propellers (Turbine Engines) . 118 35 Governors 120 36 Drafting 122 37 Weight and Balance ...... 124

38 Aircraft Material and Preoesses .. . 126 39 Inspection Fundamentals 128

40 Aircraft. and Engine Inspection . . 130 41 Ground Support Equipment 132 42 Ground Handling 134 43 Cleaning and Corrosion Control 136 44 Mathematics 138 45 English 140 46 Physics 142 47 Chemistry 144 48 Aircraft Nomenclature 146 49 Theory of Flight 148 50 FAR and Related Publications 150 51 Shop Management Responsibilities 152 52 Ethics and Legal Responsibilities 154

vi J.

Introduction

A universal concern for the safety of aircraft passengers and flight crews has long been an integral element of the aviation industry.

This concern has been revealed in the efforts made by the men and women employed in the industry to uphold and achieve the highest standards of craftsmanship. The creation of state and federal agencies to administer safety regulations has been a further exemplification of a sustained interest in maintaining safety of flight.

Foremost among those who form the work force of the aviation industry are the aviation mechanics, who are characterised by their dedication to air safety and pride of workmanship. Involvement in safety of flight is a part of the working life of each mechanic throughout his employment in aviation. This theme is stated repeatedly in the instruction he receives. Pride of workmanship is a characteristic that develops in the student mechanic from the time he first enters aviation mechanics school. As his skill and knowledge increase, confidence in his ability to perform well also increases, leading to a feeling of pride in his accomplishments and causing him to seek further improve- ment of his skill and knowledge.

There is in fact no point in his career at which an aviation mechanic can rest in the knowledge that he is fully prepared for the remaining years he may work in aviation. The changing technology of aviation is reflected by new equipment, new aircraft, and constantly recurring changes in aviation engineering. Each change demands that the mechanic have immediate arl.ommand of the skill and knowledge needed to perform the necessary tasks.

Thus there is need not only for thorough, up-to-date initial training but for continuing ir-service training. This study provides a platform from which a system to provide such training can be established. The system includes a means of maintaining curriculum currency in the aviation mechanics schools in accordance with the technological requirements of the aviation industry. It also establishes a method that can guarantee maintenance of the emphasis of instruction at predetermined levels.

The research team greatly appreciates the assistance it received from the many participants in the aviation industry without whose help the survey questionnaire could not have been completed. The advice and guidance from the National Advisory Committee has also been singularly valuable to this research effort. The field analysts who collected the data are to be commended for their diligent efforts toward the successful completion of their work.

Our personal appreciation is hereby extended to Mrs. Travis Latham, editor, and our research support staff, Mrs. Dorothy Bossarte,

Mrs. Elinor Shenkin, and Mrs. Karen Kent.

June, 1966 D. A.

2 Needs, Review., and Plans Needs

A projection of the occupation of the aviation mechanic is a matter of concern to the aviation industry and the aviation mechanic schools. The growth oC the industry is greatly dependent upon the skills and knowledge that the mechanic must acquire to meet the demands of an ever-evolving technology. Changes are occurring that are increasing the intricacy and complexity of aircraft repair, thereby directly affecting the training requirements for the mechanic. Tha necessity for updating the mechanic's training curriculum and maintaining his technical currency becomes increasingly evident.

THE MECHANIC

The aviation mechanics occupation requires skills and knowledge comparable with those of other highly skilled occupations. Many of the aircraft tht mechanic encounters have the most sophisticated operating systems that have yet been developed, and the mechanic must remain current with the "state of the art."To service and repair aircraft, he uses precision tools and instruments in his daily work. Frequently working under time limitations, the mechanic must produce workmanship of the highest quality. The Mechanic's Creedstates:1

"Upon my honor I swear that I shall hold in sacred trust the rights and privileges conferred upon me as a certified mechanic. Knowing full well that the safety and lives of others are dependent upon my skill and judgment, I shall never knowingly subject others to risks which I would not be willing to assume for myself, or for those dear to me."

1Flight Safety Foundation,Inc., Aviation Mechanics Bulletin (New York: Flight Safety Foundation, Inc., 1953), p. 16.

5 The Aviation Mechanics Occupation

The creed depicts the conscientious observance of air safety that

is demonstrated by the thousands of aviation mechanics in the nation

today.

William L. Lewis of the Cornell Guggenheim Aviation Safety Center describes the qualities needed of those employed in the aviation indus-

try as...imagination, dependability, ingenuity, and...a burning desire 2 to do the best possible job under any set of circumstances. These words

identify the major charanteristics of the practicing aviation mechanic.

Proud of his capabilities to use tools and his technical ability to ana-

lyze each new task he faces, the aviation mechanic has been the keystone of air safety.

The expanding role of commercial and general aviation as accepted, reliable modes of transportation is indicative of heightened national in-

terest in aviation. The aviation mechanic is thus becoming more impor-

tant to a treater number of people.

The rate at which the aviation mechanics occupation is developing and the lines along which the development is occurring will, to a large extent, be influenced by the increase in the number of aircraft in 3 service. In the Occupational Outlook Handbook we find teat:

The rapid growth anticipated in the amount of general aviation flying will lead to an increase in the number of planes. Therefore, an increase is expected in the number of mechanics employed in firms providing services and repair stations providing maintenance for the aircraft.

In the postwar years the airline industry has experienced phenomenal growth. This has been due to many factors, the more important being the

2 Ibid., p. 14 3 U.S. Department of Labor, Occupational Outlook Handbook, 1966.67 edi- tion (Washington, D. C.: U.S. Government Printing Office, 1965), p. 634.

6 Needs, Review, and Plans

increased carrying capability of modern aircraft coupled with the de-

pendability of maintenance and operation of these aircraft. G. E. Keck,

president of United Airlines, writes in the June, 1966, issue of the 4 Mainliner magazine:

About seven years ago the U. S. scheduled air Carriers began introducing jet aircraft...The airlines at that time employed approximately 160,000...The airlines now have 200,000 on their payrolls...Over the next five years airline employment is expected to increase by 50,000.

The increased aviation activity in large general aviation and the

airlines is creating a growing demand for skilled mechanics. The input

of young mechanics is low, however, as has been recently reported in the 5 Federal Aviation Agency Statistical Handbook of Aviation. In 1965 less

than 0.5 percent of the certificates were held by the 16- to 19-year-old mechanics; 2 percent were held by the 20- to 24-year-old mechanics, and

7 percent were held by the 25- to 29-year-old mechanics. All aviation mechanics that were 34 years of age or younger represented only 22 per-

cent of the total number of certificated mechanics. Additionally, it has been predicted that the number of mechanics leaving the occupation

annually because of retirement will increase from about 1,200 in 1964 to 6 about 3,300 in 1980. If, as these statistics suggest, a trend should

develop whereby fewer mechanics are being trained to replace those

leaving the industry, a situation of national concern will exist.

4 G. E. Keck, "Technology and Employment," Mainliner, Volume 10, Number 6 (June, 1966).

5Federal Aviation Agency, FAA Statistical Handbook of Aviation, (Wash- ington, D.C.: U.S. Government Printing Office, September, 1965), p. 69.

6Federal Aviation Agency, Report of the Aviation Human Resources Study Board on Manpower Requirements of the Civil Aviation Industry, (Washing- ton, D.C.: 1964), U.S. Government Printing Office, p. 11.

7 The Aviation Mechonics Occupation

Aviation mechanic schools have for many years been an integral part of the nationwide vocational education program. Throughout the United

States these schools have been engaged in training students for employment as certificated aviation mechanics.

In 1965 there were 69 aviation mechanic training programs approved

7 by the Federal Aviation Agency in operation in the nation. Sixty-six of

these programs are operated in either the private or public schools and,

in addition, two programs are operated in correctional institutions and a third is specifically concerned with the training of missionaries. The schools are located in five geographic regions of the nation. Fifteen are in the eastern region, 12 are in the southern region, 17 are in the central region, 25 are in the western region (of which 17 are in

California), and one is in the Pacific region in Honolulu. In contrast,

there are 1,180 certificated pilot flight and ground schools in operation

8 in the United States.

There are four'distinct types of programs in which an individual may

enroll and receive his Airframe and/or Powerplant license.These are the high school and adult trade programs, the vocational and technical pro-

grams, the two-year Associate in Arts Degree program, or the four-year

Baccalaureate Degree program. Although the Federal Aviation Agency has provided11 guidelines for the training of aviation mechanics, there is a 7Statistics concerned with mechanics schools appearing in this section are taken from Aviation Technician Education Council, 1965 Survey, Federal Aviation Agency Approved Mechanic School Programs (Pittsburgh: ATEC, 1964), pp. 1-21.

8Federal Aviation Agency, List of Certificated Flight and Ground Schools, Advisory Circular, AC No. 140-28 (Washington, D.C.: U.S. Govern- ment Printing Office, January 1, 1966) Needs, Review, end Plans

great disparity between the instructional programs of the various

schools. Wide differences exist among the school programs in entrance requirements, length of courses, numbers of hours of instruction, facil-

ities, etc. The schools have attempted to exceed the Federal Aviation

Agency requirements and to adjust their instructional activities in ful-

filling the aviation industry needs in their local communities. Repre-

sentatives of the aviation industry have at times contended that

distinct courses for training an airline mechanic and a general avia-

tion mechanic should be offered in the schools. Despite the differences

that exist in school programs, the schools have in most cases provided comprehensive training for their students.However, with the rapid

technical changes, as well as the changes in emphasis of the skills and knowledge required by aviation mechanics, it is becoming more apparent

that a core curriculum must be developed that will guarantee depth of

training where needed without over-training in areas that are becoming

obsolete.

The programs within the schools have not been static, There has

been a steady increase in enrollment and a definite trend toward in-

creasing the hours of course instruction. There has also been an

expansion of new instructional space. During the years 1964-65, 75,000 9 square feet of new instructional area became available.

The need for aviation mechanics indicates that aviation mechanic

schools will have to train a greater number of mechanics.While they

are training these men, the schools will also have to continually review

their programs. These revised programs will have to be designed with

90p. cit., Aviation Technician Education Council, 1965 Survey, p. 21.

9 The Aviation Mechanics Occupation the full realization that the aviation mechanLes education does not cease upon his graduation. The schools will have to conduct many additional classes to assist the mechanic in upgrading his skills during his employment in the aviation industry.

In most cases the schools have employed teachers who have had many years of work experience in the aviation industry and who have attempted to remain current with the ever-changing aviation industry. These instructors will have to develop better ways of teaching mechanics how to work within reasonable time limits, and the instruction should be given without neglecting the learning processes.it is imperative that acceptable "return to flight" standards of workmanship be developed by the students.

The challenge for the training and retraining of aviation mechanics is placed squarely before the schools and industry. Both have proven that they can provide the training unique to their objectives. The'need now confronting industry and the schools is for the establishment of a basic curriculum that is sufficiently flexible to allow currency with the aviation industry and to provide increased teaching effectiveness.

Review

After 1938, when the Civil Aeronautics Act was passed and the Civil

Aeronautics Administration formed, training guidelines were developed by the Civil Aeronautics Administration to identify the tasks an aviation mechanic is customarily expected to perform. Included in these guidelines were specified standards of training and lists of equipment deemed appropriate to accomplish the training objectives. Today, as in the past,

10 Needs, Review, end Pions the Federal Aviation Agency, with the cooperation of'the aviation industry and the aviation schools, is effecting changes in these guide-

lines whenever the need to make such changes is properly supported.

However, no coordinated program to develop, disseminate, orimple- ment a basic aviation mechanics curriculum has been initiated to meet

the changing demands and needs of the aviation industry on a national

scale. There has been in fact no nationwide investigation into the mechanic's training needs, beyond the local interpretation and adaptation

of the broad Federal Aviation Agency guidelines.

Few studies of any magnitude have been made of the trainingfor

the occupation of the aviation mechanic.One study that was prepared is

the Report of the Aviation Human Resources Study Board on Manpower.

Requirements of the Civil Aviation Industry published in1964 by the 10 Federal Aviation Agency. This study focused particular attention on

the manpower and training status of the aviation mechanic.

Aviation mechanics' work opportunities have been overlooked during the past decade as the aerospace industry and other users of skilled aviation mechanics concentrated on the space drive and drew upon the existing World War II reserveof trained men. As a result, the attention of many educators and of career counselors was diverted so that the output of men trained in the mechanical artshas steadily declined. Since the airlines and the remainder of the civil aviation industry were drawing their high skill and certificated mechanics personnel from the military trained reservoir, the need for training schools and long-range planning was understandably delayed or ignored.

This report continues:

The mechanic trained personnel releasedannually from the military services cannot be viewed as a

10Federal Aviation Agency, Report of the Aviation Human Resources Study Board on Manpower Requirements ofthe Civil Aviation Industry (Washington, D.C.: U.S. Government Printing Office,1964), p. 68.

11 The Aviation Mechanics Occupation

readymade resource of aviation mechanics for civil aviation employers. This group has received varying degrees of training in a specialty or semi- skilled category. Substantial retraining or even total new skill training is required before they can qualify for certification by the Federal Aviation Agency.

In 1965, a comprehensive study of the occupation of the aviation mechanic in California was published cooperatively by the Bureau of

Industrial Education, California State Department of Education and the 11 Division of Vocational Education, University of California, Los Angeles.

The University of California, Los Angeles, research group included

David Allen, Richard Lano, and Norman Witt. From this study, a "common core curriculum" for the aviation mechanic in California was suggested.

The technical knowledge and manipulative skill levels were identified and from these followed the appropriate teachinglevels and methods that assisted in measuring the degree of proficiency attained.

The present nationwide study of the occupation of the aviation mechanic, incorporating the same data-gathering instrument and the same design criteria, was developed from the California study. The data gathered in the California study have been incorporated in the national study to provide expanded survey coverage.

Plans

By the time the California portion of the Study of the Aviation

Mechanics Occupation had been concluded, it had become apparent that expansion of the survey to other regions of the continental United States

11 David Allen, Richard Lano, and Norman Witt, A Study of the Aviation Mechanics Occupation (California State Department of Education and the University of California, Los Angeles, 1966).

12. Needs, Review, and Plans

would provide vital additional data to identify the tasks and training ti needs of the mechanic. A national study of the occupation therefore

would assist in the identification of core relationships for curriculum

development. The study is so designed that it would not restrict the

flexibility needed for specialized tasks in local communities. The

overall objective of this study is to assist the schools inmore nearly

satisfying both the training requirements of the Federal Aviation

Agency and the employment needs of the industry.

The national survey was undertaken to provide data for the accom-

plishment of three objectives:

1) To investigate the technical knowledge and manipulative

skills of aviation mechanics as required by the aviation

industry.

2) To identify a core curriculum for the training of avia-

tion mechanics.

3) To identify the scope of training offered by industry.

STRUCTURE OF THE STUDY

The nationwide research study to explore the occupation of the avi-

ation mechanic was designed to survey airlines and both large and small

general aviation companies throughout the continental United States.

Small general aviation, for the purposes of this study, is defined as

companies that employ five or fewer aviation mechanics. Only aviation

companies employing Federal Aviation Agency certificated airframe and/or

powerplant mechanics were included in the study. Aviation industrial

concentrations are generally situated in large urban areas; however,

it was essential to include less populated areas in the studyin

1,3 The Aviation Mechanics Occupation

order to obtain data that might be unique to each particular segment and

locale of the industry. Following an aviation density study of the

United States, 26 states and the District of Columbia were selected for

representation in the study.

ASSUMPTIONS FOR THE STUDY

The study is based on two assumptions: (1) that all manipulative

skills require some degree of technical knowledge but not all technical

knowledge requires manipulative skill, and (2) that all training in

aviation mechanic schools will develop the mechanic's manipulative skills

so that he will be able to perform work of return to flight quality.

SURVEY INSTRUMENT

The first questionnaire developed for the study in California was a

complex instrument. The instrument was redesigned and validated through

12 a "dry run" in industry for the survey in California. This survey in-

strument was reviewed by the National Advisory Committee and without

change was used in the national study.

The questionnaire was designed so that the collected data could be

introduced directly into the aviation mechanics school curriculum. The

subtopics studied, each of which represented a task performed by an

13 aviation mechanic, were written in behavioral terms. A code system

indicating the aviation mechanic's activities, which was used by those

being interviewed, was designed so that varying levels of educational

attainment required to perform the various tasks could be identified.

12 Allen, Lano, and Witt, A Study of the Aviation Mechanics Occupation,

13 7. 13The word "subtopic", which denotes a behavioral task, is used throughout this report to refer to any of the 507 subtopics used in the study.

14 Needs, Review, and Mani

This identification could then be used to develop teaching levels and to test to determine if the teaching level had been attained.

The nationwide survey was designed to provide answers to five spe- 14 cific questions: (1) the number of men performing each task, identified in the questionnaire as "Men"; (2) the frequency at which these men performed the task, identified as "Freq"; (3) the level of technical knowledge required to do each task, identified as "T/K"; (4) the conditions under which thereturn to flight manipulative skills had to be performed, identified as "M/S"; and (5) the depth of training conducted by industry, identified as "IND."

The identification of levels of technical knowledge was based on the classification of educational objectives developed by Benjamin S.

Bloom and his colleagues. Five levels of technical knowledge were assigned to fit the aviation mechanics occupation. These levels were:

(1) knowledge (the ability to recall facts and principles, to locate information, and to follow directions); (2) comprehension (the ability to restate knoviedge or to intlrpror information and drawings needed in performing a job); (3) application (the ability to apply principles or transfer learning to new situations); (4) analysis (the ability to reduce problems to their parts and detect relationships between these parts, such as breaking down a malfunction into its fundamental parts in order to troubleshoot); and (5) synthesis (the ability to assemble the knowledge of principles and procedures needed to complete repairs and to construct new or substitute parts). Manipulative skill, which was under the assumption that established the level of workmanship, was

14 Allen, Lano, and Witt, cm. cit., pp. 8-10

15 The Aviation Mechanics Occupation studied in relation to the conditions under which a mechanic necessarily performs his duties, such as working under pressure of time and planning his job before performing the job.

FINAL FORM OF QUFSTIONNAIRE

A sample of the questionnaire's layout follows.

Woodwork Men Freq T/K M/S IND

1. Buildirg a rib 2. Building a wing section 10,11 3. Making a spar splice 4. Other tasks

The answer "'stem and method of responding to each item in the questionnaire can best be explained by the following samples concerning

the fueling of a light aircraft.

Column I (Men)

The number of men engaged in performing a given task. Example: If two men in your charge are responsible for fueling Piper Cubs, you should enter the figure "2" in Column 1 as shown. (Leave the remaining four column spaces blank.)

Men Freq T/K M/S IND

I. Fuel Piper Cub 2.

Column 2 (Freq)

The frequency of use as applied to your specific situation. The code system: 1. Used annually 2. Used semi-annually 3. Used monthly 4. Used weekly 5. Used daily Example: If the two men in the previous example fuel Piper Cubs every day, you should enter the figure "5" in Column 2 as shown.

Men Freq T/K M/S IND

1. 2 5 Fuel Piper Cub Omme/11.11Mr

16 Needs, Review, end Plans

Column 3 (T/K)

A description of the kind of technical knowledge required of your men to perform a particular task.

The code system:

1. Knowledge ability to locate information and to follow directions

2. Comprehension ability to interpret information and drawings needed in performing a job

3. Application ability to apply principles and to transfer learning to new situations

4. Analysis ability to break a malfunction into its fundamental parts in order to troubleshoot

5. Synthesis ability to put together knowledge of principles and procedures to complete repairs and to construct new or substitute parts

Example: If the same two men mentioned in the preceding examples must know how to find and follow the directions for fueling a Piper Cub, you should enter the figure "1" in Column 3 as shown.

Men Freq T/K M/S IND

1. Fuel Piper Cub 2 5 1

Column 4 (4/S) ,

The conditions under which the manipulative task is performed. The code system:

1. Not needed 2. Reasonable time limit, no advanced job planning required 3. Reasonable time limit and requires advanced job planning 4. Time critical but no advanced job planning required 5. Time critical and requires advanced job planning

Examples: If your two men have a reasonable amount of time in which to fuel the Cub and need not plan the job, you should enter the figure "2" in Column 4 as shown.

Men Freq T/K M/S IND

1. Fuel Piper Cub 2 5 1 2

17 The Aviation Mechanics Occupation

Column 5 (IND)

The degree of training offered in your industry. The code system:

1. No training offered 2. Familiarization only offered 3. Basic training offered 4. Detailed training offered Example: If your organization offers detailed training in the fueling of a Cub, you should enter the figure "4" in Column 5 as shown.

Men Freq T/K M/S IND

1. Fuel Piper Cub 2 5 1 2 4

Each task was rated as in the above example. The interviewee an-

swered those items with which his work experience directly related.

The research analyst was available to the interviewee for consultation

to help clarify the material as needed. In addition to completing the

questionnaire, each interviewee entered on an information sheet his

name, job title, date of interview, name, address, and type of company

by which he was employed (airline, line; airline, overhaul; large gen-

eral aviation; or small general aviation); nuiaber of mechanics that he

supervised directly; type of work he performed, and the number of years

he had worked as a mechanic. Each interviewee completed those portions of the questionnaire that related directly to the work he was doing.

Thus, equipped with a questionnaire to obtain answers to the five

key questions: number of men performing each task, frequency at which

the task is performed, level of technical knowledge required, conditions

under which manipulative shill is performed, and depth of industry

training provided, the research staff was ready to begin implementing

the survey.

18 Implementation, Action, and Results Implementation

Before the field work of the survey could begin, areas to be surveyed had to be selected. Aviation directories and aviation publications from governmental and commerc4.al sources were searched for the locations of aviation companies that performed airframe, powerplant, propeller, radio, instrument, and accessory work. The information gained from these sources was supplemented by various Federal Aviation Agency district offices throughout the country, which assisted by providing the names of additional companies that employed certificated mechanics. Certain regions of the United States were identified as those in which occurred the heaviest concentrations of airline and general aviation activity.

An industry density pattern was then plotted for the entire country and

from this six large geographic areas evolved. The states and the survey areas they formed are listed below.

Area 1* - Idaho, Oregon, Utah, Washington

Area 2 - Colorado, Kansas, Oklahoma, Texas, western Missouri

Area 3 - Illinois, Iowa, Minnesota, eastern Missouri

Area 4 - Florida, Georgia, North Carolina, South Carolina

Area 5 - Maryland, Michigan, Ohio, Pennsylvania, Washington, D.C.

Area 6- Connecticut, Massachusetts, New Jersey, New York

Fig. 1. Research Areas

*California was excluded because it was previously surveyed, and the California data is included in v.he national survey.

21 The Aviation Mechanics Occupation

The names of 285 airlines and general aviation companies appeared

in the first compilation. An additional 162 companies were added in

accordance with information from the Federal Aviation Agency district

offices and flight standards branch offices in each survey area. Upon

a closer examination, 61 of the 285 companies first compiled were found

unsuited to the purposes of the study. These were removed from the

list because they either (1) employed no airframe and powerplant me-

chanics, (2) had discontinued aviation repair operations, (3) had merged or undergone other business reorganization, or (4) were no longer

in business. A total of 386 companies Comprised the final list.

SURVEY ANALYSTS

Six survey analysts were employed to conduct the survey. These

analysts were professional men, oriented in technical or mechanical areas,

selected by the administrators of the research staff on the basis of such

factors as maturity and ability to meet people easily. Another essential

characteristic of those chosen was an overriding interest in achieving

the objectives of the survey. The men who were employed resided in or

close to the areas to which they were assigned, A list of the analysts

and their regional aasignments is contained in Appendix B.

The analysts were instructed in the objectives of the study, the

use of the questionnaire, the techniques to be used during the inter-

views, and the general procedures to use in carrying out the survey.

Training sessions were held with each of the analysts at his home city,

and these were followed up during the early phases of the survey through

frequent contacts to make certain each analyst continued to show a

thorough understanding of the survey methodology.

22 Implementation, Action, and Results

SURVEY ADMINISTRATION

The survey was administered by the University of California, Loa

Angeles, research staff concurrently in all six areas, and the survey activities of each analyst were uupervised by means of two devices: an instruction manual containing administrative guidelines and a supply of interview record forms for use in keeping a log of the analyst's visits to the companies.

The manual contained certain general information, such as instruction for correct completion of the questionnaire, methods to use in preparing for and conducting the interviews, instructions for completing tile interview forms, and a list of coding designations for Federal

Aviation Agency certificated repair stations. Each manual also contained the following information applicable only to the area it gov- erned: copies of letters of introduction to the companies to be contacted, copies of letters to various Federal Aviation Agency flight standards branch chiefs and maintenance inspectors to introduce the survey and the analyst, a directory of Federal Aviation Agency offices and personnel, a list of companies and personnel to contact, an area route and mileage map, and a full set of interview record forms in duplicate.

The analysts were instructed to use these interview record forms to l ',g the dates of contact, persons contacted, number of airframe and powerplant mechanics employed by the companies, running total of mileage, and general comments. As each form was completed, the analyst was to air mail a duplicate to the University of California, Los Angeles, research office. In addition, correspondence concerning the study received at the research office and considered pertinent to the field was forwarded to the analysts.

21 The Aviation Mechanics Occupation

Overall supervision of the survey was maintained successfully not

only as the interview forms were received from the analyst but also as

the analysts maintained telephone contact with the research headquarters

at specified points along the route. The need for long distance tele-

phone communication was in reality minimized by use of the interview forms.

NATIONAL ADVISORY COMMITTEE

One of the most important phases of the national study was the for-

mation of the National Advisory Committee. The committee consisted of

individuals representing private and public aviation mechanic training

schools, small and large general aviation companies, airlines, the United

States Department of Labor, and the Federal Aviation Agency. This dis-

tribution of background was selected to provide a broad spectrum of know-

ledge that would assist the research team in achieving the objectives of

the study. A list of National Advisory Committee members is included in

Appendix A.

The first meeting of the National Advisory Committee took place at

the Federal Aviation Agency Aeronautical and Space Center, Will Rogers

Field, Oklahoma City, Oklahoma, on November 17, 1965, and was attended by

the research staff and all members of the committee. During this meeting

the committee was briefed on the goals of the study and of the survey

completed in California. The committee was asked to review the survey

instrument and the analyst's manual. It was at this meeting that the

survey instrument was approved.

The committee recommended that a substantiating cross-check be made

of all aviation companies identified within the established six areas.

It was also recommended that the research survey analysts contact local

24 Implementation, Action, and Results

Federal Aviation Agency personnel in order to identify additional avia-

tion companies that employ airframe and powerplant mechanics.

The committee established two parameters for the display of data

for the national study. These were

1) The frequency with which mechanics performed each task should

be considered as "high" or "low." Tasks performed less frequently than

monthly should be considered as "low," to be shown by the letter "L";

those performed monthly or more frequently should be considered as

"high," shown by the letter "H."

2) Survey statistics relating to the number of mechanics perform-

ing each task should be grouped and displayed in descending order. The

subtopics should be arranged under each topic in the order of percent

of men performing the task. Thus, those tasks performed by 10 percent

or more of the men in all four categories were listed first and the remainder arranged as "5 to 10 percent," "2 to 5 percent," and "Less than

2 percent," corresponding to the number of men performing the task in

each of the four categories.

Ways of disseminating information on the survey were explored. All

committee members agreed to present information about the survey and the

study at conventions they would attend, as well as through correspondence

and local press releases. (Committee members representing the airlines

later contacted the Air Transport Associat;on and through that organi-

zation informed airline companies of the survey.) A press release de-

scribing the national study was prepared by the research office and

released through the university public relations office for national

distribution.

25 The Aviation Mechanics Occupation

The committee agreed upon a request submitted by Howard Rosen,

United States Department of Labor, for a subsample study to be made to

obtain information on how recently the mechanics had received in-service

training in current industry practices. The subsample was to have a dis-

tribution of approximately 500 questionnaires. This subsample study is

discussed in detail under "Industry Efforts" in the "Redirection"

section of this report.

Action

DATA COLLECTION

The field survey of the six areas of the United States began on

December 1, 1965, and was completed during the first week of March, 1966.

At each of ,the 386 companies contacted, qualified personnel reviewed the

survey instrument and received instruction from the analyst for its com-

pletion. Wherever it was possible, the analyst mailed the completed

questionnaire to the research office immediately following the conclusion

of the interview. In other cases when the questionnaire was not completed

during the interview, and the analyst was satisfied that the person or

persons answering the questionnaire understood it sufficiently to work

without further direction, he left it at the company for completion. The

person interviewed agreed to return the completed survey materiel by mail

to the research office.

Participants were very cooperative and expressed considerable inter-

est in the purposes of the survey. Approximately 55 percent of the in-

struments were returned within a Few days of an interview. To ensure

return of the remaining questionnaires by the earliest possible date, a

26 189 Companies

129 Companies

62 Stations.

21 Stations

Airlines, Airlines, Large General Small General Line Overhaul Aviation Aviation

Fig. 2. Distribution of 401 companies and stations responding to the survey.

27 11,428 Mechanics .. 3,830 Mechanics 2,463 Mechanics 359 Mechanics

Airlines, Airlines, Large General Small General Line Overhaul Aviation Aviation

Fig. 3. Distribution of 18,080 certificated airframeand/or poverplant mechanics included in each industrial category reported.

28 Implementation, Action, and Restate

vigorous follow-up program was pursued. First, a letter of reminder was

sent from the research staff directly to the individuals within each

company responsible for the return of the questionnaire. Then, whenever

scheduling permitted and visits were deemed appropriate, the analysts revisited the companies to encourage their response. Finally, a telephone call was made to the responsible company personnel by either the research staff or by the analyst in the area to advise them that the questionnaire must be received at the research office by March 20, 1966, if it was to be prepared for cemputer tabulation on March 29 as scheduled. As a result of these procedures, 25 percent more companies responded with completed questionnaires.

The national response in numbers of companies and stations is presented in Fig. 2, which includes the companies that responded in the

California survey. A total of 485 companies were contacted in both surveys and 401 of these companies responded, representing an 82 percent response. A list of all responding companies is shown in Appendix C.

As the questionnaires were received, the research staff reviewed each completed instrument for possible evidence of misunderstanding or misinterpretation of instructions. If some doubt existed in regard to any item, the individual who completed the questionnaire was contacted by telephone or revisited by the analyst and the item in question was clarified. Problems of this nature were found to have occurred in relatively few cases.

Each questionnaire was then assigned a code number that identified

the industrial category to which it belonged and the geographic area

from which it originated. The data collected was separated into four

29 The Aviation Mechanics Occupation

major industrial categories: airline line stations, airline overhaul

stations, large general aviation companies, and small general aviaticn

companies.

Data collected for each of the subtopics were key punched on IBM

cards. By means of computer programming, the information was stored on

tape and then processed through an IBM 7094 computer. The final program

consisted of a computer program developed by Edwin W. Banhagel of Hughes 15 Aircraft Company. The resultant information was printed out for all

four categories, which were arranged and programmed so that the final

computer print-out produced the data shown in Tables 1 through 52 of

this report.

CURRICULUM DEVELOPMENT PARAMETERS

The tabulated data shown in this report were presented in the same

format to the National Advisory Committee at their second meeting, which

was held at Purdue University in April, 1966. At this meeting, the mem-

bers Jet the parameters that provided criteria for establishing a core

curriculum. These parameters were used to identify the subtopics to be

included in the core curriculum, and to establish the teaching level to

which each subtopic should be taught.

The first parameter identifying the subtopics that should be in-

cluded in the curriculumwas based on the percent of mechanics perform-

ing tasks in the aviation industry. From this parameter alt tasks

performed by more. than 2 percent of the mechanics in at least three of

15 The research staff gratefully acknowledges the services performed by Mr. Banhagel and the fine cooperation received from Hughes Aircraft Company. A detailed description of the program can be found in Allen, Lano, and Witt, op. cit., pp. 159-64.

30 Implementation, Action, and Results the industrial categories were to be included in the core curriculum.

With this reference point, the committee reviewed all the subtopics.

Those that failed to meet this standard were recommended for deletion from the ,.:ore curriculum; those that did meet this standard were recommended for inclusion in the core curriculum.

The second parameter established a guideline for determining the depth of the training by teaching levels in relation to the consensus

level of technical knowledge. Figure 4 illustrates the steps taken to establish a consensus number for the frequency of distribution of

technical knowledge for each subtopic.

CONSENSUS NUMBER (determined by Advisory Committee)

RESULTANT NUMBERS (determined by computer tabulation) 333 2, _-- SURVEY RESPONSES N N N N (obtained from the indtstry) A_OL kS INDUSTRIAL CATEGORIES Fig. 4

Beginning at the base of the diagram, the letters A, 0, L, and S iden-

tify the industrial categoriesairline line stations, airline overhaul

stations, large general aviation companies, and small general aviation

companies- -that responded to the survey. The letter N in each square

of the next row represents the raw data gained from the survey responses.

The numbers 3, 2, 3, and 2 in the third row represent the resultant

frequency distribution numbers for the industrial categories as

31 The Aviation Mechanics Occupation

totalled and printed out by the computer. The single number 3 at the

top of the diagram represents the consensus number designated by the

advisory committee, based on their evaluation of the frequency numbers.

The three basic criteria used by the committee to derive theconsensus

number for this and other frequency number combinations is explainedin

the following paragraphs.

T/K AOLS

Subtopic 1 2 3 3 3

Subtopic 2 3 3 3 4

Subtopic 3 4 4 3 3

Fig. 5. Parameter: frequency of technical knowledge

. Figure 5 is a display of typical distributions of these numbers for

each subtopic that may have occurred iu the industrial categoriesas ac-

cumulated by the computer tabulation ofraw survey data. For example,

Subtopic 1, Fig. 5, shows a combination of "2333." This combination

Wight have occurred as "3233," "3323," or "3332."The order in which

these numbers were distributed was unimportant inasmuchas the consensus

number resulting from any of these. combinations would be thesame.

In the first criterion, a combination of four numbers formed by

three similar numbers std one lower number, as in thecase of Subtopic 1,

was considered equal to the three higher numbers. The number "2333" was

thus considered to have the value of "3333." This combination was eval-

uated as a single number representing the level of technical knowledge

32 Implementation, Action, and Results for this subtopic. The numerical value of "3333" then became "3," which is the consensus number equivalent to the application level in technical knowledge.

In the second criterion, a combination of four numbers formed by three similar numbers and one higher number, as in the case of Subtopic

2, was considered equal to the three lower numbers. The number "3334" was thus considered to have the value of "3333," with a consensus number of "3." The one higher number appearing In this combination was considered to indicate the feasibility of providing extension training at the fourth technical knowledge level, where geographic location or industrial needs warrant.

In the third criterion, the median number was considered when mixed combinations of numbers occurred. A numerical distribution whose average value was 3.50 or less was considered a "3333," or "3," and a numerical distribution whose average value was 3.51 or more was considered a "4444."This combination then became a "4," the analysis/synthesis level in technical knowledge. In Fig. 5 the distribution

"4433" is seen to have occurred for Subtopic 3. This group of numbers was considered to equal 3.50, which was evaluated as "3," If this subtopic had received a number distribution of "5433," for example, the group of numbers woui3 have had an average value of 3.75 and would thus have been considered equal to "4." However, the committee agreed that, in the case of mixed number combinations, the level of instruction could be set by each school in accordance with local industrial needs and local advisory committee recommendations. A distribution of "4433" could then be adjusted to "4" as indicated locally, or remain at "3" as recommended by the National Advisory Committee.

33 -

The Aviation Mechanics Occupation

In addition to the two parameters for identifying subtopics to be

included in the core curriculum and depth of training, two additional

criteria were established to assist in making teaching depth judgments.

One dealt with the depth of training given in industry, as well as the

type of equipment on which the training was given. The second criteria

was based on the conditions under which manipi 'ative skills are being

rerformed by the mechanics in the industry under time pressure. Thus,

with guidelines for identifying subtopics and establishing teaching

levels, the committee was able to review the entire data and make the

recommendations appearing with each of the Tables 1 through 52. The

depth of training, the instructional settings, Grid the testing levels

are described fully in the following discussion under "Teaching Levels."

TEACHING LEVELS

The National Advisory Committee was guided by four established

levels of instruction to which any subtopic in the core curriculum could

be taught. Each teaching level was given equivalent testing levels,

"Knowledge," "Comprehension," "Application," and "Analysis/Synthesis,"

to determine whether the training had been achieved. In addition, four

instructional settings for teaching airframe and powerplant subtopics

(Condition I) and four instructional settings for teaching subtopics

in related subjects, such as mathematics and physics, (Condition II)

were established.

The teaching levels for airframe and powerplant instruction are:

Level

1 Knowledge of sources of information and ability to follow directions

2 Ability to interpret information and drawings needed in performing a job

34 implementation, Action, and Resulb

3 Knowledge and understanding of principles and processes and ability to apply them to specific situations

4 Ability to separate a malfunction into its fundamental parts in order to troubleshoot, and ability to put together knowledge of principles and procedures to complete repairs, including construction of new or substitute parts

The description of the instructional setting for airframe and powerplant instruction an.] testing for each teaching level is as follows:

Instructional Setting (Condition I)

A - Instructional Setting A should be an orientation lesson. A subtopic should be mentioned in a lecture but there should be no manipulative instruction. Testing should be at the knowledge level.

B - Instructional Setting B should be an overview of the subtopic, including both technical and manipulative training.Testing should be at the comprehension level.

C - Instructional Setting C should present detailed instruction so that the student can, with additional review, recall the information readily later when he has been employed. Testing should be at the application level.

D - Instructional Setting D should train in depth, in both technical and manipulative skills, to facilitate transfer of learning with minimum difficulty. The student, when later employed, should be able to start a task with minimal instruction. Testing should be at the analysis/synthesis level.

In related subjects, such as mathematics and physics, four instructional settings were established:

InstructionallettingiCalition III

E - Instructional Setting E should be an overview. Testing should be at the knowledge level.

F Instructional Setting F should include basic, workable skills in the fundamentals of the subtopic. Testing should be at the comprehension level.

G - Instructional Setting G should be presented in enough detail so that recall can be accomplished with little additional training.

35 IIIIMITM...... 111111111111.1.11101111.11TON,IPI.

The Aviation Mechanics Occupation

Instructional Setting (Condition II)- continued

Specific safety information should be strongly emphasized. Test- ing should be at the application level.

H - Instructional Setting H should train in depth to facilitate direct transfer of learning. It should include the specific information required to ensure safety and should result ina complete mastery of the subject so that a return to flightattitude can be maintained by the mechanic. Testing should be at the analysis/synthesis level. Great stress should be placed on developinga positive attitude toward safety in the mechanic so that he carries this attitude through his productive years.

The relationships among these four major headings are shown below.

TEACHING INSTRUCTIONAL INSTRUCTIONAL TESTING LEVELS SETTING SETTING LEVELS (Condition I) (Condition II)

1 A E Knowledge

2 13 F Comprehension

3 C Application

4 D H Analysis/Synthesis

Several times the National Advisory Committed changed the instructional setting but did not change the teaching level. For example, it was occasionally recommended that a subtopic being taught to Teaching

Level 2 should provide an overview of the subtopic with technical training included; however, it was recommended that manipulative training be deleted. Testing should continue at the comprehension level.

36 Implementation, Action, and Resulb

Results

On the following pages are the tables presenting all of the data collected by the survey. Each table represents a maj)r topic heading and shows the subtopics performed by the aviation mechanic. The subtopics are arranged in descending order from most frequent to least frequent, as determined by the percent of mechanics performing that task.

KEY TO TABLES

Data is presented in five columns with the headings identified as

"N," "F," "T," "M," and "I," shown in the example below.

N F T 14 I

The headings represent the following:

N Percent of mechanics performing the teak

F Frequency with which the task is performed

T Technical knowledge required to perform the task

M Manipulative skill required to perform the task

I Industry training offered

37 The Aviation Mechanics Occupation

Each of the preceding columns is divided in accordance with the

four industrial categorie3, identified by "A," "0," "L," and "S,"

shown in example below:

N F T M I A. AOLSAOLSAOLSAOLS L -....,...._ The categories represent the following:

A Airline line stations

O Airline overhaul stations

L Large general aviation companiea

S Small general aviation companies

Data applicable to the "N" column in example below is represented

by the following symbols, which indicate the percentage of mechanics

performing each task:

+ Tasks performed by 10 percent or more of the mechanics

in that industrial category

$ Tasks performed by 5 to 10 percent of the mechanics in

that industrial category

- Tasks performed by 2 to 5 percent of the mechanics in

that industrial category

No symbol Tasks performed by less than 2 percent of the mechanics

in that industrial category

N F T M AOLSAOLSAOLSAOLSAOLSI

+ +

38 Implementation, Action, and Results

Data applicable to the "F" column, in example below, is represented by the following letters indicating th.e frequency with which the

task is performed:

LThe job is performed semi-annually or less often

(low frequency)

H The job is performed daily, weekly, or monthly

(high frequency)

No letterThe task is not performed

N F M AOLSAOLSAOLSAOLSAOLS

+ + H HL H

Data applicable to the "T" column in example below is represented by the following numbers indicating the technical knowledge required

to perform a given task:

I - Knowledge

2 - Comprehension

3 - Application

4 - Analysis

5 - Synthesis

N F ADISAOLSAOL S AOLSAOLSI + +HHLH3333

39 The Aviation Mechanic' Occupation

Data applicable to the "H" column in example below is represented

by the following numbers denoting the manipulative skill required by

the task:

1 - Not needed

2 - Reasonable time limit, no job planning required

3 - Reasonable time limit, job planning required

4 - Time critical, no job planning required

5 - Time critical, job planning required

AOL:N AOLSF AOLST AOLSM AOLS1 ----- s - ++HHLH 3 3 3 33 4 3 3

Data applicable to the "1" column in example below is represented

by the following numbers denoting the degree of training offered by

industry:

1 - No training offered

2 - Orientation or familiarization training offered

3 - Basic or general information training offered

4 - Training in depth offered

N F T AOLSAOLSAOLSAOLSM AOLS1

+ + HHLH 3 3 3 3 3 4 3 33 4 2 3

40 Implementation, Action, and Results

Beginning with Table 44,,the "N" column is replaced by the "A/S"

column, as in example below. The applicable "A/S" data is repre ented

by the following numbers deaoting whetheraccuracy and/or speed is re-

quired in performing each task:

1 - The task must be performed withaccuracy

2 - The task has to be done withaccuracy and speed

(Note: Table 52, "Ethics and Legal Responsibilities," does

not have an "M" or "A/S" column, because neither of these

factors is applicable to the topic.)

AOLSAOLSAOLSA/S AOLS HHIN333312113323

Note: When a blank appears in all 5 columns in any one industrial

category, it means the Leak is not performed by that industrial

category.

Adjacent to each table is (I) overview of work performed by an

aviation mechanic (2) the principal findings of thesurvey (3) the

recommendations of the National Advisory Committee. All subtopics

studied are listed so that schools can evaluate the results and the

recommendations of the National Advisory Committee as a basis for possible inclusion in their curriculum of some of the subtopics not

recommendel by the National Advisory Committee.

41 TABLE 1. WOODWORK

, AOLSN AOLSF AOLST AOLSII AOLSI .- '- MAKE RIB REPAIR $ + L L 33 33 33

USE GLUES ANO CLAMPS $ + H L L 3 33 3 33 3 33

IDENTIFY WOOD DEFECTS $ + 33 23 33

BUILD A RIB -+ L L 53 33-6 33

BUILD WING SECTION -+ L L 33 33 3/

MAKE SPAR SPLICE -+ L L 53 33 33

USE NACA AIRFOIL SPECIFICATIONS -+ L L 33 33 31

CONSTRUCT JIGS -+ H L L 453 333 1 33

SELECT MATERIALS - + H L L 3 33 3 33 1 33

HANDLE ANO STORE WOOD -+ H L L 1 1 3 2 33 1 33

-.1 TEST STRENGTH OF SPLICES -+ L L 13 33 33

MAKE APPROVED SPLICES - #11 LL 3 33 4 33 1 31 .---- , k Implementation, Action, and Results

TABU. 1

WOODWORK

OVERVIEW OF WORK PERFORMED

While the trend is undoubtedly toward metal aircraft, many airplanes still exist in which wood was used as the structural material for spars and ribs. Inspection and repair of these wooden structures will continue to be the responsibility of the aviation mechanic, because deterioration is continuous and cracks in glued Jointsare in many cases difficult to detect. The mechanic must be familiar with and able to recognize defects in wood structures such as dry rot, mpression failures, etc.

The manufacture of duplicate replacement parts and the application of protective finishes is performed by the mechanic, and woodworking machines are used during these processes.

PRINCIPAL FINDINGS

N - Very few mechanics employed by the airlines and large general aviation companies do any woodworking. Where such jobs exist in general aviation, they are being done by a small percentage of mechanics, most of whom specialize in this type of work.

F The frequency with which mechanics employed by general aviation companies perform such work is low.

I - :asic or general information training is provided by the general aviation industry.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

A mechanic should have the ability to inspect wood structures and make correct decisions regarding airworthiness of the structures. Although all subtopics except the identification of wood defects are to be taught at Teaching Level 1, which precludes manipulative training, the committee strongly recommended that the mechanic be familiar with the use of woodworking tools. All subtopics should be included in the core curriculum at Teaching Level I, except the identification of wood defects, which should be taught at Teaching Level 2.

43 TABLE 2, FABRIC COVERING

N F T M I AOLSAOL SAOLSAOL SAOLS =..------INSPECT AND REPAIR STRUCTURE FOR COVER ++ L H L H 2333 2333 2433

SELECT MATERIALS ++ I L H 3 33 3 33 1 33

PERFORM HAND SEWING ++HHLH 3333 3333 1433 COVER WING, STRUCTURE, OR CONTROL SURFACE 4 4 H I H 3 33 3 33 3 33

REPAIR FABRIC ++ I H H H 3333 3333 2433 PERFORM FABRIC PROTECTION AND TESTING ++ L H H H 3333 3323 1433

PERFORM POWER SEWING $ HHIL2 233 3333 21 33 Implenvontation, Action, and Results

TABLE 2

FABRIC COVERINC

OVERVIEW OF WORK PERFORMED

In the past, and at present, on slower, lighter aircraft, fabric has been used to cover a portion of the airplane structure. Mechanics select and identify materials, make repairs, and test fabric to determine the airworthiness of the fabric cover. Fabric covering of a wing, structure, or control surface requires the ability to cut fabric to proper site and to sew and to properly attach the fabric, to the aircraft.

PRINCIPAL FINDIn4S

N - Less than 2 percent of the airline mechanics work with fabric covering. They find their work generally limited to the inspection, testing, and repair of fabric covered control surfaces.

F - Major aircraft-covering jobs and power sewing are performed at a low frequency by mechanics employed by large general aviation compauies.

I- The airline overhau' mechanic is given in-depth training when his employer assigns him the tasks identified in this table.

NATIONAL ADVISORY COMITIEE RECOMENDATIONS

The subtopic "Perform power sewing" should be deleted from the curriculum. The committee observed that power sewing is generally done by mechanics in a specialized shop and should not be a part of a mechanic's basic skill. The subtopic "Inspect and repair structure for cover" was also deleted from this area, "Fenic covering," inasmuch at it is more applicable to "Woodwork" and "Sheet Metal." All other subtopics should be included in the aviation mechanics core curriculum.

45 TABLE 3. PAINTING AND FINISHING

W AOLSAOLSF AOLST AOLSM AOLSI ______==a, PREPARE SURFACE AND PRIME $ + + H H I H 233 3 3333 2433

BRUSH PAINTING $ ++ H H H H 23333 3323 2333

SPRAY PAINTING $ + * H H H H 3333 3333 2433

LAYOUT LETTERS AND MASK $ + + H H H H 33333333 2433

LAYOUT TRIM DESIGN $ + + H H H H 3333 3333 3433

INSPECT AND IDENTIFY DEFECTS $ + + HHHH 3333 3332 ,2433

TOUCH-UP PAINTING + H H H H 3333 3323 2133

APPLY DOPE + 4 HHHH13 33 3333 3433 I Implementation, Action, and Results

TABLE 3

PAINUNG AND FINISHING

OVERVIEW OF WORK nRFORMED

Metal- or wood-covered aircraft are usually painted to protect their surfaces and to provide a desirable appearance. Fabric covering requires the mechanic to brush or spray multiple coats of clear or pigmented dope on the surfaces to preserve and tighten the fabric. Wood structures are varnished, while aluminum and steel are protected and preserved by painting with zinc chromate or other similar finishes. The application of aircraft identification nuxbers and letters and trim striping requires the mechanic to be familiar with available materials and methods employed fcr their application.

PRINCIPAL FINDINGS

F - Mechanics in all occupational categories perform painting and finishing at a high frequency. Few airline mechanics apply dope, yet the frequency for painting and finishing is high.

I - Airline overhaul stations offer extensive training in the majority of the painting and finishing subtopics.

NATIONAL ADVISORY COMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The committee observed that the time and effort required to lay out trim design and letters, mask, and do touch-up painting can only be justified at the knowledge level of teaching. The committee further recommended that all training programs remain alert to the introduction of new materials and processes in this subject area.

47 TABLE 4. SHEET METAL ACLSN AOLSF AOLST AOLSM AOLSI INSTALL CONVENTIONAL RIVETS + + ++HHHH 3 3 3 3 3 3 3 3 3 3 3 3 DIMPLE METAL + + ++HHHH 3 3 3 3 5 3 3 3 3 3 3 3 INSTALL SPECIAL RIVETS + + ++HHHH 3 3 3 3 53 3 3 4 3 3 3

INSTALL SPECIAL FASTENERS + + ++HHHH 3 3 3 3 3 3 3 3 3 3 3 3, MAKE PATCHES + + ++HHHH 3 3 3 3 3 3 3 3 3 3 3 3

MAINTAIN AERODYNAMIC SMOOTHNESS + + ++HHHH 3 3 3 33 3 3 3 3 3 33

FABRICATE FROM TEMPLATE $ + + + L H H L 3 2 3 3 53 3 3 4 3 311

HAND FORMING $ + + + HHHH 3 2 3 3 3 3 33 3 3 3 3'

PROTECT METAL FROM DAMAGE $ + + + HHHH 3 3 3 3 3 3 2 3 3 3 2 3 USE BED ALLOWANCE $ + + + HHHH 3 3 3 3 33 3 3 1 4 3 3

IDENTIFY AND CONTROL CORROSION $44 .HHHH 3 1 3 3 3 3 3 3 3 3 3 :I REPAIR STRUCTURE - ++ + H H H H 3 353 5 3 3 34 33 31

USE ADHESIVE METAL BONDING - + ++HHHH 3 3 3 3 4 3 3 3 4 4 3 3!

DEVELOP TEMPLATE FROM BLUEPRINT $ $ + *L.H H L 3 3 3 3 5 3 3 3 4 4 3 1 INSPECT AND REPAIR PLASTICS AND FIBERGLASS - - ++HHHH 3 3 3 :.3 3 3 3 4 4 3 3 SHAPE METAL I.E. HOT WORKING, COLD WORKING, CASTING, CHEMICAL MILLING, ETC. - ++ H H II L 3 2 3 3 3 3 3 3 43 3 1 REPAIR HONEYCOMB AND LAMINATED STRUCTURE - - $ + HHLL 3 3 3 3 5 333 4 4 3 3 ,...1...1111M011111.10 4

='i

I Implementation, Action, end Results

TABLE 4

SHEET METAL

OVERVIEW OF WORK PERFORMED

Structural members of the modern airplane are made of aluminum alloys, steel, and other non-ferrous metals and honeycomb structures. The outer covering, or "skin," of the airplane is generally made of aluminum alloy or other non-ferrous sheet metals. Aviation mechanics manufacture, assemble, repair, and fasten parts together by riveting, welding, and bonding. Special fasteners and fittings are installed as a part of this process. Mechanics inspect the structure for damage or normal wear and control corrosion by application of primers, chemical bonds, and plating.

PRINCIPAL FINDINGS

N - All mechanics perform the tasks identified in this table. The shaping of metal by hot or cold working, casting, chemical milling, etc., is performed by less than 2 percent of the mechanics employed at airline line stations.

F - Airline line mechanics and mechanics employed by small general aviation companies infrequently develop templates or fabricate parts from templates.The repair of honeycomb and laminated structure is performed infrequently by general aviation companies.

M - Airline line station mechanics do sheet metal work under critical time limitations that require job planning.

I - The airline industry provides training in depth in several of the tasks.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The committee recommended that manipulative skill should not be taught for the subtopics "Protect metal from damage" and "Identify and control corrosion." The theory and techniques of shaping metal, i. e. hot working, cold working, casting, chemical milling, etc., should be presented in sufficient detail so the mechanic can properly conduct an inspection.

49 TABLE 5. WELDING AOLSN AOLSF AOLST AOLSM AOLSI mims=== = SOLDER $ $ + + H H H H 3333 2333 4333

IDENTIFY TYPES OF WELDED JOINVS - ++HHHH I233 2333 1333 wino STAINLESS STEEL - ++HHHH 3333 3333 431 1 .4 urn ARC WELDING - ++ H H H H 3333 3333 431 1

SOLDER STAINLESS STEEL -++HHHH 3333 3333 333 1

FABRICATE TUBULAR STRUCTURES - ++HHHL 3333 3333 331 1

CONTROL ALIGNMENT WHILE WELDING - ++HHHH 3333 3333 3321

INSPECT AND TEST WELDS - ++ H H H H 4353 5313 4333

WELD STEEL OAS) ++HHHH 3333 3333 4331

WELD ALUMINUM + + HHHH 3333 3333 431 1

BRAZE ++ H H H H 3333 3333 3333

REPAIR TANK - $ 4 H H H L 3333 3333 1 33 1

WELD MAGNESIUM - HHLL 3333 3335 433 1

WELD TITANIUM - H H H H 3333 3335 431 1 Implementation, Action, and Results

TABLES

WELDING

OVERVIEW OF WORK PERFOAMED

Recent developments and refinements in inert gas welding have brought significant changes in the methods of joining metals in aircraft. Conventional gas and arc welding are done by the mechanic in repairing tubular aircraft components, minor subassemblies and shop equipment. Some mechanics who have special training, or certification, weld stainless steel and magnesium, as well as titanium and other exotic metals. It is most important that mechanics be able to identify the quality of the weld.

PRINCIPAL FINDINGS

N - A smaller percent of mechanics employed by the airlines do welding, compared with mechanics employed in general aviation.

F - Although only itfew selected airline mechanics do welding, they perform this task at a high frequency. The frequency with which mechanics employed by small general aviation companies fabricate tubular structures, repair tanks, and weld magnesium is low.

I - Less than 2 percent of the airline line mechanics do welding, but they indicate that they receive in-depth training in the majority of the tasks identified.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. For purposes of inspection, a mechanic must be able to identify the various tyres of welded joints and be capable of judging the quality of the weld. Welding in the core curriculum should be at the application level; however, those students specialising in aircraft welding fot certification must enroll in special classes.

51 TABLE 6. ASSEMBLY AND RIGGING

N F T PI I r-----AOLSAOLSAOLSAOLSAOLS USE MANUFACTURER'S AND FAA SPECIFICATIONS $ $ Y+HHHH--a------2 3 3 3 41 33 3 333 RIG MOVEABLE SURFACES $ - + +HHHH 3 3 5 3 3353 4 433

RIG FIXED SURFACES -++HHHH 3333 3333 4 433

RIG AIRCRAFT - ++ H H H L 3333 3333 4433 i USE TRANSIT ++ L H L L 3333 3 333 1 31 1

TRAM AND ALIGN STRUCTURE ++ L H H L 3333 3333 3 333

BALANCE CONTROL SURFACES ++ L H L L 3333 3333 3333 *".411.6111.11.1.011.0.91

Implementation, Action, and Resulti

TABLE

ASSEMBLY AND RIGGING

OVERVIEW OF WORK PERFORMED

Every airplane has its particular method of assembly. The number of exterually braced aircraft is decreasing. Designs that incorporate external braces and wines permit many adjustments; modern internally braced airplanes permit few adjustments by mechanics in the field. Aircraft rigging implies the alignment of components to achieve acceptable flight characteristics. Furthermore, improper assembly and rigging may result in certain members being subjected to loads greater than those for which chey were designed.Mechanics, therefore, closely adhere to the manufacturer's and FAA specifications when installing, aligning, or balancing both fixed and movable control surfaces. Aircraft with hydraulic or electric boost-assisted controls demand a high level of mechanical craftsmanship.

PRINCIPAL FINDINGS

N - A greater percentage of the mechanics employed by general aviation companies perform assembly and rigging operations than do the mechanics employed by the airlines.

F - Mechanics in all of the industrial categories make frequent use of manufacturer's and FAA specifications.

T Mechanics employed by large general aviation companies must frequen..iy put together knowledge of. principles and procedures when rigging movahls surfaces.

M - Mechanics employed by large general aviation often work under critical time conditions requiring job planning when rigging movable surfaces.

I - The airlines give training in depth for the rigging of aircraft, movable surfaces, and fixed surfaces.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The committee suggested that the correct installation and assembly of bolts and similar items of special hardware is of sufficient importance to justify addition of a separate subtopic titled "Assembly of aircraft" to the curriculum. In the core curriculum on page 179 a new subtopic "Assembly of Aircraft" has been included to be taught at Teaching Level 3.

53 TABLE 7. LANDING GEAR

N r T M t AOLSAOLSAOLSAOLSAOLS SERVICE AND REPAIR

LANDING GEAR - + + H H H H 3333 3333 343 3 INSPECT AND REPLACE TIRES AND WHEELS - + + HHHH 3333 3323 343 3 SERVICE AND REPAIR

LEVELING DEVICES + - ++HHHH 3333 4333 343 3

SHOCK STRUTS + - ++HHHH 3333 3333 333 3

NOSE WHEEL STEERING + - ++ H H H H 3433 3533 3433

BRAKES - + + HHHH 3333 3333 343 3

JACK AIRCRAFT AND TEST GEAR S - ++ H H L H 1443 351 3 343 3 INSPECT DAMAGE AND WEAR TO LIMITS - + + HHHH 3433 2333 343 3

CHECK ALIGNMENT -- ++ L H H H 1433 3333 143 3 ---q SERVICE AND REPAIR

ANTI-SKID DEVICES - - ++HHHL 4433 3333 343 3 Implementation, Action, and Results

TABLE 7

LANDING GEAR

OVERVIEW OF WORK PERFORMED

The landing gear of an airplane consists of main and auxiliary units, either of which may be retractable or fixed. The landing gear may include various combinations of wheels, shock absorbing equipment, brakes, retracting mechanism with controls, actuators, warning devices, fairings, and structural members necessary to attach it to the primary structure. Mechanics operate, service, adjust, inspect, repair, and maintain these many systems.

PRINCIPAL FINDINGS

F - Mechanics in all occupational categories work on landing gear at a high frequency.

T - Airline overhaul mechanics perform several tasks at the analysis level, requiring an ability to break down a malfunction into its fundamental parts--to perform troubleshooting during overhaul.

M - In three of the subtopic tasks, airline mechanics must perform their work under the pressure of time limitations.

I - Airline overhaul stations provide training in depth, wh le industry training is basic and informational in content.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The committee observed that, wf:h the possible exception of powerplants, the landing gear requires the most frequent inspection, maintenance, and service.

55 TABLE 8. HYDRAULIC AND PNEUMATIC SYSTEMS ADISN AOLSF AOLST AOLSN AOLSI OPERATE AND SERVICE HYDRAULIC SYSTEM AND COMPONENTS + $ + + H H H H 3343 3 143 3333

OPERATE AND SERVICE PNEUMATIC SYSTEM AND COMPONENTS + $ + + H H H H 3443 3543 3413

IDENTIFY VARIOUS TYPES OF HYDRAULIC SYSTEMS - + + H H H H 3343 3123 3333

IDENTIFY VARIOUS TYPES OF PNEUMATIC SYSTEMS - + + H H L L 3343 3111 3343

IDENTIFY HYDRAULIC FLUIDS + - ++ H H H H 3343 2153 3333

INSTALL FITTINGS AND LINES + - ++ H H H H 3333 3333 3333

INSPECT AND REPAIR HYDRAULIC SYSTEM AND COMPONENTS $$+ + H H H H 3333 5 133 3333

INSPECT AND REPAIR PNEUMATIC SYSTEM AND COMPONENTS $ $ + + HHHH 3343 5533 3333

FABRICATE ALUMINUM LINES ++ H H H H 3343 2333 3333

FABRICATE STAINLESS LINES ++ H H H H 3333 2333 3333 Implementation, Action, and Results

TABLE 8

HYDRAULIC AND PNEUMATIC SYSTEMS

OVERVIEW OF WORK PERFORMED

The size, weight, and speed of the modern airplane has made necessary the development of more sophisticated andcomplex hydraulic and pneumatic systems. The aviation mechanic operates, c.srvices, in- spects, repairs, and maintains these systems. This responsibility varies from simple identification of hydraulic fluids and seals tothe ability to analyze and troubleshoot reported system malfunctions.

PRINCIPAL FINDINGS

F - Mechanics in all industrial categories perform work at a high rate of frequency on hydraulic: systems.

T - Large general aviation companies require their mechanics towork at the analysis level, troubleshooting hydraulic andpneumatic systems.

M -Mechanics employed by the airlines and large general aviation companies must perform several of the tasks under critical time conditions, requiring job planning.

I - Airline overhaul mechanics receive in-depth training in the operation and servicing of pneumatic systems and components.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.The committee recommended the addition of a subtopic titled"Selection, and installation of '0' rings and seals" to emphasize a task often performed by the mechanic. He should also be aware of the function of "0" rings and seals. The term "repair" as applied to components in the hydraulic and pneumatic systems was further defined by the committee to describe a "remove andreplace" function. In the core curriculum on page 180 under"Hydraulic and Pneumatic Systems," a subtopic titled"Selection and installation of '0' rings and seals" has been added.

57 TABLE 9. FUEL SYSTEM AOLSN AOLSF AOLST AOLSi4 AOLSI

IDENTIFY FUEL SYSTEMS +- ++HHHH 2333 231 3 3 323 CHECK AND SERVICE FUEL SYSTEMS AND COMPONENTS +- + 4. HHHH 3333 3323 3 333

IDENTIFY FUELS + + 4. HHHH 231 3 231 2 3 33 1

SERVICE FUEL DUMP SYSTEMS + ++HHLL 3353 23 1 2 3 4 13 FABRICATE AND REPLACE LINES AND FITTINGS $ - + HHHH 3333 3333 3 333 INSPECT AND REPAIR FUEL SYSTEM COMPONENTS $ ++HHHH 4333 4233 4 333

REPAIR AND SEAL FUEL TANKS - ++ H H H L 1333 5333 t433 Implementation, Action, and Results

TABLE 9

FUEL SYSTEMS

OVERVIEW OF WORK PERFORMED

The aviation mechanic services, checks, and maintains the fuel system and components. The work includes fabricating lines, inspection for fuel leaks, replacing fittings, and repairing or replacing fuel tanks and bladder cells. The inspection for fuel leaks and contamination is one of the major safety items a mechanic performs during his continual flight line checks.

PRINCIPAL FINDINGS

N - Less than 5 percent of the airline overhaul mechanics perform the tasks identified in this table.

F - General aviation mechanics do not service fuel dump systems as frequently as do airline mechanics.Mechanics employed by small general aviation companies infrequently repair and seal fuel tanks.

T - Airline line mechanics must be capable of analyzing the problem and making corrections when inspecting and repairing fuel system components.

M - Airline line mechanics inspect and repair fuel system components and repair and seal fuel tanks under critical time conditions.

I - Airline mechanics are trained in depth to service fuel dump systems, to inspect and repair fuel system components, and to repair and seal fuel tanks.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. Training in checking, servicing, inspecting, and repairing fuel systems and compcnents should be general and not be specifically directed to a particular airplane or syvtem.

59 TABLE 10. AIR CONDITIONING AND PRESSURIZATION

M AOLSN ADLSF AOLST AOLSAOLSI CHECK AND SERVICE PNEUMATICS AND HEAT EXCHANGERS + -++HHHH 3 3 3 3 3 2 3 3 3 3 3 3 INSPECT, REPLACE OR REPAIR

PNEUMATIC SYSTEM COMPONENTS - + + H H H H 3 3 3 3 3 2 5 3 3 3 3 3

AIR CONDITIONING SYSTEM COMPONENTS - + + HHHH 3 3 3 3 3 3 3 3 3 4 3 3 CHECK AND SERVICE HEAT AND COOLING SYSTEMS AND THEIR CONTROL SYSTEMS ++ H H H H 3 4 3 3 3 3 3 3 3 4 3 3

CHECK AND SERVICE OXYGEN SYSTEMS + + HHLH 3 4 5 3 3 3 5 3 3 4 3 3 CHECK AND SERVICE AIRCRAFT PRESSURIZATION AND CONTROL SYSTEMS - + HHHH3 3 5 3 3 3 3 3 3 4 1 1 INSPECT, REPLACE OR REPAIR

PRESSURIZATICN SYSTEM COMPONENTS + - +$ H H L H 3 3 5 3 3 2 5 3 3 3 3 1 OXYGEN SYSTEMS AND COMPONENTS S ++HHLH 3 3 3 33 3 3 3 3 4 3 3 TROUBLESHOOT AND REPAIR AIR CONDITIONING AND PRESSURIZATION SYSTFMS H H L H 444453334431 Implementation, Action, and Results

TABLE 10

AIR CONDITIONING AND PRESSURIZATION

OVERVIEW OF WORK PERFORMED

Air conditioning and pressurization systems are incorporated in aircraft primarily for passenger comfort while the aircraft operates at higher or more efficient altitudes. On some of the more complex aircraft, a secondary benefit derived from air conditioning is the stable, temperature-controlledenvironment it provides for the most efficient operation of other aircraft subsystems.

Most airline aircraft utilize complex air conditioning and pressurization systems. Aircraft are being introduced into general aviationwhich also incorporate these subsystems. Oxygen systems are related to air conditioning and pressurization systems; therefore, the mechanic must also be familiar with oxygen systems. These require continual, periodic checking, servicing, and troubl.eshooting. The mechanic must be familiar with these phases of the systems to inspect, repair, and replace system components to effect proper maintenance.

PRINCIPAL FINDINGS

N - Less than 5 percent of the :Arline overhaul mechanics perform the tasks identified in this table.

F -Generally, mechanics in all four categories perform work on air conditioning and pressurization systems at a high frequency.

T - The technical knowledge required of mechanics who repair air conditioning and pressurization syJtems is at the analysis level.

M -Airline line stations require their mechanics to work under pressure of time and do job planning to troubleshoot and repair air conditioning and pressurization systems.

I - Airline overhaul stations provide in-depth training for most of the tasks.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. No manipulative skill training should be required under the subtopics titled "Inspect, replace, or repair: Pneumatic system components," "Inspect, replace, or repair: Pressurization system components," "Inspect, replace, or repair: Oxygen systems and components." The committee believes that few mechanics are expected to work on air conditioning or pressurization systems without additional special training.

61 TABLE 11. ELECTRICAL POWER AOLSN AOLSF AOLST AOLSM AOLSI APPLY ELECTRON THEORY AND FUNDAMENTALS OF ELECTROMAGNETISM IN READING AND ANALYZING DC AND AC CIRCUITS AND DIAGRAMS + - ++HHHH 4353 3333 3433 IN OPERATION AND TESTING OF DC AND AC ELECTRICAL COMPONENTS + - ++HHHH 4353 3333 2433 APPLY ELECTRICAL MEASURING AND INDICATING DEVICES FOR MEASUREMENT OF VOLTAGE: CURRENT, AND RESISTANCE + -++HHHH 3323 3232 3333 CHECKING OF CONTINUITY AND ELECTRICAL LEAKAGE + - ++HHHH 3333 3123 3333 PROMOTE AND PRACTICE ELECTRICAL SAFETY AND HAZARD PRECAUTIONS + - ++HHHH 3133 3123 4333 APPLY ELECTRON THEORY AND FUNDAMENTALS OF ELECTROMAGNETISM

IN TROUBLE SHOOTING AIRCRAFT WIRING AND ELECTRICAL INSTALLATIONS $ - ++H H H H 3353 3333 3433 APPLY ELECTRICAL MEASURING AND INDICATING DEVICES FOR

CALCULATION OF RESISTANCE AND CONDUCTIVITY $ - + + HHHH 3 353 21 3 3 4323 CHECKING AND MEASURING CAPACITANCE $ - + 4 HHHH 3353 3232 3323 CHECKING AND MEASURING ---INDUCTANCE 5 - ++HHHH 3333 3233 3333 TROUBLE SHOOT AND REPLACE DC AND AC MOTORS AND CONTROL UNITS $ - + + HHHH 3243 3333 3333 CHECK AND REPLACE RELAYS, SOLENOIDS, SWITCHES AND RHEOSTATS $ - + 4 HHHH 3253 3233 3333 ---' Implementation, Action, and ReNib

TABLE 11

ELECTRICAL POWER

OVERVIEW OF WORK PERFORMED

Mechanics apply electrical theory in checking, servicing, and troubleshooting aircraft electrical systems. Electrical system maintenance requires a broad knowledge of the fundamentals of electricity. The effective use of measuring instruments is paramount in electrical servicing. Power generating and distribution systems contain many components, such as switches, circuit breakers, bus bars, relays, generators, inverters, regulators, etc., which require inspection, testing, and replacement where necessary. Recent developments in the electrical systems of modern aircraft have placed greater emphasis on the mechanic's ability to troubleshoot, service, and maintain the systems.

PRINCIPAL FINDINGS

F - With but one exception, checking and troubleshooting solid state switching devices by mechanics in small general aviation companies, all subtopics have a high frequency of performance by mechanics performing these tasks in all four industrial categories.

T - Many of the tasks require a technical knowledge at the analysis level by all four industrial categories. Large general aviation companies indicate that they require a technical knowledge at the synthesis level for many of the tasks. It is evident that a broad knowledge of aircraft electrical/electronic systems and subsystems is an important part of the aviation mechanic's working requirements.

Mechanics employed by large general aviation companies indicate that they work under time critical conditions, which require job planning, in applying electrical measuring and indicating devices for measurement and calculation of power and installing and repairing electrical wiring and distribution equipment. Airline overhaul mechanics also indicate that they require a high manipulative skill level to test and repair solid state inverters and switching devices under time critical conditions requiring job planning.

I - Although airline mechanics indicate that they receive in-depth training in some of the subtopics, industry training is generally of basic, informational content.

63 TABLE 11. ELECTRICAL POWER ICONTINUED1 AOLSN AOLSF AOLST ACLS,AOLSM I CHECK AND REPLACE TRANSFORMERS, RECTIFIERS AND FILTERS $ - ++HHHH 3253 323 3 3331 CHECK AND REPLACE ELECTRICAL PROTECTIVE DEVICES L - ++HHHH 3253 323 3 3333 APPLY ELECTRON THEORY AND FUNDAMENTALS OF ELECTROMAGNETISM

IN TROUBLE SHOOTING AIRCRAFT AC POWER SYSTEMS - - + + HHHH 4444 343 3 4433 IN TROUBLE SHOOTING AIRCRAFT DC POWER SYSTEMS - - + + H H H H 4454 343a 4433 APPLY ELECTRICAL MEASURING AND INDICATING DEVICES FOR MEASUREMENT AND CALCULATION OF POWER - + +HHHH 3353 325 2 333 I CHECKING AND TESTING THERMOCOUPLES - + + HHHH 3333 233 3 4333 TROUBLE SHOOT AND REPLACE DC AND AC GENERATOR EQUIPMENT - - ++HHHH 4243 333 3 3333 INSTALL AND REPAIR ELECTRICAL WIRING AND DISTRIBUTION EQUIPMENT - + + HHHH 2253 335 3 3333 TEST AND REPAIR AIRCRAFT GENERATOR AND INVERTER CONTROL SYSTEMS - + + HHHH 3453 323 3 3433 APPLY BATTERY THEORY AND TEST EQJIPMENT TO MAINTAIN AND TEST LEAD ACID BATTERIES ++HHHH 3 333 1 22 2 34 TO TEST AND MAINTAIN EDISON CELLS AND NICKEL CADMIUM BATTERIES ++HHHH 3 333 222 3 3333 TO OPERATE AND MAINTAIN BATTERY CHARGERS ++HHHH 3 333 222 2 3333 Implementation, Action, and Results

NATIONAL ADVISORY COMMITTEE RECOLMENDATIONS

The committee recommended that the subtopic, "Apply battery theory and test equipment to test and service dry battery equipment"be deleted because of extremely limited use of this equipment.All other subtopics should be included in the aviation mechanicscore curriculum. It is fairly evident that a knowledge of aircraft electricalsystems is becoming an important aspect of the aviation mechanic's workingrequire- ments. Although the committee was aware that the electrical and electronic work is performed by specialists insome of the aviation industries, electrical end electronics should bea part of the aviation mechanics curriculum at the aiplication level. Committee comments and recommendations also included the following:

1) Solid state switching devices are becomingmore important and finding mote use in light aircraft.

2) Although AC devices are finding more use in aircraft, DC theory and devices should also be emphasized during instruction.

3) "Check and replace" tasks should all be taught atno less than Level 3.

4) The high percentage of mechanics performing the tasks in all four categories indicates the need for electrical training.

5) The student/mechanic needs a broad foundation of instruction for the installation of aircraft electrical units and wiring.

6) Industry training may be high for the subtopics because no other adequate training is received.

65 TABLE 11. ELECTRICAL POWER (CONTINUED - -21 AOLSN AOLSF AOLST AOLSM AOLSI CHECK AND TROUBLE SHOOT SOLID I STATE INVERTERS ++ H H H H 3 4 4 3 3 4 3 3 3 4 3 3 INSPECT, TEST AND REPAIR AIRCRAFT MOTORS, GENERATORS AND INVERTERS ++ H H H H 3 4 5 3 3 2 1 3 3 4 3 3 APPLY BATTERY THEORY AND TEST EQUIPMENT TO TEST AND SERVICE ORY BATTERY EQUIPMENT ++HHHH3 353 3 2 3 2 3 3 2 3 CHECK AND TROUBLE SHOOT SOLID STATE SWITCHING DEVICES HHHL444332333433 TEST AND REPAIR SOLID STATE INVERTERS AND SWITCHING DEVICES HHHH344335332433 ---- of TABLE 12. FLIGHT INSTRUMENTS

N F T 11 I A OLSAOLSAOLSAOLSAOLS TROUBLE SHOOT AND MAINTAIN

MAGNETIC COMPASSES AND HEADING INDICATORS - - ++ H H L H 3 3 5 3 3 2 3 3 4 4 1 3 ii

AIRSPEED INDICATORS AND Ij MACHMETERS 4 4 HHHH 3 3 5 3 3 2 1 3 4 43 3

ALTIMETERS, RATE -OF -CLIMB .1 AND VERTICAL

SPEED INDICATORS 4+ H H L H 3 31 3 3 2 33 4 4 3 3 1 CLOCKS AND ELAPSED TIME INDICATORS + 4 HHLH 3 3 4 3 2 2 3 3 4 33 3 ) TEMPERATURE AND PRESSURE INSTRUMENTS + 4 HHHH 3 3 5 3 2 3 33 3 413 TURN AND BANK, HORIZON, AND YAW INSTRUMENTS - - ++HHHH 3 2 3 3 3 3 3 3 3 4 3 3 FLAP AND CONTROL SURFACE POSITION INDICATORS ++HHHH 3 3 3 3 3 2 3 3 3 4 3 3 TROUBLE SHOOT AND MAINTAIN

PITOT STATIC, RAM AIR AND VACUUM SYSTEMS ++HHHH12 3 33 3134 43 3 RESISTANCE AND THERMOCOUPLE INDICATOR SYSTEMS ++HHHH13 3 3 3 2 3 3 4 4 3 3 SYNCHRO REMOTE INDICATION SYSTEMS 44 H H H H 3 4 5 3 3 3 2 3 4 43 3

TEST AND REPAIR COMPASSES AND HEADING INDICATOR SYSTEMS - -++HHHL3 41'3153 3 4 4 4 3

AIRSPEED, RATE -OF -CLIMB AND ALTITUDE INDICATOR SYSTEMS - -++ L H H H 3 3 3 3 3 3 3 3 4 4 3 3 TEMPERATURE AND PRESSURE

INDICATION SYSTI1HS H H H I. 3 3 5 3 2' 4 3 4 33 3,. U Implementation, Action, and Results

TABLE 12

FLIGHT INSTRUMENTS

OVERVIEW OF WORK PERFORMED

Safe, reliable operntion of themodern airplane is dependent the use of flight instruments. upon Thn mechanic is nct onlyresponsible for proper inspection and maintenance of the instrumentsystems, but he must also learn to use them for intelligent diagnosis oftroubles. Mechanics service and maintaininstrument systems, verify the of individual instrument accuracy indications, and replaceinstruments as required,

PRINCIPAL FINDINGS

N - Less than 5 percent of the airline mechanics perform thetasks identified in this table.

F - The frequency at which mechanics work with flightinstruments is generally high.

I - Mechanics employed in generalaviation do not receive industry training in the more complex instrument systems, while theair- lines provide training indepth.

NATIONAL ADVISORY COMMITTEERECOMMENDATIONS

All subtopics should be included in the aviation mechanicscore curriculum, but the training should be adjusted to developcompre- hension without a requirement for manipulative skill inthe subtopic titled "Test and repair: Compasses and heading indicatorsystems," "Test and repair: Airspeed, rate-of-climb, and altitudeindicator systems." There are indications thatthere will continua to be developments and refinements in instrument systems that willfurther improve their accuracy and reliability. These developments will demand that mechanics have a broaiunderstanding of the instrum; systems even though they do nr. repair theinternal mechanisms of the instruments. Mechanics should be familiar withthese instrument systems, test procedures, and test equipment.

69 TABLE 12. FLIGHT INSTRUMENTS (CONTINUED) AOLSN AOLSF AOLST AOLSM AOLSI TROUBLE SHOOT AND MAINTAIN

ELECTRONIC INDICATING AND COMPUTING SYSTEMS - - $ 4 H H H H 3443 3333 443 1 INTEGRATED TYPE OF FLIGHT INSTRUMENTATION -- 4.$ H H L L 3353 3553 443 1

TEST AND REPAIR

ELECTRONIC COMPUTERS AND INTEGRATING SYSTEMS - -+-HHHH 3553 3533 443 1 SYNCHRO SYSTEMS AND MAGNETIC AMPLIFIERS - - $ - H H H H 3433 2333 443 1 TABLE 13. AUTO PILOTS AND APPROACH CONTROLS AOLSN AOLSF AOLST AOLSM AOLSI OPERATE AND CHECK AUTO PILOT AND APPROACH CONTROL SYSTEMS - - ++HHHH 43 43 2233 4441 TROUBLE SHOUT AND MAINTAIN

FLIGHT CONTROL SERVO UNITS - 44 H H H H 43 53 3243 444 1 CHECK AND TROUBLE SHOOT AUTO PILOT INTERLOCK SYSTEMS - -+ f H H H H 4353 2223 443 1 TROUBLE SHOUT AND REPLACE AUTO PILOT AND APPROACH CONTROL COMPUTERS AND AMPLIFIER UNITS - -$+HHHH43 43 2233 4443 TROUBLE SHOUT AND MAINTAIN

AUTO PILUT SIGNAL SOURCE UNITS -- +f H H L H 43 54 3233 444 1 POWER SUPPLIES AND PHASE CONTROL - - +fHHLH 43 334 3253 444 1 INSPECT, TEST AND REPAIR

AUTO PILOT CONTROL AND INTERLOCK SYSTEMS - -+ H H H H 4353 3253 4443 TROUBLE SHOOT AND MAINTAIN

HORIZONTAL STABILIZER CONTROL AND MACH TRIM SYSTEMS -- 4 H H L H 43 54 321 3 4433

YAW DAMPER SYSTEMS - - 4 HHLH43 54 3233 4441

AUTO APPROACH CONTROL - - 4 H H H H 4 3 44 3233 4441 Implementation, Action, and Reinke

TABLE 13

AUTO PILOTS AND APPROACH CONTROLS

OVERVIEW OF WORK PERFORMED

Many modern aircraft are equipped with some type of auto pilot, and the need for servicing and maintaining these systems is becoming more evident, especially in light aircraft.

Large aircraft have extremely complex auto pilot systems integrated with boosted flight control and radio approach systems.

Mechanics maintaining these systems require specialized training.

PRINCIPAL FINDINGS

N - Less then 5 percent of all airline mechanics perform the tanks identified in this table. In general, less than 10 percent of the mechanics employed by small general aviation companies work on auto pilots and approach controls.

F - The mechanics who operate, test, inspect, troubleshoot, and maintain these systems perform at high frequency.

T Mechanics employed by the airlines at line stations and mechanics employed by large general aviation companies must have the technical knowledge to accomplish repairs at the analysis level.

I - The airlines and large general aviation companies provide train- int; in depth to mechanics who work with these systems.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The committee recommended that those subtopics where the teaching is accomplished at the comprehension level not include manipulative skill training. Specialized industry training is generally provided when mechanics are assigned these tasks.

73 TABLE 13. AUTO PILOTS AND APPROACH CONTROLS (CONTINUED)

'N F T M I A OLS A 0 L S AOLSAOLS A 0 L S INSPECT, TEST AND REPAIR

AUTO PILOT AND APPROACH CONTROL AMPLIFIERS, COMPUTERS AND COUPLERS - - +- H H H H 555335134431 TROUBLE SHOUT AND MAINTAIN

GLIDE PATH EXTENSION AND RELATED DATA COMPUTERS - -+ HHLH44 5 5 3 5 3 3 4 4 4 4 'INSPECT. TEST AND REPAIR

AUTO PILOT FLIGHT CONTROL SERVOS AND DRIVE MECHANISMS - -$$ H H H H 3 3 4 3 3 2 3 34 4 4 3 AUTO PILOT SIGNAL SOURCE SYSTEMS AND UNITS -- $ - H H L H 3 3 4 3 3 2 3 3 4 4 4 1 TABLE 14. AIRCRAFT COMMUNICATIONS AND NAVIGATION EQUIPMENT

N F T N I A OLSAOLSAOLSAOLSAOLS INSPECT AND REPAIR

ANTENNA INSTALLATIONS - - ++HHHH 3133 4233 3333 RADIO RACKS AND RELATED EQUIPMENT - - + + HHHH 3 133 4233 3333 RADIO AND ELECTRONIC WIRING, SWITCHING AND PROTECTIVE SYSTEMS - -+ ,, HHHH 4 133 4233 33 31 OPERATE AND CHECK AIRCRAFT HF AND VHF RADIO RECEIVERS AND TRANSMITTE1S - ++HHHH 3233 4333 333 1 CHECK, TROUBLE SHOUT AND REPLACE

VHF RECEIVER AND TRANSMITTER SYSTEMS - ++HHLH 4253 4333 333I CHECK AND REPLACE

GYRO AND RADIO COMPASS SYSTEMS - ++HHHH 3333 4333 344 I

AOF AND VOR SYSTEMS - ++HHLH 3353 23 I3 342 I MARKER, LOCALI2ER, AND GLIDE SLOPE RECEIVERS - ++HHHH 3343 4333 3443 INSPECT AND REPAIR

CONTROL UNITS AND PANELS - ++HHHH 4333 4333 333I HEADSETS, MICROPHONES, AND SI:tAKERS - ++HHHH 3333 4333 333 I CHECK, TROUBLE SHOOT AND REPLACE

HF RECEIVER AND TRANSMITTER SYSTEMS - $ + HLHH 4233 4333 433 I SERVICE AND PASSENGER COMPARTMENT INTERPHONE SYSTEMS - + $ H H I H 1 253 4333 333 1 Implementation, Action, and Results

TABLE 14

AIRCRAFT COMMUNICATIONS AND NAVIGATION EQUIPMENT

OVERVIEW OF WORK PERFORMED

Mechanics are responsible for the installation of ratios, antennae, navigation equipment, and associated wiring. The repair, troubleshooting, and calibration of transmitting equipment is performed by FCT. licensed radio repairmen who have had additional experience with aircraft radio.Aircraft mechanics maintain the system but, when a malfunction is isolated in a unit of that system, radiomen accomplish the necessary repairs.

PRINCIPAL FINDINGS

N - Less than 5 percent of the certificated mechanics employed by the airlines work with aircraft communications and navigation equipment.

F - Most tasks identified in this table are frequently performed by mechanics in all industrial categories.

M -Mechanics employed by the airlines at line stations perform these tasks under critical time limitations.

I - Training in depth is provided by industry in some of the subtopics, while the mechanic employed by the small general aviation company generally receives no training.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommended deleting the subtopic titled, "Check, troubleshoot and replace passenger announcement and entertainment systems" because this is a specialized system generally limited to airline operation. All other subtopics should be included in the aviation mechanics core curriculum.

77 TABLE 14. AIRCRAFT COMMUNICATIONS AND NAVIGATION EQUIPMENT (CONTINUED, AOLSN AOLSF AOLS1 AOLS14 AOLSI CHECK AND REPLACE DME AND DMET SYSTEMS AND OFF-COURSE COMPUTERS H H H H 335323333443 WEATHER RADAR SYSTEMS .-. 11HLH334143333441 CHECK, TROUBLE SHOOT AND REPLACE

FLIGHT COMPARTMENT INTERPHONE SYSTEMS $ $ H H L H 3 2 4 3 4 3 3 3 3 33 1 CHECK AND REPLACE

SELCAL AND TRANSPONDER

SYSTEMS 1$1414HL 33 4 1 4 3 3 3 4 4 4 1 CHECK, TROUBLE SHOOT AND REPLACE

PASSENGER ANNOUNCEMENT AND ENTERTAINMENT SYSTEMS H H H L 323343333331 CHECK AND REPLACE

FLIGHT DIRECTORS' DATA , COMPUTERS AND INTEGRATING SYSTEMS HHHH 3 4 4 3 453 3 3 4 4 1 LORAN, DOPPLER RADAR, RADAR ALTIMETERS - H H H H 3 4 4 5 4 3 3 34 4 4 4 RADIO ALTIMETERS AND TERRAIN CLEARANCE INDICATION SYSTEMS - H H H L 3 4 414433 4 4 4 3

FLIGHT RECORDERS H H H L 32 4 ?. 4 333 3 4 4 1 TABLE 15 ENGINE INSTRUMENTS, ELECTRICAL AOLSN AOLSF AOLST AOLSM AOLSI =- INSPECT, TEST AND REPAIR ELECTRICAL CONNECTIONS AND WIRING $ -++ H H H H 3 I 3 3 2 3 3 3 2233 INSTRUMENT PANELS AND UNIT MOUNTINGS - -++HHHH313 3 2 3 2 3 3 23 3 TROUBLE SHOOT AND REPLACE PRESSURE INDICATION SYSTEMS ++HHHH 3 2 3 3 2 3 333 33 1 TEMPERATURE INDICATION SYSTEMS ++HHHH 3 2 3 3 2 2 3 3 3 33 1 TACHOMETERS AND RPk INDICATORS ++ H H H H 3 4 3 3 2433 4 33 3 INSPECT, TEST AND REPAIR

ENGINE INDICATINr, SYSTEM COMPONENTS ++ H H H H 3 4 3 3 2 4 3 3 4 33 1 TROUBLE SHOOT AND REPLACE

RATE-OF-FLOW INDICATION SYSTEMS + H H H H 3 4 3 3 2 4 3 3 4 33 1

$ Implementation, Action, and Results

TABLE 15

ENGINE INSTRUMENTS, ELECTRICAL

OVERVIEW OF SYSTEM AND WORK PERFORMED

Engine electrical instruments serve to provide the flight crew with engine operating parameters so that they may ascertain or select engine conditions at any time.Mechanics are responsible for the installation, electrical connection, removal, servicing, and checking of tachometers, temperature indicators, and fuel flow indicators. Checking includes the inspection of physical condition, operation, and calibration of the instruments. Altho:gh the mechanic may be limited in performing field repairs on these instruments, specially trained repairmen are employed by instrument repair shops to overhaul, repair, and test the instruments.

PRINCIPAL FINDINGS

N Less than 10 percent of the airline mechanics work on these instrument systems.

F - The frequency with which mechanics work on electrical engine instruments is high in all industr4a1 categories.

T - Airline overhaul stations indicate that the technical knowledge required to troubleshoot and replace tachometers and rate-of-flow indication systems and to inspect, test, and repair engine indicating system components is at the analysis level.

M - Airline overhaul stations indicate that the mechanic works under a titae critical situation that requires no job planning for these same tasks.

I - Airline line stations provide in-depth training for these same tasks, although industry generally provides training at the basic. or general information level.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. In addition, the committee recommended that another subtopic titled "Inspect, test and repair electrical connectors" be added to the core curriculum. It was generally agreed that this added subtopic is often neglecte.: and that its importance justifies its inclusion in the core curriculum. This new subtopic is listed in the core curriculum on page 183.

81 TABLE 16. AIRCRAFT FUEL AND OIL MEASUREMENT AND CONTROL AOLSN AOLSF AOLST AOLSM AOLSI PERFORM FUEL MANAGEMENT, TRANSFER AND DEFUELING + -++HHHH 3 4 3 3 3 3 3 3 3 4 3 3 TROUBLE SHOOT AND REPLACE

FUEL AND OIL ELECTRIC PUMPS, VALVES AND THEIR CONTROLS $$ ++HHHH3233. 3333333 FLUID QUANTITY INDICATION SYSTEMS .. + + H H H H 3 4 3 3 2 3334 4 3 3 FLUID PRESSURE AND TEMPERATURE INDICATION SYSTEMS - - ++HHHH 3 3 3 3 2 3 3 3 3 3 3 3

FLUID SYSTEM WARNING DEVICES . +. + HHHH 3 2 3 3 2 3 3 3 3 4 3 3 CALIBRATE AND TEST

CAPACITANCE FUEL AND OIL QUANTITY INDICATION SNSTEMS - - ++HHHH 3 4 3 3 2 3 3 3 4 4 3 1 FLOAT TYPE FUEL AND OIL QUANTITY INDICATION SYSTEMS - ++HHHH 3 2 3 3 3 3 3 3 3 3 3 3 INSPECT AND REPAIR

FUEL AND OIL PUMPS, VALVES AND OTHER CONTROL UNITS - ++HHHH 5 3 3 3 2 3 3 4 3 3 3 FLUID QUANTITY INDICATION EQUIPMENT ++HHHH 3 4 3 3 2 4 3 3 4 3 3 3 PRESSURE AND TEMPERATURE INDICATION AND WARNING SYSTEMS ++HHHH 3 4 3 3 2 4 3 3 3 3 3 3 1ROU8LE SHOOT AND REPLACE

PRESSURE REFUELING CONTROL EQUIPMENT 4 H H H L 3 3 3 3 4 3 3 3 3 4 3 3 Implementation, Action, and Results

TABLE 16

AIRCRAFT FUEL AND OIL MEASUREMENT AND CONTROL

OVERVIEW OF WORK PERFORMED

Mechanics must be familiar with fuel and oil pumps, valves and controls, quantity indication systems, warning systems, pressure- and temperature- indicating systems, refueling and defueliug systems, and fuel transfer systems. They are required to have this knowledge because they are regularly called upon to service and maintain this equipment. In addition, mechanics must be able to troubleshoot these systems, perform necessary repairs, and conduct routine inspections. Mechanics performing calibration tests on fluid quantity indication systems must exercise utmost care in preventing foreign objects from entering and remaining in fuel or oil tanks. Mechanics remove, install, and repair components of these systems and must be familiar with the mechanical rigging required between controls, valves, and switches.

PRINCIPAL FINDINGS

N - Less than 5.percent of the airline mechanics perform most of these tasks.

F - The rate of frequency with which mechanics work on aircraft fuel and oil measurement and control equipment is high in all categories.

T - Airline line stations indicate that the technical knowledge of mechanics should be at the synthesis level for inspecting and repairing fuel and oil pumps, valves, and other control units. Airline overhaul mechanics perform many of these tasks at the analysis level.

I - Training in depth is offered by the airline industry in many of the subtopics.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The committee recommended deleting manipulative skill training from these subtopics,"Inspect and repair fluid quantity indication equipment," and "Troubleshoot and replace pressure refueling control equipment."These recommendations are made on the basis of equipment availability and costs involved. An overview lecture on these subtopics is considered to be adequate.

83 TABLE 17. AIRCRAFT LANDING GEAR ELECTRICAL UNITS

N 1 F T M I AOLS'AOLSAOLSA OL S AOLS -=i TROUBLE SHOUT LANDING GEAR POSITION INDICATION AND WARNING SYSTEMS - + + HHHH 3343 2533 3433 CHECK AND TROUBLE SHOOT GROUND-- FLIGHT CHANGEOVER SWITCHES AND RELAYS -- ++HHHH 3343 2533 3433

CHECK TAKEOFF WARNING SYSTEMS + + HHHH 3 343 2232 3433 INSPECT, TEST AND REPLACE

SPEED WARNING COMPONENTS - + + HHHH 3343 2333 3433

TAKE-OFF WARNING COMPONENTS - + + HHHH 3343 2333 343 1 LANDING GEAR AND GEAR DOOR SWITCHES - + + HHHH 3333 2333 3433 GROUND-FLIGHT SWITCHES AND RELAYS - + + HHHH 3333 2333 343 I CHECK AND TROUBLE SHOOT ELECTRICAL BRAKE CONTROLS AND ANTI--SKID CONTROL SYSTEMS - +SHHHH 3443 2233 3431 INSPECT, TEST AND REPLACE

ANTI-SKID CONTROL COMPONENTS - + - HHHH 3343 2333 3433 VVG%147111 OEM RsIYla

TABLE 17

AIRCRAFT LANDING GEAR ELECTRICAL UNITS

OVERVIEW OF WORK PERFORMED

Mechanics inspect, service, and repair aircraft landing gear retract systems, warning systems, and position indicators. The electrical control of retractable landing gesr and anti-skid devices must operate perfectly if serious aviation accidents are to be prevented. The testing and replacement of warning systems, change-over relays, and landing gear position indicators are but a few of the tasks performed.

PRINCIPAL FINDINGS

N - Less than 5 percent of the airline industry mechanics perform these tasks.

F - The frequency at which aviation mechanics work with landing gear electrical units is high.

T - Mechanics employed by large general aviation companies indicate that they must analyze system malfunctions and troubleshoot most of the tasks identified in this table.

M - Airline overhaul mechanics indicate that troubleshooting landing gear indication and position warning systems, along with flight change-over switches and relays, requires job planning under critical time conditions.

I - Airline mechanics employed at the overhaul bases are trained in depth in all subtopics.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommended that the inspection, testing, and replacement of anti-skid control components be deleted from the aviation mechanics core curriculum because of specialization and high cost of equipment.All other subtopics should be included. The teaching level for the subtopic titled "Check takeoff warning systems" need not include manipulative skill training.

85 TABLE IL. FIRE DETECTION AND EXTINGUISHING SYSTEMS AOLSN AOLSF AOLST AOLSM AOLSI CHECK AND SERVICE BIMETALLIC, THERMOCOUPLE AND CONTINUOUS STRIP FIRE DETECTION SYSTEMS - + + HHHH I 3 3 3 2 3 33 3 4 3 3

FIRE EXTINGUISHING SYSTEMS S - ++H H H H 1 3 3 3 2 3 3 3 3 4 3 1 INSPECT, REPLACE OR REPAIR

COMPARTMENT FIRE DETECTORS AND SYSTEM COMPONENTS - + + H H H L 2 3 3 3 3 3 2 3 3 3 3 3 FIRE EXTINGUISHERS AND RELATED SYSTEM COMPONENTS - + + HHHH 3 3 3 3 3 2 2 3 3 4 3 3 ENGINE AND NACELLE FIRE DETECTION COMPONENTS - + + H H H L 2 3 3 3 2 3 2 3 3 3 3 3 CHECK AND SERVICE

SMOKE AND CARBON MONOXIDE DETECTION SYSTEMS H H H L 133324333333 INSPECT, REPLACE OR REPAIR

SMOKE DETECTION COMPONENTS +- H H H H 3 3 3 4 3 5 3 3 2 4 3 3 Implementation, Action, and Results

TABLE 18

FIRE DETECTION AND EXTINGUISHING SYSTEMS

OVERVIEW OF SYSTEMS AND WORK PERFORMED

II Fire detection and extinguishing systems require periodic servicing, checking, and maintenance; The mechanic must be familiar with the operation of these systems so that he may perform necessary inspection of all components, su-h as valves, sensors, indicators, extinguishing material containers, electrical wires, and plumbing. These systems also require troubleshooting in the event of a component malfunction, and the mechanic should be familiar with installation, removal or replacement procedures, and operational checking of the system or components.

PRINCIPAL FINDINGS

N - Less than 5 percent of airline overhaul mechanics accomplish these tasks.

F - Airline mechanics and mechanics employed by large general aviation companies perform work on fire detection and extinguishing systems at a high rate of frequency.Mechanics employed by small general aviation companies perform these tasks at a lower rate of frequency, since most light aircraft do not incorporate fire detection and extinguishing systems.

T - Airline line stations indicate that they require the technical knowledge of mechanics to be only at the knowledge level for checking and servicing these systems.

M - Airline overhaul stations indicate that time is critical and job planning is required to accomplish the task of inspecting, replacing, or repairing smoke detection components.

I- Airline overhaul stations provide in-depth training in most of the subtopics, while industry generally provides training at the basic or general information level.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included !at the aviation mechanics core curriculum. Manipulative skill training is not recommended for checking and servicing fire extinguishing systems. The committee recommended that a technical overview lesson on this subject be provided. The committee believed that specific knowledge of an individual system would not be as beneficial to the student as a broad technical lecture/discussion of this subject.

87 TABLE 19. ICE AND RAIN CONTROL

N F T M I A DLSAOLSAOLS "it:1LS AOLS CHECK AND SERVICE

POWERPLANT ICE CONTROL SYSTEMS -+ + HHHH 4333 4223 2433 AIR SCOOPS AND LEADING EDGE ICE CONTROL SYSTEMS - 4. 4. HHHH 4333 4722 2433 ELECTRICAL WINDSHIELD ICE CONTROL SYSTEMS - + + H H H L 3333 4423 443 1 INSPECT AND REPAIR

POWERPLANT ICE CONTROL

COMPONENTS + 4. HHHH 4333 3223 3433 CHECK AND SERVICE

ANTENNAS, ACCESSORIES AND PITOT STPTIC DEVICES - - ++HHHH 3333 2423 3433 TROUBLE SHOOT AND REPAIR WINDSHIELD RAIN REMOVAL AND WINDOW DEFOGGING SYSTEMS - - ++HHHH 4333 5233 3431 INSPECT AND REPAIR

AIR SCOOPS AND LEADING EDGE

ICE CONTROL SYSTEMS - - ++HHHH 4333 3223 343 1 WINDSHIELD ICE CONTROL SYSTEMS - 4. + HHHL 4233 4223 323 1 CHECK AND SERVICE

PNEUMATIC WINDSHIELD ANTI- ICING AND DEFOGGING SYSTEMS 4- + HHHH 3333 3223 243 1 Implementation, Action, and Results

TABLE 19

ICE AND RAIN CONTROL

OVERVIEW OF WORK PERFORMED

Both anti-icing and de-icing systems are essential to air safety, Mechanics service, maintain, and check out these systems. Ice and rain control systems include pneumatic de-icer boots; thermal anti- icing; parting strip heaters; calrod heaters on scoops, etc.; powerplant ice control; and windshield de-fogging and de-icing equipment. Ice detectors are also serviced.

PRINCIPAL FINDINGS

N - Less than 10 percent of all airline mechanics perform these tasks.

F - Mechanics employed by small general aviation companies rarely service electrically heated windshields.

T - Airline line mechanics generally work at the analy-is level.

M -Airline mechanics are under time limitations when performing many of the tasks identified in this table.

I - Airline overhaul mechanics receive industry training in depth in the majority of these subtopics. Mechanics employed by small general aviation companies receive 34,ttle training in this subject area.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum, but the subtopic titled"Check and service powerplant ice control systems" need not include manipulative skill training. The committee believed that specific knowledge of an individual system would not be as beneficial to the student as a broad technical lecture/discussion of this subject.

89 TABLE 20. WARNING SYSTEMS AOLSN AOLSF AOLST AOLSM AOLS1 CHECK AND SERVICE

HYDRAULIC POWER AND SYSTEM COMPONENTS - -+ + HHHH 3333 2323 3433

ICE AND RAIN PROTECTION - - ++HHHH 3333 2322 3431

LIGHTS AND LIGHTING - - ++HHHH 3333 2322 34 33

DOORS AND EMERGENCY WINDOWS - - ++HHHH 3333 2 322 34 33 FLIGHT CONTROLS, FLAPS, SPOILERS AND LEADING EDGE DEVICES -- ++HHHH 3333 2 333 3433 POWERPLANT STARTING AND VIBRATION -- ++HHHH 3333 3323 3433

OVERSPEED AN') UNDERSPEED -- ++ H H H L 3333 2323 3433 ELECTRICAL, PNEUMATIC AND OXYGEN SYSTEMS - - ++HHHH 3333 2333 3433 INSPECT AND REPAIR WARNING SYSTEM COMPONENTS ++HHHH 4333 4233 44331 Implementation, Action, and Results

TABLE 20

WARNING SYSTEMS

OVERVIEW OF WORK PERFORMED

A warning system may give flight crews or pilotstheir first indication of a malfunction. Significant ir the growing availability of small, fast piston- and turbine-powered aircraft in thegeneral aviation fleet, which incorporate warning systems.Mechanics service and repair warning systems, such as door warning; power failurewarning; fuel, oil and hydraulic low pressure warning; stall warning;and over- or under-speed warning. Some aircraft employ vibration detection indicators.

PRINCIPAL FINDINGS

N - Less then 5 percent of all airline mechanics perform thesetasks.

F - In all categories, their mechanics perform these tasks at ahigh rate of frequency.

M -Airline line station mechanics may be required to inspect and repair warning system components under critical timelimitations.

I - Airline overhaul mechanics are trained in depth in all subtopics. Airline line mechanics are trained in depth to inspect and repair warning system components.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The committee recommended teaching to the comprehensiod level for all subtopics except "Inspection and repair of warning system components" where teaching t^ the knowledgelevel would be adequate.

91 TABLE 21. RECIPROCATING ENGINES

N F T M I AOLSAOL SAOLSAOL SAOLS IDENTIFY TYPES AND PRINCIPLES OF RECIPROCATING POWERPLANTS + -++HHHH 1 333 2513 434 1 _ - CHECK AND SERVICE

FOURTEEN CYIINDER RADIAL ENGINE OR LARGER + ++HHHH 1433 3533 3443_ INSPECT AND REPAIR

FOURTEEN CYLINDER RADIAL ENGINE OR LARGER + ++HHHH 4443 3533 3443

REMOVE AND INSTALL ENGINE + ++ L H H H 3333 3533 44 33

, CHECK AND SERVICE

CYLINDER $ ++HHHH 2433 3533 3433 INSPECT AND REPAIR

CYLINDER s ++HHHH 4443 3533 4433

GEAR REDUCTION SECTION - ++HHHH 1 443 2533 4433

SUPERCHARGER - ++HHHH 3443 3533 4433.

TROUBLE SHOOT - ++HHHH 3443 3 533 4433

OPERATE ENGINE - + 4. HHHH 3433 4533 4433 INSPECT AND REPAIR

FOUR OR SIX CYLINDER OPPOSED ENGINE ++ H H 33 3 3 33 SEVEN OR NINE CYLINDER RADIAL ENGINE 4. 4 H H 33 33 33

V Implementation, Acton, and Results

TABLE 21

RECIPROCATING ENGINES

OVERVIEW OF WORK PERFORMED

Since the advent of aviation, reciprocating engines have undergone innumerable changes to achieve their presentreliability. Al- though turbine engines are now finding more and varied use in aviation, the reciprocating engine is still in great demand. The aviation mechanic must understand the theory of reciprocating engine operation and possess the maintenance skills needed to maintain these aircraft powerplants. He must be capable of operating, interpreting trouble reports, servicing, troubleshooting, and overhauling these engines.

PRINCIPAL FINDINGS

N Less than 2 percent of airline overhaul mechanics work on reciprocating engines.

F - Mechanics working on reciprocating engines perform their jobs at a high rate of frequency.Airline line mechanics infrequently remove and install reciprocating engines. Radial engines of seven or more cylinders are overhauled infrequently bysmall general aviation companies. The airline mechanics, on the other hand, do not work with small reciprocating engines.

M - Airline overhaul mechanics work under critical time limitations requiring job planning. Airline mechanics generally receive training in depth regarding cylinders, gear reduction sections, superchargers, and troubleshooting and operating reciprocating engines. Large general aviation offers training in depth for the overhaul of all reciprocating engines.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The subtopic "Identify types and principles of reciprocating powerplants" should not include manipulative skill.

93 TABLE 21. RECIPROCATING ENGINES (CONTINUED) AOLSN ADLSF AOLST AOLSM AOLSI CHECK AND SERVICE

GEAR REDUCTION SECTION ++HHHH 1433 23 33 3433

SUPERCHARGER ++HHHH 1433 2 3 33 343 3. FOUR OR SIX CYLINDER

OPPOSED ENGINE ++ H H 33 "., 3 33 SEVEN OR NINE CYLINDER RADIAL ENGINE ++ H H 33 33 33

OVERHAUL

FOUR OR SIX CYLINDER OPPOSED ENGINE- 4. 4 H H 33 33 43

SEVEN OR NINE CYLINDER RADIAL ENGINE + 4 H L 33 33 43

CYLINDER ++HHHH 3433 35 33 4443

GEAR REDUCTION SECTION $ H H H L 3433 35 33 4443

SUPERCHARGER $ HHHL3333 3533 4344 FOURTEEN CYLINDER RADIAL ENGINE OR LARGER $ $ H H L 333 5 33 34 1 TABLE 22. TURBINE ENGINES AOLSN AOLSF AOLST AOLSM AOLSI IDENTIFY TYPES AND PRINCIPLES OF TURBINE ENGINES . - it 4. HHHH 3 5 3 3 3 5 11 4 3 3 1 REMOVE AND INSTALL ENGINE + - ++HHHL 4 3 3 3 5 5 3 3 4 4 3 1 INSPECT AND REPAIR

TURBOJET + + +-HHHH 5 4 3 3 3 3 3 3 3 4 3 3 ChECK AND SERVICE ACCESSORIES + - +$HHHH 3 3 3 3 3 4 3 3 3 4 4 4 INSPECT AND REPAIR

ACCESSORIES + H H H H 143 35 4 3 3 3 3 4 4 CHECK AND SERVICE

TURBOJET + - + 4 H H H 3 3 3 3 3 3 3 3 : 3 4 3 3 -- TROUBLE SHOOT I + $ HHHH 4 4 4 3453 3 4 4 4 4

OPERATE ENGINE $ +$ H H H H 3 4 3 3 5 4 3 3 3 4 4 4 CHECK ANO SERVICE

TURBOFAN H H H H 3 3 2 3 3 3 3 3 T4 4 3

OVERHAUL

TURBOJET $ + - HHLH54 4 3 3 5 4 3 4 4 3 3 CHECK AND SERVICE

TURBOPROP H H H H 1 4 3 3 253 5 3 4 4 4

INSPECT AND REPAIR

TURBOPROP 4$HHHH 1 4 3 3 2 5 3 9 3 4 4 4

TURBOFAN + $ H H H H 5 4 3 3 3 533 3 4 4 3

OVERHAUL

TURBOFAN $ - - HHLH 51 4 3 3 5 4 1 4 3 3 3

ACCESSORIES - - H H L H 5 5 4 3 354 3 4 4 4 3

TURBOPROP H H H 545 553 4 4 4 Implementation, Action, and Rota lb

TABLE 22

TURBINE ENGINES

OVERVIEW OF WORK PERFORMED

The basic turbine engine and its operation is quite simple when compared to the reciprocating engine. Because of this simplicity, the turbine engine generally requires less maintenance and operates for greater periods of time between overhauls than does the reciprocating engine. The servicing of turbine engines can be more critical than reciprocating engines because of their characteristic operation at higher temperatures, pressures, speeds and power. The mechanic must know how to operate, troubleshoot, interpret discrepancy reports, service, and maintain these engines and their accessories. As more turbine engines are being introduced into aviation, the demand for more mechanics trained in turbine engines correspondingly increases.

PRINCIPAL FI DINGS

N - Less than 2 percent of airline mechanics check and service, inspect and repair, and overhaul turboprop engines.

F - The frequency e' which mechanics work with turbine engines is high. Comparison of the results of this study with those of the California study conducted one year earlier indicates a heavy increase in the number of turbine engines now being used in general aviation.

T - General aviation indicated that the technical knowledge needed by mechanics is wetly at the application level, white the airlines indicated :hat the level was more at the analysis/synthesis level.

M -Many of the tasks are performed under pressure of time, and the mechanics are required to plan their job steps prior to performing them.

I - In-depth training is provided by all industrial categories in the troubleshooting of turbine engines in particular.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The subtopic "Identify types and principles of turbine engines" should not include manipulative skill training. The committee recommended that the overhaul of turbine engines during instruction may utilize parts and materials that would be adequate for the training situation but would not necessarily require that the engine bo assembled to a return to flight condition. This does not mean that the quality of workmanship should be less thanreturn to flight standards.

91 TABLE 23. LUBRICATING SYSTEMS

N F T M I A 0 LSAOLSAOLSAOLSAOLS IDENTIFY TYPES OF LUBRICATION SYSTEMS - .% + HHHH 3 2 1 3 3 3 12 3 3 3 3 IDENTIFY TYPES AND SPECIFICATICNS OF LUBRICANTS - + + HHHH 2 2 1 3 2 3 1 3 3 3 3 3 CHECK AND SERVICE

COOLERS AND TEMPERATURE REGULATORS + - ++HHHH 2 3 3 3 3 3 23 3 3 3 3 PUMPS AND VALVES +- ++HHHH 2 3 3 3 3 3 2 3 3 3 3 3 SEALS AND OTHER COMPONENTS -++ H H 14 H 233333223333 TANKS AND LINES - ++HHHH 2 3 3 3 3 3 2 3 3 3 3 3 INSPECT AND REPAIR

COOLERS AND TEMPERATURE REGULATORS - + + H H H H 2 3 3 3 3 3 2 3 3 3 4 3

PUMPS ANO VALVES + - ++ H H H H 2 3 3 3 3 3 3 3 3 3 4 3

TANKS AND LINES - + + H H H H 2 3 3 3 3 3 3 3 3 3 3 3

SEALS AND OTHER COMPONENTS ++HHHH2 3 3 3 353 3 3 3 3 3

ADJUST PRESSURE ++HHHH3 4 3 3 2 3 3 3 3 4 3 3 INSPECT AND REPAIR

OIL DILUTION SYSTEM ++ H H H L 3 3 3 3 3 3 2 3 3 3 3 3 CHECK AND SERVICE

OIL DILUTION SYSTEM ++ H H H L 3 3 3 3 3 3 2 3 3 4 3 3 implementation, Action, and Results

TABLE 23

LUBRICATING SYSTEMS

OVERVIEW OF WORK PERFORMED

Lubricating systems of both reciprocating and turbine engines must be maintained and serviced by mechanics. Such systems include engine components, accessories, coolers (radiators), tanks, lines, etc. The proper maintenance of the lubricating system will assist in providing normal engine operating temperatures and pressures so that the operating life of the powerplant is extended.

PRINCIPAL FINDINGS

N - Less than 5 percent of airline overhaul mechanics work on lubricating systema.

F - It will be noted that mechanics work on the lubricating systems at high frequency.

T - The technical knowledge level required by the airline line stations is generally at the comprehension level. The technical knowledge level required by airline overhaul stations and general Aviation is primarily at the application level.

M - Airline overhaul stations indicate that time is critical and that the mechanic must utilize job planning during his task of inspecting and repairing seals and other components.

I - In most of the tasks performed, industry training is at the basic or general information level. Large general aviation provides training in depth for the inspection and repair of coolers and temperature regulators, pumps and valves, while airline overhaul stations provide in-depth training for adjusting pressure and checking and servicing oil dilution systems.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

99 TABLE 24. IGNITION SYSTEMS AOLSN AOLSF AOLST AOLSM AOL!I IDENTIFY SPECIAL DANGERS OF

HIGH ENERGY SYSTEMS + +++ H H H H 4333 3 133 334 :

CHECK AND SERVICE

TURBINE IGNITION SYSTEMS + ++HHHH 4333 3423 333 1

LOW TENSION SYSTEMS S ++ H H H H 3333 3523 343

INSPECT AND REPAIR

LOW TENSION SYSTEMS S ++ H H H H 3443 3333 343 :

800STER STARTING SYSTEMS $ ++ H H H H 3333 3323 343

TURBINE IGNITION SYSTEMS + + S H H H H 4333 3333 344

CLASSIFY TYPES OF MAGNETOS - ++ H H H H 331 3 3 1 1 3 443

CHECK AND SERVICE

BOOSTER STARTING SYSTEMS - ++ H H H H 1 233 2223 333

BATTERY IGNITION SYSTEMS ++ H H L 3 33 3 2 3 4 3

HIGH TENSION SYSTEMS ++ H H H 1 33 3 23 2 3

INSPECT AND REPAIR

BATTERY IGNITION SYSTEMS ++ H H L 3 33 3 33 4 3

HIGH TENSION SYSTEMS ++ H H H 1 33 2 33 3 3 Implementation, Action, and Results

TABLE 24

IGNITION SYSTEMS

OVERVIEW OF WORK PERFORMED

Ignition systems consist of high energy producing devices, magnetos, booster coils, spark plugs, distributors, and harnesses. These components require maintenance in the form of repairs, servicing, removal, proper timing, and installation associated with reciprocating and/or turbine engines.

PRINCIPAL FINDINGS

N - With the exception of identifying special dangers of high energy systems, less than 2 percent of airline overhaul mechanics work on ignition systems.

F -With the exception of airline overhaul mechanics who do not check, service, inspect or repair battery ignition and high tension systems, mechanics in all categories work on ignition systems at high frequency.

T -Mechanics employed at airline line stations indicate that the technical knowledge for turbine ignition systems is at the analysis level.

I - Airline overhaul stations provide in-depth training to their mechanics in ignition systems, with the exception of battery and high tension ignition systems where no training is provided.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics, e...cept "Classify types of magnetos," "Check and service battery ignition aystemp," and "Inspect and repair battery ignition systems," uSould be included in the aviation mechanics core curriculum. The identified sqbtopics have been recommended for deletion on the basis of obsolescence and the basis that the time would be better upAnt in the teach'ng of turbine engine ignition systems.

101 TABLE 25. FUEL METERING AOLSN AOL5F AOLST AOLSM AOL5I INSPECT, MAINTAIN, AND TEST GAS TURBINE FUEL CONTROL UNITS + ++HHHH 4 3 3 3 3 4 3 3 3 4 4 1

ADI SYSTEMS $ ++LHHH 3 3 3 3 3 3 2 3 3 3 4 1 CARBURETOR DE-ICING AND ANTI -ICING $ ++ H H H H 3 3 3 3 3 3 2 3 3 3 3 3 CHECK AND SERVICE WATER INJECTION SYSTEM + HHHH441334233433 DETERMINE CAUSES OF DETONATION, AUTO IGNITION, ETC. - ++HHHH 3 3 4 3 4 1 3 3 3 4 3 1 INSPECT, MAINTAIN, AND TEST

FLOAT CARBURETORS - ++ I H H 3 3 3 3 3 3 3 3 3

INJECTION CARBURETORS - ++ L H H H 31 3 3 3 3 3 3 3 4 4 3

INJECTION NOBLES - + + LHHH 3 1 3 3 3 3 2 3 3 4 4 3

TRIM TURBINE POWERPLANTS $ +$ H H H L 3 3 4 3 5 3 3 3 4 4 4 3 Implw.entation, Action, and Results

TABLE 25

FUEL METERING

OVERVIEW OF WORK PERFORMED

Fuel metering systems for reciprocating and turbine engines basically consist of fuel tanks, pumps, fuel controls, pressurizing and drain valves, carburetors or master controls, water injection controls, de-icing ard anti-icing systems, injection nozzles, and associated plumbing.

Mechanics inspect, service, and maintain these fuel metering and carburetion systems. Generally, fuel metering and control systems, are quite complex, with the fuel metering and control components requiring special test equipment for proper calibration.Mechanics do not repair fuel control units in the field, but they must understand the operation of and be capable of troubleshooting the fuel metering system on a turbine or reciprocating engine.

PRINCIPAL FINDINGS

N Less than 2 percent of airline overhaul mechanics work on fuel metering systems.

F - Except for airline line station mechanics, who infrequently work on carburetors, injection nozzles, and anti-detonant injection systems, mechanics in all categories work at a high rate of frequency in the areas of fuel metering. Mechanics employed by small aviation companies work at a low rate of frequency in the area of "trimming" turbine powerplants. (This will increase with the intr^duction of greater numbers of turbine engine aircraft in general aviation.)

T - The technical knowledge required by airline line stations for "Inspect, maintain, and test gas turbine fuel control units" and all airline mechanics when checking d servicing water injection systems is at the analysis lev The same knowledge level is required by large general av `or "trim turbine powerplants" and determining causes of 'ion, auto ignition, etc.

I - Training in depth is given by airline overhaul stations and large general aviation in the areas of gas turbine fuel control units, injection carburetors and nozzles, and the trimming of turbine powerplants.

NATIONAL ADVISORY comm.= RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

103 TABLE 26. INDUCTION SYSTEM

i AOLSN AOLSF AOLST AOLS14 AOLSI INSPECT AND MAINTAIN

CARBURETOR INTAKE AND INTAKE PIPES S + H H H H 333 3 3223 3333

HEAT EXCHANGERS S 4 4. 1 H H H 3333 3223 3333 implementation, Action, and Results

TABLE 26

INDUCTION SYSTEM

OVERVIEW OF WORK PERFORMED

The induction system generally refers to reciprocating engines and consists of air intake scoops, pipet, superchargers, and heat exchangers.

Mechanics perform inspection, installation, removal, and maintenance of the induction system. Maintenance includes checking the system for security and leakage to prevent fires and for improper operation of the engine.

PRINCIPAL FINDINGS

N - Less than 2 percent of airline overhaul mechanics work on induction systems.

F - Except for the inspection and maintenance of heat exchangers by airline line stations, the rate of frequency for mechanics performing induction system tasks is high in all categories.

T - The technical knowledge required for all categories is at the application level.

M - Airline line stations and small general aviation show a manipulative skill level where the mechanic has a reasonable time limit and requires job planning to perform the tasks on the induction system.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

105 TABLE 27. PROPELLER (GENERAL)

T M I AOLSN AOLSF AOLSAOLSAOLS

PERFC:IM SPECIALIZED PROPELLER 25 33 1443 INSPECTIONS ++ H H L H 3343 33 4323 3 333 PERFORM PROPELLER TRACK 4 .4 H L I H 34 3 3 433 USE UNIVERSAL PROTRACTOR ++ H H H H 3333 433 3 343 APPLY THEORY OF THRUST ++H H H H 4313 42 13 3 343 USE PROPELLER SPECIFICATIONS ++ L H H H 3133 4213

33 3?33 APPLY THEORY OF BALANCE ++ L H H L 3333 32 4-- IDENTIFY SPECIAL PROPELLER 2313 3 333 LUBRICANTS ++HLHH 1413 Implementation, Action, and Results

TABLE 27

PROPELLER (GENERAL)

OVERVIEW OF WORK PERFORMED

Propellers require inspection and maintenance, and these tasks are performed by the mechanic in accordance with manufacturer's and FAA specifications. Mechanics perform removal, installation, and tracking, and must understand operating instructions and procedures. In many situations the mechanic must use special tools to accomplish his job on a propeller assembly.

PRINCIPAL FINDINGS

N - Less than 2 percentof the airline mechanics perform general propeller work, with the exception of airline line mechanics working to inspect, track and use a universal protractor.

F - An understanding of the theory of thrust and skill in the use of a propeller protractor is frequently required of mechanics, regardless of industrial category.

M -Airline line mechanics accomplish moot of the tasks identified in this table under critical time limitations.

I - Although indu'try training is primarily to the basic or general information level, airline overhaul stations and large general aviation companies provide in-depth training in selected subtopics.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

107 TABLE 28. FIXED PITCH PROPELLERS (W00D1

AOLSN AOLSF AOLST AOLSM AOLSI

REMOVE AND INSTALL 4-f L L 33 33 33

REFINISH PROPELLER $ + L L 1 3 33 33

BALANCE VERTICAL AND HORIZONTAL -+ L L 33 33 33

TABLE 29. FIXED PITCH PROPELLERS (METAL)

AOLSN AOLSF AOLST AOLSM AOLSI

REPAIR PROPELLER (MINOR) ++ H H H 333 333 233

REMOVE AND INSTALL 4. 4- H H 33 33 33

REFINISH PROPELLER $ H H 33 32 33

BALANCE VERTICAL AND HORIZONTAL $ H L H 333 333 233 .9,17.-., e ... . vuemitaNKIMINIMI

Implementation, Action, and Results

TABLE 28

FIXED PITCH PROPELLERS (WOOD)

TABLE 29

FIXED PITCH PROPELLERS (METAL)

OVERVIEW OF WORK PERFORMED

Mechanics remove, inspect, balance, refinish and install metal and wood fixed pitch propellers. Minor repairs to metal fixed pitch propellers are also performed by mechanics.

PRINCIPAL FINDINGS

N - Less than 2 percentof airline mechanics work on metal propellers and uone works on wooden propellers.

F - General aviation mechanics perform work on fixed pitch wood propellers at a low frequency rate, while they work on fixed pitch metal propellers at a high rate of frequency. Airline overhaul mechanics frequently balance and accomplish minor repairs to fixed pitch metal propellers.

T - The technical knowledge required of the mechanic accomplishing these tasks is primarily at the application level.

I - Airline line mechanics receive no training in the subtopics identified.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

109 TABLE 30. GROUND ADJUSTABLE PROPELLERS AOLSN AOLSF AOLST AOLSM AOLSI J REMOVE AND INSTALL ++ H L 3 3 3 3 3 3 DISASSEMBLE AND ASSEMBLE PER MANUFACTURER'S SPECIFICATIONS $ L L 3 3 3 3 3 3

REPAIR BLADES AND HUB (MINOR) $ H H 3 3 3 3 3 A

REPITCH PROPELLER $ L L 3 3 3 3 3 3

BALANCE L L 3 3 3 3 3 3 Implementation, Action, and Results

TABLE 30

GROUND ADJUSTABLE PROPELLERS

OVERVIEW OF WORK PERFORMED

Currently there are no ground adjustable propellers being manufactured. The ground adjustable propeller is still in existence in general aviation, but in decreasing numbers since 1931. The aviation mechanic may be expected to perform the associated tasks of maintaining and servicing this type of propeller.

PRINCIPAL FINDINGS

N - No airline mechanics perform work on ground adjustable propellers. Only in small general aviation do more than 10 percent of the mechanics work to perform the tasks identified by all the subtopics.

F - This type of propeller is not found in the airline industry and the frequency at which general aviation mechanics work on this propeller is generally low.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

Training in ground adjustable propellers has been recommended for deletion from the aviation mechanics core curriculum because of the continued decrease in the use of this type of propeller. Equi- valent manipulative skills and technical knowledge can be gained by the student during his training on other types of propellers.

111 TABLE 31. TWO POSITION AND CONSTANT SPEED PROPELLERS

N F r m 1 A 0 L c AOLSAOLSAOLS

APPLY THEORY OF OPERATION , . 1 33 13 3?

REMOVE AND INSTALL ++ H H 33 33 33

CHECK OPERATION ++ H H 33 33 33 DISASSEMBLE AND ASSEMBLE PER MANUFACTURER'S SPECIFICATIONS $ M L 33 33 33

BALANCE PROPELLER L L 33 33 33

OVERHAUL PROPELLER L L 33 33 43 Implementation, Action, and Results

TABLE 31

TWO POSITION AND CONSTANT SPEED PROPELLERS

OVERVIEW OF PROPELLER OPERATION AND WORK PERFORMED

Two position propellers operate in either a low pitch position or a high pitch position. Generall. ,the low pitch position is used during take-off conditions and the high pitch position is used for cruise or maximum speed conditions. Constant speed propellers are manually controlled to maintain a particular desired engine speed.

Mechanics working on these types of propellers are required to perform tasks in accordance with manufacturer's or FAA specifications for removal, installation, checking operation, disassembly, and assembly. Overhaul and balancing of these propellers is usually performed by specialized propeller shops or repair stations employing the required tools and equipment.

PRINCIPAL FINDINGS

N - Only general aviation mechanics Indicated that they worked on two position and constant speed propellers.

F - General aviation mechanics frequently remove, install, and check operation, but the frequency rate for balancing and overhauling this type of propeller is low.

I - Large general aviation companies that overhaul this type of propeller indicate that they provide in-depth training for this task.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

With the exception of propeller balancing and overhaul, all other subtopics should be included in the aviation mechanics core curriculum. These two subtopics were recommended for deletion because of the low frequency with which these jobs are being performed by mechanics. The committee observed that this work is being done by specialty shops.

113 TABLE 32. CONSTANT SPEED FEATHERING PROPELLERS

F T M I AOLSP4 AOLSAOLSAOLSAOLS

APPLY THEORY OF OPERATION ++ H H H L 3333 231 3 3 4 4 I

REMOVE AND INSTALL ++ H H H H 1333 2333 3313

CHECK OPERATION ++ H H H H 1 333 2333 34 3 3

DISASSEMBLE AND ASSEMBLE PER MANUFACTURER'S SPECIFICATIONS $ + H H H H 3333 233 34 3 3

BALANCE PROPELLER $ 4 H H H 333 333 4 3 3

OVERHAUL PROPELLER - $ H H H L 3333 3333 34 4 3 Implementation, Action, and Results

TALLE 32

CONSTANT SPEED FEATHERING PROPELLERS

OVERVIEW OF PROPELLER OPERATION AND WORK PERFORMED

This type of propeller, in addition to maintaining a selected constant engine speed by varying its blade angle ('itch), has the capability of being fully featherea.Full feathering is used during an engine shut-down on multi-engined aircraft to minimize drag of the shut-down engine and propeller.

Mechanics working on this type of propeller must be familiar with and able to comply with instructions and specifications supplied by the manufacturer or the FAA. The tasks associated with constant speed feathering propellers include removal, installation, checkingor operation, disassembly, and assembly. Balancing and overhaul of this type propeller is accomplished in specialized shops.

PRINCIPAL FINDINGS

N - The number of airline mechanics involved in maintaining constant speed feathering propellers is less than 2 percent.

F - Mechanics in all industrial categories report that they workon this type of propeller at a high rate of frequency.

I - Industry training provided by airlino overhaul stations is at the in-depth training level.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

With the exception of balancing and overhauling this type of propeller, all other subtopics should be included in the aviation mechanics core curriculum. The committee recommended deleting these subtopics because of the specialization of the tasks, and because specialized shops doing this type of work generally provide industry training for their employees.

115 TABLE 334 REVERSIBLE PROPELLERS (RECIPROCATING ENGINES) AOLSN AOLSF AOLST AOLSM AOLSI

APPLY THEORY OF OPERATION t$HHHL 3 4 1 3 2 31 3 3 44 1

REMOVE AND INSTALL t$ L H H L 2 3 2 3 5 3 3 3 3 4 4 3 DISASSEMBLE AND ASSEMBLE PER MANUFACTURERIS SPECIFICATIONS LHLL313353333441 OVERHAUL PROPELLER IHLL414343434441 ,..."..1,...m.s,.."...vereaver07491EPar..1017.0400140r01PIAP,SAVIMPPIP0SON

ImplamtntatIon, Action, and Remits

TABLE 33

REVERSIBLE PROPELLERS (RECIPROCATING ENGINES)

OVERVIEW OF PROPELLER OPERATION AND WORK PERFORMED

This type of propeller, in addition to being fully featherable, incorporates the added feature of being able to be positioned into a reverse pitch condition. The reverse pitch position is used during the landing roll to aid in decreasing the forward speed of the aircraft. Reciprocating engines tend to overheat during propeller reverse pitch operation and are, therefore, timewise limited during this mode of operation.

Mechanism performing service or maintenance on reversible pitch propellers must be able to remove, install, check operation, disassemble, and assemble them in accordance with manufLcturer's and/or FAA specifications. While the balancing and overhaul of these propellers sre done in airline propeller shops or certificated propeller repair stations, mechanics are required to diagnose propeller malfunctions and make proper repairs.

PRINCIPAL FINDINGS

N - Less than 2 percent of the mechanics employed by the airline overhaul stations perform these tasks. Fewer than 10 percent of the mechanics employed by email general aviation companies work on reversible propellers.

F - The very limited number of airline overhaul mechanics who do this work report that they work at a high rate of frequency, while the airline line mechanic works at a low rate of frequency.

- Mechanics employed at airline line stations indicate that time is critical and job planning is required when they are removing, installing, disassembling, or assembling these propellers.

I - In-depth industry training is provided to those mechanics employed at airline overhaul stations and `1, large general aviation companies.

NATIONAL ADVISORY COMMITTEE RECOMMENDAT/OM

All subtopics, except 'Overhaul propeller," should be included in the aviation mechanics core curriculum. The committee recommended deleting this subtopic due to specialtaation of the task and the training provided by industry.

117 TABLE ?4. REVERSIBLE PROPELLERS (TURBINE ENGINES)

N AOLSAOLSF AOLST AOLSH AOLSI

APPLY THEORY OF OPERATION $ $ H H H L 33 3 3 2 2 3 3 3 4 4 1

REMOVE AND INSTALL - $ HHHLI4 3 3 2 3 3 3 3 4 4 3 DISASSEMBLE AND ASSEMBLE PER MANUFACTURER'S SPECIFICATIONS - H H H H 3 3 4 3 2 3 3 3 3 4 4 3 OVERHAUL PROPELLER L H L L 514343434441 CHECK AND SLRVICE TURBOPROP ENGINE BRAKE - LHLL23 I 3 4 3 3 3 3 4 4 4

,4 Implementation, Action, and Results

TABLE 34

REVERSIBLE PROPELLERS (TURBINE ENGINES)

OVERVIEW OF PROPELLER OPERATION AND WORK PERFORMED

This type of propeller may also be fully feathered and can be placed in a reverse pitch position to assist in decelerating the aircraft. The turbine engine does not rely upon propeller air blast for cooling; therefore, reverse pitch can be utilized for greater periods of time and may even be used to back the aircraft away from a terminal or dock. These propellers are generally coupled to the engine by a clutch mechanism and incorporate a brake so that the propeller may be both uncoupled from the engine during an engine shut-down and braked to a atop to prevent wind-milling, or free rotation.

Mechanics performing service or maintenance ot, this type of propeller must be able to remove, install, check operation, disassemble, and assemble them in accordance with manufacturer's and/or FAA specifications. Balancing and overhauling of this propeller assembly is accomplished in airline propeller shops or certificated propeller repair stations; however, the mechanic is required to diagnose propeller problems.

PRINCIPAL FINDINGS

N - Less than 10 percent of the mechanics in any industry category perform these tasks. Less than 2 percent of the airline overhaul mechanics work on this type of propeller.

I - Relatively few mechanics in any category indicate that they work At a high rate of frequency, with the exception of small general aviation, whose mechanics generally perform these tasks at a low rate of frequency.

I - In-depth industry training is provided to the airline overhaul mechanics and mechanics employed by the large general aviation companies.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

Except for the subtopics titled "Overhaul propeller" and "Check and service turboprop engine brake," all subtopics should be included in the aviation mechanics ccre curriculum. The identified subtopics were recommended for deletion on the basis of task epecialieation and training provided by industry.

119 TABLE 35. GOVERNORS AOLSN AOLSF AOLST AOLSM AOLSI

LINE INSPECTION AND ADJUSTMENTS $ + 4 HHHH 3433 3433 3433

APPLY THEORY OF OPERATION 4. 4. HHHH 3433 3333 3443

SERVICE SYNCHRONIZATION SYSTEM + 4 HHHH 3433 3333 4433 DISASSEMBLE AND ASSEMBLE PER MANUFACTURER'S SPECIFICATIONS H H L 333 233 333 CHECK AND SERVICE BLEED VALVE GOVERNOR $ $ H H H H 1 433 3333 344 1

BENCH TEST -$ H H H 343 333 333

OVERHAUL GOVERNOR H H L 333 233 343 Implementation, Action, and Results

TABLE 35

GOVERNORS

OVERVIEW OF GOVERNORS AND WORK PERFORMED

Basically, governors are speed-sensing devices used in aircraft turbine and reciprocating engines. In turbine engines, governors prevent "over-speeding" of an engine during acceleration and "under- speeding" of the engine during deceleration; also a governor is used in some engines to bleed air from the compressor at a particular engine speed during acceleration in order to skirt a compressor "stall" tone. In reciprocating engines, governors are uoed to maintain a constant engine speed by increasing or decreasing the pitch of the propeller.

On reciprocating engines, mechanics make limited field adjustments on governors; however, on turbine engines the governors are pre-set by bench testing and are usually not field adjustable. Overhaul or repair shops have the proper test equipment to perform this specialized service. Mechanics perform checks and troubleshoot governor operation, remove, install, and properly rig governors where necessary.

PRINCIPAL FINDINGS

N - Less than 10 percent of the airline mechanics perform the tasks associated with governors.

F - Mechanics in all industrial categories generally work with governors at a high frequency; however, airline line station mechanics do not disassemble, assemble, bench test, or overhaul governors.

T - The technical knowledge required by airline overhaul stations is primarily at the angl)sis level, and large general aviation companies have the same requirement for mechanics who bench test governors.

H - The manipulative skill generally needed by mechanics performing these tacks allows reasonable time, but job planning is required.

I - Airline overhaul stations and large general aviation companies provide training in depth in many of the subtopics.

NATIONAL. ADVISORY COMMITUE RECOMMENDATIONS

The committee recommended deleting the subtopic identified as "Overhaul governor." All other subtopics should be included in the aviation mechanics core curriculum. The recommendation for deletion of thq subtopic was based on the very limited number of mechanics who perform this task and the highly specialized equipment required to accomplish this training.

121 TABLE 36. DRAFTING AOLSN AOLSF AOLST AOLSM AOLSI USE APO INTERPRET STANDARD BLUEPRINT INFORMATION + + ++HHHH 2 3 3 3 2 3 13 3 4 1 1

CARE OF BLUEPRINTS + +++HHHH 3 3 1 3 2 3 1 3 3 3 1 1 INTERPRET AND APPLY DATA IN TITLE BLOCK, BILL OF MATERIALS, ETC. ++HHHL 2 4 2 3 2 3 13 3 1 13 DRAW SHOP SKETCHES .. ++ H H H Hi.---2 3 3 3 2 3 3 3 3 3 3 1 USE APPROPRIATE SYMBOLS I.E., HYDRAULIC, ELECTRICAL, ETC. ++ H H H H 3 13 3 4 232 1 3 3 2 USE AND CARE OF ESSENTIAL DRAFTING INSTRUMENTS AND EQUIPMENT $ + LHHL 2 3 3 3 4 3 2 3 1 1 3 3

DRAW PROJECTIONS $ . HHHL 3 3 3 3 3 3 3 3 1 33 1 USE OF SPECIFICATIONS AND DRAFTING ROOM MANUALS $ + HHHL 3 3 3 3 3 2 3 3 2 4 3 I DRAW INTERSECTIONS AND DEVELOPMENTS $ + H H H L 3 3 3 3 3 3 3 3 I 3 3 3

DRAW LINES, DIMENSIONS, SECTIONS, SCALES, ETC. $ + HHHL 3 3 3 3 3 2 2 3 133 3

DRAW TECHNICAL WORKING DRAWINGS $ + HHML 3 3 3 3 53 33 4 1 31 110.7.4041PSIMMI.M17,..

Implementation, Action, and Results

TABLE 36

DRAFTING

OVERVIEW OF WORK PERFORMED

Mechanics frequently work with blueprints and drawings when making installations and modification to the structure and systems of the airplane. They must be able to read and interpret data from schematics when analysing system malfunciAons and incorporate changes in drawings in accordance with standard drafting procedures. In addition, they often sketch small parts and develop shop drawings for replacement parts and repairs.

PRINCIPAL FINDINGS

N - There is ovidence that mechanics in all industrial categories must be Able to interpret standard blueprint information, be capable of caring for the blueprints, and have some skill in drawing shop sketches. Less than 2 percent of the &Willa mechanics octually draw projections or do similar formal drafting work.

F - Mechanics employed by small general aviation companies indicate that they infrequently use drafting equipment, draw projections, or prepare working drawings.

I - The relatively few airline mechanics who prepare drawings receive in-depth industry training.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

Based upon the findings, the committee recommended deli!ting the following subtopics:

1) Use of specification and drafting room manuals 2) Draw intersections and developments 3) Draw lines, dimensions, sections, scales, etc. 4) Draw technical working drawings

All other subtopics should be included in the aviation mechanics core curriculum.

123 TABLE 37. WEIGHT AND BALANCE --, AOLSN AOLSF AOLST AOLSM AOLSI USE SPECIFICATIONS, DATA SHEETS, AND AIRCRAFT LISTING ++ L L H H 14 33 4433 3233

PREPARE AND WEIGH AIRCRAFT ++ L L H L 1 4 3 3 4433 3233

MEASURE MOMENT ARM ++HLHH 34 3 3 3433 1233

COMPUTE WEIGHT AND BALANCE ++ H L H H 34 33 343 3 3233 CORRECT FOR ADVERSE CONDITIONS OR EFFECTS OF IMPROPER LOADING +* H L H L 44 33 5433 42 33

RECORD WEIGHT AND BALANCE DATA ++ L L H H 1 4 33 4433 3233

USE TERMINOLOGY AND SYMBOLS ++ L L H H 1 4 33 4433 223 1 USE LOADING GRAPHS. CENTER OF GRAVITY ENVELOPES AND LOAOING SCHEDULES ++HHHH 44 33 3433 4433

USE OF FAA 337 fORM AND CAM 16 ++LHHH 3433 3433 2 I33 Implementation, Action, and Results

TABLE 37

WEIGHT AND BALANCE

OVERVIEW OF WORK PERFORMED

Flight characteristics are significantly dependent upon an air- crafeR weight and balance. The weight and balance of an aircraft is affected by the location and weight of installed equipment. Changes in weight and location of equipment affect (aircraft) balance. When the mechanic actually installs equipment or changes its location, he must know how to compute weight and balance and maintain the center of gravity within the manufacturer's specifications. Airplanes are weighed, and the center of gravity may be computed many times during the life of an airplane.

PRINCIPAL FINDINGS

N Less than 2 percent of the mechanics employed by the airlines and more than 10 percent of the mechanics employed in general aviation perform weight and balance calculations.

P - General aviation mechanics perform weight and balance computation at a generally high level of frequency.

T - Technical knowledge required ranges from the knowledge level for airline line mechanics through the analysis level for airline overhaul mechanics.

I The airlines offer in-depth training in the subtopics titled "Correct for adverse conditions or effects of improper loading" and "Use loading graphs, center of gravity envelopes, and loading schedules."

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommended deleting the following subtopics:

1) Use loading graphs, center of gravity envelopes and loading schedules. Deletion recommended on the basis of task spe- cialisation and industry training offered.

2) Use of FAA 337 fora and CAM 18. Deletion recommended on the basis of non.ap?licability.

All other subtopics identified by this table should be included in the aviation mechanics core curriculum.

12S TABLE 38. AIRCRAFT MATERIAL AND PROCESSES AOLSN AOLSAOLSF T AOLSH AOLSI IDENTIFY STANDARD HARDWARE AND MATERIALS + + ++ H H H H 3 32 32 31 3----3 3 3 3 USE THE TECHNICAL TERMINOLOGY COMMON TO MATERIALS UTILIZED IN AIRFRAMES AND PROPULSION UNITS $ 4 4 .4 H H H H 3 3 2 3 1 3 11 3 4 4 1 DEVELOP AN UNDERSTANDING OF STRUCTURE AND COMPOSITION OF METALS AND THEIR ALLOYS SUCH AS SAE STEELS, CORROSION RESISTANT STEEL, COPPER, NICKEL, ALUMINUM, MAGNESIUM, TITANIUM, SPECIAL HIGH TEMPERATURE METALS, ETC. $ + + + H H H H 3 3 33 3 3 13 3 4 3 1

IDENTIFY (YRES OF CORROSION AND PREVENTIVE MEASURES S 4+ + HHHA 3 3 3 3 3 3 3 3 3 4 3 3 IDENTIFY PIPING COLOR CODING $ + + + H h H H 1 3 3 3...... ~.111 3 1 2 2 3 2 3 PERFORM BASIC HEAT TREATING AND ANNEALING PROCESSES . +3 +hHHH233323333341 IDENTIFY PHYSICAL PROPERTIES OF MATERIALS S 4 4 H H H H 3 3 3 3 3 3 1J 3 3 31; IDENTIFY MECHANICAL PROPERTIES OF MATERIALS . $ 4 4 H H H H 3 3 3 3 31 I 3 3 3 3 1

APPLY PRINCIPLES OF ADHESIVE BONDING g - 44 HVHH 3 3 3 3 3 3 3 3 3 33 3 UTILIZE BASIC ECONOMIC AND ENGINEERING CRITERIA IN SELECTION OF MATERIALS - ++ H H H H 2 2 3 3 2 2 3 3 2 4 3 1 ...... ID ENTIFY WINDSHIELD AND WINDOW MATERIALS .. 44 H H H H 133323333313 USE HIGH ENERGY FORMING PROCESSES . H H H 3 3 3 3 3 1 3 4 3 Implementation, Action, and Results

TABLE 38

AIRCRAFT MATERIAL AND PROCESSES

OVERVIEW OF WORK PERFORMED

A mechanic's ability to properly inspect, repair, and maintain an airplane often depends upon his understanding of the basic processes and materials employed in its construction.Knowledge of the various materials, technical terminology, and the ability to identify standard hardware is essential to the aviation mechanic.

PRINCIPAL FINDINGS

F - Mechanics in all industrial categories indicated a high frequency for these tasks.

I - Airline overhaul mechanics receive in-depth training in the use of technical terminology, structure and composition of metals, and the identification and prevention of corrosion. Mechanics employed by large general aviation companies indicate that they are trained in the use of technical terminology, basic heat- treating and annealing processes, and the use of high energy forming processes.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommended that all subtopics be included in the aviation mechanics core curriculum. The committee observed that many of these tasks and understandings are bacic and therefore necessary to the mechanic's overall knowledge of the airplane and its systems.

127 TABLE 39. INSPECTION FUNOAMENTALS AOLSN AOLSF AOLST AOLSP4 AOLS1 INSPECT FOR GENERAL SOURCE OF WEAR ANO DETERIORATION ++ ++HHHH.3333 3 31 3 3333 COMPLETE TYPICAL REPORT FORMS AND STATUS TAGS + + ++ H H H H 1 333 1 312 2331 6..... USE PRECISION MEASURING DEVICES- MICROMETERS, HEIGHT GAGES, ETC. $ + 4 HHHH333331232323 USE MANUFACTUREVS INSPECTION DATA ++HHHH p 1 23 3 21 3 242 1 USE NONDESTRUCTIVE TESTING

PENETRANTS - -++ H H H H 3333 3 33 3 3333 USE FUNDAMENTALS OF STATISTICAL INSPECTION ++ H H H H 3333 3 2 1 3 333 1

USE NON- DESTRUCTIVE TESTING

MAGNETIC PARTICLE ++HEHH 3333 3 23 3 3333

CHEMICAL ETCHING $ + HHHL 4333 3 23 3 3333

HARDNESS $ $ H H H L 3333 3 223 3423 USE DESTkUCTIVE TESTING

TENSION . . H H 33 3 3 33

BENDING -» H H 33 3 3 13

IMPACT - H H 33 2 3 33

USE NON-DESTRUCTIVE TESTING

ULTRA SONIC HHHH3123 33333423

RADIOGRAPHY IX RAY/ HHHH2 4 333 413 33 2 1 Implementation, Action, and Results

TABLE 39

INSPECTION FUNDAMENTALS

OVERVIEW OF WORK PERFORMED

Mechanics inspect both matn...!sls and components to determinecon- dition, wear, material strength, and fatigue.Many inspection techniques and devices are used, such as micrometers, gauges, and Xray. Non-destructive methods are used in the inspection and maintenance of airplanes and their components, while destructive testing is most generally used during the manufacturing process.

PRINCIPAL FINDINGS

N - Less than 5 percent of the mechanics use destructive testing as a means of inspection and none perfora this task in the airline industry.

F -.Most of the subtopic tasks are performed at a high rate of frequency by mechanics in all categories.

I - Airline overhaul mechanics indicate that they receive in-depth training in the use of manufacturer's inspection data, hardness testing, and the techniques of ultrasonic inspection.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommendei deleting the subtopic, "Use destructive testing: tension, bending, and impact."They further recommended that the use of eddy current non-destructive testing be included in the aviation mechanics core curriculum. This subtopic has been added to the core curriculum and is listed on page 191.

129 TABLE 40. AIRCRAFT AND ENGINE INSPECTION AOLSN AOLSF AOLST AOLSM AOLSI PERFORM AND RECORD INSPECTIONS PER MANUFACTURER'S FAA OR PROGRESSIVE REQUIREMENTS + -++HHHH 3333 3233 3433 ...- INSPECT AIRCRAFT (WALK AROUND) + -++HHHH 3233 341 3 3333

USE INSPECTION GUIDES + -++HHHH 3233 3 1 13 3213

INSPECT AIRCRAFT (ANNUAL) + ++ H H H H 3333 3413 3333 USE MANUFACTURER'S SERVICE BULLETINS $ $ + + H H H H 3333 3113 3233 INSPECT AIRCRAFT (OVERHAUL CHECKS) i ++ H H H H 3433 3513 3433 USE GENERAL AVIATION INSPECTION AIDS SUMMARY - + 4.11 H H 3 33 3 13 4 13 CHECK STORAGE STATUS OF NON-ACTIVE AIRCRAFT ++ H H H H 3133 3133 4233 Implementation, Action, and Results

TABLE 40

AIRCRAFT AND ENGINE INSPECTION

OVERVIEW OF WORK PERFORMED

Aircraft and engine inspections may range from pre-flight checks to the detailed inspection following a major overhaul.Mechanics must know how to determine the condition of the aircraft and powerplant, how to use inspection guides, and how to properly record the inspection on the required forms.

PRINCIPAL FINDINGS

N - More than 10 percent of the mechanics in general aviation perform aircraft and engine inspections.

F - All mechanics perform inspections at a high frequency.

T - The technical knowledge required by airline overhaul mechanics is at the analysis level when they are accomplishing aircraft overhaul checks.

M - Airline overhaul mechanics indicate that time 13 critical and that they must do job planning as they perform "walk around" and annual inspections and inspect the aircraft during overhaul checks.

I - The airlines provide training in-depth for several of the subtopics, while general aviation training is primarily basic or informational.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommended that "Checking the storage status of nonactive aircraft" be deleted from the curriculum. All other subtopics should be included in the aviation mechanics core curriculum.

131 TABLE 41. GROUND SUPPORT EQUIPMENT

N F T M I A OLSAOLS A0L S A O LS AOLS

USE HYDRAULIC EQUIPMENT 4. H H H H 2323 3523 3423

USE PNEUMATIC EQUIPMENT - + + H H H H 2323 3 523 3323

USE ELECTRICAL EQUIPMENT + -++ H H H H 2333 3523 3423 USE FUELS, LUBRICANTS AND FLUIDS + H H H H 2323 3523 3423

USE GROUND FIRE PROTECTION + -++ H H H H 2 333 3423 3423

USE LINE STARTING EQUIPMENT it. + H H H H 2 323 3323 '3421

DRIVC FUEL TRUCKS $ ++ H H H H 2433 3432 3433

USE GROUND AIR CONDITIONER $ +$ H H H 2 33 3 23 2 33 4 Implementation, Action, and Rotolo

TABLE 41

GROUND SUPPORT EQUIPMENT

OVERVIEW OF WORK PERFORMED

Mechanics operate and supervise the use ofground power units, air conditioners, and fueling and fireprotection equipment. They must also know how to service andmaintain such equipment.

PRINCIPAL FINDINGS

N - Less than 5 percent of the airlineoverhaul mechanics accomplish the tasks identified in this table.

that they per- F -Mechanics in all industrial categories indicated formed these tasks frequently.

M -The very few airline overhaul mechanics who useground support equipment must do job planning and accomplishthe work under critical time limitations.

in depth as a spe- I- Airline overhaul stations provide training cialty, rather than the general knowledge approach inthe other industrial categories.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommended that theability and the associated knowledge required to drive fuel trucksand operate ground air conditioners are not to be included in the aviationmechanics core curriculum; therefore, the subtopics "Drivefuel trucks" and "Use ground air conditioner" have been deletedfrom the core curriculum. All other subtopics are included.

133 TABLE 42. GROUND HANDLING AOLSN AOLSF AOLST AOLSM AOLSI USE STANDARD LINE AND TAXI SIGNALS + - ++HHHH 2323 2451 3441 USE TOW BARS AND TOWING cQUIPMENT + - ++ H H H H 2333 3123 3431

JACK AIRCRAFT + - ++HHHH 3333 3133 3433

SPOT AND MOOR AIRCRAFT $ - + + HHHH 4333 3133343 1

FUEL AIRCRAFT $ - + + H H H H 2333 2532 443 1

PERFORM PRE-FLIGHT SERVICING $ - + + HHHH 3333 3522 3423

PERFORM POST-FLIGHT SERVICING $ - + + HHHH 3333 3522 3423

TAXI AIRCRAFT -- ++HHHH 3333 31 33 4431

HOIST AIRCRAFT ++ H H H H 4433 5433 3433 Implementation, Action, and Results

TABLE 42

GROUND HANDLING

OVERVIEW OF WORK PERFORMED

Mechanics taxi, tow, and position airplanes on the ground. They also direct aircraft on the ground through the use of hand signals. Mechanics must know how to jack and hoist the aircraft, as well as secure it for adverse weather conditions.

PRINCIPAL FINDINGS

N - Less than 5 percent of airline o%4rhaul mechanics perform the tasks identified in this table.

F - Mechanics in all of the industrial categories indicated that they perform ground handling jobs frequently.

T - Airline mechanics indicate that their knowledge of methods of hoisting an airplane is at the analysis level.

M - Airline mechanics hoist aircraft under time critical conditions.

I - The limited number of airline overhaul mechanics who do this work are trained in depth in all of the subtopics. Mechanics at airline line stations receive in-depth training in fueling and taxiing aircraft.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommended deleting the subtopic titled "Hoist aircraft" because this is a specialized task occurring infrequently and utilizing special equipment. All other subtopics should be included in the aviation mechanics core curriculum.

135 TABLE 43. CLEANING AND CORROSION CONTROL AOLSN AOLSF AOLST AOLSH AOLSI IDENTIFY APPLICATIONS AND LIMITATIONS OF

CHEMICAL SOLVENTS AND PAINT REMOVERS + + + H H H H4 3 3 3 3 3 2 3 3 3 3 3 USE CLEANING EQUIPMENT AND PROCEDURES FOR

VAPOR DEGREASING - + + HHHH 2 3 3 3 3 3 3 3 3 3 3 3 INSPECT FOR EVIDENCE OF CORROSION IN CRITICAL AREAS - + + HHHH 3 3 3 3 3 3 2 3 3 3 3 3 IDENTIFY APPLICATIONS AND LIMITATIONS OF SOAPS AND DETERGENTS ++HHHH 4 1 2 33 2 2 2 3 3 3 3 WINDOW AND WINDSHIELD CLEANING AGENTS ++HHHH 1 3 2 3 2 3 2 3 3 3 3 3 INSPECT AND DETERMINE ADEQUACY OF CLEANING PERFORMED ON AIRPLANES S ++HHHH 3 3 3 3 3 3 2 2 3 3 3 1 APPLY PRINCIPLES OF AIRPLANE CLEANING AND CORROSION CONTROL - - ++HHHH4 1 3 3 3 2 2 3 3 31 3 USE INTERIOR CLEANING EQUIPMENT AND PROCEDURES ++HHHH 31 2 3 5 2 2 3 3 3 1 3

USE CARBON REMOVERS ++HHHH 3 1 3 3 3 2 2 3 2 3 3 3 USE SAND, SHELL, GRIT, AND VAPOR BLASTING ++ H H H H 3 33 3 3 1 2 3 3 3 1 3 USE CLEANING EQUIPMENT AND PROCEDURES FOR ELECTRICAL COMPONENT CLEANING HHHH343334333233 ULTRASONIC DEGREASING HHHH333331333321 Implementation, Action, and Results

TABLE 43

CLEANING AND CORROSION CONTROL

OVERVIEW OF WORK PERFORMED

Mechanics clean the airplane, both inside and out, to prevent and control corrosion. The improper use of a solvent or cleaning agent can do more damage than the material that was removed. Improper neutralization of spilled battery acid and other chemicals can cause severe structural damage. A thorough cleaning is necessary in order to properly inspect an aircraft.

PRINCIPAL FINDINGS

ti F -Mechanics in all industrial categories perform cleaning and corrosion control frequently.

T - Airline line mechanics require analysis levels of technical knowledge for subtopics pertaining to cleaning and corrosion control.

M - Airline line mechanics work under critical time conditions when cleaning the interiors of airplanes.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

The committee recommended that the subtopic "Identify the applications and limitations of chemical solvents and paint removers" include information relative to the flammability and explosive characteristics of these materials; therefore, this subtopic has been expanded to include flammability and explosive characteristics of these materials. All subtopics should be included in the aviation mechanics core curriculum.

137 TABLE 44, MATHEMATICS AOLSN AOLSF AOLST AOLSA/S AOLSI ADO, SUBTRACT, MULTIPLY AND 4i DIVIDE + + ++ H H H H 3 33 3 1 1 1 1 31 11 READ AND INTERPRET GRAPHS AND CHARTS + - ++HHHH333311111341 CALCULATE RATIOS, PROPORTIONS AND PERCENTAGES ++HHHH 3 3 3 3 1 11 1 11 1 1 PERFORM ALGEBRAIC OPERATIONS INVOLVING SUBTRACTION, ADDITION, MULTIPLICATION AND DIVISION OF POSITIVE AND NEGATIVE NUMBERS S ++HHHH 3 3 3 3 1 1 1 1 1 3 11 PERFORM LAYOUTS UTILIZING FUNDAMENTALS OF GEOMETRIC CONSTRUCTION ++HHHH 3 3 3 3 1 1 1 1 1 2 1 1 EXTRACT ROOTS AND RAISE NUMBERS TO GIVEN POWERS HHHH343311111111 PERFORM DESCRIPTIVE GEOMETRY AS APPLIED TO TEMPLATE DEVELOPMENT AND LAYOUT - $ H H H L 3 3 3 3 1 1 1 1 1 1 1 1

CALCULATE AREAS AND VOLUMES OF VARIOUS GEOMETRIC SHAPES HHHH333311111111 PERFORM CALCULATIONS COMMON i) RIGHT TRIANGLES AND USE OF TRIGONOMETRIC TABLES HHHH313311111111 PERFORM CALCULATIONS INVOLVING USE OF SLIDE RULE - H H H H 3 2 3 3 1 1 11 11 1 1 Implemenistlon, Action, and Results

TABLE 44

MATHEMATICS

OVERVIEW OF WORK PERFORMED

Mathematics is a basic requirement for the aviation mechanic, even though requirements will vary with the type of work being performed. The skills may range from basic arithmetic through the algebra required for weight and balance computation to the geometry and trigonometry required for template development and layout. Electrical and electronic circuit analysis may require the use of advanced mathematics. Many formulas are available to the mechanics who require solutions of problems in mathematics.

PRINCIPAL FINDINGS

F - Aviation mechanics in all industrial categories indicate that the use of mathematics is at a high frequency.

A/S- Accuracy of computation is emphasized.

I - Generally, no industry training is provided.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS -

Performing calculations common to a right triangle and the use of trigonometric tables and performing calculations involving the use of a slide rule are recommended for deletion from the aviation mechanics curriculum. The committee also recommended that the schools test to determine where remedial training is required. All other subtopics should be included in the core curriculum.

139 TABLE 45. ENGLISH AOLSN AOLSF AOLST AOLSA/S AOLSI READ, WRITE AND SPEAK THE ENGLISH LANGUAGE ++ ++ H H H H 3233 2 1 2 1 11 1 1 WRITE CLEAR, CONCISE, GRAMMATICALLY CORRECT TECHNICAL REPORTS NORMALLY EXPECTED OF CERTIFICATED MECHANICS + +++HHHH 3323 2 12 1 1 1 1 1 USE DICTIONARY AND STANDARD 4 REFERENCE BOOKS + + ++HHHH 3323 1 121 1 1 1 1 READ PERTINENT TECHNICAL DATA WITH COMPREHENSION + +++HHHH 3323 112 1 11 1 1

.. Implementation, Action, and Results

TABLE 45

ENGLISH

OVERVIEW OF WORK PERFORMED

The ability to speak, read, write, and understand the English language is required of the aviation mechanic. He must communicate with others, and write descriptions of technical work performed when he makes the required entries in the aircraft maintenance records. Reading comprehension is necessary if the mechanic is to understand maintenance manuals and other publications related to servicing, inspection, and repair of the aircraft.

PRINCIPAL FINDINGS

N,F- More than 10 percent of the mechanics in all industrial cata- gories utilize the subtopics at a high rate of frequency during performance of the4r jobs.

A/S- Mechanics employed by large general aviation companies indicated that both speed and accuracy are required.

I - No industry training is provided.

NATIONAL ADVISORY COMMITTEg RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum. The committee strongly tecommended that increased emphasis be placed on the teaching of English and the schools should initiate remedial training as required. The committee repeatedly stressed that the aviation mechanic who is to succeed in the aviation industry must be able to use the English language correctly and that schools should assist in every way to reinforce his ability to use the language.

141 TABLE 46. PHYSICS

OOLSN AOLSF AOLST AOLSA/S AOLSI 1 PERFORM CALCULATIONS INVOLVING MECHANICS SUCH AS LEVERS, PULLEYS, INCLINED PLANES, LINEAR MOTION, ETC. + +++HHHH 3 1 3. 3 1 1 1 1 1 1 1 1 SOLVE GAS AND FLUID PROBLEMS SUCH AS PRESSURE, VOLUME, PASCAL'S LAW, BERNOULLI'S PRINCIPLE, ETC. - ++ H H H H 3 3 3 3 1 1 2 1 1 3 4 1 PERFORM TEMPERATURE CONVERSIONS, PROBLEMS INVOLVING RELATIONSHIPS OF GASES AND PRESSURES AND MECHANICAL EQUIVALENTS OF HEAT ++ H H H L 33331 1211341 PERFORM NECESSARY CALCULATIONS TO UNDERSTAND EFFECT OF SPEED OF SOUND, FREQUENCY, PRESSURE, LOUDNESS, REFLECTION OF SOUND WAVES, ETC. SS L H H H 333311211141

4 Implementation, Action, and Results

TABLE 46

PHYSICS

OVERVIEW OF WORK PERFORMED

An understanding of the laws of physics helps the mechanic to better understand the aircraft systems with which he must work. With such principles to guide him, he has a better foundation to analyze, troubleshoot, service, and maintain the various aircraft and pwer- plant systems.

PRINCIPAL FINDINGS

F - Generally, aviation mechanics apply the principles of physics at a high rate of frequency.

I - Mechanics employed by large general aviation companies indicate that they receive in-depth training in a majority of the subtopics. Otherwise very little industry training is gererally offered.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

143 TABLE 47. CHEMISTRY AOLSN AOLSF AOLST AOLSA/S AOLSI APPLY CHEMICAL PRINCIPLES TO

ELECTROLYSIS AND ITS EFFECT $ - * * HHHH 3 3 3 3 1 1 1 1 1 3 1 1 BASIC CHEMISTRY OF FUELS, LUBRICANTS AND HYDRAULIC FLUIDS -$ 4.4 H H H H 33 331 11 1 3 3 3 1 THE BASIC CHEMISTRY OF PAINTS, LACQUERS AND THINNERS - - * + HHHH333311111331 THE CHEMICAL REACTIONS WITHIN BATTERIES - I . HHHH 3 3 3 3 1 1 1 1 12 3 1 THE CHEMISTRY OF ADHESIVES AND SEALING MATERIALS -- $ I H H H H 2 3 3 3 1 1 1 1 2 3 3 I A COMMON ELEMENTS AND ELEMENTARY COMPOUNDS SUCH AS SALTS, BASES, AND ACIDS $ 4 HHHH333311111111 THE CHEMISTRY OF PLASTICS BOTH CLEAR AND REINFORCED - $$HHHH33 3 3 I 1 1 I 1 3 3 I THE COMPOSITION OF MATTER-- MOLECULES, ATOMS AND ELECTRONS- -$ H LH 3 13 1 11 1 11 THE CHEMISTRY OF NATURAL AND SYNTHETIC FABRICS H L 3 3 1 1 3 1

USE CHEMICAL SYMBOLS AND . - .; EQUATIONS --HHHH 3 3 3 3 1 I1 1 1 1 3 1 I USE PERIODIC TABLE - H H L 3 2 3 1 I 1 2 3 1 Implementation, Action, and Results

TABLE 47

CHEMISTRY

OVERVIEW OF WORK PERFORMED

A mechanic must be aware of certain chemical principles if he is to understand the operation and maintenance of batteries; the process of plating, the prevention of corrosion; and the properties of the various aircraft fluids, fuels, solvents, and paints. Although mechanics do not work with chemical formulas, they do make many practical applications of the principles of chemistry.

PRINCIPAL FINDINGS

N - Less than 10 percentof the airline mechanics indicated that they used the knowledge identified by the subtopics of this table.

F - Generally, mechanics in all industrial categories frequently apply chemical principles in the performance of their job.

A/S- All segments of industry indicate that there is a requirement for accuracy.

I - Very little industry training is given, although the principles of chemistry are included in various orientation, or basic, informational content courses.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

As a result of the findings, the committee recommended deleting the subtopics titled:

1) Apply chemical principles to the chemistry of plastics, both clear and reinforced

2) The composition of matter, molecules, atoms, and Ilectrons

3) The chemistry of natural and synthetic fabrics

4) Use of chemical symbols and equations

5) Use of periodic table

All other subtopics should be included in the core curriculum.

145 TABLE 48. AIRCRAFT NOMENCLATURE

AOLSN I AOLSF AOLST AOLSA/S AOLSI USE PROPER AIRCRAFT NOMENCLATURE 4 44 4 HHHH 3233 1 12 1 233 1 CLASSIFY AIRCRAFT AS TO PROPULSION DEVICES, WING ARRANGEMENT, PURPOSE, LANDING GEAR SYSTEMS,ETC. 4+ H H H H 3333 1 121 323 1 APPLY FAA AIRCRAFT CATEGORIES AND DEFINITIONS AS FOUND IN APPROPRIATE PUBLICATIONS SUCH AS FAR 1, 211, 23, ETC. 4 4 HHHH 3 133 112 1 1331 Implementation, Action, and Results

TABLE 48

AIRCRAFT NOMENCLATURE

OVERVIEW OF WORK PERFORMED

Aviation mechanics must use proper nomenclature to communicate effectively. Mechanics order parts, prepare malfunction reports, make entries in maintenance records, and comply with service letters and Airworthiness Directives. Correct nomenclature is essential in writing or interpreting technical reports.

PRINCIPAL FINDINGS

F - Mechanics in all industrial categories use technical terms and nomenclature constantly.

I - Industry training ranges from no training to basic, informational content courses.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

147 TABLE 49. THEORY OF FLIGHT

N F T A/S I A O L S A O L SA O L S A O L S A O L S

INTERPRET THEORY OF FLIGHT IN RELATION TO

REFERENCE AXES OF AIRCRAFT $ $ + 4. HHHH 3 3 3 3 1 1 I 1 1 3 3 1 FUNCTION OF CONVENTIONAL CONTROLS AND CONTROL SURFACES $ $ + 4 HHHH 4 1 3 3 1111 1 3 3 1 HIGH LIFT DEVICES SUCH AS FLAPS, SLATS, ETC. $ $ + 4- HHHH 3I 3 3 11 1 I 3 3 3 I PROPERTIES OF THE EARTH'S ATMOSPHERE ++HHHH333311111111 AIRCRAFT MANEUVERS SUCH AS TURNS, SKIDS, STALLS, ETC. $ -++HHHH 3 3 3 3 1 111 1 3 3 1 FORCES ACTING ON AN AIRFOIL AND AIRPLANE 4 4 H H H H 3 3 3 3 I 1 1 1 1 2 1 1 UNCONVENTIONAL CONTROLS AND CONTROL SURFACES 4 4 HHHH 3 3 3 3 1 1 1 1 3 3 3 I LOADS AND EFFECT OF TURBULENCE ANO SPEED ++HHHH 3 3 3 3 I I 11 4 3 3 1 WING LOADING, POWER LOADING, MANEUVERING SPEED, ETC. 4 4 HHHH 3 3 3 3 11112311

ROTARY WING $ HHHH3 33311211133 ROTORCRAFT FLIGHT CONTROLS AND THEIR EFFECTS $ H H H H 3 33311211133 THRUST TORQUE AND TORQUE CORRECTION AS APPLIED TO ROTORCRAFT HHHH333311211441 Implementation, Action, and Results

TABLE 49

THEORY OF FLIGHT

OVERVIEW OF WORK PERFORMED

Mechanic.; must understand the relationships between the atmosphere and the airplane and its forces in flight in order to make intelligent decisions affecting the flight safety of both airplanes and helicopters. Understanding why the airplane is designed with a particular type of primary and seco.Jary control system, and why the surfaces must be aerodynamically smooth becomeessential knowledge when maintaining today's complex aircraft.

PRINCIPAL FINDINGS

N - Less than 10 percent of the airline mechanics report that they make use of this knowledge.

F - Mechanics in all of the industrial categories indicate that they use theory of flight knowledge at a high rate of frequency.

I - Airline line mechanics indicate that they receive in-depth training in loads and the effect of turbulence and speed. General aviation companies specializing in rotorcraft provide basic or general information training for their mechanics, but training by fixed wing operators in theory of flight is generally not provided.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

149 TABLE 50. FAR AND RELATED PUBLICATIONS AOLSN AOLSF AOLST AOLSA/S AOLSI USE SPECIFICATIONS, DATA SHEETS. MANUALS, AND PUBLICATIONS ON AIRCRAFT. ENGINES AND PROPELLERS + +++HHHH 3233 1 12 1 3331 USE REQUIRED FEDERAL AIR REGULATIONS + + ++HHHH 3333 1 1 11 343 1 INTERPRET AND USE SPECIFICATICNS SUCH AS MS, AC, ANA NAS AND TYPICAL MANUFACTURER'S MANUALS + + ++HHHH 3323 1 1 1 1 3 1 41 INTERPRET AND USE ATA SPECIPICATICN 100 + +++HHHH 2333 1 1 11 3 1 31 USE FLIGHT SAFETY MECHANICS BULLETINS ++++ H H H H 3323 1 1 1 1 3411 KNOW HOW AND WHERE TO FIND PERTINENT DATA IN FAA SPECIFICATIONS + + ++ H H H H 3 1 33 1 21 1 3331 USE OF LOGBOOKS ANO MAKING MAINTENANCE RECORD ENTRIES + - + + HHHH 3333 1 1 1 1 333 1 ...----.... USE AND DISPOSITION OF FAA FORMS - + ++H H H H 3333 1 121 333 1

USE AIRWORTHINESS DIRECTIVES IFAR 391 - * * *HHHH 3233 1 1 11 333 1

FILE AND INDEX PUBLICATIONS 1 14 4 Ii H H H 31 33 1 1 1 1 3331

USE OF TECHNICAL STANDARD ORDERS ITS()) AND SUPPLEMENTAL TYPE CERTIFICATE (STC) 14 4 L H H H 3233 111 1 333 1 Implementation, Action, and Results

TABLE 50

FAR AND RELATED PUBLICATIONS

OVERVIEW OF WORK PERFORMED

Mechanics must be able to use FAA forms, Airworthiness Directives, logbooks, Technical Standard Orders, Federal Air Regulations, and Flight Safety Mechanics Bulletins. They must know where to find and how to apply such data in maintaining aircraft.

PRINCIPAL FINDINGS

F - All mechanics indicate that they use FAR and related publications, but airline line mechanics rarely use Technical Standard Orders.

A/S- General aviation mechanics must be accurate in the use of publications and FAA forms and be able to find this information rapidly.

I - The airlines provide depth training to their overhaul mechanics in the use of Federal Air Regulations and Flight Safety Mechanics Bulletins.Mechanics employed by large general aviation companies are trained to use and interpret manufacturer's manuals. Small general aviation companies do not provide training in FAR and related publications.

NATIONAL ADVISORY CCHMIITEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

151 TABLE 51. SHOP MANAGEMENT RESPONSIBILITIES

N F T A/S I A OLSAOLSAOLSAOLSAOLS MAINTAIN REQUIRED RECORDS ++64HHHH333311113331 APPLY FAA REGULATIONS IN REPAIR STATION OPERATION $ * + + H H H H 3333 1 1 1 1 3 1 33 APPLY SHOP MANAGEMENT PRINCIPLES TO ORGANIZATION AND ASSIGNMENT OF PERSONNUL $ + ++ H H H H 3333 1 22 1 4331

PURCHASE PARTS AND SUPPLIES -+++HHHH 3 1331 1 1 1 221 1

PERFORM ELEMENTARY ACCOUNTING - + ++HHHH 3333 121 1 1331 PERFORM INVENTORY CONTROL OF MATERIALS, EQUIPMENT $ $ 6 6 H H H H 3 1 33 1 21 1 23 1 1 -.4

PERFORM JOB ESTIMATING $ $ ++ H H H H 3133 1 21 1 11 1 1

I Implementation, Action, and Resuito

TABLE 51

SHOP MANAGEMENT RESPONSIBILITIES

OVERVIEW OF WORK PERFORMED

Mechanics should know the business principles and economics of operating an aircraft maintenance business. Such understanding helps promote work efficiency within an organization. Fundamentals of elementary accounting, job estimating, and inventory control must be a part of the mechanic's knowledge if he plans towork for himself or for a small aviation company.

PRINCIPAL FINDINGS

N -All industrial categories indicate that mechanics have shop management responsibilities.

F -All mechanics perform these tasks at a high rate of frequency.

T - The technical knowledge level for most subtopics is at the application level, although airline overhaul mechanics are not generally responsible for purchasing, inventory control, or job estimating.

I - Airline line mechanics receive in-depth management training with regard to organization and assignment of personnel.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

r.PN

153 TABLE 52. ETHICS AND LEGAL RESPONSIBILITIES AOLSN AOLSF AOLST AOLSI EMPLOY ETHICAL PRACTICES RELATED TO JOB AND PRODUCT PRIDE AND CRAFTSMANSHIP ++++HHHH 5555 2331 MECHANIC-EMPLOYFR RELATIONSHIP + +++ H H H H 5555 3331

THE RESPONSIBILITIES OF AVIATION + + + + HHHH 5555 3331 PERSONAL CONDUCT AND INTEGRITY ++++NM 5555 3331 PRACTICE THE LEGAL RESPONSIBILITIES OF LIABILITY OF THE CERTIFICATED MECHANIC + +++HHHH 5555 3331 EMPLOY ETHICAL PRACTICES RELATED TO MECHANIC-CUSTOMER RELATIONSHIP ++HHHH 5555 2331 PRACTICE THE LEGAL RESPONSIBILITIES OF

BAILMENT ++ H H H 555 43 1

MECHANICS LIENS ++ H H H 555 431 Implementation, Action, and Results

TABLE 52

ETHICS AND LEGAL RESPONSIBILITIES

OVERVIEW OF WORK PERFORMED

Mechanic-customer relations are important to the success of a business. Good labor-management relationships contribute to the mechanic's advancement and financial security. Good personal conduct and unquestionable integrity are as important for the mechanic as for any individual. Mechanics must be technically competent, have pride of craftsmanship, and be dedicated to safety in aviation. The individual mechanic must also be aware of his legal liabilities and responsibilities.

PRINCIPAL FINDINGS

N - All industrial categories indicate that the mechanic must be constantly aware of his ethical and legal responsibilities.

T - All industry indicates that pride of craftsmanship, personal conduct, integrity, liability, and the responsibility of the certificated mechanic must be at the synthesis level.

I - Although airline line mechanics indicate that they have no need for the knowledge implied by the subtopics "bailment" and "mechanics liens," a select group of airline overhaul mechanics are given in-depth training in these two subtopics.

NATIONAL ADVISORY COMMITTEE RECOMMENDATIONS

All subtopics should be included in the aviation mechanics core curriculum.

155 The Aviation Mechanics Occupation

DISCUSSION OF FINDINGS

A review of the data received from the aviation industry during the

survey suggests that certain trends are developing. In addition, some

of the findings reinforced some opinions expressed in aviation circles,

while other findings reveal that certain opinions cannot be substan-

tiated or ate no longer applicable to the aviation industry. A com-

pilation of these trends follows.

1) There is a common core of tasks performed by all aviation mechanics

requiring the same technical knowledge levels.

The National Advisory Committee parameters applied to the survey data showed that all aviation mechanics performed to the same technical knowledge levels in 63 percent of the subtopics.Another 10 percent of the subtopics were found to be performed to identical technical knowledge levels by mechanics in three of the four industrial categories. The total common technical knowledge levels involve 73 percent of the subtopics. This high percent of the commonality of tasks performed by aviation mechanics in the four industrial categories strongly supports the premise that aviation mechanics can be trained through a core curriculum and can specialize in the latter part of their training for the industrial category in which they may seek employment.

2) The predominant technical knowledge level at which the aviation

mechanic works is the application level or higher.

When all the subtopics had been analyzed, 86 percent were found to have been rated by mechanics in at least three of the industrial categories as requiring technical knowledge at the application, or a higher, level. Mechanics indicated they can accomplish the remaining 14 percent of the subtopics with either the knowledge and/or comprehension level of technical knowledge, which require the ability to follow directions and/or to locate and interpret information. These findings substantiate the need to train aviation mechanics to the application level so that transfer of learning to industry is easily accomplished.

3) Many airline overhaul mechanics are specialists in the particular

area of work for which they receive extensive training.

With the exclusion of the subtopics in Tables 44-52, it is found that the airline overhaul mechanic perfcrms 393 of the 437

156 Implementation, Action, and Remlb

subtopics in the remaining tables.Of these, 364 tasks were performed by less than 5 percent of the mechanics for each of the subtopics.. These specialized mechanics received in-depth training for 54 percent of these subtopics, basic or general information training for 43 percent, and orientation or no training for the remaining 3 percent.

4) There is an increasing use of turbine engines in general aviation.

During the period of one year that elapsed between the Cali- fornia survey and the national survey, the percent of general aviation mechanics performing overhaul work on turbine engines increased from "No mechanics" among those surveyed in 1965 to 5 percent of those surveyed in 1966. Following examination of the responses for the 507 subtopics by small general aviation, it was noted that training in depth was provided for only 10 tasks. Seven of these, however, were in subtopics associated with turbine engines. The influx of turbine engines into general aviation suggests the need for in-depth training for those currently employed. This need for well-trained turbine mechanics should be reflected in the school curriculum.

5) The majority of airline mechanics no longer work on reciprocating

engines having less than 14 cylinders.

No airline mechanics responded to any task required for maintenance or overhaul of a reciprocating engine of less than 14 cylinders. This finding is particularly significant in view of the fact that the results of this survey represent tasks performed by 15,258 airline mechanics. General aviation mechanics, however, are deeply involved in checking, servicing, repairing, and overhauling four- or six-cylinder opposed engines and seven- or nine- cylinder radial engines.

6) Fixed pitch wood propellers and ground adjustable propellers no

longer appear in airline operation. Their number is decreasing

in general aviation.

According to the survey data, airline mechanics do not work on fixed pitch wood propellers or ground adjustable propellers. The work that is most frequently accomplished in general aviation on ground adjustable propellers involves minor repairs to the blade and hub. Large general aviation companies frequently remove and install these propellers but all other subtopics in large and small general aviation are performed at a low frequency.

7) Electricity and electronics are becoming integrated into the air-

frame and powerplant mechanic's occupation.

157 The Aviation Mechanics Occupation

The mechanics in the airline industry and in large general aviation companies performed all 28 tasks surveyed in the areas of electricity and electronics at a high frequency. Mechanics in small general aviation also performed all tasks at a high frequency, with the exception of checking and troubleshooting solid state switching devices. All indications point to the necessity for the schools to increase the emphasis in the instruction of electricity and electronics in the aviation mechanics' courses.

8) The maintenance of flight instruments, automatic flight and ap-

proach control systems, and aircraft communications and navigation

equipment is extremely specialized work.

The airline industry generally provides training in depth for mechanics doing maintenance work on flight instruments, automatic approach control systems and communications, and navigation systems. Mechanics in large general aviation receive training in depth in maintenance of auto pilots and approach control systems and application training in all other related areas. Mechanics in small general aviation receive basic and general information training in the basic flight instruments but generally receive no industry training in any other related areas. Specially certificated mechanics and specialized shops frequently repair these systems. The National Advisory Committee has recommended that schools teach to the comprehension level in these specialties.

9) The need for mechanics skilled in woodworking has decreased sub-

stantially in the aviation industry.

The survey found that the airline industry no longer requires mechanics to be skilled in woodworking. Few highly specialized airline overhaul mechanics perform wood repairs to interior cab- inets and paneling. Large general aviation companies assign these tasks to a few mechanics who perform these tasks at a low frequency. Of 2,463 large general aviation mechanics surveyed, only 174, or 7 percent, indicated that woodworking was part of their assignment. In small general aviation, woodworking continues to be performed by approximately one-third of the mechanics, but the frequency is in the low category. It was found that of 359 mechanics, only 126 were involved in woodworking tasks. The overall percentage of aviation mechani:s surveyed in general aviation, large and small, who are responsible for performing woodworking is 10.8 percent.

10) Aviation mechanics must understand the basic operations involved in

sheet metal work and must be able to make return to flight repairs

to metal structures.

158 Implementation, Action, and Rowlb

Findings reveal that the aviation industry requires more men to possess skill and knowledge in this topic area than in any other subtopic requiring manipulative skill. Representatives of the aviation industry stated that the mechanic must know which types of damage can be tolerated and which need repair. In all cases the work must be of a return-to-flight standard.

11) Aircraft welding is becoming a specialized skill.

The introduction of new materials in aviation and the new welding techniques require specialized skills for welders. Com- ments received from general aviation companies indicate that repairs involving welding are done by specialty shops. Special- ization in welding is also applicable in the airline industry. In order to become a certificated welder, a mechanic must receive specialized instruction.

12) The use of manufacturer's specifications and Federal Air Regula-

tions are an essential part of the aviation mechanics occupation.

Mechanics in all four categories indicated that manufacturer's specifications and Federal Air Regulations are used at a high frequency. The number of mechanics who use these publications and manuals is also very high. The airline industry and large general aviation provide basic and general information training in these tasks.

13) To be employable, the mechanic must have a sound command of the

English language.

The importance of a mechanic's ability to read, write, and speak the English language is In most cases a fundamental requirement for acceptable performance and for advancement in the industry. Industry personnel repeatedly stressed during the survey that if a mechanic cannot meet this requirement in a satisfactory manner, he is not employable. The number of mechanics and the frequency with which this major topic is required is understandably very high. Accuracy in the use of the English language was emphasized throughout the findings. However, large general aviation required both accuracy and speed. The schools hasp a responsibility to ensure that their students are able to meet the standards for performance required in this area.

14) Ethics and the mechanic's legal responsibilities are an Important

part of the aviation mechanic's training.

This is the only major topic in the study where the subtopics were consistently ranked at the synthesis level in technical

159 The Aviation Mechanics Oceans Uon

knowledge by all industrial categories. Since the definition of the synthesis level would be at times difficult to apply in this area, it only tends to emphasize how strongly the industry feels about the importance of the ethical responsibilities of the mechanic. The survey indicates that the widespread and high frequency requirements for the mechanic's integrity, quality of workmanship, and responsible action in the work environment will continue to be an essential part of the occupation.

15) The aviation industry provides extensive in-service training for

the maintenance of occupational currency.

The in-service training for mechanics is designed to provide currency when new models of aircraft are introduced and changes occur in existing models. The amount of training is substantial and is generally directed to the basic and general information level. Training in depth is most predominant in the airline overhaul category. Industry training ranged from 81 percent in airline line stations to 85 percent in airline overhaul stations in all subtopics. Training in the general aviation industry ranged from 66 percent in small general aviation to 92 percent in large general aviation for all subtopics.

160 Redirection, Application, and Projections Redirection

To ascertain the direction aircraft mechanic schools should take

in developing an effective aviation mechanic's instructional program,

an analysis of the training provided by industry and the schools should

be made. This study, plus a subsample study that is discussed in detail

in this section, identified industry's efforts to provide instructional

programs for aviation mechanics. A review of the school programs in

ATEC's 1965 Survey of Federal Aviation Agency Approved Mechanic School

Programs outlines the efforts made by aviation mechanic schools to train

aviation mechanics.

INDUSTRY EFFORTS

Two studies were made to determine what the aviation industry was

doing to provide training for the certificated mechanic.The first of

these was the national Study of the Aviation Mechanics Occupation; the

second was the subsample study whose objective was the examination of

the recency of the mechanics' in-service training, which was undertaken

on the recommendation of the National Advisory Committee.

In the Study of the Aviation Mechanics Occupation it was found that

industry training efforts for aviation mechanics ranged from orientation

through 1-asic or general training to training in depth.A number of the

subtopics represented tasks for which industry offered no training.

As shown in Fig. 6 following, industry's training efforts are con-

centrated on basic and general information training.The training pro-

vided is designed to keep mechanics current with new models of aircraft

163 The Aviation Mechanics Occupation

and the changes that occur in existing aircraft. Training in depth is

shown to be more prevalent in the airlines than in general aviation.

INDUSTRIAL CATEGORIES LEVEL TO WHICH OFFERING TRAINING TRAINING IS OFFERED Airline Airline Large Small Line Overhaul GeneralrGeneral lo training 19% 15% 8% 34%

Orienti4ion or p familiarization training 7 % 4% 4% zero Basic or general information 55% 39% 72% 63%

Training in eepth 19% 42% 16% 3% Fig. 6. Percent of subtopics for which training is given by the aviation industry

The second study was the subsample study to examine recency of in-

service training. The questionnaire was designed to answer three major

questions: When was in-service training last received by the mechanic;

where was instruction obtained (schools, industry, or both); and what

type of instruction was received (formal, informal, or correspondence).

A total of 446 subsample questionnaires were completed by mechanics

representing all four industrial categories. The distribution of the

responses was: airline line stations, 234 mechanics; airline overhaul

stations, 59 mechanics; large general aviation companies, 112 mechanics;

and small general aviation companies, 41 mechanics.

Incidental information shown on the questionnaire regarding the mechanics' date of certification and the type of in-service training

they received in each of the 52 major topics used in the national study was also examined. The subsample survey instrument was not designed to correlate the major topics with the type of training received and where

the training was given.

164 Redirection, Application, and Projections

Date No. Date No. Date No. Date No. Date No.

1930 1 1939 2 1946 20 1953 16 1960 24

1931 1 1940 1947 34 1954 10 1961 14

1932 1 1941 4 1948 18 1955 25 1962 14

1933 2 1942 8 1949 17 1956 22 1963 15

1934-36 0 1943 5 1950 20 1957 17 1964 18

1937 1 1944 6 1951 17 1958 23 1965 25

1938 3 1945 13 1952 10 1959 29 1966 1

Fig. 7. Date of certification and number of respondents certified by year

The mechanics who responded to the subsample survey reported having received their certificates during the past 36 years (Fig. 7). None of the respondents was certified during the years 1934, 1935, and 1936.

Beginning in 1945, an average number of 20 respondents received their mechanic certificates each year. The increase in the number of certificates issued in 1947 may be explained as an effect of the Serviceman's

Readjustment Act of 1944.

Figure 8 following displays the years in which in-service training was last received. No in-service training was reported for the years

1945, 1946, 1949, 1950, 1951, and 1952. Of the 446 mechanics who responded, 383 men, or 86 percent, reported in-service training received since certification. The remaining 14 percent of the mechanics reported no in-service training received since certification.

Figure 8 also shows that 269, or 70 percent, of the respondents received in-service training in 1965 and 1966; an additional 56 mechanics, or 15 percent, reported in-service training received in 1964; and

26 respondents, or 7 percent, indicated in-service training received in

165 The Aviation Mechanics Occupation

1963. Thus, a total of 92 percent of the respondents is shown to have received in-service training within the last three years.The training reported by the remaining 8 percent during the following periods is shown to have occurred in this distribution: 1960-62, 16 mechanics (47.);

1954-59, 11 mechanics (37.); and 1944-53, 5 mechanics (170. Years in which no training was received have been omitted from Fig. 8.

F- ---- 1944 71 1947 > 4., ,4 1948 1 w0 411)u 1953I

11 t), 1954 0 1955 1 4, 0 0 3 1956 1 to 1957

0 I x: ...1 1958 199 x 0 1 3 $4 1960 u u 0 1961 ..4 w u 1962 u i4 44 1963 I >4eGo 1964 ls. 1 I 1 1965 1966 " .

1 /11111111 asw0=1..LINIMIM 0 10 20 30 40 50 60 240 250 260 Number of mechanics reporting in-service training ig. P. Hee an cs in- service training

A review of Fig. 9 opposite reveals that formal instruction was the

most common approach to in-service training. In descending order of fre-

quency, the combination of both formal instruction and informal on-the-

job training was the next most frequently used; informal on-the-job

instruction was the third most frequent approach to in-service training.

Only mechanics employed in the small general aviation industry indicated

that they had received in-service training solely through correspondence

courses.

166 Redirection, Application, and Projections

TYPE OF INSTRUCTION A 0 L S

Formal classroom instruction 407. 407. 307. 287.

Informal on-the-job instruction 77. 10% 14% 177.

Combination of formal and 18% 177. 20% 177. informal instruction

Correspondence courses . -- -- 27.

Formal instruction and 57. 107. 2% correspondence courses 1%

Informal instruction and .. correspondence courses 27. 21. 71:

Combination or formal, informal, and correspondence courses 181. 13% 57. 2%

Indicated no in-service training 10% 10% 2816 257.

Fig, 9. Means by which in-service training was obtained

Figure 10 presents evidence that in-service training is provided by both industry and the schools. The respondents to the subsample survey reported that most of their in-service training was provided by the aviation industry, This data supports the findings in this study, which

1N-SERVICETRAINING PROVIDEDBY: Industry Schools Both

Airline line mechanics 164 16 41

Airline overhaul mechanics 44 2 7

Large general 66 3 10 aviation mechanics Small general 24 5 1 aviation mechanics

Fig. 1G. Sources of in-service training

167 The Aviation Mechanics Occupation

also indicated that industry is providing much training to maintain the

technological currency of the aviation mechanic.

Application

In addition to teaching the various levels of technical knowledge

recommended by the National Advisory Committee, the schools should de-

velop and use written and manipulative examinations to determine that

the level of teaching had been reached. These examinations may provide

:information concerning the student's rate of progress toward the estab-

lished educational objectives for the subtopics contained in their school

curriculum. A review of these levels and correlated sample questions

follow. The examination material that appears in this section of the

study has been adapted in part from the Study of the bytation Mechanics

Occupation (California study) published earlier in 1966.

TEACHING LEVEL 1: TESTING LEVEL, KNOWLEDGE

The subtopics to be taught at this level should be based on Instruc-

tional Setting A or E. The instruction should help the student learn

to follow directions anti to find information. The student should be

expected to store some information And be able to recall this information

later. Sample written questions to be given at the knowledge level are

as follows:

1. The ratio of the speed of an aircraft to the speed of sound in air at any given temperature is called (the):

a. Reynold's number b. Mach number c. Speed-temperature ratio d. Inlet-exhaust pressure ratio

168 Redirection, Application, and Projections

2. Basically, the aircraft gas turbine engine operates under the description of the:

a. Otto cycle engine b. Brayton, or Joule, cycle c. Constant pressure engine d. Constant volume engine

3. Ohm's Law is stated in which one of the following formulas?

a. Ile R/E b. E IR c. R ee El d. I le IRE

TEACHING LEVEL 2: TESTING LEVEL, COMPREHENSION

The subtopics to be taught at this level should be based on Instruc- tional Setting B or F.The student should be able to grasp the meaning and intent of the instruction. He should have an ability to interpret information in manuals, blueprints, and other related diagrams and drawings needed in performing a task. Sample questions at the comprehension level are as follows:

1. Based on the given cable chart, what size cable is required to carry 200 amps at 28 volts for a distance of 25', under intermittent conditions, to a turbine engine starter?

a. #2 b. #4 c. #6 d. #8

2. Based on the accompanying aircraft specifications, to which one of the following maximum weights may an aircraft in the utility category be loaded without exceeding the e.g. limits of +36.3" to +40.3"?

a. 1,733 lbs. b. 2,200 lbs. c. 3,453 lbs. d. 4,000 lbs.

3. "Valve overlap" may be defined by which one of the following statements?

169 The Aviation Mechanics Occupation

a. Improperly lapped valve seats b. Degrees of crank rotation during which the exhaust and intake valves of a cylinder are both open c. Undercutting of valve faces during lapping d. Improper clearance adjustment between the valve stem and tappet

An examination in the performance of a manipulative skill could require a student to interpret engine overhaul limits from a manual, using these liruits to inspect for wear of engine parts. Another type of

test could require a student to compute, through the bend allowance formula, a sheet metal part containing several different angular bends.

TEACHING LEVEL 3: TESTING LEVEL, APPLICATION

The subtopics to be taught at this level should be based on Instruc-

tional Setting C or G. The student should develop knowledge of principles and processes and learn to apply them to rpecific situations. The student must remember appropriate principles and be able to apply them to new material. The instruction should provide detailed training in both technical and manipulative skills so that recall can be easily accomplished after the student has been employed and given additional review. Sample questions at the application level are as follows?

1. The purpose of a brake de-booster is to lower the pressure of the hydraulic system when applying the brakes by:

a. Providing a larger piston area for the hydraulic pressure to act upon b. Providing 6 smaller piston area for the hydraulic pressure to act upon c. Isolating the system pressure from the lower pressure d. Installing a restrictor in the line to the brake

Below are statements that may support the selection of your answer above.

Circle the number of those statements that support your answer:

1. A restricts causes a pressure drop, thus lowering pressure. 2. Increased piston area increases pressure.

170 Redirection, Application, and Projections

3. Decreased piston area increases pressure. 4. Increased piston area decreases pressure. 5. Decreased piston area decreases pressure. 6. Force is equal to the product of pressure and area. 7. Force is equal to pressure per unit area. 8. Secondary system pressure to brakes is isolated by second pump. 9. The brake has its own pressure regulator. 10. Venturi effect of a restrictor increases velocity and decreases pressure.

2. Bernoulli's Principle indicates that if a smaller venturi is used in a carburetor, it will:

a. Decrease the air velocity and pressure b. Increase the air velocity and decrease the pressure c. Increase the air pressure and obtain more power d. Increase the flow of air and gasoline

In relation to your answer, the following statements are true or false. If the statement supports your selection, circle the "T"; if it does not, circle the "F."

T F A smaller venturi will decrease manifold pressure. T F A large venturi permits higher engine RPM. T F Air pressure increases as the square of the velocity. T FA smaller venturi will increase manifold pressure. T F A large venturi is more effective at take-off power. T F A smaller venturi makes the idle system more effective. T F A small venturi increases the pressure at the discharge nozzle. T F A large venturi provides more manifold pressure. T FMore air flow through the venturi causes more gas consumption. T F A smaller venturi is more effective at higher altitudes.

3. If a shunt wound generator has a short between the atAature and field:

a. The output will drop to zero b. The generator will run away c. The circuit voltage will drop d. The "D" lead voltage will increase

By circling the numbers in front of the items below, indicate those you would use to check for the trouble you identified above:

1. Check resistance of generator field. 2. Check for shorted brushes. 3. Check for broken bearing. 4. Check reverse current relay. S. Readjust current limiter.

171 The Aviation Mechanics Occupation

6. Readjust voltage regulator. 7. Check resistance from "D" lead to ground. 8. Check armature to see if it is hitting the pole shoes. 9. Check ammeter for accuracy. 10. Check generator for sheared shaft.

An examination for manipulative skill should require the student to plan his work, select the proper tools, perform the job in sequence, complete the job in a reasonable time, and turn out a finished product

that meets high standards of workmanship, accuracy, and dependability.

The performance test must give a realistic appraisal of the student's ability. A check list should be used to evaluate the student's performance during the examinations and his overall rating. The check list

items should be stated so that an objective rating may be established.

TEACHING LEVEL 4: TESTING LEVEL, ANALYSIS/SYNTHESIS

The subtopics to be taught at the analysis and the synthesis level

should be based on Instructional Setting D or H. The student should develop the ability to reduce a malfunction to its fundamental PSCtS in order to troubleshoot or make necessary repairs. The instruction must

include training in depth in both technical and manipulative skills to

facilitate transfer of learning with minimum difficulty. Through analysis,

the students should be able to break down each job into its parts and examine the relationships between the parts. Sample questions at the

analysis/synthesis level are as follows:

1. The following logbook item is written for an aircraft having "spot brakes": Upon application, brakes were inoperative."Check the items below that you would use in troubleshooting the item. Begin by writing the number "1" in front of the first item you would check, and continue numbering in the sequence you would use to isolate the troubil.

Check for air in the brake lines. Check for broken brake accumulator diaphragm. Check hydraulic tank for fluid. Check system pressure.

171 Redirection, Application, and Projections

Check for disconnected link between brake pedal and metering valve. Check for pucks missing from spot brake. Check for broken line downstream of brake metering valve. Check for ruptured brake cylinder. Check for too great a brake clearance. Check for leak in main system.

2. The following logbook entry appears concerning an aircraft with Hamilton Standard Constant Speed Propeller: "Upon take-off, propeller emains in low pitch. Unable to increase propeller pitch angle. See irevious logbook entries." Upon reviewing the logbook, you find that two governors have been replaced because of broken drive shafts. You suspect one of the following troubles:

a. Malfunction in the engine oil system b. Improper torqueing of governor c. Internal engine damage

Based on your selection, indicate by numbers the sequence you would follow to solve the problem you selected as the cause of the trouble.

Engine oil system Check oil level. Check oil pressure. Check for oil leakage around dome. Check for proper oil viscosity.

Improper torqueing of governor Check stress on threads of nuts. Check for proper gasket. Check for stud stretch. Check break-away torque.

Internal engine damage Check for slipping drive spline. Check for proper length of governor shaft. Check for missing tooth on drive gear. Check for damage spline on drive spline.

3. A 2-stage amplifier is used to position a wasteg4.te motor. During service, the motor becomes sluggish.The motor and intercon- necting wiring checks out OK. A mechanic suspects the amplifier. Several quiescent voltage readings are indicated on the wiring diagram in the raintenatice manual; however, the VI screen grid voltage is not indicated.What should this voltage be?

173 The Aviation MechanicsOccupation

ein

a. 80 volts b. 120 volts c. 180 volts d. 210 volts

This voltage was arrived at by one of the following methods of analysis. Which of these was used?

1. The screen voltage and plate voltage are thesame. 2. The screen voltage equals the supply voltage minus the IR drop. 3. Screen grid current is zero. 4. Cathode current is zero. 5. No signal is applied under quiescent conditions. 6. The amplifiers are both operating as class "A." 7. There is not enough information given above.

A performance test should not only include the standards and methods

used for testing at the application level, but should also,measure how well and quickly a student can identify and isolate thecause of a mal-

function. Many schools have students troubleshoot engines, hydraulic systems, electrical systems, etc., that have been made to function im-

properly, and these types of tests meet the requirements ofan analysis

174 Redirection, Application, and Projections

examination. However, as in the case of the application level examinations, a check list should be used that will give objective ratings of the student's performance during the examination.

Instruction at the synthesis level requires the student to develop the ability to put together knowledge of principles and procedures needed to complete repairs. This includes the construction of new or substitute parts. The instruction presented to the student must be in depth both in technical and manipulative skill to facilitate transfer of learning with minimum difficulty. Although few subtopics recommended for instruction are at the synthesis level, those that are should call upon the student to demonstrate his ability to create original repair ideas within limits of time and material. The following problem example is appropriate for this level of instruction. laken from the flight crew loghrok, the information concerns an axial compressor turbine engine.

"During start of descent from 30,000 ft., vhile at 500 KTAS, No. 4 engine experienced a compressor stall lasting approximately 3 secs. as all four throttles were being retarded from the 85% thrust to idle position. Other observed conditions for No. 4 engine were: (1) fuel flow increased from 3,000 pph to 3,500 pph; (2) engine speed dropped to 5,000 rpm from 10,000 rpm; (3) exhaust gas temperature increased to 6500C."

The student is required to write a comprehensive report of the problem. The report should contain an analysis of the probable causes of the malfunctions, a detailed outline of the inspection to be performed on the engine, a list of repairs to be made, and the scope of engine testing to be done before the aircraft is released to flight status.

An examination of manipulative skill could require the student to develop a creative design or procedure for the repair or maintenance of an aircraft or one of its components. The examination must permit

175

V The Aviation Mechanics Occupation

creative answers, and the student should have time to develop his answer.

The test may require the student to design a new structural repair by

outlining the sequential steps needed to perform the job, designing and

fabricating the new parts required, and then completing the entire job.

Many students will not be able to perform completely at the synthesis

level; however, instruction at IAvel 4 should give the student training

that will permit him to work in industry at a high level of proficiency.

The information accumulated during the national survey and the

recommendations of the National Advisory Committee together identify

the subtopics that compose the core curriculum for the aviation mechanics

course of instruction. Use of the suggested levels of instruction in this

curriculum will assist aviation mechanics schools in their efforts to provide more effective instruction.

OUTLINE OF CORE CURRICULUM

The following core curriculum is a compilation of the recommenda-

tions made by the National Advisory Committee. The curriculum lists

and identifies the teaching and testing levels for each of the subtopics.

Following this curriculum outline is a compilation of all other subtopics

that were surveyed And recommended for deletion from the core curriculum.

It is suggested that schools review these deleted topics and, upon recommendation of their local advisory committee, utilize the information

presented for curriculum construction that would best serve their local needs.

In reading the following curriculum, it should be noted that the

subtopics are listed under the Teaching Levels: 1, 2, 3, or 4, and the

Testing Levels: Knowledge, Comprehension, Application, or Analyeib/Synthesis.

176 Redirection, Application, and Projections

000DWORK

,t Level 1- Knowledge

Make rib repair Use glues and clamps Build a rib Build wing section Make spar splice Use NACA airfoil specifications Construct jigs Select materials Handle and store wood Test strength of splices Make approved splices

Level 2 - Compreheilsiori

Identify wood defects

FABRIC COVERING

Level 1 - Knowledge

Select materials Cover wing, structure: or control surface

Level 2 Comprehension

Perform hand sewing

Level 3 - Application

Repair fabric Perform fabric protection and testing

PAINTING AND FINISHING

Level 1- Knowledge

Lay out letters and mask Lay out trim design Touch up painting haeLl A2211cAtim

Brush painting Spray painting Inspect and identify defects Prepare surface and prime Apply dope

177 The Aviation Mechanic. Occupation

SHEET METAL

Level 1- Knowledge

Maintain aerodynamic smoothness

Level 2 - Comprehension

Install special rivete Install special fasteners Fabricate from template Develop template from blueprint Shape metal, i.e., hot working, cold working, casting, chemical milling, etc.

Level 3 - Application

Hand forming Use bend allowance Identify and control corrosion (Theory only.) Repair structure Use adhesive metal bonding Inspect and repair plastics and fiberglass Repair honeycomb and laminated structure

Level 4 - Analysis/Synthesis

Install conventional rivets Dimple metal Make patches Protect metal from damage (No manipulative skill training.)

WELDING

Level 1 - Knowledge

Solder stainless steel Fabricate tubular structures Repair tanks Weld magnesium Weld titanium

Level 2 - Comprehension Weld aluminum

Level 3 - Application

Solder Identify types of welded joints (Theory only.) Weld stainless steel

178 we.01WWWWIMOMWMftarnownwpm.wrogmiww,Ammptmew.

Redirection, Application, and Protection:

Arc welding Control alignment while welding Inspect and test welds Weld steel (gas) Braze ASSEMBLY AND RIGGING Level 1 - Knowledge

Use transit

Level 2 - Comprehension Rig fixed surfaces Rig aircraft Tram and align structure

Level 3 - A221/c1110.1 Rig moveable surfaces Balance control surfaces Assembly of aircraft

Level 4 - Analysis/Synthesis

Use manufacturer's and FAA specifications

LANDING GEAR Level 2 - Comprehension

Service and repair leveling devices Service and repair anti-skid devices Level 3 - Application Service and repair landing gear Inspect and replace tires and wheels Service and repair shock struts Service and repair nose wheel steering Service and repair brakes Jack aircraft and test gear Inspect damage and wear to limits Check alignment

HYDRAULIC AND PNEUMATIC SYSTEMS Level 3 - Application Operate and service hydraulic system and components Operate and service pneumatic system and components Identify various types of hydraulic systems Identify various types of pneumatic systems Identify hydraulic fluids Install fittings and lines Inspect and repair hydraulic system and components Inspect and repair pneumatic system and components

179 The Aviation Mechanics Occupation

Fabricate aluminum lines Fabricate stainless lines Select and install "0" rings and seals

FUEL SYSTEM Level 1- Knowledge

Service fuel dump systems Repair and seal fuel tanks Level 2 - Comprehension Identify fuel systems

Level 3 - Application Check and service fuel systems and components Identify fuels Fabricate and replace lines and fittings Inspect and repair fuel system components

AIR CONDITIONING AND PRESSURIZATION Level 2 - Comprehension

Check and service pneumatics and heat exchangers Inspect, replace, or repair pneumatic system components (No manipulative skill training.) Inspect, replace, or repair air conditioning components Check and service heat and cooling systems and their control systems Check and service aircraft pressurization and control systems Inspect, replace, or repair pressurization components (No manipulative skill training.) Inspect, replace, or repair oxygen systems and components (No manipulative skill training.) Troubleshoot and repair air conditioning and pressurization systems Level 3 - Application

Check and service oxygen systems

ELECTRICAL POWER

Level 1 ^ Knowledg9. Apply electrical measuring and indicating devices for checking and measuring capacitance Apply electrical measuring and indicating devices for checking and measuring inductance Level 2 - Comprehension

Apply electrical measuring and indicating devices for calculation of resistance and conductivity Check and replace transformers, rectifiers, and filters Apply electron theory and fundamentals of electromagnetism in troubleshooting aircraft AC power systems

180 Redirection, Application, and Projections

Apply electric41 meas. -ing and indicating devices for measurement and calculation of power Test and repair aircraft generator and inverter control systems Test and repair solid state inverters and switching devices Level 3 - Application

Apply electron theory and fundamentals of electromagnetism in reading and analyzing DC and AC circuits and diagrams Apply electron theory and fundamentals of electromagnetism in operation and testing DC and AC electrical components Apply electrical measuring and indicating devices for measurement of voltage, current, and resistance Apply electrical measuring and indicating devices for checking of continuity and electrical leakage Promote and practice electrical safety and hazard precautions Apply electron theory and fundamentals of electromagnetism in troubleshooting aircraft wiring and electrical installations Troubleshoot and replace DC and AC motors and control units Check and replace relays, solenoids, switches, and rheostats Check and replace electrical protective devices Apply electron theory and fundamentals of electromagnetism in troubleshooting aircraft DC power systems Apply electrical measuring and indicating devices for checking and testing thermocouples Troubleshoot and replace DC and AC generator equipment Install and repair electrical wiring and distribution equipment Apply battery theory and test equipment to maintain and test lead acid batteries Apply battery theory and test equipment to test and maintain Edison cells and nickel cadmium batteries Apply battery theory and test equipment to operate and maintain battery chargers Check and troubleshoot solid state inverters Inspect, test, and repair aircraft motors, generators, and inverters Check and troubleshoot solid state switching devices

FLIGHT INSIAJMENTS Level 2 - Comprehension

Troubleshoot and maintain magnetic compasses and heading indicators Troubleshoot and maintain airspeed indicators and machmeters Troubleshoot and maintain altimeters, rate-of-climb, and vertical speed indicators Troubleshoot and maintain clocks and elapsed time indicators Troubleshoot and maintain turn and bank, horizon, and yaw instruments Troubleshoot and maintain temperature and pressure instruments Troubleshoot and maintain flap and control surface position indicators Troubleshoot and maintain pitot static, ram air, and vacuum systems Troubleshoot and maintain resistance and thermocouple indicator systems Troubleshoot and maintain synchro remote indication systems Troubleshoot and maintain electronic indicating and computing systems Troubleshoot and maintain integrated type of flight instrumentation

181 The Aviation Mectanics Occupation

Test and repair compasses and heading ix4icator systems (No manipulative skill training.) Test and repair airspeed, rate-of-climb, and altitude indicator systems (No m4nipulative skill training.) Test and repair temperature and pressure indication systems Test and repair electronic computers and integrating systems Teat and repair synchro systems and magnetic amplifiers

AUTO PILOTS AND APPROACH CONTROLS Level 1 - Knowledge Inspect, test and repair auto pilot control and interlock systems Troubleshoot and maintain auto approach control Inspect, test and repair auto pilot and approach control amplifiers, computers and couplers Troubleshoot and maintain glide path extension and related data computers Inspect, test and repair auto pilot flight control servos and drive mechanisms Inspect, test and repair auto pilot signal source systems and units Level 2 - Comprehension Operate and check auto pilot and approach control systems (No manipulative skill training.) Troubleshoot and maintain flight control servo units (No manipulative skill training.) Check and troubleshoot auto pilot interlock systems (No manipulative skill training.) Troubleshoot and replace auto pilot and approach control computers and amplifier units (No manipulative skill training.) Troubleshoot and maintain auto pilot signal source units (No manipulative skill training.) Troubleshoot and maintain power supplies and phase control (No manipulative skill training.) Troubleshoot and maintain horizontal stabilizer control and mach trim systems (No manipulative skill training.) Troubleshoot and maintain yaw damper systems (No manipulative skill training.)

AIRCRAFT COMMUNICATIONS AND NAVIGATION EQUIPMENT

Level 1 - Knowledge Inspect and repair control units and panels Check, troubleshoot and replace HF receiver and transmitter systems Check, troubleshoot and replace service and passenger compartment interphone systems Check and replace DME and DMET systems and off course computers Check and replace weather radar systems Check and replace selcal and transponder systems Check and replace flight directors, data computers and integrating systems Check and replace loran, doppler radar, radar altimeters Check and replace radio altimeters and terrain clearance indication systems Check and replace flight recorders

i82 Redirection, Application, and Prof actions

Level 2 - Comprehension Inspect and repair antenna installations Inspect and repair radio racks and related equipment Inspect and repair radio and electronic wiring, ',witching and protective systems Operate and check aircraft HF and VHF radio receivers and transmitters Check, troubleshoot and replace VHF receiver and transmitter systems Check and replace gyro and radio compass systems Check and replace ADF and VOR systems Check and replace marker, localizer, and glide slope receivers Inspect and repair headsets, microphones, and speakers Check, troAbleshoot and replace flight compartment interphone systems

ENGINE INSTRUMENTS, ELECTRICAL

Level 1- knowledge

Troubleshoot and replace rate-of-flow indication systems Level 2 - Comprehension Troubleshoot and replace pressure indication systems Inspect, test and repair engine indicating system components Level 3 - Application

Inspect, test and repair electrical connections and wiring Inspect, test and repair instrument panels and unit mountings Inspect, test and repair electric connectors Troublechoot and replace temperature indication systems Troubleshoot and replace tachometers and RPM indicators AIRCRAFT FUEL AND OIL MEASUREMENT AND CONTROL

Level 1 - Knowledge

Calibrate and test capacitance fuel and oil quantity indication systems

Level 2 - Comprehension Perform fuel management, transfer and defueling Troubleshoot and replace fluid pressure and temperature indication systems Troubleshoot and replace fluid system warning devices Calibrate and test float type fuel and oil quantity indication systems Inspect and repair fluid quantity indication equipment (No manipulative skill training.) Troubleshoot and replace pressure refueling control equipment (No manipulative skill training.) Level 3 - Application Troubleshoot and replace fuel and oil electric pumps, valves and their controls Troubleshoot and replace fluid quantity indication systems Inspect and repair fuel and oil pumps, valves and other control units Inspect and repair pressure and temperature indication and warning systems

183 The Aviation Mechanics Occupation

AIRCRAFT LANDING GEAR ELECTRICAL UNITS

Level 1 - KnowledRe Inspect, test and replace speed warning components Inspect, test and replace take-off warning components Check and troubleshoot electrical brake controls and anti-skid control systems Level 2 - Comprehension

Check takeoff warning systems (No manipulative skill training.)

Level 3 - 2.2Iication

Troubleshoot landing gear position indication and warning systems Check and troubleshoot ground flig%t changeover switches and relays Inspect, test and replace landing gear and gear door switches Inspect, test and replace ground flight switches and relays FIRE DETECTION AND EXTINGUISHING SYSTEMS

Level 1 - Knowledge

Check and service smoke and carbon monoxide detection systems Inspect, replace or repair smoke detection components

Level 2 - Comprehension

Check and service fire extinguishing systems (No manipulative skill training.)

Level 3 - Application

Check and service bimetallic, thermocouple and continuous strip fire detection systems Inspect, replace or repair compartment fire detectors and system components Inspect, replace or repair fire extinguishers and related system components Inspect, replace or repair engine and nacelle fire detection components

ICE AND RAIN CONTROL

Level 2 - Comprehension

Check and service powerplant ice control systems (No manipulative skill training.) Check and service air scoops and leading edge ice control systems Check and service electrical windshield ice control systems Check and service antennas, accessories and pitot static devices Troubleshoot and repair windshield rain removal and window defogging systems Inspect and repair air scoops and leading edge ice control systems inspect and repair windshield ice control systems Check and service pneumatic windshield anti-icing and defogging systems

184 Redirection, Application, and Projections

Level 3 - Application

Inspect and repair powerplant ice control components

WARNING SYSTEMS Level 1 - Knowledge Inspect and repair warning system components Level 2 - Comprehension

Check and servicehydraulic power and system components Check and serviceice and rain protection Check and servicelights and lighting Check and servicedoors and emergency windows Check and serviceflight controls, flaps, spoilers and leading edge devices Check and servicepowerplant starting and vibration Check and serviceoverspeed and underspeed Check and serviceelectrical, pneumatic and oxygen systems

RECIPROCATING ENGINES Level 2 - Comprehension

Inspect and repair fourteen cylinder radial engine or larger Overhaul fourteen cylinder radial engine or larger Level 3 - Application

Check and service fourteen cylinder radial engine or larger Remove and install engine Check and service cylinder Inspect and repair gear reduction section Inspect and repair supercharger Operate engine Inspect and repair four or six cylinder opposed engine Inspect and repair seven or nine cylinder radial engine Check and service gear reduction section Check and service supercharger Overhaul gear reduction section Overhaul supercharger

Level 4 - Analysis /Synthesis

Identify types and principles of reciprocating powerplants (No manipulative skill training.) Inspect and repair cylinder Troubleshoot Check and service four or six cylinder opposed engine Check and service seven or nine cylinder radial engine Overhaul four or six cylinder opposed engine Overhaul seven or nine cylinder radial engine Overhaul cylinder

185 The Aviation Mechanics Occupation

TURBINE ENGINES

Level 1 - Knowledge

Overhaul turbofan Overhaul accessories Overhaul turboprop

Level 2 - Comprehension

Inspect and repair accessories Check and service turbofan Inspect and repair turbofan

Level 3 - Application

Remove and install engine Inspect and repair turbojet Check and service accessories Check and service turbojet Operate engine Overhaul turbojet Check and service turboprop Inspect and repair turboprop

Level 4 - Analysis/Synthesis

Identify types and principles of turbine engines (Numanipulative skill training.) Troubleshoot LUBRICATING SYSTEMS Level 2 - Comprehension

Inspect and repair coolers and temperature regulators

Level 3 - Application

Identify types of lubrication systems Identify types and specifications of lubricants Check and service coolers and temperature regulators Check and service pumps and valves Check and service seals and other components Check and service tanks and lines Inspect and repair pumps and valves Inspect and repair tanks and lines Inspect and repair seals and other components Adjust pressure Inspect and repair oil dilution system Check and service oil dilution system

186 Redirection, Application, and Profections

IGNITION SYSTEMS

Level 3 - Application

Identify special dangers of high energy systems Check and service turbine ignition systems Check and service low tension systems Inspect and repair turbine ignition systems Check and service booster starting systems Check and service high tension systems

Level 4 - Analysis/Synthesis

Inspect and repair low tension systems and components Inspect and repair booster starting systems Inspect and repair high tension systems and components

FUEL METERING

Level 2 - Comprehension

Inspect, maintain, and test gas turbine fuel control units Inspect, maintain, and test ADI systems Trim turbine powerplants

Level 3 - Application

Inspect, maintain, and test carburetor de-icing and anti-icing Check and service water injection system Determine causes of detonation, auto ignition, etc. Inspect, maintain, and test float carburetors Inspect, maintain, and test injection carburetors Inspect, maintain, and test injection nozzles

INDUCTION SYSTEM

Level 3 - Application

Inspect and maintain carburetor intake and intake pipes Inspect and maintain heat exchangers

PROPELLER (GENERAL)

Level 1 - Knowledge

Apply theory of balance Identify special propeller lubricants

Level 2 - Comprehension

Apply theory of thrust Use propeller specifications

187 The Aviation Mechanics Occupati,:n

Level 3 - halication

Perform specialized propeller inspections Perform propeller track Use universal protractor

FIXED PITCH PROPELLERS (WOOD)

Level 1 - Knowledge

Refinish propeller Balance vertical and horizontal

Level 3 - Application

Remove and install

FIXED PITCH PROPELLERS (METAL)

Level 1 - Knowledge

Refinish propeller Faience vertical and horizontal

Level 3 - Application

Repair propeller (minor) Remove and install

TWO POSITION AND CONSTANT SPEED OROPELLERS

Level 2 - Comprehension

Disassemble and assemble per manufacturer's specifications

Level 3 - Application

Apply theory of operation (No manipulative skill training.) Remove and install Check operation

CONSTANT SPEED FEATHERING PROPELLERS

Level 2 - Comprehension

Disassemble and assemble per manufacturer's specifications

bevel 3 - Application

Apply theory of operation Remove and install Check operation

183 e,e+aorve..4,1,

Radiraction, Application, andPICOCii0111

REVERSIBLE PROPELLERS (RECIPROCATING ENGINES)

Level 1- Knowledge

Disassemble and assemble per manufacturer's specifications

Level 3 - Application

Apply theory of operation Remove and install

REVERSIBLE PROPELLERS (TURBINE ENGINES)

Level 1 - Knowledge

Disassemble and assemble per manufacturer's specifications

Level 3 - Application

Apply theory of operation Remove and install

GOVERNORS

Level 1 - Knowledge

DIr:Issemble and assemble per manufacturer's specifications

Level 2 Comprehension

Bench test:

Level 3 - Application

Lite inspection and adjustment Apply theory of operation Service synchronigatioll system Check and service bleed valve governor

DRAFT1t10

Level 1 - Knowledge

Use and care of essential drafting instruments and equipment Draw projections

Level 4 - Comprehension

Care o.! blueprints Use appropriate symbols i.e., hydraulic, electric41, etc.

189 The Aviation Mechanics Occupation

Level1- Application

Use fillet interpret standard blueprint information Interpret and apply data in title block, bill of materials, etc. Draw shop sketches

WEIGHT AND BALANCE

Level 2 - gomprehenaion

Prepare and weigh aircraft Measure moment arm Compute weight and balance Correct for adverse conditions or effects of improper loading Record weight and balance data Use terminology and symbols

Level 3 - Application

Use specifications, data sheets, and aircraft listing

AIRCRAFT MATERIAL AND PROCESSES

Level 1- Knowledge

Utilize basic economic and engineering criter.J in selection of materials Use high energy forming processes

Level 2 Comprehension

Develop an understanding of structure and composition of metals and their alloys such as SAE steels, corrosion resistant steel, copper, nickel, aluminum, magnesium, titanium, special high temperature metals, etc. Perform basic heat treating and annealing processes Identify physical properties of materials Identify mechanical properties of materials Identify windshield and window materials

Level 3 toplicatien

Identify standard hardware and materials Use the technical terminology common to materials utilised in airframes and propulsion units Identify types of corrosion and preventive measures Identify piping color coding Apply principles of adhesive bonding

190 Redirection, Application, and Projections

INSPECTION FUNDAMENTALS

Level 1- Knowledge

Use fundamentals of statistical inspection Use non-destructive testing, chemical etching Use non-destructive testing, hardness Use non-destructive testing, ultrasonic Use non-destructive testing, radiography (X ray) Use non-destructive testing, eddy current

T.evel 2- Comprehension

Use non-destructive testing, penetrants Use non-destructive testing, magnetic particle

Level 3 - Application

Inspect for general source of wear and deterioration Complete typical report forms and status tags Use manufacturer's inspection data

Level 4 - Aaalysis/Svnthesis

Use precision measuring devices, micrometers, height gages, etc.

AIRCRAFT AND ENGINE INSPECTION

Level 2- Comprehension

Inspect aircraft (annual) Inspect aircraft (ovethaul checks) Use general aviation inspection aids summary

Level 3 - Application

Perform and record inspections per manufacturer's FAA or progressive requirements Inspect aircraft (walk around) Use inspection guides Use manufacturer's service bulletins

GROUND SUPPORT EQUIPMENT

Xevel 2 - Comprehension Use hydraulic equipment Use pneumatic equipment Use electrical equipment Use fuels, lubricants and fluids Use line starting equip It

- Application

Use ground fire protection 191 The Aviation Mechanics Occupation

GROUND HANDLING

Level I- KnowledRe

Use tow bars and towing equipment Spot and moor aircraft Taxi aircraft

eves1 - °cp._i_arshesmisan

Use standard line and taxi signals Fuel aircraft Perform pre-flight servicing Perform poet-flight servicing

Level 1 - Application

Jack aircraft

CLEANING AND CORROSION CONTROL

t ktY21 1 - ..11Kalt119.

Identify applications and limitations of soaps and detergents Identify applications and limitations of window and windshield ct2aning agents Use interior cleaning equipment and procedures Use carbon. removers Use cleaning equipment and procedures for electrical component cleaning Use cleaning equipment and procedures for ultrasonic degreasing

Level 2 - Comprehension

Use cleaning equipment and procedures for vapor degreasing Inspect and determine adequacy of cleaning performed on airplanes Use sand, shell, grit, and vapor blasting

kvel 3 - Application

Identify applications and limitations of chemical solvents and paint removers flammability and explosion characteristics Inspect for evidence of corrosion in critical areas Apply principles of airplane cleaning and corrosion control

HATHERATICS

Level i - powledRe

Extract roots and raise numbets to gi,,en powers Perform descriptive geometry as applied to template development and layout Calculate areas and volumes of various geometric shapes

192 Redirection, Application, and Projections

Level 2 - Comprehension

Perform layouts utilizing fundamental& of geometric construction

Level 3 - AppIt'ation

Read and interpret graphs and charts Calculate ratios, proportions and percentages Perform algebraic operations involving subtraction, addition, multiplication and division of positive and negative lumbers

Level 4 Analysis/Synthesis

Add, subtract, rultiply and divide

ENGLISH

Level 4 - Analysis/Synthesis

Read, write and speak the English language Write clear, concise, grammatically correct technical reports normally expected of certificated mechanics Use dictionary and standard reference books Read pertinent technical data with comprehension

PHYSICS

Level l - Knowledge

Perform temperature conversions, problems involving relationships of gases and pressures and mechanical equivalents of heat Perform necessary calculations to understand effect of speed of sound, frequency, pressure, loudness, reflection of sound waves, etc.

Level 2 - Comprehension

Solve gas and fluid problems such as pressure, volume, Pascal's Law, Bernoulli's Principle, etc.

1.1sAU - Application

Perform calculations involving mechanics such as levers, pulleys, inclined planes, linear motion, etc.

CHEMISTRY

- Knowledge, Apply chemical principles to electrolysis and its effect Apply chemical principles to basic chemistry of fuels, lubricants and hydraulic fluids Apply chemical principles to the basic chemistry of paints, lacquers and thinners

193 The Aviation Mechanics Occupation

Apply chemical principles to the chemical reactions within batteries Apply chemical principles to the chemistry of adhesives and sealing materials Apply chemical principles to common elements and elementary compounds such as sal,3, bases, and acids

AIRCRAFT NOMENCLATURE

Level 3 - Application

Use proper aircraft nomenclature Classify aircraft as to propulsion devices, wing arrangement, purpose, landing gear systems, etc. Apply FAA aircraft categorie3 and definitions as found in appropriate publications such as: FAR 1, 21, 23, etc.

THEORY OF FLIGHT

Level 2 - Comprehension

Interpret theory of flight in relation to rotary wing Interpret theory of flight in relation to rotorcraft flight controls and their effects Interpret theory of flight in relation to thrust torque and torque correction as applied to rotorcraft

Level 3 - Applicaticak

Interpret theory of flight in relation to reference axes of aircraft Interpret theory of flight in relation to function of conventional controls and control surfaces Interpret theory of flight in relation to high lift devices such as flaps, slats, etc. Interpret theory of flight in relation to properties of the earth's atmosphere Interpret theory of flight in relation tc aircraft maneuvers such as turns, skids, stalls, etc. Interpret theory of flight in relation to forces acting on an airfoil and airplane Interpret theory of flight in relation to unconventional controls and control surfaces Interpret theory of flight in relation to loads and effect of turbulence and speed Interpret theory of flight in relation to wing loading, power loading, maneuvering speed, etc.

FAR AND RELATED PUBLICATIONS

'Ave), 1 - Xnowledge

File and index publications Use of technical standard orders (TS0) and supplemental type certificate (STC)

194 Redirection, Application, and Projections

Isysj 2- Comprehensioa

Use flight safety mechanics bulletins

Level 3 - Application

Use specifications, data sheets, manuals, and publications on aircraft, engines and propellers Use required federal air regulations Interpret and use specifications such as MS, AC, AN, NAS and typical manufacturer's manuals Interpret and use ATA specification 100 Know how and where to find pertinent data in FAA specifications Use of logbooks and making maintenance record entries Use and disposition of FAA forms Use airworthiness directives (FAR 39)

SHOP MANAGER' AT RESPONSIBILITIES

I.evel 1 - Knowledge

Apply FAA regulations in repair station operation Apply shop management principles to organization and assignment of personnel Purchase parts and supplies Perform elementary accounting Perform inventory control of materials, equipment

Level 2 - gogrehension

Maintain required records Perform job estimating

ETHICS AND LEGAL RESPONSIBILITIES

WILL - Know1140

Practice the legal responsibilities of bailment Practice the legal responsibilities of mechanics liens

Level 2 - Comprehension

Employ ethical practices related to mechanic /customer relationship

Level 3 - Application

Employ ethical practices related to job and product pride and craftsmanship Employ ethical practices related to mechanic/employer relationship Employ ethical practices related to the responsibilities of aviation Employ ethical practices related to personal conduct and integrity Practice the legal responsibilities of liability of the certificated mechanic

19S The Aviation Mechanics Occupation

CORE CURRICULUM DELETION LIST

On the basis of a detailed review of all subtopics, the National

Advisory Committee recommended deletions from the core curriculum for

the following reasons: (1) task is obsolete, (2) task is highly special-

ized and training is generally provided by the industry, and/or (3) task

is impractical for schccls to teach because of the equipment, funds, or

time required.

FABRIC COVERING

Inspect and repair structure for cover Perform power sewing

ELECTRICAL POWER

Apply battery theory and test equipment to test and service dry battery equipment

AIRCRAFT COMMUNICATIONS AND NAVIGATION EQUIPMENT

Check, troublcshoot, and replace passenger announcement and entertainment systems

IGNITION SYSTEMS

Classify types of magnetos Check and service battery ignition systems Inspect and repair battery ignition systems

GROUND ADJUSTABLE PROPELLERS

Remove and install propeller Disassemble and assemble per manufacturer's specifications Repair blades and hub (minor) Repitch propeller Balance propeller

TWO POSITION AND CONSTANT SPEED PROPELLERS

Balance propeller Overhaul propeller

CONSTANT SPEED FEATHERING PROPELLERS

Balance propeller Overhaul propeller

196 Redirection, Application, end Projections

REVERSIBLE PROPELLERS (RECIPROCATING ENGINES)

Overhaul propeller

REVERSIBLE PROPELLERS (TURBINE ENGINES)

Overhaul propeller Check and service turboprop engine brake

GOVERNORS

Overhaul governor

DRAFTING

Use specifications and drAfting room manuals Draw intersections and developments Draw lines, dimensions, sections, scales, etc. Draw technical working drawings

WEIGHT AND BALANCE

Use loading graphs, center of gravity envelopes cnd loading schedules Use FAA form and CAM 18

INSPECTION FUNDAMENTALS

Use destructive testing, tension Use destructive testing, bending Use destructive testing, impact

AIRCRAFT AND ENGINE INSPECTION

Check storage status of non-active aircraft

GROUND SUPPORT EQUIPMENT

Drive fuel trucks Use ground air conditioner

GROUND HANDLING

Hoist aircraft

MATHEMATICS

Perform calculations common to right triangles and use of trigonometric tables. Perform calculations involving use of slide rule

19? The Aviation Mechanics Occupation

CHEMISTRY

Apply chemical principles to chemistry of plastics, both clear and reinforced Apply chemical principles to the composition of matter - molecules, atoms, and electrons Apply chemical principles to the chemistry of natural and synthetic fabrics Use chemical symbols and equations Use periodic table

Projections

The national itidy. of t e Aviation, Mechanics Occupation has been a positive endeavor to assist the aviation mechanics schools in their training programs. The research contained in this study stands alone as a significant step in the search for new approaches for the training of aviation mechanics. Methods to maintain curriculum currency for instruction and to expand in-service training for teachers of aviation mechanics must be developed. Experimental programs implementing the suggested core curriculum and introducing new instructional materials for teachers will continue as a follow-up to this study.

With the development of the recommended core curriculum, a system for introducing up-dated information into the curriculum now becomes necessary. Such a system will require re-evaluation of each subtopic in the core curriculum at regular intervals. This can be accomplished by selected qualified representatives of the four aviation industry categories. These representatives will begin by analysing the data in this study and make recommendations for additions and deletions to the core curriculum, as well as corrections to the technical knowledge, manipulative skill, and industry training levels.

198 Redirection, Application, and Projections

Procedures for making these evaluations will be carefully planned

and monitored to ensure the validity of their recommendations.The

results will then be presented to a national advisory review board

having a representation similar to that of the National Advisory Com-

mittee that assisted this study. The review board will examine the

Industry findings, recommend changes as needed in the core curriculum,

and communicate these recommendations to the aviation mechanic schools.

It is suggested that this type of review of the core curriculum be

dndertaken biennially.

The process described abovo would be educationally unproductive,

however, if all attention were given the curriculum and the teachers

were overlooked. A continuing program of in-sarvice teacher training will contribute greatly to maintaining the. technical currency of teachers

of aviation mechanics.One means of keeping the teachers up to date will

be to organize in-service teacher training vsrkshops on a national level.

Extensions of this service to other aviation mechanics instructors will

augment the effectiveness of their instruction and enable them to pre-

sent the most recently validated data on the essential technical and manipulative skills.

Efforts planned for the future at appropriate times include short

experimental training programs using instructional materials that are designed to neet the levels of educational attainment identified in

this study. These programs will includes training of selected aviation

mechanic instructors in the use of instructional materials developed

through the findings of this study; testing the innovated curriculum

to determine the effectiveness of the specially designed instructional

199 The Aviation Mechanics Occupation materials; and testing for significant differences of teaching effectiveness between instructors trained in the use of prepared materials and

instructors who lack this special training.

Pilot programs for training aviation mechanics, based on the entire core curriculum, will be established at a later date. These programs will be conducted by teachers who will have been trained in the use of

the new instructional materials directly applicable to the new curriculum.

These pilot programs will be of sufficient duration to permit them to be evaluated by a comparison of a group of mechanics graduated from a program taught under the innovated curriculum and another group of mechanics graduated from other programs.

The goals presented herein can realistically be met and are well within the purview of all who are associated with the aviation industry.

A continued cooperative interaction between the industry and the schools can significantly assist the future of aviation.

200 Appendix A

NATIONAL ADVISORY COMMITTEE

The National Advisory Committee is comprised of the following members:

B.B. Ashlock Training Director, Airwork Corporation

Millville, New Jersey

N. Birta Principal, Aero Mechanics High School

Detroit, Michigan

J. E. Christopher General Aviation Specialist, Flight

Standards Division, Federal Aviation

Agency, Fort Worth, Texas

B. C. Draper* Supervisor of Training, United Air Lines,

Los Angeles International Airport

Los Angeles, California

A. W. Elwell Supervisory Examination Specialist,

Maintenance Technical Standards Branch,

Federal Aviation Agency Aeronautical

Center, Oklahoma City, Oklahoma

*Mr. Draper attended the second meeting of the National Advisory Committee at Purdue University, April 12-13, 1966, as a special advisory member in the area of aviation electronics. The Aviation Mechanic: Occupation

J. M. Fisher Vice-President, Pittsburgh Institute of

Aeronautics, Pittsburgh, Pennsylvania

C. B. Gregg Director, Technical Training and

Qualifications, American Airlines,

Maintenance and Engineering Center,

Tulsa, Oklahoma

R. H. Madeira President, Page Aircraft Maintenance,

Inc., Dothan, Alabama

H. A. Palmer Service Manager, Vroman Aviation, Inc.,

Midland, Texas

H. B. Pickering Chief, Airmen and Schools Group,

Maintenance Division, Federal Aviation

Agency, Washington, D.C.

H. Rosen Assistant Director of Research, Office

of Research, United States Department of

Labor, Washington, D.C.

C. W. Schaffer Principal Maintenance Inspector,

Federal Aviation Agency, General

Aviation District Office, Allegheny

County Airport, West Mifflin,

Pennsylvania

204 Appendix A

J. J. Tordoff Manager of Personnel Management,

United Air Lines, San Francisco

International Airport, San Francisco,

California

A. Vai Director of Aviation Maintenance

Training, Northrop Institute of

Technology, Inglewood, California

E. G. Willis Chairman, Southern Region Repair Station

Advisory Council, Jacksonville, Florida

F. Woehr Principal, Aviation High School, Long

Island City, New York

205 Appendix D

RESEARCH SURVEY ANALYSTS

The six research survey analysts and their respectiveareas of

,responsibility for conducting the national survey are listed here.

AREA I

Washington, Oregon, James W. Carlson Utah, and Idaho Pullman, Washington

Mr. Carlson attended Washington State University where he majored

in civil engineering, with additional study in advanced Air Force ROTC

Hia exp2rience includes ownership and operation of a construction

contracting firm in Pullman, Washington.

AREA II

Texas, Oklahoma, Kansas, Stanley L. Moore Colorado, and western Missouri Norman, Oklahoma

Mr. Moore received his degree in civil engineering from the

University of Oklahoma where he was an assistant professor of

engineering for many years.

AREA III

Minnesota, Iowa, Illinois, William J. Schill and eastern Missouri Champaign, Illinois

Dr. Schill received his doctorate from the University of

California, Los Angeles, and is now associated with the Department of

Vocational and Technical Education, University of Illinois.

5' 207 The Aviation Mechanics Occupation

AREA IV

North Carolina, South Carolina, Capt. Ira W. Brown, USN (ret.) Georgia, and Florida Virginia Beach, Virginia

Capt. Brown has an extensive background in military aviation as a

pilot and in aircraft testing and aircraft maintenance engineering.

AREA V

Maryland, Michigan, Ohio, Cdr. John N. White, USN (ret.) Pennsylvania, and Washington, 1.C. Hillcrest Heights, Maryland

Cdr. White is an experienced military pilot who has been associated

with aircraft operational and maintenance activities for 22 years.

AREA VI

New Jersey, Massachusetts, Lcdr. Roger M. Turner, USN (ret.) New York, and Connecticut Virginia Beach, Virginia

Lcdr. Turner has had more than 30 years experience in aviation

maintenance as a mechanic and as a supervisor and director of military

maintenance activities.

208 1'

Appendix C

RESPONDING COMPANIES

CALIFORNIA

Bakersfield Chico (continued)

Buchner's Flying Service Al Sos Aviation Meadows Field Rt. 3, Box 464 Chico Ranchero

Del's Air Service Minter Field Clarksburg

Inland Crop Dusters, Inc. Air Repair Minter Field Borges-Clarksburg Airport

Vern's Wing Shop Minter Field Fresno

Air-Oasis Co. Burbank Chandler Municipal Airport

Comet Copters Howard Winters Co. Lockheed Air Terminal Fresno Air Terminal

Monark Flight. Service Norsigian Bros. Lockheed Air Terminal Fresno Air Terminal

Pacific Airmotive Corp. Skyway Service Lockheed Air Terminal Chandler Municipal Airport

Potter Aircraft Service, Inc. Lockheed Air Terminal Glendale

Qualitron Aero, Inc. Grand Central Aircraft Co. Lockheed Air Terminal Box 3157

Richfield Oil Co. Hagelin Aircraft Motors, Inc. Lockheed Air Terminal 933 Air Way Drive

Sky Roamers Air Travel, Inc. Lockheed Air Terminal Hawthorne

Progressive Air Service, Inc. Chico Hawthorne Airport

Chico Aviation Service Bates Aviation, Inc. Chico Municipal Airport Hawthorne Airport

209 The Aviation Mechanics Occupation

CALIFORNIA (continued)

Long Beach Oakland

Aircraft Associates California Aviation Service, Inc. Long Beach Airport Oakland International Airport

Air Oasis Co. Golden Gate Aviation, Inc. Long Beach Airport Oakland International Airport

Aztec Aircraft Sales, Inc. World Airways Long Beach Airport Oakland International Airport

Beach-Air, Inc. Long Beach Airport Ontario

Belmont Aviation Corp. Aerojet General Flight Operations Long Beach Airport Ontario International Airport

Scott Aero Services, Inc. Zant', Air Transport Long Beach Airport Ontario International Airport

Los Angeles Pacoima

AiResearch Aviation Service Co. Volitan Aviation, Inc. Los Angeles International Airport Pacoima Airport

American Airlines W. H. Coffin Air Service, Inc. Los Angeles International Airport Pacoima Airport

Continental Air Lines, Inc. Los Angeles International Airport Palo Alto

Pan American World Airways r Aircraft Co. Los Angeles International Airport Palo %Ito

Trans World Airlines Los Angeles International Airport Oceanside

United Air Lines Palomar Aviation Los Angeles International Airport Palomar Airport

Western Air Lines Los Angeles International Airport Pomona

Brackett Field Aircraft Service Modesto Brackett Field

Pacific Aircraft Service Northside Aircraft Maintenance Modesto City-County Airport Brackett Field

210 Appendix C

CALIFORNIA (continued)

Rio Vista San Diego, (continued)

Westare Service Spider's Aircraft Service P. O. Box 745 Montgomery Field

Riverside San Fernando

Air Oasis Co. Deb's Aircraft and Engine Service Riverside 1065 Arroyo

Ryan Air Service Sacramento San Fernando

Capitol Sky Park, Inc. Sacramento Municipal Airport San Francisco

Cartwright Aerial Surveys, Inc. Butler Aviation-San Francisco, Inc. Sacramento Municipal Airport San Francisco International Airport

Jensen Field Flying Tiger Line, Inc. Sacramento San Francisco International Airport

Patterson Aircraft Co. Pacific Air Lines Sacramento Municipal Airport San Francisco International Airport

Rotorcraft Industries, Inc. Pan American World Airways Sacramento Municipal Airport San Francisco International Airport

State of California Rick Helicopters, Inc. Department of Fish and Game San Francisco International Airport Sacramento Municipal Airport Slick Airways, Inc. San Francisco International Airport San Carlos United Air Lines Custom-Air k:lintenance Base San Carlos Airport Line Service Center San Francisco International Airport

San Diego San Jose Air Oasis Co. Lindbergh Field FMC Corporation San Jose Carson Airplane Service Santee Gee Bee Aero San Jose Pacific Southwest Airlines 3100 Goddard Way Lockheed Aircraft Service Company San Jose Municipal Airport

211 The AviationMechanicsOccupation

CALIFORNIA (continued)

San Jose (continued) Torrance

San Jose Aircraft Service Acme Aircraft Co. San Jose Municipal Airport Torrance Airport

Wright Brothers, Inc. Mercury General American Corporation San Jose Municipal Airport Torrance

Nagle Aircraft Sales, Inc. San Mateo Torrance

Nystrom Aviation, Inc. San Mateo County Airport Tulare

Johnston Aircraft Service Santa Monica Tulare Air Park

Bacon Aircraft Co. Tulare Aircraft Service Santa Monica Airport Tulare Air Park

Cunard Aviation Services Santa Monica Airport Van Nuys

Gunnell Aviation, Inc. Air Travelers, Inc. Santa Monica Airport Van Nuys Airport

Mox-Air Great Western Aviation of Van Nuys Santa Monica Airport Van Nuys Airport

Santa Monica Aviation, Inc. Planeservice, Inc. Santa Monica Airport Van Nuys Airport

Santa Monica Flyers Valley Pilots Flying Service Santa Monica Airport Van Nuys Airport

Stockton

Bridgeford Flying Service Stockton Metropolitan Airport

Werner's Aero Service Stockton Metropolitan Airport

212 Appondix C

COLORADO

Aurora Denver (continued)

Skyranch Aviation Frontier Airlines, 4c. Skyranch Airport - P. 0. Box 458 Stapleton Airfield

United Airlines, Inc. Broomfield Stapleton Airfield

Kensair Corporation Western Air Lines, Inc. Jefferson County Airport Stapleton Airfield, Hangar #4

Colorado Springs La Junta

Beeline Aviation, Inc. Todd Flying Service Peterson Field - P. O. Box 7885 P. O. Box 605

Denver Pueblo

Aircraft Radio & Accessory Company, Inc. Pueblo Aircraft Service Stapleton Airfield Airport Box 149

Combs Aircraft, Inc. Stapleton Airfield, Hangar #7

Continental Airlines, Inc. Stapleton Airfield

CONNECTICUT

New Haven Windsor Locks

NHA Radio and Maintenance Air Kaman,,Inc. Tweed New Haven Airport Bradley Frd

NEW London

Pilgrim Aviation & Airlines, Inc. Box 1743

DELAWARE

Wilmington

Atlantic Aviation Corporation Wilmington Division

213 The Aviation Mechanics Occupation

WASHINGTON, D. C.

American Airlines, Inc. Piedmont Airlines Washington National Airport Washington National Airport

Delta Air Lines, Inc. Trans World Airlines, Inc. Washington National Airport Washington National Airport

Northwest Air Lines United Air Lines, Inc. Washington National Airport Washington National Airport

FLORIDA

Daytona Beach Miami(continued)

Embry-Riddle Aeronautical Institute National Airlines, Inc. -4 P. O. Box 2411 P. 0. Box 2055 Airport Mail Facility

Fort Lauderdale Pan American World Airways 36th Street Mackey Airlines, Inc. International Airport Southern Air Transport, Inc. 500 S. W. 34th Street International Airport P. O. Box 48-1266 Riley Aeronautics Corporation 2100 N. W. 50th Street Fort Lauderdale Executive Airport Opa Locka

Dumod Corporation Jacksonville Opa Locka Airport P. O. Box 425 East Coast Flying Service Imeson Field Engine Air, Inc. Building 147 Wright Road, Opa Locka Airport Miami Tursair Executive Aircraft, Inc. Aero Facilities Corporation Hangar #101, Opa Locka Airport P. O. Box 245 P. O. Box 85

Airtech Service, Inc. International Airport Orlando P. O. Box 48-516 Showalter Flying Service, In:. American Airmotive Corporation Municipal Airport International Airport Southern Airways of Florida Eastern Air Lines, Inc. Municipal Airport Miami International Airport P. O. Box 20174

214 Appendix C

FLORIDA (continued) abriLgt West Palm Beach

Eighth Air Depot, Inc. Butler Avteion Sebring Air Terminal Hangar 9475, Duncan Avenue International Airport Tampa

Aircraft Propeller, Inc. 4021 W. Cayuga Street

GEORGIA

Atlanta Atlanta (continued)

Delta Air Lines, Inc, United Air Lines, Inc. Atlanta Airport Atlanta Airport

Southern Airways Company Macon Atlanta Airport Associated Airmotive, Inc. Municipal Airport, Cochran Field

IDAHO

Boise Lewiston

Aircraft Service & Repair Company Hillcreat Aircraft Company 2410 Sunrise Rim Road Box 405

Morrison-Knudsen Company, Inc, Aviation Department Nampa Gowen Field - P. 0, Box 7808 Clarks Flying Service Sparks Flying Service Box 56 Municipal Airport

Twin Falls Burley Reeder Flying Service Magic Valley Aviation Municipal Aitport Box 824

Idaho Falls

Idaho Aviation Center, Inc. Box 418

215 The Aviation Mechanics Occupation

ILLINOIS

Chicago Northbrook

Helicopter Air Lift, Inc. Aircraft Propeller Sales & Service 5245 W. 55th Street Sky Harbor Airport

Trans World Airlines, Inc. O'Hare International Airport Prairie View P. O. Box 8787 Whirlwind Propeller Service, Inc. United Airlines Chicagoland Airport Elk Grove Village Box 246-A azstal Lake Rockford

Executive Aircraft Maintenance Corp. Hartzog -Schneck Aviation, Inc. Crystal Lake Airport Grester Rockford Airport

East Alton Sundstrand Aviation Division-Sundstrand Corporation Walston Aviation, Inc. 2421 11th Street Civic Memorial Airport

Woodward Governor Company East St. Louis 5001 N. Second Street

Parks College of Aeronautical Tvzhnology of St. Louis University Springfield Parka Airport Capitol Aviation, Inc. Capital Airport Elgin

B & H Aircraft Corporation Elgin Airport

Midlothian

Howell Flying Service 13202 S. Circus

216 Appendix C

IOWA

Des Moines

Des Moines Flying Service, Inc. Municipal Airport

KANSAS

Dodge City Wichita (continued)

Mahon's Boot Hill Flying Service Lear Jet Corporation Municipal Airport - Box 194 Municipal Airport Box 28

Kansas City Midwest Piper Sales, Inc. Box 2667 Aircraft and Industrial Services Munger Station 3041 Fairfax Road Standard Precision, Inc. Topeka Aircraft Sales and Service Div. of E.C.I., St. Peterbburg, Fla. 3251 Fairfax Road 4105 W. Pawnee Fairfax Airport United Airplane Sales, Inc. Municipal Airport Wichita Yingling Aircraft, Inc. Beech Aircraft Corporation P. O. Box 1162 9709 E. Central Municipal Airport

MARYLAND

Baltimore Baltimore (continued)

Bendix Corporation Delta Airlines, Inc. Friendship International Airport Friendship International Airport

Butler Aviation, Inc. Harshall-Air Friendship International Airport Friendship International Airport 2300 Dorsey Road Chesapeake & Potomac Airway Friendship International Airport Pan American World Airways Friendship International Airport

MASSACHUSETTS

Beverly Boston

Revere Aviation, Inc. Northeast Airlines, Inc. Beverly Airport Logan International Airport

21? The Aviation Mechanics Occupation

MASSACHUSETTS (continued)

East Boston North Adams

Butler Aviation-Boston Inc. Mohawk Valley Aviation Company, Inc. Logan Airport Harriman Airport

Great Barrington Worcester

Berkshire Aviation Enterprises, Inc. Atlantic Aviation Municipal Airport

Mansfield

Carleton-Whitney Aero Service, Inc. Municipal Airport

MICHIGAN

Adrian Pontiac

Prentice Aircraft, Inc. Aerodynamics, Inc. Adrian City Airport Municipal Airport

Michigan Aviation Company Detroit 6150 Highland Road Municipal Airport Helicopter Airways Service, Inc. Metropolitan Airport Carta

Freeland Sparta Aviation Service Sparta Airport Air-Flite & Serv-A-Plane, Inc. Tri-City Airport Three Rivers

Grand Rapids Ward Aero, Inc. Haines Airport Northern Air Service, Inc. Box 219 Kent County Airport

Ypsilanti Inkster United Air Lines, Inc. Ametican Airlines, Inc. Willow Run Airport Detroit-Metropolitan Airport

218 Appendix C

MINNESOTA

Minneapolis St. Paul

Minnesota Airmotive Minnesota Mining & Mfg. Company Division-F. H. Peavey & Company Aviation Department Wold-Chamberlain Field South Riverside Hangar Downtown Airport, Holman Field Northwest Airlines, Inc. Minneapolis-St. Paul International Airport

MISSOURI

Kansas City Perryville

Executive Aircraft Company Beldex Corporation Municipal Airport Division of Rommert-Werner Chester-Perryville Airport Kansas City Flying Service & Air College, Inc. 601 Lou Holland Drive St. Louis

Trans World Airlines, Inc. Interstate Airmotive, Inc. Mid-Continent International Airport Lambert Field

Oxark Air Lines, Inc. Lambert Field

NEW JERSEY

Linden Newton

MA1CO, Corporation The Aeroflex Corporation Linden Airport Aeroflex-Andover Field Rd. 01, Box 411

Hillville South Hackensack Airwork Corporation Municipal Airport National Distillers & Chemical Corp. Air Transport Division, RS 1166

Morristown Teterboro Continental Can Company, Inc. Air Transport Department Teterboro Aircraft Service Box 791 Teterboro Airport 401 Industrial Avenue Newark Atlantic Aviation Corporation Newark Air Service, Inc. Teterboro Airport Hangar 012 - Newark Airport 219 The Aviation Mechanics Occupation

NEW YORK

Albany, Jamaica

New York State Conservation Department Lockheed Aircraft Service Company Aviation Division A Division-Lockheed Corporation Albany County Airport John F. Kennedy International Airport11

Pan American World Airways Binghamton John F. Kennedy International Airport,,

Broome County Aviation, Inc. Seaboard World Airlines, Inc. Box 904 John F. Kennedy International Airport Broome County Airport Trans World Airlines, Inc. 4 ! John F. Kennedy International Airport, Buffalo

Buffalo Aeronautical Corporation Lawrence L. I. Buffalo Airport Airengines, Inc. Buffalo Air-Park, Inc. 25 Buena Vista Avenue 4500 Clinton Street

Hattituck Elmira Hattituck Airbase, Inc. Schweizer Aircraft Corporation Hattituck Airport Chemung County Airport P. O. Box 147 Rochester

,Flushing Eastman Kodak Company 1705 Scottsville Road American Airlines, Inc. LaGuardia International Airport Page Airways, Inc. Rochester Airport - Box 1132 Butler Aviation-LaGuardia Hangar 07 - LaGuardia Airpott Ronkonkoma New York Airways, Inc. LaGuardia Airport - P. O. Box 426 Aero Trades, Inc. MacArthur Airport Speed's Flying Service, Inc. 23-11 Linden Street Long Island Airways, Inc. Flushing Airport MacArthur Airport - Box 248

Horseheads Syracuse

Elmira Aeronautical Corporation Flight Maintenance Inc. 3330 Sing Sing Road Hancock Airport

220 Appendix C

NEW YORK (continued)

Syracuse (continued) White Plains (continued)

Franklin Engine Company, Inc. General Electric ( Liverpool Road Air Transport Operation Hangar E, Westcheater County Airport

Utica Johns-Manville Corporation Westchester County Airport _Mohawk Airlines, Inc. Oneida County Airport Union Carbide Corporation Aviation Department, Hangar D, Bay 2 Westchester County Airport White Plains

American Can Company Hangar E, Westchester County Airport

NORTHCAROLINA

Charlotte Morrisville

Cannon Aircraft Sales & Service, Inc. Raleigh-Durham Aviation, Inc. Douglas Municipal Airport - Box 968 Raleigh-Durham Airport - Sox 200

Charlotte Aircraft Engineering, Inc. Winston-Salem Delta Air Base -P. O. Box 9127 Piedmont Aviation, Inc. Smith Reynolds Airport

OHIO

Cincinnati Cleveland (continued)

American Airlines, Inc. American Airlines, Inc. Greater Cincinnati Airport Cleveland-Hopkins Airport

Cincinnati Aircraft, Inc. General Airmotive Corporation Hangar #2 Lunken Airport Cleveland-Hopkins Airport

T. W. Smith Aircraft, Inc. Sundorph Aeronautical Corporation Blue Ash Airport Cleveland-Hopkins Airport 4490 Cooper Road United Air Lines, Inc. Cleveland-Hopkins Airport Cleveland Columbus Aircraft Service, Inc Cleveland-Hopkins Airport Hangar #N-9 Clydetdale Aircraft Corporation 3850 E. Fifth Avenue 221 The Aviation Mechanics Occupation

OHIO (continued)

Columbus (continued) New Philadelphia

Executive JetAviation Tuscarawas County Aviation, Inc. Port ColumbusAirport Municipal Airport 1834 E. High Ext. Lane AviationCorporation Port ColumbusMunicipal Airport Lane MemorialHangar. Swanton

National Flight Service, Inc. Defiance R. R. #4, Box 302

Zelair Corporation Box 462 Toledo Bryan-Defiance Memorial Airport Continental Aviation & Engineering Corp. Findlay 1330 Laskey Road

Vancedalia Marathon Oil Company Aviation Division, Findlay Airport Ohio Aviation Company P. 0. Box 398

Mansfield Skyways, Inc. Dayton Municipal Airport - Box 175 Richland Aviation, Inc. Municipal Airport West Carrollton

Southern Ohio Aviation P. O. Box 97

OKLAHOMA

Ardmore Bethany (continued)

American Flyers, Inc. United Airplane Sales of Ardmore Industrial Air Park Oklahoma, Inc. Wiley Post Airport Hangar # 4 Bethany

Aero-Commander Duncan Division Rockwell Standard Corporation Haliburton Company Aircraft Engine Service, Inc. 5414 N. Rockwell Avenue

222 Appendix C

OKLAHOMA (continued)

El Reno Tuloa

El Reno Aviation, Inc. American Airlines, Inc. Municipal Airport Maintenance & Engineering Center P. O. Box 760 Municipal Airport

Spartan Aircraft Company Oklahoma City Aviation Service Division Municipal Airport Aircraftsmen, Inc. Will Rogers Field P. O. Box 82516 Yukon

Catlin Aviation Company Page Airmotive, Inc. Will Rogers Field Cimarron Field P. O. Box 82398 P. 0. Box 12099

OREGON

Albany Portland

Flyways, Inc. Flightcraft, Inc. 3520 Knox Butte Road 7505 N. E. Airport Way

Pan American World Airways Corvallis Portland International Airport

Corvallis Aero Service, Inc. United Air Lines, Inc. Box 531 7000 N. E. Airport Way

Hillsboro Salem

Hillsboro Aviation Salem Aviation Inc. 26225 N. W. Cornell Road 3450 25th Street S. E.

Inman Aviation, Inc. 1105 S. E. 36th Avenue Troutdale P. O. Box 66 Western Skyways, Inc. Portland-Troutdale Airport Pendleton

Pendleton Airmotive, Inc. Municipal Airport Box 623

223 The Aviation Mechanics Occupation

PENNSYLVANIA

Allentown Kutztown

Reading Aviation Service, Inc. Kutztown Aviation Service, Inc. A. B. E. Airport Kutztown Airport

Bethlehem Lancaster

Bethlehem Steel Company Sensenich Corporation Aviation Services Box 1168 A. B. E. Airport

Latrobe Butler Latrobe Aviation, Inc. Scholter Aviation Company, Inc. Tri-City Municipal Airport 475 Airport Road P. 0. Box 150

Clarks Summit Martinsburg

Scranton Airways Penn-Air Inc. Municipal Airport P. 0. Box 368 Rd. 0 1

New Cumberland Connellsville L.B. Smith Aircraft Corp. of The Lance Call Company, Inc. Pennsylvania Connellsville Airport box 26+ P. 0. Box 754 Har-York State Airport

Dravosburg Philadelphia

Beckett Aviation Flight Training Aero Service Corporation Allegheny County Airport 4219 Van Kirk Street

Gulf Oil Corporation Atlantic Aviation Service, Inc. Allegheny County Airport P. 0. Box 5138 International Airport

Erie Delaware Aviation Inc. North Philadelphia Airport Erie Airways, Inc. Port Erie Airport United Air tines, Inc. Philadelphia International Airpo Harrisburg Wings Inc. Lear Siegler Services, Inc. Wings Field Eastern Service Facility 6700 Allentown boulevard

224 Appendix C

PENNSYLVANIA (continued)

Pittsburgh West Mifflin

Alcoa Corporation of America Air Exec. Inc. Allegheny County Airport Allegheny County Airport

United Air Lines, Inc. National Steel Corporation Greater Pittsburgh Airport Allegheny County Airport Terminal Building

Williamsport Reading Lycoming Division-Avco Corporation Reading Aviation Service, Inc. 652 Oliver Street Box 1201 Municipal Airport Willow grove

Renfrew Kellett Aircraft Corporation Box 35 Defoggi Aviation Service Rd. #1

Wa&hington

Tri-State Aviation, Inc. P. O. Box 238

SOUTH CAROLINA

Charleston Greer

Hawthorne Aviation Stevens Aviation, Inc. Municipal Airport Greenville-Spartanburg Airport P. O. Box 10005 P. O. Box 589

Greenville West Columbia

Brannon's Aero Service, Inc. H & H Aviation Box 871 P. 0. Box 148

'TEXAS

Abilene Addison

Flite Maintenance Brown Aero Corporation Rt. #2, Box 508 P. O. Box 8

225 The Aviation Mechanics Occupation

TEXAS (continued)

Arlington Dallas (continued)

Greater Arlington Airways Mustang Aviation, Inc. P. O. Box 1308 6911 Lemon Avenue Arlington Municipal Airport Love Field

Southwest Airmotive Company Austin 8800 Lemon Avenue

Browning Aerial Service Trans-Texas Airways, Inc. P. O. Box 609 Love Field

Ragsdale Aviation, Inc. 1801 East 51st Street Fort Worth

Aircraft & Airport Services, Inc. Big Spring Greater Southwest Int'l.Airpovt

Big Spring Aero Repair Broadie's Aircraft & Engine Service' Route #1, Box 1440 Meacham Field

Central Airlines, Inc. Dallas Greater Southwest int11.Airport

Aerodyne Engineering Corporation Continental Copters, Inc. 3300 Love Field Drive Box 13284

Aero-Systems, Inc. Helix Air Transports, Inc. P. O. Box 20478 Division of M. H. Spinks Enterprises, inc. American Airlines, Inc. P. O. Box 11099 Love Field Inter-American Modification Center1, Bratiff Airways, Inc. Meacham Field Love Field Worth Aeronautics Dallas Aero Service, Inc. Meacham Field 3300 Love Field Drive P. O. Box 35505 Houston Delta Air Lines, Inc. 7201 Lemon Avenue Air Center Maintenance Love Field 7700 Airport Blvd,

Executive Aircraft Service, inc. Aircraft Engines, inc. Redbird Airport 9041 Wingtip

Modern Aero Sales, Inc. Continental Oil Company Redbird Airport Aviation Department 8915 Randolph Road

226 Appendix C

TEXAS (continued)

Houston (continued) San Antonio

Cruse Aviation, inc. All American Maintenance Inc. 8501 Telephone Road 9103 Wetmore Road

Hinkle Aircraft, Inc. Business Aircraft Corporation International Airport 447 W. Terminal Drive 8450 Lockheed International Airport

Houston Beechcraft, Inc. Chrome Plate, Inc. 9011 Randolph Road 9503 Middlex

Charles A. Morse Company Gen-Aero Inc. International Airport 260 E. Terminal Drive 9046 Randolph International Airport Box 16217 Precision Aeromotive Corporation Intarnational Airport Nayak Aviation Corporation 206 E. Terminal Drive The Superior Oil Company 8901 Telephone Road San Antonio Propeller Service 130 S. Terminal Drive Trans-Texas Airways, Inc. International Airport International Airport P. O. Box 60188 Tex-Sun Beechcraft South, Inc. International Airport P. O. Box 16248 Lubbock Reuben E. Weiss Aero Communications Hangar #8 Rt. #3, Box 201-D South Terminal Drive International Airport Horton Aero Service 915 Kent

Lubbock Beechcraft, Inc. Rt. #3, Box 194P

Waco Midland Waco Aviation Vroman Aviation, Inc. Rt. #10 P. 0. Box 6257 Box 173T

UTAH

Ogden Salt Lake City

Southwestern Skyways, Inc. of Utah Thompson Flying Service of Salt Lake 3909 Airport Road Airport #1 227 The Aviation Mechanics Occupation

WASHINGTON

Everett Renton (continued)

Precision Air-Motive, Inc. Shupe Flying Service P. O. Box 2127 P. O. Box 3355 Municipal Airport Thunderbird Aero Enterprises, Inc. Snohomish County Airport Richland Willard Flying Service P. O. Box 172 Richland Flying Service Inc. Paine Field P. O. Box 611

Gig Harbor Seattle

TideAir, Inc, Aero Copters, Inc. Rt. #2, Box 2194B 8333 Perimeter Road Tacoma International Airport Boeing Field

Alaska Airlines, Inc. Issaquah Seattle-Tacoma Intfl,Airport

John M. Gallagher Pacific Airmotive Corporation 237 Maple Lane Seattle Branch 7097 Perimeter Road

Kelso Pacific Northern Air Lines, Inc. Seattle-Tacoma Int'L Airport Davis Air Service, Inc. 2222 South Pacific State of Washington Department of Natural Resources 20234 7th Place South Kent United Air Lines, Inc. Crest Aero Seattle-Tacoma Intl. Airport Rt. #1, Box 811 Washington Aircraft & Transport Corp. Olympia 7170 Perimeter Road South Boeing Field Capital Airways Rt. #5, Box 63 West Coast Airlines, Inc. Boeing Field

Renton Spokane

The Boeing Company Mamer-Shreck Air Transport Transport Division Box 272 Box 707 Parkwater Station

228 Appendix C

WASHINGTON (continued)

Spokane (continued) Yakima

Mifflin Aircraft delicopter Service E. 6507 Rutter 2108 W. Washington Avenue Felts Field Yakima Airport

Price Piper, 'nc. Noland-Decoto Flying Service, Inc. E. 5829 Rutter Avenue Box 431 Felts Field Municipal Airport

Walla Walla Northwest Air Power 2108 W. Washington Blue Mountain Aviation & Dusting Corp. Yakima Airport Rt. #4 City County Airport

Wenatchee

WenAirCo. Aircraft Service Box 1160

By their request, the names of four additional companies are not listed here.

Responding airline companies having both overhaul and line facilities at the same station are listed only once in Appendix C. However, the statistics for, the overhaul and line facilities for such companies are shown separately in Figs. 2 and 3 in the "Action" section of the report.

229 P:^lasrl Iona! Study of the

AVIATION

MECHANICS

OCCUPATION Interim Report

David Allen William K. Bowers Alvin Gorenbein John M. Meyer

A Cooperative Study between the Division of Vocational.Educaation, University of California, LOS' Angeles;

.Bureau of Industrial -Education, California State' Department of---cducation; and .S. Office of -Education 1968 INTERIM REPORT

Project No. 5-0189

Vocational and Technical EducationContract 0E-0 -35-043

A National Study of the

AVIATION MECHANICS OCCUPATION

Phase II

DAVID ALLEN . WILLIAM K. BOWERS .ALVIN GORENBEIN . JOHN M. MEYER

Univer- A cooperative study betweenthe Division of Vocational Education, California sity of California) Los Angeles;Bureau of Industrial Education, State Department of Education;and the U. S. Office of Education.

UNIVERSITY OF CALIFORNIA,, LOS ANGELES March, 1968

with The research reported herein wasperformed pursuant to a contract Wel- the Office of Education, U. S.Department of Health, Education, and under Government sponsorship fare. Contractors undertaking such projects in the con- are encouraged to expressfreely their professional judgment dc5 not, therefore, duct of the project. Points of view or opinions stated necessarily represent official Office ofEducation position or policy.

U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research CONTENTS Page

INTRODUCTION 1

THE PROBLEM

DEFINITIONS OF TERMS 4

PREVIOUS STUDIES 6

DESIGN OF THE EXPERIMENT

THE STUDENTS 11

THE SCHOOLS 13

INSTRUCTIONAL MATERIALS 15

TEACHER TRAINING WORKSHOPS 19

EVALUATIVE INSTRUMENTS AND DATA COLLECTION 21

RESULTS 23

SIX-MONTH FOLLOW -UP 27

SUMMARY 30

APPENDICES

A. SAMPLE PAGES FROM INSTRUCTOR'S GUIDE TO AIRCRAFT HYDRAULICS34

B. SAMPLE PAGES FROM STUDENT WORKBOOK IN AIRCRAFT HYDRAULICS 47

C. SCHOOLS AND INSTRUCTORS PARTICIPATING IN EXPERIMENT . . . 56

D. NATIONAL ADVISORY COMMITTEE 57

FIGURES: 1. STUDENT CHARAGTtNISTICS 12

TABLES:

1. BI-VARIATE INVERSION 10

2. DISTRIBUTION OF MEANS AMONG SUB-TREATMENTS 23

3. SUB-TREATMENT MEANS AND LEVELS OF SIGNIFICANCE, BY GROUPS 25

4. SIGNIFICANCE LEVELS OF INITIAL TEST AND RE-TEST SCORES BY SUB-POPULATIONS 26

5. COMPARISON BETWEEN NATIONAL AND EXPERIMENTAL MEANS ON FAA CERTIFICATION EXAMINATIONS . $$$$ 29

6. COMPARISON BETWEEN CONTROL AND EXPERIMENTAL MEANS ON SIX -MONTH FOLLOW-UP 29 A NATIONAL STUDY OF THE AVIATION MECHANICS OCCUPATION, PHASE II

INTRODUCTION

This report describes the planning, implementation, results, and im- plications of a controlled educational experiment involving aviation mechanic teachers and students. As Phase II of A National Study of the Avi- ation Mechanics Occupation, it focuses on a pilot program in curriculum ievelopment based on the findings of Phase I of the National Study.

Phase I analyzed the on-the-job activities of thousands of aviation mechanics and identified a common core curriculum for their training; it also specified depth of instruction for each of the 507 individual tasks in the aviation mechanics occupation.

Phase II, the present project, implements the results of the Phase I study by applying its findings and recommendations to the development and use of a new curriculum for one subject in the aviation mechanic's occupational preparation--Aircraft Hydraulics. The design of the experimental program is based on the assumption that instructors employing specially designed instructional materials in whose use they have had training and practice will teach their students in greater depth and with better retention than would be achieved when a control subject is taught to the same students using the teacher's customary methods and materials.

The educational experiment reported here was funded by the U. S.

Office of Education under the Vocational Education Act of 1963, Section

4(C), Vocational and Technical Education Contract OE-6-85-043. Initiated in 1965, the National Study of the Aviation Mechanics Occupation is a cooperative activity of the Division of Vocational Education of the Univer- sity of California, Los Angeles, the Bureau of Industrial Education of the

California State Department of Education, and the U. S. Office of Education. THE PROBLEM

The need for instructional planning always has beenapparent in education; it has constantly been recognized as one of the mostimportant parts of the teaching assignment. The effectiveness of such planning often ranges from the very weak to the very strong, depending onthe many varied factors acting in concert with the teacher in the classroom.

Vocational education is neither unique nor in isolation from other disciplines when the effects of instructional planning are considered.

Aviation mechanic schools always have been an integral part ofvocational

education and, like other schools, vary in the strength of their instructional programs.

The purpose of this study was determine whether subject matter in

the aviation mechanic's curriculum could be learned as well under an in-

structional system that programs the teacher and his instruction to the

student's learning progress, as under the traditional instructional meth-

ods nowin use in aviation schools. Specifically, the problem resolved

into comparing the relationship between: (1) an instructional system

having predetermined student performance goals, in relation to current

instructional systems that use traditional instructional objectives;(2)

an instructional system that provides continuousfeedback to the teacher

as he instructs as to how well learning is being achieved, inrelation to

traditional instructional systems that have no planned provisions for

feedback during teaching; and (3) an instructional system that provides

student workbooks utilizing "partial notes" that are coordinated with an

instructor's guide, to the traditional instructional systems that make

no special provisions for organized note-taking by the student.

Problems that frequently arise in developing instruction are the

2 failure to properly identify the desired learning achievements, and the

inability to describe iu detail the conditions and limitations of what

is to be taught. Instructional objectives, in many cases, do not reflect

the purposes of detailed instruction in the classroom and fail to set the

parameters for instructional organization, presentation, and evaluation.

Teachers need assistance in developing abilities to guide each of their

students in meaningful learning activities. Teachers must avoid over-

teaching in unimportant instructional areas and underteaching in impor-

tant instructional areas. They must make more effective and meaningful

use of all classroom and laboratory instructional time. In addition,

they must learn how to test continually to determine how well instruc-

tional content is being learned at the time teaching is occurring.

In developing the plan for the educational experiment reported here,

it was assumed that the depth to which the student would learn and hie

ability to retain this knowledge would be proportional to the extent of his involvement in the instructional process. The first assumption,

therefore, was stated as follows: When student performance goals are

identified, when levels of instruction have been realistically organized,

and when evaluation of student progress has been programmed in the form of frequent feedback between student and teacher, tnen the amount of

learning would increase and retention of knowledge would improve.

The second assumption was based on the belief that an increase in instructional effectiveness could be realized if and when teachers have been properly trained in the presentation of specially designed instructional materials. The design of the experimental program reported here was based on the assumption that the students of teachers who are given specially designed instructional materials and training in the use of

3 these materials would learn more effectively and achieve greater retention than would result when the same students were taught by the same instructor using his customary teaching materials and methods.

DEFINITIONS OF TERMS

A number of terms have been derived from the research work performed during this phase as well as during the survey phase of the Study. These are presented below:

Student Performance Goals

This term was developed to assist instructors to better understand the meaning of behavioral objectives. Student performance goals describe the sought-for response or behavior of the student at the conclusion of a segment of instruction; they provide a way for the instructor to recognize the point at which predetermined observable changes have occurred in the student's performance. These goals are established by those individuals who are responsible for curriculum design, and may be expressed in terms of how a student performs.

Student performance goals are statements in a curriculum that are characterized by three items of information: (1) what the student will be able to do; (2) how he is going to do it; and (3) how well he must do it to be considered successful.

Levels of Instruction

Four levels of instruction, 1 through 4, were established during

Phase I of the National Study of the Aviation Mechanics Occupation. These range from the ability to follow directions (Level 1) to in-depth analysis of the subject (Level 4). These levels indicate the depth to which any given subject should be taught for most efficient use of instruction and

4 class time as correlated with the demands of the occupation. Levels of instruction establish the standard for learning success measurement described in the student performance goals.

Each level of instruction has been given an equivalent testing level,

Level 1--Knowledge, Level 2-- Comprehension, Level 3--Application, and

Level 4--Analysis/Synthesis--todetermine whether the specified teaching levels have been achieved.

Common Core Curriculum

A common core curriculum consists of occupational tasks that are basic to all aviation mechanic students. The common core curriculum lists the tasks and identifies the teaching and testing levels appropriate to each, as delineated in the survey phase of the National Study and adjusted by the recommendations of the National Advisory Committee.

The common core curriculum can be modified by each school to meet the specialized requirements of local industry.

Instructional Unit

An instructional unit is a logical subdivision of a block of instruction, such as Aircraft Hydraulics. It normally consists of several segments identified through task analysis. An instructional unit is an entity that is identified by its homogeneous content.It is not determined. by intervals of time. It is that part of the instruction that focuses upon a central theme, such as Basic Aircraft Hydraulic Systems.

For the purposes of this study, the block of instruction for the experimental curriculum (Aircraft Hydraulics) was divided into five instructional units. InaRume Unit segments were delineated by dividing each instructional unit

5 into segments which have tasks identified with student performance goals.

Each unit segment has its own student performance goals, provisions for

the presentation of key instructional points, and a listing of feedback

activities for student participation through which the teacher can de-

termine liow his students are meeting the requirements specified in the

student performance goals for the particular unit segment.

PREVIOUS STUDIES

A comprehensive review was made of studies of teaching experiments having points of similarity to the study reported here. The review included a search of appropriate journals, bulletins, reports, and publications. This search uncovered a number of studies whose purposes and objectives included partial similarities to those of the study reported here.

None of the studies, though similar in some details, seems to have any significant bearing on the present study because none was constructed with the various in-depth criteria established for this experiment. More- over, the studies investigated did not include specialized teacher training in the use of specially prepared teacher and student texts and materials, including visual aids, nor the use of a complete package comprising immediate feedback, student performance goals, and student testing and retention-testing, as was done in this experiment. Also contributing to the differences between the controlled educational experiment, and analo- gous projects was the fact that the complete package developed for the former was applied to both skill and technical training and instruction of students, rather than to either skill or technical training alone.

6 RESIGN OF TEE EXPERIMENT

In attempting to fulfill the requirements of a modern self-contained experiment, randomization and replication were utilized as fully as possible. Randomization permitted statistical analysis for the testing of the hypotheses. The claim for randomization in this experiment witbased upon the fact that the samples of students were not influenced by the Re- search Staff in anyway regarding their selection, thus allowing the normal forces acting upon this population to result in completely typical samples or the student population registered in aviation mechanic classes.

Replication providea a method for estimating experimental error. It is necessary to have at least two replications in estimating experimental error variance. This was obtained by having more than two samples to which the same treatment was administered.

Scientific experimentation is concerned with the empirical testing of hypotheses. In order to place the burden of showing any significant difference between the methods of ins`ruction directly upon the evidence obtained from them, the following null hypotheses were adopted: (1) there is no difference between subject matter achievement of students who under- go instruction having predetermined student performance goals, and in struction having traditional instructional objectives; (0 there is no difference between subject matter achievement among students who under- go instruction containing continuous feedback, and instruction having no planned provisions for feedback; and (3) there is no difference between subject matter achievement of students who use workbooks having "partial notes" that are coordinated with an instructor's guide, and instruction hiving no special provisions for Organised note.taking by the students.

WO to the natural limitations on the stems of the ales of students

7 investigated, a five percent level of significance was adopted; thus, tn reject the null hypothesis that any obaerved differences in samples' means would be due to chance factors rather than to other causes, the observed differences would have to be large enough to be attributable to chance factors in five percent or less trials only.

A bi-variate inversion method was used to test the effectiveness of the experimental subject curriculum. Pollowing the randomized selection of 12 aviation mechanic schools throughout the United States, the sub- populations were further organized into two treatment groups (identified as Group A and Group B, respectively), for the purpose of inverting the sequential order of the experiment between groups. The experimental design required that two subjects, an experimental subject (Aircraft Hy- draulics "subject X")and a control subject ("subject C"), be presented to the same students by the Mae teacher, in 60 clock hours of instruction for each subject.

The Research Staff developed the experimental curriculum, along with specified teaching techniques, to cover a two-week block of instruction.

Teaching with the experimental block of instruction vas preceded in both groups by a one-week teacher training course for the participating instructors in the use of the instructional materials.

The control curriculum also vas limited to a two-week (60 clock hours) block of instruction. Each school was permitted to select any subject it wished, to serve as the control subject for that school.This vas to be presented by the same instructor who presented the experimental subject, but using his customary method and materials. Usually, the control subject was selected on the basis of the teacher's familiarity vita the subject and the school's existing instructional program. A total of

8 seven different control subjects was independently selected by the 12 schools, without any school's having knowledge of another school's selection prior to the start of the experiment.

Six teachers were assigned to each of two treatment groups. The justification for the assignment was based solely on the availability of the participating teachers at the time the classeo were to be convened.

The only condition stipulated by the Research Staff was that each treatment group include three public and three private schools from the randomly selected school population.

The preparation of the curriculum for the experimental subject, Air- craft Hydraulics, reflected the results of the National Survey previously completed during Phase I of the National Study of the Aviation Mechanics

Occupation. The level of instruction for each task was specified on the basis of the Survey findings and a review by the National Advisory Com- mittee. This established the depth to vhich the instruction would be developed in the Aircraft Hydraulics experimental curriculum. In addition to depth of instruction, which incorporated the levels of teaching and testing, the instructional materials included objectives written in behavioral terms that would identify the desired student performance goals, and a system of feedback between teacher and student that would establish a frequent input/output learning response.

In order to oriont the teacher to the new curriculum design, it vas necessary to conduct a one-week teacher training program at UCLA for the participating teachers. The two treatment groups were scheduled in the experimental sequence as shown in Table 1.

9 TABLE 1 BI-VARIATE INVERSION

TREATMENT GROUP A TREATMENT GROUP B

TeacheiTefkining Teach Coll? Subject

Tch. Experimental Subject Teat Control albject 416 4111. Test EXperirtal Subject Teather Training

Tch. Control Subject Tch. Experimental Subject . 411, Test Control Subject Teat Experimental Subject 416 90-Day Retest 90-De:etest Experimental/Control Experimental/Control

The experiment required coordinated scheduling of teacher training

and class instruction for the two treatment groups. Treatment Group A

initially attended the teacher training workshop at UCLA and received training in the use of the experimental curriculum and the metbods and techniques of presentation. At the close of the first workshop, the six participating instructors returned their schools and taught the experimental subject, Aircraft Rydraulica, for two weeks, followed immediately by two weeks of instruction in the control subject selected by the school.* Teachers assigned to Treatment Group B taught the self- selected subject in their usual manner for two weeks; then they attended the second one-week teacher training workshop at UCLA, where they received the same instruction in the use of the experimental curriculum.They then returned to their schools to teach the experimental Aircraft Hydraulics curriculum to the same students, for a period of two weeks,

*As a result of scheduling differences, two public schools initially participating in the program had to be omitted from the experiment. Both these schools had been included in Treatment Group A.

10 In all cases, tne instructors presented the instruction to the same groups of students. Special examinations with validated questions were administered for each control subject and for the experimental subject.

These examinations were given at the conclusion of the 60 hours of instruction for each treatment group, and the same test (in a different question sequence) was given 90 days later.

One week prior to the teaching of the control subject, the appropriate course objectives on which testing would be based were mailed to the participating teachers.Objectives for the experimental subject were clearly defined during the one-week teacher training workshop at UCLA.

In every instance, classes were tested immediately folitving each 60- hour course of instruction and again after the 90-day period.

In order to determine the performance of the participating students on the Federal Avaiation Administration certification examinations for airframe and powerplant mechanics, a six-month follow-up feature was designed into the study. The purpose oi' the follow-up was two-fold: (1) to make a comparison between the control subject scores and the experimental subject scores of the student participants on the FAA certification examinations, and (2) to compare the control subject scores and the experimental subject scores of the experimental group with the national averages on the FAA certification examinations.

THE STUDENTS

Practically all of the 1411 aviation mechanic students who participated in the controlled teaching experiment were high school graduates.

Several of the participating stueft.nts at one of the schools, however, were still attending high school and were enrolled concurrently in the

11 aviation mechanic training program. A few students at two other schools

that participated in the experiment were not high school graduates.

Figure 1 summarizes the characteristics of participating students.

Number participating - 144

Age range - 17-45

Mean age - 22.7

Median age - 21.5

Mode - 19.0

College experience - 22 (6 graduated 4-year courses)

High School graduates - 135

411=11.. Fig. 1 Student Characteristics

The students taking part in the experiment were in various phases

within their schools' aviation curricula when the experiment and initial

testing were performed. Following is a summary of student status in re-

16tion to completion of the aviation program for each of the participating

schools; none of the students had received instruction in the experimental or control subjects prior to the experiment.

Last Coast Aero Technical. The class was in Phase 4 of the 10-phase

program.

Embry-Riddle Aeronautical Institute. The class vas in the second

trimester of the school program.

Emily Griffith Opportunity School. Because of the enrollment pro-

cedures used, the class consisted of students vho were in various phases of course completion. That is, a student could enroll at any time a place vas available for him, and when the training program had revolved full circle for him, he would graduate.

12 LeTourneau College. The class was beginning the fifth semester of the 6-semester aviation program.

Los Angeles Trade Technical College. The class consisted of students in various phases of their aviation mechanic training program.

Moody Bible Institute. The class was in the second month of the 11- month training program.

Northrop Institute of Technology. The class vas in the ninth month of the 12-month program.

Oklahoma State University. The class was in the first year of the

2-year aviation mechanic program.

Pittsburgh Institute of Aeronautics. The class was in Phase 8 of the

12-phase program.

Seattle Community College. The class was in the second trimester of the school program.

THE SCHOOLS

The randomization principle was utilized in the study design in order to reduce any uncontrolled error variations. The participating schools were randomly selected from a list of 73 approved schools provided by the

Federal Aviation Administration, Maintenance Division, Airmen and Schools

Group, Washington, D. C. The list included all of the certificated Avia- tion Mechanic Schools in existence in the United States at the time of the experiment. A total of 12 sub-populations was selected from the total national aviation mechanic school population.This randomization included six public schools and six private Gchools.

Initial contact was male with the directors of the schools in the course of the selection process; these men were briefed on the aims of

13 this phase of the study. Since the same teachers and the same students were to be used for both experimental and control treatments, the within- group error was minimized and between-group randomization was effected by using existing classes and teachers. It was stipulated, :.owever, that teachers participating must have had at least three years of teaching experience in an aviation mechanics program.

No direct control was exercised over the selection of the teacher.

It was pointed out, however, that the instructional environment normally existing in the school should be maintained, in order to nullify as much as possible the connotation of experimentation. Therefore, the teachers, students, and equipment involved in the study followed as closely as possible the normal school patterns, in order to hold scheduling changes to a minimum. Normal student progress was to be maintained and the very important criterion was stipulated that students taking part should not have received previous instruction in the subjects to be taught in the experiment.

The final randomized groups involved 12 different schools whose schedules were compatible with the scheduling of the experiment. Before the project was completed, however, it became necessary to omit two of the schools because it was found that they could not conform to all conditions established for the conduct of the program. The experimental project was completed by 10 schools.

All of the schools participating in the teaching experiment had

Federal Aviation Administration certificated Airframe and Poverplant programs and, as such, met the minimum approved curriculum, hours of classroom and labt!atOry instruction, and other requirements for certification as delineated in Feders Aviation Regulations, Part 147, Mechanic Schools.

14 This included a minimum of 960 hours of instruction in Airframes or 960 hours of instruction in Powerplants, or a combined Airframes and Power- plants program of 1,650 hours, with a minimum of 60 percent of the total curriculum time being opent in shop and laboratory instruction.

The experiment was initiated with a group of participating schools that represented a geographical cross- section of the continental United

States. Six of the schools were located east of the Mississippi River, and six were west of it. Two of the 12 schools were located in California; there was one school in each of the following states: Colorado, Florida,

Illinoie, Indiana, Massachusetts, New York, Pennsylvania, Oklahoma, Texas, and Washington.

INSTRUCTIONALHATIRIALS

Aircraft Nydraulics was selected as the experimental subject because all the students in the participating schools that were a part of the experiment had received no prior instruction in the subject when the experiment began. In addition, Hydraulics proved to be a good subject as it is one of the more difficult learning areas for students becoming aviation mechanics.

The curriculum contained three major instructional concepts! (1) student performance goals, (2) levels of instruction, and (3) immediate and continuous feedback from students to teacher. These major concepts also were incorporated in the instructional materials that were developed as Integral parts of the experimental curriculum, in the form of coordinated texts for instructor and students.

Instructor's Guide

One of the coordinated textsThe Instructor's Guide to Aircraft

15 Hydraulics, contained all of the key points of information that the teacher was to present to his students. It was organized as a series of instructional units. It contained in detail the three major concepts cited above.

Instructional unit objectives were included in the Guide to delineate the over-all objectives of the instructional unit.Student performance goals were used to indicate thgl objectives for the various instructional unit segments comprising each instructuizal unit. The student performance goals helped assure that each segment of learning occurred within the total instructional unit. See Appendix A for sample pages from the In- structor's Guide.

Levels of instruction designated in the Guide were designed so that the appropriate depth of training could be reached without overor under- training. The specified levels of instruction provided the means for varying the emphasis on curriculum essentials and making the most prudent use of time in the instructional program.

Alongside the key points of information in the Guide which comprised the instructor's presentation was a parallel grouping of questions, problems and activities for continuous feedback from student to instructor.

The feedback portion of the Guide was a pre-planned comprehensive listing of questions, problems, and activities that were consistent with what was being taught. it was utilised at the time that instruction was being given, to assure the teacher that there was satisfactory transfer of information to the students. The feedback items were designed to elicit either the student's re-statement of information or the performance of a task he had just learned. Further instruction did not commence until the instructor was satisfied with the results of the feedback.

The Instructor's Guide : ontained blank areas into which the instructor

lb could insert (l) a listing of materials he planned to use in teaching the various instructional units, (2) notes concerning the motivation he desired to employ during the presentations, and (3) additional feedback questions, problems, or activities, along with other appropriate rota- tions or reminders.

The Instructor's Guidewas designed for use it conjunction with a

Student Workbook in Aircraft Hydraulics. The Guide and Workbook were developed as companion books, to be used concurrently by teacher and the student. Notes at all vital teaching points in the Guide were keyed to matching points in the Workbook. This helped the instructor work closely with each student.

Student's Workbook

A Student Workbook in Aircraft Hydraulics closely followed the In- structor's Guide in format and informational content. The Workbook contained drawings related to the subject of Aircraft Hydraulics to assist the student during the learning process, along with hydraulics facts and statements that served to reinforce the teacher's lessons.

Each student participating in the experiment received a Workbook for use in conjunction with the instructor's lessons in Aircraft Hydraulics and for home study. During the course of instruction, the students could enter notes in spaces appropriately placed in the Workbook, which also contained step-by-step diagrams of basic hydraulics theory, a basic hydraulic system, and components and cross-sections of components used in a hydraulic system. In two sections of the Workbook there were partially completed diagrams shoving the basic aircraft hydraulic system and operational hydraulic systems and subsystems, so that the students had the opportunity to complete the diagrams as the instructor lectured. The

17 Workbook also contained details of hydraulic components and systems, drawn and described in the form of hydraulic hardware, such as tubing,

sealing rings, fittings, etc. Space was also provided for student drawings in various sections of the Workbook.

The Student Workbook was divided into five sections, corresponding with the five instructional units in the Instructor's Guide. The five instructional units were:

1. Basic Hydraulic Principles and Basic Aircraft Hydraulic Systems 2. Basic Hydraulic Components 3. Hydraulic Lines and Fittings 4. Hydraulic Fluids and Seals 5. Operational Hydraulic Systems, Subsystems, and Components

The Workbook contained comprehensive quizzes at the end of each section. The quizzes were assigned as homework and provided a means for review. Teachers could use completed Student Workbooks as one criterion

in assigning grades for the course. See Appendix B for sample pages of the Student Workbook.

AudAo-Visual Aids

A set of 27 color slides for use with a 35-MN projector was developed.

The slides were accompanied by an audio tape.

The slides and tape were designed as an introduction to the course in Aircraft Hydraulics.

In addition, a set of transparencies with Overlays was developed for use with an overhead projector. These were designed for use by the instructor at appropriate points in his presentation of the basic components and system of the aircraft hydraulics system.

It had been ascertained in advance that the audio-visual equipment required for use of these instructional materials was available in all participating schools. One complete set of the teaching aide described

18 above was given tr, each participating instructor for use in presenting the experimental Aircraft Hydraulics curriculum to his students.

TEACHER TRAINING WORKSHOPS

Two teacher training workshops were held at UCLA, one in September, and the other during October, 1966. Each was attended by six aviation mechanic instructors, three from private schools and three from public schools. Identical programs were designed for the two workshops, which were conducted by the UCLA Research Staff.

The workshops opened with a presentation by the Research Staff concerning teaching principles and methods as synthesized in the section,

"Definitions of Terms," of this report. The concepts were presented in relation to typical classroom situations. There was continued emphasis on the importance of student performance goals. Detailed discussion also was devoted to levels of instruction. The presence of four UCLA staff members who were former aviation mechanics and aviation mechanic teachers made it possible to clarify for the participating instructors any matters which they might have found difficult to translate in terms of actual classroom or shop practice.

Having laid the groundwork for the instructional techniques, the workshop program moved on to examination and discussion of the experimental Aircraft Wdrsulics curriculum, presented through the media of the coordinated Instructor's Guide and Student Workbook. The Guide and

Workbook were subjected to intensive examination and study on the part of all of the instructors. Along with the discussion of the curriculum, consistent emphasis was placed on identifying the teaching and testing levels in the Aircraft Hydraulics curriculum. The participating teachers then

19 were shown audio-visual aids prepared by the Research Staff for, use in

teaching Aircraft Hydraulics.

Approximately one-third of the time allocated to the workshop was

devoted to teacher practice in the use of the new materials and instr...c-

tional methods. The 18 segments of instruction in the proposed new Air-

craft Hydraulics curriculum were divided among the six instructor-parti-

cipants. Each was assigned three segments of instruction or portions of

segments to teach in half-hour lessons, using the Instructor's Guide.

Teaching incorporated all that had been presented previously: use of

student performance goals, levels of instruction, and feedback.The pre-

sentation of the subject matter was in line with the methods suggested in

the Instructor's Guide. As each presentation was made, the other teachers

and the Research Staff served as the "class" for the practice teaching.

After each presentation, the teachers and the Research Staff conducted a

critique of the practice teaching session.

Time was allowed at the end of tLe workshop for intensive discussion

of over-all objectives, methods, course content and other matters of in-

terest and concern to the teacher participants.At the close of the

workshop, each instructor was given a set of the audio-visual aids de-

scribed above for use in his school, along with a copy of the Instructor's

Guide and a supply of the Student Workbook large enough to provide a copy

for each of the students he would teach in the Aircraft Hydraulics class

scheduled in connection with the educational experiment.

The second technical workshop followed the same sequence as the first.

This workshop also was attended 1)5r six instructors, three from private and three from public schools.

20 EVALUATIVE INSTRUMENTS AND DATA COLLECTION

Data for the evaluation portion of the teaching experiment were de-

rived from tests administered twice to the participating students -- first,

immediately after the close of instruction in both Aircraft Hydraulics

and the teacher-selected control subjects, and again, three months later.

Special examinations were prepared and administered with the cooperation

of the Federal Aviation Administration Aeronautical Center in Oklahoma

City, Oklahoma.

The selection of the test questions was based on the difficulty in-

dex, validity index, and testing level (i.e., knowledge, comprehension,

etc.) for each question. The difficulty index and the validity index

nudbere were determined by the high-low 27 percent method, wherein the

performance of the top 27 percent of a study group is contrasted with the performance of the lowest 27 percent. The index numbers were based on

analysis of randomly selected answer sheets of tests administered to

"A&P" certification candidates at FA,.- approved aviation mechanic schools.*

The difficulty index of the experimental subject test and the control

subject tests were at similar acceptable difficulty levels.

The examinations for Aircraft Hydraulics and for the school-selected

control subjects--Aircraft Electricity, Assembly and Rigging, Pressuriza- tion and Air Conditioning, Propellers, Sheet Metal, Theory of Flight, and

Woodworking--were specially printed, each subject in a separate booklet.

Multiple-choice questions made up each test. A separate IBM answer sheet was used, on which the student marked off the replies he considered correct. For the three-month retention test, the original examination questions

*"A&P" Desigrmten Airframe (A) and Powerplant (P).

21 were used again, but were shifted in position to make it less obvious that the re-examination was identical in content with the initial test.

Answers again were recorded on IBM answer sheets.

The FAA cooperated in data collecting by assigning representatives in its local General Aviation District Offices to administer the initial tests in schools 'An their respective areas of jurisdiction.These representatives were provided with instructions concerning the standards and testing procedures to be used during the experiment, as formulated by the

UCLA Research Staff. The answer sheets were forwarded to the research office for scoring and tabulation.

Since student retention of instructional material was an important part of the experiment, re-testing of participating students was scheduled as the means of evaluating this factor. The re-testing for retention was conducted three months after the initial testing. Scores were included in the study data for only those students who took the initial tests in experimental and control subjects and the re-tests in these subjects.

Those students who failed to take all four tests were omitted from the study population.

The Federal Aviation Administration certification examinations for

Airframe and Powerplant mechanics are, in most cases, taken by the students soon after completion of the aviation mechanic training program.

They usually are taken in the FAA district in which the ,.chool is located.

In view of this practice, the assistance of the FAA Aeronautical Center in Oklahoma City, Oklahoma, was requested for the purpose of conducting a six-month follow-up study of the students who participated in the experiment. The FAA cooperated in the research by providing scores on the sections of the A&P examinations applicable to the study, in the form of

22 national averages and individual scores of the participating students,

RESULTS

Since all of the sub-populations were designated at random from the same population, which was the certificated aviation mechanic schools throughout the United States, the "simple random replication" design described by Lindquist' has been applied in analyzing the data. The same

TABLE 2 DISTRIBUTION OF MEANS 14111_AMONG SUB-TREATMENTS Sub-Populations Mean Scoresby Sub-Treatments* X X C 1 2 2 TREATMENT GROUP A Sub - Population # 1 (N=10) 21.80 18.80 19.90 17.20

Sub - Population I: 2 (N=10) 21.10 17.20 20.70 16.40 Sub-Population # 3 (N= 8) 22.25 17.87 20.50 17.25 Sub- Population # 4 (N=28) 24.36 21.93 22.64 19.32

TREATMENT GROUP B Sub-Population # 5 (N=14) 25.36 19.29 24.57 20.78 Sub-Population # 6 (N=14) 23.71 14.43 24.36 17.14 Sub-Population # 7 (N=10) 20.10 13.90 20.40 16.40 Sub-Population # 8 (N=22) 21.50 16.32 :9.00 18.95 Sub-Population # 9 (N=10) 19.50 15.50 21.80 16.80 Sub-Population #10 (N=18) 23.05 15.44 21.94 15.83

TOTALS, GROUPS A & B (N=144) 22,43 17.00 21.72 17.91

X= Experimental Subject. 1st test; X= Experimental Subject, re-test; 1 2 C1 = Control Subject, 1st test; C2 = Control Subject, re-test. treatment was administered concomitantly to Treatment Group A and Treat- ment Group B, but in inverted experimental sequence (see Table 1). This

lEVerett F. Lindquist. Design and Analysis of Experiments in Psychol- ogy and Education. (Boston: Houghton-Mifflin Company, 1953),pp. 12, 13, 47, 101. 23 was intended to reduce any order effect that might be present in the ex-

periment. The different sub-treatments (i.e., X1, X2, C1, C2) within

each sub-population, therefore, are the different sets of examinations

administered to the same students having the same teacher. The distri-

bution of the mean among sub-treatments is displayed in Table 2.

The "t" test (t= D ) was applied to the simple random repli- est tha.35.

cation. Although a five percent level of significance was adopted for this

study, when sub-treatment X1 was compared with sub - treatment C1 a "t"

score of 8.28 was found, which is significant to the .1% level. In comparing sub-treatment X2 with C2,it was found that a "t" score of 6.43

existed, which also is significant to the.1% level of confidence. The

null hypotheses can therefore be rejected. The experimental treatment

applied in sub-treatments Xi and X2, as opposed to the control treatment

applied in C1 and C2, would indicate that when teachers are given spe-

cially prepared materials and are trained in the use of these materials,

learning in greater depth will take place. In order to further substan-

tiate this assumption, however, &t is necessary to proceed with an in- depth analysis of the collected data.

Treatment Group A and Treatment Group B received the same instruc-

tional treatment, but in different sequence, as was explained previously.

In order to evaluate the effect of the bi-variate inversion design, each treatment group was analyzed and findings recorded in Table 3 according to sub-treatments X,, X,, using the Fisher "t" as the test of significance.

The computations indicate that the significance of the "t" test in the random replications design was not substantially influenced by any within-group variations due to the difference in sequential presentation

24 TABLE 3 SUB-TREATMENT MEANS AND LEVEIS OF SIGNIFICANCE, BY GROUPS (N = 144) 011_014. Sub-treatment Means "t" Signif. Level TREATMENT GROUPS X Cl X2 C X-C X -C, 1 2 1 1 2 4

Treatment Group A 23.5519.94 21.50 18.03 .15, .150 (N=56) Treatment Group B 22.39 15.13 21.8717.78 .1% .1% (N=88)

of the experimental and control materials. It is to be noted that a slight loss in retention occurred in Treatment Group A, as indicated by the reduction in mean scores between the testing X1 and X2, on the experimental subject, and the testing C1 and C2, on the control subject.

This was not the case in Treatment Group B, Where the control subject scores increased on the re-test. Upon investigation, it was learned that five of the six schools had provided additional instruction in the control subject between the first testing and the re-testing. The amounts of additional instruction varied up to a maximum of 60 additional hours in one school. It mliet be especially noted at this point, however, that although extra instruction in the control subjects was provided, the "t" score of significance remained at the .1% level when the re-tests X (ex- 2 perimental subject) and C2 (control subject) were compared.

Since the total significance level for the ten sub-populations had previously been determined at the .10 level of significance for XC and 1 the .1% level for X2C2, an additional test for significance seemed appropriate. Each sub - population, therefore, was tested for individual significance for )(IC, and for X2C2. The results of these computations are recorded in Table 4.

25 TABLE 4 SIGNIFICANCE LEVELS OF INITIAL TEST AND RE-TEST SCORES BY SUB-POPULATIONS (N = 144) Treatment Groups "t" Significance Level X C XC Treatment Group A 1 1 22 Sub-Population # 1 15.0% (n.s. ) Sub-Population # 2 0.1% 1.5% Sub-Population # 3 4.0% 10.0% * ** Sub-Population # 4 1.0% 1.0%

Treatment Group B Sub-Population # 5 0.1% 0.1% * Sub-Population # 6 0.1% 0.1% * Sub- Population # 7 1.0% 7.5% * Sub-Population # 8 0.1% (n.s.) * ** Sub-Population # 9 1.0% 1.0% * Sub-Population #10 0.1% 0.1%

*School provided additional instruction in control subject between test and re-test, up to a maximum of 120 hours. **School provided additional instruction in experimental subject up to a maximum of 80 hours, between test and re-test.

It is observed that in nine of the ten sub-populations, very high significance levels were indicated for results of the initial testing, all of them testing below the five percent level. In only one case was the five percent level exceeded. When the same tests were administered approximately 90 days later, scores for six of the original ten schools continued to be significant at the less than five percent level. The three schools that exceeded the five percent level of significance proved to have at least doubled (and in one case tripled) the specified amount of instruction in any one subject.

Because six of the ten schools provided additional instruction in the control subjects prior to the re-examinations, and three of the remaining four schools provided instruction in the control subjects as

the most recent subjects prior to the re-examirtion, the possibility of

evaluating the retention effect in the experiment was negated. For ex-

ample, on the basis of initial testing, the students learned more in ;,he

experimental subject than in the control subjects; and after re-testing

the scores continued to be higher in the experimental subject than either

the original or the re-testing scores in the control subject3.

It would appear, then, that the student would, upon initial employ-

ment, enter the occupation with a broader base of knowledge, as measured

by the examinations, in Aircraft Hydraulics than in any of the control

subjects, such as Meet Metal, etc. In order to test this assumption, a

six-month follow-up program was conducted.

SIX-MONTH FOLLOW-UP

Six months after administration of the re-tests in Aircraft Hydraulics

and the control subjects, a follow-up was made of the students who partic-

ipated in the experiment. The purpose of the follow-up program was to

determine each student's success with the Federal Aviation Administration's

certification examinations in the subject areas included in the study.

If the student took the FAA Airframe and Powerplant examinations in

the same district as the school in which he received training, it was pos-

sible to obtain the desired information. With the assistance of the FAA,

scores on certification examinations were obtained for 68 percent of the

students. Another 19 percent of the students had completed training, but

records of their FAA examination scores were not available. The remaining

13 percent of the students failed to complete the school program for per-

sonal, scholastic, and other reasons. Grades on the A&P examinations were obtained for 98 of the 144 students who participated in the experiment,

27 and are included in the follow-up study.

The Airframe section of the FAA certification examination consisted

of five parts: (1) Rigging and Assembly; (2) Wood,Fabric Covering, and

Dope; (3) Sheetmetal and Welding; (4) Hydraulic Systems and Components,

and (5) Electrical Systems and Components.

There were six parts in the FAA Powerplant examination: (1) Car-

buretors and Carburetion; (2) Magnetos and Ignition Systems; (3)Theory

and Maintenance of Powerplants; (4) Lubrication and Oiling Systems; (5)

Propellers; and (6) Electrical Systems and Components.

It was possible to include the scores for Hydrrulics and for five

of the seven control subjects in the statistical analysis of the FAAex-

amination data; material concerning Theory of Flight and Air Conditioning

and Pressurization was incorporated into various portions of the tests,so

that no specific groupings of scores could be identified for thepurposes

of this analysis.

Scores were available, therefore, for Assembly and Rigging, Wood-

working, Sheetmetal, Electricity, and Propellers. The experimental sub-

ject, Aircraft Hydraulics, provided a very reliable measure because of

the homogeneity of its organization on the FAA examination.

The national means for each section of the tests and themeans for

the total experimental population are compared in Table 5.

In all cases, the mean scores for the experimental populationex-

ceeded the national means on the FAA examinations.It is important to note that the difference for Aircraft Hydraulics is higher than forany other subject. Propellers and Assembly and Rigging are the only two subjects other than Aircraft Hydraulics for which students who participated in the experiment have significantly exceeded the nationalmeans. HoWever,

28 the mean differences of 2.9 for Propellers and 3.1 for Assembly and Rig- ging are below the positive mean difference in Aircraft Hydraulics.

TABLE 5 COMPARISON EM MEN NATIONAL AND EXPERIMPAL YXANS ON FAA CERTIFICATION EXAMINATIONS

MetzScores Subject NationalE perimental Difference Group

Assembly and Rigging 74.1 78.4 + 04.::, Wood 75.8 76.5 + 0.7 Sheetmetal 75.6 76.2 + 0.6 Electricity 71.1 73.5 + 2.4 Propellers 72.9 77.4 + 4,5 HYDRAULICS 72.9 80.3 + 7.4

To determine the significance of the differences in the mean score for Aircraft Hydraulics and for each of the control subjects, the Fisher

"t" Test was applied to the data. The total of 98 students was included in the analysis; the results are shown in Table 6.

TABLE 6 COMPARISON BETWEEN CONTROL AND EXPERT/1E111'AL MEANS ON SIX MONIS YOLLOW-UP

(N h 98) Control Subject Hydraulics Difference in (Mean) Mean Means "t" score Assembly & Rigging 78.4 80.3 +1,9 10.0;3

Wood 75.8 80.3 +4.5

Sheetmetal 76.2 80.3 +14.1

Electricity 73.5 80.3 + 6.0 0.1r. Propellers 77.4 00.3 + 2.7

It is to be noted that the mean score for Aircraft Hydraulics was higher than the means for each of the control subjects.However, upon

29 examination of Table 5, it is evident that all but one of the control subjects were of equal or lower levels of difficulty than Aircraft Hy- draulics, when judged by the national means. Results for Wcod, Sheet- metal and Electricity were significant to less than the five percent level of confidence which was established when the study was initiated.

Assembly and Rigging and Propellers were significant to the & percent and

10 percent levels respectively.

The follow-up analysis again appears to support the rejection of the null hypotheses and substantiate the experimental treatment as significantly contributing to both learning and retention.This has occurred even though Aircraft Hydraulics was one of the more difficult areas for students taking the FAA certification examinations.

The findings of the six-month follow-up study further substantiated the assumption that a broader base of knowledge exists for entry employment in Aircraft Hydraulics than appears to exist in the control subjects.

SUMMARY

This study was conducted in both public and private aviation mechanic schools throughout the United States. A total of 12 schools participated in the experiment and a random replications design was used with the inclusion of a bi-variate inversion method for controlling the treatment order. A total of 144 studehts was used in the initial test and re-test sequence, and the six-month follow-up study included 98 of the original students.

The experimental subject in the study was Aircraft Hydraulics, for which instructional materials were provided, along with teacher training in the use of the materials. The control subjects were selected by the

30 teachers.seven different control subjects were used by the schools in the experiment. Both the control subject and the experimental subject, however, were taught by the same teacher to the same students in each of the sub-populations.

The results of the experiment were analyzed through controlled testing following the completion of the 60 clock hour course in Aircraft Hy- draulics and a 60 clock hour course in the control subject. The retention effect was studied following a 90 day re-test in the same subjects.

This was further substantiated by a six-month follow-up study utilizing the scores of the FAA certification examinations.

The test of significance of the treatment indicates convincingly that in almost every case the sub-populations performed better in Air- craft Hydraulics than in any of the control subjects, despite an almost comparable difficulty index for the several examinations. It was not the intent of the experiment to measure in isolation each technique and concept used in the innovated curriculum materials. This is normally the approach in educational research. The learning procets, however, is more complex, and each part is supportive or contributive to the whole concept. This study emphasized the basic teaching tools that can be made available to all teachers) irrespective of the sophistication of the technical equipment available or the economic level of the school. Ele- ments tested in the experimental approach included:

1. Designing the curriculum to include levels of instruction.

2. Identifying desired outcomes through student performance goals.

3. Developing coordinated instructor's guide, student workbooks, and training aids.

4. Training teachers to use the coordinated instructional materials and to apply the concepts of student performance goals and feedback in their teaching.

31 5. Using feedback to constantly ascertain the amount of learning that is taking place.

6. Testing for student performance goal achievement.

It has not been the purpose of this research to evaluate the influence of any single one of the above elements as an entity inmeasuring the effectiveness of the instruction. Each, however, has contributed to

an improved learning environment which can be controlledby the individual teacher if he has been given the proper knowledge for implementation.

Evaluation of the experimental data suggests the following deductions; however, caution must be exercised in making definitive conclusions in

light of the limited scope of this study.

1. When student performance goals are clearly defined and are known by both the teacher and the student, the quality and quantity of the learning will improve.

2. When the levels of instruction are known and adhered to, more efficient instructional planning and therefore more efficient classroom instruction will take place.

3. When feedback checks for learning are prepared in detail prior to each lesson and the teacher utilizes feedback during instruction, student learning progress increases.

4. When improved instructional planning and teaching methods are used, instructional time may decrease without a loss in learning.

5. When teachers are trained to use instructional materials and utilize concepts concerned with student performance goals and continuous feedbaex, students achieve greater depth of learning and retention.

Some indications suggest that the nuMber of instructional hours de-

voted to the subject is not the only important criterion for increased

learning. In this study, it was noted that regardless of the number of

hours devoted to teaching the control subjects, students failed to achieve

the same level of excellence on the examinations as in the experimental

subject. In fact, performance in some areas declined with increased

32 instruction, suggesting the possibility of retroactive inhibition. Study results suggest that the use of levels of instruction, student performance goals, and feedback in instructor preparation, curriculum organization,

and instructional planning can influence to a greater extent than usually

is anticipated the amount of time necessary to teach a particular subject.

It must further be emphasized that without proper teacher preparation and

acceptance of the experimental concepts, regardless of the amount of previous teaching experience, the success of the instruction and of learning

achievement will be limited.

It would appear, therefore, that students will enter the aviation mechanic occupation with a broader bass of knowledge from which the retention effect would operate in proportion to the influence of time and use, when the instructional methods tested in this experiment aro implemented.

33 APPENDIX A

SAMPLE PAGES FROM INSTRUCTOR' S GUID11 TO AIRCRAFT HYDRAULICS

i INSTRUCTIONAL ANALYSIS

WIT Vs.2ps,Let n.LL.d.bmt512sa,_S&LS ete e

UNIT OBJECTIVES: 1) The atudont will be able to apply the

principles of hydraulics to the operation

of both open center and closed (regulated

pressure) hydraulic systems.

2) The student will be able to identify,

inspect, operationally check, remove,

replace, and repair components of maoter

brake systems, landing gear, and flap

systems.

3) The student will demonstrate his know-

ledge by diagramming and explaining the

operation of power brake systems, nose

gear steering, and boosted flight

control systems.

MATERIALS: 'Student Workbook in Aircraft Hydraulics"

MOTIVATION:

35 UNIT V

SEGMENT OBJECTIVE At 1) The student will be able to explain the

operation of an openecenter system and

compare the advantages and disadvantages

to a closed (regulated preosure) system,

either orally or in writing.

2) The student will be ebb to identify

open-center type selector valves and

filters, and he will check, remove and

replace, inspect, and service these

components in the system.

FRESEpTATI9N FEEMIE

1. Identify and describe 14 Tie student will diagram an open center (SA 1.) a. Open center electov system on controlled note sheet and

b. Operation of open. describe operation of the system.

center system a. That pressures exist in an open.

C. Discuss advantages/ center system when the pumps are

disadvantages operating and tha selector valve

is in a neutral position?

b. What pressures exist in the pressure

manifold of a closed system when the

pumps are operating and the selector

valve is in a neutral position?

c. What pressures exist in sti open.

center system when the pumps are

operating and the selector valve is

in a selected position?

36 UNIT V

d. When the actuator of an open-center

system reachesa the end of its travel,

what occurs?

What causes an opencenter selector

valve to move to a neutral position?

f. How is a selector valve in a closed

hydraulic system moed to a neutral

position?

g. Why is an accumulator unnecessary to

the operation of an opencenter system'

#2. Demonstrate procedure for #2. Student will operationally check an

inspecting and operation- opan center system and a closed system.

ally checking an open. a. What io the pressure in the system

center system and a closed before the pump(s) begins to operate?

system. (SA 2.) b. What As the pressure in the system

after the pump(e) is operating,

c. Why does the actuator in an opens

center system move so slowly after

1 the selector valve has been moved

to an "up" or "down" positiont

37 UNIT V

d. Describe why the pump produces a

varying level of sound during the

movement of the actuator.

e. What causes an open center selector

valve handle to return to its

neutral position?

03. Demonstrate procedure for 03. Student will adjust the handle release

adjusting an open - center pressure of a selector valve.

selector valve. (5A 3.) a. To what information would you refer

it. order to determine correct

"kick out" pressure?

b. If the time delay between the time

that the actuator reached full travel

and the handle. returned to nautical

was excessive, whet would be the

fault?

c. What problem would axiet if the

handle release pressure was adjusted

too low?

38 UNIT V

#4. Demonstrate procedure for 04. Student will remove and reinstall an

removal and reinstallation open-center selector valve in the system

of an open-center selector and service the filter:

valve and servicing of a. What procedure is necessary (with

filters. ($,A 4.) regard to system pressure) before

disconnecting lines to the selector?

b. Is a selector valve structurally

mounted in the airplane, or is it

supported by the hydraulic tubing?

c. What procedure is followed to avoid

loss of fluid and entrance of dirt

and contamination when removing the

selector wive?

d. If air is trapped in the alternating

lines from the selector to the actua-

tor, how is this air eliminated from

the system?

s. Why do some filters gpl incorporate

a "by-pass" relief valve?

f. Why are paper type filter elements

normally aiscarded and replaced with

new elements rather than being

cleaned?

go To what information would you refer

to determine the "service inspect

tion" period for replacement of a

39 UNIT V

porous paper hydraulic filter

element?

h. What could cause an external fluid

leak following replacement of a

filter element?

h0 UNIT V

SEGMENT OBJECTIVE B: 1) The student will diagram a master cylinder

brake system and be able to explain the

operation of the system.

2) He will identify master cylinders;

inspect, service, remove, install, and

replace "0" ring packings and/or seals;

and operationally check the system.

3) He will identify shoe type, expander

tube type, and disk type brakes and be

able to explain their operation. He

will inspect, service, adjust, and re-

place parts demonstrating "return to

flight" standards of workmanship.

PRESENTATION FEEDMCK

1. Master cylinder brake 1. Student will diagram a master cylinder

system (5B 1.) brake system on the controlled note

a. Describe operation sneet and describe in writing the

- master cylinder operation of the system:

wheel cylinder a. What purpose does a master cylinder

b, Discuss advantages/ serve in a brake system?

disadvantages by b. In order to provide differential

comparison with mechan- braking action to the left and right

ically actuated brakes brakes, how many master cylinders

will be required?

c. What advantages do individual brake

cylinders have in steering the air-

plane whileit-ii being taxied? UNIT V

d. If only one hand-operated master

cylinder is installed in the air-

plane, how can brake pressure be

supplied to both wheels?

e. Describe how you would apply and

release parkins orakos.

f. Compare Lydrsalically actuated and

mechanically actuated brakes'and

discuss the advantages and disad

vantages of each

g. Why do some master cylinder systems

have external reservoirs and other

master cylinders do not?

h. What is taa purpose of the threaded

adjustment at the piston rod of the

master cylinder?

i. Explain your understanding of the

term "compensating port."

j. What type of brake fluid 'should be

added to a master cylinder which

has pure rubber seals?

k. Soma airplanes incorporate e. parking

brake. Explain what happens if the

brakes are in "parking" position and

a temperature increase takes place

in the fluid of the brake system.

42 WIT V

1. What happens if there is a fluid leak

at the wheal brake cylinder?

m. What happens if there is en internal

leak in a master cylinier?

n. How could a master cylinder with an

internal leak be detected?

o, How can excessive brake clearance

affect the operation of a master

brake system?

2. Shoe type brake (5B 2.) 1. Identify by correct nomenclature all of

a, Nomenclature the following items:

b. Describe operation a, Torque plate or spider

c. Compare hydraulic b. Brake actuating cylinder

and mechanical actua- c. Bake shoes

tion d. Breke litings

d. Servo - action e. Anchor pin

» single f. Star adjusting wieel

duo g. Return springs

h. Eccentric cams

2. Explain how force is applied to the

brake shoes,

43 MIT V

3. Why are single-servo shoe type brakes

unsatisfactory as parking brakes?

What purpose do the return springs

serve?

5. Explain why a single-servo brake has

only one piston in the brake wheel

cylinder, Why doee a duo. servo brake

have two?

6. How do you distinguish between a primary

and secondary shoe of a brake?

7. If the return springs are of different

strength, which of the springs is

attached to the primary brake shoe?

8. What purpose do the eccentric cams serve

in a shoe type brake?

9. What the purpose of the star wheel

adjustmnt?

#3. Demonstrate the in- #1. Student will inspect a shoe type brake,

spection and adjust- and edjust to A; specified clearance:

ment of a shoe type a, What arc rome defects in the shoe

brake. (58 3.) type brake assembly that may cause

brake drag? 44 UNIT V

b. How can a small amount of grease or

oil be removed from thelining?

c. What damage will be done tothe brake

if pressure is applied whilethe

wheel is removed?

d. How do you identify a brakelining

that is glazed?

e. What action do you take if the

lining has become saturatedwith

grease and oil?

f. What material do you use toclean

the rubber seals and dust covers

of the brake cylinder?

g. What material do you use toclean

the metal perts of the brake?

h. What tool is used to check the

clearance between the brake drum

and the lining of the shoes?

i. Why shouldn't the wheel be rotated

with the feeler gage inserted'?

j. How could you detect an"out-of-

round" brake drum?

k. Why should a clearance recheckbe

made after the brake has been

applied?

45 UNIT V

4. Expander tube type brake (5B 4.) 1. Identify by correct nomenclature all

a. List nomenclature, of the items illustrated on the con-

b. Describe operation trolled note sketch sheet:

c. Explain why it cannot be a. Expander tube

mechanically actuated. b. Block segments

c. Brake frame

2. Why can't this brake be mechanically

actuated?

3. What happens if this type of brake ha$.

a stretched or swollen expander tube?

4. Why are all of the block segments

replaced at the same time rather than

replacing them one at a time?

5. How is the brake frame attached to

the strut or axle of the airplane?

6, How are the block segments anchored

to the brake frame?

7. What causes the block segments to

return following application of

hydraulic pressure inside the ex-

pander tube?

8. What featur=e of this brake prevents

extrusion of the expander tube between

the block segments?

9. Explain why there is no "servo"

action to En expander tube type brake,

46 APPENDIX B

SAMPLE PAGES FROM STUDS WORKBOOK IN AIRCRAFT HYDRAULICS

137 OPERATIONAL HYDRAULIC SYSTEMS

Section 5A

REA..Os VALVE.

PIMP C3

FILTER V 0 %ABLEEND ACT. C...qt. .

ACT. Vit.. BASIC OPEN CENTER SYSTEM

5A I. Identify and explain

a. Open center selector

b. Operation of open center system

c. Advantages and disadvantages

148 OPERATIONAL HYDRAULIC SYSTEMS

Section 5A (con

5A 2. Procedure for inspecting and operationallychecking an open center

system and a closed system.

5A 3. Procedure for adjusting an open centerselector valve.

5A 4. Procedure for removal and installationof an open center selector

valve and servicing of filters. HYDRAULIC SUD-SYSTEMS AND COMPONENTS

Section 50

53 1. Master cylinder brake system

-PRP FS'S OR Or

50 HYDRAULIC SUB-SYSTEMS AND COMPONENTS

Section 5B (cont.)

5B 1. Master cylinder brake system

a. Operation

1. Master cylinder

2. Wheel cylinder

3. Advantages and disadvantages

5B 2. Shoe type brake

a. Nomenclature

b. Operation

1. Hydraulic actuation

2. Mechanical actuation

c. Servo action

1. Single

2. Double

5B 3. Inspection and adjustment of a shoe type brake

51 HYDRAULIC SUB-SYSTEMS AND COMPONENTS

Section 58 (cont.)

5B 4. Expander tube type brake

a. Nomenclature

b. Operation

5B 5. Inspectio'n and adjustment of an expander tube brake

52 HYDRAULIC SUB-SYSTEMS AND COMPONENTS

Section 5B (cont.)

5B 6. Multiple disk brake

a. Nomenclature

b. Operation

58 7. Inspection and adjustment of a multiple disk brake

58 B. Single disk brake

a. Nomenclature

b. Operation

53 HYDRAULIC SUB-SYSTEMS AND COMPONENTS

Section 5B (cont.)

5B 9. Inspection and adjustment of a single disk brake

58 10. Operationally check, bleed, and service master brake systems

a. Gravity method

b. Pressure method

58 11. Procedure for assembly/disassembly of a master brake cylinder and

the replacement of seals

Sit HYDRAULIC SUB-SYSTEMS AND COMPONENTS Section 5C

POWER BRAKE. SYSTEM

RES. %ftems...004.

u.irteP

?AAA, SVS, ACt.tLM. ACCIAM.

0 1:4-8661.111.f.. Otilebrritfk0

Stkuatt.t

LIP T.

55 APPENDIX C

SCHOOLS AND INSTRUCTORS PARTICIPATING IN EXPERIMENT

School Instr-ctar

Aviation High School

East Coast Aero-Technical School j.

Embry-Riddle Aeronautical Institute I. Cherry

Emily Griffith Opportunity School A. Lagger

LeTourneau College J. C. Harder

Los Angeles Trade-Technical College P. Olennan

M)ody Bible Institute R. Rich

Northrop Institute of Technology R. Enslen

Oklahoma State University H. Evans

Pittsburgh Institute of Technology J. Shanahan

Purdue University E. Blatchley

Seattle Community College D. Nielols APPENDIX D

NATIONAL AWISORY COMMITTEE

B. B. Ashlock Training Director, Airwork Corporation, Millville, New Jersey

Nicholas Birta Principal, Aero Mechanics High School, Detroit, Michigan

J. E. Christopher General Aviation Specialist, Flight Standards Division, Federal Aviation Administration, Fort Worth, Texas

B. C. Draper Supervisor of Training, United Air Lines, Los Angeles, California

A. W. Elwell Supervisory Examination SneciaAst, Malntenance Technic:J. Standards Branch, Federal aviation Ad- ministration Aeronautical Center, Oklahoma City, Oklahoma

J. M. Fisher Vice President, Pittsburgh Institute of Aeronautics, Pittsburgh, Pennsylvania

C. B. Gregg Director, Technical Training and Qualifications, American Airlines, Tulsa, Oklahoma

R. H. Madeira President, Page Aircraft Maintenance, Dothan, AlaVama

H. A. P&. finer Service Manager, Vroman Aviation, Inc., Midland, Texas

H. B. Pickering Chief, Airmen and Schools Group, Maintenance Division, Federal Aviation Administration, Washington, D. C.

H. Rosen Assistant Director of Research, Office of Research, U. S. Department of Labor, Washington, D. C.

C. W. Schaffer Principal Maintenance Inspector, Federal Aviation Administration, West Mifflin, Pennsylvania

J. J. Tordoff Manager of Personnel Management, Unitt4 Air Lines, San Francisco, California

Anthony Vai Director of Aviation Maintenance Training, Northrop Institute of Technology, Inglewood, California

E. G. Willis Chairman, Southern Region 3epair Station :idvisory Council, Jacksonville, Florida

Frank Woehr Principal, Aviation High School, Long Island City, Nev York Phase III tional Study of the

AVIATION

MECHANICS

OCCUPATION Curriculum & Resurvey DAVID ALLEN, Principal Investigator WILLIAM K. BOWERS BERTRAM C. DRAPER RICHARD L. LANO JOHN M. MEYER

A. Cooperative Study between the Division-of Vocational Education, University of California, Los Angeles;' Bureau of IndustrialEducation, Calif4ia State D,Opartment of Education; and U.S. Office of Education 1970 Protect No. 5.0189

Vocational and Technical Education Contract 0E-6-85-043

A National Study of the

AVIATION MECHANICS OCCUPATION

Phase III

DAVID ALLEN,Principal Investigator

WILLIAM K. BOWERS BERTRAM C. DRAPER RICHARD L. LANO JOHN M. MEYER

A cooperative study between the Division of Vocational Education, University of California, Los Angeles; Bureau of Industrial Education, California State Depart ment of Education; and the U.S. Office of Education.

UNIVERSITY OF CALIFORNIA, LOS ANGELES August, 1970

The research reported herein was performed pursuant to a contract with the Office of Education, U.S. Department of Health, Education, and 'Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy.

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND 1iF.LFARE Office of Education Bureau of Research TABLE OF CONTENTS Page INTRODUCTION

PART I

CHAPTER ONE - General Curriculum Instructional Units 7 OUTLINE GENERAL CURRICULUM 9

Mathematics 17 Aircraft Drawings 22 Basic Physics 27 Basic Electricity 31 Fluid Lines and Fittings 58 Materials and Processes 62 Cleaning and Corrosion Control 77 Ground Operation and Servicing 83 Maintenance Publications 89 Mechanic Privileges and Limitations 94 Aircraft Weight and Balance 103

CHAPTER TWO - Airframe Curriculum Instructional Units 109 OUTLINE AIRFRAME CURRICULUM - PART I, STRUCTURES 111 Wood Structures 115 Fabric Covering 120 Aircraft Finishes 122 Sheet Metal Structures 126 Welding 149 Assembly and Rigging 157 Airframe Inspection 169 OUTLINE AIRFRAME CURRICULUM - PART II, AIRCRAFT SYSTEMS AND COMPONENTS 171 Aircraft Electrical Systems 177 Hydraulic and Pneumatic Power Systems 197 Aircraft Landing Gear Systems 210 Position and Warning Systems 222 Aircraft Instrument Systems 225 Aircraft Fuel Systems 228 Communication and Navigation Systems 234 Cabin Atmosphere Control Systems 238 Ice and Rain Control 245 Fire Protection Systems 247

CHAPTER THREE - Powerplant Curriculum Instructional Units 251 OUTLINE POWERPLANT CURRICULUM - PART 1, POWERPLANT THEMY AND MAINTENANCE 253 Reciprocating Engines 257 Turbine Engines 285 Engine Inspection 297

Hi OUTLINE POWERPLANT CURRICULUM PART II, POWERPLANT SYSTEMS AND COMPONENTS 299 Lubrication Systems 307 Engine Fuel Systems 318 Fuel Metering Systems 322 Induction Systems 337 Enging Cooling Systems 344 Engine Exhaust Systems 347 Ignition Systems 351 Engine Electrical Systems 363 Engine Instrument Systems 376 Engine Fire Protection Systems 382 Propellers 384

CHAPTER FOUR - Instructional TIme Allotment 391

PART I I CHAPTER FIVE - Part Two, Phase 3 of the National Study of tho Aviation Mechanics Occupation 429

APPENDIX A - Workshop Participants 485 APPENDIX B - Activities and Time Distribution 493 APPENDIX C - Industry Representatives' Presentations 495 APPENDIX D - Participating Companies - Part Two, Phase 3 499

iv INTRODUCTION

The National Study of the Aviation Mechanics Occupation had three distinct phases: Phase 1 identified a common core curriculum for the training of aviation mechanics: Phase 2 identified, through experimentalresearch, ways to implement the common core curriculum utilizing current instructional techniques; Phase 3 had two parts, Part One Involved 100 teachers from throughout the United States in curriculum development and In teacher training: and Part Two resurveyed 30 percent of the original companies studied in PLase I. The resurvey was conducted to update the common core curriculum and to test a method by which the Federal Avia- tion Administrition could continue to update the common core curriculum periodically with a minimum expenditure of funds. This report contains both the curriculum developed during Part One andthesurveyresults obtained during Part Two of Phase 3 of the study. Chapters I through IV contain the results of the instructor workshop activities and Part Two (Chapter V) contains the findings of the resurvey and the recommendations of the National Advisory Com- mittee. PART ONE The avalation mechanic plays a vital part in the air transportation industry of our nation. The natureofhis occupation requires that both initial training and subsequent in-service training provide h,;n with the skills and technical knowledge necessary to perform "return - toservice" work with the highest precision and efficiency possible. Technological advances within the aviation industry are occurring at an extremely rapid rate. These advances have created a need for additional aviation mechanics to maintain the sophisticated systems of modern aircraft. These technological advances have also wife it necessary to update the instructional program currently being used in most aviation maintenance technicianschools. Thus, there were two objectives for Part One, Phase 3 of the Aviation Mechanics Occupation study: 1. To develop an updated and innovative common core curriculum based on the findings of the National Study of the Aviation Mechanics Occupation and Rs subsequent experimental project in curriculum development (Phase 2), and to incorporate such material Into a specialized guide for instruction.

Title of schools changed from "mechanic schools" to "aviation maintenance technician schools" by the FAA In their rule - change for 14CFR Part 147, referred to in this report as "FAR147." 2. To provide teacher training for 100 teachers from Federal Aviation Administration certifiedaviationmaintenance technician schools in order to acquaint them with emerging technical aspects of aviation and modern practices of instruction. Ten two-week workshops were held at UCLA to achieve these two objectives. The first five workshops were concerned with the following areas of the avaiation mechanics curriculum respectively:(1) Airframe Structures,(2) Airframe Systems and Components, (3) Powerplant Theory and Maintenance, (4) Powerplant Systems and Components, and (5) General Aviation Skills. The second five workshops repeated the content of the first five. The participants of thefirst five workshops developed the initial curriculum materials; the participants of the second five workshops refined the materials so that only final editing by the research team was re coi red . The ten workshops provided an opportunity for interaction among the aviation mechanic teachers, technical advisors from the aviation industry, and members of the UCLA research team. Representatives from the FAA also participated in several of the workshops. Appendix A contains photographs of the participating teachers along with their names and schools; Appendix B contains a table displaying the workshop activities; and Appendix C contains the names of the industry representatives, their topics, and the companies they represented. There were three major activities during each of the workshops:(1) curriculum development by the participating aviation mechanic teachers, (2) presentation of technical information about current industry practices, and (3) description and discussion of neoteric instructional techniques and media. The presentations of instructional techniques and media were made by members cf the research team. The presentations were concerned with levels of instruction, student performance goals,student feedback systems, programmed instruction, multi-media instructionalmaterials, grading, and record keeping systems. Each participant received a packet of informational materials and procedural sheets about the various techniques and media discussed to help him develop and implement those techniques and media which would be most appropriate for use at his school. Due to the large variation among schools In both types of written materials presented and methods of integrating these materials into an Instructional program, It was decided to use the format zontained in this book AS a model for instructors and students throughout the United States. Modifications and adaptations can easily be made which conform to the unique characteristics of each school. The format includes levels of instruction, segments of instruction, segment 12ve1s, student performance goals, key points, feedback, activities, and checkup items. Although

2 the format is basically designed for the instructor's use, the performance goals, feedback activities for theory instruction, and checkup items for laboratory/shop activities can be incorporated into materials given to the student. Levels of instruction and characteristic test items for each level were thoroughly dis- cussedinPart One of the Study of the Aviation Mechanics Occupation. Basically, levels of instruction refers to the levels of proficiency at which each subject in the curriculum must be :aught. Specific skills and technical information are taught through purposeful instructional activities that are designed to help the student achieve the attainments required for successful employment. It has been found that a three-level structure is adequate in curriculum construction. The first level does not include development of manipulative skills and, therefore, requires no laboratory/shop work. This level focuses on recognition of previously learned facts and the ability to follow directions, The student must attain sufficient knowledge of relationships and associated principles to utilize the information in meaningful, job-like situations. Instruction at level 2 is concerne'eith the successful recall of previously learned material. The student's ability is developed to the degree that he can interpret diagrams, drawings, blueprints, tables, information in manuals, etc. The use of tools and the skills developed at this level are learned correctly: however, there is limited time devoted to skill practice. Thus, additional instruction and practice are required for the skills to become transferable. The third level focuses on thestudent'sabilityto abstract and synthesize material so that he can recognize common factorswithin a complex problem and draw upon many sources and types of information to formulate itssolution. At this level, technical knowledge and skills are learned in sufficient breadth and depth for the student to transfer earlier learning to new sets of circumstances. The skills learned in the laboratory/shop at this level are performed efficiently and smoothly. The amount of time devoted to practice must be sufficient to provide a base for transfer of learning so that when the student is employed, he can perform productively with a minimum of additional training. Section 1 of this book contains the curriculum content that was developed as a result of the ten workshops. Every attempt was made to follow the definitions in Appendix A of FAR 147. However, in a few cases it was felt that in order to better present the instructional content, a deviation from the previous definition was necessary. There are three major curriculum divisions:General (aviation skills and technical information common to both the airframe and the powerplant license), Chapter 1; Airframe, Chapter 11; and Powerplant, Chapter The Airframe Curriculum is furtherdividedintoAirframe

3 Structures and Airframe Systems and Components, and the Powerplant Curriculumis divided into Powerplant Theory and Maintenance and Powerplant Systemsand Components. Each of the five divisions has its own series of instructional units. Each unit titleis preceded by a number printed in bold type and is followed by an instructional levelnumber. This level number indicates the highest level of instruction designated for one or more of the segmentswithin the instructional unit. Immediately under each instructional unit is a suggested apportionmentof time. The abbreviations are as follows:total estimated instructional time is shown as EIT; of thistotal time, the portion alloted to theory is shown as T and the portion alloted tolaboratory/shop is shown as L/S. Following the suggested time statement is a statementindicating the number of segments included in the unit. Each of the instructional units is subdivided into a number of segmentsof instruction which ate denoted by capital letters. These segments are completeentities in themselves and each has its own level, which is either identical to or less than the instructional unitlevel. Following each segment title with its level number is the most significantstatement given concerning instructional content:the Student Performance Goal. The student performancegoal describes the learning attainment that the instructor should expect from thestudent as an out- come of instruction. It does not state the purposes orobjectives of the instructor's own teaching, but rather, identifies what technical knowledge and skill changes are expected totake place in the performance of the student as a result of the instruction provided forin the segment. The student performance goals were established to ,:oincide with thelevels of instruction which were determined by the findings and recommendations of Part I of this study and asstated in FAR 147. The instructional activities, the depth of various feedback activities,the degree of anticipated skill attainment in the laboratory/shop, and the degree of difficultyfor written, oral, and performance examinations are directly rc.ated to the stated level ofinstruction and the student performance goal for the segment of instruction. The student performance goal Itself is made up of three major elements:the task the student will perform, how he will perform it, and the minimum standard oflearning attainment that should be expected. These three elements are listed under the followingthree headings in the following sequence:Given, Performance, and Standard.*It should be noted that in some

* It was found that presenting the student performance goal in its three component pars (given, performance, and standard) as opposed to presenting it in the usual paragraph statement, facilitated both construction of the goal and its clear communication tothe reader.

4 cases not all students will attain the stated minimum standard; in others,many students will exceed the statAnrd. Therefore, it is imperative that theteacher maintain a sufficient record of each student's learning patterns to make appropriate judgments concerningadditional learning experiences that would help the student become successfully employed in the aviationindustry. Each student performance goal is followed by two columns: the left-hand columnis headed Key Points and the right-hand column is headed Feedback. The key point column containsa series of short statements that are to be used as memory joggers by the instructor in planning hisinstruction. No attempt is made to tell an instructor how to plan or present his lesson, ratherthecolumn suggests general areas to be covered if student performance goals and feedback items are to be achieved. The feedback column provides a suggested list of problems, questions, and discussion points that can be used during instruction to help identify how well the student has grasped the material presented. The instructor should extend this list by adding items from his own repertoire. Segments with a level of 2 or 3 will also have a double column containing laboratory/shop activities and checkup items for these activities. The laboratory/shop column is listed on the left-hand side below the key points column and the checkup column is found below the feedback column on the right-hand side. The activities and suggested laboratory/shop experiencesare appropriate for meeting the student performance goal. The checkup items are questionsto assist the instructor in determining how well the student has performed the activity. Chapter IV is concerned Kith the suggested instructional time for each of the segments presented in Chapters I through Ili. The suggested times are estimates developed by the participants from the last five workshops. The suggestions for time assignments were derived in small independent groups. However, when suggestions were compared, only very minor discrepancies between the estimations of the various groups were found. Because of this apparent consensus,the recommended time allotments for each of the segments may be considered reasonable and appropriate. Two suggested time allotment systems are discussed in detail in Chapter IV. These are the Sequential and the Repetitive systems. The total instructional time for each of the curriculum areas is within the time frame established for the curriculum areas in FAR 197.

PART TWO Phase 1of the National Study of the Aviation Mechanics Occupation provided the detailed and timely information needed to bring the curriculum up to 1966 requirements. There was

5 c oncern at the time that the instructional standards might remain fixed at this point instead of moving ahead with the aviation industry.Thus, the two objectives of Part Two, Phase 3, of the study were designed to assist in keeping the curriculum current with the aviation industry's requirements, These objectives were 1. To identify changes within the industry subsequent to the original study (Phase 1 of the National Study of the Aviation Mechanics Occupation). 2. To determine the reliability of an industry "spot-check" as a means of identifying occupational change, once the occupational requirements had been inventoried and analyzed. The techniques used in Part Two, Phase 3, were similar to those used in Phase 1. The Part Two, Phase 3 findings, the National Advisory Committee's recommendations, and the resulting levels of instruction are found in this section, It should be stressed that these findings and recommendations occurred after the levels in FAR 197 were established and should not be used until level changes are made by the Federal Aviation Administration,Part Two, Phase 3 may be used to project trends in the aviation industry. Many individuals have made a considerable effort and contribution to the development of the curriculum content in Part One and to the presentation of data and recommendations found in Part Two of this publication. The success of any undertaking is dependent upon the many individuals who contribute to the total effort. The research team was fortunate to have so many competent and willing participants contribute to this effort. The principal investigator for the study was also fortunate to have a capable and dedicated research team that went beyond the normal expectations of itsjob.Itis hoped that this publication will provide assistance and guidance to the many fine aviation maintenance technician schools in our nation as they plan and redirect their curriculums.

David Allen Principal Investigator 1970

6 PART ONE CHAPTER I GENERAL CURRICULUM INSTRUCTIONAL UNITS

The General Curriculum instructional units consist of those subjects that are common to both the airframe and the powerplant license. These units should not be confused with general education subjects that are found in many school curriculums. Rather, the General Curriculum units are specific aviation technical subjects and manipulative skills that a:e necessary for becoming a licensed aviation mechanic. The sequence of instructional units outlined in this report may be rearranged to more adequately meet the requirements of a particular school. In a number of schools, the General Curriculum subjects will probably be integrated with the Airframe and/or Powerplant Cur- riculums. Regardless of how a school revises the sequence of instru,aonal units, the indivicual segments under each of the units should remain with the unit if maximum instructional impact is to be achieved. Total time alloted for this section by FAR 147 is 400 hours. The curriculum as shown in this publication provides for 395 hours of instruction. The additional five hours may be used for review, additional practice, rnd/or examinations. Schools having different instructors teaching each of the various aviation curriculums should make certain that these curriculums form a coordinated, well-organized instructional program.Itis critical that the General Curriculum subjects and the practical activities are representative of the aviation industry and are not an insertion of some existing school course that is vaguely related, As in the case of the Airframe and Powerplant Curriculums, the time lag between technical instruction and laboratory/shop instruction must be kept to a minimum, Preceding the General Curriculum instructional units in this chapter is an outline of the instructional units and their segments. The estimated time allotted for each instructional unit isalso provided. Schools may make assignments for each instructional unit that are more appropriate for their requirements. It is permissible to provide time for the General Curriculum instructionalunitsin excess ofthe FAR 147 requirements; however, this time should not exceed 400 hours nor should hours be exceeded in some units by reducing hours in other units. The estimatedinstructional hours should besufficient to permit the student to attain the technical knowledge and manipulative skills specified by FAR 147. There are no general non-related subjects included in the ensuing General Curriculum instructional units.Every effort was made to remove unnecessary duplication of instructional

7 content among the General, Airframe, and Powerplant Curriculums. The levels of instruction are consistent with FAR 147 and the student's attainment of these levels should be the prime concern of each instructor. The instructor should make every effort to assist each student in achieving the skills identified by the level. Since the instructional goals areidentified,either overinstruction or underinstruction of a particular unit should be at a minimum.

8 OUTLINE GENERAL CURRICULUM

Instructional Units, Segments and Estimated Instructional Time

MATHEMATICS I,EXTRACT ROOTS AND RAISE NUMBER TO A GIVEN POWER.- Level 1 3.0 hrs.

A. Recognize and apply formulas involving the power of a number. - Level 1

2, DETERMINE AREAS AND VOLUMES OF VARIOUS GEO- METRICAL SHAPES. - Level 2 6.0 hrs.

A. Apply formulas te. Jetermine areas and volumes. - Level 2

B. Compute wing area. - Level 2

C. Calculate volume of baggage compartments and fuel tanks.- Level 2

D. Compute piston displacement. - Level 2

3. SOLVE RATIO, PROPORTION, AND PERCENTAGE PROBLEMS.- Level 3 5.0 hrs.

A. Convert fractional numbers to decimal equivalents, - Level 3

B. Determine ratio and percentage of numbers. - Level 3

C. Compute compression ratio. - Level 3 4. PERFORM ALGEBRAIC OPERATIONS INVOLVING ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION OF POSITIVE AND NEGATIVE NUMBERS. - Level 3 6.0 hrs.

A.Add, subtract, multiply and divide positive and negative numbers. - Level 3 Estimated Instructional Time 20.0 hrs.

AIRCRAFT DRAWINGS

5. USE DRAWINGS, SYMBOLS AND SCHEMATIC DIAGRAMS. - Level 2 14.0 hrs.

A. Identify lines and symbols. - Level 2

B. Interpret dimensions. - Level 2 C.Interpret electrical system drawings. - Level 2

D. Use installation diagrams and schematics. - Level

6. DRAW SKETCHES OF REPAIRS AND ALTERATIONS, - Level 3 10.0 hrs.

A.Make sketches. - Level 3

7. USE BLUEPRINT INFORMATION. - Level 3 11.0 hrs.

A.Read and interpret drawings. - Level 3

B.Interpret installation diagrams, - Level 3 8. USE GRAPHS AND CHARTS. - Level 3 3.0 hrs. A. Use manufacturer's charts and graphs. - Level 3 Estimated Instructional Time 38.0 hrs.

9 BASIC PHYSICS 9. USE THE PRINCIPLES OF SIMPLE MACHINES:SOUND, FLUID AND HEAT DYNAMICS. - Level 2 8.0 hrs.

A. Relationship of temperature and heat. - Level 2

B. Relationships between pressure, temperature and volume of air mass. Level 1

C. Factors effecting air pressure on an airfoil. - Level 1

D. Physical factors effecting engine output power. - Level 2 E.Relationship between pressure, area and force. Level 1 F.The inclined plane, the level and the pulley. Level 1

G.Origin of sound. - Level 1

H. Centrifugal/centripetal force. Level 2 Estimated Instructional Time . 8.0 hre. BASIC ELECTRICITY 10. DETERMINE THE RELATIONSHIP OF VOLTAGE, CURRENT, AND RESISTANCE IN ELECTRICAL CIRCUITS. - Level 3 26.5 hrs.

A. Calculate current. - Level 3

B. Calculate voltage drop. - Level 3

C. Determine current carrying capacity of wire. - Level

D. Calculate electrical power. - Level 3 E.Measure current flow in a parallel electrical circuit. - Level 3 F.Demonstrate characteristics of magnetism. - Level 3

G. Electromagnetic induction. - Level 1 11. MEASURE VOLTAGE, CURRENT, RESISTANCE, CONTINUITY AND LEAKAGE. - Level 3 7.0 hrs.

A. Meaning of electrical quantity prefixes. - Level 2

B.Use DC electrical instruments. - Level 3 C.Connect voltmeters and ammeters. - Level 3

D. Use a voltohmmeter. - Level 3 E,Use ohmmeter and/or test light for open or short circuits.- Level 3 F.Detect electrical leakage. - Level 2

G.Measure AC voltages. - Level 3 12. MEASURE CAPACITANCE AND INDUCTANCE. - Level 1 4.0 hrs.

A. Capacitance, inductance and impedance. - Level 1 B.Measure capacitance in aircraft applications. - Level 1

10 13. CALCULATE AND MEASURE ELECTRICAL POWER. - Level 2 2.0 hrs.

A.Determine aircraft electrical power requirements. - Level 2 14. READ AND INTERPRET ELECTRICAL CIRCUIT DIAGRAMS. - Level 3 6.0 hrs.

A. Identify commonly used aircraft electrical and electronic symbols. - Level 3

B. Trace circuits with aircraft wiring diagrams. - Level 3 C.Electronic symbols and schematics in aircraft use. - Level 1

D.Identify electrical malfunctions by reference to circuit diagrams. - Level 2 15. INSPECT AND SERVICE BATTERIES. - Level 3 10.0 hrs.

A.Principles of battery construction and operation. - Level 2 B.Characteristics of aircraft storage batteries. - Level 1 C.Inspect and recharge aircraft storage batteries. - Level 3

D. Perform removal, installation and compartment maintenance for aircraft batteries. - Level 3 16. OVERHAUL AIRCRAFT ELECTRICAL COMPONENTS. - Level 2 23.0 hrs.

A.Basic operating principles and internal circuits 'A aircraft DC generators. - Level 1 B.Locate and use overhaul in;ormation for aircraft generator repair. - Level 2 C.Inspect and overhaul aircraft DC generator and motor. - Level 2

D.Methods used to protect armature shafts from overload. - Level 1 E.Design factors and control methods for aircraft AC generators. - Level 1 F.Characteristics and operating principles of aircraft electric motors, - Level 1

G.Check operation of a reversible motor and adjust limit Fwltches. - Level 2 Estimated Instructional Time 78 5 hrs. FLUID LINES AND FITTINGS 17. FABRICATE AND INSTALL RIGID AND FLEXIBLE FLUID LINES AND FITTINGS. - Level 3 25.0 hrs.

A. Bend aluminum and stainless steel tubing. - Level 3 B.Perform beading of tubing. - Level 3 C.Fabricate flares on tubing. - Level 3

D. Fabricate and install flexible hoses. - Level 3 E.Recognize defects in metal tubing. - Level 3

1I F. Install a section 4 tubing. - Level 3 Estimated InstructionalTime 25.0 hrs. MATERIALS AND PROCESSES 18.PERFORM PRECISION MEASUREMENTS, - Level 3 12.0 hrs.

A. Inspect aircraft components for wear. - Level 3

19.IDENTIFY AND SELECT AIRCRAFT HARDWARE AND MATERIALS. - Level 3 38.0 hrs.

A, Identify and install aircraft bolts. - Level 3

B. Identify aluminum alloys. - Level 3

C.Identify steel alloys, - Level 3

D. Recognition of economic and engineering criteria in selection of aircraft materials. - Level 1

E.Identify rivets by physical characteristics. - Level 3 F.Identify materials used in aircraft firewalls and exhaust shrouds. - Level 2

G, Determine suitability of materials for aircraft repairs. - Level 2

H, Identify aircraft control cable. - Level 3 20.PERFORM BASIC HEAT-TREATING PROCESSES, - Level 2 6.0 hrs.

A. Effects of heat treatment. - Level

B. Identify aluminum alloy code designation of heat - treatability. - Level 2 C.Heat treatment processes and strain relieving. - Level 1

D. Anneal copper and steel parts. - Level 2

21.PERFORM PENETRANT, CHEMICAL ETCHING, AND MAGNETIC PARTICLE INSPECTIONS. - Level 2 12.5 hrs.

A. Perform dye penetrant inspection. - Level 2

B. Perform magnetic particle inspection. - Level 2

C.Perform inspections of welded assemblies, - Level 2

D. Perform tests to distinguish between heat treatable and weldable aluminum alloys. - Level 2 22.INSPECT AND CHECK WELDS. - Level 3 5.0 hrs.

A. Inspect and evaluate welds, - Level 3

23.IDENTIFY AND SELECT APPROPRIATE NON-DESTRUCTIVE TESTING METHODS. - Level 1 7.0 hrs.

A. Aircraft uses for non-destructive testing. - Level 1 Estimated Instructional Time 80.5 brs.

12 CLEANING AND CORROSION CONTROL 24, IDENTIFY AND SELECT CLEANING MATERIALS, - Level 3 12.0 hrs. A. Identify caustic cleaners. - Level 3

B. Identify cleaning agents for aircraft engine parts. - Level 3 25. PERFORM AIRCRAFT CLEANING AND CORROSION CONTROL. - Level 3 26.0 hrs.

A. Clean exterior of aircraft. - Level 3 B.identify corrosion, - Level 3 C.Remove corrosion. - Level 3

D. Apply protective coatings. - Lev^1 3 E.Remove rust. - Le 'el 3 F Clean rubber products. - Level 3 Estimated Instructional Tame 38.0 hrs.

GROUND OPERATION AND SERVICING 26. IDENTIFY AND SELECT FUELS. - Level 2 4.0 hrs.

A.Identify aircraft fuelo. - Level 2 27, START, GROUND OPERATE, MOVE, SERVICE AND SECURE AIRCRAFT. - I Orel 2 hrs.

A.Use fueling equipment. - Level 2

B. Start and operate aircraft engines. - Level 2 C.React to fire in induction system. - Level 2

D. Connect and operate an external hydraulic power source. - Level 2 E.Direct the movement of aircraft. - Level 2 F.Prepare an aircraft for outside storage. - Level 2 Estimated lnstructilnal Time 30 0 hrs.

MAINTENANCE PUBLICATIONS 28. SELECT AND UST: FAA AND MANFACTURER'S AIRCRAFT MAINTENANCE SPECIFICATIONS, DATA SHEETS, MANUALS, PUBLICATIONS AND RELATED FEDERAL AVIATION REGULATIONS. - Level 3 13.0 hrs. A.Locate reference data. - Level 3

B.Use information from the aircraft specifications. - Level 3

C.Use information from the manufacturer's manuals to verify control surface travel. - Level 3

D. Identify and relate regulations governing airworthiness certificates, - Level 3 E.Select and use technical standard orders. - Level 3

13 F.Use manufacturer's manuals and other publications. - Level 3 G.Select and use supplementary type certificates and airworthiness directives, - Level 3 29. READ TECHNICAL DATA - Level 3 6.0 hrs. A. Read, understand and relate technical information, - Level 3 Estimated Instructional Time 19 0 hrs. MECHANIC PRIVILEGES AND LIMITATIONS 30, EXERCISE MECHANIC PRIVILEGES WITHIN THE LIMITATIONS PRESCRIBED BY FAR 65. - Level 3 5.0 hrs. A.Interpret FAR 65. - Level 1 B,Classify aircraft repairs. - Level 3 Interpret regulations governing repairs and alterations. - Level 3 D. Interpret repair station regulations. - Level 1 E.Recognize legal and ethical responsibilities. - Level I Estimated Instructional Time 5 0 hrs. MAINTENANCE FORMS AND RECORDS

31, WRITE DESCRIPTION OF AIFV:RAFT CONDITIONAND WORK PERFORMED, - Level 3 5,0 hrs. A.Inspect an aircraft and prepare a condition report. - Level 3 B.Write a description of major/minor repairs and routine maintenance. 32. COMPLETE REQUIRED MAINTENANCE FORMS, RECORDS, AND INSPECTION REPORTS. - Level 3 8,0 hrs. A.MF.Ice maintenance record entries. - Level 3 B. Use inspection guides. - Level 3 C.Evaluate aircraft records for compliance with Federal Air Regulations. - Level 3 Estimated Instructional Time 13 0 hrs. WEIGHT AND BALANCE

33, WEIGH AIRCRAFT. - Level 2 13.0 hrs. A.Locate, interpret and apply weight and balance information.- Level 2 34, PERFORM COMPLETE WEIGHT AND BALANCE CHECKAND RECORD DATA. - Level 3 27.0 hrs. A.Solve weight and balance problems. - Level 3 B.Compute forward and aft loaded center of gravity. - Level 3 C.Compute effect of equipment changes and loading schedules.- Level 3

14 D.Compute weight a:Li '1*h:ince on a helicopter. - Level 3 E.Examine weight and balance records. - Level 2 Estimated Instructional Time 40 0 hrs.

Total Estimated Instructional Time ....395.0 hrs. Additional Practice and/or Examinations 5 0 hrs.

Grand Total for General Curriculum .... 400.0 hrs.

IS MATHEMATICS

1. EXTRACT ROOTS AND RAISE NUMBERS TO A Extracting square root ',Discuss the procedure for GIVEN POWER. (E1T = 3 hrs., T = 3 hrs., L/S = by mathematics. solving square root. 0 hrs.)1 segment What does reciprocal mean (UNIT LEVEL Si and how is it used with a square root table? RECOGNIZE AND APPLY FORMULAS INVOLVING .How is a number divided THE POWER OF A NUMBER. prior to having its square (SEGMENT A, LEVEL root extracted mathematically? allow is an extracted square Student Performance Goal root checked for accuracy?

Given: Ten mathematical formulas that involve numbers 2. DETERMINE AREAS AND VOLUMES OF VARIOUS raised to powers (AREA = 11 R2, etc.) and an appro- GEOMETRICAL SHAPES. (E1T = 6 hrs., T = 4 priate mathematics text or information sheet. L/S = 2 hrs.) 4 segments (UNIT LEVEL 2) Performance: The student will recognize formulas that contain APPLY FORMULAS TO DETERMINE AREAS AND exponents. Using the reference information as a VOLUMES. guide, he will solve five problems requiring the ap (SEGMENT A, LEVEL 2) plication of the formulas. Student Performance Goal Standard: The student will apply the correct formula. Solution Given: of problems will demonstrate arithmetic accuracy to Formulas and information sheets containing dimen- a two-place decimal. sioned drawings of rectangles, squares, &angles, trapezoids, circles, cylinders, cones, cubes, tc. Key Points Feedback Performance: Squaring and cubing Describe two examples of The student will apply the correct formula and de- whole numbers. work situations that would termine the area and/or volume of ten different geo- (A2 # 132= C 2, etc.) require the squaring of a metrical shapes. number. What would be meant if a Standard: technical report described The formula selected will be the correct formula. 'the square of velocity"? The arithmetic solution of the problem will be ac Squaring and cubing elf a decimal value is rutate to a two-place decimal. decimals (.022) etc. "squared," will the resultant be greater or 1.ess than Key Points Feedback the original value) elf a whole number is raised Area formulas. *Describe a circumstance in to a power of two, will the which a mechanic would be product have a greater value expected to compute al-oa. or a value less than the oti *Explain why the included an- ginal number? gles of a triangle ate not relat Squaring and cubing elf a fraction is cubed, will in the calculation of area. fractions (% 21 etc. the product have a value *What is meant by the excites. greater or less than the ori sion't1" in the formula forC1 ginal fraction? culating the area of a circle? Extracting square rootDescribe some work situx *Explain how the formulas ma from a table. tions in which a mechanic be applied to the calculation would be required to extract of area of a square, tertangl. square root. or parallelogram. *Describe the parts of the *that features identify a Ira square root table and how pezoid? then computing ate they relate. could a trapezoid be divided that precautions should be into equivalent geometrical taken in older to use the shapes? square root table accurately? 17 Volume formulas. Describe the circumstances What measurements would be under which a mechanic will necessary in order to calcu- compute volumes. late the area of a flap or an What features permit the aileron? identification of a cone and Explain the aerodynamic a cylinder? effect of flaps, slats, slots ()What procedures could be and other high lift devices followed to determine the upon the calculation of wing volume of a fuel tank: An area. irregularly shaped reservoir? 'What effect does sweepback have on wing area? Art Check Items Did the student: Acrivities Check Items Did the student: Apply the correct for- Select the correct formula? mulas and solve ten Achieve desired mathe- Apply formulas and 'Select and apply the correct problems. matical accuracy? compute total area for formula? two wings illustrated Achieve desired arithmetic on information sheet. accuracy? COMPUTE WING AREA. (SEGMENT 9, LEVEL 2) CALCULATE VOLUME OF BAGGAGE COMPART- Student Performance Goal MENTS AND FUEL TANKS. (SEGMENT C, LEVEL 2) Given: An information sheet illustrating the shapes and Student Performance Goal dimensions of two aircraft wings and the formulas for determining the area of various geometrical Given: shapes. Formulas for determining the volume of various geometrical shapes and an information sheet c,mtaining Performance: dimensioned drawings for an aircraft baggage com- The student will apply the correct formula and partment and an aircraft fuel tank. compute the total wing area. Performance: *Standatd: The student will select and apply the correct formula The student will select and apply the correct foe and compute the volume of the baggage compartment mulas. Computation of total wing area will be ac- and fuel tank. curate to the neatest square foot. Standard: Key Points Feedback The student will select and apply the formulas without ettot. Computation of volumes will be accurate Dimensioning of wings. Why ate wings dimensioned to the nearest cubic foot and/or U.S. galion. in inches but wing areas are expressed in square feet? Key Points Feedback How does a mechanic convert square inches to square Units of measurement Why would t)'e dimensions of feet? applicable to volumes, a cargo or baggage compatt elf the cord dimension of the merit be measured in inches wing toot is known and the but the capacity of the com- chord dimension of the wing partment be expressed in tip is specified, how may a cubic feet? mechanic determine the mean What unit of measurement chord? would describe the volume of Applying area formulas Explain why the area of the the main cabin? (i.e.. cubic to wing planfotms. ailerons and flaps nwy ot feet of cubic inches?) may riot be included in the ',What unit of measrement is total wing area. used to describe the output of a pump? A ventillation fi

18 What volumetric unit of Cylinder dimensions. Why is the bore and stroke measurement is used to de- of an engine rarely an even scribe the capacity of a dimension of an inch? (i.e., fuel tank? bore .L 4, :25 inches; stroke Conversion of volume How does a mechanic con- = 4.6R5 inches.) to standard units of vert cubic inches into cubic Wat unit of measurement is measurement. feet? used to express the dimen- If a computation of volume sion of a cylinder? results in an answer expressed Why isn't the displacement in cubic inches, how is this of an engine expressed in answer converted to U.S. cubic feet? gallons? Activities Check Items Activities Check hems Did the student: Did the student: Compute displacementCorrectly apply the for- Compute volume of a Select and apply the correct of an engine. mula? baggage compartment. formulas? Achieve desired arithmetic Compute volume of a Achieve desired arithmetic accuracy? fuel tank and express accuracy? volume in U.S. gallons. 3. SOLVE RATIO, PROPORTION, AND PERCENT. AGE PROBLEMS. (EIT = 5 hrs., T = 3 hrs., L/S COMPUTE PISTON DISPLACEMENT. = 2 hrs.) 3 segments (SEGMENT 0, LEVEL 2) (UNIT LEVEL 3)

Student Performance Goal CONVERT FRACTIONAL NUMBERS TO DECBIAL EQUIVALENTS. Given: (SEGMENT A, LEVEL 3) The formula for computing the volume of cylinders and information specifying the bore, stroke and Student Performance Goal number of cylinders on a typical aircraft engine. Given: Performance: An information sheet, illustrating a scale of each The student will compute the piston displacement 1/32 inch graduation, from 1/32 inch to one inch. of the engine. Performance: Standard: The student will, without reference to charts or Tne computed displacement -%f the ergine will be other aids, arithmetically convert 10 fraction scale av:urate to one cubic inch. graduations to a decimal equivalent.

key Points Feedback Standard: Each decimal equivalent will be accurate to three Definition of bore, ally do some engine nom- places (thousandths). stroke and number of facturers use the engine cylinders. displacement as a part of key Points Feedback the engine model designa tions? (i.e., Wright 1820, Conversion of fractionsMy are dimensions appear Continental 0-470, etc.) to decimals and vice ing on older aircraft draw. Explain why the displace- versa. ings expressed as fractional ment as indicated by the measurements? model designation may not sthy are precision partsUM cac.1) equal the computed ly dimensioned by decimal engine displacement. measurements? allow is the number of cylinders thy must a mechanic be abl related to the displacement to convert fractions to deci of an engine? mats and vice versa?

19 What arithmetic procedure Percentage of num- If an engine rated at 1000 is necessary in order to add, bers. horsepower is operating at subtract, multiply, and di- 825 horsepower, what is the vide fractional and decimal percentage of power being values? developed? What aids generally are e lf an engine is to be operated used by a mechanic in order at 70 percent power and it is to convert fractional num- rated for 230 horsepower, how bets to decimal numbers? much power is developed due. 'What is meant by the term, ing normal operation? accurate to two-decimal e lf a maximum take-off weight places? exceeds the maximum landing weight by 105%, how could a Actirities Check Items mechanic determine the maxi Did the student: mum authorized landing weight? An airplane with a total use- Convert each 1/32 Achieve the desired ac- able fuel supply of 130 gal- inch graduation to a curacy? lons consumes 23 gallons decimal equivalent. Recognize that each deci- per hour at cruise power. mal value was a multiple What percentage of the total of the base .03125 available fuel is consumed per hour? elf a streamlined body has a DETERMLNE RATIO AND PERCENTAGE OF NUM- fineness ratio of five, what BERS. is the percentage of width (SEGMENT 8, LEVEL 3) to length?

Student Performance Goal COMPUTE COMPRESSION RATIO. Given: (SEGMENT C, LEVEL 3) An information sheet displaying three dimensioned diagrams or drawings of wing aspect ratio, fine- Student Performance Goal ness ratio of streamlined shapes, major and minor axes of an ellipse, etc. Given: A sketch or drawing of a cylinder and piston assem'oli Performance: with stated volumes of the cylinder when the piston The student will determine the ratio of one number is at bottom center and at top center. or dimension to the other. When expressed as a ratio, he will determine the percentage that one Performance: number is of the other. The student will determine the compression ratio of the cylinder. Standard: The student will determine the ratios and percent Standard: ages of the dimension for two of the illusttations The compression ratio will be computed to an ac on the information sheet. The determination of curacy of one decimal place. percentages will be accurate to a three -place decimal. Key P9ints l'eedhark

Key Points reedbark Compression ratio. llhy is it necessary for a mechanic to know the t ohm( Ratio of numlts. ln what sequence or order of the cylinder with the piston is a ratio of two numbers at KW and TDC in otder to expressed? determine a compression snow does a ratio relate to ratio? proportion? (i.e., Elm is Asratio is a relation be- the difference uetween an tween two numbers, what aspect ratio of 8 and an factors indicate which num- expression 1:8?) ber will be regarded as the divisor?

20 "If a ratio invokes frac- Algebraic signifi- With reference to a weight tional numbers, why are cance of signed num- and balance comptation, they reduced to a common bers. why does the multiplica- denominator? tion of a minus weight times a minus arm result Activities Check (terns En a plus moment? Did the student: 'Why does the multiplication of a minus times a plus Determine compres- 'Achieve desired accuracy result in a minus? sion ratio from speci- in computation? "When differently signed fied volumes. numbers are added, what sign is given to the sum? "When plus and minus num- 4. PERFORM ALGEBRAIC OPERATIONS INVOLV bers are subtracted, what ING ADDITION, SUBTRACTION, MULTIPLICA procedure must be followedi TION AND DIVISION OF POSITIVE AND NEGA. TIVE NUMBERS. (EIT = 6 hrs., T = 3 hrs., L/S Activities Check Items = 3 hrs.)1 segment Did the student: (UNIT LEVEL 3) ADD, SUBTRACT, MULTIPLY AND DIVIDE POSI- Solve twenty problemsa Correctly assign values to TIVE AND NEGATIVE NUMBERS. requiting the addition, the diagram? (SEGMENT A, LEVEL 3) subtraction, multiplica-Achieve desired accuracy? tion and division of Student Performance Goal signed numbers.

Given: Information sheets containing dimensioned weight and balance diagrams, illustrating datum, mainwheel, nose/tail wheel, and center of gravity posi tions and moment arms.

Performance: The student will algebraically label each of the dimensions with a plus or minus sign. He will solve twenty problems involving addition, subtraction, multiplication and division of these signed numbers.

Standard: Labeling and computations will be without woe.

Key Points Fere/hack

Signed (1. & ). "Describe a condition in which signed numbers are used to express temperature? allow might signed numbers be used to oarless eleva- tions above and below sca level' 'Illustrate how signed numbers are used to indicate positions relative to a datum in weight and balance diagrams. 'Illustrate how signed numbers could indicate the installation and removal of weights in weight and balance computations.

21 AIRCRAFT DRAWINGS

S. USE DRAWINGS, SYMBOLS, AND SCHEMATIC allow would a mechanic DIAGRAMS.(EIT = 14 hrs., T = 7 hrs., L/S recognize a section line and 7 hrs.)4segments the associated auxiliary or (UNIT LEVEL 2) "sectioned" view? *What is the purpose of a IDENTIFY LINES AND SYMBOLS. 'break" (SEGMENT A, LEVEL 2) * What symbol is commonly used to identify a section Student Performance Goal or auxiliary view if there is more than one auxiliaty view Given: presented on the drawing? Reference information that illustrates and describes outline, hidden, phantom, section, center and dimen Activities Cbeck Items sion lines and copies of typical aircraft detail and Did the student: assembly drawings. Recognize and identify*Correctly identify each kind Performance: lines and symbols on of line and symbol and re The student will recognize and idertify each kind drawings. late them to surfaces and of line as it appears in the drawing:;. He will in details of the part? tcrpret the meaning of the lines as they relate to * Use correct nomenclature surfaces and details of the part represented by the as part of the explanation? drawing. Recognize the standard symbols used in sectioned Standard: and auxiliary views? The student will point to on: example of each type of line on the drawing and describe the detail of the part that is represented by that line.lie will INTERPRET DIMENSIONS. observe normal precautions and care for the drawings. (SEGMENT 8, LEVEL 2)

Ivey Posnts Feedback Student Performance Goal

Purpose of drawings. *What are assembly drawings? Given: athat is the difference be- Typical aircraft detail drawings, dimensioned in tween a detail drawing and accordance with standard industry practice. an assembly drawing? allow would the location of *Perfatmance: a component part be illus- The studentill locate and interpret any dimension trated on an assembly smearing on the drawing, including the application drawing? of any limits or tolerance to the dimension. Abet symbols may be used on drawings or diagrams to Standard: illustrate the location of Dimensions will be promptly located and interpreted sub-assemblies? without error. allow may a lint diagram illustrate the location of key Points Feedback parts within the airplane of in a system? Dimensioning standards..Desctibe and illustrate con- Kinds of lines. *Describe the generally es tinuous lire dimensioning. tablished standard for the there is this method used use of lines on drawings. and what is the advantage? tor example, what is under- althea is the purpose of cen- stood by a 'broken" line? terline dimensioning and That is meant when the where is this method used? line is solid? Illustrate and describe where that characteristics iden- progressive base line dimen tify a dimension line? How sioning would be used, are extension lines used with dimension lines? 22 What unit of measurement How can the size of wire is applied to the dimen- required for a particular sions appearing on air- circuit be specified on the craft drawings? drawing? Describe why a drawing How can the part number should not be measured as of an electrical component a means of determining an be determined? unknown dimension, Limits and What is a "nominal" dimen- Activities Cbeck Items tolerances. sion? Did the student: Whe.e would information describing the tolerances be Isolate three indivi- Promptly locate and iden- located on the drawing? dual circuits in the tify the circuits; What is understood by the system diagram. Correctly interpret informa- expression "plus-or-minus"? tion applicable to an indi- How can an accumulation vidual circuit? of tolerances be detrimental to the assembly or fit of mating parts? USE INSTALLATION DIAGRAMS AND SCHE- MATICS. Artit.ities (beck Items (SEGMENT D, LEVEL 2) Did the student: Student Performance Goal Interpret dimensions Promptly locate and cot- on aircraft drawings. rectly interpret every dimen- Given: sion on the drawing? Installation drawings or schematic diagrams of Correctly apply tolerances three specific systems (fuel, oil, hydraulic, pres- to dimensions? surization, etc.) and the maintenance manual for the airplane.

INTERPRET ELECTRICAL SYSTEM DRAWINGS. Performance: (SEGMENT C, LEVEL 2) The student will recognize the symbols and interpret information pertaining to identification and Student Performance Goal location of components within the system.

Given: Standard: A diagram or drawing of an electrical system that The student will describe the location and name contains at least five individual circuits. all of the components in two of the three system swifts. Performance: The student will locate, isolate and extract speci- Key Points Feedback fic circuits from the diagram. He will trace sped- fically identified circuits. Diagrams and sche lrhat is the purpose of a matics. schematic? Standard: What is the advantage of a The stude:ot will correctly extract three individual diagram or schematic to circuits from the system diagram. illustrate a complete systemi How could the hydraulic Key Points Feedback pressure source be repre sented in a schematic? Kinds of electrical sin what ways does a sche- 'that benefit could be gained drawings. rnatic differ from an actual by using a schematic of the drawing? picot- static system' allow are electrical comp* Analysis of system. thy is it important that ache nents identified in elecrti marks be tead in proper se- cal circuit diagrams? quence, i.e., source, sepa allow can an individual cir- rate segments, control* dis cuit be isolated from a draw- tribution points, etc.? ing and located in the airplane? 23 Why is it important that a Under what conditions would mechanic follow a p.oce pictorial presentations be duce of "first things first" preferred to three-view or- when analyzing systems thographic drawings? for malfunctions? Orthographic pro- What factors dictate the jections. number of views that should AdiVitieS Cheek Items be used in an orthographic Did the student: pr 'ection? What is the value of sec- Read symbol and Correctly locate and apply tioned or auxiliary views? interpret information information from t.e main- What significance is attached from diagrams. tenance manual? to the selection of the 'front, Describe the location Use correct nomenclature? top and right-end" view of and name all the com- a part? ponents in two of the What is the standard prac- drawings. tice regarding "revolution" of views?

6. DRAW SKETCHES OF REPAIRS AND ALTERA- Activities Check Items TIONS. (FAT = 10 hrs., T = 4 hrs., 1-/S = 6 hrs.) Did the student: 1 segment (UNIT LEVEL 3) Make 3 sketches or Evaluate the appropriateness drawings illustrating of a sketch vs. a three-view MAKE SKETCHES. a major repair or drawing? (SEGMENT A, LEVEL 3) alteration. Include all necessary dimensions and material specifica- Studer. Performance Goal tions as a part of the sketch or drawing? Given: Appropriate drafting equipment and three written reports describing major repairs or alterations to 7. USE BLUEPRINT INFORMATION.(ELT = 11 hrs., the structure of the airplane. T = 5hrs., = 6 hrs.) 2segments ,UNIr LEVEL 3) Performance: The student will make three sketches or drawings READ ANDINTERPRET DRAWINGS. illustrating major repairs or alterations. (SEGMENT A, LEVEL 3) f5tandard: Student PetfottuanceGoal The sketches or drawings must conform to standard drafting procedures, including correct position of Given: views,adequote dimen. ions and specification of Rani:tron copies of aircraft drawingsthatwere drawn materials. The sketches or drawingswill be of to various scales, incorporate different title blocks such quality that they could be used as pan of the and changes (tom the oti3inal drawing. maintenance records of an airplane. Performance: Key Points Feedback The student will read and interpret information.

Pictorial sketching. That factors dictate the Standard: appropriatenessof a sketch When providedwith a list of ten questions pertain- as compared to a three-view ing to scale, title blo:k information and changes in- drawing? corporated on the drawings, the student will cor- sin what reepect is an oblique rectly answer seven of the questions. sketch t imilar to an metric presentation? KryPoints Feedback 'Howdoperspective ,ketches differ from obliqueand iso- Scale of drawings. *Whatis meant by the term metric sketches? "full scale"?

24 What is the advantage of Performance: drawings that are drawn to The student will interpret the information neces- enlarged or reduced scale? sary to comply with the modification and will de- Why isn't it possible to mea- scribe the procedure required to comply with the sure a full scale drawing publication. rather than locating the dimensions shown on the Standard: drawing? The student will use correct nomenclature when Title block infor Is there any universal type describing procedure and will interpret all draw, mation. of title block used for airings relating to location of equipment, etc. with- craft drawings? out error. Where is the drawing number shown on a drawing? Key Points Feedback Linder what conditions might the next higher assembly Service bulletins. Why are installation dia- number appear on a drawing? grams or drawings a com- Whete will the name of the mon method of illustrating part appear on a drawing? required changes or modifi Where will specifications cations? pertaining to required heat shy may drawings supplied treatment appear on a draw- with service bulletins not ing? incorporate dimensions? Where does information spe- If a service bulletin specifying the finish on the cifier; the installation of a part appear? component at a particular Whete will the material spe- station of the airplane, how cifications be shown on e is the location established? drawing? Engineering and/or Why ate both part numbers Changes to drawings. allow are changes noted on service changes. and serial number ranges an original drawing? important when identifying How can a mechanic ensure parts that are to be modi- that he is working from a fied? current drawirg? What relationship exists be- If a charge on a drawing is tween infotm:.tion appearing limited to a few specific on the drawing and the fol- details, how can a mechanic lowing processes: identify those specific a. Line ream? changes? b.Press fit? c. Six rivets, equally spacer Actit irks Cbeck Items d. kemove butt? Did the student: e. Blend radius?

Read and interpret Cortectly answer the ques- Actilities Cheek Items information from tions requiring interpteta- Did the student: blueptints. tion of information appearing on the drawings? Interpret installation Correctly establish the lo diagrams. cation of equipment to be installed? INTERPRET INSTALLATION DIAGRAMS. 'Use correct nomenclature (SEGMENT 9, LEVEL 3) to describe the procedure for compliance with a ser- S-elent Performance Goal vice letter? Correctly identify by serial Given: number hose parts requiting Installation diagrams or drawings of the type usually modification? associated with Service Bulletins, modifications or Airworthiness Directives.

25 8. USE GRAPHS AHD CHARTS. (ELT = 3 hrs., T = 1 hr., LIS = 2 hrs.)I segment (UNIT LEVEL 3)

USEMANUFACTURER'S CHARTS AND GRAPHS. (SEGMENT A, LEVEL 3)

Student PerformanceGoal

Given: Charts and graphs of the type that appear in mantt- factuere's service and operating manuals.

Performance: The student will read, interpret, and apply data nb- rained from an engine power or performance chart.

Standard: Plotting of information contained in the chart will be accurate within a 10 percent tolerance.

Key Points Feedback

Kinds of graphs or What is a line graph? allow could a bat graph be used ill presenting com parative data? Why is information often presented in graph or chart form when it could be written in narrative? Interpreting graphs *Why must the titles and or charts. notes be read before at tempting to interpret a chart? that is the difference be. tween interpreting and in terpolating a chart or ger.ph? Slat degree of accuracy is reasonable when interpte ting a chart or graph?

Actirities Check items Did the student:

Real and interpret Determine power available information from a at altitude when manifold powerplant performance pressure, RPM and tem- chart. peraore were given? Vetermine fuel consumption at specified altitudes and power? Deteimirre sea level power available when temperature manifold pressure and RPM were stated? IN

26 BASIC PHYSICS

9. USI THE PRINCIPLES OF SIMPLE MACHINES: RELATIONSHIPS BETWEEN PRESSURE, TEMPERA- SOUND, FLUID, AND HEAT. (EIT = 8 hrs., T= TURE AND VOLUME OF AIR MASS. 6 hr:;., L/S = 2 hrs.) 8 segments (SEGMENT B, LEVEL 2) (UNIT LEVEL 2)

IN& Student Performance Goal RELATIONSHIP OF TEMPERATURE AND HEAT. (SEGMENT A, LEVEL 2) Given: Appropriate written reference material and ques- Studen. Performance Goal tions concerning the relationships between pres- ewe, volume, and temperatuw of an air mass. Given: Written text material, line sketches illustrating three Performance: methods of heat transfer without title or labels, and The student will write answers to ten questions descriptions of Lest transfer applications in aircraft. about relationships between pressure, volume and temperature of art air mass and some of the resul- Performance: tant effects in operation of aircraft. The student will explain the relationship between temperature and heat. He will identify and label Standard: three methods of heat transfer and list two examples At least seven correct answers. of where each is applied in an aircraft. Key Points Feedbacle Standard: All of the diagrams will be correctly labeled. Er- The Law of Gasses. 'Whitt happens to the pees- planations will be in accordance with text provided. sure and temperature of a At least four examples of applications will be cor- confined gas when the vol- rectly listed. ume is changed by increasing or decreasing the size Key Points Peer/brick of the container? What happens to the tem- Define heat and tern- Explain specific heat of a perature of gas when it peratute. substance. is: Abet is the difference be- a. compressed? tween heat and temperature? b. allowed to expand? What amount of work (in foot- Atmosphere. To what extent does the pounds) can be produced by gcneral gas law apply to the heat energy of one BTU? the air of the atmosphere? Thermal energy trans- 'What causes conduction of oirhy must the effects of Mission. heat through a metal red? humidity be considered *;ten ll'hat are the three methods applying the gas law rela- of heat transference? tionship to aircraft npera tions? A rit ?ties rtrci items How can the general gas Did the student: law be applied to the pressure and temperature changes Identify in sketches, 'Use correct nomenclature? that occur with changes of heat transfer by con- altitude? duction, radiation and Effects on aircraft olio* can the feeling of in. convection. occupants. creasing warmth and eat Cs. Gin examples of *Label the three methods of comfort dutinq unpressutized heat transfer aboard heat transfer? descent in an airplane be ex an aircraft. plained by the gas law?

27 What changes in outside Standard: temperature and pressure At least 70 percent of labels and arrows on draw- are normally encountered ings correct and select correct answers to seven as an airplane ascends? questions. Applications to air- What happens to the pres- craft engines, sure and temperature of a Key Points Feedback confined gas in a cylinder when volume is decreased Airflow pattern over What is the difference in by an upward stroke of the an airfoil. velocity of airfloiv on the piston? upper and lower surfaces What happens to the pres- of an airfoil? sure when the temperature Why is the airflow velcch. is increased, while volume different? is held practically constant Effect on air density. What happens to pressure at start of combustion? at the point where velocity Compare this with what is the greatest? happens in a turbine engine Bourne lli's principle.Describe a Venturi tube. as to relative pressure and What happens to the pres- volume changes when air sure on the upper surface is compressed by the com- of an airfoil when velocity pressor then temperature is increased? is increased by combustion. Relationsb': of air How does temperature in- Applications to What happens to the tempera- density to tempera- crease or decrease effect cabin air condi- tore of outside air when it ture and humidity. air density? tioning. is forced into the cabin by How does change in den an airpump or compressor? sity of the air effect the What happens to the tem- lift of an airfoil? perature when the same air Effect of temperature How then does an increase is expanded in volume as it and humidity changes. in air temperature accom- enters the cabin? panied b) an increase in Will an airplane with cabin humidity effect the takeoff pressurization need more of an airplane? or less air heating capability than a non-pressurized airplane? PHYSICAL FACTORS EFFECTING ENGINE Why are there no heaters POWER OUTPUT in a modern jet aircraft? (SEGMENT D, LEVEL 2)

Student Performance Goal FACTORS EFFECTING AIR PRESSURES ON AN AIRFOIL. Given: (SEGMENT C, LEVEL 1) Reference material including engine performance data and power curves, questions relating to work, Student Performance Goal force, ant' power and a problem in determination of engine power output. Given: Reference text, unlabeled line drawings illustrating Performance: air flow around an airfoil and multiple choice ques- The student will answer ten questions dealing with tions about airfoil lift. work, force, time, distance and power as they relate to aircraft engine power output cnd solve a problem Performance: to determine the effect of air density on power out- The student will add labels and arrows to show the put using a given power curve and specified tem- relationship of air velocities and pressures acting perature and humidity. on the upper and lower surfaces of an airfoil, and will select correct answers for ten questions con- Standard: cerning the causes of lift by airflow over an airfoil Correct answers for at least seven questions and and the effects on the lift by changes in atmospheric power output determination within ten percent. temperature and humidity.

28 1.1111....wouser 1.01.17.0

Key Points Feedback He will explain by arrows and label a diagram which illustrates the relationship between pres- Define work. Describe how force and sure and the rate of flow of liquid through an distance are used to de- orifice. termine work. *What is the unit used to Standard: rreasure work? Not more than one error in each diagram. Define power. Describe how force and distance and time are used Key Points Feedback to determine power. What are the units used to Computations of What is the unit of measure measure: pressure, force and ment for pressure in the a. Power? area. United States? b. Mechanical power? How may the pressure be c.Electrical power? determined if the force and Density of the air. How does temperature in- area are given? crease or decrease effect How may force be computer air density? if the pressure and area art What effect does moisture given? have on air density? How may area be determine Effects of air density How does the temperature if the pressure and force on engine power. effect on the density of the are given? air, effect power output? Incompressibility of Why is liquid said to be in- How does the humidity ef- liquids. compressible? fect on the density of air Explain how mechanical effect power output? advantage is obtained in a How does the pressure simple hydraulic system. change at altitude effect What are the effects of the density of the air? friction on hydraulic fluid What is the effect on power flowing under pressure? output?

Activities Check Items THE INCLINED PLANE, THE LEVEL AND THE Did the student: PULLEY. (SEGMENT F, LEVEL 1) Read and interpret Use correct nomenclature? power chart in an en- Student Performance Goal gine performance ntanual. Solve problems using Accurately determine power Given: power curves. available when altitude and Sketches without labels of simple machines, illus- variations in temperature trating the inclined plane, the lever, and the pulley. and humidity were given? Performance: The student will label the sketches. He will indi- RELATIONSHIP BETWEEN PRESSURE, AREA cate the effect of resistance, friction, efficiency AND FORCE. and mechanical advantage by arrows and descrip- (SEGMENT E, LEVEL 1) tive notes.

Student Performance Goal Standard: Three of the four sketches will be labeled without Given: error. Written reference information and two diagrams without labels or direction arrows. Key Points Feedback

Performance: Simple machines. What determines the effi- The student will indicate in a diagram the relation- ciency and mechanical ad- ship between pressure, area, and force as applied vantage of a lever? to the transmission of power in a hydraulic system. What factors influence the (continued) efficiency of a wedge?

29 What factors dictate the Creation of sound. How is sound created by efficiency of a wheel? the movement of a propeller 'What factors influence the blade through air? mechanical advantage of of-low is sound created at the a pulley? inlets and outlets of turbine engines? Measurement, con- What is meant by a perceived ORIGIN OF SOUND. trol, and reduction DB level of sound? (SEGMENT G, LEVEL 1) of sound levels. How can baffles and sound chambers reduce high levels Student Performanre Goal of sound?

Given: Reference text material and sketches of origin, CENTRIFUGAL/CENTRIPETAL FORCE. propagation and control of sound. (SEGMENT H, LEVEL 2)

Performance: Student Performance Goal The student with reference to the sketches, will write brief explanations of: Given: a. Temperature effect on speed of sound. Reference information and an unlabeled diagram. b. Origin of sound (vibration) and resonance ("beat"). Performance: c. Sympathetic vibration and reflection of sound The student will illustrate the two forces acting on waves. a body in circular motion. He will label the diagram d. Methods of control and reduction of excessive and add arrows to show centrifugal and centripetal sound. force, linear and angular velocity. e. Methods of p.otection, against excessive sounds. Standard: Standard: Diagram to have at least four labels and four arrows Of five explanations, four must be in accord with correct.. the given reference material. Key Points Feedback Key Points Feedback Nerton's law of 'Give three examples of cen- Sound propagation. Name several methods motion. trifugal force acting on parts by which sound is created rA an airplane. or propagated. What is the centrifugal effect How is sound transmitted if the speed of a rotating through any medium? body is increased? llow is sound c'etected by Angular velocity. If the weight of a rotating the human ear? body is increased, what is Protection against How do ear plugs accomplish the effect on the centrifugal excess of sound. reduction of sound in the ear? force? How effective are they? What is the relationship of How do ear muffs accomplish centrifugal to centripetal force? reduction of sound reaching the eardrums? Activities Check Items 'How effective are ear muffs? Did the student: 'How important is ear protection to the people who Label a diagram to Use correct nomenclature? work around aircraft? illustrate centrifugal/ Sound speeds Explain what is meant by centripetal force. the terms:

a. Subsonic. 1 N. MIN won Nowa IN Ne b. Sonic. c.Transonic. d. Supersonic.

30 BASICELECTRICITY

10. DETERMINE THE RELATIONSHIP OF VOLT. What kinds of measurement AGE, CURRENT, AND RESISTANCE IN are generally provided by ELECTRIC CIRCUITS.(EIT = 2614 hrs., T a voltohmmeter? 14 hrs., L/S = 121% hrs.) 7 segments Connecting meters. To what extent does the (UNIT LEVEL 3) integrity of the connection 111100MMIIMIND effect the meter reading? CALCULATE CURRENT. What are the methods for (SEGMENT A, LEVEL connecting voltmeters, ohmmeters and ammeters? Student Performance Goal Activities Check Items Given: Did the student: An electrical series circuit having a lamp, a battery, rheostat, and a voltohmmeter. Connect meter. Properly connect meter for measuring voltagi., resis- Performance: tance and current? The student will measure the resistance of the rheo- Select mode an3 Use mode and fur,ction ap- stat at a selected setting, voltages at the battery, functic,11. propriate for check being the lamp, and the rheostat, and will calculate the performed? current flow through .Le lamp. Determine and select Select the range in a man- proper ranges. ner which protects the Standard: meter? The student will calculate and measure without Read multimeter. Read pertinent scales and error within the accuracy of the meter ur;ed. interpolate accurately? Use multiplier factors to Key Points Feedback arrive at correct value fot reading? Review basis of Explain the electron theory. Calculate current. Apply Ohm's law to calcu- electricity. In terms of analogy, define late current through a load, voltage, current and resis- from measurements of the tance. resistance and voltage drop Given any two elements of of a rheostat in series with Olrn's law triangle, find the the load? third. Ohm's law. What happens to current flow when resistance is CALCULATE VOLTAGEDROP. increased, with voltage re- (SEGMENT B, LEVEL 3) maining constant? What happens to resistance Student Performance Goal when the voltage or current is changed? Given: Review meter funda- ',Name the three types of A battery, electrical wire, and five different color mentals. meters which correspond to coded resistors of various tolerances. the Ohm's law triangle. Which type of meter is basic Performance: to the other two? The student will hook up and read the current flow What is a galvanometer? through each resistor, calculate the voltage drop Meter scales. What is meant by interpo!a- across each resistor and check his answers with a tion? voltmeter. How is parallax error avoided? Standard: What factors contribute to Calculate the voltage drop correctly for five resist meter inaccuracy? and read meters without error within the accuracy Name some advantages of the meters used. multimeters compared to single purpose meters.

SI Key Poinls Feedback Standard: He will read meters without error and calculate Color codes for *What d) the first three color current within 20% of meter readings, resistors. bands indicate? Ilow is a resistor color Key Points Feedback coded for tolerance? How is wattage determined? Factors in selection How is the correct wire Ammeter use. How is the ammeter con- of aircraft cable. gauge determined for a nected to read current flow known electrical load? through a resistor? eWhat is the effect of length Ohm's law calcula- low is the voltage drop on the current carrying capa- tions applied to across the refistor calcu- city of the wire? resistors. lated if current and resis- Compare copper, aluminum tance is known? and steel wire for aircraft What is the accuracy of the electrical use. calculation dependent upon? What are the advantages of How is a voltmeter used to stranded wire for aircraft check the voltage drop use? across a resistor? What effect does insulation To what extent will the ohms have on wire voltage and per volt resistance of the current ratings? voltmeter effect the accu- Temperature effects. What effect does a tempera- racy of the reading? ture increase have on current capacity of the wire? Activities Check Items Does a temperature increase 13;d the student: cause a rise or a drop in voltage available at load? Connect an ammeter Correctly connect the am- What factors cause an in- in a circuit and read meter? crease in temperature in current flow. Read current measurement aircraft wiring? -with correct decimal point position? Activities Check Items Interpret resistor Record resistance value Did the student: color code. with correct decimal point position? Determine wire size Remove insulation to check Calculate voltage dropUse correct Ohm's law and length. size of wire? across a resistor. formula? Use electrical cable From current and voltage Connect and read Connect the voltmeter cor- charts. drop, find diameter or gauge voltmet, r. rectly? from cable charts? Read voltage accurately? Measure resistance ofDetermine current capacity entire length of wire. for one volt drop, by ohmmeter, voltmeter and ammeter? DETERMINE CURRENT CARRYING CAPACITY OF Measure voltage drop.Adjust load resistance to WIRE. obtain one volt drop across (SEGMENT C, LEVEL 2) wire length? Measure current. Keep load resistance con- Student Performance Goal stant? Assure that current does Given: not exceed value shown in Aircraft wire, a battery, adjustable resistor, elec- table? trical cable charts, electric test meters, wire size Measure voltage drop Use oven to increase tempera- gauge, measuring tape, an oven, and electrical as temperature of wire ture of full length of wire? wire tables. is raised. Measure resistance ofUse same method as before? Performance: wire at raised tempera- The student will calculate, and confirm by measure- ture. ment, the current carrying capacity of the wire in free air, for a one volt drop. He will determine the resistance of the wire and the effect on resistance and voltage drop of an increase in wire temperature by heating in the oven. 32 CALCULATE ELECTRICAL POWER. Solve ten problems Use ohms law correctly (SEGMENT D, LEVEL 3) by calculating the for solution of each prob- power required for lem? Student Performance Goal named components, Recheck his answers by having values of volt- using Ohm's law? Given: age and current of re- Ten ptobtems concerning DC electrical power when sistance given. voltage and current or resistance values are given. Specify the unit of Use correct unit of mea- measurement with surement to keep his an- Performance: each answer. swer easy to work with? The student will calculate the power requirements of aircraft electrical components or devices when values of voltage and current or resistance are /4EASURE CURRENT FLOW IN A PARALLEL known. He will state correct units of measurement. ELECTRICAL CIRCUIT. (SEGMENT E, LEVEL 3) Standard: Correctly answer at least seven problems. Student Performance Goal

Key Points Feedback Given: A DC electrical mock-up with parallel circuits to Electrical power. What is the unit of measure- an aircraft motor, three lamps in parallel, and a ment for electrical power? solenoid relay. How much electrical power is equivalent to one horse- Performance: power? The student will measure the current flow to each Ohm's law power How is the power calculated component in the mock-up and the total current flow formulas, when voltage and current with all components operating. are known? How is the power calculated Standard: when voltage and resistance All meter readings without error and total of all in- are known? dividual readings within 10 percent of total current How is the power calculated reading. when current and resistance are known? Key Points Feedback Power sources. What are the usual sources of aircraft electrical power? Parallel circuits. How is current divided be- What factors limit the amount tween circuits in parallel? of power available? What happens to the total What percent of available current and to the current power can be used? through each light, when a Power measurement. What two meters are usually second light is connected used to obtain the measure- in parallel with the first? ments needed to calculate Which components cause a the power used by an air- current surge when first craft component? turned on? Why is resistance seldom Wiresize requirements. Compare the required size used as a measuring factor of the wire in each parallel for calculating power re- branch circuit to the wire quirements? supplying power to the total Give some examples in which circuit. power values are needed in ill an increase to larger aircraft. than required size wire cause more current flow in Activities Check Items the connected component? Did the student:

33 Activities Check Items sin what kind of pattern do Did the student: iron filings arrange themselves in a magnetic field? Connect an ammeter Properly connect the am- Laws of magnetic Describe the effects of mag- for measuring current meter in series with each charge. netic attraction and repul- in parallel circuits andcircuit ,o be measured? sion. the total circuit. Show that total current from How is a charge given to a power source equals the magnetic material? sum of the currents in the What term is used to describe parallel circuits? the ease with which a sub- Change load in one Show that a change in load stance will carry lines of parallel circuit. in one circuit does not magnetic force? effect cumnt flow in the Electro-magnetism. Flow is an electro-magnetic other circuits? field created? Demonstrate that use of What is its length of dura- larger than required size tion? wire does not increase the What factors effect the current flow to a component? strength of an electro-magnetic field? What is residual magnetism? DEMONSTRATE CHARACTERISTICS OF MAGNETISM. How can it be removed? (SEGMENT F, LEVEL 3) Electromagnets. What makes up a practical electro-magnet? Student Performance Goal What factors determine the strength of an electromag- Given: net? Permanent magnets, iron rod, wire, iron filings, What is the relationship be- paper, battery, compass, galvanometer, fish scale tween the magnetic force of and written information. a magnet and distance it is exerted? Performance: Solenoids. What is the general defini- The student will perform demonstrations showing tion of a solenoid? lines of force around permanent and electro-mag- Name some uses of solenoids nets, around wires with current flowing in them and in aircraft. around wires in which current is induced by electro- Relays, What is a generally accepted magnetic induction. Ht will demonstrate effects definition of a relay? of magnetic lines of force on a compass, the electro- If the contacts are attached magnetic force of attraction, and induction of cur- to the core and move with rent as indicated by a galvanometer. it, what is the common name for such a relay? Standard: Name several uses of relays The student will perform at least ten demonstra- in aircraft. tions assigned by the instructor without error. Induction of current Describe the effects on a in a conductor by a conductor when it is within Key Points Feedback moving magnetic field. a moving magnetic field. Compare the current induced Theory of magnetism. Describe properties of a in a wire loop frum a moving permanent magnet. magnetic field in air and in What happens in a material an iron core.' when it becomes magne- What is the relationship be- tized? tween the amount of current What is residual magnetism? induced and the amount of Name some materials that movement of the magnetic cannot be n agnetized and field? why? Magnetic fields. What are characteristics of Activities Check Items a magnetic field? Did the student: How can lines of force in a magnetic field be shown? (continued)

34 Perform demonstra- Sprinkle iron filings on Show the effect of back dons using iron filingspaper in a random fashion? spring adjustment on the on paper to show mag- moving element? netic lines of force:, Show relation of spacing a. Around poles of a Tap paper to assist the between moving element magnet. filings in lining up? and pole piece to contact b. Between unlike and Relate each demonstration pressure and seating? like poles of mag- to the principle involved? Demonstrate the opera- Check force required to re- nets. tion of a solenoid, move solenoid pole piece c. Between poles of aUse a variety of types of when coil is energized? magnet with magnetic magnets to show variations and non - magnetic in field forms? substances within ELECTROMAGNETIC INDUCTION. the field. (SEGMENT G, LEVELn d. Around wires with and without current Student Performance Goal flow. e. Around a wire whichProvide several types of G7 .en: is within a moving moving magnetic fields? Twenty questions concerning electromagnetism. magnetic field. Construct 2 coils of Connect the battery and Performance: wire around a common galvanometer in series with The student will answer questions covering the center and use a batterythe coils correctly? principles of electromagnetic induction, generator to provide a current Note that induced current action, transformer action, self induction, induc- impulse in one coil is of opposite polarity to tance coils and magnetos. while measuring induced battery current? opposite impulse in the Reverse polarity of the bat- Standard: second coil with a tery and obtain a codes- Correctly answer at least fourteen questions. galvanometer: ponding reversal of induced a. With air as a core. current by the galvanometer? Key Points Feedback b. With a non-magnetic metal as a core. Definition of electro- Define electrical induction. c. With iron as a core. magnetic induction. Relate this to electromag- Demonstrate induced Connect battery momen- netic induction. current action with a tarily to primary of trans- By what two means may the transformer, such as former to obtain an induced electromagnetic induction used in aircraft. momentary current from the be caused? secondary as measured by How may the magnetic field the galvanometer? be moved? With a compass, demon-Place compass adjacent to Effect of curreLt What happens when inducing strate polarity effects wire to obtain polarity ef- polarity on the electro-current is reversed in pola- when current flow is re-fects? magnetic field. city? versed in a wire and Place compass within the What effects does instrtion polarity of an iron corefield of each end of the of an iron core have in an within a roil of wire core to show reversed electromagnet? when current flow in polarity? Generator action. Show generator action by the wire is reversed. means of a drawing which Demonstrate the mag- Construct a chart showing portrays direction of flux, netic force of an electro-break away force plotted conductor movement and cur- magnet using a spring against applied voltage rent flow. scale to measure the and current flow? Explain the use of the right- force of attraction on Chart the force required to hand rule to determine the an iron bar at various hold the bar at various dis- direction of induced voltage voltages, currents, andtance from the pole piece? from generator action. distances from the mag- Transformer action. How is movement produced net pole piece. in the magnetic field of a Demonstrate the opera-Show the effect of varying transformer? tion of an aircraft the distance and spring load What kind of current is usual- relay. on the moving element of the ly associated with transformer relay? action? 35 Explain what is meant by Performance: primary and secondary The student will write the meaning and numerical windings. value for each of the following terms: kilovolt, Explain Lenz's law of kilowatt, kilohertz, milliampere, millivolt, micro- voltage induced in the ampere, microvolt, microfarad, megohm, megahertz, secondary. megawatt and kilovoltampere (KVA). ',What is mutual inductance? ',What is the relationship of Standard: rximary and secondary turns Write correct meaning and numerical value for at to current and voltage in- least ten of the terms given. duced?

Self induction. What is self induction? Key Points Feedback ' What is the name given to the force produced by self- Define these prefixes:hich prefixes near, the induction? micro, meg, mega, kilo quantity is less than the How is self induction uti- and milli. unit of measurement? lized in an induction coil Which prefixes indicate to produce high voltage as more than unity? for a spark plug? What are the numerical Effect of a permanent What happens when a per- values of these prefixes? magnet on an electro- manent magnet is inserted List the decimal point loca- magnetic field. into an electro-magnetic tion for each prefix. field? Work sample problems in- Magnetos. What type of magnet is volving conversion to rela- used in an aircraft magneto? tive equivalent values. How is self inductance Narne examples of uses of utilized in a magneto? these prefixes in electrical What kind of output would and radio freq iency ter- a magneto develop if the minology. breaker points failed to open? Basic electro-magneticDescribe the effects of USE DC ELECTRICAL INSTRUMENTS. induction principles rotating a coil in a fixed (SEGMENT B, LEVEL 3) of motors and magnetic field. generators. What happens to a rotating Student Performance Goal coil when it passes through fields of alternately oppo- Given: site polarity? Appropriate text material covering basic principles ,What happens whenNper- of a galvanometer and DC electrical instruments. manent magnet is rotated within a coil? Performance: The student will draw a diagram of a basic DC meter movement of the d'Arsonval type, labeling the mag- 11. MEASURE VOLTAGE, CURRENT, RESISTANCE, net, springs, moving coil, pointer, and scale, and in- CONTINUITY, AND LEAKAGE.(EIT = 7 hrs., dicate polarity of the magnet. He will draw four si:npl T = 4 hrs., L/S = 3 hrs.)7 segments circuits showing how n galvanometer indicates inten- (UNIT LEVEL 3) sity and polarity of an electric current, how an ammeter is used to measure amount of current flow and MEANING OF ELECTRICAL QUANTITY PREFIXES. how a voltmeter is used to measure voltage across a (SEGMENT A, LEVEL I) battery and across an electrical load.

Student Performance Goal Standard: At least five items will be correctly labeled and Given: three of the four circuits will be correctly drawn in A list of twelve electrical quantitaive terms using accordance with the given text material. the prefixes kilo, milli, micro, meg or mega.

36 Key Points Feedback Voltmeters. Show by a diagram how a millia.ameter may he used Laws of magnetism. Review the laws of magnetic to measure voltage. attraction. What changes ate neces- What is the reaction of an sary to convert a milliam- electro magnet in a perman- meter into a ioltrneter? ent nagnet How can the voltage range Basic galvanometer. Draw a diagram showing the of a voltmeter be increased? basic rinciple of a galvano- Connection of a 'How is the voltmeter con- meter. voltmeter. nected to measur: the How can the galvanometer voltage at the power source? be made into a practical mea- 'How is the voltmeter con- suring instrument for DC? nected to read the voItage d'Arsonval meter Draw a sample diagram of a drop across an electrical movement. d'Arsonval movement. load? Explain the operation of a d'Arsonval movement as Activities Check Items used in a galvanometer. Did the student: Galvanometer uses. For what type of current measut.:ment is the galvano- Draw a diagram show-Show the polarity of meter most suitable? ing use of a galvano- power source? How does the galvanometer meter in a circuit. Show the correct pointer show direction of current position? flow? Show the correct direction Pow does it indicate inten- of pointer deflection? sity of current flow? Draw a diagram of a Label major components? Ammeters. What does an ammeter mea- basic d'Arsonval Show the polarity of the sure? meter movement. magnet? How is it connected into an 'Show polarity for external electrical circuit? connections? Shunts. What device can be used to Draw a diagram show- Show polarity of power a. Purpose. permit measurement of curing an ammeter con- source and meter? rent flow greater than the nected in an electricalnow direction of current meter movement is designed circuit. flow through the source to handle? and load? Why is a low current meter Draw a diagram show-Show the cor.ect connec- movement preferable to one ing a milliammeter con-tions for the shunt and built to carry greater current? nected with an externalthe meter? b.Internal shunts. Why do most ammeters con- shunt in a circuit to Show polarities of source, tain an internal shunt? measure current as an load shunt, and meter? What are some limiting fac- ammeter. tors for internal shunts? Draw a diagram to showShow polarities of source, c. External shunts. Draw a diagram showing how how a milliammeter load and meter? an external shunt is con- may be used as a volt-Show a series resistor nected to permit measurement meter in a circuit. connected between the of large current flow. meter and the voltage What relative proportion of reading point? the current flow goes through the meter? Milliammeters and Compare the current mea- CONNECT VOLTMETERS AND AMMETERS. microammeters. suring capacity of a milliam- (SEGMENT C, LEVEL 3) meter and a microammeter with an ammeter. Student Performanee Goal Why is it general practice ro design DC instruments ',o Given: use milliammeters or micro- A mock-up of a DC power source connected through ammeters for their basic appropriate switches to three aircraft electrical movement? units, a voltmeter, an ammeter, an ammeter shunt, and test leads.

37 .(OWNWNIMPTIIII

Performance: Activities Chec k items The student will connect a voltmeter into the Did the student: circuit of the mock-up to read the voltage at the source and at each unit. He will connect an am- install a voltmeter "Connect the meter properly? meter into the circuit with a shunt to read the in an electrical circuit.Make connections at proper total current flow and the current flow through points without breaking cir- each separate unit. cuits? Install on ammeter Make connections so that Standard: with external shunt all current to be measured All connections correctly made and all readings resistor in an electri- flows through the shunt? without error within the accuracy of the instruments. cal circuit. 'Connect the ammeter to shunt in proper polarity? Key Points Feedback Read and record voltage*Read to nearest scale mark and current. by interpolating? Milliammeter, the Why is a milliarnmeter *Use proper unit of measure- basic meter in air- generally used as the ment? craft use. basis for both voltmeter and ammeter in aircraft usage? USE A VOLTOHNIMETER *How does this make it (SEGMENT 0, LEVEL 3) possible to use one meter to read both voltage and Student Performance Goal -...urrent? "Where is the series re- Given: sistor usually located? A voltohmmeter (Simpson 260 or equivalent), various *How are voltmeters con- DC and AC voltage sources, a selection of typical fleeted in a circuit? aircraft electrical units. allow can a single voltmeter be used to read more than Performance: one voltage source? The student will perform 15 tests using a voltohm Use as ammeter with *Why is the shunt resistor meter. He will select suitable meter functions and a shunt resistor. usually located remote ranges to measure five different DC or AC voltages, from the meter? to test continuity and measure resistance of five Wow is an ammeter con- aircraft electrical units and measure the current re- nected to the shunt? quited to operate five DC aircraft units. allow can the meter be protected from excess current Standard: from a faulty shunt? Out of each group of five tests, the student will Meter ranges. What is meant by full scale perform four without error. reflection? 'What criterion controls the Key Plain's ro'fArit meter range selected for a certain purpose? Voltage measurement.*How it a voltmeter connected *That determines the mai to read voltage in any Nati mum safe current for a cular point of a circuit? voltmeter? *that are the effects on Meter precautions. Ilhgt causes a below zero voltage readings of open pointer deflection? and short circuits? Abut precautions must be Voltohmmeters slily is a muhimeter, such observed in connecting (VOM). as a voltohmmetet, preferred any DC meter? to separate meters for Air Center-zero ammeters.athat is the purpose of a craft checking? centerzero meter? that is meant by mode and *Shy are ttratttet0 meters function selection? seldom used in aircraft? Voltage mole, and slily is it important to start DC or AC function. with the highest voltage range if voltage is sot known?

3S What is the lowest range Connect test leads Observe polarity at both that will read the voltage, for reading voltage. ends of test leads? the best for final reading? eMake final reading on range Why is it necessary to know nearest to full scale de- the kind of current and set flection? the meter for it? Read and record Read correct scale and With the meter set for DC, voltage values. voltage value? what kind of reading will Use voltohmmeter in Read ohms on the proper AC give? the ohmmeter mode. scale? With the meter set for AC, Adjust fat zero ohms. Zero the pointer, while how accurately will it read shorting the test leads, DC voltage? whenever an ohras range is Ohmmeter mode, Why will a voltohmmeter selected? Ohms function and serve well to test con Use prope, multiplier fac- ranges. tinuity? tor when reading resistance? What uses will the aircraft Use ohmmeter for Use XI ohms range? mechanic have for the ohm- continuity testing. Recheck zero ohms adjust. meter functions? ment? Which range will most com- Make sure of the integrity monly be used? of all connections while Why is a battery used in the checking for continuity? meter for this mode of opera- Use voltohmmeter in Set selector for DC? tion? the current mode. Why are several ohms ranges Select current func- Select highest current provided? tions and ranges. function for expected maxi- Current mode and allow is the current mode mum current? ranges. selected? Connect test leads Maintain adequate contact Which range is for highest for measuring current. area at all connections? current? Observe correct polarity? Why are most VOM's limited 'Use separate high current to DC for current measure jacks if necessary? ment? Read and record cur Start with higher range, and allow is a test ammeter in- rent values properly. read value on range nearest stalled in a given circuit to to full scale deflection? measure current? Se!oct correct scale and in- allow does it differ from an terpolate for accuracy? aircraft ammeter installa- Use proper unit of measute tion? ment? y should the selector first be set for the highest current range when measur- USE 01IMMETEIN AND/OR TEST LIGHT TO CHECK ing an unknown current flow? FOR OPEN OR SHORT CIRCUITS. Why are most voltohmmeters ISEGVENT E, LEVEL 31 fused or protected by diodes? High current Why is the highest current Student Performance Goal measurement. range (10 to 15 amperes) usually connected thtcugh Given: separate test jacks? A mock-up of typical aircraft electrical circuits in which the instructor has created open circuit faults Actilifies Check Items at five places and short circuit faults at five Did the student: places, a test light with battery and a voltohmmeter.

Use voltohmmeter in Adhere to proper precau- Performance: the voltage mode. tions for meter use? The student will use a test light and a voltohm Select DC or AC Assure that meter is set meter to locate open and short circuit faults and voltage ranges. correctly lot DC or AC? to test continuity in typical aircraft electrical Start with range foe higher circuits. than ,he expected voltage?

39 Standard: Activities Check Items Correctly locate at least two open faults and two Did the student: short faults with the test light, three open faults and three short faults with the ohmmeter and de- Use voltohmmeter Familiarize himself with termine continuity of three circuits with the test for locating open and the circuits before testing light and five with the ohmmeter. short circuit faults. for faults? Make sure power was off Key Points Feedback before testing? Use the ohmmeter function Review open wire and Why do most aircraft use a at XI for locating shorts? single wire concepts. single wire circuit with the Use proper ohmmeter Use higher resistance ranges aircraft body as a return? ranges for locating to determine whether open Openand short circuits.Is an "opens circuit always open and short circuits.faults are partial or total? totally open? Use test light for Check operation of test Name some malfunctions of locating open and light before starting tests? components which often give short circuits. Make sure good metal to an open circuit indication. metal contact was made for Differentiate between each test? "shorts" to ground and Use voltohmmeter as anAdhere to precautions for "shorts" between wires or ohmmeter for continuity safe meter use? connections. checking. Why should power usually Select function and Have the selector at RXl? be turned off when checking range. for a "short'? Connect test leads forMake adequate contact at Voltohmmeter for con Which functions can be used continuity check. check points? tinuity testing. for continuity testing? Read meter scale lot Set zero ohms before making Which function is preferable indications of open check? for aircraft continuity test- and short circuits. Read correct scale on meter? ing? Use test light for Select correct test points? Review design and Why is it necessary to have continuity checking. Check operation before operation of an ohm- a zero setting control on using each time? meter. an ohmmeter? What precautions must be observed when connecting DETECT ELECTRICAL LEAKAGE. the ohmmeter into a circuit? (SEGMENT F, LEVEL 2) Which range of the ohmmeter should be used for Student Performance Goal continuity testing? Testing for shotts. Why is continuity testing a Given: good method of locating Aircraft cable harness, electrical connectors, and shorts? terminal strips which include ten leakage faults Using a test light. Of what does a test light due to poor insulation, corrosion or moisture per- consist? meation, and a voltohmmeter or electrical leakage elf the light comes on, does tester it always indicate a defective circuit? Performance: Testing tot open llow is an open circuit The student will perform tests to detect electrical circuits. located with an ohmmeter? leakage LI typical aircraft electrical cable harness, allow is an open circuit lo- connectors and terminal strips.Ile will use a volt- cated with a test light? ohmmeter or leakage tester to identify the type of Continuity testing allow can voltmeters or fault causing the leakage and to determine where with a voltmeter or Ammeters be used to check it is located. ammeter. continuity? allow reliable is a voltmeter *Standard: continuity check tot ground Correctly locate and identity seven leakage faults. straps or battery cables? *thy is an ammeter seldom used tot continuity checking?

40 Key Points Feedback Performance: The student will measure AC voltage across the Review ohmmeter What preparation is neces- power source, the transformer secondary, and operation and uses. sary before using a volt- from one side of the line to each point between ohmmeter as an ohmmeter? the sockets of the lights in series, having all What electrical measure- lights lighted and then with one light removed. ment is used to detect leakage? Standard: Measurement of leakage. .Which resistance range on Record all voltages without error within the acan ohmmeter is best for curacy of the instrument. measuring leakage? aAt a high ohms range. what Key Points Feedback will be the ellect of touching both connecting clips Review alterna'ing What is meant by 60 cycle with the fingers? Why? current theory and AC and 400 cycle AC? Leakage testers. What are some advantages voltage measurement. What is meant by R.M.S.? of a specialized leakage Why does the AC yoltmeter tester compared to use of function of the voltohm an ohmmeter? meter read in volts R.M.S.? What precautions need to Safe selection of Why should a high voltage be taken when using a ranges. range be selected first? leakage tester that has Why does the lowest range high voltage available? that will read the voltage Electrical leakage What resistance should give the most accurate causes. good inuulation have? reading? allow much leakage resis- Voltage measurement. allow can the secondary of tance may be expected if a step down transformer water gets into a multi- be determined? contact electrical connector? What is the expected volt- Name some ways corrosion age division across a can be the cause of leakage. series of 4 similar 28 volt Results of leakage. allow may ttakage effect the lights across a power operation of aircraft elec- source of 115 volts AC? trical components? What voltage division could be expected if dis- Activities Cbrck Items similar lights are used? Did the student: Safety precautions. What safety precautions should be observed when Use a voltohmmeter Select proper function and measuring 115 volts? or let.kage tester to range? Should similar safety pre- measure electrical Follow a logical procedure cautions be observed when leakage in cables, in making his tests? measuring the 28 volt connectors and ter- Check resistance or leak- series lights? minal strips.locate age r ate correctly? and identify leakage Recotd location of test Activities CbrckItems faults as to cause or points for each fault indi- Did the student: type. cation? Use voltohmmeter as Place function switch at an AC voltmeter. highest range first? MEASURE AC VOLTAGES. Connect test leads safely? (SEGMENT G, LEVEL 31 In an AC circuit, Read voltage on range check voltages of 115 neatest to full scale de- Student Performance Goal volts and !met. flectic°11 Read and interpolate from Given: the proper scale divisions? A mock-up of an AC electrical circuit having a Record voltage Intl hlake a correlated recordof power supply of 115 volts AC, a transformer supply- measurements. all voltages measured? ing a 12 volt light, fout 28 volt lights connected in Practice electrical ' Observe safety precautions series to the 115 volt supply, and a voltohmmeter safety. during all voltage measure- (Simpson 260 of equivalent). ment? 41 12. MEASURE CAPACITANCE AND INDUCTANCE. What happens to the power (EIT = 4 hrs., T = 4 hrs., L/S = 0 hrs.) efficiency of the circuit as 2 segments capacitive reactance is in- IUNIT LEVEL LI creased? Dielectrics. What is meant by dielectric CAPACITANCE, INDUCTANCE AND IMPEDANCE. tgth? ISEGMENT A, LEVEL. I) What effect does a change in dielectric strength have on Student Performance Goal capacitance? Compare the dielectric Given: strength of air with that of Appropriate text material, and 14 questions with oil, gasoline, or turbine fuel. multiple choice answers covering capacitance, Inductance. Describe the behavior of in- inductance and impedance. ductance in a DC circuit. What is the unit used to Performance: measure inductance? The student will select correct answers to ques- When current flow to an in- tions concerning capacitance, and capacitive re- ductance is stopped, what actance, inductance and inductive reactance, and happens? the combined effects or these two reactances in an What are the effects of in- AC circuit. ductance at the contacts of a switch controlling a sole- Standard: noid relay? Given 14 questions, select at least 10 correct an What is the symbol for an swers, inductance as used in electrical diagrams? Key Points Feedback Effects of inductance Does an inductance aid or in an AC circuit. oppose the flow of AC? Capacitance. What is the unit used to What is the letter symbol measure capacitance? for inductive reactance? Explain capacitance by 'What is the unit used to analogy to hydraulics. measure inductive reactance? What symbol is used in What relationship does the circuit diagrams to indi- frequency of the AC have to cate capacitance? the inductive reactance? Effects of capacitanceDescribe capacitance in a Effects of inductive What happens to the current in a DC circuit. DC citcuit. reactance. and voltage phase relation- What is the effect of a ship as capacitive reactance capacitor added across a is increased? switch which is sparking Why can an AC generator due to inductive counter carry more than its rated load emt? when it is supplying mixed Effects of capacitanceDescribe capacitance in an inductive and capacitive loadi in an AC citcuit. AC citcuit. What happens to the power *What kinds of capacitors efficiency of the circuit as cannot be used in an AC inductive reactance is in. circuit? creased? Does a capacitance aid or Impedance. What are the three factors oppose the flow of AC? which comprise impedance? Capacitive reactance. What relationship does the 'What is the symbol used for frequency of the AC have impedance? to the capacitive reactance? What unit is used to measure *What is the unit used to impedance? measure capacitive reactance? oliow is impedance calculated Phase relationships "What happens to the current when its three factors ate with capacitive le- and voltage phase telation- known? actance. ship as capacitive reactance is added .n the AC circuit?

42 MEASURE CAPACITANCE IN AIRCRAFT APPLI- What is the more commonly CATIONS. used and more practical (SEGMENT F3, LEVEL )1 unit of measurement for capacitors as used in air- Student Performance Goal craft applicatiors? What is the abbreviation Given: for microfarad? A schematic diagram of an aircraft capacitor fuel Capacity testers. What is the principle of a quantity system, a capacity tester, examples of bridge type capacity tester? capacitors used in aircraft, written information. How does a substitution type capacity tester operate? Performance: When measuring the capa- The student will select correct multiple choice city of a capacitor, how answers to questions concerning capacitance as important is the integrity used for aircraft fuel quantity measurement, the of the test lead connec- principle and use of a tester for measuring the fuel tions? quantity capacitor units and cables. He will mea- Fuel quantity Why does a fuel quantity sure the capacity of capacitors selected from ex- capacitor testers. tester provide tests for the amples of aircraft capacitor applications. cables to the capacitor units as well as for the Standard: units? Select correct answers for at least 10 of 14 multiple Why should the fuel quan caoice questions and list correct value and unit of tity capacitors be tested measurement for at least 4 of 6 capacitors selected. with the fuel tank both empty and full? Key Points Feedback

Capacitor fuel or Explain how a capacitor 13. CALCULATE AND MEASURE ELECTRICAL oil quantity measuring will change capacity if any POWER. (EIT = 2 hrs., T = 2 hts., L/S= 0 systems. oil or fuel replaces air as hrs.)1 segment the dielectric of the capa (UNIT LEVEL 21 citor. a. Basic design. What is the basic design DETERMINE AIRCRAFT ELECTRICAL POWER for a capacity unit to be REQUIREMENTS. inserted in a fuel or oil (SEGMENT A, LEVEL 2) tank in order to measure quantity of fluid in that tank? Student Performance Goal b.I3asic operation. What type of electricity should by applied across Given: the capacitor unit? Written information and charts specifying the effi allow will the quantity be ciency of an aircraft electric motor and the load at indicated in the cockpit? which it is to operate, and listing the various elec Will the fluid be measured trical units Of a selected aircraft elecuical system in gallons or pounds? with load ratings for each unit. Uses of capacitors Name some uses of caps- in aitctaft. citors in aitctaft ignition Performance: systems? The student will calculate the electrical power re Why are capacitors often quired to operate the electric motor and the total used across relay contacts? power which must be furnished by the generator of sWhat purpose does a capa the selected aircraft to supply its electrical system. citor serve when applied across the DC output of Standard: rectified AC cutrent? Calculate the power requirement of each within 70% Measuring capacitance.111)at is the basic un;t of of the specifications as set forth by the aircraft measurement for capaci- manufacturer. tance?

43 Key Points Feedback Calculate the total Obtain the power require- electrical power whichments for each electrical Determination of What electrical values must must be furnished by aunit of the selected aircraft electric power re- be known to calculate the generator to supply from the manufacturer's quired for a motor, power requirement of a the electrical units of manual? given the efficiency motor? a selected aircraft. Take into consideration the and the load. How does efficiency of a specified percent of generator motor effect required elec- rating wNich the maximum trical power? load must not exceed? 'How does lead effect the re quired electrical power? Power rating of *What unit of measurement 14. READ AND INTERPRET ELECTRICAL CIR- electric motors. is used to rate the power of CUIT DIAGRAMS. (Ell= 6 hrs., T = 3 hrs., an electric motor? L/S = 3 hrs) 4 segments ilow many watts to one (UNIT LEVEL 3)

horsepower? /PO What factors limit the load IDENTIFY COMMONLY USED AIRCRAFT ELECTRI- rating for an aircraft motor? CAL AND ELECTRONIC SYMBOLS. Determination of WFat information is needed (SEGMENT A, LEVEL 3) total continuous load to determine the total load for a specified air- of an aircraft electrical sys- Student Performance Goal plane. tem? iVhat supplies the noncon- Given: tinuous electrical loads Examples of aircraft wiring diagrams and schematics when the maximum continuous which include, without labels, all commonly used load is being used? electrical and electronic symbols presently used in Calculation of the Why is it specified that maxi- aircraft electrical system diagrams. minimum generator mum load shall not exceed a output which will meetcertain percent of generator Performance: specifications. rating? The student will locate and label the symbols for Iirhy does this apply only to the following electrical units: batteries, generators, the continuous total load of motors, fuses, circuit breakers, switches, solenoids, the aitplane electrical system? relays, pressure switches, capacitors, single-phase *That factors limit the maxi- and three-phase transformers, single and bridge mum capacity of the generator rectifiers, SCR's, solid state amplifiers and gates, on an aircraft? lights, ammeters, voltmeters, resistors, rheostats, Measurement of Why is it impractical to riert- potentiometers, bells, horns, terminal strips, plugs power. sute power by a direct in- and receptacles. strument in an aircraft DC e:ectrical system? Standard: What two measurements ate Of twenty-eight different symbols, locate and label needed to measure DC power correctly at least twenty-two. by calculation? *What type of instrument can key Points Feedback be used to measure AC eIec ttical power? Aircraft electrical sThy use symbols instead of 'thy is there little need for symbols. pictures of units? any direct power tneasuting flow much information can a meters in aircraft electrical symbol of a motor give? systems? 'Why has it become necessary to standardize electrical and Activities Check Items electtonic symbols used in Did the student: aircraft diagrams? Desigr ation of speci-allow does the symbol for a Calculate the electriTake into consideration the fic applications lot motor or generator show which cal power required to efficiency of the motor? symbols having more unit it designates? operate an electric than one use. motor .

44 'How is the symbol for an Performance: indicator or meter differen- The student will trace each circuit and connect tiated from the same symbol the units as shown in each wiring diagram to pro- as used for a motor or ,iten- vide the following operating systems: a variable erator? brightness cockpit light, a remotely controlled slow can the symbol for a electrical motor, snd an aircraft outside tempera- resistor be modified to in- ture indicating system. He will attach labels to dicate it is variable? each wire to correspond with the numbers in the Indications of posi- sin what position with refer- diagram. tion or direction. ence to power is the symbol for a switch or relay normal- Standard: , ly shown? All wiring will correspond to the wiring diagrams slow are normally open con- so that each system will operate as designated and tacts differentiated from without electrical hazard. normally closed contacts? sin the symbol for an ampli- Key Points Feedback fier, how is the signal direction indicated? Types of circuit What information is desired Indications oftype ofsin the symbol for a circuit diagrams. to he shown by a simplified operation. breaker, how is the type or a. Simplified schematic of a circuit? method of operation shown? schematics. thy is a simplified sche- slow do symbols for con- matic usually easier to use nectors differentiate between in troubleshooting than a plugs and receptacles, pins full wiring diar,ram? and sockets? b. Block diagrams. ',What information is intended slow does an indicator light to be shown by a block dia- symbol show whether or not gram? it can be pushed to test? IiVhy ate block diagrams generally used for more Activities Cbeck items complex circuits? Did the student: c. Wiring diagrams. Why should a wiring diagram show all possible de- On unlabeled elec- Correctly identify similar tails of the circuit and trical wiring diagrams items shown for different system? or schematics, locate applications? Sitere does a wiring dia and label the symbolssCoerectly identify items grant usually start and on for at least twenty- with the same symbol, but which side of the diagram nine different electri- different letters, such as a is this usually located? cal and elecuonic generator and motor? Why is electrical power items. usually shown as "ofri Tracing electrical that is the best starting circuits. point when tracing an elec- TRACE CIRCUITS CM AIRCRAFT IrIRDIG blIA trical circuit? GRAMS. that methods can be used ISEGMENT 6, LEVEL 3) to convert a circuit diagram to show power "on" and Student Performance Goal components operating? slow can any specific wire Given: be identified in most air- Aitcraft electrical wiring diagrams foravariable craft installations? brightness light, a relay controlled motor and an lrhat assistance can a colt- outside temperature sensor and indicator; mock-ups ohmmeter provide intracing containing all units shown in the selected diagrams; electrical citcuits inan ait wire, hardware, and power s,urces to properly con- craft? nect each circuit shown.

45 Wire numbering Why is it necessary to num Performance: systems. ber each wire at several The student will identify and label twenty schematic points? symbols for solid state devices including: tran- What information is usually sistors, diodes, logic gates, amplifiers, and sensor coded into the wire number? or proximity switches. allow are consecutive sections of a wire run indicated? to Standard: Correctl:, label at least fourteen symbols. Activities Check Items Did the student: Key Points Feedback

Identify electrical Properly interpret the elec- Symbols for diodes What indicates the direc- symbols in aircraft trical condition of each and transistors. tion of forward current flow diagrams and interpret circuit? in these symbols? their functions. Properly identify each unit What is the relative amount by its symbol? of levers. flow? Properly interpret the func- How is the polarity for this tion of each controlling unit? current flow usually de- Trace electrical Properly identify the wire termined? circuits in aircraft designation and contact Purposes and functionsone are diodes and tran- circuit diagrams. coding? of diodes and transis- sistors used in place of Follow the electrical flow tors in aircraft elec- switches and relays? path correctly? trical systems. :How fast do they operate? Observe polarity indications? How dependable' are they? Connect units on Connect each circuit in proper Symbols for logic What components may be mock-ups. sequence? gates and electronic replaced by logic gates Make sure nopower was amplifiers in aircraft and electronic amplifiers? applied while connecting control circuits. allow is the direction of any circuit? operation indicated in am- 'Provide adequate contact plifier symbols? surface and proper insula- Symbols for sensor What is the principle of don for all connections? or proximity switches. operation fot a sensor or Check operation of Check each circuit against proximity switch? completed circuits. its wiring diagram for ac- allow does its symbol indi- curacy and completeness cate whether the sensing befote applying power? arm is at the sensor or away? aTest each circuit for proper operation with rower applied? Use proper electrical safety IDENTIFY ELECTRICAL MALFUNCTIONS I3Y REFER. practices during all stages FNCE TO CIRCUITDIAGRAMS. of his work? (SEGMENT 0, LEVEL 21 Type or print wire Use same code numbers and numbers on tape. letters as in wiring diagram? Student Performance Goal Attach tapes to appro-Make stvetal labels for each priate wires. wire run and attach in stra- Given: tegic places? Five typical reports of malfunctions in aircraft elecuical systems, and circuit diagrams of the systems invoked. ELECTRONIC SYMBOLS AND SCHEMATICS IN AIR- CRAFT USE. Performance: ISEGMENT C. LEVEL I) The student will identify the failed components or circuit faults which could be the cause of each mal- Student Performance Goal function, by reference to the circuit diagrams foe each of the systems involved. Given: Aircraft electrical schematicswhich include un- Standard: labeled schematic symbols for electronic solid Identify correctly at least one component or circuit state switching and controlling devices; written fault which could be the cause of each tepctted information concerning such symbols and devices. malfunction.

46 Key Points Feedback Performance: Answer twenty questions concerning the principles Analyze malfunction Why is an analysis of the of construction of lead-acid and nickel-cadmium report by reference to applicable circuit a desir- batteries, the chemical actions that take place circuit diagram which able starting point in trouble. during charge and discharge, the factors that effect applies. shooting electrical malfunc- voltage, current and ampere-hour capacity, and label tions? the components of each type of battery in cutaway Why is it helpful to list all drawings. items or devices related to the malfunction? Standard: Considerations when Why is it important mat the Correctly answer at least 14 questions and properly using circuit diagrams person tracing a circuit have label at least 6 components of a possible9 in each for electrical trouble. a basic understanding of the of the two cutaway drawings. shooting. system involved? What is the value of using Key Points Feedback a process of elimination when attempting to identify Primary and secondary.Which type of cell is used malfunctions by reference cells. in a flashlight? to circuit diagrams? Where does the energy in a What is the value of con- primary cell come from? sidering the effects of a Describe how a secondary failed unit on the other com- cell functions. ponents of the system? Aircraft storage What are the two types of Should the easiest unit re- battery types. storage batteries most corn placement always be given monly used in aircraft? priority? Describe the construction of a lead-acid batery. Activities Check Items a. Lead-acid .What are the active mater- Did the student: batteries. ials of the lead-acid cell? What electrolyte is used? Use circuit diagrams Correctly read circuit dia. Describe the chemical to assist in trouble grams and interpret unit action in a lead-acidcell. shooting. operation? What material is formed on Accurately pinpoint possible the plates during dischafge, causes of system malfunc b. Nickel-cadmium Describethe construction tion? battery. of a nickel-cadmiumbattery List possiblecauses and What are the active mater- establish priority of replace. ials? ment by logical reasoning? That electrolyte is used? bescribe the chemical at tion of a nickel-cadmium IS. INSPECT AND SERVICE BATTERIES. (FIT cell. 10 hrs., T = 314 hrs., L/S = 414hrs.)4stominft Alm happens to the elec IUNIT LEVEL 3) trolyte level during charge 11101=1111111 and discharge? PRINCIPLES OF BATTERY CONSTRUCTION AND Voltages of indivi that are the nominal volt- OPERATION. dual cells. ages of lead-acid and (SEGMENT A, LEVEL. 2) nickel-cadmium single cell lthat is the safe range of Student Performance Goal voltages during charging of each type of battery? *Given! Batterycapacity and What arethe design factors Written information, charts ordiagrams and unlabeled rating. that effect battery caps. cutaway draings of lead-acid and nickel-cadmium city? aircraft storage batteries. 'That is meant by ampere- hours?

47 Compare capacity and What provision is made in maximum available current aircraft batteries to avoid for lead-acid and nickel- internal shorting of cells cadmium batteries. from sediment prior to normal What are some causes of cell wear out? loss of capacity in each Internal resistance. What is the effect of the in- type of battery? ternal resistance on the output voltage of a battery Actirities Check Items under load? Did the student: How does an increase in internal resistance of a cell In cut-away drawings Identify all important )m- effect the charging require- of leadacid and nickle-ponents? ments for the battery? cadmium aircraft *Indicate polarity for each Battery charging. *What is the effect on the storage batteries, label type of plate group? a. Constant voltage charging current when the each component of each method. charging voltage is kept type of battery. constant? Why are nickelcadmium batteries generally charged by CHARACTERISTICS OF AIRCRAFT STORAGE the constant voltage method? BATTERIES, b. Constant current What happens to the voltage (SEGMENT El, LEVEL 11 method. when constant current charging is being conducted? Student Performance Goal Why is this method generally used for charging several Given: lead-acid batteries? Multiple choice questions concerning aircraft storage For multipbt battery chnging, battery characteristics, and written text material. how are the batteries con netted for each method of Performance: charging? The student will select cocrect answers for 20 Which method of charging is questions concerning aitcraft storage battery normally used for batteries characteristics including effects of series and while installed in aircraft? parallel connections of cells and batteries, cell c. Charging rates. llihy should the maximum internal resistance effects, charging rate effects, charging rate specified by constant voltage and current charging methods, the manufacturer never be safety precautions in battery servicing, tempera- exceeded? ture effects, specific gravity of electrolyte, and l(hat will he the effects of comparative advantages of lead-acid and nickel- an excessive charging 'okapi cadmium batteries. d.Pret.autions. What safety weactions mast be observed when cc,not-cting Standard: the disconnecting batteries Select correct answers for at least 14 questions. during charging? Why should lead-acid batter- Key Points Feedback ies or service equipment never be used around nickel- Series and parallel that are the effects on cadmium batteries? connection of cells voltage and current when What ate the hatatZs in hand- or batteries. cells or batteries are con- ling electrolyte? nected in series, parallel Temperature effects. allow does temperature effect and series parallel? battery charging rates? allow ate the cells connected allow does temperature effect in most aircraft storage hydrometer teadings? batteries? Specific gravity of sihat ate the specific gravity Shorted cells in silty till an excessive tate electrolyte. ranges fot each type of bat- lead-acid batteries. of discharge tesult in in- tery? ternal shotting of cells? Can this be checked in each tme?

48 'How does state of charge Performance: effect each? The student will perform the fol owing battery ser- Compare the safe charging vice procedures for both leadacid and nickel- rates for lead-acid and cadmium batteries: cast inspection, check state nickel-cadmium batteries. of charge, check electrolyte level and replenish "What liquid is used to re- to specified level, prepare and connect batteries plenish cells in each type for recharging. He will also perform a high rate of battery? discharge test for a leadacid battery and de- Precautions. 'Compare the required purity scribe how to prepare a &q-charged lead-a:id bat- of water for lead-aci.' and tery for service. nickelcadmium cells. .Why should lead acid and Standard: nickel - radium batteries be Perform all procedures without error in accordance kept completely apart for with the written information provided. storage, handling and charging? Key Points Feedback "What safety precautions should be observed when Lead-acid battery 'How frequently should the handling any batteries or service. battery be serviced? electrolyte? What flaws should be looked Cold weather problems."Under what conditions of for during case inspection? charge in lead-acid batteries "Describe the method of will electrolyte freeze most checking electrolyte level toadily? and replenishing. 'What is the freezing danger )What temperature correction for nickel-cadium batteries? must be made for a hydro- Comparative a Ivan- Compare the ampere-hour meter reading of a speci- rages and disadvan- capacities and maximum fied gravity? tages ot lead-acid and discharge rates of lead-acid "Give the hydrometer read- nickelcadmium bat- and nickel-cadmium batteries. ing for a cell at full charged, teats. Compare the two types of nailcharged, and dis- batteries as to danger of charged coadition at .1,50F freezing ard from excessive- temperature. ly high temperatures. Charging procedures. irhy is it important to aCompare their relative weight monitor batteries while and size. being charged? What ate the hazards from Describe the method of corrosion relative to each connecting and controlling type of storage battery? constant current chargers? sthat is the effect on bat teries of excessive char INSPECT AND RECHARGE AIRCRAFT STORAGE ing tares? BATTERIES. snow are multiple batteries {SEGMENT C, LEVEL 3) connected for constant voltage charging? Student Performance Goal *that limits the current to a discharged battery in con- Given: stant voltage charging? Aitctaft storage batteries of lead-acid and nickel- High rate discharge aCan all aircraft batteries cadmium type, appropriate battery charging equip- test. be given the high rate Jig* ment, hydrometer, high rate discharge tester, volt- charge test? meter and written information conforming to manu- *thy must the battery LpJ facturer's specifications. fully charged before this test will be valid? then is a high rate discharge test desirable? Explain how to cotrectly perform the high rate dis charge test.

49 Trouble symptoms. What does an excessive Activities Check Items difference in specific Did the student: gravity between cells indicate? Perform external in- Inspect the battery for: What causes a cell to lose spection of battery a.Terminal security? its state of charge? cases and vent caps b.Cracks? How does the rate of charge for lead-acid and nickel- c.Cleanliness? provide an indication of an cadmium batteries. d.Integrity of cap vents? increase in internal resis- Check electrolyte Use proper method and time tance in one or mere cells? level and adjust as for adjusting electrolyte Nickel-cadmium Why should no lead-acid needed. level? battery service. service equipment be used Test electrolyte Use hydrometer? to service nickel-cadmium specific gravity. *Correct for temperature? batteries? Charge batteries: Have leads properly con- a. Case inspection. Why does the nickel-cadmium a.Constant current nected for method being battery case require ade- method. used? quate ventilation? b. Constant voltage Avoid excessive charging Why is cleanliness stressed method. rate? in nickel-cadmium battery Loosen vent caps? installations? Have power "off" wnen being Why is it important to main- connected and disconnected? tain high resistance between Perform high rate Have battery fully charged case and ground? discharge test on before test started? Describe the method of lead -.rid battery. Have caps removed? checking the cap vents. Observe safety precautions? When and how is the elec- Check cell and Use voltmeter? trolyte level checked in a terminal voltage. Avoid contamination from nickel-cadmium battery? previous use with lead-acid What happens to the elec- batteries? trolyte level during charge and discharge? What precautions must be PERFORMREMOVAL, INSTALLATION AND COM- taken in replenishing nickel- PARTMENT MAINTENANCEFOR AIRCRAFTBAT- cadmium batteries? TERIES. Checking state of Explain the method of de- (SEGMENT D, LEVEL 3) charge. termining state of charge for a nickel-cadmium bat- Student Performance Goal tery. Explain how to equalize a Given: battery if the cell voltages A battery compartment of an aircraft or a mock-up vary. of same, with an aircraft battery installed, and re- How is negative pressure lated written information and procedures. obtained for an overboard drain hose? Performance: When a sump jar is used, The student will remove th: aircraft battery and what is kept in it? spilled electrolyte, treat adjacent areas, inspect Preparation of dry- Why is it common practice and clean terminal connectors and reinstall the charged battery for to ship batteries dry. charged? battery. installation. What precautions are to be taken when the electrolyte Standard: is being added to the dry- All work will be accomplished in accordance with charged battery? the written procedures and to return-to-flight Does the battery need standard. charging after the electrolyte has been added?

50 Key Points Feedback 16. OVERHAUL AIRCRAFT ELECTRICAL COM- PONENTS,(EIT = 23 hrs., T = 12% hrs., L/S Battery removal What safety precautions I014 hrs.)7segments procedures. must be observed before (UNIT LEVEL 2) and during battery removal? Battery compartment Describe the requirements BASIC OPERATING PRINCIPLES AND INTERNAL inspection. for battery compartment in- CIRCUITS OF AIRCRAFT DC GENERATORS. spection. (SEGMENT A, LEVEL l) What is the correct method of removal and treating for Student Performance Goal spilled electrolyte from lead-acid and nickel-cad- Given: mium batteries? Written information, schematic diagrams, and ques- Are there any different pro- tions with multiple choice answers. cedures for electrolyte spilled outside the bactery Performance: compartment? The student will select answers for 20 questions How is ventilation provided dealing with basic principles of operation and infor the compartment and the ternal electrical circuits for series, shunt and battery in non-pressurized compound wound aircraft DC generators. and pressurized airplanes? What happens if the terminal Standard: connectors become corroded? Select at least 14 correct answers. Battery installation What are the hazards if a procedures. battery is installed with air- Key Points Feedback plane power turned on? What damage may result Review of basic DC Where is the magnetic from a battery installed generator principle:.. force developed? backwards? If an open occurs in the Substitution of a What is the required capa- field circuit, what happens nickel-cadmium bat- city for a nickel-cadmium to the magnetic force? tery for a lead-acid battery to be substituted for Where is the output current type. a 100 ampere-hour lead-acid induced? battery? Will the induced current What service precautions in the armature be AC or must be taken before a DC as it is delivered to nickel-cadmium b ittery may the commutator? be substituted for a lead- Commutator and What is the purpose of the acid type? brushes. commutator and brushes? How is commutator ripple filtered by a capacitor? ...tivities CheckItems Did the student: What is the relationship of the comutator segments to Remove battery. Turn the power off? the armature windings? Disconnect the battery How vital is it that brushes leads properly? be positioned exactly 180 Handle the battery with deg:ees apart for a two proper caution? pole generator? Inspect and clean Use proper neutralizer? Nrutral plane for What is the neutral point battery compartment. Observe precautions brushes. for the brushes? against fumes? What is the effect of brushe Reinstall battery. Connect the battery in not properly aligned to the correct polarity? neutral plane? Make connections with Series wound Why is it necessary to use adequate contact area? generators. heavy wire in the field of a Install hold down clamps series wound generator? and tie them down safely?

51 What is the relationship of Performance: output to load in a series The student will locate procedures for overhauling generator? the aircraft generator. He will use the procedures 'What could happen if a heavy in the manual as a guide in disassembling, overload is suddenly turned on? hauling and reassembling the generator and replacing To what extent are series or repairing worn or defective parts as needed. generators used in aircraft? Shunt wound What arc the relationships Standard: generators. of output current and voltage All steps will be performed in accordance with the to rotational speed and load overhaul manual procedures. variations in shunt wound generators? Key Points Feedback How can a shunt wound generator be regulated to Aircraft manuals. Describe commonly used maintain constant output methods of indexing in air- voltage under the variable craft manuals. RPM and load of aircraft use? What is the difference be- Compound wound Why does a compound generator tween an overhaul manual generators. have less output variation and a service or mainten- with load than a shunt ance manual? generator? What is the basic difference Why are the series field between repair and overhaul? windings called compensa- Why is it advisable to read tory or equalizing windings? the step-by-step procedures Why does a compound before starting the disas- generator of same output sembly? rating generally weigh more Why is it important that the than a shunt generator? procedures be followed and Why are compound DC generators specified tools cr equipment more suitable for multiple air- be used? craft generator installations Disassembly and in- What care should be taken than shunt generators? spection of parts. for cleanliness and order- Interpoles (commuta- What are interpoles and liness during disassembly? ring poles). where are they located? What is meant by the word What effect will interpoles inspect when applied to have on the neutral plane component disassembly? for the brushes? Why should all parts be in- How do interpoles reduce arma- spected as they are dis- ture reaction in a DC generator? assembled? Determining need for Where can specifications be repair or replacement found as a guide in deter- LOCATE AND USE OVERHAUL INFORMATION FOR of worn parts. mining when a worn part AIRCRAFT GENERATOR REPAIR. must be replaced? (SEGMENT B, LEVEL 2) During overhat.1 of a component, why is replacement Student Performance Goal of defective parts usually preferred over repair? Given: Where can the nomenclature Manufacturer's overhaul and repair manual or equi- aid parts numbers for valent publication, an aircraft generator, appropriate needed replacement parts tools, equipment and parts. be obtained? Why are seals usually replaced regardless of condition? Reassembly of Why is it important that re- components. assembly be done in the exact sequence specified by the service manual?

52 Why is it important that INSPECT AND OVERHAUL AIRCRAFT DC torque values for bolts or GENERATOR AND MOTOR. nuts be complied with (SEGMENT C, LEVEL 21 when specified? Explain how a specified Student Performance Goal torque value may be obtained when a calibrated Given: torque wrench is not avail- Manufacturer's manuals or equivalent written infor- able. mation, an aircraft DC generator, an aircraft DC Whet is the reason for the motor, suitable tools, service equipment and parts. use of lock washers or locking nuts? Performance: Check each componentExplain what constitutes a The student will disassemble the generator and the for acceptable opera- good safety. motor, inspect the armature, use an ohmmeter or tion. Where are the procedures test light to check for shorts or opens in the field for checking operation circuits, dress or turn the commutator surfaces, in- usually found? stall and seat new or replacement brushes, reassemble Recording of repairs. Why is it important that the generator and motor, and flash the field of the some form of record be generator. kept of all repairs accomplished, with sign off by Standard: the mechanic or mechanics Work will be performed in accordance with procedures who did the job? provided and will be accomplished to return-to-service What is the significance of standards. a yellow tag when used with overhauled or repaired com- Key Points Feedback ponents? Why should the airplane Inspection and testingWhat is the indication of and/or engine number be of armatures. an armature winding that is recorded on the yellow tag? shorted to ground when using a "growler" to inspect Activities Check Items the armature? Did the student: What are probable indications of a short between Locate overhaul and Follow procedures step-by- turns of an armature winding? repair information in thestep? How can an ohmmeter or manufacturer's manual test light be used to test for an aircraft generotor. for shorts and opens in the Disassemble the Identify all parts and tools armature windings? generator. from diagrams or drawings? Checking field circuits.At what points in the field Inspect all parts as Tag or mark any defective circuits should an ohmmeter disassembled. parts? or test light be connected for Clean and store parts Arrange parts in order of short and open circuit checks. in an orderly fashion. removal? . What further checks can be Repair or replace wornUse proper nomenclature made to help determine the or defective parts as and parts number for obtain- condition of the field cir. time or availability ing parts to be replat.:ed? cult of the generator? permits. Replace any damaged bolts, Need for correcting What symptoms will indi- Reassemble all parts. nuts, washers or seals? worn and rough com- cate brush arcing? Torque and safety Make sure all lock washers, mutator surfaces. How can the need for turn- bolts or nuts as lock nuts and safeties are ing or dressing down a specified. installed as called for? commutator be determined? Complete a report Record repair performed, What are the harmful effects showing repairs accom-date completed and sign off of a rough or pitted complished and with properby student or students per- mutator? sign off. forming the repair or over- Bearing and housing How are bearings checked harl? inspection. for wear? What causes premature bearing failure?

53 How are bearings replaced? Install new or replace-Correctly select replace. *How are bearing housing ment brushes and ment brushes? tolerances checked? seat them. Adher e to procedures and What precautions should be specifications for seating observed while working Reassemble the brushes? with bearings? generator and the motor.Follow procedures step by Dressing or smoothingWhat type of abrasives are Flash the field of the step? a commutator. permitted for smoothing a generator with a flash-Connect battery in correct commutator? light battery. polarity? What will be the effect of a commutator out-of-round? Why is a minimum diameter METHODS USED TO PROTECT ARMATURE SHAFTS specified? FROM OVERLOAD. Why is it necessary to {SEGMENT D, LEVEL I) undercut a commutator that has been turned down? Student Performance Goal Brushes and brush Where is the minimum brush assembly inspect ion length specified? Given: and repair. How are the correct replace- Written information, sample quill shafts, shock ment brushes determined? drives, and belt drives for aircraft generators or Where are the instructions alternators. for replacing brushes to be found? Performance: Seating of brushes. Why is emery cloth forbidden The student will identify five samples of aircraft for dressing commutators or generator or alternator drives. He will write a de- seating brushes? scription, for each type of drive, of the method pro- Why is a minimum contact vided with that drive to protect the armature or area specified? rotor shaft against damage by overload. Brush spring tension How is brush spring tension and alignment. measured? Standard: What effect will incorrect Four samples will be correctly identified and fota spring tension have on written descriptions will be in accordance with the generator operation? information provided. What is the effect of brushes not in the neutral plane? Key Points Feedback Flashing the field of What type of battery may be a generator. used to flash the field of a Generator armature How does the quill shaft generator? overload protection by couple the armature shaft to How important is the obser- a quill shaft. the engine accessory drive vance of correct polarity pad? when flashing the field? What is provided to assure How long should the battery that the quill shaft will shear before the armature be connected to the field? is damaged when an overload occurs? Activities Check Items How is a quill shaft replaced? Did the student: Protection by rubber How is the armature protected shock drive. against minor overloads by the rubber shock drive? Disassemble a DC Properly place armatures generator and a DC on "growler"? When a severe overload MOW. occurs, how does the shock Inspect the armatures ofCheck for transformer action drive provide protection to the generator and the by use of a steel blade? the armature? motor with a "growler." Describe the repair proce- Check armatures for Properly use ohmmeter and/ dure for a rubber shock shorts and opens. or test light? drive which has been Turn down, dress and Properly use lathe and tools? damaged by an excessive undercut commutators. Correctly measure diameter? overload of the generator armature.

54 Protection provided How does a belt drive pro- With no change in field by a belt drive. vide protection against excitation, what effect overload of the armature? will change in rotation What are the common speed have on output valtag troubles encountered in the Regulation of frequency How does a constant speed use of belt drives? by controlling rotation drive provide accurate fre- Describe the procedure for speed. quency control for an AC replacing a drive belt. generator? How can the rotational speed of the CSD governor DESIGN FACTORS AND CONTROL METHODS FOR be regulated? AIRCRAFT AC GENERATORS. elf an AC generator produces (SEGMENT E, LEVEL 1) four cycles per revolution, at what RPM must it operate Student Performance Goal to develop 400 cycle AC? Where no manual correction Given: is provided in the cockpit, Written information, questions with multiple choice how can the CSD governor answers concerning frequency and voltage control be adjusted to increase or for aircraft AC generators. decrease controlled RPM of the generator? Performance: Regulation of voltage. With an AC generator opera- The student will select answers for fourteen ques- ting at constant speed, what tions concerning aircraft AC generators, how output factor can cause the output frequency is controlled, how output voltage is con- voltage to vary? trolled and regulated, how frequency and voltage How will the field excita- can be manuallyadjusted fromthe cockpit, and tion current relate to the what methods are provided to disengage the output voltage? generator in an emergency. How can minor corrections in voltage be accomplished? Standard: Supplying a DC air- In an AC generator, supply- Select correct answers for at least ten questions. craft electrical system ing DC through a system of from an AC generator. rectifiers, of what concern Key Points Feedback is the AC output frequencyi Where are the rectifiers Factors that determineDoes the number of windings normally located? Why is a three phase AC frequency of AC gen- in the field relate to the generator preferable to a erator output. voltage or the frequency single phase type for air- of the output? What is the relationship of craft use? number of magnet poles to Emergency disconnect. What provision is made to disengage the generator frequency of the output? Given a specific number of from the CSD in an emerger How can the generator be windings and magnet poles, re-engaged? what determines the frequency of the output? What effect on frequency CHARACTERISTICS AND OPERATING PRINCIPLE will an increase in rotation OF AIRCRAFT ELECTRIC MOTORS. speed have? (SEGMENT F, LEVEL 1) Brush less generators. How does operation of the brushless generator differ Student Performance Goal from brush-type generators? What are the advantages and disadvantages of brush- Given: less generators? Written information and multiple completion essay statements concerning characteristics andoperating Factors that determineWhat effect does the number principles of aircraft electric motors. output voltage. of turns in the field windings have on the output voltage?

55 Performance: Name aircraft motor appli- The student will complete essay statements, by cations where an instant filling in the blanks, which deal with the speed and stop is necessary. load characteristics of series, shunt, and compound Data needed for deter-Where can the data, such wound electric motors, the function of a commutator mining a suitable reas speed, horsepower, cur- and brushes in an electric motor, the operating prin- placement motor. rent, and voltage usually ciples of magnetic clutches and brakes in aircraft be found for an aircraft electric motors, and the data that is needed for de- motor? termining a suitable replacement motor. What other data is usually needed in selecting a re- Standard: placement motor? Complete at least seven essay statements correctly. Why is it usually not practical to interchange Key Points Feedback AC and DC motors?

Speed and load What effect does an increase characteristics of DC in load have on the speed CHECK OPERATION OF A REVERSIBLE MOTOR electric motors of and torque of a series wound AND ADJUST LIMIT SWITCHES. series, shunt, and com- motor? (SEGMENT G, LEVEL 2) pound wound types. What is the starting torque characteristic of a series Student Performance Goal wound motor where the load is heavy when first started? Given: Why is a shunt wound motor Witten information, an unlabeled schematic diagram called a "constant speed" and a mock-up of an aircraft cooling door or other motor? device actuated by a DC reversible motor, with What is the relative starting written procedures or check sheet for adjustment torque of a shunt wound motor? of limit switches. Describe the speed and torque characteristics of a compound Performance: wound motor. The student will label the diagram to identify the Why is a compound motor motor armature, opening and closing field windings best for an operation subject and limit switches, control relays, contro: switch to sudden heavy loads? and power supply circuit components. He will Aircraft uses for DC Name examples of aircraft check the operation of the motor, and adjust the motors. applications for each type limit switches for proper actuator travel. of DC motor (series, shunt, and compound). Standard: Why are high speed and rela- At least eight correctly labeled diagram components, tively high current motors operational cheek and travel adjustment performed usually selected for aircraft in accordance with written procedures or check applications? sheet provided. Functions of the com- Compare the function and mutator and brushes in operation of the commutator Key Points Feedback an electric motor. and brushes in a motor and generator. Aircraft reversible How many windings does If emery cloth is used on the electric motors. the field of an aircraft re- commutator of a motor, what versible motor usually have malfunctions may it cause? and what is such a field Magnetic clutches What is the primary function called? and brakes. of a magnetic clutch and How is the direction of brake mechanism in an air- rotation usually selected? craft motor? Why is an aircraft rever- Why is a clutch needed be- sible motor usually series tween the armature and the wound? brake when the brake must How many brushes does an stop the mechanical action aircraft reversible motor instantly? have?

56 At what angle to the commutator are the brushes mounted? Drive mechanism and What mechanism is provided limit switches. to make it possible for a small high speed reversible motor to safely drive large mechanical loads such as landing gear or wing flaps? Why are limit switches needed? Where are the limit switches usually located? What is the name given to the assembly containing the reversible motor and its drive mechanism? Why are relays or solid state gates often used between the control switch and field windings? Limit switch adjust- What is the reason a method ment. of adjustment is usually provided for both limit switches? Why is it very important that adjustment procedures given in the service instructions be strictly adhered to? Describe how indicator lights may be operated by the limit switches to give cockpit indication of operation in either direction of travel.

Activities Check Items Did the student:

Label the components Use correct terminology for in an unlabeled circuit his labels? diagram of an aircraft Show direction of travel for coolirig door or other each field winding and limit device actuated by a switch? reversible DC motor. On a mock -up of an air-Use the check sheet or pro- craft cooling door or cedures provided? other device actuated Make adjustments in the by a reversible motor, proper order? check operation of theCheck operation through full motor and adjust the travel in each direction? limit switches for specified travel of the actuated device in each direction. FLUID LINES AND FITTINGS

17. FABRICATE AND INSTALL RIGID AND FLEX. Hand tube bending Why does a hand bending tool IBLE FLUID LINES AND'FITTINGS. = tools, require separate attachments 25 hrs., T = 814 hrs., L/S = 16% hrs.) 6 segments for each OD size of tubing? (UNIT LEVEL 3) How can the desired angle of bend be obtained with a BEND ALUMINUM AND STAINLESS STEEL TUBING. hand bending tool? (SEGMENT A, LEVEL 3) What is provided to assure proper roundness of the Student Performance Goal tube in the bend? b.Power tube bending. How does a production tube bender differ from a hand Given: bending tool? Written information, samples of aluminum and How is the production bender stainless steel tubing of various diameters, tube adjusted for the OD of the bending tools and equipment. tubing? How is a mandrel used for Performance: bending thin wall tubing and The student will make three bends in soft aluminum for bends of less than standard tubing using hand bending methods. lie will make radius? 3 bends each in aluminum alloy and stainless steel tubing using hand or production bending tools. Activities Check Items Did the student: Standard: All bends will meet return-to-service standards for Select samples of softDetermine maximum OD circular shape and smooth appearance and will con- aluminum tubing of which may be bent by hand? form to minimum bend radii rules. suitable OD and make Follow proper method of 3 hand bends of varioususing filler in tubing? Key Points Feedback angles as assigned by the instructor. Minimum bend radii. Why is a minimum radius Make 3 bends in alu- Measure and mark tubing established for a tube minum alloy tubing and for acceptable minimum bend? 3 bends in stainless bend radii for all bends? How is the radius of a steel tubing using Select proper attachments tube bend measured? hand bending tool or for hand bending tool or Which method would help production bending properly adjust the produc- obtain a satisfactory bend machine. tion bending machine? to an aluminum tube under field or emergency conditions? FORM A BEAD ON TUBING. What is a good rule of (SEGMENT 8, LEVEL 3) thumb for determining minimum bend radius for hand Student Performance Gohl bending of soft aluminum? Compare the minimum bend Given: radii for aluminum alloy and Aluminum tubing, beading tools and reference in- stainless steel tubing of formation pertaining to the beading of tubing. the same outside diameter, for certificated aircraft Performance: tubing installations. The student will form a bead at the tubing ends of Soft aluminumtubing *How is a filler such as dry two different diameters of aluminum tubing. bent by hand. sand used in hand bending? What are "spring type Standard: benders" and how are they The beads formed on the tubing will comply with used in hand bending? MIL Specifications and comply with the dimensions What is the largest OD soft and quality of workmanship established by these aluminum tubing (1100, specifications. 3003, or 5052) which may be bent by hand?

58 Key Points Feedback WLy should flaring tools be kept clean and maintained Tools. What tools are available to in good condition? bead tubing? Why is the degree angle of its a lubricant required for a flaring tool critical? beading? What is the difference be What tubing materials can twden a single and a double be beaded? flare? What is the alternative when Tubing materials. Name the materials from the material cannot be bead- which tubing is manufactured. ed? What kind of flare could be Beading procedure. Outline the procedure for formed on a soft aluminum beading a tube. tube of 3/8 inch diameter? Describe the proper dimen- When the diameter of a tubing sions for a finished bead. section is specified, does this identify the inside or Activities Check Items outside diameter of the Did the student: tubing? Flaring procedures. Describe the procedure for Form a bead on two Select a material, alloy cutting, de-burring and different diameters and temper which could be squaring a tube prior to of tubing. beaded? flaring. Square the tubing ends and Identify the desirable fea- deburr before beading the tures of a finished flare. tubing? What problems will probably Select and correctly use the result from using steel wool beading tools, i.e., correct to polish aluminum tubing? mandrel to match tubing diameters, etc.? Activities Check Items Use lubricants as required? Did the student: Inspect the tubing beads for dimension, cracks, thin-out, Form a single and Select a material and tem- deformation or gouges? double flareon a piece per condition that could be of aluminumtubing. flared? FABRICATE FLARES ON TUBING. Use the correct tools and (SEGMENT C, LEVEL 3) follow the correct procedure? Student Performance Goal Inspect the completed flares and detect any de- Given: fects present? Aluminum tubing, flaring tools and reference information pertaining to the flaring of tubing. FABRICATE AND INSTALL FLEXIBLE HOSES. Performance: (SEGMENT D, LEVEL 3) The student will form a single flare at one end of the tubing and a double flare at the othm end. Student Performance Goal

Standard: Given: The flares will meet MIL Specifications and be free Field replaceable fittings, flexible hose, installa- of the defects identified in AC 43.13-1. tion tools and appropriate reference information.

Key Points Feedback Performance: The student will identify and select the correct Tube flaring tools. What tools may be used to hose materials and fittings from stock, make-up flare aluminum tubing for and install a flexible hose assembly in a fluid aircraft type fittings? system. What safety precautions should be observed when using flaring tools?

59 Standard: Install fittings on 'Correctly use tools and The hose assembly and installation will be of such hos? , follow the correct proce- quality that it will function without leakage under dure for installation of the operating pressures of the system. fittings? Install and test hose "Install and inspect for Key Points Feedback in system. return-to-service?

Tool selection. What tools are necessary to the field installation of RECOGNIZE DEFECTS IN METAL TUBING. fitting ends on flexible hose (SEGMENT E, LEVEL 3) assemblies? Material selection and'What physical characteristics Student Performance Goal storage of hose or appearance permits, the materials. identification of flexible Given: hose materials? Random samples of metal tubing that may display "How do AN and MIL speci- defects that would cause the tubing to be rejected. fications apply to the identification of hose? Performance: What factors must be con- The student will select one sample section of sidered when estimating the tubing that would be rejected due to each of the length of a flexible hose? following defects: What can be done to minimize the deterioration of a. Deep scratches or dents. hose while it is in storage? b. Flattened tube bends. What is understood by the c. Defective flare. term "shelf life" as applied to rubber products? Standard: Installation of Why do flexible hoses have The identification of samples containing defects fittings. a linear stripe as part of the will be without error. identification coding? What methods are available Key Points Feedback for attaching fittings to flexible hoses? Defects in tubing. What publications describe Why are special tools the limits to defects per- recommended when install- mitted in metal tubing? ing the fittings on flexible "How does a mechanic decide hoses? whether a tube should be re- What precautions should paired or replaced? be observed when installing Repairing metal Describe the limits, tools fittings on flexible hoses? tubing. and procedure to be followed Installation of What hazards may exist in repairing scratched or flex-hoses in fluid while pressure proof-testing dented metal tubing. systems. flexible hose? What repair procedure may "How does internal pressure be considered when the affect the length of a damage is limited to a flexible hose? single severe dent in a Describe a procedure that section of metal tubing? will minimize the tendency Describe the general prac- of a flexible hose to loosen tices that will tend to re- the coupling nuts at the duce damage caused by fittings. maintenance mechanics to metal fluid lines. Activities Check Items Did the student: Activities Check Items Did the student. Identify and select Select the correct hose as hose and fittings. dictated by the system Identify repairable/ Measure and appraise the fluid and pressures. rejected metal tubing damage to teach the deci- samples. sion?

60 Use reference information What governs the choice of and correctly interpret spe- lubricants when assembling cifications describing re- line connections in the various pairable defects? fluid systems? What determines the minimum bend radii for rigid tubing and INSTALL A SECTION OF TUBING. for flexible hose? (SEGMENT F, LEVEL 3) aWhat maximum reduction in original outside diameter is Student Performance Goal allowed when bending tubing for fluid lines? Given: What is the purpose of b:cl- Sections of replacement tubing and various fluid ing fuel lines? carrying systems installed in an airplane or mock- What are the means by which up and an appropriate manual. you might identify the tubing of a particular fluid system? Performance: List and discuss the types The student will install a replacement section of of hose clamps. tubing as a procedure to repair the fluid systems. What inspection aids or de- He will determine the proper routing and support of vices would an inspector em- the tubing section by reference to the manuals, in- ploy when troubleshooting a stall the replacement tubing with AN, MS and hose H&J system? clamp type fittings and make an operational check of the systems. Activities Check Items Did the student: Standard: The installation will be of such quality that the sys- Install sections of Plan rooting? tem functions normally and there is no leak in the tubing in the system. replacement section of the system. Activities Check Items Key Points Feedback Did the student:

Routing of fluid lines.Why are fluid lines routed Identify and install fittings below electrical lines? of the AN, MS and hose Why are fluid lines routed clamp types? away from movable controls? Identify supporting points? What special precautions Determine bonding required? should be observed in routing Apply proper lubricant and/or fuel lines through bulkheads, sealant to fittings? firewalls, entry-ways, crew Install tube or hose in compartments, baggage com- mock-up? partments? .Torque all connections? Types of tubing What is an AN fitting? Anchor and bond fluid lines? connection. What is an MS flareless Install identification mark- fitting? ings? What procedure is followed Perform an opera- Cycle the system from an to install an MS fitting? tional check of the operational check list? What is the disadvantage of system. using pipe-threaded fittings? Inspect the replaced Check for leaks, excessive Why is tubing beaded? tubing section. vibration, chafing, clear- When are flexible connec- ance from moving parts? tions used? a Make a logbook entry? Installation of What are the different types Observe safety in pres- fluid lines, of securing devices used for surized systems by bleeding supporting fluid lines? pressure before removing Why are torque values required the tube? for fluid line connections? What references are used to ..=1- determine proper torque values for fluid line connections? 61 MATERIALS AND PROCESSES

18. PERFORM PRECISION MEASUREMENTS, Inspection. Explain the meaning of the (EIT = 12 hrs., T = 2 hrs., L/S = 10 hrs.) terms "nominal dimensions." 1 segment a. Dimensional What is the difference be- (UNIT LEVEL 3) checks. tween a manufacturing tolerance and a service .INSPECT AIRCRAFT COMPONENTS FOR TEAR. limit? (SEGMENT A, LEVEL 3) Name the tools and describe the method that would be Student Performance Goal used to check the alignment of a shaft. Given: b.Fits and What care should be given a Used and worn aircraft components including shafts, clearances. precision surface plate? bearings, bearing journals, cylinders with asso- Give examples of some abuse ciated pistons, connecting rods, crankshaft, sheet which should be avoided? metal parts, and inspection tools, including micro Describe the difference be- meters, calipers, hole and snap gauges, dial indi tween a "tight" and a "loose' cators, 'V blocks, surface plates and written in- fit as applied to precision spection data, blank report forms and status tags. measurements. Status report forms .What significance is asso- Performance: and/or tags. ciated with red, green and The student will perform inspections using appro- yellow status tags? priate inspection tools to detectWe 2fand/or de- Who is responsible for deterioration in twenty used and worn aircraft com- termining whether a part is ponents and complete typical report forms or status repairable, serviceable or tags indicating acceptance or rejection of the in- rejected? spected components. Why do status fcrms require serial numbers, time in ser- Standard: vice, etc? At least fifteen inspections and report forms will be completed in conformance with the written data Activities CheckItems provided. Did the student:

Key Points Feedback Use a micrometer to Select micrometer of size measure the outside compatible with diameter to Inspection concepts: .What is the difference be diameter of: be measured? tween an ordinary micro- a. A shaft. Exercise care in handling a. Manufacturing (pro- meter and a vernier micro- S. A bearing. both micrometer and parts duction) meter? c. A beating journal. being measured? production Name some of the ptecau d.The thickness of Take measurements at tolerances. tions that should be ob a thin sheet of multiple positions to detect normal rejection seed when handling pre steel or aluminum. out of round? factor. cision measuring instru- Makt written record of mea statistical in- ments. sutements? spection. (spot- Describethe procedure Measurea small hole Select ball or snap gauge checking, normal usedtocalibrateamicro- in n typical aircraft and micrometer of appto cutves, 100%in. meter (gauge blocks). part. ptiate size? spection, quality Describe the difference be Demonsttate 'feel' in making control). tween a hole snapgauge measurement and exercise and a ball gauge. Give ex- care for measuring tools? amples of where these Make written record of me*. gauges might be used. sutements? b. Line maintenance. iplain why go-no-go Read and interpret a Take multiple position mea gauges ate often used in vernier micrometer to surements and make written place of other measurement measure the fit of: record of measurements? techniques. a.A ball or toilet bearing intoamachined recess.

62 Activities Check Items Standard: Did the student: Correctly identify ten different bolts from AN markings and by measurement and install bolts b.The inner race Locate manufacturer's table and nuts in accordance with return-to-flight diameter of a ball of limits and compare actual standards. or roller hearing measurements? to a shaft. Key Points Feedback c. A st.aft into a fric-Apply specifications in action (plain) cepting or rejecting the in- Standard aircraft boltsWhat is the difference be- bearing. spected components? and fasteners. tween AN and NAS close d. A piston into a tolerance bolts? cylinder. What feature permits iden- e. A shaft into a tification of an internal machined hole. wrenching bolt? Use a dial indicator, Use method or technique How does a bolt differ V. blocks and a sur- specified in manufacturer's from a screw? face plate to check the manual? Standard aircraft 'How doescastle nut differ alignment of a shaft, aMake written record of nuts. from a sett-locking nut? connecting rod and the alignment measurement? low does a nut plate or `run -out' of a crank- Apply specifications or anchor nut differ from a shaft. tolerance in accepting or self-locking nut? rejecting the component? allow can a mechanic dis- Use go-no-go and/or Exercise care in handling tinguish between a shear stretch gauges (as ap- tools and equipment? (Did nut and a castle nut? plicable) to inspect in- not force or damage.) Compare the phjsical take or exhaust valves, Make written record of characteristics of a check- valve guides, machinedfindings? nut and a plain nut. threads, and machined Machine screws. nat are the head shapes bearing surfaces. of machine screws? Record findings (dimen-Sign the form? that is the difference be- sion/fit/tolerance/ .Correctly identi:i the part? tween a stress screw and remarks) on typical Date and report and/or tag? machine screw? inspection report form 'Indicate the reason for re- *Thyare machine screws Or status tag. jection? available in both coarse and fine threads? lrhat materials are used in 19. IDENTIFY AND SELECT AIRCRAFT HARD. the manufacture of machine WARE AND MATERIALS. (EIT r. 38 hrs., T = screws? 21 hrs., L/S rr.17 hts.) 8 'Wiwi& Studs. elf a stud has both coarse (UNIT LEVEL 3) and fine thteads, which of the threads is tapped into IDENTIFY AND INSTALL AIRCRAFT BOLTS. the softer material? (SEGMENT A, LEVEL 3) * thy aren't nuts on studs generally saftied with a Student Performance Goal cotter pin? *Describe the use of a Given: step stud. A random display of aircraft quality bolts, a bolted 'What is a helicoil? installation problem on an aircraft powerplant or PK (self tapping) allot head shapes are mock-up and written information. screws. available? That types of recesses Performance: ate provided for a screw. On an aircraft, powerplant, or mock-up, the student driver? will determine the correct length of bolts to install alrhat finish is generally some bolts with castle nuts and some with self- used to pteveni rusting? locking nits and torque to correct values. 'How does the strength of a P-K screw compare with a machine screw?

63 What is a tinnerman nut? a single dash. Locking devices. From what materials are a double dash. cotterpins made? triangle. What are lock washers? circle. Explain how tab and spring Color coding of bolts. What color is used to indi- type washers act to safety cate magnaflux, zyglo or a bolt-nut installation. X-ray inspection of bolts? What are roll pins? How Determining bolt Why are washers used in are they secured? length. bolt-nut assembly opera- What are pal-nuts? tions? How do you remove and in- What problems would occur stall a circlip? if the threaded portion of What materials are used for the bolt had bearing on the safety wire? bolt hole in the part? Machine screw threads.What is meant by the term What is grip length of a 'NC" thread? bolt? ls the thread on a hex head allow does grip influence aircraft bolt a coarse or bolt length? fine thread? Selection and use of How does temperature in- Interpret the following elf-locking nuts for fluence the selection of a thread designations: specific applications. self-locking nut? 10-32NF elf a bolt-nut installation %-28NF will be subject to rotation, # 6-32NC what kind of nut should be How can the tap drill size used? for a particular thread be In what manner does a determined? drilled shank bolt effect allow can a mechanic hter- the installation of a self- mine a clearance drill size locking nut? for a specified thread? What are the limitations to What is meant by a Class 3 the use of and re-use of a thread fit? self-locking nut? AN and NAS numberingallow can the dimensions for Torque values. 11 you found different torque systems. AN and NAS bolts and values specified in the screvs be determined? manufacturer's manual, than In what fractional incre- those specified in FAA pub. ments are the diameters of lications, which values bolts measured? would you adhere to? ln what fractional increments Measurement values. Explain how you would con- ate the lengths of bolts mea- vert inch-pounds to foot sured? pounds. Special purpose bolts: Cite some examples of where What stresses are considered a close tolerance bolt would when torque values ate spe a. Close tolerance. be used. cified rot a particular dia- b.Internal wrenching.What kind of finish is com- meter of bolt? c. Corrosion re- mon to a standard AN steel sistant. bolt? Activities Cbeck Items Warne several kinds of in bid the student: ternal wrenching bolts. thy aren't corrosion re- Select steel bolts Recognize head identifies- sistant bolts plated? from random display. tion markings? Head markings on What would an ax" or lnterptet AN or NAS codes bolts. "+" or asterisk indicate as in specifying diameter, a heed masking on a bolt? length and material? Identify each of the follow- Determine and obtain Select correct grip length? ing symbols that might ap- correct length bolt for the pear on a bolt: specific installation.

64 Install bolt, washer Allow for correct exposure Which of the alloys are and nut. of thread through self-locking used for rkets? nut and/or position of cotter Hardness identifi- Explain why a sheet of pin hole in castellation of cation. aluminum would not be nut? identified as 1100ST4. Torque and safety. Interpret specification of *nit was necessary to form, torque values? bend or shape a piece of heat treatable aluminum, in what temper condition IDENTIFY ALUMINUM ALLOYS. would the material be (SEGMENT 8, LEVEL 3) ordered? What happens to all alu- Student Performance Goal minum alloys when they are hammered, bent or shaped? Given: Alclad /pureclad What code markings indi- A random display of sheet aluminum samples in- identification. cate that an aluminum alloy cluding at least ten different alloy types and written has a clad finish? aluminum alloy reference data. What is the average thickness of a clad surface? Performance: The student will identify ten samples of the various Activities Check Items family groups of aluminum alloy by visual recognition Did the student: of code designators and select appropriate alloys for ten specified aircraft applications. Select aluminum Promptly recognize mater- alloy sheet and/or ials? Standard: extrusion from dis- Note alloy identification? Correctly select at least eight aluminum family played samples, iden- Note hardness designation? group samples and at least eight alloys for speci- tifying the alloy and fied applications. hardness. Describe the applica- Note material identifica- Key Points Feedback tion of an identified tion on original structure material for repairs to: and/or referenced material Old and new code Why was the code number- a. Stressed skin. specification in the manu numbering systems. ing system changed? facturer's structural repair What comparison may be manual? made between the two code b.Internal structure. Make determination of dif- systems? ference in strengths if an What general cross reference c. Cowlings /fairings. alternate material is being exists between the two cod- used in lieu of original? ing systems? d. Secondary struc- Show awareness of clad- Alloy identification. Considering commercially ture. ding in both original save- pure aluminum as the base, tute and selected repair approximately what percent- material? age of alloy is added to de- Correctly select a material velop the typical Feat treat- which could be severely able aluminum alloy? formed? How does the code system identify the major element in an aluminum alloy? IDENTIFY STEEL ALLOYS. What parts of the airplane (SEGMENT C, LEVEL 3) ate manufactured from heat treatable aluminum alloys? Student Performance Goal Slat aluminum alloys ate commonly used for welded Given: fuel tanks? Random selection of aircraft steel alloy tubing and For fairings and cowlings? sheet, and SAE or AISA code publications. illich of the alloys ate 1)&1 weldable and heat treatable?

63 Performance: Performance: The student will identify the SAE code markings The student will select answers for thirty and, referring to the SAE or AISA publications, in- questions covering the economic and engineering terpret the coding for ten samples. criteria involved in selecting materials for specific aircraft applications. The questions will be Standard: concerned with shaping and forming of metals, Identification of material and interpretation of code joining of materials, composition of metal alloys, will be without error. plastics, and rubber, and the determination of the mechanical properties of materials. Key Points Feedback Standard: SAE code identifica- What does each digit in the Select correct answers for at least twenty-one tion system. SAE code system indicate? questions. Why doesn't a low or mild carbon steel respond to Key Points Feedback heat treatment? Uses of aircraft Why are nickel alloys used Selection of materials Although airplanes are steel. in hardware? as dictated by design constructed primarily of From what materials are of the airplane: aluminum, why is there an flying and landing brace increasing use of honey- wires made? a.Speeds. comb, titanium and fiber Can the alloys of a steel filament type laminates? be identified by grinding b. Cost factors. What is meant by the terms the material against a fatigue life or "limiting grinding wheel? c.Maintainability cycles "? Describe some of the and service life. Describe the ways in which methods which can be used a structure may be con- to identify a stainless steel. d. Weight. sidered "fail-safe." Code markings on allow can an alloy steel be Compate the fatigue life of steel alloys. identified if there are no a riveted vs. a bonded joint. markings or color coding *What advantages does a on the material? forging have over a "built- Identifyitg temper sIn what ways is annealing up structure? condition*. like normalizing? "Does ptesstuization have In what ways do the pro- any affect on the fatigue cesses diffet? life of an airplane? an your own words, describe Activities Check Items some of the problems asso Did the student: elated with a. Sharp notches in a high Identify samples of .Correctly interpret the stressed structure. steel alloy tubing and code markings? b.Eccentrically loaded fit- sheet by interpreting tings. code markings. c. Repeated cyclic loads. Shaping of metals: a.Casting. What strength may be ex- RECOGNITION OF ECONOMIC AND ENGINEER- pected in a cast part? ING CRITERIA IN SELECTION OF AIRCRAFT lathy is the finish and lip MATERIALS. peatance of a sand cast /SEGMENT 0, LEVEL I) pout inferior to a die cast part? Student Petformance Goal *What is the advantage of a centrifugally cast of invest- Given: ment cast pan? Written information and a series of questions, with *What metals may be cast? multiple choice answers, concerning the economic Oho precautions are Access and engineering criteria involved in selection of sary when installing a cast materials lot specific aircraft applications. part?

66 Explain why cast parts What is meant by the term may fail uder a sharp 'alloy'? blow or impact. *What is the difference be- b.Forging. How does the forging pro- tween a chemically pure cess improve the strength and a commercially pure of the part? metal? Distinguish between open b.Iron and steel. *How does the addition of forging and die forging. carbon to iron affect the What factors limit the size hardness of the metal? of parts that may be forged? *What is meant by the term c.Extrusion. Compare the qualities of an "heat-treatment"? extruded tube and a seam *What distinguishes iron welded tube. and steel? Why is the extrusion pro- *What is the difference be- cess so adaptable to the tween a case-hardened production of wite and steel part and a nitrided shaped solid extrusions? steel surface? d. Powder metallurgy.What are the limitations c. Aluminum alloys, low do the suength to imposed on the production weight ratios of aluminum of powder metal parts? and steel compare? What is meant by the term Comprue the corrosion re- "sintered"? sisting characteristics of What parts of an airplane aluminum and steel. may be produced from What metals are alloyed powdered metal? with aluminum? What precautions must be d. Other metals and *Arrange the following observed when installing alloys. metals: magnesium, an "oilite" bearing? nickel, copper, brass, e.Rolling, spinning, Describe why a propeller bronze, tin and titanium in stretch forming. dome may be produced by a descending order of spinning and a section of strength. cowl stretch formed. *Why is the use of titanium What process would be finding increased used to produce a sheet Lions in the aircraft in- metal stringer? dustry? 1.High energy allow did the development e.Plastics. *What is the difference be- forming processes. of some of the newer tween a thermal setting and metals make new forming a thermal softening plastic? processes necessary? What is meant by the term What forms of energy are 'plastic memory"? utilized in these forming *there ate nylon parts used processes? in the construction of an Joining of materials. What affect does vibration airplane? have upon joints in metals? What ate some applications Explain why a joint should of Nits made from polyesters avoid stress concentrations. and polyvinyls? any are eccentric loads to *Give one example of an be avoided? airplane part made from *that are the disadvantages fiberglass, asbestos and of bolted and riveted joints? ceramics. What ate the limits in join- 1.Rubber. *Name some parts of the airing metals by welding/ plane that would be made brazing/soldering? from natural rubber. Why has bonding and expoxy *Describe some of the pre- gluing gained wider accept- cautions that would be ob- ance? served in storing rubber Aircraft materials: products. a.Metals and alloys. allow is iron extracted horn iron ore?

67 How does the resiliancy of Performance: natural tubber compare with The student will identify each rivet by head shape, synthetic rubber? alloy, dimensions, and where applicable, type What are some of the ad- letter designating strength characteristics. He vantages of synthetic rub- will answer ten questions concerning use limita- ber over natural tubber? tions for certain types of rivets, chilling, "age What physical characteris- hardening," and which types cf rivets need heat tics would indicate aging treatment. in rubber products? g. Mechanical proper-Give some examples of air- Standard: ties of materials. craft parts and materials Correctly identify at least twenty-five types of that would display high rivets and correctly answer at least eight questions. tensile strengths. Give an illustration of Key Points Feedback ductility in materials. What term would describe The AN rivet code What is meant by the term a material that returns to system. "protruding head" rivets? its original shape following Explain what is meant by stretching? a 'flush head" rivet. Compare ultimate strength Compare the strengths of a and margin of safety. round, flat, brazier and flush What is a safety factor? head rivet of equal diameter. How could a shear test be What fractional increments made? are used in measuring rivet H a material has the ability diameters? Lengths? to resist impact loads, what What feature in the head of term could be used to de- a rivet identifies the alloy scribe this material? from which the rivet is Under what environmental manufactured? conditions would a material The MS rivet number- *What rivet head type utilizes probably creep and fatigue? ing system. an MS number? h. Mechanical testingWhat are the names of some NAS and trade- How are size and material of materials. of the machines used to marked rivets. designated for NAS rivets? measure tensile strength Describe Cherry rivets. of materials? Where ate Huck rivets used? Can tensile tests indicate What are some aircraft uses whether a part has been of Hi -shear rivets? heat treated? Limitations in uses What ate some of the factors allow could a machine mea- of rivets. which might cause a rivet sure the shear strength of to split while being driven? a material? *What is a type 'A" tivet and what is the importance of being able to identify a rivet IDENTIFY RIVETS BY PHYSICAL CHARACTER- manufactured from this ISTICS. material? (SEGMENT E, LEVEL 3) Rivet strength Why are rivets manufactured control methods. from 2024 and 2017 aluminum Student Performance Goal alloy referred to as "ice boa" rivets? Given: Explain the process of 'age A random unlabeled display consisting et 30 dif- hardening" during which a ferent types of AN. MS, NAS and trademark air- rivet develops its full ten- craft rivets and standard rivet publications. sire strength. Orly is it unnecessary for an A I7S alloy rivet to be heat. treated.

61 IDENTIFY MATERIALS USED IN AIRCRAFT FIRE- Given: WALLS AND EXHAUST SHROUDS. Written technical information and sample materials (SEGMENT F, '-EVEL 2) for structural aircraft repairs.

Student Performance Goal Performance: The student will select suitable materials for use Given: in aircraft structural repairs to pressurized sec- Written technical information and samples of mater- tions of a fuselage, fuel cell areas, wing rib sec ials suitable for use in aircraft firewalls and exhaust tions, flight control surfaces and honeycomb or shrouds. laminated structures. He will use and interpret information pertaining to the specific types of Performance: repairs. The student will identify six samples of materials suitable for use in aircraft firewalls and exhaust Standard: shrouds. He will use pertinent technical reference Proper selection of material in conformance with information or aircraft manuals to illustrate the technical information provided. suitability of the materials. Key Points Feedback Standard: At least five materials will be correctly identified Sources of pertinent 'Where would the student and at least five applications correctly listed. information. look for data pertaining to repairs in the pressurized Key Points Feedback sections of an aircraft fuselage? Materials used for What general rules apply to Why are structural repairs firewalls. materials suitable for use in the fuel cell areas of a in firewalls and shrouds? wing patticularly critical? What types of stainless Stress analysis. Determine if the sealant steels ate commonly used used in accomplishing for fitewalls and shrouds? repairs to a pressurized Thickness of materials. Under what conditions would airplane met an air-worthi; an aluminum alloy be con- ness standard. sidered as an appropriate Stmctural strength Under what conditions m terial for a shroud? considerations. might an annealed aluminum Materials approved Why would an annealed alloy sheet be used in the for use on shrouds stainless steel be used as repair of an aircraft strut- and manifolds, a material (or a fitewall? hire? Compare the properties of Where would the student galvanized steel terneplate. find information pertaining What substitutes can be to the repair of a wing rib? made if the original mater- While making a repair to a ials of a firetvall or shroud flight control surface, what cannot be identified? other considerations in addition to materials would Artit ilics Cbeck items be advisable? Did the student: Where would the student look for information rela- Identify fireall Correctly interpret informs- tive to the repair of honey. materials. tion from the manuals and comb and/or laminated identify the materials? structures?

Actit ;Wes Cbeck Items DETERMINE SUITABILITY OF MATERIALS FOR Did the student: AIRCRAFT REPAIRS. (SEGMENT G, LEVEL 21 Interpret specifics- Correctly interpret the tions and identify specifications? Student Performance Goal materials.

69 IDENTIFY AIRCRAFTCONTROLCABLE. 20. PERFORM BASIC HEAT TREATING PRO. (SEGMENT H, LEVEL 3) CESSES. (Err = 6 hrs., T = 5 hrs., L/S 1 hr.) 4 segments Student Performance Goal (UNIT LEVEL 2)

Given: EFFECTS OF HEAT TREATMENT. Written technical information and samples of sh- (SEGMENT A, LEVEL 1) ade control cables including nonflexible, flexible and extraflexible types. Student Performance Goal

Performance: o Given: The student will identify six different samples of Written technical information and questions with aircraft control cable as to type of cable, number multiple choice answers concerning the effects of of strands, number of wires per strand, material, various dorms of heat treatment on metal alloys. tod whether preformed or nonpreformed. Performance: to Standard: The student will select correct answers for ten Correctly identify at least five samples. questions concerning the relationshiF between tensile strength and metal hardness, how hardness Key Points Feedback and tensile strength are determined, the effects of heat treatment processes on aluminum alloys, and Types of cable Only is a 7 x 19 control the results of incorrect heat treatment procedures. construction. cable mote flexible than a 7 x 7 cable of the same Standard: diameter? Select at least seven correct answers. What is the purpose of having a cote strand? Key Points Feedback Why is there less "stretch" in a 1 x 19 cable than in Relationship between By what methods are alu- a 7 x 19 cable of equal hardness and tensile minum alloys checked for diameter? strength. tensile strength? Materials and How can a magnet be used Could hardness testing be forming. to identify the material? used to indicate whether an Which cable would have aluminum alloy has been greater strength, a carbon heat treated? steel or corrosion resistant Testing for hardness. sin general, how do hardness steel cable? testing machines operate? While cutting a piece of show can hardness of a control cable, how would material be identified by the student determine if feeling or bending? the cable was preformed How can the tensile strength or nonpreformed? and hardness be determined from code numbers on alu- Activities Cbeck hems minum alloy? Did the student: Methods of hardening ono processes are used to aluminum alloys. hatden aluminum alloys? Identify samples of Count the number of Esplein the effectiveness control cables. strands? and applications of each Identify the core strand? process foe aircraft aluminum 'Count the numbct of wires alloys? in each strand? Results of incorrect What conditions may be ldentify the helix of a procedures. caused by incorrect heat preformed strand? treatment? llse a magnet to identify *Define blistering, exfoliation material? intergrahular distortion, dig- coloration. What are the effects on the corrosion resistant teopenies of aluminum alloys from improper heat treatment?

70 -...t.

IDENTIFY ALUMINUM ALLOY CODE DESIGNATION HEAT TREATMENT PROCESSES AND STRAIN OF HEAT-TREATABILITY. RELIEVING. (SEGMENT 9, LEVEL 2) (SEGMENT C. LEVEL I)

Student Performance Goal Student Performance Goal

Given: Given: Samples of aluminum alloy sheet and AC 43.13 -1 Written technical information and questions con- or equivalent written data concerning identification cerning heat treatment processes, tempering, and of aluminum alloys. strain hardening of metals.

Performance: Performance: The student will identify samples of aluminum The student will answer five questions concerning alloys, at least five of which are considered heat- the steps in heat treatment of alum:-,um alloys, treatable, five nonheat-treatable, and three with five questions concerning the effect of heating a trademarks indicating surface corrosion prevention metal such as steel slightly above its critical treatment. temperature, then cooling it rapidly, and five questions concerning strain hardening and its effect on Standard: the tensile strength of aluminum alloy. Correctly identify at least two types of heat-treatable aluminum alloys, at leas; three types of non- Standard: treatable, and two types with surface corrosion Correctly answer at least three questions in each prevention treatment. of the three categories.

Key Points Feedback. Key Points Feedback

Aluminum a:loy codes. irhat code numbers appear. Types of aluminum Name the common types of ing on a sheet of aluminum alloys. aluminum alloys used in alloy indicate heat treat- aircraft construction. able alloys? What is the composition of Which code designators in- each alloy named? dicate the degree of heat Types of heat treat- Define heating, heat soak- treat? ing processes. ing, quenching, annealing Degree of hardness? and aging. Combination of both? For what metals are anneal- Aircraft applicatimis. Name the common aluminum ing processes most practical alloys used in aircraft con- aDefine hardening, stress te struction. lieving, tempering, normali- allow is surface corrosion zing and drawing. prevented in aluminum alloy Heat treatment of that happens when steel sheet for aircraft uses? is heated slightly above allow can the degree of tem- its critical temperature per for aluminum alloys be (molecular structure ef- determined from code desig- fects)? nators? That happens if the metal is then rapidly cooled Artiiities Cbeck Items (quenched)? Did the student: Then does tempering take place? Read and interpret Include all parts of the code Strain hardening of What happens to aluminum code designators on designator? aluminum alloy. alloy during strain harden aluminum alloy sheet. Interpret meaning of surface ing? treatment trademarks? How is strain hardening Use proper tables to deter- accomplished? mine meaning of code *That happens to the hard- designators. ness of alvainum after strain hardening?

71 ANNEAL COPPER AND STEEL PARTS. Remove scale from speci- (SEGMENT 0, LEVEL 2) men to provide bright surface so color may be Student Performance Goal observed as temper is drawn? Given: Give emphasis to the cor- Samples of copper tubing and welded steel parts, rect cooling rate? an oven or torch and written procedural information.

Performance: 21. PERFORM PENETRANT, CHEMICAL ETCHING, The student will use an oven or torch to anneal a AND MAGNETIC PARTICLE INSPECTIONS. piece of copper tubing and to stress relieve a (EIT = 12.50 hrs., T = 4hrs.,L/S r. 9,50 hrs.) welded steel part. 4 segments (UNIT LEVEL 2) Standard: The annealed copper tubing will be capable of be- PERFORM DYE PENETRANTINSPECTION. ing formed mound a radius equal to three times the (SEGMENT A. LEVEL21 diameter. The steel part will be bent in a vise to provide evidence of the stress relieving. Student Performance Goal

Key Points Feedback Given: A specimen aircraft part with known invisible sur Hardening of copper. What causes age hardening face cracks, a dye penetrant inspection kit with of copper? applicable operating instructions, andAC43.13 -1 111y is it important to de- or an equivalent publication. tect copper tubing or parts that have hardened? Performance: Annealing process. What effect does annealing The student will prepare the specimen part for in- have on hardened copper? spection, apply and remove the penetrant, apply How is annealing accomp- developer, inspect for cracks, and complete after Halite!? inspection cleaning. How are thermocouple gaskets annealed? Standard: ls it necessary to clean Perform all steps in accordance with instructions copper after annealing? and locate at least one crack. Suess relieving of 'How does welding cause welded steel parts. stresses? Key Points Feedback ("Normalizing" or What results when excess "stress annealing') stresses ate developed? Dye penetrant sExplain the principle of Describe the process that inspection. dye peneuant inspection. is used to relieve stress *Why must the areas to be resulting from welding. inspected be thoroughly What is the quenching cleaned, including any agent used, if any? anodizing, before applying What is the molecular dye? change desired? ' Approximately how long should the dye be left on Activities Check Items the surface before it is Did the student: removed? Mist is the purpose of the Heat test specimen of *New attention to change In developer? copper to red heat and color as copper is annealed? 'What benefit results from quench in water. Check for hardness or heating a part that is to be brittleness by bending? inspected? Heat steel specimen Show awareness of the Use of fluorescent eih) do some dye peneuant above elicit.' range identity of specimen being type dye peneuant inspection procedures use and quench in water heated and quenched? ( *Fs to). a "black-light" as part of of oil. tI. inspection?

72 What are the limitations of Key Points Feedback fluorescent dye penetrant? Why should a magnifying Magnetic particle Describe briefly, the glass be a part of the in inspection. principle of wet and dry spection equipment? magnetic particle inspec- Chemical etching. When a flaw has been de- tion. tected, what is the value What tvoe of visual indi- of using chemical etching cation is provided? to determine the extent of Compare the features of the flaw? Magnaflux vs. Magnaglo. Limited to inspec- Why is magnetic particle Actitit ies Check Items tion of iron or steel inspection impractical to Did the student: parts. detect cracks in aluminum alloy forgings and castings? Clean and prepare Adhere strictly to the opera - Demagnetization and Why are parts demagnetized specimen for dye ting, instructions? clean up after in following inspection? penetrant inspection. Clean the specimen thorough- allow is demagnetization ly? accomplished? Apply dye Spread the dye penetrant Why is cleaning of a part penetrant. evenly over all of the area required after magnetic to be inspected? particle inspection? Remove dye Wipe off all visible dye penetrant. penetrant? Actiritics Cbcck Items Apply developer. Apply the developer evenly Did the student: over all of the area? Inspect for cracks Adequately illuminate all Magnetically inspect Show awareness of limita- and pin-holes. areas to be inspected? a part having a sub- tions in reading and inter- Use optical aids, if pro- surface flaw. preting indications? vided, to assist in finding a Properly demagnetize the hairline cracks? part after inspection? Clean after in- Remove all developer (torn spection. specimen alter inspection? PERFORMLNSPECTIONS OFWELDED ASSEM- BLIES. PERFORM MAGNETIC PARTICLEINSPECTION. (SEGMENT C, LEVEL 2) (SEGMENT 0, LEVEL 2) Student Performance Goal Student Performance Goal Given: Given: Samples of aircraft welded assemblies which have A steel aircraft pan having a known subsurface known cracks and/or blow-holes not easily visible flaw of fracture, magnetic particle inspection equip- to the unaided eye, magnifying glass (10 power or ment, applicable operating instructions, and AC reater), dye penetrant or 7yglo test equipment, 43.13-1 or an equivalent publication. magnetic particle test equipment, AC 43.13-1 or equivalent publication and operating instructions Performance: for the test equipment. The student will use the magnetic particle inspec tion method to locate sad identify a sub - surface Performance: flaw or fracture and properly demagnetize the part The student will locate (tacks and/or blow-holes after completing the inspection. in each of five welded assemblies using a magni Eying glass, dye-penetrant, and magnetic particle Standard: tests as applicable for the kind of material being Perform all steps in accordance with instructions tested. provided, locate and identify at least one flaw or fractute. * Standard: Locate and identify flaws in at least three of the welded assemblies and perform inspection in ac cotdance with instructions provi*d.

73 Key Points Feedback Given: Written information concerning aluminum alloy Importance of find- Where are cracks generally identification, samples of heat treatable and welding flaws in welds. found in a weld? able aluminum alloys which lack legible code mark- How might the presence of ings, and a kit of testing chemicals :or aluminum blow-holes be suspected? alloy identification. Aircraft structures Which types of welded air- involved. craft structures are suscep- Performance: tible to these flaws? The student will perform tests on six samples of Why are gear, wing and en- aluminum alloy to determine and mark those which gine mount attachments are heat treatable and those which are weldable. especially critical as to weld flaws? Standard: Types of inspection. Which type of inspection is Correctly test and mark at least two samples of most suitable for aluminum heat treatable and two samples of weldable aluminum a. Dye penetrant and welds? alloy. Zyglo. Where is the magnetic particle method most suitable? Key Points Feedback b.Magnetic particle Can a portable magnetic method. particle inspection unit be Identification of un- What is the primary differ- used? How is the area de- marked (or illegibly ence in alloys that are used magnetized? coded) aluminum alloys.in a heat treatable aluminum c.X-ray. .What limits the use of the and the alloys used in a X-ray for weld inspections? weldable (nonheat treatable) d. Optical aids. How important is a good aluminum alloy? magnifying glass as an *What chemical may be used 4:d to most types of in- to distinguish between heat spection? treatable and weldable What limits the amount of aluminum alloys? magnification power that Are there any detrimental can be used in optical aid effects to aluminum as a inspections? result of etching with caustic soda? Activities Check Items What procedure may be used Did the student: to neutralize the etch?

Test samples of air- Clean the surface of the Activities Check Items craft welded assem- weld properly? Did the student. blies for cracks and/orApply the dye penetrant blow-holes. materials in the proper Immerse sample piecesObserve safety considera- manner? of aluminum alloy in 3 tions in handling the caustic Perform proper cleanup ICA solution of sodium mixture? after completing the test? hydroxide. Recognize reaction at edge Test steel welds by Prepare the area to be of Mc lad sheet? the magnetic particle tested properly? Neutralize following Select the correct neutrali- method. Use the magnetic test etch. zing agent' equipment with proper care and caution? Demagnetize the tested 22. INSPECT AND CHECK WELDS. (EIT=5 hrs.,

material after testing? T =1hr., L/S = 4 hrs.) 1 segvient (UNIT-1= LLVEL.3) »"ERFORM TESTS TO DISTINGUISH BETWEEN INSPECT AND EVALUATE WELDS HEAT TREATABLE AND WELDABLE ALUMINUM (SEGME(: f\, LEVEL 3) ALLOYS. (SEGMENT D, LEVEL 2) Student Performance Goal

Student Performance Goal

74 Given: Activities Cbeck Items Assorted aircraft welded assemblies of acceptable Did the student: and unacceptable quality, written information concerning welding including AC 43,13-1 or equiva- Inspect welded air- Use magnifying glass? lent publication. craft assemblies. Refer to published information in making his Performance: evaluations? The student will inspect and evaluate the quality Check for depth or Use dye-penetrant to check of the weld in each of ten welded aircraft assem- extent of flaws. extent of questionable de- blies. He will point out any fau::s or defects in fects? each weld and decide whether it is acceptable or Show an understanding of should be rejected. what constitutes a good weld? Standard: Check for indication of Decision of acceptance or rejection will be correct unrelieved stresses in for at least 8 welded assemblies and at least 80 the weld? percent of the defects and flaws pointed out will be valid in accordance with written information provided. 23. IDENTIFY AND SELECT APPROPRIATE NONDESTRUCTIVE TESTING METHODS. Key Points Feedback (EIT = 7.0 hrs., T = 7 hrs., L/S = 0 hrs.) 1 segment Desirable chatac- What width should the weld- (UNIT LEVEL 1) teristics of a corn- ing bead have? pleted weld. What should be the depth of SELECT NONDESTRUCTIVE TESTING METHOD. penetration? (UNIT LEVEL 1) Describe a completed weld of good quality. Student Performance Goal Undesirable What are some of the faults characteristics, that you would associate Given: with a "cold" weld? Written descriptions of six typical aircraft defects What are some of the de- or flaws including engine crankshaft flaws, surface fects that you might ex- cracks in aluminum castings and forgings, cracks in pect with a "hot" weld? materials where only one side of the material is Stresses in welded Describe the effect of accessible, component defects requiring radio- joints, expansion during welding. graphy or X-ray inspection for proper detection, What action can be taken and written information concerning nondestructive to reduce or minimize the testing. effects of distortion and residual stress resulting Performance:

from welding? The student will select which method of testing . Unacceptable defects.What constitutes an un- is best suited for detection and evaluation of each acceptable defect: described defect or flaw and briefly state how the Relate in terms of: inspection should be accomplished. a.Insufficient width. b. Lack of penetration. Standard: c.Poor fusion. Select proper method for at least four of the de- d. Burning/pitting. scribed defects or flaws and at least four state- e.Blow-holes. ments of how inspection is to be done to be in f.Projecting globules. accordance with written information provided. Re-welding a pre- What is necessary to previously welded joint. pare a previously welded Key Points Feedback joint for rewelding. What may be the effect of Nondestructive in- Explain the purposes of reheating the welding spection. nondestructive testing material? and inspection. Name at least four basic methods of nondestructive testing.

75 Detecting defects in What are some of the causes aluminum castings for cracks in aluminum and forgings. castings and forgings? l-low is dye penetrant used as an inspection method? Will it be effective in detecting both internal and surface defects? Explain. What advantages would X- ray offer over dye penetrant inspection of an aluminum forging? Magnetic particle Name some of the materials inspection. which can be magnetically inspected. Why are the magnetic particle methods especially suitable for engine crankshaft inspection? Magnaflux and What is the difference be- Magnaglo. tween Magnaflux and Magnaglo inspection methods? What are some of the limitations in the reading and interpreting of magnaflux and magnaglo indications? X-ray or 'What are some of the situa- radiograph inspections in which X-ray is used Lion. for aircraft inspection? Compare with other nondestructive methods of inspection and show limitations and advantages. What are some of the limitations impo3ed on the operator of X-ray equipment? What is the hazard of exposure to radiation? What safety precautions should be observed when X-ray inspections are being conducted? Who is qualified to read and interpret X-ray pictures? elf only one surface or side of a part is exposed, what inspection methods could be used? Ultrasonic inspection.Describe the difference between X-ray and ultrasonic inspection. Name some of the aircraft parts which are normally inspected by ultrasonic inspection procedures. Where is eddy-current inspection most generally used?

76 CLEANING AND CORROSION CONTROL

24. IDENTIFY AND SELECT CLEANING MATERIALS. b. Samples of caustic (EIT = 12 hrs., T = 4 hrs., L/S = 8 hrs.) 2 segments cleaning products? (UNIT LEVEL 31 Observe chemical Demonstrate the effects of +1111111011M .1.10s.a.VITE1 reaction. caustic cleaning solution IDENTIFY CAUSTIC CLEANERS. on aluminum parts in rela- (SEGMENT A, LEVEL 3) tion to time of exposure and strength of solution? Student Performance Goal Make a list/chart showing solution strength and soak Given: time to prevent damage to Samples of caustic cleaners and aluminum alloys. Recognize damaged aluminum parts? samples and describe Avoid splashing the solu- Performance: cause of damage. tion onto personnel? The student will apply caustic cleaning materials to the aluminum alloy samples and observe the effects of varying soak times. He will recognize and IDENTIFY CLEANING AGENTS FOR AIRCRAFT point out damage due to excessive strengths and ENGINE PARTS. soak times should they appear in the samples being (SEGMENT 8, LEVEL 3) cleaned. Student Performance Goal Standard: From a display of aluminum alloy samples, the stu- Given: dent will recognize those samples that have been Manufacturer's information sheets, manuals, pro- damaged by excessive cleaning. duct catalogues, and typical aircraft and engine parts. Key Points Feedback Performance: Caustic cleaning of What is corrosion? The student will use the reference information to aluminum structures. follow does electro-chemical guide his section of the correct cleaning material differ from chemical clean- for steel, aluminum, titanium, ani magnesium parts. ing? He will demonstrate his ability to identify and use Name four forms of corro- approved cleaners and brighteners. sion and discuss the causes of each. Standard: How can corrosion be pre- The student will interpret information from the vented? reference manuals and catalogues without error. What is a caustic cleaner? He will correctly identify packaged cleaning and Name several compounds brighteningagentsand follow printed instruction commonly used for clean- for use of such products. ing that you would consider caustic. Key Points Feedback Why are chemical-water and solvent emulsion cleaners Characteristics and What are the petroleum pro- preferred? use of chemical ducts used in cleaning? Where should caustic cleaners. 'What is a vapor degreaser? cleaners be avoided? Explain its use. What safety precautions List several instances should be observed when where steam can readily be handling caustic cleaners? employed as a cleaner. Why must time be a vari- Activities Check Items able in the use of many Did the student: chemical cleaners? List several commonly used Apply caustiz Observe safety precautions chemical cleaners and a cleaners tc sample in handling: quick means of neutralizing aluminum alloy sheets. a. Sample aluminum parts? their action.

77 List several chemical What precautions should cleaners that might be em- be taken when using tri- ployed on plastic. chlorethylene (vapor) What precautions would be solutions? taken when using a stripper What is sonic cleaning and in an area containing where might it be employedi plastics? 'What limitations are placed Why should external sur- on the use of abrasives in faces that have been steam the cleaning of engine parts cleaned be thoroughly rinsed with plain water? Activities Check Items What is a fayed surface and Did the student: why do they cause concern in cleaning? Identify chemical Identify chemical cleaners? What is the recommended cleaners to clean parts. Use face shield, apron and pressure range when spray- gloves? ing solvents in a cleaning Demonstrate the effects of operation? chemical cleaners on air- What materials may be craft materials in relation damaged by caustic to time of exposure and cleaners? strength of solution? What effect would soap Obsorve appropriate safety solutions used for clean- procedure when handling ing have on an engine if chemical cleaners? residue remained in the Demonstrate the mixing of oil passages? a chemical solution? t.What factors govern the Demonstrate the effect of use of vapor blasters in chemicals on protective cleaning? materials? 'What is a brightening Demonstrate the removal agent? of chemical solution in 'What precautions should case of splash? be observed when working Clean typical Demonstrate knowledge of with brightening agents? engine parts. cleaning methods and What is a neutralizer? materials? Why is it considered poor Use face shield? practice to use wire wheel, Use gloves and apron? knives, scrapers or abra- Identify the various clean- sives when cleaning high ing materials? strength metal parts? Cleaning of What are the advantages engine parts. and disadvantages of blast- 25. PERFORM AIRCRAFT CLEANINGAND CORRO. ing engine parts with: SION CONTROL.(EIT = 26 hrs., T = 8 hrs., a.Sand? L/S = 18 hrs.) 6 segments b. Walnut shells? (UNIT LEVEL 3) c. Hard shell grain? d.Plastic pellets? CLEAN EXTERIOR OF AIRCRAFT. Where could the metal (SEGMENT A, LEVEL 3) wools be used in the cleaning of engine parts? Student Performance Goal Name the stripping solution that might be employed Given: to remove carbon. Appropriate cleaners and equipment. What precautions should be taken with aluminum and Performance: magnesium when using The student will select and employ the correct mater alkaline-caustic solutions? ials and clean the exterior surfaces of an airplane.

78 Standard: Key Points Feedback The task will be accomplished without damage to the finish and components or systems of the air- Intergranular rnd How does intergranular plane. intercrystalline corrosion differ from sur- corrosion. face corrosion? Key Points Feedback How is corrosion identified? The effects of dirty Ilow does an airfoil pro- What is "exfoliation"? exterior surfaces on duce lift? What procedure could be high speed performance.What is meant by lift-drag initiated to correct the ratios? condition once it has been Describe skin friction. identified? Cleaning materials Ilow will grease, dirt, or Control of inter- List and discuss the two and procedure. surface deformities caused granular corrosion. causes of intergranular by these materials disrupt corrosion. laminar flow? How will a.Faulty manufacture. this reduce speed? b.Faulty heat treatme'd. llow is the oil and dirt removed without harming the Activities Check Items airplane finish? Did the student:

Activities Check Items Identify intergranular ',Correctly use detection Did the student: corrosion in the tools? samples. Cleaning an airplane. Use cleaning rags and in- Demonstrate the variousDescribe the corrective sure removal upon comple- types of intergranular action necessary? tion of job? corrosion detection Follow correct procedures? devices: Use water and detergent? a. Dye penetrant. Use protective clothing? b. Eddy current in- ' Use hose, nozzle, and wash strument. guns? c. Sharp pointed Use various cleaners to instrument. demonstrate proper method d. Ultrasonic equip- of cleaning airfoil surface ment. of oil, dust, or dirt? Safety protection Check to ensure that the to openings in the procedure would not damage REMOVE CORROSION. airplane structure. the airplane? (SEGMENT C, LEVEL 3)

Student Performance Goal IDENTIFY CORROSION. (SEGMENT B, LEVEL 3) Given: Corroded aluminum parts, appropriate cleaning agent Student Performance Goal equipment, and facilities. Reference information.

Given: Performance: Sample corroded aluminum parts. The student will remove corrosion products, such as metal flakes, scale, powder and salt deposits Performance: from aluminum parts. He will deicribe how parts The student will selectthoseparts which indicate are protected from dissimilar metal corrosion. intergranular corrosion. He will describe two methods of preventing and/or controlling this type Standard: of corrosion. Removal of corrosion products shall not involve unnecessary removal of solid metal. Description Standard: of corrosion protection methods shall be in accord- The student will identify at least 80 percent of the ance with specific reference information. samples showing corrosion.

79 Key Points Feedback APPLY PROTECTIVE COATINGS. (SEGMENT D, LEVEL 3) Removal of flakes, Describe the means by powder and salt de- which surface corrosion Student Performance Goal posits, and scnle. can be removed: a. By hand. Given: b. By mechanical means. Typical aircraft component parts, protective paints What precautions must be and organic coatings. taken on cladded surfaces? ',When using a standard solu- Performance: tion of 10% chromic acid to The student will apply paints and/or similar or- approximately 20 drops of ganic coating to aircraft parts. He will clean and battery electrolyte, why is protect battery compartments and adjacent areas by time an important element? neutralizing the acid, removing corrosion, and ap- When inspecting, how can plying acid-proof paints. He, will identify "fret- it be determined that all ting" corrosion. corrosion has been removed? What is the problem if all Standard: corrosion is not removed? Resultant finishes will be of return-to-service Protecting aluminum What is surface corrosion? standard. When shown sample parts, the student alloy parts against How can it be prevented? will be able to distinguish between chemically corrosion. Describe two chemical and induced and "fretting corrosion." electrical chemical processes for anodically Key Points Feedback treating aluminum. Whac is cladding? Paints and organic How do paint and organic What are tradenames for coatings. coatings serve to protect clad materials used by: surfaces from corrosion? a. Aluminum Co. of Name several paints and America. organic coatings widely b; Reynolds. used for corrosion control c.Kaiser. on aircraft? Name five organic coatings Where would each of the used to protect aluminum. products earned be used? Dissimilar metal What is electrolytic action? 'What is a prerequisite to corrosion. How can it be prevented? the application of most What is a galvanic chart? paints and organic coatings? List at least five insulating Describe where each of the materials which may be following methods of appli- used to reduce or eliminate cation would be used: dissimilar metal corrosion. a. Dip. b. Wipe. Activities Check Items c. Spray. Did the student: d.Brush. Cleaning and pro- What is an electrolyte and Remove scale, flakes Identify aluminum samples tecting battery com- how does it react when and corrosion de- with different types of partments and ad- spilled on metal? How can posits from corroded corrosion? jacent areas. it be neutralized? aluminum. liaise protective clothing? Describe the procedures Select corrosion removal for cleaning a surface on materials? which electrolyte has been Read MIL specifications spilled. to verify results of demon- ' Name several coatings that stration and observe safety might be used. procedure in handling acids? Describe the methods of securing a battery to prevent spillage.

80 ' Explain why battery boxes Prevention of rust. 'List ten means by which are vented. a surface may be kept dry Why do some airplanes have and thus prevent rusting. a battery sump in a venti- Discuss the relative merits lating system? of each. What procedures apply to Treatment of interior Name three accepted cleaning of nickel cadmium surfaces of metal materials used to prevent battery boxes? tubing. rust and corrosion in Cause and corrective What is fretting? closed tubular members. procedures for fret- How would you obtain maxi- 'How may a protective finish ting corrosion. mum protection in areas be applied to the inside of where fretting occurs? tubing? What is another term for What is the minimum tem- fretting? perature for application of the protective material? Activities Check Items How are openings sealed Did the student: after application of the coating? Remove and neutralizeIdentify acid-proof paint? Blast cleaning of What is blast cleaning? corrosion. Identify acid neutralizing corrosion resistant Can it be used indiscri- agents? parts. minately as a means of Observe safety precautions? cleaning? 'Display knowledge of cause What are the different by inspecting most likely blasting materials used in areas? the cleaning process? Correctly use tools? What can be done to avoid Observe safety precautions? plugging internal passages when blasting?

REMOVE RUST. Activities Check Items (SEGMENT E, LEVEL 3) Did the student:

Student Performance Goal Remove rust from parts. Demonstrate knowledge of procedure? Given: Apply an acceptable Display good safety habits? Steal aircraft parts, rust inhibiting materials and protective finish. svitable equipment for removing rust.

Performance: CLEAN RUBBER PRODUCTS. The student will remove rust from ferrous aircraft (SEGMENT F, LEVEL 3) parts and apply rust inhibiting finishes. He will describe the methods of protecting the interior of Student Performance Goal steel tubing and demonstrate the use of blast cleaning methods. Given: Sample aircraft rubber products (tires, tubes, boots, Standard: etc.). The finished parts shall be of return-to-service quality. Performance: From sample rubber products that show the deterio- Key Points Feedback rating effects of various cleaning materials, acids, caustics, hydrocarbons, sunlight, heat, etc. the Removal of rust. Define rust. student will describe the probable cause. He will Discuss the merits and demonstrate acceptable methods of removing oil, limitations of the following hydraulic fluid, battery acid, solvents and caustics methods of removing rust: from tires. a.Scrapers. b. Abrasives. c.Pickling agents.

81 Standard: Activities Check Items Provided with ten samples displaying evidence of Did the student: deterioration, the student will identify the probable cause in 70% of the sample cases. Cleaning of Select samples and Observe safety precautions? tires will be accomplished without furthcr damage judge probable cause to the tire. of deterioration. .Follow correct procedures? Clean a tire to Key Points Feedback minimize deterioration due to oil, hydraulic Protection of rubber Describe several ways of fluid, etc. products. protecting rubber surfaces from the harmful effects of cleaning agents. 101111111=111! Describe corrective procedures to be followed whe the following materials are spilled on rubber products: a.Oil. b. Hydraulic fluid. c.Battery acid. d. Solvents. e. Caustics. *How does sunlight affect rubber products? How does heat affect the storage of rubber products?

82 GROUND OPERATION AND SERVICING

26. IDENTIFY AND SELECT FUELS.(EIT = 4hrs., Cause of detonation List various factors that T = 214 hrs., L/S = VA hrs.)1 segment and effective elimina- contribute to detonation. (UNIT LEVEL 2) tion. What is the difference between detonation and pre- .IDENTIFY AIRCRAFT FUELS. ignition? (SEGMENT A, LEVEL 2) What is the effect of adding tetraethyl lead to Student Performance Goal gasoline? Why is gasoline-soluble Given: bromine compound added Aircraft operator's manual, a list of colors and to the lead? octane rating ranges and a fuel system of an air- What is the standard plane. method of expressing lead concentration in gasoline? Performance: List the differences be- The student will obtain fuel samples from the fuel tween aircraft and auto- system of an airp'ine and verify that the fuel at mobile fuels. least equals the minimum requited octane rating. Kerosene vs. gasolineOn the choosing of fuels, He will associate each color with the correct oc- as fuels for turbine how do kerosene and tane range, and describe how volatility is related engines. gasoline compare as to: to vapor lock, and will discuss the advantages and a. Weight/unit volume? limitations of kerosene as a turbine fuel. b. Heat/unit volume? c.Evaporation? Standard: d.Volatility? Matching of color to octane rating will be 100 per- e. Viscosity? cent correct. f.Ease of starting? g. Lubrication of pumps? Key Points P-edback h. Flameout characteristics? Significance of octane/What is iso-octane? i.Explosive qualities? performance number inWhat is normal heptane? How have commercial identification of fuel. how do these produce the users developed their JP octane number? fuels? Why are performance num- What are the advantages of: bers used when a fuel ex- a. JP-1? ceeds 100 octane rating? b. JP-2? What is the significance of c. JP-3? the second number in fuel rating, i.e., 100/130? Activities Check Items What happens if the octane Did the student: rating is: 3. Too low? Obtain fuel Select manuals for the spe- b. Too high? samples. cific aircraft? Which is more critical? Investigate the different How is the minimum octane sources for the fuel identi- rating of fuel for each en- fication? gine installation determined? Interpret fuel tank placard Color identifying What colors are used In (gallons and octane number octane rating or per- identification of fuels? on the cap)? formance number. Do they adversely affect Identify octane From a collection of fuel combustion? ratings of fuel. samples, choose a speci- How do colors aid in de- fied fuel by fuel color? tecting leaks? Show awareness of explo- Vapor lock on a reci- What is vapor lock? sion hazards? procating (piston) en- Where is it most likely to Use fire bottle? gine. occur?

83 27. START, GROUND OPERATE, MOVE, SERVICE hat precautionary steps AND SECURE AIRCRAFT.(EIT = 26 hrs., T are required when fueling 8 hrs., L/S = 18 hrs.)6segments from cans? (UNIT LEVEL 2) Safety. How is spillage handled? sin fueling, why must a USE FUELING EQUIPMENT ground cable be attached (SEGMENT A, LEVEL 2) to the aircraft and fuel truck, if used? Student Performance Goal Activities Check hems Given: Did the student: Fueling equipment, airplane fuel tanks nearly empty, a specified fuel load, and an airplane fueling pro- Add fu,:1 to an air- Use aircraft fueling procedures manual with fuel charts. plane. cedure manual? Determine distribution for Performance: required fuel load? The student will perform fueling of the airplane to Make sure proper kind of bring the total fuel in the tanks up to the specified fuel is selected? load, with distribution between tanks as specified Select the correct Make sure the fuel selected in the fueling manual. octane and kind of fuel.is of proper octane or performance number? Standard: Measure fuel already Dipstick each tank and in- Total fuel load and amount in each tank will be in each tank of the terpret quantity correctly? within 10 percent of the amo,nts specified in the aircraft. fuel charts and fueling will be accomplished in Measure fuel added. 'Make sure proper amount accordance with specified procedures without of fuel is in each tank when error. fueling is completed? Observe proper fuel- Ground airplane and truck? Key Points Feedback ing precautions. (if used) Use proper precautions Method of refueling. What are the problems of during fueling? fueling aircraft from: Inspection. Avoid spillage of fuel? a. Cans? Inspect the securing of the h.Truck? fuel cap? c. Underground storage system? Operation. How is required octane START AND OPERATE AIRCRAFT ENGINES. determined? (SEGMENT B, LEVEL 2) a.Distribution of fuel. Haw is the proper fuel distribution for the specified Student Performance Goal load determined? b. Measurement. Hew would a mechanic de- Given: termine the quantity of Aircraft engines equipped with float type carburetors, fuel in the tanks prior to pressure injection carburetors, and internal super- fueling? chargers. Written engine operating procedures for How would a mechanic de- each given type of engine, and auxiliary power re- termine the amount of fuel quirements, and operating specifications. to be added? Precautions. What precautions must be Performance: observed when re.mving The student will perform two starts with each type cap? of engine, operate each type through its normal What precautions must be operating range and perform complete shut down for taken before inserting each type. He will select, connect, and operate an nozzle in tank? adequate external auxiliary electrical power source. What precasitions should be taken when fueling in: Standard: a.Rain? All starts, operation, and shut-downs will comply b. Snow? with given procedures without error and auxiliary c.Dust? power will be selected, connected and operated as specified. 84 Key Points Feedback c.Gasoline driven What factors should be auxiliar' power checked to assure that the Starting procedures Why is the propeller "pulled unit. power unit is compatible for 4cycle recipro- through"? with thc aircraft? caring piston-type Why might the master switch Connecting external 'What precaudons should be engine. be turned on prior to start- power for use by an taken before plugging any ing an engine? airplane. power source into the air- Why may the procedures plane? specify different ignition flow should the cockpit switch positions for start- power switch be set? ing different engines? How should the switch on Why is prime often used be- the power unit be set? fore cranking the engine? Power unit operation.List the procedures for What is the result of over- starting and operating each priming? type of power unit. What is the position of the Prerequisites for What are the manuals which mixture control when start- starting piston ate appropriate for the starting? engines. ing of engines? What is a warm-up procedure? Why should the starting What is a magneto check? mechanic review the start- What is the carburetor heat ing anoperating proce- position for starting? dures prior to taking any What are the vital engine action? instruments used for starting? Prestarting procedures.What are the starting List a standard starting pro- mechanic's responsibilities cedure for an engine with a for a fire guard and avail- float type carburetor. ability of fire bottles? 'How would the above pro- Why should he make a dry cedure vary with a pressure run through the starting injection carburetor? procedures? 'How would the above pro- What information is needed cedure vary with an internal with reference to the spe- super-charged engine? cific type of carburetor in Safety precautions. What is the need for some- use? one to man a fire bottle when Starting procedures. How is the sequence of starting an engine? starting determined? Why are wheels chocked be- Describe the precautions fore starting an engine? in starting and operating What information will a engines when in unusual pilot usually request be- weather or sturoundir.2,s. fore pressing the starter Operating procedures.What considerations should switch? influence the type and List the fire hazards in- length of operation after volved iu starting an engine. the engine is started? Types of external What factors are imolved in What indications and con- auxiliary electrical the selection of an auxiliary trols require careful atten- power sources. power source? tion throughout the opera- a.Battery ca-t. What considerations must be tion -2 the engine? taken as to voltage, ampere- Shut-down procedures.How important is it that hour capacity and state of the proper shut-down pro- charge of the battery cart? cedures are followed? b. Motor generator What are the limitations to What are some dangers to or certifier power power ;Ioits operated from the engine from improper unit. electrical outlets? shut-down procedures? Why is this type a power Safety and inspection.What is the responsibility unit best suited for extended of the mechanic regarding time operations? any unsafe actions or violations of rules during his period of engine operation?

85 What inspection should be Key Points Feedback made after an engine has been run for a period of Types of extinguish- a What types of extinguishers time? ers. are available? Which is the best type for Activities Check Items induction fires? Did the student: Describe the operation of each type of extinguisher. Prepare for engine *Obtain applicable engine Extinguishing pro- List the steps in sequence starts. procedures and review them? cedure. for extinguishing an induc- Make a dry run before turn- tion fire. ing on any power? Check that a fire guard is Activities Check Items ready before making any Did the student: start? Select and connect *Make sure power unit was Operate fire extinguisheTake proper preparatory external auxiliary of proper voltage and had er to extinguish fuel t,:ps for ucing the ex- power unit. adequate power? fires. tinguish( * Connect power unit with *Move in on the fire in a power off, then start the safe and effective manner? unit, turn on power, and Quickly and effectively put set controls properly? out the fire? Start engine. *Check procedure applicable Operate a fire ex- React to call of "fire" by to type of carburetor in- tinguisher on a simu- pointing extinguisher into volved? lated induction induction system promptly? Observe safety procedures system fire. Check condition of fire situa- during starting? Inspect after fire is tion for further action? Operate engine *Follow procedures during out. through its power all steps of the operation? range. *Follow proper steps and Shutdown engir Iequence during shutdown? CONNECT AND OPERATE AN EXTERNAL Observe safety pre- *Adhere to proper safety HYDRAULIC POWER SOURCE. cautions and make precautions? (SEGMENT 0, LEVEL 2) inspection following *Look for any in.licstions of shut-down. malfunction or improper Student Performance Goal operation? Make sure all cowling and Given: accessories ate in air. An aircraft or hydraulic system mock-up with normal worthy condition. hydraulic operating pressure specified, an external hydraulic power source, and written operating instructions. REACT TO FIRE IN AN INDUCTION SYSTEM. (SEGMENT C, LEVEL 2) Performance: Student Performance Goal The student willconnect the external hydraulic power source tothe aircraft of mockup and operate Given: the external source to obtain specified!ydraulic CO2 fire extinguisher equipment and written infor- prr ssure in the aircraft or mocktri, hydraulic sys mation on fire extinguishment. tern.

Performance: Standard: The student will operate a fire extinguisher to Connections andoperation will conform to the properly extinguish burning fuel in an open pit or written insuuctions and specified pressure will be container and take proper fire fighting action for maintained in the aircraft ormock-up during system a simulated aircraft induction system fire. operation from the external power source.

*Stal.dard: /icy Points Fee:back Handling and operation of fire extinguisher in accordance with procedures provided. CO2 will be Power units. *Listdifferent types of hy- properly directed into induction system from start draulic power units avail. at fire guard position within five seconds. able for system checks: a.Portable. DIRECT THE MOVEMENT OF AIRCRAFT. b.Fixed. (SEGMENT E, LEVEL 2) Compatibility. How are fluids of the system check-ed for being com- Student Performance Goal patible with those of the power unit? Given: Connection to system.What would be required to Hand signal chartsor instructions, live or simu- connect an auxiliary source lated aircraft movements. of hydraulic power into an airplane hydraulic system? Performance: Cl'hat is the difference be- The student will use accepted hand signals in tween a pressure and a providing directions to the movement of aircraft scavenge line and what during -s-7.:ag, taxiing, and parking. effect would it have if they were reversed when hooked Standard: into a system? Signals must be sharp, clear and in conformance How is spillage taken care to instructions. Response to changing conditions of when connecting and must be instantaneous. disconnecting an external hydraulic power source? Key Points Feedback Operational :becks. Flow is system pressure determined? Hand signals for What basic information What is meant by isolating communications. can be communicated by a sub-system and how is hand signals? it accomplished? What auxiliary devices can System replenishing. allow can the external power be used for ground opera. source be used to replenish tion communications? the airplane hydraulic supply? Towing procedures. Should the signals be directed to the tow man Activities Check Items or the brake rider? Did the student: Who is responsible for the final positioning of a towed Determine compati- Check for compatibility of airplane? bility of hydraulic fluids? Taxi and parking allow will the taxirnan power source to ail- 'Indicate knowledge of procedures. who is the signalman? plane system. hydraulic power unit opera- allow is a safe "follow me" Connect power source lion? guidance procedure per. to the airplane system. Follow the service manual? formed? Use tools and manuals Use proper connecting tools? lrhat should you consider to connect power source *Avoid fluid contamination? when parking an aircraft' -- to airplane hydraulic Locate drip pans? a vehicle? system. *Locate the airplane hydraulic system connections? Actit,ities Cbcck Items Bleed off any pressure in Did the student: system? Operate power source Connect lines in proper Provide taxi and *Exhibit knowledge of hand and airplane systtrn. sequence? towing signals. signals? Operate the system in ac- Select proper signal equip. cordance with operating ment? instructions? Provide signals 'Give parking signals to lsokte a sub-system as for parking. park an airplane and a ditezted? vehicle? Practice safety. Make sure fire b,ttle is 'Demonstrate the signals available? to stop and park an air. 'Check for any leaks? craft? Inspect connections. 'Check to verify proper con- Provide signals for 'Demonstrate directing nection in order to Nevem directing traffic. traffic by hand signals? damage to the aircraft and Observe traffic movement? the unit. Practice safety in List violations of approved ls all work performed to use of signals and procedures in directing prevent damage under normal directing traffic. traffic? weather conditions?

Activities Check Items PREPARE AN AIRCRAFT FOR OUTSIDE STORAGE. Did the student: (SEGMENT F, LEVEL 21 Tiedown an aircraft Use proper tiedown methods? Student Performance Goal for outside storage. Collect the necessary equipment for securing the air- Given: craft? Aircraft for outside storage, written storage pro- Attach the securing devices cedures, and necessary securing equipment. to the aircraft? Secure the airplane Lock the aircraft controls Performance: against wind gusts. and ..tarking brakes as The student will prepare an aircraft kr outside needed? storage. He will analyze requirements and secure Secure cockpit con - Turn off switches? the aircraft for normal weather conditions at that trots and cabin exits. Lock the cabin door and location. windows? Chock the wheels? Standard: Recheck and inspect lle-check the securing pro- Aircraft will be tied down and secured to prevent to assure preparations cedure and anchors? damage cider normal weather conditions. are complete. Lock all the controls? Position the aircraft cor Key Points Feedback rectty with regatd to pre- vailing wind? Equipment used for What are chocks? securing aircraft. What are:1) portable tiedowns? 2) stationary tiedowns? Where are the tiedowns attached to the aircraft? Name guidelines in the selection of rope for tiedowns. Procedures for se- 'How is an aircraft posi curing aircraft. rioned with regard to pre- vailing wind? Why are controls locked? Why is the master switch pulled? What precautions should be taken concerning locking brakes? ally should cabin doors and windows be closed and locked? Protection against alien may it be wise to weather. install spoilers on wing and empennage? thy is it advisable to set or install gust locks? What concern should be given to propeller posi lion? ones are *heel chocks needed?

88 MAINTENANCE PUBLICATIONS

28. SELECT AND USE FAA AND MANUFACTURER'S USE INFORMATION FROM THE AIRCRAFT SPE- AIRCRAFT MAINTENANCE SPECIFICATIONS, CIFICATIONS. DATA SHEETS, MANUALS, AND PUBLICA- (SEGMENT 8, LEVEL 3) TIONS, AND RELATED FEDERAL AVIATION REGULATIONS.(E1T = 13hrs.,T = al hrs., Student Performance Goal L/S = 6'Ahrs.)7 segments (UNIT LEVEL 3) Given: An indexed sample file of Aircraft Specifications LOCATE REFERENCE DATA. and associated manufacturer's service manuals. (SEGMENT A, LEVEL 3) Performance: Student Performance Goal The student will locate and interpret information pertaining to weighing, useful load, center of gra- Given: vity range, and approved items of equipment for An index and sample random copies of the FAA Air- two specifically identified makes and models of craft Specification Sheets aid listing. aircraft.

Performance: Standard: When provided with the manufacturer's name, model The student will locate and interpret information and serial number, the student will locate the spe- without error. cification sheets for five airplanes. Key Points Feedback Standard: The student will locate the spec;tication sheets Identifying aircraft Why can't manufacturers' promptly and without error. specifications. trade names be used to locate information in the Key Points Feedback aircraft specifications? elf the basic model number FAA specifications 'What is the purpose of a is known, what is the im- and Type Certificate Type Certificate Data portance of a letter which Data Sheets. Sheet? may appear as a suffix in allow is a specification the model designation? originated? What is the significance of What information is con- a letter appearing as a pre- tained in a Type Certifi- fix to the basic model num- cate Data Sheet? ber? What data is rorailable for .What is the value of a airplanes that are built in serial number when identi- limited production? fying information in the 'How does the aircraft spe- aircraft specifications? cification differ when in- Weighing infotmation. *What isa datum? formation is found in the What atesome commonly listing? used datum line locations? What conditions must exist all leveling points ate not before an aircraft is trans- provided, how is the means ferred to the listing? of leveling specified? allow is grossweightde- Actiritirs Cbeck items lined? Did the student: Whyis information about seat location important to Locate, select and Promptly locate the Data a mechanic? identify FAA Type Sheets? allow does aircraft category Certificate Data Sheetsllse correct nomenclature (normal, standard, utility, for five speciacally when referencing these etc.) effectseatlocations? identified aircraft. publications?

89 ',When seats are mounted on e.Determine the engine tracks and may have alter- to propeller speed nate positions, how is the ratio. seat position indicated? CG ranges. What is the significance of an empty weight center of USE INFORMATION FROM THE MANUFACTURER'S gravity range? MANUALS TO VERIFY CONTROL SURFACE elf an enipty weight CG TRAVEL. range is not specified, what (SEGMENT C, LEVEL 3) is significant? Why are CG ranges different Student Performance Goal when the airplane may be certificated in different Given: categories?(i.e., standard/ Any specified model of aircraft and the appropriate utility, etc.) specification sheets and manufacturer's service Why are the specified CG manual. ranges nor applicable to airplanes that do not com- Performance: ply with the originalATC? The student will compare the control surface travel Items of equipment. allow do the specification specified in each publication. He will measure the sheets distinguish between travel of the controls on the airplane and determine required and optional items whether the travel is acceptable. of equipment? How can a mechanic de- Standard: termine the make and model Interpretation of information will be without error. of engine and propeller Measurement of travel will be within plus or minus approved for use on a spe- one degree. cific airplane? What reference publications Key Points Feedback would indicate the maximum diameter of propeller Control travel refer- sin what manner may manu- authorized for installation ence information. facturers' service manuals on an airplane? offer better information than Whete could information the aircraft specifications? relating engine/propeller ',lithe travel specified in speed ratios be found? each publication is not the same, what information Activities Check Items should be used? Did the student: Why should the serial number of the airplane be known Using the FAA spe- 'Identify and use the cor- when referencing travel cifications and Type rect specification for the limits? Certificate Data Sheetsmake anil vodel of air. Methods of expressinglThat is differential control for two specific modelscraft? limits of umel. surface movement? of aircraft: Correctly interpret infor- What reference planes are a.Identify leveling mation from the specifica- used it measuring control and weighing in- tion or listing? surface movement? formation. Of a tolerance is expressed b.Identify the useful as r2, which limit load and empty center is critical? of gravity tinge. c.Determine the Iota- Actitities Cbeck Ile rat Lion of pilot and Did the student: passenger seats. d.Specify one propeller/ Locate and select the Accurately locate reference engine combination proper specifications information? and propeller diameter for the aircraft. that is approved.

90 Interpret and compare the SELECT AND USE TECHNICAL STANDARD limits established by spe- ORDERS. cifications and manufacturer's (SEGMENT E, LEVEL 3) manual? Use correct nomenclature? Student Performance Goal Check control surface Correctly establish measur- movement against ing references? Given: limits listed in sped-Correctly use tools and A random file of technical standard orders (TSO), fications or manu- equipment necessary for and five sample parts that were manufactured facturer's manual. measuring travel? under a TSO. Judge and determine whether the travel was acceptable? Performance: The student will select the applicable ISO and interpret the information to determine whether the IDENTIFY AND RELATE REGULATIONS GOVERN- sample components comply. ING AIRWORTHINESS CERTIFICATES. (SEGMENT D, LEVEL 3) Standard: The student will correctly interpret those provi- Student Performance Goal sions of the TSO pertaining to identification of 4 components. Given: Sample copy of an airworthiness certificate and Key Points Feedback applicable Federal Air Regulations. Purpose, legal What is a TSO? Performance: status of ISO's. What purpose does a TSO The student will explain the purpose of an air- serve? worthiness certificate, the duration and require- Under what circumstances ments for keeping the certificate in effect. ateTSO's required? allow does a TSO'd part Standard! compare with a nonTSO'd The student will use the correct references and in part? terpret the regulations without error. What legal status does a ISO possess? lacy Poitas Feedback That is the telatiooship of a TSO and FAR? Applicability of FAR Why does the A/C serial silly are ISO's often used to aircraft airworthinessnumber appear on the air- in logbook references? certificates. worthilless certificate? Is an airworthiness certifi Activities Check Items cate a part of the permanent Did the student: maintenance records? Ghat specific part of the Locate the TS0 Us.t the index of ISO's? Federal Air Regulations applicable to 3araple Correctly interpret quality governs the issuance of an component. standards in the ISO? airworthiness certificate? Interpret the require- Recognize systems of How is the certificate kept ments of the TSO. marking or identifying ISO's current? Describe the quality as- surance spelled out in TSO? Actit itics Cbcck Itcrns Did the student: USE MANUFACTURERS' MANUALS AND OTHER Interpret the provi Demonstrate his a5ility to PUBLICATIONS. sions of FAR appli locate information in the (SEGMENT F, LEVEL 3) cable to airworthiness appropriate part of the certificates. Federal Air Regulations? Student Performance Goal Interpret the informa- Correctly relate and inter- tion displayed on a pret the regulations? sample airworthiness certificate.

91 Given: Inspect the range Check insuument glass to A selection of manufacturers' maintenance/service/ marks of instruments ensure against rotation? overhaul/operating publications, a display of in- in a given aircraft and Locate references and struments, and typical oversize and undersize check them with re correctly interpret infor- airframe and powerplant components. spect to the A/C spe- mation? cifications or Operators Performance: manual. The student will refer t e appropriate manual. Identify oversize and Use the correct reference He will interpret the information as a prelude to undersize parts by in- table? inspecting the range marking of instruments and terpreting manufacturer'sIdentify both over and identify the displayed oversize and undersize manual. undersized parts? parts.

Standard: SELECT AND USE SUPPLEMENTARY TYPE CER- The student will locate information in the reference TIFICATES AND AIRWORTHINESS 'IRECTIVES. publications without omission or error. (SEGMENT 0, LEVEL 3)

Key Points Feedback Student Performance Goal

Range marking of Where are Ore ,,petating Given: instruments. limits applicable to a spe A reference summary file of airworthiness direc- cific airplane published? tives and supplementary type certificate listing. Describe the procedure used when applying decals as a Performance: method of range marking in- The student will write a correct and complete l+st struments. of all AD's applicable to a specified make and How would vain! he applied model aircraft. as range marks? Is parallax error considered Standard: when range marking the in The listing will be without error. struments? allow many colors generally Key Points Feedback appear in the range marking of: Airworthiness Why are AD's often limited a.Airspeed indicators? directives. to airplanes within a par- b. Tachometers? ticular serial number range? c.Oil temperature and Who issues an AD? pressure gauges? 'How does a manufacturer *What is the purpose of a participate in the AD noti- slippage mark? fication system? Identification of over-What four relationships ate 'Mho receives copies of size and undersize involved with over and AD's? parts. undersized parts? lrhat is the importance of Why is the "Table of Limits' an AD to a mechanic? important to a mechanic? allow do service letters ells a part that is within the effect AD's? "Table of Limits' air- Supplementary type What is the purpose of an worthy? certificates. (STC) STC? allbat is the difference be Who may apply for an SIC? Porten a "factoty-new and sin what manner may an "AD" a 'service" limit? apply to an airplane well. What physical/visual fea- tied to comply with an tures identify oversize and "STC"? undersize pacts? Actit ities Cker a Items Actit Wes arc A Items Did the student: Did the student:

91 List airworthiness List all applicable AD's? Activities Check Items directives applicable Avoid listing AD's that Did the student: to a specified make, did not apply by reason of model and serial serial number? Research two as- Make a thorough search numbered airplane. signed topics and and provide a complete list specific refer- list of references? ences and sources of 29. READ TECHNICAL DATA(EIT = 6 hr., T = information. 3hr., L/S = 3 hr.)1 segment Write a description Develop a logical sequence (UNIT LEVEL 3) of work which would of operations? be done to comply Indicate that an appropriate READ, UNDERSTAND AND RELATE TECHNICAL with a manufacturer's entry would be made in the INFORMATION. service directive. aircraft records? (SEGMENT A, LEVEL 3)

Student Performance God

Given: A file of technical reference information (manu facturers' reports, bulletins, service letters, inspection aids, etc.).

Performance: The student will interpret and apply this information as a method of solving two maintenance problems described by the instructor.

Standard: The student will locate applicable technical data within reasonable time limits.Interpretation of information will be without error.

Key Points Feedback

Kinds of technical What ate some of the sources reports and publics- of technical reports? tions. How do service bulletins or service letters originate? nere would a mechanic find drawings illustrating the specifications of an AN or NAS bolt? nere would the specifications of lubricants be published? Why do some service directives requite immedirte compliance while othets may be deferred?

93 MECHANIC PRIVILEGES AND LIMITATIONS

30. EXERCISE MECHANIC PRIVILEGES WITH!N Inspection authoriza- For what period of time THE LIMITATIONS PRESCRIBED BY FAR 65. Lion, must a mechanic hold his (EIT = 5 hrs., T = 2 hrs., L/S = 3 hrs.) certificate before becoming 5 segments eligible for an Inspection (UNIT LEVEL 3) Authorization?

111=101. What are the regulations INTERPRET FAR 65. regarding a local base of (SEGMENT A, LEVEL I) operations for an IA? What facilities, tools and Student Performance Goal equipment are necessary to an IA when he conducts Given: annual inspections? FAR 65. What are the procedures and requirements for issu- Performance: ance of an Inspection The student will read and interpret the regulations Authorization? governing issuance, duration, experience, and What are the renewal re- limitations of mechanic certificates and an inspec- quirements for an IA? tion authorization. He will answer a ten question multiple choice examination, based on FAR 65. CLASSIFY AIRCRAFT REPAIRS. Standard: (SEGMENT El, LEVEL 3) The student will answer eight questions correctly. Student Performance Goal Key Points Feedback Given: FAR part 65. Explain the requirements FAR pan 43 and the associated advisory circulars an applicant must meet for and maintenance forms. issuance of a mechanic certificate. Performanct: a. The minimum age re The student will apply and interpret Federal Air quirement for issuance Regulations Part 43 as a means of classifying of a mechanic certifi major repairs, minor repairs, major and minor altera cate. tions and routine (preventative) maintenance, and b. The requirements for make simulated maintenance record entries. reporting change of address. Standard: c. The duration or effec- Interpretation of Federal Air Regulations will be tive period of a mechanic without error.Simulated maintenance record en certificate issued to a tries shall comply with Federal Air Regulations. U.S. citizen. d.The tecencrofexperience Key Points Feedback requirements for certificated mechanics. FAR part 43. Describe the circumstances What are the mechanics under which an aircraft may privileges and limitations be operated if it has not had with regard to returning an an annual inspection within aircraft to service follow the preceding 12 months. ing major repairs? What repair classification is that limitations apply to a given to the replacement of mechanic in the conduct of aircraft components with 100 bout and annual inspec new, rebuilt, or repaired com- tions? ponents of similar design?

94 Describe the procedure Standard: that would permit the re- The procedure described and the data submitted turn-to-service of an air- will be without error. plane with an engir.e of a type other than that with Kr), Points Feedback which the aircraft was originally certificated? Applicable Federal Whet reference should be How is the servicing of Air Regulations. used to determine the types landing gear shock struts of engines approved for classified in terms of the a. Major alterations. installation in an airplane? type of repair? Of an alternate engine in- How is the removal, repair stallation has been rpproved: and installation of tires a. What forms must be sub- classified? mitted prior to returning Identify the repair classi- an tultered airplane 'o fication assigned to the service? replacement of fabric on elf a proposed engine in- wings, fuselages, control stallation has never been surfaces, etc. approved, what procedure What criteria determines should be followed? the classification of re- What engineering data and pairs =de to propellers? authority is generally con- What specific items dis- sidered necessary when tinguish between major installing engines of a and minor power-plant re- different type and power pairs? rating? What limitations are appli Activities Cbeck Items cable to mechanics and Did the student: authorized inspectors when major alterations are ac- Make typical main- Adequately describe the complished? tenance record entries repair and/or alteration? b.Propeller repairs Describe some propeller describing five major Correctly identify the air- and alterations. repairs that would be or minor repairs. craft being repaired/al- classified as: tered? a. Major repairs. Sign the form? b. Minor repairs, abate the entry? c. Routh tor preventative Record the time on the air- maintenance. craft? hat limitations are i!n posed with regard to propeller teprits? INTERPRET REGULATIONS GOVERNING REPAIRS elf the propeller manufacturer AND ALTERATIONS. permits conversion of a 'SEGMENT C, Levet.. 3) propeller ('orn one model to another, what repair agency Student Performance Goal may accomplish this work? alt a propeller of an approved Given: type is installed on an air. Reference file of Federal Ait F.egulations and ad- plane, who may sign the visory circulars and samples of aircraft maintenance aircraft records reproving records. the installation? Modification of Of welded repairs are made Performance: structures. to a steel tube structure The student will describe the ptocedute to be fol- without changing the bask lowed and then submit the necessary forms and structure, how is this ire substantiating data to permit approval of a major pair classified? repair and a major alteration of an airplane or powerplant or propeller.

9S If structural work has an Why are complete records appreciable effect on the of all work performed so strength, weight or intr vital to the operation of pity of a steel tube struc- an approved repair station? ture, or flight characteristics, Why do parts department hew is this work classified? personnel insist that me- all the proposed modification chanics "sign-for" parts at of a structure involves re- the time they are .dssued? placement cf fabric covering Why should mechanics in- with meta', what is the sist that persons in a classification of work? parts department "sign-for" returned parts? Activities Check hems lf an incorrect or defective Did the student: part is issued from the parts department, and in- Use Federal Air Refer to type certificates stalled by a mechanic, who Regulations tc classifyand supplementary type is responsible? repairs, alterations certifkate information? Under what circumstances and modifications. Locate reference irforma- could an engine be over- tion promptly and interpret hauled by a mecnanic work- information accurately? ing in a repair station which Review samples of Detect aircraft record files held only an airframe rating? aircraft maintenance which were incomplete (i.e., tho is responsible for the records. not signed, not dated)? work performed? Describe procedure Use correct nomenclature ' thy should a mechanic and submit data for: and submit concise, accu- check the "shelf -life" or a. Major repair. rate data? st"rage date on perishable b. Major alteration. pans? Give f;ve examples c! perishable parts. "hat is a mechanic's re- INTERPRET REPAIR STATION REGULATIONS. sponsibility if he uses a {SEGMENT 0, LEVEL 1) precision measuring or testing device thtt is be- Student Performance Goal yond its resoired calibea- don dote? Given: Oily is an elemental:. knowl- FAR, pan 145 and sample copies of repair orders, edge of accounting desirable work. /time sheets, inventory and parts control re- when the slop is 'closing" cords, etc. a customer repair order? elf n customer objects to Performance: the repair charges and re- The student will interpret the regulations pertain- fuses pnyment, what recourse ing to the economics, organization and management is available to the shop and/ of an aircraft repair shop. He will answer a twenty of the mechanic? question quiz based on typical shop management problems. RECOGNIZE EGAL AND ETHICAL RESPO"SIBILI Standard: TIES. The student will correctly answer 14 of the 20 ques (SEGMENT ti LEVEL 11 Lions. Student Performance Goal Key Point' Given: FAA regulations te- As a repair station is sp A description of ten circumstances or conditions re Battling repair station proved on tie basis of cer- lating to legal or ethical practices of the trade. operation (FAR 145). tain facilities, equipment and personnel, what happens if the station is want J to a different locationof nes changes in personnel? 96 Performance: Pride and crafts- el! an inspection disclosed The student will judge each circumstance and :n- manship. substandard work which dicate his decision. had been performed by some other repair agency, Standard: what action would be taken? In a multiple choice test, the student will judge *If a mechanic is asked to ten hypothetical cases and react in a manner that approve or "sign-off" work is both legal and general'y accepted as "str idard which he feels is root air- practice" within the industry. He will correctly worthy, what recourse does judge 7 of the ten cases. he have? lf a mechanic has personal Key Points Feedback knowledge that sub-standard work is being performed in Bailment. What legal responsibility the shop, how should he exists when payment is react? Mechanics liens. accepted for "storage" or elf a mechanic knows that "tiedown" of an airplane? other mechanics in the shop Customer relationship.lf wind damage is done to are falsifying time and an airplane while it is other shop records, hov parked on a service tamp, should he react? who is responsible? elf a mechanic is aware that Why is it important that a a safety hazard exists, customer sign a repair or- what action should he take? der authorizing work on his Integrity. elf a mechanic is ci.11ed to airplane? testify in an FAA inquiry, If a part that has been inwhat testimony should he stalled on an airplane fails, offer? what legal responsibilities if a mechanic is testifying exist? in a Civil Court action and elf the repair procedure used he does not have any written in accomplishing a repair records r ; the incident be- is not in accord with pub- ing questioned, what part lished instructions, what of his testimony may be legal and moral responsi- admitted as evidence? bility may exist? elf an unlicensed mechanic elf, in the couri,e of correct- working under the direct ing a defect, parts which supetvisicn of a licensed were nct specifically mechanic performs sub. aut'icrized by the customer standard work, who is te at' insialled, is this repair sponsible? 1411 collectable? Employer tel elf A mechanic faits to re- mechanic promises that ships. port an inju., which ocPurred repairs will be accomplished during the performance of acrd finished at a specified his work, who is respon time and ae cannot meet sihicl the completion time, is Nem that recourse is available any legal responsibility? to a mechanic when he is elf a written estimate of re- aware that tEe employer is pair costs is provided and violating labor the final charge exceeds the all repairs accomplished by estimate, is the repair charge a mechanic result in fail collectable? we of the powetplarit of silty do written estimates airplane, what action may for repairs usually ineude be taken against the a charge excluding "hidden mechanic? darnage* eShy do written estimates for repairs usually contain a specified time limit?

97 Personal conduct. If maintenance work is performed In accordance with the recommendations of a maintenance manual, does this waive further personal responsibility if there is a failure of the part? Of an associate mechanic continually asks another mechanic to "sign off" the work he performs, how should he react?

7 98 MAINTENANCE FORMS AND RECORDS

31. WRITE DESCRIPTIONS OF AIRCRAFT CONDI Activities Check items TION AND WORK PERFORMED.(FAT = 5 hrs., Did the student: T = 2 hrr., 1../S = 3 hrs.)2segments (UNIT LEVEL 3) Inspect an airplane Select appropriate guide? powerplant or propeller Conduct the inspection in INSPECT AN AIRCRAFT AND PREPARECON- to determine compliance an approved manner? DITION REPORT. with a service bulletin. Verify that the service but- (SEGMENT A, LEVEL 3) Write a condition letin applied to the spe- report. cific make model and Audent Performance Goal serial range? Write a concise legible re- Given: port,using correct nomen- An airplane, the manufacturer's service manual or clatureand terminology? Gezeral Aviation Inspection Aids, and a typical Correctly describe the dis- aircraft condition report form. position and distribution of the report? Performance: The student wilt conduct an inspection of the airplane that will reveal the status of that particular WRITE A DESCRIPTION OF MAJOR/MINOR RE- airplane with regard to a specific service problem. PAIRS AND ROUTINE MAINTENANCE. He will prepare the condition report to indicate the (SEGMENT B, LEVEL 3) results of the inspection. Student Performance Goal Standard: The completed report will be clear, concise and Given: sufficiently detailed so that it reflects the status The manufacturer's service manual, a copy of AC and condition of the airplane at the time of the in- 43.13-1 and written descriptions of a major repair, spection. a minor repair and a preventative maintenance task that had been performed on a specified airplane. Key Points Feedback Performance: Manufacturer's serviceaHow does a mechanic de- The student will make entries in the aircraft main information. termine whether service tenance records describing the work that has been information applies to all accomplished. aircraft or only to a few airplanes? Standard: If a Service Directive is The written entries will be legible, concise, and mandatory, what is the ef- use appropriate nomenclature and terminology.All fect of this information on entries will conform to the minimum requirements the airworthiness of the of the Federal Air Regulations. airplane? How does a mechanic de- Key Points Feedback termine whether a service bulletin has been complied Classification of What reference information with? repairs. may a mechanic use to de- Aircraft condition How does a mechanic notify termine the materials and reports. the manufacturer that the repair procedures that are recommended service work approved for the repair of has been accomplished? aircraft structures? show do manufacturer's alert eHow does a mechanic dis- owners and mechanics to tinguish between a major service problems that are and minor repair? being encountered? What penalty may be im- O n what manner does the posed upon the mechanic FAA alert owners and if he incorrectly classified operators to probable service a repair? and maintenance deficiencies?

99 tiff the owner of an airplane Standard: Insisted that preventative All three entries will comply with the requirements maintenance work be re- of FAR 43 and AC 43.9-1A. corded in an aircraft logbook, is such an entry Key Points Feedback permitted?Is it required? Entry requirements. Describe one acceptable Time in service Who is responsible for en- method of Indicating the FAR 91. tering 'time in service" location of a repair on a into the aircraftrecords? fuselage? On a wingi What is tack time? What is How would a mechanic sub- engine hour-meter time? stantiate the quality of What is total time? materials used to repair Describe how time is ob- an airplane? tained from an oil pressure What references may a hour recorder. mechanic use as an authori- Describe how time is ob- zation for repair procedure tained from landing gear or repair practices? actuated switches. From What factors will assist air-vane actuated switches? the mechanic in deter- What is the legal effect of mining whether drawings a manufacturer's recommended and sketches are necessary overhaul period? to the described repair? What liability may exist if a mechanic permits an en- Activities Check Items sine to exceed the tecom- Did the student: mended "time between overhaul"? Write an entry de- Organize the description FAR 93 and 43. Why must maintenance and scribing a major re- of the repairs? alteration record entries he pair; a minor repair and lVike a legible entry? dated? a routine maintenance Use standard references Why must the person accom- operation in the air- for materials and repair plishing the repairs "sign- craft records. procedures? for" the work accomplished? 'Concisely locate the re- What are the requirements pair position? for a "return-to-service' entry? Why does such an entry requite a signature 32. COMPLETE REQUIRED MAINTENANCE and certificate number? FORMS, RECORDS, AND INSPECa ION RE. What forms are required PORTS.(EIT = 8 hrs., T = 61/1 hrs., L/S = when conducting a 100-hour hrs.) 3 segments inspection? Does.a 100 - (UNIT LEVEL 3) hour inspection report become a part of the permanent MAKE MAINTENANCE RECORD ENTRIES. maintenance records of an (SEGMENT A, LEVEL 3) airplane? "Under what conditions is an Student Performance Goal ACA form 337 required?

Given: Activities Check Items FAR Parts 91 and 43, AC 43.13-1 and a written Did the student: description of five typical aircraft maintenance tasks. Make a sample log- Comply with the minimum Performance: book entry. entry requirements? Using the appropriate references, the student will Record the total time, date define "time in service' and explain the application and describe the work ac- of this term to entries in the maintenance records. complished? From the written descriptions of maintenance tasks, Sign the entry and indicate the student will make three entries in the maintenance the requirement for a cer- records. tificate number?

100 Fill out a sample Correctly explain the re- What informatioa must a form for a major repair quirement for duplicate mechanic have available Of alteration. copies and the disposition in order to determine the of copies? applicability of an Air- Submit a form that met the worthiness Directive? applicable Federal Air Explain why some Air- Regulations and Advisory worthiness Directives re- Circulars? quire immediate compliance and others may be deferred. How does a mechanic as- USE INSPECTION GUIDES. certain the compliance (SEGMENT 13, LEVEL 3) with prior Airworthiness Directives, if the pans or Student Performance Goal components cannot be inspected without major dis- Given: assembly of the airplane? Typical 100 hour (annual) inspection report forms or the manufacturer's recommended inspection guide Activities Check Items form, the Summary of Airworthiness Directives and Did the student: the service manual for a specific airplane. Search the Airworthi- List the directives appli- Performance: ness Directory Sum- cable to a specific model The student will make simulated entries on the mary. and serial range of airplane? form and appropriate entries in the aircraft records Make simulated in- Refer to the manufacturer's to describe the inspection and the compliance with spection entries in inspection procedures? Airworthiness Directives. the aircraft records. Date the inspection, record time on the aircraft, power- Standard: plant and/or component? Simulated entries will comply with the requirements Sign the entry and indicate of the Federal Air Regulations. a certificate number?

Key Points 'eedback EVALUATE AIRCRAFT RECORDS FOR COM- Kinds of inspections. Vhat factors determine PLIANCE WITH FEDERAL AIR REGULATIONS. whether an airplane must (SEGMENT C,LEVEL 3) have 100hour, annual or progressive inspections? Student Performance Goal Who is authorized to return an airplane to service after Given: a 100hour inspection? A complete record file for an airplane, including Who may authorize return- Registration and Airworthiness Certificates, Opera- to-service following an an- tions Limitations Manual and/or placards, Radio nual inspection? Station License, Weight and Balance and Equip- What is an ACA form 2350? ment Records, airframe and powerplant logbooks, Who is authorized to sign prior Repair and Alteration records and the appli- this form? cable parts of the Federal Air Regulations. Who is permitted to inspect an airplane for compliance Performance: with Airworthiness Direc- The stud,,gt will examine the file and judge whether tives? it complies with the Federal Air Regulations. When an airplane is "re- licensed' how soon must Standard: the Corm 2350 be delivered The student will correctly interpret and apply the to the local FAA office? regulations and judge the records without error or Compliance with Air- How do airworthiness direc- omission. worthiness Directives. tives originate?

10I Key Points Feedback

Required t..cords. What are the required minimum records for an airplane? Who is responsible for maintaining the required file of records fot an airplane? What is the value of the records to each of the following persons: a.The original manufacturer? b. The prospective pur- chaser? c. The owner? d. The mechanic?

Activities Check Items Did the student:

Search an aircraft Recognize each of the re- record file and judge quired dr)cuments? compliance with FAR. Use a check list to ensure that each document was Available? Identify inconsistencies and omissions in the docu- ments and records?

102 AIRCRAFT WEIGHT AND BALANCE

33. WEIGH AIRCRAFT. (E1T = 13 hrs., T = 414 hrs., Key Points Feedback 1./S = 814 hrs.)1 segment (UNIT LEVEL 2) 'How is accuracy of a scale used to weigh an LOCATE, INTERPRET AND APPLY WEIGHT airplane verified? AND BALANCE INFORMATION. Why are scales "zeroed" ISEGMENT A, LEVEL 2) after they have been moved into position for weighing Student Performance Goal the airplane? What is a tare weight? Given: Jacking and levelin3. Where is information iden- Manufacturer's publications, weight and balance tifying the jacking points records for a specific airplane and the necessary on a particular airplane weighing equipment. found? Why must an airplane be Performance: level when measurements The student will locate and interpret information of arms and weight are necessary to the weighing of that airplane. He will being made? describe the procedures and precautions to be ob- What are the factors that served in the weighing process, and will: influence the selection of a site for weighing an air- a.Position jacks, scales and level the aircraft. plane? b. Locate and identify all required items of equip- Moment arms. Why is it a goad practice ment. to sketch the relationship c. Make the measurements necessary to determine of datum, mainwheel and moment arms. nose or tailwheel center- d. Read the scale weights and compute the empty lines? center of gravity. What unit of measurement is used in specifying moment Standard: arms? Interpretation of information, weighing of the air- Describe some of the craft and computation of the empty center of gravity methods which may be used within ± .1" of empty center of gravity. to 'damp" or "steady" a plumb line. Key Points Feedback What precautions should be observed when measuring Aircraft specifications. How does a mechanic de- with chalk lines or estab- termine the "required" lishing measuring points equipment? on the hangar floor? How does a mechanic de- Reading scales and ,Why is it good practice to termine the amount of recording weights. use an organized form to residual fuel? record weights and moment Why do "notes" pertaining arms? to weight and balance often Why is it important that the appear in the aircraft spe- content of all liquid reser- cifications? voirs in the airplane be Aircraft weight and How does a mechanic de- known at the time that the balance records. termine that the weight and weights are recorded? balance records for a par- Nomenclature and 'Why are plus and minus ticular airplane are current? algebraic signs. signs assigned to moment Ilow does a mechanic de- arms? termine the leveling means Inn is an empty weight of to be used for a specific an airplane? airplane? What is an empty center of Weighing procedures. Vihat are some of the advan- gravity of an airplane? tages and limitations to the use of beam and platform type scales? 103 Activities Check Items 34. PERFORM COMPLETE WEIGHT AND BALANCE Did the student: CHECK AND RECORD DATA.(EIT = 27 hrs., T = 12 hrs.,. L/S = 15 hrs.)5segments Locate and interpret Confirm the make and (UNIT LEVEL 3) appropriate aircraft model of aircraft by corn- specifications. prison with the manu- SOLVE WEIGHT AND BALANCE PROBLEMS. facturer's data plate? (SEGMENT A, LEN EL 3) Move aircraft to Exercise ceution in moving weighing site. aircraft? Student Performance Goal Select a site undisturbed by wind and air currents? Given: Position aircraft, Attach jack pads or points Manufacturer's aircraft specifications. jacks and scales as required? for weighing. Verify certification and Performance: accuracy of scales? Provided with the necessary weight and balance Assure the security and information, the student will solve live problems safety of the jacking and involving computation of the empty center of weighing area? gravity of an airplane. Verify each item of required equipment in the Standard: aircraft? Computation of empty center of gravity will be Verify and record quanti- accurate to one-tenth inch. ties of fuel/oil and other variables of moveable Key Points Feedback load? Record optional items of Weights for computa- How is an 'as weighed' equipment as installed? tion. weight defined for purpose Verify that the aircraft of weight and balance was clean and all personal computation? items were removed? How is the weight of resi- Jack and level air- Correctly interpret leveling dual fuel and oil determined? craft. method as specified in What is the importance of a publications? tare weight? Insure that sufficient per- Moment arms, With regard to a datum, sonnel were available and what is the direction of a coordinated to safely raise negative (minus) arm? the aircraft? Why isn't the datum located Observe safety procedure at the main wheel center- during jacking (ballast, chock- line? ing, safety signals, signs What is a datum? and rope off area, etc.)? Center of gravity Why is the center of gravity Establish weight and Correctly establish mea- range. Lange often expressed as a measurements. surements, read scales percentage of the MAC? and record information on Under what conditions are an organized weight and empty weight center of balance form? gravity ranges not valid? Record tare weights? What is an empty weight Lower airplane, re- Observe all safety pre- center of gravity range? turn tools and equip- cautions? Aircraft categories. Explain why the same air- ment to storage area. Use correct nomenclature plane might have two dif- Compute center of and algebraic signs for ferent maximum gross gravity. computations? Achieve weights depending upon required accuracy? category. Name and describe five aircraft categories.

104 Activities Check Items Baggage placards What is the difference be- Did the student: and ballast. tween fixed and moveable ballast? Solve five weight Diagram the problem? Why are maximum baggage and balance prob- Assign algebraic signs to placards required in bag- lems when given: the arms? gage compartments? a. Wheel weights. ',Convert fuel and oil quan- Weight and balance How is the effect produced b. Wheel measurements.tities to weights? envelopes. by the retraction of a land- c. Datum ',Determine residual fuel ing gear introduced into d. Fuel and oil on and oil weights? weight and balance compu- board. Adjust computed center of cations? e. Tare weights. gravity to a datum reference? ',Describe the hazards of ',Maintain arithmetic accu- exceeding the forward and racy to one-tenth inch? aft center of gravity range. If the maximum takeoff weight greatly exceeds the COMPUTE FORWARD AND AFT LOADED CENTER maximum landing weight, OF GRAVITY. what provisions are made (SEGMENT B, LEVEL 3) in the aircraft?

Student Performance Goal Activities Check Items Did the student: Given: Necessary data to compute center of gravity load- Solve a problem where',Determine minimum fuel ing on two different aircraft. computation of mini- and correctly express the mum fuel is a factor. minimum in pounds Performance: Solve a problem in- rather than gallons? The student will compute the forward and aft center volving computation of',Achieve required accuracy? of gravity condition on the specified aircraft. He necessary ballast or ',Correctly determine re- will describe the hazards associated with exceed- baggage reduction. quired ballast? irig the limits and will determine the necessary Prepare a placard or ballast, baggage reduction or loading schedule to loading schedule. preclude exceeding the approved limits.

Standard: COMPUTE EFFECT OF EQUIPMENT CHANGES Problems will be solved to an accuracy of one- AND LOADING SCHEDULES. tenth inch. (SEGMENT C, LEVEL 3)

Key Points Feedback Student Performance Goal

Minimum fuel for ',Compare the terms "horse- Given: weight and balance power" and METO power. Sample loading schedules andequipment specifica- computations, Hcw is horsepower used tions for a specific model of airplane. to compute minimum fuel for weight and balance Performance: purposes? The student will compute the effects of equipment Of the minimum fuel is changes on the empty center of gravity of the air- computed by a formula plane. He will prepare a loading schedule after which results in gallons, solving a problem involving maximum baggage, how is this answer con- cargo load or maximum gross loaded center of gra- verted to pounds? vity conditions. Passenger and crew For purpose of weight and weights. balance, what is the value Standard: of a term such as "fully The computed center of gravity will be accurate to loaded"? one-tenth inch. The loading schedule will meet Where would the maximum FAA and/or manufacturer's requirements. gross weight of an airplane be specified?

105

W.I. .11,+ Major alterations. Ilow can a mechanic iden- Key Points Feedback tify a "standard" item of equipment? What factors Datum references. What position is generally identify an "optional" item used as a datum for rotary of equipment? wing aircraft? 'How does an optional item Why is the weight and balanc4 of equipment affect the of a helicopter critical? weight and balance of an What publication will spe- airplane? cify the datum and weight How does the installation and balance information? of optional items of equip- Weighing points. How would a mechanic de- ment affect the useful load termine the position of the of an airplane? weighing points for a heli- How does the installation copter? of optional hems affect the What references would be maximum authorized gross used to establish the loca- weight of the airplane? The tion of items of equipment empty weight? required for a helicopter? If the optional item of equip- Weight and balance "How does the procedure ment has a greater weight computations. for determining the weight than the required item which and balance of a helicopter it is replacing, what effect differ from the procedure does this have on the use- used with fixed wing air- ful load of the airplane? craft? In what manner do the weight Activities Check Items and balance records for a Did the student: helicopter differ from fixed wing aircraft? Solve a problem Correctly determine the where an item of affect on the empty center Activities Check Items greater weight is in- of gravity of the airplane? Did the student: stalled forward of the Use correct nomenclature CG. in preparing the loading Solve a typical hell- Use correct nomenclature Solve a problem where schedule? copter weight, load and achieve the required an item forward of the 'Maintain required accuracy? and balance problem. accuracy? CG is removed. Prepare a weight and balance record and loading schedule. EXAMINE WEIGHT AND BALANCE RECORDS. (SEGMENT E, LEVEL 21

COMPUTE WEIGHT AND BALANCE ON A HELI- Student Performance Goal COPTER. (SEGMENT D, LEVEL 3) Given: Sample files of weight and balance records for Student Performance Goat three different airplanes.

Given: Performance: Weight, loads and balance information applicable The student will examine the records and judge to a helicopter. which records are complete, accurate and current.

Performance: Standard: The student will solve one problem requiring com- The student will select the most complete, accurate putation of center of gravity of a helicopter. and current record from the three sample files.

Standard: The computed center of gravity will be accurate to one-tenth inch.

106 Key Points Feedback Activities Check Items Did the studetr: Weight and balance What action should be records. taken if it is determined Review weight and Select the correct file? that the weight and balance balance record files. Justify selection? records are not current? What action should be taken if weight and balance re- 1111111111V .11.adftweaMmla cords or loading schedules ill for a specific airplane cannot be located? What should be done if placards called for in the weight and balance records ace not installed in the airplane? Why do the regulations provide that fixed ballast must be placarded?

107 CHAPTER II AIRFRAME CURRICULUM INSTRUCTIONAL. UNITS

There are two sections included in the Airframe Curriculum; Airframe Structures and Airframe Systems and Components. The Instructional units in the Airframe Curriculum, combined with the General Curriculum will provide a student with the necessary technical knowledge and manipulative skills to become a licensed airframe mechanic. Although a sequen:e of instruction is presented in this report, the Instructional units may be rearranged to better accommodate a particular school's requirements. As in the case of the General and Powerplant Curriculums, the segments under each of the instructional unite should temain with the unit if maximum instructional impact is to be achieved. The total time allotment for this section by FAR 147 is 750 hours. The Airframe Curri- culum as shown in this publication provider for 740 hours of instruction. The remaining ten hours may be used for review, additional practice, and/or examinations. Preceding both the Airframe Structures and the Airframe Systems and Components instructional units is an outline of the instructional units and their segments for each particular sub-division. The estimated time allotment for each instructional unit is also provided; this may be adjusted to meet each particular school's requirements. As with the General and Power- plant Curriculums, an adjustment of time for each instructional unit is permissible as long as it does not jeopardize a student's learning attainment of the other instructional units as spe- cifiedin FAR147. The time lag between theory and laboratory/shop instruction should be minimal. Instruetional space, as well as the number, type, and condition of work stations, should be adequate to handle the projects and to safely accommodate the number of students involved. The instructional conditions should be consistent with industrial practices and should provide for the learning of good work habits. Instructional materials and projects should be of the type and quantity which will provide each student with an identical instructional experience. Space must be prodded for the disassc nbiy, repair, assembly, test, and service of aircraft and aircraft systems and components. each of the instructional areas should have accessible storage which protects ?arts from damage and at the same time allows easy retrival. As In the case of the other curriculum areas, instructional activities shouldbe related to the student performance goals for each of the segments and should provide sufficient time for practice on level 3 pro;-.cts. If a school cannot provide the items and/or conditions identified

109 by a student performance goal, then it should either obtain the necessary materials and projects or rewrite the student performance goal so that it better relates to the materials and projects uniquetotheschool.Itis extremely important that student performance gosie be directly related to instructional activitiesif the student is to receive maximum instructional benefit.

110 OUTLINE AIRFRAME CURRICULUM PART I, STRUCTURES Instructional Units, Segntttnts, and Estimated Instructional Time

WOOD STRUCTURES I. IDENTIFY WOOD DEVI:CIS. - Level 2 2.0 hrs.

A. Identify defects in wood samples. - Level 2

2. INSPECT WOOD STRUCTURES. - Level 2 3.0 hrs.

A. Identify kinds of woods. - Level 2

13. Illustrate the effects of shrinkage. - Level 2 7.5 hrs. 3. SERVICE AND REPAIR WOOD STRUCTURES. - Level 1

A. Judge the suitability of substitute r..aterials. - Level 1 Deccribe the kinds of glues and gluing tee.hnlques. - Level I

C. Read drawings pertaining to repair of wood structures. - Level 1

D. Repair of elongated bolt holes. - Level 1

E. Identify protective finishes. - Level 1 Estimated Instructional Time 12.5 hrs.

FABRIC COVERING

4. SELECT AND APPLY FABRIC AND FIBERGLASS COVERING MATERIALS. Level 1 3.5 hrs.

A. Identify fabrics and seams and describe methods of applying fabric. - Level 1

5. INSPECT, TEST AND REPAIR FABRIC AND FIBERGLASS. Level 3 13.0 hrs.

A. Inspect, test and repair fabric covering. - Level 3 Estimated Instructional Time 16.5 hrs.

A1RCIAFT FINISHES

6. APPLY TRIM, LETTERS AND TOUCHUP PAINT. Level 1 2.0 ht.. A.Draw registration numbers and describe the application of trim designs. - Level 1

7. IDENTITY AND SELECT AIRCRAFT FINISHING MATERIALS. - Level 2 3.0 hrs.

A.Identify finishing materials and thinners. - Level 2 s. APPLY PAINT AND DOPE. Level 2 22.0 hours

A. Apply dope. - Level 2

B.Spray primers, dope and paints. - Level 2

9. INSPECT FINISHES AND IDENTIFY DEFECTS. - Level 2 3.0 hrs.

A. Inspect finishes and recognise defects. - Level 2

1 1 1 Estimated Instructional Time 30 0 hrs. SHEET METAL STRUCTURES 10. INSTALL CONVENTIONAL RIVETS. - Level 3 21.0 hrs.

A. Identify conventional aircraft rivets. - Level 3 B.Perform riveting to FAA specifications. Level 3 C.Identify, remove and replace improperly installed rivets. - Level 3 11. INSTALL SPECIAL RIVETS AND FASTENERS. - Level 2 15.0 hrs.

A. Aircraft types of special rivets and fasteners. - Level 2 B.Select acceptable holes and install hi-shear, blind rivets and deicer-boot fasteners. Level 2 C. Remove and replace special rivets and fasteners. - Level 2 12. HAND FORM, LAYOUT AND BEND SHEET METAL. - Level 3 34.0 hrs.

A.Make a joggle in aluminum sheet. - Level 2

13. Prepare a layout for a bend in aircraft sheet metal. - Level 2 C.Layout and make bends in sheet metal. - Level 3

D. Form aluminum parts by bumping. - Level 3 13. INSPECT AND REPAIR SHEET METAL STRUCTURES. - Level 3 44.0 hrs.

A. Select and use twist drills and countersinks. - Level 3

B.Select and use hand files for soft metals. - Level 3

C.Repair shallow scratches in sheet metal. - Level 2

D. Repair a slightly oversize hole by reaming for next larger rize rivet. - Level 3 E.Prepare dissimilar metals for assembly. - Level 2 F.Describe loads in fuselage and wing structures and types of overload failure. - Levee 1 0.Make minor repairs to stressed-skin wings - Level 2 H. Repair aircraft structural units built from sheet metal. - Level 2 I. Determine conditions of stressed skin structure which has been critically loaded. - Level 2 J.Construct a watertight joint. - Level 2 14. INSPECT BONDED STRUCTURES. - Level 2 9.0 hrs.

A. Inspect and repair metal sandwich structures. - Level 1

13. Evaluate damage to bonded structure and determine type of repair needed. - Level 2

112 15. INSPECT AND REPAIR PLASTICS, HONEYCOMB AND LAMINATED STRUCTURES. - Level 2 11.0 hrs.

A. Identify and repair plastic, fiber and fiberglass aircraft materials, - Level 2

13. Repair damaged areas in fiberglass aircraft structures, - Level 2 16. INSPECT, CHECK, SERVICE AND REPAIR WINDOWS, DOORS, ANDINTERIOR FURNISHINGS. - Level 2 12.0 hrs.

A.Recognize distinguishing characteristics of transparent plastic and plate glass enclosures. - Level 2

B.Clean, protect, repair and secure transparent plastic aircraft enclosures. - Level 2

C.Inspect and check pressure seal doors and windows, seat recline mechanisms and safety belt installations. - Level 2 Estimated Instructional Time .... 146.0 hrs.

WELDING 17. SOLDER, BRAZE AND ARC-WELD STEEL. - Level 2 32.5 hrs.

A.Preparation and precautions before soldering, brazing and welding. - Level

N. Solder electrical connections and make lap-joints. - Level 2

C.Repair steel parts by welding. - Level 2 18. FABRICATE TUBULAR STRUCTURES. - Level 1 6.0 hrs.

A.Tubular steel fabrication and repair by welding. - Level 1 19. SOLDER STAINLESS STEEL. - Level 1 1.0 hr.

A.Silver soldering of stainless steel. - Level 1

2t WELDING STAINLESS STEEL AND ALUMINUM. - Level 2 3.5 hrs.

A.Inspect and weld aluminum and stainless steel. Level 2 21, WELD MAGNESIUM AND TITANIUM. - Level 1 2.0 hrs. A.Welding of magnesium and titanium. - Level 1 Estimated Instructional Time 45 0 hrs.

ASSEMBLY AND RIGGING 22. RIG FIXED WING AIRCRAFT, - Level 2 9.0 hrs.

A.Use correct aircraft nomenclature. - Level 1

B.Interpret theory of flight. - Level 2 23. RIG ROTARY WING AIRCRAFT. - Level 1 8.0 1.rs.

A. Use nomenclature appAcable to rotary wing aircraft. - Level 1

US 24. CHECK ALIGNMENT OF STRUCTURES. - Level 2 10.0 hrs. A.Verify alignment of structures, - Level 2 25. ASSEMBLE AIRCRAFT. - Level 3 7.0 hrs.

A. Assemble components. - Level 3 26. BALANCE AND RIG MOVABLE SURFACES. Level 3 24.0 hrs.

A.Identify aircraft control cable. - Level 2

13. Install swaged cable terminals. - Level 3

C.Verify correct control response. - Level 2

D. Install and tension a control cable, inspect a cable control system. - Level 3

E.Check static balance of a control system. - Level 3 F.Inspect and adjust push-pull control systems. - [Ave! '.i 27. JACK AIRCRAFT. - Level 3 3.0 hrs.

A. Jack aircraft. - Level 3

Estimated instructional Time I 61.0 hrs. AIRFRAME INSPECTION 28. PERFORM AIRFRAME CONFORMITY AND AIRWORTHINESS INSPECTIONS. - Level 3 20.0 hrs.

A.Perform 100.hour or annual inspection. - Level 3 Estimated Instructional Time 20 0 hrs. Total Estimated Instructional Time 331.0 hrs.

114 WOOD STRUCTURES

1. IDENTIFY WOOD DEFECTS. (Eli u 2 hrs., T nat limitation Is Imposed 1 hr., US: 1 hr.)1 segment by AC 43.13-1 to the sc (UNIT LEVEL. 2) ceptance of mineral streaks 11111 in a piece of aircraft spruce? IDENTIFY DEFECTS IN WOOD SAMPLES. snow would a mechanic (SEGMENT A, LEVEL 2) identify a compression failure in a piece of aircraft spruce? Student Performance Goal a Describe in your own words what is meant by the term Given: *Wash," AC 45.13-1 or equivalent publication, random aWhat physical characteristics samples of aircraft wood, some of which contain might indicate 'dry rot' in a the defects described In AC 43.13.1. piece of spruce? a Explain why a single knot Performance: In a piece of spruce is not The student will interpret the information contained sufficient cause for tejet- in AC 43.13.1 and select those samples of wood tion of that piece of material. that would be acceptable for repair of wood air- *What is meant by the terms, craft structures. spiral/diagonal/interlocked/ wavy /curly grain? Standard: The defects will be identified and the reference Acikities Cberk Items specifications interpreted without error. Did the student:

Key rofn Is feedback Interpret defect eReadiIy locate and decu- specifications. rately interpret information Selection of wood. sWhat is meant by the term from AC 43.15U *aircraft quality" wood? Identify defects in oust correct nomenclature to it hit kind (species) of samples. describe reasons foe ac' wood is considered as the ceptance or tejection of the *standard' foe judging the sample? quality of structural wood .Detect defects and make members of the airplane? correct judgment of atcept- ldentify anddescribe the ability? working and strength characteristics of two kinds of wood which may 2. INSPECT WOOD STRUCTURES. (EIT 1-& 3 hrs., be used as substitutes for T * 11,4 hrs., L/S * 1tf hrs.) 2 signents spruce. 11.1Nit LEVEL 21 Identification of SU sing the tables contained defects. in AC 43.33-1, interpret IDENTIFY KINDS OF WOODS. the acceptable limits lot IS A, L tvEL 2) five of the wood defects described: Student Performance Goal a. Mow would a mechanic measure a pitch pocket? Giv-en: b. How could grain slope Random samples of aircraft parts made of plywood, or grain divergence be laminated and solid wood, and a list of the various detected? kinds of aircraft quality wood. sEsplain why pitch pockets would he considered store Performance: critical if they were !exited The student will identify each type of wood used in in the edge ot spit etp of the stricture, and desctitz the strength characteristics a wood spat. which inflience the selection of such materials lot repair of wood aircraft strictures. The student will strange the list et woods in a descending ceder of StitAgth.

PIS Standard: Performance: The student will identify five specks and three The student will interpret information pertaining to forms of aircraft wood, and interpret Information the effect of moisture on the site and strength of from AC 43,13-1 without error. wood structural members. The student will make a sketch illustrating the change in dimensions (shrinkage Key Points Peedback effects) due to variations in the moisture content.

Forms of wood in air snot are some of the ad- Standard: craft structures. vantages of laminated and The student will use correct nomenclature to describe plywood members over the strength and dimensional changes in tangential, solid wood members? radial and longitudinal directions. What regulations govern the substitution of solid Key Points Feedback for laminated type spars? What considerations govern Effects of moisture snow does the strength of the substitution of solid rein wood. wood vary with changes in inforcing plates for ply- moisture content? wood reinforcing plates? allow does the site (dimen Which type of wood is most sions) of a wood member susceptible to warping? vary with changes in mois IThat physical characteristic orre? determines whether a mem- sin which direction does the ber is classified as a lami greatest dimensional change nated section or plywood? occur? Species of wood. Mint is the difference be- 'How does shrinkage in a tween a hatdwood and a wood member affect the softwood? alignment of a structure? sthich kind of wood will lilst methods may be era most likely fail by splin- played to minimize shrinkage tering? cracks at plywood reinforcing then sawing or planing plates? spruce and douglas fir. Orbit methods will minimize which kind of wood is mast the loosening of fittings due likely to splinter? to shrinkage?

ities beck Items Acrit isles C6trk Items bid the student: Did the student:

Identify the kind sRecognize plywood and Make sketch inlet Cottectly identify wort- of wood used in laminated wood structure? pteting and illusttat tial, radial and longitudinal sample parts. Distinprish between spruce ing shrinkage. directions? and douglas fit wood mem *Correctly interpret informa- bets? tion in relation to changes *Identify birch and mahogany in dimensions? face plywood? .Use correct nomenclature Identify the comp.ata sArtange the listing of kinds as a part of the description? tire sttength of wood and types of wood in the by listing in descend- correct order? ing ctdet or strength. 'Use correct nomenclature I. SERVICE AND REPAIR WOOD STRUCTURES. as a part of the description? f E1T = T = 714 hts ,L/S0 tes.) S totatais WWI LEVEL I)

ILLUSTRATE THE EFFECTS OF SHRINKAGE. ill1111111V 11041.11/1=11111io A11010M111161116 CSEGMENt 9, LEVEL 2) JUDGE THE SUITABILITY OF SUBSTITUTE MATER. ALS. Student Perforstante Goal ISEGmEmt A, LEVEL I) Girth: AC 43,13-1 of other appropt;ate reference itiotaltit4L Student Performance Goal

116 Why shouldn't the gluing Given: A list containing the names of five kinds of wood surfaces of softsivinia be snd AC 43.13-1 or other appropriate reference in sanded as a preparation for gluing a joint? formation. Why should the joint be assembled as soon as Performance: Using reference information, the student willselect possible following prepara- at least two substitute speciesthat exceed the tion of the gluing surfaces? strength properties of aitctaft spruce. What is the affect of m- ing temperature to the strength of a glued joint? Standard: The student will select two substitutespecies with- Which type of glue is trost molstu: e resistant? out error. r-hrtalair, the terms "open assembly" and "closed Key Points Feedback assembly" as applied to the assembly of a glued Us.! of references to What publications are generally accepted as guides to sub- joint. determine species 'What features will identify substitution. stitution of materials? Who is authori,ed to accept a glued joint that has been material substitutions? assembled with insuffi Mat considerations apply dent pressure? if the substitute materials Describe the procedure are heavier than the original that should be followed spruce structure? to mix casein glut. thy wouldn't a hard wood be elf the glue mixture is too an acceptable substitutefor thin, or the pressure applied to the joint is excessive, a softwood member? how would the strength of the joint be effected? *What types of clamps should DESCRIBE THE KINDS OP GLUES ANDGLUING be used to apply pressure TECHNIQUES. fSEGMteiT ft, LtvEt. I) to a glued joint? slrhy ate pressure blocks important when clamping Student Performance Goal a spat splice olio, is clamping pressure *Given: most generally applied to Advisory Citculat 43.13-1 or othersuitable reference the gussets of fibs? information. allow may pressures be applied to glued joints in Performance: of wood plywood skin patches? The student will describe the preparation Allat may happen if excess characteristics surfaces for giving, the types and glue is not removed from of acceptable glues, spreading ofglues, assembly and methods of the wood surrounding a time In gluing, gluing ptessutes glued joint? applying pressures. *Thy does the glue Manua factures generally recom- Standard: mend that glue be applied the tetetence The student will locate iaktisation in to both surfaces of the oklications and use correct nomenclature as part of procedures. joint? of the description and explanation that procedure may be used to extend the working reed/Neck key roints life of a synthetic resin glue? Glees and Fitting *thy isn't a roughened sut- techniques. face recommended as a sutteee foe esing?

117 *What precautions must be Why are the ends of rein- observed with respect to forthig plates often feathered the working life of casein or shaped to a *spaded" end? glue which has been mixed , What repair procedure should for a wood repair joint? be follored if cracks are What is the correct propor- found extending beyond the tion of glue r.nd water when ends of a plywood reinforcing mixing casein glue? plate? What time period is required *Describe the difference ba- before a glued joint develops tween a longitudinal crack in its full strength? a spar and local damage' What effect does high sir to a spar. temperature have on the allow are metal ribs attached assembly time of a glued to a wooden spat? joint? What is the difference be- What effect would old glue, tween a standard rib and a varnish or other foreign compression rib? materials have on the Whit is a false rib? An strength of a glued joint? aileron rib? eta the scarf slope for a rib capstrip cut vertically or READ DRAWINGS PERTAINING TO REPAIR OR horizontally? WOOD STRUCTURES. *Desctibe how old, dry varnish (SEGMENT C, LEVEL 1) is removed horn a surface before gluing. Student Performance Goal Rib repair procedures.What considerations dictate ',bother a rib repair is Given: made: AC 43.13-1 or equivalent reference information, a. At the spar location? and an information sheet containing six und'rnen- b. At a rib joint? sioned drawings of typical scarf joints. c. Between rib joints? d.At the trailing edge? Performance: *that precautions must be The student will locate information applicable to taken when accomplishing the scarf silks joints described in AC 43.13-1. rib repairs to ensure the lie will read the diagrams and drawings and apply maintenance of contour? the dimensions to sketches of typical wood struc- *As a part of the assembly tural repairs. operation, what is meant by alignment and tramming Standard: of a tring? Correctly determine ratio dimensions for five undi- Plywood skin repair tm factors determine the mensioned drawings or sketches of typical structural procedures. limiting radios to bends in repairs. plywood skins? ebesctibe why an overlay Kry roirliS trriberk patch might not be accept able at the leading edge of Stet repair procedures. 'Why aren't spars spliced at a plywood stressed skin the fittings? wing. *Why is it considered accept- &thy is the direction of the able practice to lap rein- face grain critical to the forcing plates over a cam- strength of a plywood patch? ptession thember providing Diawsioning sketches. allow is the information in that the plates are on the AC 43.13-1 used in drawing front face of the front spar dimensions on sketches of or the rear face of the teat typical wood structural tea spar? pair s? 'Why can't spruce reinforcing plates be substituted for ply- woot! teinforcing plates?

Is allow are typical sem f joints Performance: dimensioned on drawings? The student will use the reference information as allow are dimensional limits an aid in describing the materials and procedures indicated in AC 43.13-1? approved to seal wood aircraft structures, and recognize acceptable finishes.

Standard: The student will recognize those sample finishes that are acceptable. REPAIR OF ELONGATED BOLT HOLES. (SEGMENT D, LEVEL 11 Kry Points Peerlback

Student Performance Goal Protective finishes. Why is the protective finish app)iedto the end grain of Given: a spar of particular import- AC 43.13-1 or equivalent reference information. ance? What is the importance of a dopeproof paint? Performance: The student will describe the procedures and Describe the procedure that should be followed to methods of repairing elongated bolt holes in wood seal the interior surface spars. of a wood structure that will assembled by gluing. Standard: 'Name three finishes that At least two methods of repair will conform to AC are considered dopeproo:. 43.13-1. Abet problem may result from varnishing over ex- Key Points reedback truded glue that surrounds a joint? Elongated bolt holes. slthat factors contribute to thy should ell grease, oil the condition generally de- and wax be removed before applying the protective scribed as "elongated' finishes? bolt holes in spars? allow does the use of a bush- ing minimize the tendency to elongate the hole in a spat? allow does the use of a plywood reinforcing plate at the hole Location minimize the tendency to elongate the hole? What records are necessary to certify the tevit of elongated bolt holes? elf the bolt holes in the butt section of a spat are elongated, which repair ptoce- date would be pretested?

IDENTIFY PROTECTIVE FINISHES. (MOMENT E, LEVEL I)

Student Performance Goal

Given: AC 43.13-1 or equivalent refit Price information and 3 simples of acceptable and unacceptable finished wood aircraft structures.

119 FABRIC COVERING

4. SELECT AND APPLY FABRIC AND FIBERGLASS When fabric must be sewn COVERING MATERIALS. (FIT = 314hts.,T =314 together to cover a struc- hrs., 1. /S0 hts.)I segment ture, where should the seams (UNIT LEVEL 1) be located? oppowew miaow. ,...... NM. ',What is the limitation or IDENTIFY FABRICS AND SEAMS AND DESCRIBE disadvantage to the use of METHODS OF APPLYING FABRIC. a plan sewed seam? Is (SEGMENT A. LEVEL I) there any advantage? Doped seams. nat limitations are appli- Student Performance Goal cable to the use of doped seams? Given: Describe the requirements AC 43.13-1 or equivalent reference publications; for overlapping doped samples of cotton, linen and synthetic textile seams at the wing leading materials and samples of doped and sewed seams. edge. Covering practices. What is the purpose of inter- Performances: rib bracint? Using the references, the student will identify air- Describe two methods of craft textiles (both before and after doping) and determining correct ra) identify the correct fabric to be used in covering stitch spacing. an aircraft when the sitspeed and iuing loading is Wbat is the difference be- specified. He will compare the samples of doped tween an envelope and a and sewed seams with the specifications appearing blanket method of covering? in the publications.Ile will describe the accept- abet is the purpose of re- able methods of applying fabric. inforcing tape? When are antitear strips required? Standard: What is the purpose of The student will locate reference information.lie ribstitch or lacing cord? will identify the kind of fabric without ertot. He llat effect does the maxi- will correctly judge whether the sample seams con- mum design airspeed have form to the specifications, and correctly describe upon rib stitch spacing? methods of applying fabric. Describe (in addition to lacing cord) two other Aty Points Pecelback methods of Attaching the fabric to the structure. Kinds of textile Name four factors that are 'What is the purpose of materials. considered when selecting pinked edge or surface the kind and quality of tape in the covering ofan fabric that will be used in airplane? recovering an airplane. What are some of the fat- tots which affect the costs S. INSPECT, TEST AND REPAIR FABRIC AND of aircraft recovering? FIBERGLASS. (EIT a 13hts., Ta 4Ns., L/S Compete the relative duca 2 9 hrs.)I 10.11111111 bility of the various kinds (UNIT LEVtL 3) of fabric. allowdo the different kinds INSPECT, TEST AND REPAIR FABRIC COVERING. of aircraft fabric compare (SEGMENT A, LEVEL 3) in strength? allow do the different kinds Student Performance Goal of textile materials com pare with regard to work- Given: ability PM ease of repair? Idaule and/or Seyboth fabric tester, a fabric coveted Sesecizzaths. Compare the relative aircraft structure, AC 41.0-1 or equivalent reference strength of a plain over- information, and the materials and tools necessary lap, French fell and a to male repairs to fabric. folded fell seam.

120 Performance: What tests could be made The student will inspect a fabric covered aircraft to determine the kind of structure, and identify the areas most susceptible dope that has been origi to corrosion. He will perform fabric strength tests, nally used on the fabric? and make both doped and sewed repl;:in accord- What publication classifies ance with AC 43.13-1. the repairs as major or minorrepairs? Standards: What sequence of operation The inspection, testing and repairs will be of or procedure is recommended return-to-service quality. when sewing an "L" shaped tear? Key Points Feedback Under what circumstances would it be necessary to Factors effecting Where is corrosionand de- rib stitch a patch? deterioration in struc- teriorationmost likely to What procedure is most ef tureand fabric. be found? fective in removing the ori- How will moisture, poor ginal dope as a prelude ventilation and inadequate to doping on a patch? drainage contribute to cor- What precautions are in- rosion and deterioration? volved when patching Howdoessunlight effect fabric on movable control fabric? surfaces? What protective finishes may minimize deterioration Activities Check Items of the fabric covering? Did the student: Why is it important that corrosion and deterioration be Inspect for deteriora- Remove inspection cover detected? tion and identify criti- plates? What results when astruc- calareas. Critically inspect areas tureis infested with insects, most susceptible to corro- birds and varmints? sion/deterioration? What factors determine Perform fabric test. Select appropriate area for whether a fabric covered testing? structure is airworthy? Correctly use tester and Testing fabric Why is fabric strength test- interpret results? covering. ed? At what time intervals Apply a doped-on Correctly interpret and is it usually tested? patch. follow the prescribed pro- Compare the reliability of cedure? two common methods of Hand sew a tear in Make an appropriate entry testing fabric strength. fabric (minimum 4 (or simulated entry) in the From which areas of the inch dimension). aircraft maintenance aircraft are the sample records? "strips" taken? In which Wake a return-to-flight areas are "punch" tests repair? made? What are some of the precautions in using and interpreting the readings of a "punch" tester? Is the fabric tester designed to test fabric strength or the strength of the dope film? What factor of aircraft performance limits the repair of fabric by doped-on patches?

121 AIRCRAFT FINISHES

6. APPLY TRIM LETTERS AND TOUCHUP Size and spacing of What is the size and spacing PAINT.(EIT = 2 hrs., T = 2 hrs., L/S = 0 hrs.) markings. of registration numbers as- 1 segment signed to an airplane? (UNIT LEVEL 1) Do the regulations establish the height and width as DRAW REGISTRATION NUMBERS AND DESCRIBE minimum dimensions or THE APPLICATION OF TRIM DESIGNS. are these sizes mandatory? (SEGMENT A, LEVEL I) What is meant by the term "stroke" of the letter? Student Performance Goal Is there any artistic tolerance permitted in the Given: spacing dimension between Appropriate Federal Air Regulations, and graph letters? paper. Color, embellishment, What is implied by the re- ornamentation and quirement for a "clearly Performance: trim. contrasting color"? Using Federal Air Regulations, Part 45 as a refer- 11 the registration markings ence, the student will locate that information which must be a "block" form establishes the location, size and display of air- letter, what limits would craft registration markings on Civil Aircraft of apply to the use of "slant" United States Registry. On grid or graph paper, or inclined letters? the student will draw the letters and numbers used If the owner or operator of as registration marks, and describe the application the airplane wants to in- of trim and methods of touching up paint. corporate his own trademark or trim design along Standard: with the registration num- The student will maintain the correct height, width, ber, what FAA requirements stroke and spacing. Description will comply with must be met? information provided. If markings indicating foreign registry of an airplane Key Points Feedback are applied to an airplane while it is operating with- Registration mark- Where are the registration in the airspace of the United ings. markings positioned on a States, what other regula- fixed wing airplane? Where tions apply? are the markings placed on Application of trim 'How are registration num- rotary wing craft? designs and touch- bers applied to/or attached 'How are registration num- up paints. to an airplane structure? bers assigned and issued What are some of the prob- to a specific airplane? lems that may be encounterec Is there any significance when painting a registration to the use of five numbers number on an enamel, lacquer following the letter N? or a polished, unpainted Describe a condition in aluminum surface? which less than five num- What are some of the pre- bers will be issued? cautions to be observed wher Why do the current regula- masking registration num- tions require registration bers on trim designs prior numbers on both sides of to the application of paints? the fuselage when older When using masking paper, regulations provided for what is the importance of display of the numbers on selecting a paper that will the wings? not "bleed through"? What is the procedure for Application of What are the uses and ad- changing a registration decalcomanias. vantages of decals? number that has been assigned to an airplane?

122 Where are instructions What special precautions usually found for applying apply to the mixing and decals? application of special What are decals coated with finishes that require a after they have been applied "catalyst"? to the aircraft surface? Thinners and reducers. Why may some thinners also be called "reducers"? What is implied by the term "vari-temp" thinner? 7. IDENTIFY AND SELECT AIRCRAFT FINISHING What is a retarder? What MATERIALS.(EIT =3hrs., T = 2 hrs., L/S = is its function in the thin- 1 IL.)1 segment ning of dope? (UNIT LEVEL 21 What precautions should be observed to ensure that IDENTIFY FINISHING MATERIALS AND THINNERS. thinners are correctly iden- (SEGMENT A, LEVEL 2) tified before pouring them into a finishing material? Student Performance Goal Activities Check Items Given: Did the student: Labeled samples of nitrate and butyrate dope, lacquer, zinc chromate primer and enamel, and appropriate Examine and identify Distinguish between lacquer thinners. samples of nitrate dope,and enamel? butyrate dope, lacquer,Select an acceptable thin- Performance: primer, enamel. ner for each of the finish- The student will examine the labeling and physical Select thinners for ing materials? characteristics of each sample and select the thinner each sample material. which would be used with each of the sample mater. ials. He will be able to distinguish between lacquer and enamel by physical examination of the material. 8. APPLY PAINT AND DOPE.(EIT = 22 hrs., T = 4 hrc.., L/S = 18 hrs.)2 segments Standard: (UNIT LEVEL 2) Select an acceptable thinner for each of five finish- ,IFINIMIMOIN=.1 ing materials. Correctly distinguish between lacquer APPLY DOPE. and enamel. (SEGMENT A, LEVEL 21

Key Points Feedback Student Performance Goal

Kinds of dope. Describe the results of mix- Given: ing nitrate and butyrate A fabric covered structure, covering and finishingma- dope. terials and a procedure sheetor written instructions. What test could be madeto determine whether the ori- Performance: ginal finish was nitrate or The student will apply dope by brush and spray butyrate? application. He will apply surface tapes, drain What are some of the ad- grommets and reinforcing patches as a part of the vantages and limitations doping procedure. of nitrate dope?Butyrate dope? Standard: Rejuvenator. What is the purpose of a The resultant fabric-/doped surface will comply rejuvenator? How does re- with the requirements of AC 43.13-1. juvenator differ from dope? Lacquers and enamels. What is the difference be- Ke yPoints Feedback tween lacquer and enamel? Describe the results of Application of dope. Why is dope usually brushed mixing lacquers and enamels. at a "full-bodied" or un- Primers, dope and 'Why is there such a wide thinned consistency? acid-proof paints. variety of primers and special purpose paints?

123 What are some of the ad- Where would information vantages and disadvantages specifying the correct to the use of butyrate dope? thinner ro be used with a Describe a procedure that primer be found? will ensure penetration of Why are primers used be- the dope and saturation of for applying the finishing the fabric without the detri- coats of enamel or lacquer? mental effect of runs and What is the advantage to sags. "wet sanding?" a finish? What is meant by "scuff" Us.. of spray gun. What is the difference be- sanding? Is scuff sanding tween a suction type and done wet or dry? a pressure type of spray Application of surfaceWhat is the advantage of gun? tapes, drain grommets, applying surface tapes, What factors indicate inspection rings and etc.,, with the second coat proper functioning of a reinforcing patches. of dope? spray gun? What determines the proper Describe the adjustments locution of grommets, in- of a spray gun which per- spection rings and rein- mit control of the fluid forcing patches? quantity and spray pattern. Describe a practice that What is an airless spray will minimize the entrap- gun? What is an electro- ment of air beneath tapes staticspraygun? and patches. What faulty operator technique will probably result Activities Check Items in: Did the student: a. Runs and sags in the sprayed finish? Apply dope to fabric Follow recommended pro- b. Overlaps? by brushing. cedures? c. High and low gloss in Apply tapes, grommets,Achieve a doped surface the finish? inspection ring and complying with the require- d.Blushing? reinforcing patches. ments of AC 43.13-1? What are some of the factors that influence the consistenc of the materials that are to SPRAY PRIMERS, DOPE AND PAINTS. be sprayed? (SEGMENT B, LEVEL 2) Activities Check Items Student Performance Goal Did the student:

Given: Prepare clean, etch Follow prescribed proce- Written procedures, assorted primers, dope and and prime surface. dure? paints, spray painting equipment and facilities, Demonstrate acceptable aluminum and fabric covered aircraft structures. technique? Spray dope and paint. Select and use correct Performance: materials? The student will prepare the surfaces for painting and apply primers, dopes and paints by spraying. 9. INSPECT FINISHES AND IDENTIFY DEFECTS. Standard: (E1T = 3 hrs., T = I hr., L/S = 2 hrs.)1 segment The preparation of the surface and spray applica- (UNIT LEVEL 2) tion of finish must be of return-to-flight service quality. INSPECT FINISHES AND RECOGNIZE DEFECTS. (SEGMENT A, LEVEL 2) Key Points Feedback Student Performance Goal Surface preparation. Why is the surface of an aluminum alloy cleaned and etched before priming?

124

--- Given: Activities Check Items AC 43.13-1 or equivalent information, random Did the student: sample aircraft parts in which the finishes contain defects that are usually associated with spray Identify samples of: oR ecognize the original painting. a. Dope finishes. finishing material and b. Lacquer finishes. name the materials which Performance: c. Enamel finishes. could be applied over this The student will recognize the kind of material d. Primer finishes. original finish? that originally applied as a finish. He will Recognize the defectsProperly use and interpret describe which finishing materials may be applied in the finishes. information provided? over the original finish. He will recognize defects in the finishes of the sample parts.

Standard: Recognize 70 percent of the original finishes, and all defects, and correctly identify the finishing materials that may be used over an original finish.

Key Points Feedback

Compatibility of What simple test may be finishing materials. made to determine whether a finishing material may be sprayed over an original finish? "What reference information should be used as a guide to the mixing and application of finishes? Identify cause of What are the factors that defects. contribute to the following defects: a.Orange peel? b.Pebble effect? c.Runs, sags? d.Laps, streaks, high and low spots? e.131isters? f.Pinholes? Blushing? h.Peeling/flaking?

125 ShEET METAL STRUCTURES

10. INSTALL CONVENTIONAL RIVETS. (MT = What method is used to 21 hrs., T = 5 hrs., L /S = 16 hrs.) soften rivets that are too 3 segments hard for proper setting as (UNIT LEVEL 31 they are received? .1=1 Describe in descending IDENTIFY CONVENTIONAL AIRCRAFT RIVETS. order of strength, the (SEGMENT A, LEVEL 3) designation of the aluminum alloys, from which rivets Student Performance Goal are manufactured. What are the requirements Given: and limitations for use of Written information, charts, AC 43.13-1 or equi- 2117 rivets to replace valent publication, a supply of aircraft rivets in- 2017 and 2024 rivets? cluding rivets of various diameters, lengths, head Material applications. Where can 1100 rivets of styles, and alloys, and ten questions concerning pure aluminum be used? the properties and uses o! aircraft rivets. What rivets must be used for magnesium alloy Performance: structures? The student will select thirty different aircraft Where are corrosion re- rivets and identify each rivet by head style, alloy sistant steel and Monel diameter and length of shank. He will answer ten rivets used? questions concerning rivet identification, proper- Name some applications ties of heat-treated rivets, and factors that deter- for copper o, brass rivets. mine the use of specific types of rivets in aircraft. Activities Check hew Stabdard: Did the student: Correctly list at least twenty-four different civets, and correctly answer eight test questions. Identify :;vets as to Recognize head shape type of metal, or alloy, and alloy markings? Key Points Feedback hardness and head shape. Conventional aircraft What kinds of metal are Measure rivet dia- Use correct nomenclature? rivets. used in aircraft rivets? meters and length. Use correct measuring a. Type of alloys used.How is the type of alloy methods? of a specific rivet identified? b. How measured. What tools may be used to PERFORM RIVETING TO FAA SPECIFICATIONS. measure rivet diameters (SEGMENT 6, LEVEL 3) and lengths? What are the fractional Student Performance Goal graduations of standard rivet lengths? Diameters? Given: c.Head styles. What determines the type Written instructions or drawings, AC 43.13-1 or name of a rivet? equivalent publication, samples of aluminum alloy How can the correct rivet sheet material of various thicknesses and alloys, head type be determined AN 470 rivets of various alloys, tools for drilling for any specific aircraft and riveting, rivet heat-treating equipment. riveting application? Which shape of head is Performance: considered to be the The student will cut two 314" by 5" sections each, strongest? of the following aluminum alloys: 7075T6, 2024-13 Rivet hardness and What problems would be 2017 Alclad, in gauges .032 to .064. He will layout strength. encountered when attempt- each hole plan, drill holes, install proper type and ing to install a hard rivet length rivets for a four row lap splice of 2024T3 in soft metal sheet? sections, using 3/32" protruded head rivets; and a (continued)

126 single row lap splice of 2017 Ale lad sections, What will happen if the using 3/16" protruded head rivets. He will use rivet set or the bucking an airpowered riveting gun, select rivet sets and bar touches the plate being bucking bars suitable for each type of rivet used, riveted? and install heat treat rivets when necessary. Selection of proper Describe the relation be- riveting gun. tween the force setting of Standard: a. As to force. the gun and the diameter Work procedures will comply with the information b. As to speed. and hardness of the rivet. provided. The riveted sectioos will have 75 percent What problems are most of the rivets properly spaced and 75 percent of the likely if a fast light hitting rivets installed to meet the specifications in AC gun is used on relatively 43.13-1 or equivalent publication. large diameter rivets? What problems would be Key Points Feedback encountered if the bucking bar is "too light' for the Conventional rivets. What tools are used to mea- rivets being driven? sure material skin thickness? Heat treatment of What types of rivets require What tools are used to mea- rivets prior to use. heat treatment prior to use? sure the diameter of a rivet? What is the reason for this Length of a rivet? requirement? Preparing for installa- Where are the requirements How is the heat treatment Lion of rivets, for rivet spacing in lap to be accomplished? joints to be found? What is the quenching What is the procedure for procedure? preparing a hole for a flush If rivets cannot be installed head rivet? A protruding immediately after heat head rivet? treating and quenching, What layout procedure should how can they be held in a be followed to assure drill- quenched condition? ing holes at proper locations? Tools to use for What are the tools needed Importance of proper What happens if a drill has riveting. for installing rivets in drilling procedures. been sharpened off-center? aircraft skin? What effect does failure to deb= a hole have on a What difference would there riveting job? be in tools selected for How can the correct drill riveting formed structure size be determined? members? Relation of hole Why is a rivet hole drilled What extra equipment is size to rivet slightly larger than the needed when heat treat- diameter. rivet shank diameter? ment of rivets is required What problems would be for the rivets prior to their encountered if a drill was use? undersize for the rivet? Riveting practices to Sketch an example of a When a rivet of the correct be avoided. rivet in tension and in length is driven in an en- shear. larged hole, what is the Describe other riveting effect on the dimensions of practices that should be the upset head? What generally results if Selection of rivets. How does the type of rivets are too closely material to be riveted in- spaced? fluence the selection of Thin skin riveting. *What would probably result rivets? from using a large diameter How can the required rivet rivet in thin skin sheets? length be determined? Explain why thin skin What factors influence the sheets are usually dimpled, diameter of rivet to be but heavier sheets are selected? often countersunk.

127 What factors determine Set rivets without marking the kind of head to be or warping the plates? used? Selection cf correct What factors determine the rivet set and bucking selection of the proper type IDENTIFY, REMOVE AND REPLACE IMPROPERLY bar. of rivet set to use for a INSTALLED RIVETS. specific type of rivet? (SEGMENT C, LEVEL 3) What will be the result of using a rivet set of wrong Student Performance Goal head style or diameter? Given: Activities Check Items Aircraft type riveted splices and joints; four row, Did the student: double row and single row lap splices previously made by the student; AC 43.13-1 or equivalent Select and cut 314" Properly identify the publication, and written information concerning X 5" sections of various alloys? aircraft rivet installation and removal. 2014T6, 2024T3, Cut sections in a workman- and 2017 Alclad in like manner? Performance: various thickness The student will inspect riveted splices and joints, gauges. of the type used in aircraft skin and structure, to Select rivets of flush Carefully select correct identify rivets which are faulty. He will inspect the and protruded head rivets for each riveting four row and single row lap splices he previously styles and specified project? made and remove all rivets which fail to meet speci- diameters which are Identify which rivets re- fications. He will replace all removed rivets with of appropriate length quire heat treatment prior equivalent rivets. He will remove all rivets in the for the thickness of to use? double tow splice and replace one half with same the sections to be type and size rivets. riveted. Perform heat treatmentProperly use heat oven for Standard: and quenching of rivet heat treating? Locate at least75 percentof all faulty rivets in rivets. Properly quench the rivets accordance with specifications provided. At least after heating? 75 D.ercent of removed rivets will have holes drilled Hold quenched rivets Prepare an adequate num- to meet specifications and 80 percent of replaced on dry ice until ready ber of rivets? rivets will meet FAA specifications. for use. Plan and layout four Follow specifications for Key Points Feedback row, double row and spacing of rivets for the single row lap splices. type of splice and rivets? Causes of rivet defects. What defects develop from Use scrap plates or Use drill of proper type poorly drilled holes? flanges for practice and speed? What defects develop from drilling and riveting. Deburr holes? improper driving and rivet Drill holes through Countersink to proper set usage? depth? What defects develop from Both sections to be Avoid separation of plates improper bucking bar usage? spliced and counter- while drilling? Criteria for replace- What structural considera- sunk where flush rivetsAssure that rivet holes are ment of questionable tions influence the decision are to be installed. of accurate size, and per- rivets. on rivet replacement? pendicular to surface? What determines whether Select riveting gun, Select proper speed gun an under-driven rivet may rivet sets and bucking and set for proper force? bereset? bars. Use proper rivet sets for How is a rivet removed? Install rivets in holes type of rivets being in- Removing faulty rivets. What size drill should be already drilled using stalled? used relative to the shank quenched rivets where Use proper bucking bar? diameterof the rivet? called for in FAA Hold bucking bar in proper How is the drill kept cen- specifications. position? tered? Check rivet charts to de- How is thehead removed? termine type and length of How is the shank removed? rivet for each application?

128 Precautions in re- What precautions should be Standard: moving rivets. taken when removing rivets Correctly answer at least twelve questions and from thin sheets by drilling? correctly identify at least six types of special 'What is the danger in re- rivets. placing loss rivets with oversize rivets in thin sheets? Key Points Feedback What are the dangers of drilling oversize holes in Kinds of special What are some uses of structures or edges of sheets? rivets used in air- pull-type rivets? Replacement of heat Under what considerations craft repair. Were may explosive treated rivets. may a heat treated rivet be a.Pull-type and ex- rivets be used? replaced by a non-heat treat- plosive rivets. In what part of the air- ed rivet? craft structure would pull- type and/or explosive Activities Check Items rivets be used? Did the student: b. Hi-shear rivets. When is it permissible to replace solid rivets by Inspect riveted splicesUse height and diameter blind rivets? and joints in aircraft gauges? Whet advantage does a hi- type structures and Line-sight rivet rows? shear rivet have over a identify defects. Recognize defects from im- conventional rivet? proper driving and bucking? Compare the strength of a Remove rivets. Drill hole through head and hi-shear river to a standard remove head, then punch out hex-head aircraft bolt. the shank properly? Whet type of stresses are Install replacement Use similar or equivalent hi-shear rivets designed to rivets. rivets for replacement? resist? Follow specifications Llse proper procedures when c.Riv-nuts and Wbat are some aircraft when substitution of oversized rivets are required? Dill nuts. uses of Riv-nuts and Dill different type or size Use proper procedures for nuts? of rivet is necessary. heat treated rivets where How are they installed? required? TVhat design feature prevents rotation of a Riv nut in the mounting? 11. INSTALL SPECIAL RIVETS AND FASTENERS. Where is information on (EIT = 15 hrs., T = 5 hrs., L/S = 10 hrs.) their use to be found? 3 segments d. Huck bolts. How does a Huck Lockbolt (UNIT LEVEL 2) differ from a Huck rivet? What are some aircraft AIRCRAFT TYPES OF SPECIAL RIVETS AND applications of Huck Lock- FASTENERS. bolts? (SEGMENT A, LEVEL 2) How are they driven? Quick disconnect Describe at least three Student Performance Goal fasteners. kinds of quick disconnect fasteners in aircraft use. Given: 'How can each of these Written information, AC 43.13-1 or equivalent pub- fasteners be replaced lication, questions pertaining to special rivets and when faulty? fasteners used in aircraft and samples of such rivets Precautions when What precautions are neces- and fasteners. using special rivets. sary when drilling holes for hi-shear rivets? Performance: 'When installing flush head The student will answer fifteen questions concerning hi-shear rivets, what are precautions necessary for proper fit when installing the precautions when special hi-shear and pull-type rivets, the stresses countersinking for the that such rivets or e designed to resist, applications heads? and limitations for the use of special rivets and What indication will identify fasteners in aircraft repairs. He will identify and a hi-shear rivet that is too list by type eight different special rivets and fasten- long or too short? ers used in aircraft. 129 What is the indication of Key Points Feedback a pull-type rivet that is too long for the thickness of Methods for checking What tools may be used to sheets being joined? and detecting acceptable check the drilled holes for Removal and installa- Why is the size of hole in drilled hales for hi- acceptability? tion procedures for the sheets critical when in- shear and blind type Describe the effects of special rivets and stalling pull-type blind rivets, and deicer elongated or oversized fasteners. rivets? fastener, holes on shear type rivets. What is meant by the term Will defective holes have "interference" fit? equally bad effects on de- How can the collar be re- icer-boot fasteners? moved from a hi-shear rivet? Determining correct How is the length of rivet Describe how the swaged size rivet or fastener determined for a specific collar can be removed from for a given hole. aDzus fastener? installation? Attachment and reten- How are Dzus springs at- How is the diameter deter- tion of special tached to the structure? mined if holes are already fasteners. How are Cam-loc and Air- drilled? loc fasteners retained in If available rivets are either the structure? too small or too large in diameter, what is the proper solution? SELECT ACCEPTABLE HOLES AND INSTALL HI- Where can information be SHEAR RIVETS, BLIND RIVETS AND DEICER BOOT found as to length and dia- FASTENERS. meter of deicer-boot fas- (SEGMENT 6, LEVEL 2) teners to be used for a specific job? Student Performance Goal Installation tools for What special tools are hi-shear rivets, blind- needed for installing hi- Given: type rivets and deicer- shear rivets? Cherry or Written information; aircraft type structural sections boot fasteners. Huck blind rivets? prepared with holes for special rivets and fasteners What special tools are which include correctly drilled holes, elongated needed for installing deicer- holes, oversized holes, and/or holes which are out boot fasteners? of alignment; hi-shear rivets, blind-type rivets and Why can a better job be deicer boot fasteners, Riv-nuts or Dill nuts; and done with the designated prescribed tools for installing each type of civet or special tools? fastener provided. Activities Check Items Performance: Did the student: The student will inspect the drilled holes and indicate acceptability of each hole, giving reasons Detect and select Use appropriate measuring for those rejected. He will identify the different acceptable drilled tools or gauges to check types of rivets and fasteners provided and select holes for installation the holes? ten each hi-shear rivets, blind type rivets and of hi-shear, and blind- deicer-boot fasteners of proper length and dia- type rivets. meter for the holes provided. He will install these Give valid reasons Use magnifying glass to rivets and fasteners in suitable holes, using appro- for holes rejected as visually inspect all holes priate installing tools. unacceptable. for roundness and for being Measure material drilled vertically? Standard: Thickness and diameterUse proper tools for mea- At least 75 percent of the drilled holes properly for acceptablholes. suring material thickness identified as to acceptability, correct rivets and Select hi-shear rivets, and diameter? fasteners selected, correct installing tools used; blind-type rivets, and Properly determine lengtn and 75 percent of each type of rivets and fasteners deicer-boot fasteners and diameter of rivets and properly installed in accordance with information of proper sizes for the fasteners to be used? provided. holes provided. Use proper installing tools Install the rivets and for each type of rivet or fasteners selected. fastener?

130 REMOVE AND REPLACE SPECIAL RIVETS AND Activities CberkItems FASTENERS. Did the student: (SEGMENT C, LEVEL 2) Remove hi-shear Cut the collar prope Student Performance Goal rivets. with a 'hisel? a. Cut and remove Remove the collar b: Given: collars. wrapping it? Written information, aircraft type structural sections b.Drive out rivets. Use proper tool to dr with hi-shear and blind-type rivets, deicer-boot, out the rivet? Dzus, Air-loc and Cam-loc fasteners installed; and Remove blind-type Drive out stems befo appropriate tools for removing and replacing such rivets. drilling the rivets? rivets and fasteners. .Remove rivets by dril through head then pu. Performance: out the remaining pan The student will remove five each of the following the rivet? types of rivets and fasteners in a manner which per- Remove deicer-boot Drill out the head prof mits their replacement with similar rivets or fasten- fasteners. Drive out remainder ol ers: hi-shear, Huck and Cherry rivets, Riv-nuts or by using a drive sae' deicer-boot fasteners, Dzus, Air-loc, and Cam-loc punch? fasteners. He will then replace each removed rivet Remove quick dis- Drill out .ivets holding or fastener with a similar rivet or fastener using connect fasteners. locking portion of fast appropriate tools. Replace each type of Use proper tools and m rivet and fastener pre- to install t' .e special n Standard: viously removed. and fasteners? Removal of at least 75 percent of the special rivets Use same or .x.mparabli and fasteners correctly accomplished, and 80 per- type of rivet or fastene: cent of the replacement rivets and fasteners correctly selected and installed.

Key Points Feedback 12. HAND FORM, LAYOUT AND BEND SHEET METAL.(EFT = 34 hrs., T = 7 hrs., L/S = 27 Rtinoval of special What is the procedure for hrs.) 4 segments rivets. removal of the collar on (UNIT LEVEL 3) hi-shear rivets? How should Cherry and MAKE A JOGGLE IN ALUMINUM SHEET. Huck rivets be removed? (SEGMENT A, LEVEL 2) What precautions should be taken when removing Student Performance Goal blind-rivets to avoid damaging the skin around Given: the rivets? Written information including specifications for a Removal of special When removing a Riv-nut joggle, two sections of a .025 gauge 2024T3 fasteners, by drilling, how far should aluminum alloy, rivets and tools appropriate for it be drilled? making a joggle. What determines the size drill to use? Performar:ce: If the stem was left in a The student will make a joggle in aluminum alloy blind rivet, what procedure sheet, using joggle plates and hydraulic press or should be followed to re- hammer and joggle block and rivet the joggled shee move the rivet? to a section of similar sheet material. Replacement of quick Describe how quick discon- disconnect type of nett fasteners such as Standard: fasteners. Dzus or Cam-loc are re- Finished joggle will have a flush assembly fit and moved and replaced. will meet the specifications provided within .010 H the area around either inch. part of a quick disconnect fastener has become damaged, how can this be corrected when replacing the fastener?

131 Key Points Feedback Performance: The student will write a brief definition of bead Reasons for using What is the purpose of the radius, determine and draw in the neutral (axis) joggles. joggle? line in a cross section drawing of a bend, usea How are factory joggles blueprint of an aircraft sheet metal component produced? which requires a bend, to determine the dimensions ' How are joggles formed on and prepare a layout on the metal for the bend, flanges and fittings? taking into consideration the type of metal and the Bend allowance and Why is bend allowance not relationship of the metal "grain" to the bend to set back for a joggle. a major factor in forming minimize the possibility of cracking. joggles in thin sheets? In thick sheets? Standard: When is it necessary to use Written definition and marked neutral axis will be step shims and taper shims? correct. Calculated dimensions and layout draw- Joggle tools. ' How can joggle plates be ings not more tha 30 inch deviation from speci- made to prevent slippage? fications provided. Relationship of bendto metal 'Sketch the cross section "grain" will be correct. of joggle dies for a slip roll. Key Points Feedback 'Explain how joggle dies can be made to form a Theory of bend allow- Define moll line, bend joggle on a flange in a ance and flat pattern line, mold point, bend allow- hydraulic press. developm en t. ance and se! back. "How is the die kept from How are they related? twisting? What is meant by "minimum bend radius"? Activities Check Pc,nts What factors effect the mini- Did the student: mum bend radius of a metal?

Neutral line (axis of How is the minimum bend . Form a joggle in Properly place dies in a bend). radius of a specific metal aluminum alloy skin hydraulic press? determined? sheet. Check for alignment? What is meant by the "neutral a. Use hydraulic Apply proper pressure in axis" of a bend? press and joggle forming joggle? How is this computed? plates. Repeat hammer process How is this used to deter- b. Use hammer and until a smooth joggle is mine amount of material joggle block. formed? needed and layout dimen- Avoid work hardening by sions? excessive hammer force? Relationship of metal What is meant by " grain" Fit a piece of similar Prepare skin properly to "grain" to possibility of a sheet of metal? material to joggle and fit in joggle? of cracking. In which direction relative rivet joggle in place. Cut, dchurr, and smooth to the "grain" is a metal corners? less susceptible to cracking Make a flush fit? in a bend? What can be done to make a bend less susceptible to PREPARE A LAYOUT FOR A BEND IN AIRCRAFT cracking when it must be SHEET METAL. made parallel to the grain? (SEGMENT A, LEVEL 2) Activities Check items Student Performance Goal Did the student:

Given: Interpret a blueprint Determine type of metal Written information, reference material on sheet of an aircraft sheet and obtain proper bend metal bending, a drawing of a sheet metal bend in metal component re- radius from tables? cross section, a blueprint of an aircraft sheet quiring a bend. Calculate bend allowance metal component requiring bending and a section properly? of the sheer metal called for in the blueprint.

132 Calculate dimensions Mark bend allowance lines 'How can it be applied by of the metal and prepareand layout over-all dimen- using bend allowance tables? a layout on the metal sions? Set back method of What is the principle of set with bend lines for thePlan the layout so that the flat pattern develop- back or "bend deduction" bend. bend lines go at right ment. in determining bend lines? Properly orient the lay- angles to the "grain" of How is the set back method out relative to the the metal? used when the bend is *grain" of the metal. greater than 900? Using a bending allow is the material located brake. in a bending brake to de- LAYOUT AND MAKE BENDS IN SHEET METAL. velop the layout dimension? (SEGMENT C, LEVEL 3) How are scratches avoided? What causes stretching Student Performance Goal when forming a bend and how is it avoided? Given: In what temper condition Written procedures and reference tables for bending will the greatest "spring sheet metal, sections of various types end thick- back" be experienced? nesses of sheet metal in various temper conditions, layout and bending tools and equipment. Actfrities Cbeck Items Did the student: Performance: The student will determine and select a type of Select sheet metal lithe specifications to de- sheet metal which requires a large radius for bend- that requires a large termine minimum bend radii? ing. He will calculate and layout dimensions and radius for bending. Interpret temper condition bend lines for a specified angle of bend and make coded on aluminum sheets? the bend, using recommended bending techniques. Develop flat layout Consider the "grain" of the He will select a different type of material which pattern for a specified metal in planning the lay- requires a small radius for bending, calculate &Ad angle of bend. out? layout bend lines for a 130° bend and bend the Apply bend allowance or material to the specified bend, using the minimtvn set back to develop layout bend radius permissible in the tables for the type dimensions? and thickness of the material used. Cut material to size Use a layout die for marking the layout? Standard: Use a shear for cutting All calculations, layouts, and bends will be accurate the metal? within .030 inch of the dimensions specified. Use vertical or corniceLocate material in bending bending brake to bend brake properly? Key routs Feedback sheets of various tem- Allow for "spring back" in pers at minimum radius accomplishing specified Bend characteristics that factors must be con- of bend. bend angle? of aircraft type sheet sidered when determining Select sheet metal Use bend allowance metal. the bend radius for the which requires a small "empirical formula" or a.Aluminum and various types of aircraft bend radius. tittles? aluninum alloys. sheet aluminum? Layout for a I30"bend. iek bend lines properly? b. Steel and stain- Os the bend radius for fer- Usi. g bend brake, 'Adhere to bend lines when less steel. rous metal generally pester make a IV° bend in locating material in bend- or less than for non-ferrous the selected material. ing brake? metals? Check angle of bend after allow do carbon and stainless completion? steels compare when applying the bend tables for determining bend tadius? Empirical formula. 'that is meant by the empirical formula for calculating bend allowance? How is this used in direct computation?

133 FORM ALUMINUM PARTS BY BUMPING. Forming U channel, allow is the material (SEGMENT 0, LEVEL 3) tear drop, or blister anchored in the form block by bumping. 'How is work hardening Student Performance Goal prevented? What type of hammer and Given: forming stick should be Written information, blueprints or drawings, flat used? sheet stock of aluminum in "soft-temper" condi- Where is the hammering tion, tools and equipment for forming aluminum done first? by bumping. What types of blows are used? Performance: The student will interpret blueprints or drawings Activities Check Items and form the following parts by bumping: a Did the student: curved flange, a "U" channel, and a compound curved part, using "V" blocks, crimp and shrink Hand form, from blue- Select proper forming tools blocks, crimping tool, form blocks, and planish- prints or drawings, a and blocks or dies? ing hammer. curved flange, a "U" Properly anchor the materir channel, and a com- to be formed? Standard: pound curved pan by stork with light blows, in Each part made by bumping will conform to the use of planishing ham- the direction of metal flow? specification in the blueprint or drawing within mers, forming sticks, Use crimping tool properly? .030 inch to all dimensions. "V" blocks, crimp andPosition form dies and shrink blocks, crimping shrink blocks properly to Key Points Fecaback tool and form blocks make a compound curve? or dies. Hand forming tech- When metal is formed, niques: where does thinning of the sheet occur? 13. INSPECT AND REPAIR SHEET METALSTRUC a. Use of form blocks.allow are form blocks used TURES. (EIT a 44 hes., T = 15 hrs., L/S to control the forming = 29 hrs.) 10 segmenis process? (UNIT LEVEL 3) b. Bumping of What type of hammers are planishing. used for bumping or SELECT AND USE TWIST DRILLS AND COUNTER- planishing? SINKS. !SEGMENT A, LEVEL 3) Rhat type of hammer strokes are used? Student Performance Goal *How is the direction of metal flow controlled Given: during the hammering pro- Written information concerning drills and drilling, cess? sets of numbered and lettered twist drills, drill c. V block and die allow are hold down plates cards, countersinks lot rivets andscrews, suitable bumping. used in die bumping? drilling equipment and assorted sheet andstruc- How can forming sticks tural parts of soft aluminum, aluminum alloys, be used for die bumping? stainless steel, titanium and mapesium. d.Shrinking. How is a crimping tool and shrink block used to Performance: shrink metal in forming a The student will select as specified,ten different cutve? numbered drills, five different lettered drills, and e. Sandbag bumping. that type of hammer is two types of countersinks. He will use suitable used for sandbag bumping? drilling equipment to drill five holeswith each Sher temper condition selected site of drill. At least five holeswill be must heat treatable alloys drilled in each of the following kindsof militia': be in foe sandbag bumping? soft aluminum castings and sheet, aluminumalloy That will happen if the thin skin and structuralpans, stainless steel and sand leaks through the bag titanium sheet, and cast magnesium. lie will while being used for bump- countersink five holes each for flash rivets and ing? for flush screws or bolts.

134 Standard: Artiviters Cher A Items All drilling will be performed in accordance with Did the student: procedures provided.At least GO holes will meet specifications and 8 countersunk holes will con- Select number and Use a drill card to assist form to specified dimensions. 80 percent of holes letter twist drills for in selecting correct sizes? unmarred arounci adjacent area. specified sizes and Check point condition types of rivets. and angle before using Key Points I:redbrick Drill holes in soft and drill? hard metal, in thin andDetermine drill speed for Drilling characteristicsHow does the point angle thick sheets and in each type of metal? with twist drills. differ on drills for soft structural type of ' Select proper point angle and hard metals? of pans, including for the type of metal to be How does the drilling RPM aluminum, stainless drilled? differ for soft and hard steel, titanium and 'Center punch properly? metals? magnesium. Use pilot hole when re- a Explain some of the causes quired? of an overheated twist Drill vertically and with drill. proper pressure? Drilling precautions. iThat type of hole will re- Debut( holes after drilling? sult from a point ground off Countersink holes Select proper angle and center? for flush head rivets diameter countersink for Why should the shortest and screws or bolts. each sob? drill that will do the job netrtmine specified dia. be selected? meter for countersink? that may result from using ilse a technique which a bent drill? resulted in the correct Gnat will be the probable depth and diameter of result of too much pres- countersink? sure when drilling? Selecting drill sizes. How can the site of a drill be determined for a SELECT AND USE HAND FILES FOR SOFT specific rivet? METALS. Should the hole be slightly ((SEGMENT 0, LEVEL SS over-size, undersize, or the same size as the rivet Student Performance Goal shank? Drilling techniques. sll'hat is the proper size of Given: center-punched guide mark Metal working information, a variety of metal work- and pilot hole? ing files, samples of aluminum and magnesium, a that is deburring and how work bench and vise or clamps. may it be done? ll'hy is deburring necessary? Performance: Ally does a long curl indi- The student will select suitable hand tiles for cate good drilling technique? soft metals and use them to file down and finish Countersink selection.allow does the angle of the aluminum and magnesium to specified dimensions. countersink vary between flush head rivets and flush Standard: head screws or bolts? Filing techniques will be in conformance with in sthat determines how deep formation provided. Completed jobs will meet a hole should be counter- dimensions within .010 inch and will have a sunk for a specific rivet smooth finish. of screw? snot procedures may be Key Polars fredhotri. used to avoid countersinking too deeply? File types and de- llhat are double cut and signs. single cut files?

I SS What type of file is de- Key Points Feedback signed for use on aluminum and magnesium? Repairs allowable What is meant by shallow Will the same type of file by burnishing. scratches? be suitable for heat treated What reasons are there for aluminum alloys? doing anything about Proper use of files Why should the file be used shallow scratches/ for soft metals. in only one direction? Il'hat purpose does burnish- hat amount and type of ing serve? pressure should be put on Burnishing techniques hat tools and materials the file as it is used? and materials. may be used for burnishing Wny should a file always scratched areas? be used with a handle on it? What precautions should *How should a file be held be taken? with respect to the surface *How should a mechanic to be filed? determine whether alclad Cleaning files. allow should a file be or magnesium airplane cleaned and how often? skin should be burnished any must metal clogging when scratched? be cleaned out at once Other scratch repair allow can skin scratches be whenever it occurs? techniques. filled and covered? *In what areas of an airplane Activities Check items may this be preferable? Did the student: Activities Check Items Select proper files Anchor work securely in Did the student: for use on aluminum vise or with clamps? and magnesium. lio Id file with both hands, Burnish or polish Use propel materials and Use coarse and fine one hand at each end? shallow scratches in tools? files to file down and Move file in cutting direc- samples of sheet metalObserve precautions against finish surfaces on tion only? as used in airplane excessive burnishing? aluminum and Map! Use finer file for finishing? skin. Limit depth of burnish to slum sheet and struc- *Use smooth, even strokes? depth of scratch? tural parts to speci- Clean file regularly to pre- Bumish in a manner that lied dimensions. vent or remove cloning? tended to fill the scratch?

REPAIR SHALLOW SCRATCHES IN SHEET METAL. REPAIR A SLIGHTLY OVERSIZE HOLE BY REAM- ISEGMENT r, LEVEL 21 ING FOR NEXT LARGER SIZE RIVET. (SEGMENT 0, LEVEL 31 Student Performance Goal Student Perrot/since Goal Given: 'fill information on Minot repairs of sheet Metal, Given: a sample of aluminum or magnesium aircraft skin Written information, rivet hole tie tables, an air- with one or more shallow scratches, and burnish- waft part with a hole that is slightly over sire after ing tools. rivet removal, teaming and hole measuring tools.

Performance: * Performance: The student will identify sctatches tepairable by The student will determine the next larger site burnishing and burnish one or more scratches in rivet and what diameter hole it requires, ream the sheet metal of the type used for aircraft skin. hole, and obtain, by measurement,a hole of cottect site for the rivet selected. Standard: Burnishing will be accomplished in accordance Standard: with procedures in the information provided. The hole will be true round and vertical, andmeet specified diameter within 10 percent.

136 Key Points Feedback Performance: The student will determine the type of corrosion Measurement of holes. *What tool can be used to protection required for assembly of five different measure the diameter of dissimilar pairs of aircraft type metals and list a hole? the type of coating to be applied to each pair allow can the degree of selected.lie will apply coatings as specified on roundness be determined? two pairs of the selected metals which require allow can it be checked for corrosion treatment. being vertical? Reaming techniques. *What type of reamer may Standard: be used with either a power Determine correct corrosion protection, listing drill or by hand? coatings to be used for at least four pairs and *What type must be hand apply corrosion protection on two pairs of dis- operated only? that depth similar metals in accordance with specifications. of cut should be taken with each application of Kry Points I:vet/Nick the reamer? *What precautions should Causes of dissimilar *What provides the electro- be taken when reaming? metals corrosion. lyte path for dissimilar Limitations on en tm parts of an airplane metal corrosion? largement of holes. are restricted on hole en- Esplain why only one sur- largement? face corrodes from the sllhat effect does the spacing electrolytic action? between holes or to edges, *What determines the degree have on the enlargement of the corrosion attack? permitted? Groupings of metals *Explain why two different allow much oversize is by galvanic activity metals in the same group necessary when replacing level and compati- may be used together with- a standard rivet with a bility. out danger of intersurface larger pulltype rivet? corrosion? *Can all aluminum alloys Activities Check Items be considered as similar? Did the student: Protective coatings. *Name some corrosion protection measures taken be- Determine hole size *Use rivet tables to deter- a.Anodizing and re- fore fabrication of metal for a selected replace- mine size hole required for lated processes. pans. ment rivet. the size and type of rivet Mist types of coating or Enlarge a slightly selected? treatment can be used in oversize hole by 'Use proper reaming tools line work assembly of des teaming. and speeds? similes metals? Check hole to make *Perform hole measurement b. Zinc climate. *chat is the recommended sure it is round and accurately and correctly? thickness of a tine chromate vertical and meets dia- coating? meter specifications. any is-ft a thick coating advisable? c. Other protective eras methods other than PREPARE DISSIMILAR METALS FOR ASSEMBLY. coatings. zinc chromate are used to (SEGMENT E, LEVEL 21 prevent dissimilar metal corrosion? Student Performance Goal *Est, lain dope proofing and when it is needed. *Given: r* lain why the awful Written information, AC 43.13-1 or equivalent pub- must be extremely clean lication, samples of several dissimilar metals used before any type of protec- in aircraft assemblies, materials and equipment for tion is applied. applying corrosion protection coatings on the metal samples provided.

131 Activities Cbrek items Use of bulkheads. *What is a bulkhead, and Did the student: what purposes does a bulkhead serve? Determine the type *Use AC 43.13-1 or equi What means of material of corrosion protection valent publication to de- strengthening is used in needed for each of termine needed protec bulkhead fabrication? several different pairs tion measures for each Why is rivet size and pat- of dissimilar metals. pair? tern critical in relation to Apply corrosion pro- Thoroughly clean both bulkheads? tection coatings on two surfaces before applying Loads acting on .13y what part of the strut- different types of dis- protective coatings? monocoque and semi- cure are bending loads similar metals. *Apply coating to all monocoque fuselages. acting on fuselage ab- mating surfaces? sorbed? What imposes tension loads and by what part of the DESCRIBE LOADS IN FUSELAGE AND WING structure are they absorbed? STRUCTURES AND TYPES OF OVERLOAD FAILURE. Additional loads What happens to tension MOMENT F, LEVEL 21 imposed by Ares- loads when the fuselage surization. is pressurized? Student Performance Goal 13y what part of the 'true- lure ire compression loads Given: absorbed? Written information, drawings of aircraft, showing allow much negative pres- structure of monocoque and semimonocoque fuse- surization can be tolerated? lages, drawings showing construction of a canti- Shear and bearing Shear loads are the result lever wing, and descriptions of bearing and shear loads. of what, and by what port failures as related to sheet metal structure. of the structure ate they absorbed? Performance: *Slat effect could the use The student will show by arrows and labels, which of oversize rivets have on members, in normal flight, carry primary bending skin sheets, bulkheads, and totsional loads in a monocoque and a semi- and stringer flanges? monocoque fuselage, and the tension and com Full cantilever and *How can a full cantilever pression loads imposed upon the spars in a canti- semicantilever wing wing structure be reco lever wing structure. From a "titter description structures. nized? of a bearing failure and a shear failure, each at a With which type are ea- riveted area in a sheet metal structure, the student tetnal lift struts cued? will draw a sketch showing by arrows the applied gnat supports the bending loads and by breakage lines, the type of breakage loads of each type? which occurs in each type of failure. Loads acting on 11 toads ate imposed the wing and spat upon the wing in flight? Standatd: atttIttOte. *How much of the wing At least 70 percent of the loads will be correctly loads ate absorbed by the indicated and breakage lines will be drawn cot- spar or spats? tectly. What ate the effects and importance of fuel loads Key Points Pet Ibacik in cantilever wings? Detection of strvc allow can partially sheared Monocoque and semi- that types of materials rural (saute. rivets be detected? monocoque fuselage may be used in these two allow is beating failure structures. types of fuselage? recognized? snit absorbs the loads of What is the cause? stress in each type? a Where can information be that is the difference be- found to assist in inter- tween stringers, longerons peeling structural damage and skin stiffeners? of failure? illiete can repair procedures usually be found?

134 Activities Check Items Key Points Feedback Did the student: Structural repair Which is preferable to use, On drawings of Identify each drawing specifications. the manufacturer's repair monocoque and semi correctly? manual or FAA specifics- monocoque fuselage dons? structures, draw Show correct direction for What type of metal is to be arrows to show direc- each type of load? used for a stressed-skin tion and location of repair? bending and torsional What is the importance of loads and label each. preparing a layout for the On drawings of canti- Show the direction of loads repair first? lever wing structure, with respect to the spar Repairing holes. allow does the diameter of show by arrows, the or spars in the wing? the hole affect the site of direction and location a patch? of tension and comptes Correctly label each load? What types of patches may sion loads and label be used for holes in stressed each. skin? Draw a sketch of a sShow the failures as related Nay a plug patch overlap bearing failure and to one or more rivets? a structural member? of a shear failure, Patching damaged allow is a repair made when showing by snows Show the bearing breakage skin. the damage is extensive the applied loads and as being in one layer of or across a structural by breakage lines the skin? member? type of breakage in Thete must the repair seams each failure, with Show the shear failure as lie and how are the holes labelsexplaining' being in the rivet or rivets? planned? each sketch. What should be done to cracks prevent them from extending? REPAIRS TO STRESSED-SKIN AIRPLANE Repairing damaged 'What kind of repair is used WINGS. stringers on lower for damaged stringers? (SEGMENT 0, LLVEL 21 surface of stressed- Which requires the greater skin wing. number of rivets, an upper Student Performance Goal of lower surface stringer repair? Given: Can bolts be used for any mitten information, AC 43.13-1 or equivalent part of a stringer repair? publication, a section or a mockup of a Stttated Dimpling for flush *In what types of material skit. airplane wing, tads and materials for making rivets. is dimpling preferable to stressed-skin repairs. countersinking? allow are the dimples made Performance: to match smoothly in the The student will perform repairs for the following skin and the patch plate? teal or introduced damage: a hole in a stressed- skin metal wing, a section of damaged skin (using Anti' Wes Cbccii Items a single-lap sheet splice), damaged stringers on Did the student: the lower surface of a stressed-skin metal wing. He will determine the correct rivet layout and Perform the following Determine repairs specie spacing foe each repair and perform the dimpling repairs to stressed Pied either in FAA publica- process in at least one of the repairs. skin wing sections: tion of manufacturer's repair manual? Standard: Install a patch for a Make a layout plan for All repairs will be of correct type and gauge metal hole in the skin. each repair? and will be laid out in accordance with specifica- Repair slight damage Trim out damaged skin tions in the publication provided, and at least 75 to stressed skin. properly? percent of the rivets will conform to spacing and Stop drill clacks to stop riveting technique. any extension?

139 Repair damaged Ptepare and install ade- Determine type of here can references be stringers on the lower quate stringer splices? repair to be made. found for repairs to he made surface of a stressed Dimple all skin holes and for a specified area? skin wing. all matching holes in the If approved references are Perform dimpling and patch plate? not available, what should install flush rivets in Perform dimpling in a man- be done? one patch. ner that resulted in a Strength and material What is the strength cri- smooth surface across the requirements. teria? flush rivet heads when tallow does the material to installed? be repaired effect the type Use proper gun and buck- of material selected for ing technique for each the repair? kind of rivet? What consideration is given to rivet area when com puting strength requirements! REPAIR AIRCRAFT STRUCTURAL UNITS BUILT Rivet requirements Whert can rivet specification FROM SHEET METAL. and spacing. for sheet metal structural (SEGMENT H, LEVEL 21 repairs be found? Can Cherry bulb rivets be Student Performance Goal used in place of standard rivets? Given: How much oversize is neces- Written information, AC 43.13-1 or equivalent sary if Cherry bulb rivets publication, aircraft sheet metal structural mem are used? bets with failed sections (such as spars or engine mounts), tools, rivets and materials for sheet Actiuities Cbeek Items metal repair, Did the student:

Performance: Evaluate damage and Inspect failed sections and The student will repair two damaged sections in determine needed adjacent areas to determine aircraft sheet metal structural jnits.lie will de- repairs for two sheet type of failure? tetmine the type and size of repair splice or metal structure failures.Use manufacturer's or FAA patch for each damaged section, plan and layout publication foe references? the rivet patterns, select proper number and Determine the shape Determine necessary bend- types of rivets required and use proper riveting and site of repair ing techniques in making the repairs. needed. Calculate needed thickness Select proper type and fnr repair material with con- Standard: gauge of metal for the sideration for tivet area? I3oth repairs will conform to the specifications as repait. Rcund off all sharp corners? to sire of patch, me and gauge ofmetal used and Draw repair layout Use proper bending tech- rivet layout.At least 75 percent of the rivets in- with proper river niques' stalled will meet specifications. pattern and spacing. Use prtpet drill and counter- Cut out repair patch sink techniques? Kc) Points l'ecrlback or splice and make anyUse ptopet riveting tech- necessary bends. nique? Typical damages to 'there is damage most likely Mill holes and counter- structures built of to occur in spars made from sink where necessary. sheet metal. sheet metal? Install repair patch or In engine mounts built of splice. sheet metal, what areas are most likely to fail or show damage? DETERMINE CONDITION OF STRESSED SKIN STRUC- How can beating failure TURF. WHICH HAS :SEEN CRITICALLY LOADED. in sheet metal structures (SEGMENT 1, LEVEL 21 be detected? there will evidence of Student Performance Goal shear failure be found?

140 Given: Check condition of Look for cracks at rivets Written information and a section of a stressed skin, structural mem- or in bends? skin metal aircraft structure which is known to bers, rivets and ,Look for popped or sheared have been critically loaded and which has several riveted areas. rivets? Tipped rivets? overload indications.

Performance: CONSTRUCT A WATERTIGHT JOINT. The student will inspect the skin, rivets, and struc- (SEGMENT .1, LEVEL 21 tural members (or evidence of damage. He will list any popped or sheared rivets, wrinkled or distorted Student Performance Goal skin areas, misaligned or cracked structural members and any other evidences of overload. Given: Written information, sheet aluminum alloy, sealer, Standard: and appremiate tools and equipment for construct- At least 75 percent of all visible indications of ing a watertight joint. damage will be listed correctly. Performance: Key Points Feedback The student will layout, cut, and drill two sections t r aluminum alloy for a point which is to be made Indications of overload. khat ate the most easily watertight. Sealant will be applied and the joint seen indications of over- will be constructed by riveting thetwo sections ..By condition of load to a stressed skin together in a watertight joint. Test will be made stressed skin. structure? to assure that the joint will not leak under water Wi II stressed skin return pressures. to shape after once being overstressed by an over- Standard: load? Rivet pattern will conforn, to specifications inFAA ll'hat is meant by the ten publications, rivets will be properly installed, 'oil canning" when applied and water will be contained by the jointwithout to stressed skin sections? leakage. b. By condition of What is meant by a "popped" rivets. tivet? Key Points Feedback allow does a popped rivet differ from a sheared rivet? Edge distance in Should the edge distance What is the indication of watertight joints in a watertight joint be 'tipped' rivets? Rivet pattern and greater than in a normal that type of strain causes holes. joint? tipped rivets? Compate rivet spacing for c.By misalignment What does a misalignment a watertight and normal joint? of rivets or struc- of rives indicate? Should the holes be over tural members. nat does a misalignment size or close fit? of structural members in- Sealant foe water- What sealant would be dicate? tight joints. used if the joint was fot d. By cracks in skin What do cracks leading away a seaplane float? leading away from from rivets indicate? rivets or in bends. Alm do ctrcks in the radii *Would the same sealan. be used for repair of a of bends indicate? May cracks, which penetrate potable water tank? Alen is the sealant applied? only the clad surface of a Testing for leaks. allow soon after completion bend, be ignored? may a joint be tested? Actititics r:tier k Items atuggest a method of testing Did 6.: student: for leakage.

Inspect a stressed Look for wrinkled and &s- Arai ;firs (kr. it items skin aitctaft structure toned skin areas? Did the student: section which is knownlook lot misaligned struc- Layout a pattern for a tIse proper edge distance? to have been critically tural members? Misaligned watertight joint in two'Use proper rivet spacing? loaded. civets? StetiottS of aluminum alloy. 141 Drill holes, apply Drill holes properly for What nomenclature is sealant and install trueness and fit? applied to the main come rivets. 'Make sure both surfaces ponents cl; honeycomb are smooth and clean be- structures? fore applying sealant? Inspection of bonded What is the purpose of the ',Apply sealant evenly to structure. metallic ring test? both surfaces? How is it made? Install rivets with adequate What type of damage is it set and tightness? intended to detect? Test joint for leakage.Follow sealant instructions How can damage from mois- as to time to wait before ture effects be evaluated? testing? Removal of damaged Where are insuuctions for Test watertightness of material. making repairs to a honey- the joint? comb structure found? When delamination is dr tected, how is the damaged 14. INSPECT BONDED STRUCTURES. {FIT = 9 material removed? T : 4 hrs., L/S = 5 hrs.) 2 segments Repair procedures. What tools would be used? (UNIT LEVEL 2) What is used to clear, the damaged area prior ro re- INSPECT AND REPAIR METAL SANDWICH pair? How clean shouk' STRUCTURES. it be? (SEGMENT A, LEVEL I) Characteristics of a 'What constitutes a good good repair. repair of metal sandwich Student Performance Goal structure? How can the repaired area Given: be inspected or tested for Written information and repair procedures. drawings acceptability? or photos of aircraft metal sandwich materials, Safety precautions. What safety harards exist cNestions with multiple choice answers with refer- wlale repairs are being ence to bonded aircraft structures. made to a honeycomb structure? Performance: The student will select answers tot ten questions concerning types of bonded metal aircraft material, EVALUATE DAMAGE TO BONDED STRUCTURE purposes and reasons for use of metal sandwich AND DETERMINE TYPE OF REPAIR NEEDED. panels in high-speed aircraft construction, and the (SEGMENT 13, LEVEL 2) use of metallic "ring` test to inspect for delamination damage of bonded structures. Student Performance Goal

Standard: Given: Select correct answers for at least seven questions. Written information and ttpair specifications, and a section of aircraft bonded structure which has a Kr' Points Pecelherck damaged area.

Construction of ilrhat types of construction Petfota-ance: metal sandwich may be used in metal sand - The student will inspect the damaged bonded structures. Mich structures? structure, evaluate the extent of the damage, and hat are the main come prepare a work description for the type of repair ponents of honeycomb needed. structures? rhat materials are used? St andard: allow are the materials Evaluation and description of repairs conform to bonded toget het ? specification for at least 75 percent of detectable Construction of Why are honeycomb srruc- damage. honeycomb structures. tures used in the modern airplane?

141 Kcy Points Pcvdback to Performance: The student will identify and label ten samples of Visual inspection What evidences of internal :;Iffrrent plastics, fiber, and fiberglass, including for evaluation of damage may appear in the honeycomb and laminated fiberglass structure dam age. metal surface layer? materials. He will answer fifteen questions con- *Where ate skin cracks likely cernini, protection of plastics while being handled to occur? or worked, cleaning and polishing of plastics and What would a blister indi- fiberglass, methods of painting or surface coating cate? plastics and fiberglass, and repair methods for Mechanical tests for .lfow is a tapping inspec- plastic, fiber, and fiberglass aircraft structures. damage evaluation. tion made? *What is the nature of the Standard: sound if bonding is satis- Correct labels for seven samples and correct factory?If dclamination answers for ten questions. has occurred? allow is a spur wheel test Key Points Feedback conducted? Work description for Where can procedures for Basic types of What are some prima') repairs. repairs to bonded struc- plastics for aircraft differences between tures be found? applications. acrylic and acetate iThat should be included plastics? in a work description for a.Acrylic plastics. 'Name several uses for repairs? acrylic plastics in air craft. Actiuitirs Clieck Items .What precautions must be Did the student: taken when cleaning clear acrylic plastic? Inspect a section of .Visually inspect for cracks allow can acrylic plastic aircraft bonded struc- or blisters? be identified? ture which has known *Use a coin or other object b. Cellulose acetate *What ate some aircraft dam age. for making a tapping test? plastics. uses for acetate plastic? By visual inspection .Outline the detected damage allow can acetate plastic and mechanical tests, area to assist in planning be identified? evaluate the type and repairs? *What precautions must be extent of the damage. State method of repairing taken when cleaning Write a work descrip- and extent to be included? acetate plastic? tion of the repairs which'State tools and repair Repairing plastics. What are the limitations should be accomplished.materials needed? to repairs of plastic structures? allow can temporary re-pails IS. INSPECT AND REPAIR PLASTICS, HONEY. be trade for cracks in COMB AND LAMINATED STRUCTURES. plastics? IFAT = 11 his., T = 3 his., = 8 bits.) GIs the same type of cement 2 straws applicable to both kinds (UNIT LEVEL 2) of plastic? Use of fiber in .Why is the use of fiber in IDENTIFYAND REPAIR PLASTIC, FIBER AND aircraft. aircraft structure rather FIBERGLASS AIRCRAFT MATERIALS. limited? (SEGMENT A, LEVEL 2) Fiberglass types and Describe the difference uses. betweenmoulded and Student Performance Goal laminated fiber/Oats. that materials maybe Given: used in fiberglass honey- Written information, manufacturer's reference comb panels for the hurter. material and samples of different types of plastic, coat)? fiber, and fiberglass 'hash structural and en- *Thy is fiberglass use closure material. rapidly increasing in aircraft?

143 Repairing fiberglass allow are damaged areas Key Points Feedback structures and panels. in fiberglass structures or panels prepared for repair? Evaluation of repairs What is a criteria for dr allow much of the honeycomb needed. termining whether a struc- material must be removed ture should be repaired or to repair a dented or replaced? crushed area? Where can repair specifica- What type of repair should tions be found foe a spe- be made for such a damaged cific section of aircraft area? fiberglass structure? allow is a damaged area of What are some determining laminated or moulded factors for a temporary or fiberglass repaired? permanent repair? rr,at degree of cleanliness Preparation of allow much of the damaged is required when making a damaged area for area should be removed? fiberglass repair? repair. What tools may be used to clean out d %triaged fiber- Arfirifics Check Items glass? Did the student: What precautions should be taken wh;le cutting or Identify and label ten 'Check the edge color to grinding fiberglass? samples of plastic, determine whether plastic allow clean must the area fiber, and fiberglass was acrylic or acetate? be before patching? in moulded, laminated,Differentiate between fiber Repairing the pre- What type of repair is most or honeycomb panel and fiberglass? pared area. commonly used for moulded forms. Recognize the difference or laminated fiberglass? between moulded and allow may a patch for fiber- laminated fiberglass? glass honeycomb structure be made? In mixing epoxy, how closely REPAIR DAMAGED AREAS IN FIBERGLASS AIR- must the mixing instructions CRAFT STRUCTURES. be adhered to? (SEGMENT 8, LEVEL 2) allow critical is the curing 1eocess? Student Performance Goal Finishing repaired allow can excess material areas in fiberglass be removed from the patched Given Sauctlies. area? Written information, and procedures for repair of What tools and methods may fiberglass structures, sections of moulded and be used to smooth the re- laminated fiberglass honeycomb structure with a paired area and blend it into punctured or crushed area. the surrounding surface? allow may a marching polish Performance: be obtained? The student will evaluate repairs needed, prepare each damaged area for repair, and make the repairs Attie ities Check Items specified fot one section each of moulded fiber- Did the student: glass, laminated fiberglass and fiberglass honeycomb aircraft structure. He will finish each re- Evaluate damaged *Inspect each damaged area paired area by retsovitg excess material, blending areas in moulded and for extent and depth of the the repair into the surrounding area and smoothing laminated fibt.glass damage? to match the original surface. structure and in fiber *Obtain repair methods and glass honeycomb strut- procedures horn the cramp Standard: ture to determine repairs lecturer's repair manual or At least 2 of the 3 repaired areas will conform to needed. e. het reference material? returnto-service standards as specified in the Remove all damaged Use ',toper tools and work procedures provided. material from each procedures? damaged area.

144 Take adequate precautions Where is plate glass used against fiberglass dust, for aircraft enclosures? toxic fumes and skin irri- What methods are used to tants? strengthen plate glass Make repair patches Adhere to instructions windows? suitable for the type while mixing epoxies? Distinguishing Compare plastic and glass of structure being re- Build up laminate repairs characteristics of for ease of cutting, repaired, using epoxy properly with attention to transparent materials sistance to scratching, cements, fiberglass criss-crossing fibers? used for aircraft strength and weight. cloth or laminate and Use suitable power or hand enclosures. Why is transparent plastic filling materials. tools to remove excess critical as to what clean- Dress off any excess patch material? ing agents are used on it? fiberglass and epoxy 'Use proper type and direc- How can plate glass be to level of surrounding tion of strokes in blending made safe from shattering? material. and polishing? How can electrical anti- Blend edges of the Use polishing materials as icing be incorporated into patch into surrounding specified in manual or a plate glass or plastic surface and polish the reference material provided? enclosure? patched and adjacent area to a luster equal Activities Check Items to the original material. Did the student:

Select sample trans- Identify samples by visual 16. INSPECT, CHECK, SERVICE AND REPAIR parent aircraft en- inspection of the edge WINDOWS, DOORS, AND INTERIOR FURNISH. closures which are cross section? INGS.(EIT = 12 hrs., T = 3 hrs., L/S = 9 hrs.) made of fltor curved Use weight and hardness 3segments acrylic plastic, acetateas distinguishing charac- (UNIT LEVEL 2) plastic, solid temperedteristics? eIMI. .,..MINNI plate glass, shatter- RECOGNIZE DISTINGUISHING CHARACTERISTICS proof plate glass, andUse color as a distinguish- OF TRANSPARENT PLASTIC AND PLATE GLASS plate glass with an ing characteristic? ENCLOSURES. anti-icing layer in- (SEGMENT A, LEVEL 2) corporated. List each sample by Use electrical terminals Student Performance Goal type of material and to distinguish plate glass distinguishing charac- with anti-icing incorporated? Given: teristics. Written information, samples of transparent plastic and plate glass aircraft. enclosures. CLEAN, PROTECT, REPAIR ANDSECURE TRANS- Performance: PARENT PLASTIC AIRCRAFT ENCLOSURES. The student will select samples of transparent air- (SEGMENT B, LEVEL 2) craft enclosures made of acrylic plastic, acetate plastic, solid tempered plate glass, shatter-proof Student Performance Goal laminate plate glass, and plate glass with thermal anti-icing plastic layer, list type of material and Given: distinguishing characteristics for each. Written information, AC 43.13-1 or equivalent publication, transparent plastic each iure materials, Standard: and plastic windows with surface scratches, clean- Correctly list type for at least four types of material ing, scratch removing, and installation equipment and list distinguishing characteristics for three and materials. types. Performance: Key Points Feedback Tl., student will clean plastic windows, remove shallow scratches and surface craning from trans- Kinds of transparent Which two types of plastics parent plastic enclosures, protect Mastic enclosure material used in air- are commonly used for trans- material during handling, repairing and storage, craft enclosures. parent eitcraft enclosures? and secure plastic enclosures in aircraft structures.

145 Standards: Under what conditions is it Conformance to procedures given in the manu- permissible to replace the facturer's manual or in AC 43.13-1 or equivalent bolts with rivets? publication. d.Securing by rivets.What must be used with the rivets to avoid excessive Key Points Feedback pressure on the plastic whet the rivets are set? Cleaning plastic Whar type of cleaner must What size holes should be be used? provided for securing by What qualities must it have? rivets? What should be used to w;pe plastics and what Activities Check hems precautions should be Did the student: taken? Wbat is a safe method of Clean transparent Use only approved materials polishing plastics? plastic enclosures suchfor cleaning? Removing shallow What compounds may be as aircraft windows ' Use plenty of water? scratches and surface used to remove minor and windshields. Use soft cloth or sponge? crazing. scratches or surface craz- Avoid polishing or buffing ing? to a degree that would What methods are recom- cause heat generation in mended for buffing or the plastic? polishing out scratches? Remove shallow Use manufacturer's manual Why should precautions scratches or surface to obtain repair information? be taken to avoid exces- crazing in transparent Use approved mixture or sive heating? plastic enclosure compound and proper buff- What should be done if material. ing RPM? the scratches or crazing Use wax or approved proveto be coo deep for polishing material to polish easy removal? repaired area Protecting trans- What should be used to Protect transparent Cover both surfaces with parent enclosure protect both surfaces of plastic enclosures for non-scratching paper? materials for hand- transparent plastic en- handling, repairing Tape covering in place? ling, repairing or closures until ready for and storage. Mark identity of contents storage. installation? and caution to handle with What should be done to care and store on edge, if protect the area not being for storage? worked on during repairs Secure plastic win- Determine specified method of plastic enclosures? dows or windshields of securing and hardware to Securing plastic What methods are used to aircraft structures. be used from manufacturer's windows and wind- for mounting plastic win- manual? shields in aircraft dows and windshields in 'Oise proper procedures in structure. basic aircraft structures? securing plastic to frame?. a. Use of fiies Compore the expansion Make allowance for greater between plastic rates of plastic enclo- expansion of plastic than c.f and structure. sures with the metal sur- the metal? rounding them. b.Securing by metal When windshields or win- channels. dows are mounted in metal INSPECT AND CHECK PRESSURE SEAL DOORS channels, how much allow- AND WINDOWS, SEAT RECLINE MECHANISMS AND ance should be made for SAFETY BELT INSTALLATIONS. expansion? (SEGMENT C, LEVEL 2) c.Securing by bolts. When bolts are used to secure plastic windows, Student Perfomince Goal how large should the holes be? How tight should the bolts be?

146 Given: Why is it important that A written check list, manufacturer's manual, FAA the reclining mechanism Technical Standard Orders, a pressurized aircraft stay locked when not in- section or mock-up with door and window installa- tentionally released? tions, a seat with recline mechanism and a safety Safety belt installa- To what should the safety belt installation. tion. belt be anchored? *Where can specifications Performance: for safety belt installa- The student will inspect and check the pressure tions be found? seal and latching mechanism in an externally open- What indication can be ing entrance door for a pressurized aircraft, re- found as to whether a move, inspect and replace a pressure seal window safety belt is approved? in a window frame or escape hatch of a pressurized What checks must be made aircraft, inspect, check and adjust as needed, the to determine whether a reclining mechanism of an aircraft reclining seat safety belt meets return- with automatic return and inspect and check a to-flight standards? safety belt installation for being acceptable to FAA standards. Activities Check Items Standards: Did the student: All items will be correctly judged; doors, windows and seat mechanisms will orrate as designed. Inspect and check Obtain manufacturer's in- The safety belt will be correctly installed, identi- operation of a pres- structions on the operatior fied and the condition of all equipment will be sure seal door. and checking of the door noted on the check sheet. latching mechanism? Check operation of Remove viewing plates or Key Points Feedback the latching mechanism.covers and inspect operation of latching pins? Source of information. Where is information on Make sure the door latches doors, windows and cabin and releases freely and equipment found? properly? Pressure seal doors. How many pounds of pres- Remove, inspect, and Remove all securing bolts, sure does a 9 square foot replace a pressure to check condition of win- door have to withstand at seal window in a window edges? 2.5 PSI pressurization? dow section or escapeReplace pressure seals? What type of locking mechan- hatch. Install all securing bolts ism is usually used in ex- by tightening firmly then ternally opening pressure backing off one full turn? seal doors? Clean both surfaces of How critical is a slight the window with approved air leak at the door seal? cleaning materials? How critical is it that the Inspect, check, and Remove covers to permit latch pins engage fully? adjust as needed, a observation of the recline Pressure seal Why is the window size reclining seat mechan- mechanism while operating windows. limited in pressurized air- ism. Check for ease of release craft? Check the release latchof recline latch? How are the windows se- return spring, damping Check for firmness of lock cured to the frames? cylinder and position when engaged? How much should the se- lock. Check for full range of curing bolts be tightened? Operate seat back movement of seat back? What is provided to prevent through its full range Check for proper return pressure leakage? of recline and check spring tension? Reclining seat Why is an automatic return for proper return. Check return time to make mechanisms. desirable in reclining type sure damping is satis- cabin seats? factory? What is usually provided Inspect and check Check condition of belt? to prevent too rapid return? operation of safety Check holding strength belt latch and slide, of buckle? and attachment to floor.

147 Check ease of length adjustment when released? Check for adequate strength of floor attachments?

148 WELDING

17. SOLDER, BRAZE AND ARC-WELD STEEL 'What is the importance of (EIT = 321% hrs., T = 7 hrs., L/S = 251% hrs.) holding the elements of a 3 segments joint firmly in position (UNIT LEVEL 2) during soldering, brazing or welding? PREPARATION AND PRECAUTIONS BEFORE When welding, what provi- SOLDERING, BRAZING AND WELDING. sion should be made to (SEGMENT A, LEVEL 1) avoid misalignment due to expansion and contraction? Student Performance Goal Determining whether What factors must be con- to solder, braze or sidered when determining Given: weld. whether a joint should be Written technical information, AC 43.13-1 or equi- soldered, brazed or welded? valent publications, and multiple choice questions Explain how the decision concerning preparations and precautions before will be influenced by soldering, brazing and welding. whether the work is to be done in the shop or on the Performance: airplane. The student will select answers for ten questions Precautions to be What precautions should concerning the preparation of metal for soldering, taken prior to solder- be taken to avoid damage brazing and welding, preheating prior to welding ins, brazing or welding.to surrounding materials and the precautions regarding welding over previously or objects? brazed or soldered joints. What precautions should be taken with regard to Standard: combustible materials in Select correct answers for at least eight questions. the area? What personal protection Key Points Feedback should be considered, such as goggles or face Preparing metal for: What is the process of masks and protective cleaning before soldering? clothing? a. Soldering. What kinds of metal require an application: of flux before soldering is started? SOLDER ELECTRICAL CONNECTIONS AND MAKE b.Brazing. What cleaning is required LAP-JOINTS. to prepare metal for brazing? (SEGMENT El, LEVEL 2) When is it necessary to remove metal in the area to Student Performance Goal be brazed? On what metals is it help- Given: ful to apply flux before Written information pertaining to soldering, Famples brazing? of aircraft electrical wire, cable, and soldertype c.Welding. Why must all surface area connectors; scraps of brass shim material, tinned to be welded be thoroughly steel, stainless steel, and soldering equipment. cleaned to bap: metal? What method may be used Performance: to remove any soldered or The student will solder electrical wiresor cables brazed spots within the to solder type connectors, sweat-solder lap-joints area to be welded? of brass, tinned steel and stainless steel. When cleaning with a wire brush for welding, why Standard: should a brush of a dis- Wires and cables will be solderedto connectors in similar metal be avoided? compliance with connectors manufacturer'sspeci- Positioning of parts Why is it important to plan fications and lap-joints will each haveat least 70 for soldering, brazing ahead and consider size, percent indicated surface adhesion whentorn apart. and welding. position and angle for all soldered, brazed or welded joints? 149 Key Points Feedback Silver soldering. Name some of the materials commonly joined by silver Definitions of brazing What is the difference be- soldering. and soldering. tween adhesion and fusion? Describe the advantages What is the difference be- and disadvantages of the tween hard and soft solder? silver solder process. How does silver solder Name the type of flux accept- differ from either soft or able for soldering stainless hard solder? steel, copper, Monel, brass. Composition of solders.What is meant by eutectic Avoiding corrosion What dangerous after-effect solder? after-effects from must be prevented when Explain the differences be- fluxes. using fluxes? tween 50/50,40/60 and How are all tracer, of flux 60/40 solder. removed from soldered joints? What type of solder has a 70/30 mix? Activities Check items What is the usual compo- Did the student: sition of silver solder? Soldering fluxes. Why is a flux required when Solder airctaft elec- Strip and clean wires proper- soldering hard or soft trical wires and cable ly? solder? to solder type con- Use resin core solder or What type of solder flux nectors. resin flux with solid soft is usually used for elec- solder? trical soldering? Tin each wire and each What is the difference be- connector cup before solder- tween resin core and acid ing? core solder? Use only enough solder to For what purposes is acid make a filled junction? core solder used? Use just enough heat to Tools and equipment List the tools and equip- cause full penetration of for soldering. ment used for soft solder- the solder within each junc- ing; for hard soldering. tion? What kind of solder is used Avoid moving each junction Soft (lead/tin) to soft solder a joint? until solder had set? soldering. When is the use of soft Prepare sections of Clean each surface to be soldering acceptable? brass shim stock, joined with sandpaper, steel Why should the use of ex- tinned sheet steel and wool or a wire brush? cessive solder be avoided stainless sheet for lapMake sure all grease or when soldering electrical joint soldering. paint is removed where wiring? solder is to be applied? What is meant by sweat Sweat solder lap-jointsTin each surface prior to soldering? of brass, tinned steel making each sweat joint? Discuss the safety pre- and stainless steel bySelect proper type of solder cautions to be observed soldering iron and for each type of metal? when soldering. torch methods.' Use an adequate soldering What is meant by continuity iron and prop,/ torch setting? in a soldering joint? Clamp pieces to be joined What factors determine rigidly before sweating them that a soldered joint is together? acceptable? * Lie proper precautions Hard soldering. Describe the difference against spattering of solder between hard and soft or flux? solder. Apply solder and flux properly? Describe hard soldering Wait until solder is set before and how it is done. removing from clamps? What flux is used? Clean after sweat- ' Properly clean each joined Name several hard solder- soldering. sample as appropriate for the ing alloys. flux used?

150 REPAIR STEEL PARTS BY WELDING. c.Inert gas arc Describe some repairs to (SEGMENT C, LEVEL 2) welding. an airplane where heli-arc welding is used. Student Performance Goal Why is hell -arc welding usually restricted to spe- Given: cialists? Written welding information, AC 43.13-1 or equi- d. Specialized Name some aircraft appli- valent publication, welding equipment, a portable methods of welding. cations of spot and flash welding set, samples of damaged or defective air- welding. craft parts, some of which are repairable by weld- Briefly discuss electron ing. beam welding. Welding of aluminum, Why is welding of aluminum, Performance: magnesium and ti- magnesium and titanium The student will identify and select parts which tanium. generally limited to spe- he considers repairable by welding. Ile will set cialists? up a portable gas welding set, clean and prepare Spot welding of Where can instructions for steel parts for welding, and use the portable weld- stainless steel. spot welding of stainless ing set to repair the steel parts by welding.Ile steel be found? will preheat the parts, select correct size tip and How can leaky or porous adjust an oxy-acetylene torch for correct type flame, weld areas in stainless select and use filler rod; perfor,-.- welding of the steel seam welds he re- steel parts and normalize them. paired? Safety precautions List the safety precautions Standard: before a.c1 during that must be observed when All steps will be performed in accordance with welding. setting up gas welding procedures pnwided and completed welds will equipment. comply with the requirements of AC 43.13-1 or When should goggles, face equivalent publication. mask, and helmet be worn during gas or arc welding? Key Points Feedback Explain what dress precautions should be taken Definitions and com- Define soldering and com- for protecting the body and parison of soldering, pare with welding to empha- clothing from fire burns. brazing and welding. size difference between Why must oil never be used adhesion vs. fusion. on welding gauges, torch Compare the temperatures valves, torch tips, etc. required for soft and hard What precautions must be soldering with those required taken to protect other for welding. mechanics working the How does brazing compare area while welding? with welding? Compare the fatigue What should be done to characteristics of soldered, protect the structute and brazed and welded joints. coverings of the aircraft Welding methods. What is the usual gas com- while welding? bination used for gas torch Operation of gas 'How far should the shut- welding? welding equipment. off valves on the cylinder a. Gas torch. What are some special be opened? applications where oxy- How is the proper size tip hydrogene welding is used? selected? Why are most portable 'Explain bow the flame on welding sets limited to a torch is adjusted? the oxy-acetylene type? What torch flame is gen- b.Electric arc. What are the limitations erally used for welding? to the use of electric arc Name some other torch welding for aircraft line flame settings and describe repair work? when each may be used.

151 Describe the approximate Name several brazing temperature range of each alloys and describe where type of flame. each is used. Welding precautions. List the precautions to be Describe how brazing is observed when applying done, and tell why a flux heat for welding operations. is used. What happens to steel Why must all traces of flux structures previously be removed after brazing a welded if the old weld joint? is not removed? Types of arc welding Explain how arc welding Why must welding over equipment. equipment is set up. previously brazed joints What are the advantages be avoided? and limitations of AC and Weldable steels. Name three steel alloys DC arc welders? that are weldable by con- What are the FAA require- ventional gas and arc ments regarding the making welding. of repairs with arc welding Name three steel alloys equipment? that are not weldable. Describe the limitations Determining what What factors must be con- for use of arc welding for ran be repaired by sidered in determining repairs to steel aircraft welding. whether a damaged or structures. broken part can be welded? Preparation for arc Explain the preparation of Where can information be welding. .tructure for arc welding, found to assist in deter- fluxes used, and cleaning mining what steel alloys necessary. are considered weldable? Explain the correct prepara- How does the location of tion of a joint for arc welding the damaged part in the Inspection of com- How should a weld be in- airplane affect the decision? pleted welds. spected? Preparation of parts Describe the methods of What is the advantage of for welding. cleaning areas to be welded. using a magnifying glass? What procedure will assure Annealing and What is the difference be- adequate weld penetration? normalizing. tween annealing and nor - What preparation should be mali zing? made to hold parts rigidly in place during welding? Activities Check Items What determines the need Did the student: to preheat a joint to be welded? Set up portable gas Prepare the welding equip- Gas flame welding What are specific uses and welding equipment. ment for proper ease of procedures. advantages or disadvan- handling and safe opera- tages of each type of flame? Prepare damaged steel tion? Where are the conditions of parts for repair by Clean the areas to be a complete weld listed? welding. welded and grind for proper What practices should be weld penetration? guarded against in weld- Select proper tip and Determine type of tip as ing? preheat areas to be specified for the material Brazing. Where are specifications welded. to be welded? written regarding accept- Properly clean the tip be- able welding and brazing fore using? operations in the aircraft Set for proper flame Use goggles or face mask structure? and weld the prepared and helmet? Why should an aircraft areas. mechanic be familiar with Select and use proper Set for correct flame type? and know where to find fill rod. specifications which control brazing repair operations?

152 Normalize the repairedInspect all welded areas Where is the use of outer pans after welding is to assure penetration was tube splicing not permitted? completed. thorough and fusion at Repairing dented Describe methods of re- edges was adequate? tubular steel struc- pairing dents in clusters Follow proper procedures tures. and bays. for normalizing each Name the precautions or welded part? practices to be guarded against when making a welded repair. 18. FABRICATE TUBULAR STRUCTURES.(FIT Alloy steel parts Explain what is meant by := 6 hrs., T = 6 hrs., L/S = 0 hrs.)1 segment not to be welded. an alloy steel. (UNIT LEVEL 11 Why are some steel parts of the airplane not to be TUBULAR STEEL FABRICATION AND REPAIR welded by the mechanic? BY WELDING. What is the effect of carbon (SEGMENT A, LEVEL 1) as an alloy? Tubular structure Whac must be known about Student Performance Goal welding procedures. steel tubular structure before beginning a welded Given: repair? Why? Written welding information, AC 43.13-1 or equi- a.Evaluation of Name the steels that are valent publication, samples of aircraft tubular material. readily weldable. structure which include tubular steel welding b.Preparation. What should be done to splices, joints, and clusters, with repaired dents prepare a steel tube or flaws, some of which do not meet return-to-flight cluster repair for weld- standards. ing? ' How are the tube ends pre- Performance: pared? The student will identify ten welded splices, joints, Vilna are some of the and sleeve repairs in tubing and tubular welded cleaning operations to be clusters. He will inspect ten samples of aircraft performed before beginning welded tubular structures and list whether each a welded repair? selected weld meets return-to-flight standards as c.Alignment of Explain what is meant by specified in FAA publications. tubular members. "center line" alignmen: when tubular clusters are Standard: made. Correctly identify at least seven welded samples, Describe a fixture which and correctly judge return-to-flight acceptability could be used for keeping for at least seven welds. tubular structures aligned when making a welded re- Key Points Feedback pair. Describe the methods used Aircraft tubular steel Interpret the dimensions to control distortion of structure welding. and explain how to fabri- steel tube structures during cate the types of tubing welding repairs. welds displayed in d. Segue ice of What is the proper sequence AC 43.13-1 or equivalent welding. when welding fuselage publication. tubes? Describe the sequence of How is tubular structure welding a steel tubing checked for alignment fuselage. after a welded repair is Characteristics of Identify the characteristics made? an acceptable weld. which would lead to accept- e. Normalizing. When is heat treatment re- ance or rejection of a quired following a welded welded tubing joint repair. repair? . Describe the types of tubing Why is "normalizing" re- splices which are accept- quited after welding repairs able. are made to tubular structures?

153 Protection of interior flow is the interior of Silver soldering What temperature range is of tubing that is closedwelded steel tubular struc- techniques. required for silver-soldering by welding. ture protected against Why must a torch he used rusting? to obtain the needed tem- Tools required for Describe the tools needed perature to silver solder tubular structure weld- for cutting, grinding ar'd metals, especially stain- ing. drilling steel tubing. less steels? ithat tools are needed for Methods of cleaning What methods can be used measuring and laying out material after solder- for cleaning stainless steel patches and sleeves for ing. after soldering and how irr - repairing tubular steel portant is it that the flux structures? be completely removed? ls it permissible to file or grind down the soldered 19. SOLDER STAINLESS STEEL.(EIT = i hr., area? T = 1 hr., L/S = 0 hr.)1 segment Why should the flux be re- (UNIT LEVEL 1) moved from the solder as well as the surrounding SILVER SOLDERING OF STAINLESS STEEL. surface? (SEGMENT A, LEVEL 1)

Student Peairmance Goal 20. WELDING STAINLESS STEEL AND ALUMINUM. (EIT = 3.5 hrs., T = 0.5 hrs., L/S = 3 hrs.) G Given: 1 segment Written reference information and questions having (UNIT LEVEL 2) to do with silver soldering of stainless steel, preparation of the metal before soldering and methods INSPECT AND WELD ALUMINUM AND STAINLESS of cleaning it after soldering. STEEL. (SEGMENT A, LEVEL 2) Performance: The student will answer ten questions concerning Student Performance Goal the uses of silver solder for stainless steel bonding, how the metal should be prepared, soldering Given: tools to use, required soldering temperatures, and Written information and questions concerning weld- methods of cleaning after soldering. ing of aluminum and stainless steel, welding equipment, samples of acceptable and unacceptable Standard: inert-gas welds, and samples of aluminum alloy Correctly answer at least seven of the ten ques- sheet and stainless steel sheet. tit.ns in accordance with the information provided. 41Performance: Key Points Feedback The student will answer six questions having to do with welding of aluminum and stainless steel, use Stainless steel types Name the types of stain- of aluminum filler rod, the purpose and effect of and structures which less steel which can be using inert-gas to shield the arc ;n welding, and can be soldered. soldered by lead-tin limitations in using inert-gas welding methods for solder and/or silver aircraft line repairs. He will inspect five samples solder. of inert-gas arc welds of aluminum and/or stainless What structures in an air- steel and record the acceptability of each. He will craft when made of stain- make welded bead seams on samples of aluminum less steel are permitted alloy and stainless steel sheet. to be soldered? Types of soldering Compare the strength of a Standard: for use with stainless 50/50 or 60/40 lead-tin Correctly answer at least four questions, correctly steel. alloy joint with a silver record acceptability of at least three sample welds, solder joint. complete at least one welded bead each on sample Explain how the flux used aluminum alloy and stainless steel and identify for stainless steel solder- flaws in the welds when completed. ing effects the metal.

159 Key Points Feedback Weld aluminum, make Select proper tip to obtain a welded bead on a large enough flame size Aluminum welding Name three processes fry aluminum alloy sheet. to compensate for high processes. which aluminum can be heat transfer in aluminum? welded. Use flux properly? Why are a:uminum castings Use flux and filler OlSelect proper filler rod? and fugings not generally rod in welding a sUse filler rod properly to repaired by welding? seam bead in aluminum produce a uniform bead? In general, what determines alloy sheet material. .Avoid excessive heat to whether an aluminum alloy prevent oxidation of is weldable? aluminum? Is aluminum generally re- Inspect stainless Locate appropriate paired by welding when steel welds. reference materials? accomplishing field re- Identify character- Inspect sample welds pairs? Why? istics which determine with a magnifying glass Aluminum welding In welding of aluminum, acceptability of a and determine if welds techniques. when is it necessary to stainless steel weld. are airworthy? preheat? Weld stainless steel Select proper tip and set How is filler rod used in by making a seam bead for adequate flame? welding aluminum? on a sample sheet. Use correct flux? What is the purpose of flux Identify flaws in com- Recognize flaws in the in welding aluminum? pleted weld. weld by reference to in- How is flux removed? formation provided? Why is it not necessary to Identify cause of Recognize causes of ex- use flux when heli-arc warping of welded cessive warping of stain- welding aluminum? sheet. less steel sheet when be- Name two advantages of ing welded? heli-arc welding. Aircraft uses of What parts of the airplane stainless steel. may be made of stainless 21. WELD MAGNESIUM AND TITANIUM. (En'= steel? 2 hrs., T = 2 hrs., L/S = 0hrs.)1 segment Welding of stainless Name three methods used (UNIT LEVEL i) steels. in welding stainless steels. What is the most common WELDING OF MAGNESIUM AND TITANIUM. method used today? (SEGMENT A, LEVEL I) What are the limitations in the use of each method in Student Performance Goal aircraft line maintenance? Carburization. Why is it important to keep i Given: carburization to a minimum? Written information and questions with multiple Use of flux. Where is flux applied to a choke answers regarding welding of magnesium joint to be welded? and titanium. What purpose does the flux serve in the welding pro- Performance: cess? The student will select answers to ten questions 'How is flux removed? covering the method of cleaning magnesium for welding, the function of flux, the types of gasses Activities Check Items to use, the use of butt joints when welding mag- Did the student: nesium, and the methods of welding titanium.

Inspect aluminum Locate appropriate refer- Standard: welds. ence materials? Select correct answers for at least seven questions. Select acceptable Inspect sample welds with welds and identify a magnifying glass and de- Key Points Feedback flaws in unacceptable termine if welds are air- samples. worthy? Methods of welding Compare the welding of magnesium. magnesium with the welding of aluminum.

155 a. Gas welding. What type of flame is used Why is it not recommended to weld magnesium by to weld structural pans of oxyacetylene? magnesium? Why is it important to re- Can magnesium be welded move all flux from a mag- to aluminum or other nesium weld? metals? b.Inert gas arc. What are the advantages Methods of welding Compare the welding of ti- of welding magnesium by titanium. tanium with the welding the inert gas arc method? of stainless steels. Limitations. What are the limitations to Why is titanium welding accomplishing inert gas usually limiters to shops welding of magnesium in with heli-arc specialists? line work?

156 ASSEMBLY AND RIGGING

22. RIG FIXED WING AIRCRAFT. (ELT =9 hrs., Describe and illustrate the T = 4 hrs., L/S = 5 hrs.)2segments shape of each of the follow- (UNIT LEVEL 2) ing wing planforms: a.Straight wing. USE CORRECT AIRCRAFT NOMENCLATURE. b. Tapered wing. (SEGMENT A, LEVEL 1) c. Swept wing. d.Delta wing. Student Performance Goal e.Elliptical wing. Classification by "What is meant if an empen- Given: tail surface configura- nage is described as multi- Information sheets illustrating propulsion devices Lion. finned or 'V" tailed? (propeller, jet and rocket, fuselage, wing and tail What design features iden- configuration, landing gear arrangements, and ap tify a cantilevered tail propria:e reference manuals. group? Describe the type of hori- Performance: zontal tail surface that is The student will label the sketches in the informs- called a "OA-- or flying don sheets to classify the types of powerplants tail. and the design features of the airplane. "What is a stabilator? Classification by land- "What features of the design Standard: ing gear configuration. permit the identification The student will correctly identify and label 80 of each of the following percent of the features appearing in the drawings types of landing gears: or sketches. a. Tailwheel type? b.Tricycle type? Key Points reedback c. Tandem bogie? snot design features per Classification by troat kinus of powerplants mit identification of re- powerplants. may be used to drive a tractable and fixed landing propeller? gear types? "As a propeller has a limit- Nomenclature of air- 'Describe the differences ing speed in terms of RPM, craft components: between a moncoque and a how may the high RPM of a. Fuselage. semimonocoque type of a turbine engine be coupled fuselage. to a propeller? elf a fuselage is covered *that is the difference be- with fabric, what type of tween a turbojet and a fan- structure is provided to jet engine? carry the loads imposed on Abu is a rocket engine? the airplane? What is a ramjet engine and b. sings. That features are described what application is curtentI: when a wing structure is forseen for this type of identified as *wire braced"? powerplant? lEhat is the difference be- Desetibe an internal com- tween a liftstrut and a bustion engine. jury strut? 'Explain the differences be- that is a cabane strut? tween a turbine engine and allot is meant by the term a reciprocating engine. 'stressed-skin' construc- Classification by Distinguish between a tion? wing configuration. high-wing, low -wing, bi- "Mow would a mechanic dis plane and midaing airplane. linguist, between a mono- other is the difference be- spat and a multi-spar wing? tween a full cantilever and Describe what is 'meant by a semicantilever wing de- a wing stringer. sign?

157 Identify and distinguish What are some of the methods between the leading edge, that may be used to retract trailing edge, and tip of a landing gear? a wing. 'What is a landing gear door? What features identify a laminar flow wing? .What is a wing vortex INTERPRET THEORY OF FLIGHT. 'generator? (SEGMENT B, LEVEL 2) c. Empennage and hy is the term "fin" often control surfaces. used to describe a vertical Student Performance Goal stabilizer? What name is used to de- o Given: scribe the movable portion Information sheets containing unlabeled line draw- of the vertical stabilizer? ings or sketches illustrating the aerodynamics of What features identify a flight and/or a model of a fixed wing airplane. "stabilator'? What name is given to the tr Performance: movable portion of the The student will explain the aerodynamics of flight, horizontal etabitizer? interpret the theories and describe the design fea- 'Describe a trim tab. What tures related to lift, thrust, stability and control is the difference Between of fixed wing aircraft. Using a three-view plan, a trim tab and a servo tab? &awing, sketch or model airplane, the student will: Describe the difference between an aileron and a a.Identify, and label the three axes of the aircraft. flap. b.Illustrate the displacement or motion of an air- What is the difference be- plane about each of the three axes. tween a slot and a slat? r. Describe the aerodynamics forces action upon What is a spoiler? What an airplane in flight. is a "dive brake"? d.Describe the design features which contribute What is the difference be- to the stability of the airplane. tween the "mass" balance e.Illustrate the relationship between center of and the aerodynamic balance pressure and center of gravity at three different of a control striate? angles of attack. With the aileron and flap in As they are part of the various displaced positions, the student will operating linkage of con- illustrate the movement of the center of pres- trol surfaces, describe and sure on the airfoil. identify each of the following: o Standard: a. Surface hinges. The student will use correct nomenclature when b.Rellcranks. labeling diagrams or describing aerodynamic ef- c.Fairleads. fects. Illustrations will be correctly labeled. d. Pulleys. e. Power-boosted or Key Posats Feedback power- operated controls. f.Actuatnts and artificial The atmosphere. Explain how tempetmure feel devices. and humidity affect the den What is the difference be sity of the air. tween a cable operated 'What is meant by the term. control system and a push- 'standard' day? pull system? What is the relationship d. Landing gears. Describe a tandem (bogie) between an indicated air- or multi-contact type of speed, calibrated air-speed landing gear. and true airspeed? What is a cross-wind type Explain why an airplane of landing gear? trill not take off and climb lrhat i s a shock strut? as well en a hot humid day as it will on a cold, dry day.

1SS Lih and drag. Explain how each of the Describe the action and following factors influence effect of a spoiler on a the lift of a wing or air- wing. foil: Thrust. Explain how a propeller or a.Motion of the airfoil. a jet engine produces thrus b. Relative airflow. Explain how the limiting c. Angle of attack. tip speed of a propeller is d.Airfoil characteristics, related to efficiency. i.e., lift/drag charac- Under what condition is a teristics. fan jet engine more elide' What is a resultant force, than a regular turbojet en- as applied to the forces gine? acting on an airfoil? In what environment does What is meant by the term a rocket engine have superi "stall" as applied to an ority over propeller and airfoil? turbine engines? What is turbulent airflow? Stability and control. Explain why lift, thrust, What are some of the factors gravity, and drag are equal which influence the drag when an airplane is in characteristics of an air- straight, level, constant foil? speed flight. allow is the lift and drag of .What is meant when an air- an airfoil affected by a plane is described as being change in angle of attack? stable? Airfoil and stream- .What is a center of pressure? What is the difference be- lined shapes. sln which direction does a tween static and dynamic center of presswe move stability? with an increase in the a. Longitudinal "What is the relation of the angle of attack? stability. positkn of center of lift allow does the drag of a and center of gravity? streamlined body compare What is a center of gravity? with the drag produced by that is a center of gravity a circular shaped body? range? Drag components. *What is skin friction? What is the function of a *Distinguish between pro- variable tail plane on an file drag and induced drag. airplane? What is interference drag? b.Directional attain is the (unction of a What is a laminar flow? stability vertical tail plane? That is meant by the term .thy do some designs in- 'boundary layer"? clude a ,entral fin? What Characteristics of What is a lift/drag ratio? is the effect of a dorsal fin? airfoils. Compate the camber of a That is "keel effect" of a high lift wing to the cant- fuselage? her of a high speed wing. c. Lateral stability. allow does dihedral/cathedral allow is the shape of an air- contribute to lateral stabi foil related to shock waves lity of the airplane? and critical Mach number? "What is the effect of sweep- What purpose does a wing back on latetal stability? fence serve on a swept d. Control of the Name and identify the three wing? airplane. axes of an aitctaft and the *What effect does a wing control surfaces which pro- tip *one* have on the lift vide for tolling, pitching produced by a wing? and yawing. Lift and drag devices. "Describe the differences alba are some of all factors between plain, split and which bay cause flutes of fowler type flaps. a control solace? Compare the effect of slots *Describe the action of a and slats. servo or booster tab.

is9 Maneuvers. What is the difference be- Performance: tween angle of incidence The student will label the drawings, identifying a.Straight and level and angle of attack? the three axes of a rotorcraft and themovement flight. What design features may about each of the axes induced by operation of the be incorporated to compen- flight controls. He will locate information in the sate for the torque effect manual which will enable him to recognize and of the engine/propeller? explain: What design features may be incorporated to provide a.The cause and effect of blade stall when heli- directional stability to the copters are operating at high speed. airplane? b.The cause of vertical vibrations. *What features contribute to c.The methods of tracking main rotor blades. lateral stability? d.The preparation required prior to rigging a For what flight condition rotorcraft. is an airplane rigged? b. Performance 'For what reasons may an Standard: limitations. airplane be placarded to The drawings will be correctly labeled. Correct prohibit specified maneuvers? nomenclature will be used throughout the explana- *What is the effect of gusts tions. and turbulence upon an airplane in flight? K. y Points Feedback How does wing loading and power loading relate to Rotary wing What is the primary difference performance of an airplane? characteristics. between a helicopter and an autogyro? Actirities Check Items Why is the weight and balanc Did the student: critical on rotary wing type aircraft? Label drawings pro- Use correct nomenclature ll'hat characteristics ate in- vided in the informationand correctly label each volved in determining sheets to illustrate: drawing? whether a helicopter will a.Three axes of an Costectly describe air- have a single rotor, dual airplane. flows and interpret the foto or multi-bladed rotors? b. Motion around the principles of density, Axes of a rotorcraft. Identify and describe the axes. center of lift, etc.? position of the longitudinal, c. Aerodynamic forces. lateral and verticalaxes. d. Center of pressure Primary flight controls.that effect does the rudder and center of lift. have on the control of a Use model or sketches to helicopter? interpret the theories and *What is the effect of collec- explain the aerodynamics tive pitch on the movement of flight. of a helicopter? lfhat effect does the torque- rotor have on a helicopter? VI. RIO ROTARY WINO AIRCRAFT. (Ea = 8 hrs., Allot is the meaning of the T8 hrs., L/S = 0 his.)1 segment terms "retreating/advancing" IUNIT LEVEL I) blade as applied to the *NM helicopter? USE NOMENCLATURE APPLICABLE TO ROTARY slily do some rotary wing TING AIRCRAFT. aim, at, employ cyclic pitch ;SEGMENT A, LEVEL I) in the main rotor assembly? llhat are some of the factors Student Performance Goal which currently limit the speed of helicopters? Given: Maintenance concepts.lising the artintenance Information sheets containing unlabeled &airings manual as a tefetence, de of miry wing *kook and apptoptiate rotary wing sctibe the safety precautions reference manuals. to be observed when tracking a rotor blade.

160 hat are some of the causes allow could a mechanic of vertical vibrations in a verify the accuracy of a helicopter? spirit level or a bubble What ratio vibration will re- protractor? sult from an "out-of-track" *In what manner could plumb rotor blade? bobs be used to verify What is the first step in alignment of a fuselage? preparing a Lelicopter for Wing station num- What is the correct starting rigging? bering systems. point when tramming a wing? allow are the tramming points of a wing established? 24. CHECK ALIGNMENT OF STRUCTURES. MIT Name the tools that would 10 hrs., T = 2 hrs., L/S = 8 hrs.)1 segment be used and describe the (UNIT LEVEL 2) procedure that would be followed to tram a wing. VERIFY ALIGNMENT OF STRUCTURE. What problem exists if the (SEGMENT A, LEVEL 2) bays of a wing are square but the spats are not Student Performance Goal straight? allow can a mechanic de- Given: termine the correct tension Written procedure sheets, appropriate reference (or the drag and anti-drag manuals and an airplane or aircraft mock-up with an wires? airplane fuselage, landing gear, wing structure and Using manufacturer's What tools are necessary empennage. manuals. and what procedure would be followed to verify the Performance: "rig" and alignment of the The student will level the fuselage and verify align- fixed tail surfaces of an ment of the structure. On an internally braced wing airplane? section, the student will use tools and make adjust- If the m'nual indicates ments to ensure the alignment of wing spars, square- that the vertical fin is ness of bays and tension of the bracing. Using the "off-set," explain the reason data available in the manufacturer's manuals, he will interpret the information and make the measure- for and the direction in ments necessary to verify the alignment of landing which the fin will be off-set. Describe a procedure that gear, wings and fixed tail surf--es. could be used to measure: a.Incidence of a wing. Standard: b. Dihetkal. All measurements will be made in accordance with the procedures provided. Adjustments will be made Explain why wings are 'washed-in and washed-out" as needed to align the structure within the tolerances and what flight character- specified in the manuals. istics will result if a wing has excessive wash-in. Key Points Feedback 'How does "wash-in and Fuselage stition That is the purpose and use wash-out affect the direc- numbering systems. of station, buttock and tional stability of an sit- uatetlines? plane? Mitre is the "zero" station alum design feature permits of a fuselage usually located? adjustment of the angle of ally is the alignment of a incidence on wings which fuselage critical? hare only a single strutst that could result if a fuse- the main spat? lage is twisted? 'Explain why some airplanes "there would a mechanic have "off set" and/or canted find information that would thrust lines lot the engines. specify the leveling methods ahem *veld such Noma- for a particular type and lion be published? model of airplane?

161 Activities Check firms How is the grip length of a Did the student: bolt measured? Describe some conditions Level and check Locate and correctly in- that preclude the use of alignment of a fuse- terpret reference information? drilled shank aircraft bolts. lage. Use tools prescribed in the Aircraft nuts. What is the difference be- procedure sheet? tween a plain nut and a Adjust, align, and Follow correct procedures? check nut? tension an internally What is the difference be- braced wing. tween a shear nut and a Check alignment of an castle nut and may they be assembled airplane, used interchangeably? verifying: Describe three different a. Gear alignment. types of sclf-locking nuts. b. Wing alignment. Whatare the limitations c.Empennage alignment. imposed on the use of self- locking nuts on drilled bolts; Flow many threads of the 25. ASSEMBLE AIRCRAFT. (EIT = 7 hts., T = I bolt must project through M., L/S hrs.)1 segment the fiber colas of a self- IUNIT LEVEL 3) locking nut? Describe some of the limita- ASSEMBLE COMPONENTS. tions to the use of self- (SEGMENT A, LEVEL 3) locking nuts. Safetying devices. Nanie two of the materials Student Performance Goal from which cotterpins are manufactured. Given: hne two of the materials An assembly project, mock-up panel or an identi- from which safety wire is liable assembly of typical components on an air- manufactured. plane (landing gear, control surface, etc.) and a atom may a mechanic dis- procedure sheet, drawing or maintenance manual. tinguish between a lock washer and a shake-proof Performance: wristlet? The student will identify and select the requited Mist will most likely result hardware (bolts, nuts, screws, etc.) from an as- if a safety wire is twisted sottment or supply room.Ile will install, torque too tightly? and safety these fasteners on the mock-up panel 'thy roe cotterpins not con- or in the assembly. sidered an acceptable safety for nuts installed Standard: on studs? The procedure, torque valves and safeties will be Screws. What ate some of the dif- in accordance with the procedure sheets, drawings ferences between a machine or the manufacturer's manuals. screw and an HAS sae*? How may a met hank iden- Key Points reedintck tify and distinguish between a stress screw and a cletis Bolted installations. sin what directions are the bolt? bolts usually installed in an airplane? Give ex- Acrii Hits Cfeck Items amples of some conditions Did the student: which might cause bolt direction to vary from the Install components Use the tardwate specified general installation ction mockvp or assemblyin the procedure sheets or eerie. using bolts, screws, manual? .that is meant by the term nuts and safeties. .follow the procedure spe- "interference* fit? cified?

162 Torque to correct values? Materials. What material is used in Safety the completed the production of control assembly? cables for a float plane or amphibian? What simple test may be 26. BALANCE AND RIG MOVABLE SURFACES. employed to identify a (FIT = 24 hrs., T = 4 hrs., L/S = 20 hrs.) stainless steel control 6 segments cable? (UNIT LEVEL 3) What in the name of one of the common protective IDENTIFY AIRCRAFT CONTROL CABLE. finishes that is applied (SEGMENT A, LEVEL 2) to cortrol cables?

Student Performance Goal Activities Check hems Did the student: Given: Assorted samples of aircraft control cables, identi- Tag cables, identi- aUse the correct tools to fication tags, and reference catalogs or appropriate fying diameter, type measure the diameter of publications. of cable, material and the cable? approximate tensile Correctly judge materials et Performance: strength. and determine the type of The student will measure the diameter of each cable? cable, determine the material from which the cable Use reference information was manufactured, tag the cable, identifying the to determine tensile

diameter type, materiel and approximate tensile strengths? PP strength.

aStandard: INSTALL SWAGED CABLE TERMINALS. Identification of the cable diameter, type, and (SEGMENT 0, LEVEL 3) material will be without error. Tensile strength will be identified in accordance with reference Student Performance Goal information. Given: Key Points Feedback A 24 inch length of 7 X 19 aircraft control cable, a project jig and the appropriate terminals and Types of control cable. What is meant by a "single to siA, AC 43.13-1 or equivalent publication. wire" in an aircraft control a.Nonflexible. cable? Performance: allow would a mechanic The student will install a nicopress sleeve and b.Flexible. identify the core strand thimble at one end of the cable and a swaged fitting a piece. of aircraft control at the other end. He will cut the cable in two and c. cable? splice witN nicopress sleeves to the predetermined What name is given to a dimensions of the project jig. d.Fiber cotes. process of manufacturing in which the wires and Standard: strands are shaped or All procedures will comply with the quality stand- formed befo:e the cable is ards of AC 43.13-1 or equivalent publication. woven into final shape? Size of cable. Since a cable is not a Key Points Feedback perfectly circular shape, how is the diameter of a Nicopress terminals. What are the two types of cable measured? cable terminal ends? ls the diameter of a control What percentage of the cable measured in fractions cable strength may be or decimal graduations? maintained in a swaged What is the smallest dia- type terminal? meter cable which may be that percentage of the cable approved in the primary flight strength may be maintained control systems of an airplane? in a hand tucked splice?

163 What materials are used Splice cable to length Achieve correct length of in the manufacture of nico- using two nicopress spliced cable? press sleeves? sleeves. Swage nicopress sleeves Describe the correct se- in correct sequence? quence for swaging a nicopress sleeve. Swaged terminals. Describe the shapes of VERIFY CORRECT CONTROL RESPONSE. four different types of (SEGMENT C, LEVEL. 21 swaged terminals. Why is it a good practice Student Performance Goal to slightly bend the cable as it is positioned into the Given: fitting before swaging? A completely assembled airplane with operating allow is masking tape primary and secondary flight controls and a dia- used to detect slip- gram, drawing or sketch of the control surfaces of page taring swaging of a the airplane. terminal? What is the purpose of the Performance: paint that is applied be- The student will, while seated in the pilot or co- tween the cable and the pilot's position, physically move each primary and swaged terminal? secondary flight control. On the drawing or sketch, By what method is the ache will write the direction that the control surface ceptability of the swaging moves, the reaction of the airplane to this applied operation judged? control. He will explain the purpose of differential Cutting control cables.Describe two acceptable control and the function of control surface locks. methods for cutting aircraft control cables. Standard: *Why should a welding toren The diagrams will be correctly labeled and explana- not be used to cut control tions will be without error. cables? Why is a hacksaw not an Key Faints Feedback acceptable tool for cutting cable? Control movement and sin which direction is the Gnat procedure may be used resultant control sur control wheel rotated to to prevent fraying of a con- face displacement. move tbetight aileron down? trol cable as it is cut? In which direction is the control yoke moving as the Ac lira" firs Cheek firms eltvtor travels upward? Did the student: Of the right rudder pedal is moving forward, in which Install a nicopt est 'Follow correct p:ocedute direction is the rudder movirl terminal, sleeve and when swaging the nico- Control surface dis- When the elevator is moved thimble. press sleeve? placement and resultantdownward, hos does the 'Check the swaged sleeve action of the airplane. airplane react? for proper after-swage Around which axis does dimensions? the airplane rotate when Install swage/4 ter- *Insert cable to correct the control wheel is rotated? mina! (eye, fork or depth in terminal and mark allow does the airplane teats threaded end terminal). to detect slippage? to fotwatd movement on the 'Swage terminal and check control yoke? dimension following swag- Effect of tabs on pti- sin which direction will an ing? mary control surfaces. elevator tab move as the Inspect swaged terminal trim tab control is moved for defot Mat ;on? toward the 'nose -up' trim Cut cable. artap cable to preclude position? fraying and cut in an sin which direction will a acceptable manner? rudder tab move as the rudder trim control is moved to a nose-right position?

164 sin which direction will an Standard: elevator servo tab move Work accomplished will be of return-to-flight cs.ality. when the control column Descrepancies found during inspection of the con- is moved forward? trol system will be recorded in accodance with Controllable flaps, What hazard is associated Chapter 4, AC 43.13-1 and the sikplan3 service slots and high-lift, with unequal or assymetrical manual. high-drag devices. flap positions? Why do ailerons often have Key Points Feedna:k greater up-travel than down- travel? Removal and installa- What is the purpose of a Why do the elevators often tion of a cable. cable quick-disconnect? move farther in their up Where are quick-cHsconnects travel? usually located :ft the sys- lhat mechanical device or tem? linkage permits differential .11 a cable does not incor- travel within a control sys- porate a quick-disconnect, tem? how is the cable disconnectec Control locks. What is the function of a from the system? control surface lock? As a cable is being removed, What hazard could exist if what is the function of a control locks are engaged cable "snake"? during flight? What airworthiness standards apply to bent, kinked, rusted, /cavities Cbeck items corroded cables, or to cables Did the student: with broken wires? What are the limits of angu- Move flight controls Cortect ly diagram the con- lar alignment of cables into and label diagram or trol tespoases? pulleys anfaitleads? drawing to illustrate Interpret reaction of the .What effect does tempera- control and airplane airplane to the control sur- ture have on the tension of response. face displace,nent? control cables? ilse correct nomenclature What are some of he results as part of the explanation? of over - tensioning of the cables in a control system? thy ate temperature com- INSTALL AND TENSION A CONTROL CABLE, IN- pensators rarely found in SPECT A CABLE CONTROLSYSTEM. the cable systems of single (SEGMENT 0, LE' EL. 3) engine airplanes? Tension of cables. How may a mechanic verify Student Performance Goal the accuracy of a cable tensiometer? Given: G nat features of some ten- A specified make and model of airplane, the asso- siometers makes it possible ciated service manual, a replacement control cable to read cable tensions when rot one of the flight controls, appropriate teals, and the dial of the tensiometer an inspection report form. is not visible? tbat p oblem may occur if * Perform:Ince: a mechanic fails to bald The student will install an elevator, rudder, or the cable terminals while aileron cable, use a tensiometer to establish cor- rotating the barrel of a rect cable ension, ssfet, all turnbuckles and turnbuckle? atta:hinA devices in ackordance with the service What is the procedure for matual. He will inspect the control systems of applying patalketone to a the airplane to. cable west, tension, pulley wear control cable? that kinds and rotation, swaged ter,inal slippage, turnbuckle of cable do not requite safety, cottosion ane., cottroi surlicc travel, and corrosion protection? recotd discrepancies on a repot: form.

16S Standard cable hard- From what materials are Safety in accordance with ware. (Clevises, pulleys made? manual and/or AC 43.13-1? shackles, clevis pins,How is the size of a pulley Inspect complete Use appropriate reference bolts, nuts, pulleys, measured? cable operated control manuals? turnbuckles, etc.) What kinds of pulleys re- system of a specific Follow prescribed procedtui quire lubrication? airplar.r. Remove necessary inspec- Describe a technique that tion pines and nanels? may be used to detect "Inspect cables (release ten- broken wires in a cable. sion and reverse bending "At what position along he cable in suspect tweaF)? length of a cable is wear Check pulleys for wear, most likely to octet? rotation and lubrication Where will corrosion occur? pulley brackets and guarris? *What is the purpose of a Inspect cable terminal ends pulley guard? and attaching hartlware? Mat limits are usually Re-tension cables to spe- applied to wear the cifications? cat le groove, of a pulley? Check control surface travel Describe the conditions "Safety as required? which lead to "btitoelling" Record discrepancies Make written record of dis- of the beating in a pulley. on report form. crepancies as found? [k scribe the wear patt.trn which would be sufficient cause for rejection of a CHECK STATIC BALANCE OF A CONTROL fairlead. SURFACE. * What is the maximum thread tSEGMENT E, LEVEL 3) exposure beyond the barrel of a turnbuckle assembly? Studi.nt Performance Goal Wow may a mechanic distinguish between a *long' Given: and a "short' turnbuckle A balanced type aircraft control surface which is barrel? not in balance and the manufacturer's -.mice in- Control surface travel. Where does a mechanic structio6s. find published specifications pertaining to control performance: surface travel? The student will interpret thr manufacturer's in- Describe some of the vauctions, follow procedure and use equiprnenk to methods used to limit con- check the unbalance of the control surface. He trol surface travel. will recommend correct action to balance the sur- Why is overtravel or under- fate. travel of a control surface critical? Standard: The corrective action recommended by the student iiruit airs Chrek hems will be in accordance with the procedure recom- Did the student: mended in the manual.

Remove and install Locate information in Kry rOiRts Frelbeci a control cable. reference manuals? Follow prescribed proce- Balances control *Thy rue the movable cot- dure? cortices: trol surfaces of some air- a block or lock the controls planes balanced? in neutral? a.F.4atic balance. allow rtitical is the balance aUst snakes to insure cot- of a control surface?for sect passage and path of maple, if a balanced con- cable? trol surface is re- printed, *Use correct attaching should the balance be hardware? checked? "Adjust and check tension?

IM b. Aerodynamic How is aerodynamic balance What safetying methods balance. of a movable surface achieved? are used for the adjustable Distinguish between static rod ends in a push-pull and dynamic balance al a system? control surface. Describe a self-aligning Check balance of a Locate reference informa- beating. control surface. tion in manufacturer's ser- allow i3 differential travel vice manual? achieved in a push-pull Install surface in balancing system? fixture and make an inspec- allow is the "neutral" position for accumulated dirt, tion of a bellcrank debris or damage? established? Follow instructions and pro- Where will the limit stops cedure for using balance for a push-pull sy.;tembe weights and balance arm located? jig? Ir.spection andadjust-Mow is control surtace Comedy judge the balance merit of push-Dull travel adjested in a push - of a control surface? systems. pull Recommend coffee- Outline procedure and in- *Wrist refetence publication tive action to Lalance terptet information regard would stiecify the lubrica- the surface. ing rebalancing of a slit- tion requirements for self- face? alignioR leanings? all binding is detected at the extreme travel limit INSPECT AND ADJUST PUSII-PULL CONTROL of a push -pull system, SYSTEMS. where is the fault most (SEGMENT F, LEVEL 3) ptobahl) located?

Student Performance Goal Arrivaies Cheek hems 'Did the student: Given: Written procedures and inspection report forms and Inspect and adjust Correctly interpret inf-trma- an airplane incorporating a push-pull control system. a push-pull control tion from the manuals? system. 'Fellow correct inspection Performance: and adjustment procedures? The student will inspect the bellctanks, push-pull Detect wear, interfeten-e tubes, rod ends, guides, adjust the travel of the and binding in system? movable control surfaces and safety the control *Check bearing condition system in accordance with the service manual for and tequitement fot lubri- that particular make and model of aircraft. cation? Clieck thread engagement *Standard: at terminals and safetying Inspections, adjustments and safetying of the sys- throughout t; .e systemi tem will meet return -ta-flight standards.

Key Points Feedback 27. JACK AIRCRAFT. (EIT a 3 hrs., T a I M., L/S = 2 hr s.)1 siga* Push-pull and torque allow does the site of au (UNIT LEVEL 31 tube type actuating airplane limit the use of 411111.111011111 systems. push-pull control sy.tetat? JACK AIRCRAFT. *What affect does tempera- (SEGMENT A, LEVEL 3) ture have on a push-pull control system? Student Performance Goal *What design feature inIt push-pull control system Given: makes it possible to in- A specified make and model airplane; associated spect the engage-meat of service manual, jacks, jack pads and ballast. threads in the terstis.al ends?

167 Performance: Activities Check Items The student will use the appropriate equipment, Did the student: ballast, and follow procedures to raise and sub- sequently lower the aircraft. Prepare area and Correctly interpret inform- equipment for jacking. lion and procedure? Standard. llave area and a;1 equipment Jacking of the airplane will be in accordance with ready for jacking? the procedure detailed in the service manual. Correctly position aircraft for jacking? Key Points Feedback Install jack pads? Install ballast as required? jacking equipment What governs the maximum Correctly position jacks? and procedures. allowable jacking weight 'Protect aircraft from wind of an airplane? currents? What publication will con- Raise and lower the Follow correct jacking pro- tain information detailing airplane. cedure? the type of jacks and pads "Jack evenly? to be used? Pos:tion locks as jacks are Under what conditions may raised and lowered? ballast be requited while Check overhead clearance? jacking an airplane? Clear area before lowering? In general, why should all Remo.e jacks immediately jacks be raiser! and lowered after lowering the airplane? simultaneouslyi 11 possible, why should an

airplane be jacked while IIMIram101111 it is inside the hangar? 'Why should the jacks be removed from a position under the airplane immediately after lowering the airplane onto the landing gear? That are scissor clacks Ot strut restraint cables? AIRFRAME INSPECTION

28. PERFORM AIRFRAME CONFORMITY AND AIR. What time limit applies WORTHINESS INSPECTIONS.(EIT = 20 hrs., between the completion T = 2 hrs., L/S = 18 hrs.)1 segment of the annual inspection (UNIT LEVEL 3) and notification to the FAA field office? PERFORM 100 HOUR OR ANNUAL INSPECTION. lf an unairworthy condition (SEGMENT A, LEVEL 3) is disclosed as a result of an inspection, how may Student Performance Goal the aircraft be returned to service? Given: Inspection entries In which of the logbooks Manufacturer's and FAA manuals, written procedures and records. is the 130 hour or annual and forms, and a completely assembled airplane. inspection signed off? What technical phraseology Performance: is used in the logbook The student will accomplish a 100 hour or annual entry describing an annual inspection of the airplane and record the conditions inspection? disclosed as a result of the inspection. If a progressive inspection is being recorded in the Standard: aircraft maintenance file, The procedures, nomenclature and technical terms what phraseology is used used to describe the conditions detected 6y the to describe the inspection? inspection will reflect return-to-flight standards. lf a manufacturer's recommended inspection is con- Key Points Feedback ducted in lieu of the FAA recommended inspection, 100 hour or annual What established the fre- what phraseology is cor- inspection. quency and type of inspec- rect? tions that are necessary to What. is the importance of an airplane and powerplant? dating the entry describing Under what operating con- an inspection? ditions does a 100 hour in- Why must a mechanic sign spection become mandatory? an inspection entry and Under what conditions may indicate his mechanic cer- an airplane be operated if tificate number? a required 100 hour inspection is overdue? Activities Check Items Who is authorized to conduct Did the student: a routine I00 hour inspection? Who is authorized to accom- Inspect the air- Ensure that all reference plish an annual inspection? plane. manuals, forms, procedure What is the maximum time sheets, etc., were readily authorized between annual Accomplish a 100 available? inspections? hour or annual inspec-Prepare the airplane and How is the local FAA dis- tion of the airplane. work areas for the inspec- trict office notified that an tion? annual inspection has been Review all manufacturer's accomplished? bulletins, alert notices What entry is made in the and airworthiness direc- records and what form is tives? displayed in an airplane Conduct the inspection in upon completion of an accordance with a written annual inspection? procedure sheet?

tJ 169 MIWIDeNeg., 91.970,0111.111.

Secure all inlpection openings, access doors, fairings, etc., upon completion of the inspection? Male maintenance Use correct phraseology? record entries. Make accurate, concise, legible entries? Date and sign the entry?Enter his mechanic certificate number?

IILIMIINWIMIIIM10.11.1=1.1 411.

170 OUTLINE AIRFRAME CURRICULUM PART II, AIRCRAFT SYSTEMS AND COMPONENTS

Instructional Units, Segments and Estimated Instructional Thus,

AIRCRAFT ELECTRICAL SYSTEMS

1. INSTALL, CHECK, AND SERVICE AIRFRAME ELECTRICAL WIRING, CONTROLS, SWITCHES, INDICATORS, AND PROTECTIVE DEVICES. - Level 3 42.5 hrs. A, Types and characteristics of aircraft fuses, circuit breakers and switches. - Level 1 B.Select and install aircraft electrical switches and wiring to components. - Level 3 C. Installation requirements and characteristics for aircraft electrical wiring systems and junction boxes. Level 2 D. Install electrical terminals, splices and bonding jumpers. - Level 3 E.Install aircraft electrical wiring in a conduit. - Level 2 F.Check and connect quick-disconnect plugs and receptacles.- Level 2

G. Protect electrical emergency switches against accidental actuation. - Level 3

H. Identify and describe characteristics of aircraft high-tension and low-tension electrical wiring. - Level 2

2. INSPECT, CHECK, TROUBLESHOOT, SERVICE AND REPAIR ALTERNATING CURRENT AND DIRECT CURRENT ELECTRICAL SYSTEMS. Level 3 38.0 hrs.

A. Methods of controlling output current and voltage of compound DC generators. - Level 2 B.Check, troubleshoot and repair an aircraft dual DC generator electrical system. - Level 3 C.Methods of providing AC in aircraft having only DC electrical systems. - Level 1

D. Troubleshoot and repair a DC electrical system supplied by an alternator. - Level 3 E.Characteristics and advantages of AC aircraft electrical systems. - Level 1 F.Identify components and operating elements of a 208/114 volt AC aircraft electrical system. - Level 2 3. REPAIR AIRCRAFT ELECTRICAL SYSTEM COMPONENTS, - Level 2 24.5 hrs. A. Determine causes and effects of switch chatter in solenoid switches and relays. - Level 2 B. Inspect installation and check circuits of anti-collision and position lights. - Level 2 C.Inspect, check, and repair landing and taxi light installations. - Level 2

171 a Inspect, check, service, and repair aircraft interior lighting installations, - Level 2 E.Inspect, check, service, and repair cockpit lights and lighting circuits. - Level 2 F.Inspect and check electrical equipment installations for integrity of mounting and connections. - Level 2

G.Inspect, check, and repair passenger call systems. - Level 1

H.Locate replacement procedures and parts numbers for electrical component replacement. - Level 2 Estimated InstructionalTime 105.0 hrs. HYDRAULIC AND PNEUMATIC POWER SYSTEMS 4. IDENTIFY AND SELECT HYDRAULIC FLUIDS. - Level 3 2.0 hrs.

A.Identify and select hydraulic fluids, - Level 3 5. REPAIR HYDRAULIC AND PNEUMATIC POWER SYSTEM COMPONENTS. - Level 2 15.0 hrs. A.Select and install seals. - Level 2

B.Identify, :emove and install a hydraulic selector valve. - Level 2 C.Remove and install pressure regulators. - Level 2

D.Interpret and describe the operation of a pneumatic power system. - Level 2 6. INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR HYDRAULIC AND PNEUMATIC POWER SYSTEMS. - Level 3 55.0 hrs.

A. Solve problems involving force, area and pressure. - Level 2

B.Interpret reference information pertaining to operation of a basic hydraulic system. - Level 2 C.Compare constant pressure and open center types of hydraulic systems. - Level 2

D. Inspect and service hydraulic reservoirs. - Level 3 E.Identify and describe the operation of constant and variable displacement hydraulic pumps. - Level 2 F.Check, inspect, remove and install hydraulic power pumps.- Level 3

G.Troubleshoot hydraulic pumps. - Level 3 H.Remove, install, inspect, service and check a hydraulic accumulator. - Level 3

I. Troubleshoot and determine the cause of low, high or fluctuating system hydraulic pressure. - Level 3 J.Inspect, check and service a hydraulically operated flap system. - Level 3 Estimated Instructional Time 72.0 hrs.

172 AIRCRAFT LANDING GEAR SYSTEMS 7. INSPECT, CHECK, SERVICE AND REPAIR LANDING GEAR, RETRAUTION SYSTEMS, SHOCK STRUTS, BRAKES, WHEELS, TIRES, AND STEERING SYSTEMS, - Level 3 82.0 hrs.

A.Clean and store tires. Level 2 B.Inspect, demount, repair and reinstall tires en wheels. Level 3 C.Remove, inspect, service and reinstall a wheel assembly on the axle. Level 3

D. Disassemble, identify components and reassemble mechanical and hydraulic type brake assemblies. Level 2 E.Replace a brake actuating cylinder. Level 3 F.Adjust clearance on a shoe, multiple-disc and single-disc brake. - Level 3

G.Inspect, repair and operationally check a master cylinder. - Level 3

H.Inspect, service and describe the operation of power brake and emergency brake systems. Level 2

I. Recognize probable cause of brake malfunctions. Level 2 J.Bleed air from a hydraulic brake system. Level 3

K. Service, repair and troubleshoot landing gear oleo struts. Level 2 L.Describe the operation of an oleo shock strut. Level 2 M. Operate, inspect and adjust a retractable landing gear. Level 3

N. Check landing gear alignment. Level 2 0.Inspect, adjust and service nose and tailwheel steering and damping mechanisms, - Level 3 Estimated Instructional Time 82.0 hrs.

POSITION AND WARNING SYSTEMS 8. INSPECT, CHECK, AND SERVICE SPEED- AND TAKEOFF- WARNING SYSTEMS, AND ANTISKID ELECTRICAL BRAKE CONTROLS. - Level 1 11.0 hrs.

A. Principles of operation, inspection and checks of speed-, stall-, and takeoff-warning systems and antiskid brake control systems. - Level 1 B.Show simulated operation of antiskid and takeoff-wa :ning systems. - Level 1 9. INSPECT, CHECK, TROUBLESHOOT, SERVICE AND REPAIR LANDING GEAR POSITION INDICATING AND WARNING SYSTEMS. - Level 3 9.0 hrs. A.Inspect, check, troubleshoot, service and repair landing gear position indicating and warning systems. - Level 3 Estimated Instructional Time 20.0 hrs.

173 AIRCRAFT INSTRUMENT SYSTEMS 10. INSTALL INSTRUMENTS. - Level 2 11.0 hrs. A.Handling and storing of instruments. - Level 2 B. Install instrument panels and instruments. - Level 2 11. INSPECT, CHECK, SERVICE, TROUBLESHOOT, AND REPAIR HEADING, SPEED, ALTITUDE, TIME, ATTITUDE, TEMPERA- TURE, PRESSURE, AND POSITION INDICATING SYSTEMS. - Level 2 9.0 hrs.

A. Inspect, check, service, troubleshoot and repair instrument systems, - Level 2 Estimated Instructional Time 20.0 hrs. AIRCRAFT FUEL SYSTEMS 12. INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR AIRCRAFT FUEL SYSTEMS. - Level 3 13.0 hrs. A.Inspect and service fuel tanks. - Level 3

13. Inspect, check, service, troubleshoot and repair fuel valves and fuel pumps. - Level 3 13. REPAIR AIRCRAFT FUEL SYSTEM COMPONENTS. - Level 2 10.0 hrs.

A. Interpret information pertaining to repair of fuel system components. - Level 2 14. INSPECT AND REPAIR FUEL QUANTITY INDICATING SYSTEMS. - Level 2 6.0 hrs.

A. Inspect and troubleshoot fuel quantity indication systems. - Level 2 15. INSPECT, CHECK, AND REPAIR PRESSURE FUELING SYSTEMS. - Level 1 2.0 hrs.

A. Describe the inspection, checking and repair of pressure fueling systems. - Level 1 16. CHECK AND SERVICE FUEL DUMP SYSTEMS. - Level i 1.0 hr.

A. Describe the checking and servicing of a fuel dump system.- Level 1 17. PERFORM FUEL MANAGEMENT, TRANSFER AND DE FUELING. - Level 1 2.0 hrs.

A. Perform fuel transfer and defueling, - Level 1 18. TROUBLESHOOT, SERVICE, AND REPAIR FLUID PRESSURE AND TEMPERATURE WARNING SYSTEMS. - Level 2 2.0 hrs. A. Troubleshoot, service, and repair fuel pressure and temperature warning systems. - Level 2 Estimated Instructional Time 36.0 hrs.

COMMUNICATION AND NAVIGATION SYSTEMS 19. INSPECT, CHECK, AND SERVICE AUTOPILOT AND APPROACH CONTROL SYSTEMS. - Level 1 5.0 hrs.

174 A.Purpose and operating principles of autopilots and approach control systems. - Level 1 20. INSPECT, CHECK, AND SERVICE AIRCRAFT ELECTRONIC COMMUNICATION AND NAVIGATION SYSTEMS, - Level 1 5.0 hrs. A.Types and installation of aircraft electronic communications and navigation equipment. - Level 1 B. FCC regulations pe. wining to two-way radio operation. - Level 1 21, INSPECT AND REPAIR ANTENNA AND ELECTRONIC EQUIPMENT INSTALLATIONS. - Level .1 10.0 hrs. A.Repair or replace aircraft antennas and related electronic equipment. - Level 2 B. Identify and describe purpose of static dischargers. Level 2 Estimated Instructional Time 20.0 hrs. CABIN ATMOSPHERE CONTROL SYSTEMS 22. INSPECT, CHECK, TROUBLESHOOT, SERVICE AND REPAIR HEATING, COOLING, AIR CONDITIONING, AND PRESSURIZATION SYSTEMS. - Level 1 14.0 hrs.

A.The inspection, checking and troubleshooting of aircraft combustion heaters and exhaust-type heat exchangers. - Level 1 B.The checking and troubleshooting of aircraft vapor-cycle and air-cycle cooling systems. - Level 1 C.The functions and principles of operation of aircraft air conditioning. - Level 1

D.The principles of operation and control of cabin pressurization, - Level 1 23. INSPECT, CHECK, TROUBLESHOOT, SERVICE AND REPAIR OXYGEN SYSTEMS. - Level 2 7.0 hrs.

A. Inspect, check and service oxygen systems. - Level 24. REPAIR HEATING, COOLING, AIR CONDITIONING, PRESSURIZATION AND OXYGEN SYSTEM COMPONENTS. - Level 1 9.0 hrs.

A.Identify components of an aircraft combustion heater, freon cooling system, and an air-cycle expansion turbine. - Level 1 B.Repair or replacement procedures for air conditioning and pressurization components. - Level 1 C.Repair or replacement procedures for aircraft oxygen system components. - Level 1 Estimated Instructional Time 30 hrs. ICE AND RAIN CONTROL 25. INSPECT, CHECK, fROUBLESHOOT, SERVICE, AND REPAIR AIRFRAME ICE AND RAIN CONTROL SYSTEMS. - Level 2 12.0 hrs. A. Principles of installations, operation and checking deicing and anti-icing systems. - Level 1

175 B. Replace, inspect and check operation of electrically operated air scoop and pitot static or static vent anti-icing. - Level 2

Estimated Instructional Time .. . 12.0 hrs. FIRE PROTECTION SYSTEMS 26. INSPECT, CHECK, AND SERVICE SMOKE AND CARBON MONOXIDE DETECTION SYSTEMS. - Level 1 1.0 hr.

A. Principles of operation of smoke and carbon monoxide detectors. - Level 1 27. INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR AIRCRAFT FIRE DETECTION AND EXTINGUISHING SYSTEMS. Level 3 11.0 t rs.

A.Inspect, check, troubleshoot and repair fire detection systems. - Level 3 B.Select and operate lire extinguishers. - Level 2 C.Check, troubleshoot and repair aircraft built-in fire extinguishing systems, - L .vel 2 Estimated Instructional Time 12.0 hrs. Total Estimated Instructional Time 409.0 hrs.

Additional Practice and/or Examinations. . 10.0 hrs. Grand Total for Airframe Curriculum ("Structures" and "Systems &Components").. 750.0 hrs.

176 AIRCRAFT ELECTRICAL SYSTEMS

1. INSTALL, CHECK, AND SERVICE AIRFRAME When circuit breakers are ELECTRICAL WIRING, CONTROLS, SWITCHES, opened to clear a circuit INDICATORS AND PROTECTIVE DEVICES. for work to be done, what (EIT = 42.5 hrs., T = 18.5 hrs., 1../S = 24 hrs.) method should be used to 8segments warn others not to close (UNIT LEVEL 31 those circuit breakers? Characteristics and Why ate fuses generally TYPES AND CHARACTERISTICS OF AIRCRAFT uses of fuses. used only for low voltage FUSES, CIRCUIT BREAKERS AND SWITCHES. circuits or in insulated in- (SEGMENT A, LEVEL 1) serts when protecting higher voltage? Student Performance Goal What size fuse should be used to protect # 14 wire? Given: Describe the types of fuses Written information, AC 43.13-1 or equivalent FAA used in aircraft installa- publication, questions concerning electrical fuses, tions and the purposes for circuit breakers, and switches. each type. Replacement of What checks should be Performance: blown fuses. made before replacing a The student will select answers for twenty ques- blown fuse? tions dealing with the types, purposes, applicability Why should the same size and operation of electrical fuses, circuit breakers, and type of lose always and switches in aircraft. be used for replacements? Explain why a fuse should Standard: not be replaced by .a cir- Select at least fourteen correct answers. cuit breaker of the same rating unless approved by Key Points Feedback the aircraft manufacturer. Switches. Where is the nominal Circuit protection in Where should the circuit rating of a switch usually aircraft. protector be located in the found? circuit? a.Nominal rating. What nominal rated switch What is the primary purpose would be required for a 12 of the circuit protector? volt lamp with a continuous What wire characteristic de- load current of 3.6 amperes? termines the size of fuse or b. Arcing at opening What causes arcing when circuit breaker to be used? of contacts. contacts are opened on a Circuit breakers. Should a circuit breaker open switch controlling an in- under overload conditions ductive load? even if held in? cHow can arcing be reducer:? When can automatic reset c. Mounting position.Why should an "on-off" circuit breakers be used? switch be mounted with the Explain the difference be- "on" up or forward? tween "tripfree" and "non- If a switch controls the tripfree" circuit breakers. vertical movement of flaps, Circuit breakers Why is it necessary to have doors or gears, how should used as switches. many aircraft circuit breakers it br mounted? serve also as switches? d. Mounting security Why should switches have What procedure should be and clearance. some means of locking followed when a circuit against turning in the hole? breaker kicks open after Why is it important to keep being closed? adequate clearance between wiring at contacts?

177 May all ewitcdes be used elf the specifications give interchangeably for DC or the power sating only, how AC? is current calculated? Types of switches. alame several types of Determine wire require- Rat information is needed switches used in aircraft. ments for a specific to compute required current Where are micro-switches installation. carrying capacity of a wire commonly used? for a given installation? Why is a relay used in con- eWhat is the effect on heat junction with a switch for dissipation of routing wires controlling heavy current together in a bundle? devices? *How does the voltage to be Switch designations. What is meant by the desig- handled effect the wire nations: SPST, DPST, requirements? DPDT, and 3PST? aim effect on the wire re- What is meant by NO and quirements will use of the NC beside switch terminals? airplane structure as a , l-low does a momentary switch ground return have? operate? Determine gauge of What methods may be used insulated electrical to determine the gauge of wire. solid and stranded elec- SELECT AND INSTALL AIRCRAFT ELECTRICAL trical wire? SWITCHES AND WIRING TO COMPONENTS. That measurement factor is (SEGMENT B, LEVEL 3) the AWG wire gauge system based upon? Student Performance Goal How is an AWG wire gauge used for stranded wire? Given: How does some aircraft Written information, AC 43.13-1 or equivalent wire iairehave the gauge printed publication, a mock-up with provisions for mounting on components and switches, aircraft electrical com- Wiring procedures. *Where are the procedures ponents, assorted aircraft electrical wire and for wiring to be found? switches, a DC power supply, an AWG wire gauge How are wires touted when and suitable electrical tools. near fuel or hydraulic lines? What are the rules on more Performance: than one splice in a bundle? The student will connect the following aircraft elf chafing occurs or could electrical components to the power supply through occur, how should the wire suitable switches: a retractable landing light with be protected? relay controlled filament, a heavy duty motor con- Electrical cable chart What is the primary use of trolled by a relay, a wing tip light, a reversible in AC 43.13-1. the cable chart? motor, and a solenoid type relay for control of ex- liow much current can 30 ternal electric power. He will select wire of proper feet of16 wire carry for gauge for one-half volt drop, secure wires by clamps one-half volt maximum drop? and tying, and check each circuit for proper opera- Select aircraft switches. Which type of a switch is tion. best for lights, and relay controlled components? Standard: Which type If switch is Switches and electrical wiring wi)l comply with suitable for a reversible specifications provided. Work performance will motor? meet safety standards and all components will Mount and connect In what position should operate properly. switches, toggle switches be mounted? What determines how close Key Points Feedback a switch may be mounted relative to other components? Determine current re- What kind of meter would be What considerations should quirements. needed to measure the cur- be taken as to clearance be- rent of a DC component? tween wire connections?

178 Name several methods of INSTALLATION REQUIREMENTS AND CHARAC- connectinp, wires to switches, TERISTICS FOR AIRCRAFT ELECTRICAL WIRING and the advAntages and dis- SYSTEMS AND JUNCTION BOXES. advantava of each method. (SEGMENT C, LEVEL 2) Installation of open How is open wiring in an wiring. airplane secur.d to struc- Student Performance Goal ture? abet precautions must be Given: taken when working around Written information, AC 43.13-1 or equivalent open aircraft wiring? publication, questions with multiple choice an- elf wires ate cut or damaged, swers, samples of acceptable and unacceptable wheke can repair specifica- aircraft electrical cable terminals of varioustypes. tions be found? elf several wires ate routed Performance: together, how should tt,ey The student will select answers to 16 questions be secured to each other? pertaining to the characteristics of single-wire 'What type of labeling is electrical srstf.,s, the strength requirementsfor recommended for aircraft electrical cable terminals, the purpose, applicabi- electric wiring? lity, and use of terminal strips, installationre- quirements foe junction boxes, the criteria for Activities Check Items selecting aluminum ce copper wire, and thepur- Did the student: poses of shielding electrical wiring and equipment. He will inspect 10 electrical terminalsan rer.ord Select wires complyingCsiculate current require- scceptabilltyof each with reasons for reiectionof with AC 43.13-1 spe- ments for each component? unacceptable terminals. cifications for u volt Use electrical cable than drop, using AWG wire In AC 43.13-1 to deter- Standard: gauge to measure size, mine gauge of wire needed? Select correct answers for at lean 12 questions connect the following Use AWG wire gouge to and at least 7 terminals judged correctly with aircraft components to ameasure gauge of stranded torrect reasons where rejected. power supply through wire? suitable switches: Key Points Feedback a. Retractable landingSelect switches suitable lies with relay con-for the components to be Single wire systems. What serves as the return trolled filament. controlled? path for a single wise b. Heavy duty motor Dri 11 holes and mount the system? (starter, fuel pump switches with proper a.Ground return path.How is the ground tetum or hydraulic pump spacing and orientation? path checked for being type) with control 'Use an approved method adequate? telay. of connecting tires to b.Allowable voltage Compute the volt ,trop c. Wing tip light. switches? drop. for a 14 copper CP' :e 40 d. Reversible motet'. feet long to carry 6.5 t. Solenoid relay for amperes. control of external 'Would this cable be sett- power. quote for an anti - collision Secure wires to mock- Plan wire length to permit light on a 14 volt system? up by clamps .nd tie stetting to mock-up by Why Is a higher voltage 'rites into bundles clamps? drop allowed for intermit where practical. Use approved technique in tent than tot continuous tying wiles? operation? Check for operation of Check each comp.: ant Aluminum vs. copper What gauge of aluminum each component. through all phases of its wire. wire will be required to operation? replace1 gauge copper wire? Junction bole. WItet is the smallest gauge aluminum wire that is ttCOIR mended for sitctaft use?

1 ?9 a. Construction and What material should be Name four disadvantages mounting. used for a junction box of using solder for terminal when fireproofing is attachment. necessary? What is the purpose of in- How should the open side spection holes in terminal of a junction box face and kiss? why? b. Cable terminal What is the requirement as b.Internal arrangement. *Why is it important to pro- strength require- to tensile strerqth for vide adequate space in a ments. cable terminals? junction box? Choice of terminals. Why is it important to choose What should be provided terminals designed for the when electrical clearances specific size and kind of are marginal? cable in use? c.Wiring. .What are the requirements When ciimped lugs are for lacing and clamping chosen, what are the spe- cables inside a junction cial teal requirements? box? Why must crimped lugs be 'How is wiring protected used with aluminum cable against chafing at entrance and what special compound openings? must be used to prevent d.. Drain holes. What maintenance should corrosion? be provided for drain holes? Terminal stripi.. Activities Check items a.Barriers. What purposes do the bar- Did the student: riers serve? b. Terminal studs. Why is it important that Inspect ten assorted 'Check for adequate length studs be checked for tight- cable terminals and of wire within the terminal ness and provision to pre- record acceptability, sleeve? vent rotation betote install- giving reasons when Cheek for sleeve site being ing lugs? not acceptable. correct for the gauge of the c. Maximum number Whai is the maximum num- wire? of terminal lugs. ber of terminals per stud? 'Check tot anti - corrosion 'Bow are multiple terminals paste in aluminum cable lugs to be Arranged? 'Check for lug and wire being d.Terminal hardware.Where is a guide to terminal of same material? hardware mounting to be found? What is meant be terminal INSTALL ELECTRICAL TERMINALS, SPLICES AND protection? BONDING JUMPERS. 'Why is it desirable to have (SEGMENT 0, LEVEL 31 at least one spate terminal stud in each strip? Student Performance Goal Shielding wiring and that types of circuits re- equipment. quire shielding to prevent Given: radiation of interference? AC 43.13-1 or equivalent publication, manufacturer's a.Purpose. sihat types of circuits re- instructions dealing with electrical terminals, asscal quire shielding to prevent samples of aircraft wire and cable, terminals, splices picking up interference? steering, bonding, jumpers, a mock-up with aircraft b. Methods. Name at least two methods components requiring bonding, and appropriate tools of providing shielding for and equipment tot soldering and crimping. arites. allow ismetal enclosed Performance: unit protected against The student will install five soldered and ten (-tempt.< radiating interference? terminal lugs on aircraft cable, including two on alu- Cable terminals. 'When stripping insulation, minum cable, splice cables with two soldered splices how many strands of wire and three crimped splices, select and install five a. Wire preparation. may be cut on .10 copper bonding jumpers to aircraft components which re- wire and on .6 aluminum quite bonding. wite?

1110 Standard: Splicing wire or Why is splicing of wires At least 80 percent each of the terminals, splices cable. to be avoided when pos- and bonds will meet specifications in AC 43.13-1 sible? or manufacturer's instructions. Why should splices be staggered in a wire bureie? key Points Feedback Where are splices permitted? Preparation of wires. 'When stripping cable for Selection of cable Why must sleeve size be splicing, how many wires terminals. correct for the size of may be cut or knIcked? cable being used? When insulation of a cable a. Match cable sae On color coded terminals, has been damaged, how far and type of metal. what does a blue terminal back should the cable be sleeve indicate? stripived? Why must the connector be Types of splices. What is the difference be of similar metal to the tween a pre - Insulated and cable? noninsulated splice con- b. Type of lug. 'Whet determines the type nector? of lug to be selected? What type of tool Is neces- What ate the dangers of my to make an ncceptable hephazerd selection of splice, with a splice con- types of terminals? nector? Why are tintongue ter What must be provided for minals almost universally insulation of noninsulated used in aircraft insulin of connectors? spade terminals? Why are solder splices c. Size of lug. lnat determines the sleeve considered as temporary size required at the wire and not recommended? end? Term:nal ling hole Bonding jumpers. What kinds of metal are size? used tot bonding jumper .What ate the hazards in straps? selecting oversize lugs at 'Where are copper straps the wire end? At the requited? connecting end? How clean must attachment Cite preparation. allow is a wits stripping tool surfaces be for bonding used? jumpers? Why is a stripping tool Allowable resistance. Ihat is the maximum re- better than a knife for sistance allowed for any wire stripping? bonding jumper connection? Methods of attaching What are the advantages of nere Is the resistance to wire or cable. using crimped lugs instead measured? of solder Inds? Bonding connection. allow is thy contact area What is the Importance of to be prepared? using the correct crimping eirhete are the instructions tool lot a specific kind of found for methods of attach- lug? ment at bulkheads or alt. Where can instructions be craft akin? found tot attaching soldered Current carrying allow can you determine if terminals? Qimped ter capacity.- the jumper is adequstt to minals? carry the curtent for the Special precautions. Ally must special crimping unit it Is grounding? tools be used fot aluminum teteinals? Activities Check Items a. Aluminum terminals. Thy is a special paste spe- Did the student: cified foe aluminum terminals? b.In..ulsting sleeves.il"ben terminals are not re- Select and install fiveSelect appropriate terminal ins-Wined, how is insulating solder type terminal lugs? sleeting installed? tugs on various sites Properly strip and prepare of topper aircraft wire wire or cable? or cable.

181 Select and install ten ' Use suitable solder iron? Performance: crimp type terminal Trim the wire and inside The student will remove the damaged wiring from lugs on copper wire of cup before inserting the conduit, and clean the conduit as necessary. and cable and at least wire? He will prepare and install wiring through the con- two samples of Select correct crimping duit and connect the cables to the terminals at each aluminum cable. tool (or each type of end to complete the circuits shown in the diagram crimping? provided. Strip proper length of in sulation? Standard: Check for wire being visible The cables will be installed in accordance with in inspection hole? the instructions provided and each circuit will Use aluminum lugs for show correct continuity in accordance with the aluminum cable? diagram. Use anti-corrosion compound in each aluminum Key Points Feedback lug? Make two soldered Strip adequate amount of Removal of damaged After disconnecting wiring, cable splices. cable to make an accept- airing from conduit. how should the cables be able splice? pulled out of the conduit? Solder only in the central What provision should be portion to maii.tain flexi- made for a pull wire or bility? "snake" to pull the replace- Make three splices Use proper crimping tool? ment wiring through the with crimp type con- Install adequate insulated conduit? nectors, one of which sleeving on wire before Cleaning of conduit. Why may the conduit need is non-insulated. installing connector? to be cleaned after the old Tie sleeving at each end wiring has been removed? after sliding over con- How can the inside of the tiectur? conduit be cleaned? Select and install five Make proper choice of Preparing wiring for allow many wires or cables bonding jumpets to bondcopper or aluminum bond- pallingthrough conduit. should be pulled through at selected aircraft coming jumper for each com- a ;ime? ponents which require ponent? How are the wires prepared bonding. Use more than one jumper to aid in easing of pulling where needed to carry through? . required current? Wben should terminals be Clean attachment areas installed on the wiring? properly? Check for correct What equipment may be circuit continuity. used to check the circuit continuity? INSTALL AIRCRAFT ELECTRICAL WIRING IN A CONDUIT. Activities Cbeck Items ?SEGMENT E, LEVEL 21 Did the student:

Student Pett matinee Goal Remove damaged wiring Disconnect all wires before from a conduit which puffing from conduit? Given: has at least two bends. Pull through a "snake" Written instructions, a mock-up of aircraft with a wire or rope attached to section of conduit having bends and terminating in one of the wires being re- junction boxes at each end, with damaged wiring moved? installed through the conduit and connected to Prepare replacement Tie "snake" securely to All terminals at each end and a circuit diagram for wiring for installation, wires to be pulled through? the conduit wiring. Pat* Him or was the sires for ease of pulling through?

184 Cu: all wiring with suffi- Key Points Feedback cient len3th to allow for installing terminals and Quick-disconnect What determines which is making neat connections at connector teminology. the plug and which is the terminal strips? receptacle? Use 'snake" to pull a Pull all wires through con- a.Plugs and recep- What determines whether a wiring through the duit together? tacles. plug or receptacle is m tIe conduit. "Use proper terminals lugs or female? Install terminals on and tools for making ter- b. Male and female. Explain the difference be- wires and connect to minals? tween plugs and receptacles terminal strips in Route all wires for a nest c.Pins and sockets. ana pins and sockets in junction boxes. installation? connectors. 'Connect all wiring in ac- What is the difference be- cordance with circuit dia- tween threaded and twist- grams? lock connectors? Make continuity check"Use suitable test equipment Classes of con- "Name some aircraft uses of each circuit for be- for making continuity nectors as given in ofquick-disconnect con- ing correctly connected.checks? AC 43.15-1. nectors and class of connector :equired for each. Explain purposes for CHECK AND CONNECT QUICK-DISCONNECT having rubber or neoprene PLUGS AND RECEPTAr.LES. inserts around the pins and (SEGMENT F, LEVEL 21 sockets. How do connectors for Student Performance Goal thermocouple wiring differ from other connectors? Given: Wire connection. "Compare the advantages rritten information, AC 43.13-1 or equivalent pub- of soldered and crimped wire lication, questions with multiple choice answers a.Solder. connections and connectors. concerning the use of quick-disconnect plugs, What special tools atere- samples of aircraft connector plugs and mating b. Crimped. quired for crimped type receptacles, some of which have defective pins connectors? or sockets, tools or teat equipment for checking Pin and socket By what methods re pin pins and sockets. locator identification and socket locator letters letters or numbers. or numbers provided on Performance: plugs and receptacles? The student will select answers for 14 questions What locators are unread- dealing with the use of aircraft electrical quick able, how can wire numbers disconnect plugs and receptacles, checking pins be used to locate desired and sockets, tightening and securing Iv saletying pins of sockets? quick-disconnect connectors, and pwpcses of various types of inserts, seals, sleeves and grom- Causes lot malfunc- Whet is the hearted of too mets used in plugs and receptacles. He will check tions: frequent disassembly of pins and sockets in connerints and locate five connectors for inspection? which are defective, write down reasons Irtt rejec- a. Wires frayed or Mist fault is usually in- tions, select live mating plugs and receptacles and broken. dicated oy an arced or connect each pair together, ssfetying two at tie b. Pins bent, broken burnt pin? points provided. off, or loose. that ptecautiona taut: be taken when straightening Standard: bent pins? Select correct answers for ten questions. Pour de- c. Sockets enlarged Orlin causes a socket to fective pins or sockets will be correctly located or corroded. become enlarged? and have acceptable reasons given, and all sated ill corrosion is present, on connectors will be correctly selected and secured. a pin, what should be done Unita installed will meet return-to-flight standards. about its sating socket?

1$3 d. Worn of corroded .What is the proper repair Petformance: pins. procedure for a pin worn The student wil; close three guarded switches, two beyond limits? of which have guards safetied open and three non- *How should corroded pins guarr'ed switches, safetied open. He will reset the be cared for? guards on each guarded switch anri install safety Wire protection. What causes frayed or wires on the two guards which were previously broken res at the shell safetied. He will re-safety the three Jonguarded inlet? switches, using breakaway wire for all safeties. What should be provided to protect the wires at the in- Standard: let? At the pin or socket Each switch will be reset correctly and each guard connection? will be reset properly. All five safeties will be Methods of securing allow should a threaded correctly made with approved wire. connectors. connected be tightenedt How tight? Key Points Feedback What should be provided to assure a threaded con- Guarded switches. allow can a guarded switch nector not vibrating loose? be checked for being in the Hcw are twist lock or a.Spring loaded type. off position? bayonet type connectors .With a spring loaded guard, secured? what should be the possi- allow should a safety wire bility of forcing the switch be installed? on without lifting the guard first? Activities Check heats b. Safetied guards. *Why is a. safety used when Did the student: the guard already provides protection against acci- Check pins and socketsOise pin and socket dental actuation? in quick-disconnect con-checkers? Nonguarded safe lilow does a pull - co-operate nectors and write downLook for corrosion, bent tied switches. switch prevent accidental reasons for each pin orpins and enlarged sockets? actuation? socket judged unaccept-*Check for pins being Why should such a switch able. broken off? also be safetied? Select mating plugs andUse pin layout, polarizing *What provision is made for receptacles and as- slots, AN or part numbers, installing safety wire on semble each pair, and size to aid in match- either pull-to-cperate or multi, tightening connectors ing pairs? toggle switches? properly and safetying Tighten by hand and . *How can a switch without at least two connectorsfinger tight only? such provision be safetied? which have tie points Install safety wire so aft provided. to hold against unscrewing of the safetied element? Activities Check heats Did the student:

PROTECT ELECTRICAL EMERGENCY SWITCHES Mote guarded and *Make cute power was off AGAINST ACCIDENTAL ACTUATION. safetied switches lot to the emergency circuits 'SEGMENT 0, LEVEL 2) emergency citcuits to before closing the switches? the closed rrisition. Maks sure each switch was Studert Petfotmanct Goal Open the swftches and in the fully open position? reset guards on guardedMake sure tech guard was Given: switches. fully in place? Written information, a mock-up or airplane with Install break-away wire*Install each safety with guarded and safetied type switches for electrically safeties on all switchesproper twists between tie controlled emergency systems. having provision for points and sufficient addi- saktying. tional twists after structure tie? *Use suitable tool to twist safety wire?

144 IDENTIFY AND DESCRIBE CHARACTERISTICS What level of voirsioe and OF AlF.CRAFT HIGH-TENSION AND LOW-TENSION current is carried by ELECTRICAL WIRING. thermocouple leads? (SEGMENT H, LEVEL 2) What is the normal repair procedure for a broken Student Performance Goal thermocouple wire?

Given: Activities Check liens Samples of aircraft high-tension cables for spark Did the .tudent: plug leads, and for ignitor leads, low-tension cables for 12 volt to 208 volt electrical systems Identify samples of 'Use description of cable wiring, loaf- tension ignition primary leads and high - tension and low- am: shielding to identify thermocouple leads, a chart showing kinds of tension aircraft cable, type of wire for each wire and characteristics of each, and manufac- including thermocouple sample? turer's wire and cable information. wires, by use t.1 a 'Use wire manufacturer's chart giving wire de- information to assist in Performance: scriptions and Identification? The student will select five samples of high-tension characteristics and Identify thermocouple wire and ten samples of low-tension wire including prepare a label for eachwires by types of metal thermocouple leads. Using the chart as a guide, sample, giving type andused? he will prepare a label for each sample giving de- general characteristics. scription of wire type and characteristics for each type. 2. INSPECT, CHECK, TROUBLESHOOT, SER. Standard: V!CEAND REPAIR ALTERNATING CURRENT At least three kinds of high-tension wire 6nd seven AND DIRECT CURRENT ELECTRICAL kinds of low tension wire will be correctly labeled. SYSTEMS.(EIT = 38 hrs., T = 19.5 hes., L/S Characteristics will be correctly described for at tt 18.5 hrs.)6sagmeats least ten types of wire. (UNIT LEVEL 31

1011111M, Key Points Feedback METHOIS OF CONTROLLING OUTPUT CURRENT AND VOLTAGE OF COMPOUND DC GENERATORS. Ignition high-tension That are the two principal (SEGMENT A, LEVEL 2) wirins. pdrposes of shielding? 'What is corona and what Student Performance Goal does it indicate? How can radio Interference Given: be reduced when unshielded Written infotreation, schematic diagrams, unlabeled cable is used? diagrams, and questions with multiple choice an- Ginty are ignitor leads swers. usually lteget in diameter and double shielded? Performance: Low-tension witir.s. *What are the insulation te- The student will select answers to 20 questions quitements for 14/28 volt concerning methods for co,trolling slap. and a. Insulation. aircraft Irking? multiple generator DC aircraft electrical systems. Compare the insulation tie will select answers concerning vibtatot and b. Shielding. needs of 208 volt 3 phasq carbon pile voltage regulators, regulation of voltage cable with high-tension and current in single and multiple generator sys- cable. tems, reverse current cutout relays and effects of lVhat is the primary purpose sticking points in such t 'lays, over-voltage and of shielding for AC cable? overload protection. On unlabeled diagrams of Low-tension ignition What is the reason that low- single and two generator DC eke-tart electrical wiring. tension ignition vitality wires systems, he will show by labels, or arrows, how need to be better insulated voltage and current ate controlled in compound than electrical system wires? DC generator systems and how equalization of Thermocouple wiring snot special kinds of metal load is accomplished in an aircraft electrical sys- ate used for thermocouple tem having two DC generators. leads?

IBS Standard: Explain how adjustment is Select correct answers for at least 15 questions accomplished for the and at least 75 percent of diagram labels will be equalizing circuit. accurate. el Check Items Key Points Feedback On an unlabeled dia- Label all major components? Generator control What is the primary function gram for a single com-Label and show polarity systems. of a generator control sys pound DC generator for all inductive and resist- tern? aircraft electrical sys- ance elements? Voltage regulation by nWhy is the field current tem, show by labels, Show by arrows the direc- field current control. varied for %Atage regula- polarity marks and tion of current flow? tion? arrows where needed, How is constant voltage how voltage and current maintained when the RPM are controlled. of the generator increases? On an unlabeled dia- Show by labels and olarity When load increases? gram of an aircraft marks how equalization a. Vibrator type voltageHow does a vibrator type electrical system with voltage is provided? regulators. voltage regulator provide 2 DC generators, show Show the relationship of field current control? by labels, polarity field current to load share What maintains the desired marks and arrows, how for each generator? voltage and how is it ad- the load is equalized justed? between the 2 generators b. Carbon pile voltageallow does a carbon pile regulators. voltage regulator provide field current control? What maintains the desired CHECK, TROUHLFSHOOT AND REPAIR AN AIR- voltage end how is it ad- CRAFT DUAL DC GENERATOR ELECTRICAL justed? SYSTEM. Output current control.What normal limiting factor IS EGMENT B, LEVEL 3) prevents an excessive generator load? Student Performance Goal: a. Reverse current What are the basic func- cutout relay. tions of the reverse current Given: cutout relay? Written information, manufacturer's instruction ',What are the probable re- manual, an aircraft or mock-up with an operative sults of sticking points in DC dual generator system, appropriate tools and the relay? test equipment. a Explain the effects of a failure of the points to * Perfurnance: close. The student will read and record voltage and out- b. Overload protectionlthat ate the probable put current fot eich generator at various RPM, current limiter or causes fot opening of a adjust the voltaee regulators, adjust load equalisa- circuit breaker. current limiter or circuit tion, flash a getkIlarte field, check the operation breaker in the output .1r- of the reverse cuttent cutout relays, locate and cult of a generator? correct at least three open or short circuit mal- Explain how equalization functions inttoduced by the instructor. aids in overload ptotection in multiple generator sys- Standard: tems. All procedures will be performed in accordance with Over-voltage Nolte- When the ovetvoltage relay the information and specifications provided. tion. actuates the field excitation relay, what effect does Key Points Fccilkck this have on the output voltage? Compound DC g e n- 'Comps,e single and multiple Equalization. ll/y is some method of et a tot electrical sys- generator systems as to load equalization needed in tem components. components required. multiple generator systems?

186 1-low many wires are normal- Effects of open and What will be the effect on ly connected to a compound short circuits. output current of an open DC generator? circuit to the generator Voltage regulators. .Wlty are all line adjustments a.Generator field field? A short circuit? usually confined to voltage circuit. Why is the field circuit regulation? normally protected by a Why is it preferable to use circuit breaker? a test voltmeter when ad- b. Reverse current What happens to a generator justing a voltage regulator relay circutt. when reverse current flows instead of the airplane volt- into it? meter (if provided)? c.Equalizing circuits.On a system with load or Why should a generator sys- current meters, what will tem be operated for a spe- be the indications of a cified time before adjust- shorted sod open equali- ment is made? zing circuit? Equalizing circuit In multiple generator systems, and adjustment. why must all generators be opating and connected to Activities Cbeck items the combined electrical load Did the student: before equalizing adjust- -.lent. ate made? In an operating dual Provide adequate warmup Why should each voltage DC aircraft generator time? regulator be checked for control system. Use test voltmeter? being set to the same voltage a. Check voltage of Check system voltmeter before equalizing adjust- each generator against test voltmeter (if ments are made? output. system voltmeter is pro - Effect of rtsidual or What will be the effect on v ided)? stray magnetism in a generator operation of a Use adequate RPM? generator field. field magnetized in reverse ' Read meters accurately? polarity? b. Check output cur- Use test ammeter? Flashing the field. What is accomplished by rent of each gen- Check system load meter flashing the field of a erator while opera- or ammeter against test generator? ting in parallel. ammeter (when system .When is it necessary to nliter is provided)? flash the field? c. Check output of Reduce load, if necessary allow is a t.attety connected each generator to not exceed rating of one to flash the field? separately. generator? ',What is provided in some Cut off the generator not regulators to keep the field being tested? polarized properly and re- d.Adjust voltage Use test voltmeter? duce the need for flashing? regulators. Follow procedures pro- Reverse current What is he purpose of the vided? cutout relays. reverse current cutout relay? e.Adjust equaliza- Make sure both generators .When does it operate? tion. ate operating at same hat ate probable results voltage? if points fail to open or Adjust for equa: load on close? each generator while Voltage and current alien a voltmeter is pro- operating at same RPM? indication. vided, what specific voltage Use test equptatnt *Use diagrams and instruc- is it indicating? and troubleshooting tion manual to assist in linen an ammeter is pro- procedures to locate locating troubles? vided, what specific current titre different open or lse continuity check to is being measured? short circuit malfunc- aid in locating malfunc- If an indicator light is sub- tions introduced by the tions? stituted for meters, how is instructor. a voltage reading obtained for voltage regulator adjustment?

167 METHODS OF PROVIDING AC IN AIRCRAFT How can the output voltage HAVING ONLY DC ELECTRICAL SYSTEMS. be controlled or regulated (SEGMENT C, LEVEL I) in a solid state inverter? Frequency control How is the frequency con- Student Performance Goal for inverters. trolled in a rotary inverter? How is the frequency con- Given: trolled in a solid state in- Written information, schematic diagrams, questions verter? with multiple choice answers. How can the frequency be measured? Performance: Special uses of AC What is the electrical need The student will select answers for 14 questions in aircraft. if fluorescent lights are concerning methods of providing AC in aircraft used? that have DC electrical systems, and the operating What type of electrical principles and characteristics of rotating and solid power is needed for synchro state inverters. instruments, gyro compass systems and servo motors? Standard: Use of alternators on What type of AC w'ti be Select correct answers for at least 10 questions. one or mote engines obtained from an cltet.nator to furnish AC. on an aircraft engine with- Key Points Feedback out ar.y regulation of voltage x frequency? Common needs for AC * Thy is AC more suitable Why is this acceptable as in Ai:mit having only for some instruments, com- a power source for resist- a DC electrical system.municatin, ant+ navigation ance type windshield anti- equipment? icing? frequency is commonly used for aircraft AC electrical needs? TROUBLESHOOT AND REPAIR A DC ELECTRICAL Vihat are some advantages SYSTEM SUPPLIED BY AN ALTERNATOR. of three-phase over single (SEGMENT 0, LEVEL Si phase AC? Methods of converting What are the differences Student Performance Goal DC to AC in aircraft. between an inverter, a converter, and a motor Given: genetotAr? Manufacturer's service manual and schematic any is an inverter the most diagrams, an aircraft of mock-up with an operative suitable method of obtain- DC electrical system supplied by an alternator ing AC from a basic DC with built-in rectifiers, suitable tools and test system? equipment. Operating principles What is the advantage of of rotary inverters. having the motor and gen- Performance: erator armatures on a The student trill tr9ubleshoot and repair a DC air- common shaft? craft electrical system. He will locate and correct allow is the AC voltage five malfunctions introduced by the instructor, controlled? locating and tweeting each malfunction before the Heat dissipation for ll'hy is some form of ven- nest is introduced. inve.tets. tilation vital for till in- tenets? Standard: show does the efficiency Pow m functions will be located and corrected of the inverter relate to without assistance horn the instructor. the amount of heat to be dissipated? Key Points Feedback Operating ,,-tinciples What is a solid suite in- of solid state inverter? Use of alternators fot Name several advantages of veettts. 'Compare the output of an OCaircraft electrical alternators over DC'genetatoi oscillator with that of an systems. alternator?

188 What are the advantages of Check operation of the using three-phase alternators full system after correct- where a large output current ing eat.h malfunction? is required? What is the approximate AC voltage from an alternator CHARACTERISTICS AND ADVANTAGES OF AC to s.ipply a 12/14 volt DC AIRCRAFT ELECTRICAL SYSTEMS. system? {SEGMENT E, LEVEL I) Field excitation con- Name at least two methods trol for voltage regula- of obtaining field excita- Student Performance Goal tion. tion voltage for the alter - nator. Given: Why are solid state regulators Written information, schematic diagrams, questions preferable to vibrator or with multiple choice answers concerning AC elec- carbon pile regulators? trical systems r.nct components. That circuit is regulated to maintain the desired output Performance: DC voltage? The student will select answers to 20 questions Rectification of the What developments in recti- dealing with the advantages of AC for aircraft AC to obtain DC fier design have led to the electrical power systems, how frequency of an output. use of alternators with AC generator is cl,termined, reasons for using built-in rectification? 400 cycle AC in aircraft, operating principles Why is a bridge circuit used and characteristics of transformers and rectifiers, for the silicon diodes in and their use for obtaining DC for battery charging aircraft alternators? and °Hi., DC needs. What is the purpose of a capacitor across the DC Standard: output? Select correct answers for at least 14 questions. What is a likely result if this capacitor becomes Key Points Peedback open or disconnected? Overvoltage and over- Why is some form of over- Advantages of AC Name several factors that load protection. voltage protection neces- electrical systems in result in *eight saving by sity? aircraft. use of an AC system. tiDe sct ibe one method of Whst are some maintenance ptovidingovervoltage pro- advantages? Some disad- tection. vantages? allow much of an overload Why ate voltages as high can an alternator handle as 115 to 208 volts used without danger? rather than 14 to 28 volts? What type of protection is Why is it easier and more provided against excessive practical to convert 115/208 overloads? volt AC to 14 of 28 volt elf this is a circuit basket DC than to reverie the or curter', limiter, which process? can be reset, what precau- Determining frequencyWhat is the frequency of a tion should be taken before of AC generator output. single phase AC generator tesetting? with 12 poles which rotates at 4000 RPM? Actitities aeck Items that type of indicator can Did the student: be used to test the 'e- quency of an operating AC In an operative DC Use the manufacturer's generator? electrical system sup- manual pot troubleshooting Mist method is used to plied by an alternator, ;detonation? muintain a constant Ire- troubleshoot and cot- Use appropriate test equip- quericy for the output of rect five diffetent mal- ment to aid in trouble- aircraft AC generators? functions introduced byshootitg? the insttuctot.

189 Use of 400 cycle AC What are the advantages Key Points Feedback for aircraft. of using 400 cycle AC instead of 60 cycle? AC generator design What method is tised to ,Which types of electrical and arrangement. provide starting voltage equipment can be used on for the exciter field? either 400 or 60 cycle AC? Why is the exciter field Which types cannot? stationary and its arma- Transformer principles. What is the principle of ture rotating? operation of r transformer? What is provided to convert Why are 400 cycle trans- the exciter output current formers lighter and smaller to DC? than those for 60 cycle AC? Exciter provides cur- How is the DC supplied to Transformer-rectifier For heavy duty DC loads, rent for rotating main the main field? units. what is the advantage in field. What is the advantage of transmitting AC at full having the main armature voltage to the load, then stationary? stepping the voltage down Fixed main armature Low is three-phase output and rectifying to DC at provides three-phase obtained? the load? output. What is the voltage between How can c transformer and any too arms of the wyc rectifier be used to charge windings? the battery in aircraft ..What is the voltage between using only AC generators? any arm of the wye windings Why are DC motors and and the common center ter- relays used in many appli- minals? cations instead of AC motors? Why must some form of cooling for the generator be continuously maintained? IDENTIFY COMPONENTS AND OPERATING ELE- Splined coupling What provision is made in MENTS OF A 208/115 VOLT AC AIRCiAFT ELEC- shaft to the C. 3. D. the spline shaft to cause it TRICAL SYSTEM. unit. to shear in case of generator (SEGMENT F, LEVEL 2) seizure? Constant speed hive. Why is a C. S. D. unit Student Performance Goal needed? Why is the frequency o° the Given: generator output dependent Manufacturer's instruction manual or equivalent on the C. S. D.? written information, schematic and block diagrams Principle of operation .What type of mechanical without labels, dealing with a 208/115 volt, 3 of the C. S. D. unit. drive is used in most phase aircraft AC electtir Al system and constant C. S. D. units? speed drive for one generator, and label cards for Desctibe hot, the hydraulic major components and certain operating elements unit can be either a pump of the AC electrical system and the constant or a motor as needed. speed drive. allow much of the actual drive woe« is done by the Performance: hydraulic unit? The student will insert an identifying label ad- Oil resetvoit and ltbere does the C. S. D. jacent to each of 20 components or operating cooler. obtain oil for lubrication? elements shown it the diagrams of the AC elec- llItat is the purpose of the trical system and the constant speed dare. scavenge pump? At what point is tht oil Standard: temperature seised? Correctly associate at least 16 labels with the C. S. D. governor. What type of governor is component or operating element to which each used to control the RPM of applies. the C. S. D. output? shat type of *mitt control is provided lot the governor?

190 Generator contrt I What are the functions of 3. REPAIR AIRCRAFT ELECTRICAL SYSTEM panel. the generator control panel? COMPONENTS. (FAT = 24.5 hrs., T = 13.0 hrs., What is the advantage of L/S = 11.5 hrs.) 8 segments having a single control (UNIT LEVEL 2) pane; incorporate all generator control functions DETERMINE CAUSES AND EFFECTS OF SWITCH rather than several separate CHATTER IN SOLENOID SWITCHES AND RELAYS. snits? (SEGMENT A, LEVEL 2) Annunciator panel in Why is an indicator or an- flight compartment. nunciator panel for the Student Performance Goal control unit provided in the cockpit? Given: Name several faults that Written information, samples of solenoid switches can be sensed by the fault and relays which have been subjected to switch detection functions? chatter to varying degrees of severity. What will be the cockpit indication when a fault is Performance: sensed? The student will inspect ten solenoid switches Busses and bus tie What is the reason for a and relays which have been damaged to varying relays. number of separate busses? degrees by switch chatter arcing, list the probable Why is 26 volt AC needed causes, extent of damage and repair ability for in addition to 115 volt AC? each sample. How is the 28 volt DC obtained from the 208/115 Standard: volt AC? At least seven samples will be correctly listed Meter, switches and What provisions are made as to cause and extent of damage and repair- indicator lights in in the cockpit for control ability. cockpit. and monitoring of the various buses? Key Points Feedback Can each generator be manually controlled from Solenoid chatter Name three causes for the cockpit? causes. chatter. External power. Why should external power Why will low voltage or be "off" before the con- over tensioned spring nector is plugged into the cause similar chatter? airplane? Operational symptoms What are some symptoms Why is a separate bus proof solenoid chatter. of solenoid chatter in an vided for the battery DC? airplane starter circuit? Battery bus. How is the battery con- What will be the cockpit nected to the airplane 28 indications of a chattering volt DC buses? battery contactor relay? What provision is made for Effects of solenoid What type of damage to the keeping the battery charged? chatter. contact surfaces usually results from chatter? Activities Check Items What causes the contacts Did the student: to fail to open after excessive contact chatter? Insert identification Use the manual or informa- Preventative or cot- Why is a capacitor often label cards in blank tion provided to aid him in rective action. recommended to reduce spaces on schematic selecting correct labels? arcing or pitting of contacts? and block diagrams of a Where can information be 208/115 volt AC air- found for proper adjustment craft electrical system of solenoid spring tension? and a constant speed Which electrical connec- drive to identify each tions should be inspected major component or when erratic voltage is operating element. suspected?

191 Activities Check items Position lights for .What three locations on Did the student: navigation. the aircraft must have position lights? Inspect samples of Check type of damage? Viewing angles. What angles of visibility solenoid switches andCheck for incorrect spring are required for wing lights? relays with damage fromtension? For tail lights? contact chatter. Check extent of pitted Colors and intensity. What color is specified for List extent of damage contacts? each location? probable cause of Check for improper align- What light intensity is re- chatter and repair. ment or seating of con- quired? ability for each sample.tacts? Electrical circuit re- *What is the maximum allow- Check integrity of the quirements. able voltage drop for this electrical connection? circuit (if a 12 volt system)? How do you determine proper wire and fuse sizes? INSPECT INSTALLATION AND CHECK CIRCUITS How should the control OF ANTI- COLLISION AND POSITION LIGHTS. switches be located with (SEGMENT B, LEVEL 2) respect to their on/off positions? . Student Performance Goal What provisions should be made to properly ground the Given: lights? An aircraft or mock-up with anti-collision and navigation position lights installed and operative, Activities Check Items manufacturer's information, AC 43.13-2 or equi- Did the student: valent publication. Inspect and check anti-Check viewing angles of Performance: collision and position all lights? The student will inspect the installation and light installations andCheck for visual indication check the circuits of the anti-collision and posi- circuits for meeting of cockpit of wing light tion lights as installed on the aircraft or mock-up. FAA requirements. operation? Ile will make a list of five installation or circuit Check for installation of requirements for each type of light and note whether placards required? each requirements listed has been satisfied in the Make sure crew vision reinstallation inspected. quirements are met? Inspect for installation of Standard: proper ground connections? Correct listing of ten requirements and correct decisions noted for eight requirements. INSPECT, CHECK, AND REPAIR LANDING AND Key Points Feedback TAXI LIGHT INSTALLATIONS. (sEGmt:NT C,LEVEL Anti-collision lights. .What kind of light is to be used for anti-collision Student Performance Goal warning? Crew vision require- . What is required in respect Given: ments. to avoiding interference Manufacturer's service information, an aircraftor with flight crew vision? mock-up with retractable prefocused landing lights Placards. Whfit warning should be and a prefocused taxi light installed and operable, displayed on placard in replacement prefocused lamps, suitable tools and anti-collision light in- test equipment. stallations? *Where should the placards Performance: be located? The student will inspect and check the installation, Location of lights. What are the locations circuit, and operation of landing lights, including where rotating beacons extension and retraction of the lights. He will re- may be installed? place a prefocused landing light lamp and adjust the extension limit switches. He will inspect, check, and repair a taxi light installation by replacing a lamp.

192 Standard: Adjust limit switches Use a protractor or beam All work will be accomplished to return-to-service on landing lights for angle jig to check beam level in accordance with information provided. specified degree of angles and widths? extension. Key Points Feedback

Purposes and uses of For what purposes besides INSPECT, CHECK, SERVICE, AND REPAIR AIR- landing lights. landing are landing lights CRAFT INTERIOR LIGHTING INSTALLATIONS. used? (SEGMENT D, LEVEL 21 Wl.. are landing lights often made extendable (and re- Student Performance Goal tractable)? 'What types of electrical Given: control switches are pro- Written information, manufacturer's manuals, a vided in the cockpit for mock-up of several types of aircraft interior light- retractable landing light ing, including DC dome and reading lights, AC operations? series type cabin lights, and a fluorescent light, Repair procedures for Thy is it important that suitable tools and test equipment, replacement retractable landing the same type of lamp is lamps. lights. used for replacement as was called for by the Performance: manufacturer? The student will draw circuit diagrams for the Where prefocused lamps are following aircraft lighting systems: A DC cabin used, how is the position light system with three dome lights, four seat of the lamp in the mounting reading lights, and an entry light; an AC cabin determined? light system with 28 volt lights in a series-parallel How can the maximum ex- circuit for 115 volts AC; and a fluorescent type tension permitted be deter- cabin lighting system. He will inspect, check mined and obtained? voltages and replace lamps in a DC dome light,a Repair procedures for How are fixed landing lights seat reading light, an AC series light system, a^d fixed landing lights. adjusted for beam angle a fluorescent light fixture on an operative mock-up. horizontally and vertically? If the beam size can be ad- Standard: justed, where will instruc- At least two of the three circuit diagrams will be tions be found for doing correctly drawn in accordance with information this? provided. Inspection, checking, and lamp replace- Taxi light". What is the primary purpose ment will be at a return-to-service level and in of a taxi light? accordance with manufacturer's manuals provided. Where are taxi lights usually mounted on the aircraft? Key Points Feedback What adjustments can normally be made for taxi lights? DC cabin lighting Why are DC lighting sys- systems. tems wired in parallel for Activities Check Items all lights? Did the student: Why should replacement lamps never exceed the Inspect installations UsP a voltohmmeter to wattage rating specified of retractable landing check for adequate voltage for each light? lights and a taxi light and for grounding integrity? How can cabin lights be on an aircraft or Make sure landing lights wired to permit switch con- mock-up. travel through the full spe- trol front two or more loca- Check operation and cified arc of extension and tions? compliance of beams toretraction? Seat reading lights. Why is it desirable to pro- specification for each *Use the correct lamp type vide an individual light and type of light. and rating for each light? control switch for each Replace lamps in re- Install lamps in the correct seat? tractable landing lightsposition in the mountings? How are reading lights and in a taxi light. focused?

193 How is ventillation usually Given: provided for reading lights? Written information, manufacturer's manuals, a Entry lights and com- Why are most entry and mock-up or aircraft with typical cockpit lighting, partment lights. compartment lights of replacement lamps or assemblies, and suitable lower power than cabin tools and test equipment. dome lights? What would be a likely Performance: cause of a burnt plastic The student will inspect, check, and make lamp or cover on an entry light? light assembly replacements for ten different types AC series - parallel When 28 volt lamps are of cockpit or instrument lighting installations. He cabin lighting. used in series-parallel on will replace an inoperative overhead or panel type a 115 volt AC system for cockpit lighting fixture and repair an instrument cabin lighting, how are light circuit in which the instructor has introduced they connected? an open connection. If four lamps were out, how would the bad lamp or lamps Standard: be most easily located? At least eight lighting installations will be properly Why is there a serious shock inspected, checked for proper operation, and lamp hazard when replacing AC replacement correctly made. Repairs to overhead or series-parallel lamps? panel light and instrument light circuit will be What is the reason all lamps accomplished to return-to-service standards. used in such a system should be of the same type and rating? Key Points Feedback Fluorescent lighting. Why does fluorescent lighting require at least 115 Types of overhead andWhy are most cockpit lighting volts AC? panel lighting installa- systems provided with both How can 115 -jolts AC be tions for cockpit white and red lights in most provided in a 12 or 24 volt lighting. locations? DC operated aircraft? What methods are used for Why are ballasts and dimming lights in the cockpit? starters needed for most Why are many small lights fluorescent lighting systems? used rather than a few larger How can radio interference lights? from fluorescent lights be Why are fluorescent or neon reduced? lamps seldom used for cockpit lighting? Activities Check Items Instrument lighting. Why are most instruments Did the student: lighted with indirect lighting? Why are several small lights On an operating mock-Use a voltohmmeter to used in instrument lighting up with various types ofcheck voltages and continu- rather than a single larger aircraft lightingsys- ity where needed? light? tems, the student willTurn power off when check- Describe instrument panel inspect, check, and ing continuity? edge lighting and integral make lamp replacements Use only specified types lighting for annunciator panels? for a DC cabin lightingof lamps for replacement? Servicing procedures What is the importance of re- system, seat reading Use proper caution when for cockpit lighting. placing instrument lights with lights, an AC series- working on 115 volt AC the same type of lamps or parallel cabin lighting lighting? light assemblies? system, and a fluores- Why should any lamp which cent light installation. appears dark colored or blacken be replaced even though it still operates? INSPECT, CHECK, SERVICE, AND REPAIR COCK- When checking voltage and PIT LIGHTS AND LIGHTING CIRCUITS. continuity for cockpit lights, (SEGMENT E, LEVEL 2) why should initial checks bema with dimmers at full brightness? Student Performance Goal Flow cain dimmer operation be checked in bright daylight?

194 When all lights in a panel Why are plug-in connectors flicker or dim together, what preferable to terminal strip fault should be suspected? connections for electrical units mounted on shelves? Activities Check Items Name several methods Did the student: used to lock electric units on shelves or in racks? Inspect, check, and re-Inspect wire, sockets, lamp Shock mounting. Why is some method of shock place lamp or light as- security, and mounting? mounting needed for most sembly in ten differentCheck operation with and electrical plug-in units? types or cockpit or in- without dimming? What purposes do the shock strument lighting Use correct replacement lamp mounts serve? installations. for each unit? How important is the correct Replace an inoperativeInspect and check for broken amount of shcck absorption? overhead or panel type wire or loose connections? Should the shockmountsbe on cockpit lighting fixtureCheck operation after work the racks or the units? Why? installation and an in- was completed? Plug-in quick discon- What is the importance of strument lighting circuit Use a voltohmmeter or test nect connectors. accurate and easy mating of in which an open circuitlight to locate cause of the plug and receptacle? has been introduced by trouble? Why are male receptacles the instructor. usually installed in the plug-in units rather than female types? INSPECT AND CHECK ELECTRICAL EQUIPMENT How can full engagement be INSTALLATIONS FOR INTEGRITY OF MOUNTING determinedforarack mounted AND CONNECTIONS. plug-in unit? (SEGMENT F, LEVEL 2) Why is care necessary when plugging such units in? Student Performance Goal Ventilation and cool-Why is adequate ventillation ing for shelf or rack necessary for most elec- Given: mounted units. trical units? Manufacturer's service manual or equivalent written How is forced draft cooling information concerning shock mounting of electrical provided when needed? equipment, quick disconnect plug-in connectors for 'How important is it that the electrical units, and methods of securing equipment cooling always operates on shelves or racks, an aircraft or mock-up with when electrical power is electrical units mounted on shelves or racks. operating in the cooled units? How is this assured in many Performance: aircraft installations? The student will inspect electrical equipment installa- Servicing procedures Why should both male and tions on shelves or racks for security of lock-in, in- and precautions. female connectors be integrity of shock mounting, and clearance from other spected each time before equipment. He will check the plug-in connectors for any unit is plugged in? proper mating and adequate engagement and assure that If a unit resists being pushed all requirements for cooling or ventillation are satisfied. fully in, why is it good practice to pull it out and try Standard: again rather than try to Procedures for inspecting and checking the installa- force it in? tions will be conformed to in accordance with in- Why should screw type lock- formation provided. ins be only finger tight, not tightened with pliers or wrench? Key Points Feedback Activities Check Items Electrical equipment Why is it common practice to Did the student: installations in bays mount associated electrical or compartments. equipment together in a bay Make sure all lock-ins were or compartment? fully finger tight? Inspect shock mounts for condition?

195 Inspect electrical unitsMake sure ground straps or LOCATE REPLACEMENT PROCEDURES AND PARES mounted on shelves or springs are intact around NUMBERS FOR ELECTRICAL COMPONENT REPLACEM racks with plug-in con shock mounts? (SEGMENT H, LEVEL 21 nection for electrical Check if unit could be pushed circuity. Check secu- farther in? Student Performance Goal rity of mounting and Check individual pins for electrical connector being straight and undamaged? Given: engagement, integrity Check individual sockets A service manual and parts catalog for a specific and firmness of shock for being clear and having aircraft, a list of five electrical components supplied mounts, and clearance proper spring tension? by the instructor. of units from inter- Make sure no trash or other ference. debris is interfering with Performance: air flow around or through The student will locate and list the reference page num- units? bers of the replacement procedures for each of the five listed components. lie will also list the part numbers INSPECT, CHECK, AND REPAIR PASSENGER CALL of the replacements for the five components and of SYSTEM. any additional mounting hardware, seals or gaskets (SEGMENY G, LEVEL II required for replacement.

Student Performance Goal Standard: At least 80 percent of the listed reference page numbers Given: and part numbers will be correct. Written information or manufacturer's service data and questions with multiple choice answers con- Key Points Feedback cerning passenger call systems. Locating replacement Will the replacement procedures Performance: procedures for elec- for an electrical timer for pro- The student will select answers to ten questions trical components. peller deicing be found under concerning the inspection, checking, and repair of Electrical System or Propellers? passenger call systems. Locating part numbers.ExpIain the use of an alpha- numeric index. Standard: e lf a component is an assembly, At least seven correct answers will be selected. where will a breakdown of replac able parts usually be found? Key Points Feedback If a component requires specific seals, spacers, or other Purposes and uses of Describe a typical passenger hardware for installation, where passenger call systems.call system for a commercial will this information usually airliner. be located? ',What is the difference be- Activities tween mechanical and Check Items Did the student: electronic chimes? How is the cabin attendance Use an aircraft serviceUse the service manual index informed as to which seat manual to locate re- to expedite finding desired has initiated a call? placement procedures information? a That purposes other than and list page numbersRead all instructions and note passenger calls are such for five electrical com-any references to other sec- systems used for? ponents specified by tions of the manual? Design and operation What happens when a pass- the instructor. Use index of parts catalog of passenger call enger operates a call button? Use the parts catalog to assist in locating desired systems. What type of relay is used to locate and list part parts? in most call systems to numbers for each speci-Check quantity needed for lock-up a call until reset fied component and for each item of hardware listed is pushed? anymounting hardware,as needed for replacement? What type of solid-state seals, gaskets, or other electronic devices can be accessories needed for used lieu of relays? replacement of each How is the passenger call component. system checked for proper operation? 196 HYDRAULIC AND PNEUMATIC POWER SYSTEMS

4. IDENTIFY AND SELECT HYDRAULIC FLUIDS. c. Color. If a vegetable-base hy- (EIT = 2 hrs., T = 1 hr., L/S = 1 hr.) 1segrnant draulic fluid removed from (UNIT LEVEL 3) a brake system had no color, how could a mechanic IDENTIFY AND SELECT HYDRAULIC FLUIDS. identify the fluid? (SEGMENT A, LEVEL 3) Iti a vegetable-base fluid classified as flammable Student Performance Goal or non-flammable? What precautions should Given: be observed if the owner Samples of ester-base, petroleum-base and vegetable- suggests use of automo- base hydraulic fluids; sample placards of the type tive hydraulic fluids in used or attached to hydraulic reservoirs; written the brake system of the reference information describing the characteristics airplane? and identifying features of hydraulic fluids. Mineral-base fluids: How dt,cs temperature affect the viscosity of Performance: a.Odor. mineral-(petroleum) base The student will distinguish between the sample hydraulic fluid? fluids by color, odor and specification number. b.Viscosity. If hydraulic fluids are too When shown the sample placard or reservoir data viscous, Low is the opera- plate, he will select the fluid that -.,ould be used tion of the system affected? to service the system. He will describe the charac- If hydraulic fluids become teristics of each type of hydraulic fluid. too hot, what is the effect on minor internal (and ex- Standard: ternal) leaks in the system? The three types of fluids will be identified without Why are the containers in error. Reference information and placards will be which hydraulic fluids are correctly identified. Correct nomenclature will be supplied often marked used when describing the characteristics of the "Destroy this can. Do not fluids. re-use"? c.Color. 1f the fluid removed from Key Points Feedback a hydraulic system had lost its color, how could Vegetable-base What base materials con- the mechanic identify the fluids: tained in a vegetable-base fluid as a mineral-base hydraulic fluid permits fluid? a. Odor. identification by odor? What is the color of petro- b. Viscosity. .How would evaporation of leum-base hydraulic fluid? alcohol from a vegetable- Chemical base fluids: Why are chemical base base fluid affect the vis- fluids often described as cosity of the fluid? a.Trade names. non-flammable hydraulic Why does an external leak fluids? of vegetable-base hydraulic b.Odor. Describe some of the fluid leave a gummy de- characteristics of the posit? synthetic/chemical fluids If a vegetable-base fluid is which offset the desirable stored or remains in a vented characteristics of non- container for a long period flammability. of time, how is the viscosity c.Applications and What are some of the of the fluid affected? precautions. hazards and precautions 'How do the lubricating which should be observed characteristics of vegetable- by mechanics who use and mineral-base hydraulic Skydrol and similar type fluids compare? fluids?

197 Describe the limits to the b. Shape. Whatmaterial is used for service life of some of the seals designed for use in chemical base fluids. apetroleum-base fluid? What materials are used to What material is .used for flush the systems and seals to be used in the clean components that are synthetic fluids? to be used with non-flam- What Is the shape of a seal mable fluids? that is described as a What contamination prob- chevron type seal? lems exist in the use of What is the cross-sectional synthetic fluids? shape of an NY' ring? What is the bas.c difference Activities Check Items between a gasket and a sea Did the student: Identification of What is the significance of seals. the colored identification Identify samples of Use and correctly interpret which appears on many vegetable, petroleum reference information as a hydraulic seals? and synthetic base guide to the selection of How may a mechanic iden- hydraulic fluff the type of fluid? tify the material from which Describe the raise correct nomenclature a seal was manufactured? characteristics of and terminology as a part Why are seals often indi- each type of fluid. of the explanation and vidually packaged in a description? weather resistant type envelope or container? Installation of seals. Where would a mechanic 5. REPAIR HYDRAULIC AND PNEUMATIC POWER find information specifying SYSTEM COMPONENTS.(EIT = 15 hrs., T = the part number and de- 7 hrs., L/S 1-.8 hrs.)4 segments scribing the location of a (UNIT LEVEL 2) seal within a component? What installation procedure SELECT AND INSTALL SEALS. will minimize the possibi- (SEGMENT A, LEVEL 2) lity of damage to a seal as it is moved past the extern Student Performam- Goal threads on a part of the Given: component? Hydraulic components not requiring complex assem- What installation procedure bly, disassembly, (i.e., master and wheel brake cylin- will minimize the possibilit ders, actuating cylinders, etc.) various types and of damage to a seal as it is sizes of seals and fluids, reference information de- noved past the internal scribing the procedure for replacing and testing seals threads in a part? in a hydraulic unit t/nd a means for testing the follow- What lubricant may be ap- ing seal replacement. plied to a seal prior to installation in the component/ Performance: What is the function of a The student will use and interpret information that back-up ring that may be will assist in identifying and selecting seals foruse in ester, petroleum and vegetable-base hydraulic used on either side of the fluids. He will install seals in one unit in accordance "On ring? with the procedures specified in the manual and test When chevron seals are in- the unit following reassembly. stalled to provide a pressure seal, what is the position of Standard: the chevron with respect to The unit which has had the seals replaced will func- the applied pressure? tion as it was designed to operate and will be free of both external and internal leaks. Activities Check Items Key Points Feedback Did the student: Types of seals: WhRt material is used to manu- Identify the correct Use and correctly interpret facture seats for use in vege- seal for installation a. Materials. table-base hydraulic fluids? information from the referern into one hydraulic unit manuals? or component. 198 Install a seal in a Foliow the procedure spe- Where would a mechanic component not requiringcified in the manual? find information that spe- complex assembly. Avoid damaging the seal cifies the procedure for and component? installation or removal of Test the component Achieve an installation hydraulic components? following installation which assured normal opera- of the seal. tion without external and Activities Cheek Items internal leakage? Did the student:

Identify and remove a Use and correctly interpret IDENTIFY, REMOVE AND INSTALL A HYDRAULIC selector valve from a instructions from the refer- SELECTOR VALVE. hydraulic system. ence publications? (SEGMENT B, LEVEL 2) Install a selector Use correct procedures valve and check and observe safety pre- Student Performance Goal system operation. cautions? aAchieve a system that Given: functioned normally? An operational ;rydraulic s, stem or a segment including at least a source of hydraulic pressure, a selector valve and actuating cylinder, written ser- REMOVE AND INSTALL PRESSURE REGULATORS. vice instructions, a spare selector valve for in- (SEGMENT Co LEVEL 21 stallation into the system, line cap-plugs and a supply of hydraulic fluid. Student Performance Goal

Performance: Given: The student will identify, remove and install a An operational hydraulic system, written reference selector valve into the system. He will operation- information, a replacement pressure regulator, ally check the system following replacement of the line cap-plugs and a supply of hydraulic fluid. selector valve. Performance: Standard: The student will identify, remove and install a The selector valve will be identified regardless of pressure regulator in the hydraulic system. He the type of valve. The removal and installation will test the system following installation of the procedure will be adhered to without error or omis- regulator and adjust the pressure of the system. sion. The system will function as it was designed to operate. Standard: The procedures will be fully in accordance with Key Points Feedback the written instructions. The pressure will be adjusted within the tolerance specified in the in- Types of selector Where is a selector valve structions. valves. located with respect to the pressure source and the Key Points Feedback actuators in the hydraulic system? Pressure regulators. Thatis the purpose of a Describe three different pressure regulator in the types of selector valves. system? How mat.y ports are re- What reference information quired in a selector valve? is available to a mechanic Installation of .Why must hydraulic system that would describe tit- selector valves. pressure be relieved before procedure for installing, disconnecting any component removing or adjusting a in the system? pressure regulator? What procedure will reduce If a system operational the possibility of contamina- fault is isolated and deli- tion to a minimum when lines nately proven to be the are disconnected? fault of the regulator, is the regulator overhauled in the field or removed an replaced with a servicable component?

199 Activities Check Items What devices are used to Did the student: store high pressure air?

Identify and remove Correctly interpret informa- Activities Check Items a regulator from the don from the manual? Did the student: system. Follow the recommended Install, check and procedures? Describe the operationUse and correctly interpret adjust a pressure Observe safety precautions? of a specific pneumaticreference information? regulatot Achieve an adjusted system system. 'Use correct nomenclature pressure that met the spe- and terminology as a part cified tolerance? of the explanation And description?

INTERPRET AND DESCRIBE Tim: OPERATION OF A PNEUMATIC POWER SYSTEM. 6. INSPECT, CHECK, SERVICE, TROUBLESHOOT (SEGMENT 0, LEVEL 2) AND RE 'R HYDRAULIC AND PNEUMATIC POWER SYSTEMS.(EIT = 55 hrs., T = 25 hrs., Student Performance Goal L/S = 30 hrs.) 10 segments (UNIT LEVEL 3) Given: Diagrams and drawings of a pneumatic power sys- SOLVE PROBLEMS INVOLVING FORCE, AREA tem includin at least a multi-stage compressor, AND PRESSURE. filter, intercooler, filter and/or oil separator; (SEGMENT A, LEVEL 2) written reference information describing the operation of the system. Student Performance Goal

Performance: Given: The student will interpret information and explain Ten problem (sketches, drawings or narrative), the principles of pneumatics and the operation of illustrating the relationship of applied force, area the specific system. of cylinder or piston, pressure per unit area.

Standard: Performance: Explanations and descriptions will be in accordance The student willsolvethe problems when one of with the technical information provided. Correct the factors is unknown or the values have been nomenclature and terminology will be a part of all changed. He will explain the hydraulic principles explanations and descriptions. involved in the solution of thv problem.

Key Points Feedback Standard: Eight of the ten problems will be correctly solved. Pneumatic systems. Why is air used as a power Correct nomenclature and terminology will be used source in somesystemsof thrcughout the explanations. the aircraft? Why are multi-stage com- Key Points Feedback pressors often used as a power source for the pneu- Simple levers: follow is a simple lever used matic system? to produce an increase in What is a Roots-type com- a.Force. force? pressor? Describe some examples of When pneumatic air is used the use of simple levers in as a power source, why is the systems of an airplane. it often necessary to cool b. Lever arms. 'How may a simple lever be the air? used to decrease an applied 'How are the compressors force? lubricated? How is oil What ate the limitations to separated from the com- the multiplication of force pressed air? through the use of levers? What causes the accumu- c.Efficiency. How efficient is a simple lation of moisture or water lever? vapor in a pneumatic system? 200 d. Mechanical ad- What is meant by the term Incompressibility How does the shape, size vantage. "mechanical advantage"? of fluids. or volume of a container What is reduced or sacri- effect hydraulic pressure? ficed to achieve mechanical Transmission of Explain the hydraulic advantage in a simple force; principle that permits the lever system? transfer of force in an Show by sketch the lengths a. Conversion of hydraulic system. of the lever from fulcrum to force to pressure. aWhat are some of the force, that are required to methods for increasing a produce a mechanical ad- b. Conversion of given force? vantage of four. pressure to force. What force would be ex- e.Speed (rate of What must be reduced or erted by a 4 square inch travel). sacrificed to achieve an c.Efficiency of a piston when a pressure increase in speed in a system. of 100 PSI is applied? simple lever system? What minimum hydraulic What is the relationship pressure would be re- between mechanical ad- quired to overcome 800 vantage and speed in a pounds of force acting lever system? against a flap if the piston How may a simple lever be in the hydraulic cylinder used as a speed reducer? had an area of 4 square Hydraulic/pneumatic How is a mechanical ad- inches? advantage: vantage achieved in a d. Speed (rate of What governs the speed of hydraulic system? travel). an actuating cylinder? a.Comparison of What similarities or rela- Compare the force and lever systems to tionships exist between speed relationship between hydraulic/pneumaticsimple levers and hydraulic identical actuating cylinders systems. "levers"? connected to the same What is the relationship pressure source. between hydraulic ad- Compare the force and vantage and speed? speed of two actuating b. Relationship of What results' when the cylinders that have the force, pressure force acting againe same piston areas but dif- and area. piston area is increased? ferent strokes that are How does hydraulic pres- connected to the same sure react within a pressure source. hydraulic system? 'How is hydraulic pressure Compare the speed and related to piston force out- force relationship of two actuating cylinders ofdif- put? ferent diameters that are c.Units of measure- In what units of measure- connected to the same ment, (force, pres- ment would the force ap- pressure source. sure, area). plied to a control wheel be expressed? Explain why an actuating In what unit would a cylinder with a piston rod mechanic express the at only one end will probably have different rates pressure of a hydraulic of travel when moving in system? opposite directions. With respect to hydraulics, What type of actuating in what units are the areas of hydraulic pistons mea- cylinder will generally sured? have equal a etes of travel in both directions? In what units of measure- f. Displacement. How is the displa,:t.aent ment would the length or of an actuating cylinder travel of a piston in an expressed? actuating cylinder be measured?

201 How does the piston rod of 'How is mechanical force an actuating cylinder effect converted into hydraulic the piston displacement pressure in a hand pump? when the piston is moving Actuating cylinders. Describe the speed and in the reverse direction? movement of an actuating What unit of measurement cylinder that was being ac- is used to express the out- tuated by a hand pump. put of a pump? How many fluid lines are connected to an actuating Activities Check Items cylinder? How may the Did the student: "up and down" lines be identified? Solve ten problems . Correctly interpret the Explain how hydraulic involving fOrce, area terms necessary to solve pressure is converted to a and pressure. the problems? force by an actuating Explain the hydraulic Correctly solve eight of cylinder. principles reflected the ten problems? Reservoir. Explain why the fluid level by the problems. Use correct nomenclature in a reservoir varies when and terminology? hydraulic components are being operated. What is the primary purpose INTERPRET REFERENCE INFORMATION PER- of a reservoir? TAINING TO OPERATION OF A BASIC HYDRAULIC Where is a reservoir in- SYSTEM. stalled with reference to (SEGMENT E3, LEVEL 21 the location of the hydraulic pump? Student Performance Goal How is hydraulic fluid quantity indicated in a Given: reservoir? Reference manuals, drawings, diagrams, mock-ups, Check valves. What is the purpose of a or components installed in an aircraft hydraulic check valve? system, including but not limited to:reservoir What does an arrow designate pumps, actuating cylinders, check valves, selector on a check valve? valves, relief valves, regulators, accumulators, Whar would most likely occur fuse, flap overload valve, sequence valve, cross- if a check valve is not in- flow valve, shuttle v:lve and pressure gauges. stalled between a hand pump and a reservoir? Performance: sWhere are check solves The student will interpret the reference informa- usually placed in an hydraulic tion and diagram a basic hydraulic system. He system? will show and explain the relationship, purpose Selector valves. What is the purpose of a and function of each component in the system. selector valve? Where is a selector valve Standard: located in an airplane? Reference information will be interpreted without What hydraulic pressures error. Correct nomenclature-and terminology wil' are routed through a be a part of all explanations and descriptions. selector valve? Relief valves. What is the primary purpose Key Points Feedback of a system relief valve? Where is the relief valve Hand pumps. What is the purpose of a located in the hydraulic hand pump in the hydraulic system? system? What would result if a re- What pressures can be lief valve stuck in an open achieved by the use of a position? In a closed posi- hand pump? tion? *Where is a hand pump What protection is provided generally installed in an to the hydraulic system by aircraft: the action of the systemre- lief valve? 202 Power pumps. What is the advantage of a Pressure gauges and What kind of mechanism is power pump over a hand snubbers. enclosed within the case pump in the hydraulic sys- of a hydraulic pressure tem? gauge? That means are employed Why does hydraulic pres- to drive a power pump? sure in the system tend to Where is a power pump in- fluctuate? stalled in a hydraulic system? What device is often in- Where is a power pump stalled to protect the pres- located with respect to the sure gauge.mechanisra and hand pump? prevent fluctuations in the Pressure regulator. That is the purpose of the pressure indications? pressure regulator? What other hydraulic com- Activities Clock Items ponent serves as a "back- Did the student: up" to the pressure regulator? What other name is fre- Interpret the reference Correctly interpret the quently used to cl :s.:ribe a information and diagraminformation? pressure regulator? a basic hydraulic sys-Illustrate all components When a pressure regulator tem. in their correct relation- 'kicks-out," how is the ship to each other? hydraulic power pump Explain the purpose Use correct nomenclature "unloaded"? and function of each and terminology aspart Accumulator. What is the purpose of an unit in the system. of the explanation and accumulator? description? What maintains hydraulic pressure in an accumulator when the hydraulic pumi is COMPARE CONSTANT PRESSURE AND OPEN not operating? CENTER TYPES OF HYDRAULIC SYSTEMS. There is an accumulator (SEGMENT C, LEVEL 2) installed in a hydraulic system? Student Performance Goal Why is it necessary that a mechanic have access to Given: an accumulator? Charts, manuals, mock-ups or corn' fete aircraft If an accumulator has an hydraulic systems of the constant pressure and air pre-load of 600 PSI, the open center types. what is the air pressure in the accumulator when the Performance: hydraulic system pressure The student will identity each type of system and has reached 1800 PSI? compare the components and the means of system Describe how an accumulator pressure regulation. serves to supplement pump glow and dampen pressure Standard: surges in the hydraulic The reference information will be interpreted and system. the comparison made without error.All explana- Orifice check, flap That is the intended pur- tions and descriptions of operation will include overload, sequence, pose for each of the valves? use of correct nomenclature and terminology. crossflow and shuttle Are flap overload valves in- valves. stalled in the flap up er the Key Points It't (-Aar A down lines? Explain how a sequence Constant pressure at features identify a valve may be mechanically systems. constant pressure hy- actu -ted. draulic system? Hydraulic fuses. allow does a fuse operate? 'that componentsatecon- That is the purpose of a sidered essential to a con- fuse? stant pressure system? indicate the possible lora- tiOnS for a lase.

203 Why are pressure actuated Standard: electrically driven auxi- The inspection and servicing procedure will be liary pumps often included fully in accordance with the servicing instructions. in a constant pressure system? Key Points Feedback Open center systems. What characteristic identifies an open center hy- Hydraulic reservoirs: Why are vented reservoirs draulic system? located in the airplane at a What pressure exists in an a.Filler openings. position that is higher than open center system when the pumps? the pumps are operating Why ore some reservoirs and the selector valve is pressurized? in neutral position? What precautions should be What pressures exist in an observed when removing the open center system when filler cap from pressurized the pumps are operating reservoirs? and several hydraulic com- b. Expansion space. Why must an expansion ponents are operating? space be maintained in a When the actuator of an reservoir? open center aystem reaches If the return flow of hydraulic the end of its travel, what fluid to the reservoir is will occur with regard to carrying entrapped air, how system pressure? is the air separated from What causes an open center the fluid? selector valve to return to a c.Fluid quantity. What information would be neutral position? included on the placard at Why is an accumulator un- the reservoir filler opening? necessary to the operation Explain why a dip-stick of an open center system? quantity guage may have more than one indicator or CbccA items mark to indicate the level Did the student: of the fluid in the reservoir. .Why may the system pres- Identify and describe Correctly interpret informa- sure have to be released the operation oi: tion, describing the opera- when checking the fluid tion of the components of level in the reservoir of a. Constant pressure the system? some hydraulic systems? systems. Use correct nomenclature d.Filters. lf a reservoir is provided b. Open center sys- throughout the explanation? with an integral filter, tems. where would a mechanic find information specifying the inspection periods, INSPECT AND SERVICE HYDRAULIC RESERVOIRS. cleaning? !SEGMENT 0, LEVEL 31 elf it is not possible to pour fluid directly into a reservoir, Student Performance Goal how may fluid be added with- ow contaminating the h- Given: draulic system? An operational hydraulic system or mock-up pro- Why are paper type filter vided with a vented Of a pressurized reservoir; a elements normally discarded supply of hydraulic fluids and written inspection and replaced with new ele- and service instructions applicable to the specific ments rather than being system. cleaned? What information should be Performance: used to determine the "ser- The student will inspect and service the reservoir vice inspection" period for with fluid and check the filter for contamination. replacement or cleaning of a filter element?

204 What would most probably its variable displacement cause an external fluid (volume) hydraulic pumps leak following replacement automatically regulate of a filter element? pressure within a system, why may the system in- Activities Check Items corporate a system relief Did the student: valve but may not include a system pressure regulator Verify fluid level in Correctly interpret instruc- or pump unloading valve? reservoir and add tions contained in the air- fluid as required. plane manual? Activities Check Items Check the filter for 'Follow the recommended Did the student: contamination. procedures? Describe the opera- Correctly interpret information of: tion from the reference IDENTIFY AND DESCRIBE THE OPERATION OF a. Constant displace- manuals? CONSTANT AND VARIABLE DISPLACEMENT ment type hydraulicUse correct nomenclature HYDRAULIC PUMPS. pumps. and terminology as a part (SEGMENT E, LEVEL 2) b.Variable displace- of the explanation and de- ment hydraulic scription. Student Performance Goal pumps. Identify each type of Correctly identify each Given: pump. pump? Visual aids, manuals and a sample or cutaway of a constant and variable displacement type hydraulic power pump. CHECK, INSPECT, REMOVE AND INSTALL HYDRAULIC POWER PUMPS. Performance: (SEGMENT F, LEVEL 3) The student will identify and describe the operation of one pump of each type. Student Performance Goal

Standard: Given: Reference information will be corre-tly interpreted. An operational hydraulic system installed in an Correct nomenclature will be used when identifying aircraft or on a mock-up; three engine driven hy- and describing pump operation. draulic pumps, at least one of which has'a worn or sheared drive shaft; a suitable accessory drive Key Points Feedback drive pad and written instructions describing the inspection, installation and removal of the hydraulic Constant displacementallow may a mechanic de- pump. pumps. termine the direction of a power pump? Performance: allow may a mechanic iden- The student will inspect the pump drive shafts tify the inlet and outlet and identify the pump with the defective shaft. ports of power pumps? Ile will remove and install a pump on the accessory allow may a mechanic dif- drive pad and check operation of the system follow- ferentiate between a con- ing pump installation. stant displacement and a variable Jisplacement type Standard: Pump? The pump with the defective shaft will be identified Variable displacement llow ate hydraulic pumps without error. Reference information will becor- pumps. lubricated? rectly interpreted. Removal, installation and rhat happens if the gears checking will be in accordance with the written or pistons of a pump seize procedures. or "freeze* during operation?

205 .1sseve,11.R.R.0999.2919794M., I

Key Points Feedback TROUBLESHOOT HYDRAULIC PUMPS. (SEGMENT G, LEVEL 3) Methods of driving What feature of the drive pumps: spline prevents damage to Student, Performance Goal the accessory section of a. Engine driven. an engine if the hydraulic Given: pump seizes? An operational hydraulic s;iste9 lac may be supplied b. Electrically driven.What kinds of seals are with pressure froia an auxiliai. ,y)wer source and usually incorporated into written service information. the driving shaft to prevent leakage of fluids and en- Performance: gine lubricating oil? The student will troubleshoot the hydraulic system Inspection of pumps. When a mechanic is preparing after the instructor has introduced air into the pump. to install a replacement pump, The student will prime the pump and purge air from why and how should he check the system. for freedom of rotation? Why may the manual specify Standard: lubrication of the pump drive The procedures will be in accordance with the splines before installation? reference information. The pump and system will 11 a hydraulic pump is dis- operate as specified following correction of the charging fluid from the fault. pump drain line, what seal has probably failed/ Key Points Feedback elf a hydraulic pump is dis- charging engine oil from Troubleshooting hy 'How would a mechanic iden- the case overboard drain, &aunt pumps. tify a power pump which was what is the most probable operating with an "air lock"? fault? What may cause a pump to Removal and installa- Hove could a mechanic de "chatter"? tion of hydraulic pumps.termine whether a pump What will be the effect of an should be installed with air leak in the intake supply or without a gasket between line to a hydraulic pump? the pump pad and the acces- What reference information sory case pad of the engine? is available to a mechanic Why is it important that the tot assistance in trouble- mechanic correctly torque shooting problems in the the nuts on the studs at hydraulic power system? the pump mounting pad? bu procedure is generally Why ate the pressure and effective in priming a pump? supply lines to the pumps generally provided with Activities Check Items quick line-disconnects? Did the student:

Activities Check Items Describethe symptomsCorrectly interpret informa- Did the student: associated with a pumption from the reference that is air locked. manuals? Inspect pump drives Select the defective pump? Use correct nomenclature and identify the pump Correctly interpret informa- Prime the hydraulic and terminology as a pact with the effective tion from the instruction? pump and check systemof the explanation and de- shaft. Follow the specified pto operation. scilption? Remove, install and cedures? Follow the ptocedares ape- check operation of a Accomplish the removal, tilled in the manual? pump. installation and check at Achieve an operational hy- a return-to-flight standard? draulic power system?

206 REMOVE, INSTALL, INSPECT, SERVICE AND What hazard is involved CHECK A HYDRAULIC ACCUMULATOR. when handling, installing (SEGMENT I-I, LEVEL 3) or disassembling pressure accumulators? Student Performance Goal With reference to the fluid and air fittings, in what Given: position is an accumulator Anoperational constant pressure hydraulic system mounted in the airplane? including one or more pressure accumulators, suit- What reference publication able line sealing caps, a supply of hydraulic fluid will contain instructions and appropriate written service instructions. and information relative to the preload charge of an Performance: accumulator? The student will remove, inspect and install an ac- inspection, reutoval How are fluid leaks in an cumulatoi :n the system. He will charge the accu- and installation of accumulator detected? How mulator with air or nitrogen and check the operation accumulators. ate air teaks detected? of the system. He will replace high pressure air How can the "pre-charge" valve assemblies as necessary. of an accumulator be determined by using the sys- Standard: tem hydraulic pressure All tasks will be accomplished in accordance with gauge? the manufacturer's maintenance instructions. The .What inspectior. procedure system will, following servicing, comply with all could be followed to con- operational specifications established in the written firm a suspected leak at service instructions. the diaphragm of a spherical accumulator? Key Points Feedback .W).at inspection procedure would assist in detecting Operation of accumu- .Why is it necessary that an an air leak at the air valve latots. accumulator have an air assembly? charge in order to maintain Thar procedure should be pressure in the hydraulic followed to release air system? from the accumulator? What design feature ensures allow would a mechanic dis- that the air in the accumu- sipate system pressure be- lator is not forced into the fore disconnecting any lines hydraulic system during in the hydraulic system? normal operation? What device makes possible Activities ar-k firms the admittance of air or Did the student: nitrogen to the accumult cot? Servicing of accurate Thy is nitrogen preferred Remove and install Use and correctly interpret latots. to air a:. a charging medium an accumulator in instruct ions horn the for the accumulators? the system. reference information? allow would a mechanic dis- a Follow the prescribed No- tinguish between a high cedureal pressure valve assembly Charge the accumu Accomplish the task within that has a cote and a valve latot and check systemspecified tolerances? assembly that has a poppet operation. Observe aafety precautions? valve? liow would a mechanic identify a "high pressure" type valve core? Ithy shouldn't common valve cotes be used as a replacement parts for accumulators?

207 TROUBLESHOOT AND DETERMINE THE CAUSE High system pressures. Describe how a leaking OF LOW, HIGH OR FLUCTUATING SYSTEM system relief valve could HYDRAULIC PRESSURE, affect system pressures. (SEGMENT I, LEVEL 3) Explain why a pressure regulator is often called Student Performance Goal a pump "unloading" valve. When a pressure regulator Given: is in the "charging" or An operational hydraulic system including atleast "cut-in" position, what a power supply pump, pressure regulating devices, happens to the fluid that accumulators, flow control valves, actuators and is being delivered to the the manufacturer's publications applicable to the system by thepump? specific system. Fluctuating pressures.When a pressure regulator is operating in the *un- Performance: loaded position,' what The student will operate the system, compare the happens to the flu;d that operating characteristics with the reference informa- is being delivered to the tion, and detect low, high or fluctuating pressures system by the pump? when faults are introduced into the system by the slf the pressure regulator instructor, He will interpret information from rho fails to "unload' the pumps, service publications and describe the probable what is the effect on the cause for the observed malftr.vt.../n. He will make system? necessary adjustments to restore the system to Why is an accumulator operating tolerances. generally necessary to the proper operaticn of a pres- Standard: sure regulator? Operation, adjustments and analysis of faults will Adjustment of pres- lf the air (pre -load) charge be in accordance with the written reference infor- sures. in the accumulator is low, mation. Following observance and analysis of why will the pressure faults, the system will be restored to operating regulator cycle more fre- tolerances specified in the instructions. quentlythan normal? Ifthe air (preload) charge Kcy Points r.cedbock in the accumulator is too high, how will the operation Normal system opera- Where would a mechanic of the pressure regulator be tion. find information that de- effected? scribes the normalpress *Why do some electrically. sures, times and specifi- driven pump systems not cations applicable to require a pressure regulator? system? thy ate the pressure regulators and accumulators that components are asso- usually located close to ciated with system pressure each other in the pressure tegulatiori? manifold of the hydraulic Slat is the importance of system? fluid level in the supply e lf the pressure adj.rstment reservoir when considering of the regulator is accom- "normal' system operation? plished by "shimming" be- Explain why operating tem- hind the control spring, peratures should be con- where would a mechanic sideted when evaluating find the limits applicable what is a "normal" opera- to this 'field adjustment? ting condition. all the system incorporates Low system pressures.Explain how a faulty pres- multiple relief valves that sure regulator could be are adjusted to different the cause of low system pteSSWEC,w!-.at is these- ptessures. quence for adjusting the valves in the system?

20$ Activities Check Items What amount of leakage is Did the student: acceptable in a flap actuator? Operationally check Use and correctly interpret Deseribe why a flap posi- the system. reference information in tion indicator is a require- order to determine "normal" ment for all airplanes in Detect faults and de- operating conditions? corporating flap systems. scribe probable cause.Use correct nomenclature Adjustment of flaps. What is meant by the term and terminology as a part "assymetrical" flap posi- Adjust pressure to of the description and ex- tions? specified tolerances. planations? What system fault nay re- Achieve the specified sult in "drooping" flaps? tolerances in the operation ',What adjustment is generally of the components and necessary to adjust the system? "full-up" position of the wing flaps?

INSPECT, CHECK AND SERVICE A IIYDRAULICALI-Y Activities Cheek Items OPERATED FLAP SYSTEM. Did the student: (SEGMENT .1, LEVEL 31 Operate, inspect and Use and correctly interpret Student Performance Goal service a hydraulic manufacturer's manuals flap system. and specifications? Given: Adhere to operating and An operational hydraL:Pc flap system installed in inspection procedures? the aircraft or on a mock-up, and the manufacturer's Observe safety precautions maintenance and service publications or written during operation of the reference information. system?

Performance: The student will inspect, check and service the flap system.

Standard: The tasks will be accomplished in accordance with the written instructions and will result in a system that operates within the tolerances specified in the instructions.

Key Points Feedback

System operation. What publication should a mechanic use to determine the tolerances applicable to a specific flap system? llat is the source of pressure aid fluid flow requited to power the flap system of an airplane? That component within the system prevents flap es tension at airspeeds above the design speeds lot the system? Inspection of flap that publication will con- systems. tain information specifying the flap travel adjustments of limits?

209 AIRCRAFT LANDING GEAR SYSTEMS

7. INSPECT, CHECK, SERVICE AND REPAIR Activities Check Items LANDING GEAR, RETRACTION SYSTEMS, Did the student: SHOCK STRUTS, BRAKES, WHEELS, TIRES, AND STEERING SYSTEMS. (EIT = 82 hrs., T = Clean ore tire, re- *Select and correctly use 32 his., L/S 50 hrs.) 15 segments moving all oil, grease the proper cleaning agents? UNIT LEVEL 3) or other chemicals. Completely remove all oil or chemicals from the tire? CLEAN AND STORE TIRES. Describe the procedureUse correct nomenclature (SEGMENT A, LEVEL 2} for storing tires and and correctly describe rubber products storage practices? Student Performance Goal

Given: INSPECT, DEMOUNT, DETERMINE REPAIRS Used aircraft tires, approved tire cleaning materials NEEDED AND REINSTALL TIRES ON WHEELS. and appropriate written information describing the (SEGMENT 8, LEVEL 3) cleaning and storing of tires. Student Performance Goal Performanct; The student will clean an aircraft tire, removing Given: oils and other detetiorating materials and describe Aitcraft wheels with tires of both the tube and the procedure to be followed when storing tires and tubeless types, written procedures for tire ser- other rubber aircraft products. vicing, AC 43.13-1 or equivalent publications and appropriate tire servicing tools and equipment. Standard: The cleaning and description of procedure will Performance: comply with the reference information without Tie student will demount one tubeless tire and one error or omission. tube type tire from the wheel. He will inspect the tires, tube and wheel assembly, determine the Key Points Feedback necessary repairs, make one repair to a tube, reinstall the lire and tube and inflate to correct Tire cleaning. What cleaning materials pressures. He will ptactice and explain the safety should be used to clean precautions related to tire servicing. tires? What precautions should Standard: be taken to prevent damage Written procedures will be followed without error. caused by hydraulic fluids One completed tire installation will conform to and other kinds of oil and return-toservice standards. grease? 'What is the effect of ester- Key Points Feedback base chemicals on aircraft tires? Demounting procedure. Why must a tire be fully Tire storage. How are aircraft tires pre- deflated prior to demounting? pared foe storage? *What precautions should be In what position should taken to protect a tube while tires be stored? demounting the tire casing? *When selecting a location Why should a known punc- for tire storage, what are ture location be marked be- the requirements regarding fore th,, tire is removed sunlight, temperature. rela- from the wheel? tive humidity and other Inspection of tires any must the tire, tube and atmospheric conditions? i.e., and tubes. wheels assembly be in- ozone, etc. spected? What faults ate normally found when checking a valve core in a tube type tire?

210 .What damage is common to Activities Check hems the flanges and bearings of Did the student: wheels? Tire and tube repairs. allow would a mechanic be Demount a tubeless . Inspect both tire and wheel come aware of the limits tire and a tube type for damage and wear before applicable to cuts add tire from the wheel. removing the tires? bruises in a tire casing? *Mark known or suspicious What is the effect AI an puncture or damaged areas? 'out of round' tire. .Fully deflate the tube or .What is meant by "growth" tire before demounting? in a tire? Why is the in- Inspect tire, tube and ' Inspect inside of tire stallation of a recap tire on wheel. casing as well as the tube? a retractable landing gear .Correctly interpret the in- often critical with regard formation from AC 43.13-1 to tire and wheel diameter? regarding repair of tire, If a tube requires a patch, tubes and wheels? why should the tire casing Patch a tube and de- .Adhere to the written pro- also be inspected? scribe repair of a tire cedures? a Where would information casing. .Check the repaired tube classifying the tire repairs for leaks? as repairable and non- Install tires and tubes .Follow correct mounting repairable be found? on wheel assembly. procedures? *Describe how a spot repair *Correctly maintain balance to a damaged tire casing and align .narks? would be accomplished. .Inflate to correct pres- .Describe some of the pro- sures? cedures that may be used Practice safety. Observe and demonstrate to balance an out -of- regard for safety during balance tire. Installation of tiles .Why should tiretalc, soap- all stages of tire servicing? and tubes. stone powder, etc., be ap- *Protect tires and tubes plied to a tube before it is from damage? installed into the tire casing? .What precautions should REMOVE, INSPECT, SERVICE AND REINSTALL A be observed when installing WHEEL ASSEMBLY ON THE AXLE. a tire onto the wheel? (SEGMENT C, LEVEL 31 What balance marks are commonly used on tire Student Performance Goal casings and tubes? Inflation of tires. *What are slippage marks Given: and how ate they applied An aircraft wheel assembly mounted on an airplane to a tire and wheel assembly? or on a mock-up, appropriate written service ih- ally should a tire be in. fotmition and wheel removal tools and equipment. Hated, deflated and re- inflated when making the sPerfotmance: initial installation of The student will raise the aircraft and remove the tire and tube assembly? wheel from the axle. He will inspect the wheel *Why shcrold the inflation assembly and bearings and prepare a written list pressure of the tine be re of five discrepancies that ate commonly found. He lated to the gross weight will describe the reasons fot rejecting whe -Icom- of the airplane? ponents and describe the repairs that may be ac .that is a safety cage, and complished. He will lubticate the beatings of the if safety cage is avail- wheel assembly, reinstall the wheelon the axle, able, when and how should adjust the bearing play, and lower the airplane. it be used?

211 Standard: 'Name and describe some of Service information and procedure will be followed the causes for rejection of without error or omission. Correct nomenclature a wheel. What are some of will be used as a part of the descriptions and ex- the repairs which may be planations. The task will be accomplished at a made to a wheel? return-to-service standard. elf the wheel is made of cast magnesium, why must Key Points Feedback hammering and prying on the wheel be avoided? Sources of service Where would a mechanic What action should be information. locate information that de- taken if inspection reveals tails the servicing of wheels? a dent or crack in a mag- That reference information nesium wheel? would specify the inspection What operating conditions of bearings, wheels, etc.? may lead to burned, pitted jacking procedures. Where would a mechanic or worn bearings in the find information detailing wheel? the techniques to be fol- What portions of the wheel lowed to raise the wheel assembly are most likely off the ground? to corrode? What safety precautions Installation of wheels.Why is it important that in- should be obserted when stallation procedures be jacking an airplane to re- followed when installing move a wheel? wheels? Axle thread protec- Why should the axle threads Why is proper torque im- tion. be protected? portant when installing the What methods may be used through bolts in a split to prefect tt.t threads on wheel assembly? the axle? What precautions will Wheel bearings. What type of bearing is avoid contamination of the generally used as a beating wheel bearings &ring infor a landing seat wheel? stallation of the wheel? What bearing faults are Describe a procedure that most common to landing will result in correct bear- gear wheel bearings? ing adjustment. What procedure should be What is the importance of followed to clean a tapered adhering to the correct roller bearing? torque values when adjust- 4hat procedure should be ing the wheel bearings? followed to pack a wheel Describe two methods of bearing with grease? safetying the wheel retain- protection should be ing nut to the axle. provided to a beating be. fore it is reinstalled into Actiuitics Check ficms the wheel? bid the student: allow could a mechanic de tetmine the type of grease jack or lift airplane. Cortectly interpret informa. to be used when repacking tion and follow recommended a bearing? jacking procedures? Inspection of wheels. llow does a removable .Observe and practice safety flange wheel differ from a in all phases of the opera split wheel? tion? allow may elongated bolt Remove the wheel .Adequately inspect wheel holes in a wheel be reassembly. and detect detects? paired? Inspect all wheel 'Select correct lubricants and components. properly pack bearings?

212 Pack wheel bearings. Correctly torqt.e nut and Which types of aircraft Reinstall and safety maintain bearing adjust- brakes use a brake drum? wheel assembly ment? In a disc type brake, how on axle. Correctly safety retaining ate the discs anchored to nut? the wheel? What is the difference between a primary shoe and DISASSEMBLE, IDENTIFY COMPONENTS AND RE- a secondary shoe in a duo- AFSEMBLE MECHANICAL AND HYDRAULIC TYPE servo brake? BRAKE ASSEMBLIES. Brake Servicing What methods are provided (SEGMENT 0, LEVEL 21 to permit adjustment of brake clearance on shoe Student Performance Goal type brakes? How are the block segments Given: anchored to the brake (tame 4. Typical shoe type mechanically operated aircraft in an expander-tube type brakes: samples of hydraulically actuated brakes brake? of the servo, expander-tube, single and multiple *Why are all of the block disc types; drawings or diagrams of each type of segments of an expander- brake, written service information that identifies tube type brake replaced the components and describes the operation of the rather than replace a system. single-block segment? Why isn't a mechanical Performance: adjustment ptovidej on an The student will disassemble, identify the com- expander-tube brake? ponents, describe the operation and reassemble How is pressure applied each brake assembly. to a n tltiple-disc type

$itandatd: 'What hature in the design Brake assemblies need notISeet return-to-service of a multiple -disc brake standards. Disassembly, inspection and reassembly serves to avoid dragging operations will be in complete accordance with the brakes? service information provided. Correct nomenclature sin a *spot' type single- and terminology will be used throughout the de- disc brake, how is pres- scriptions of operation of the systems. sure applied to the rotating disc? Key Points rcedback In a floating 'caliper' type single -disc brake, how is Comparison of systems. Con.pare hydraulically the lining material attached actuated and mechanically to the brake housing? actuated aircraft brake systems. Arlititirs Cher!trots Operating principles. gnat are the basic methods Did the student: eNf transmitting applied forces from the brake pedals Disassemble, identifyFollow the Noce lures spe- to the wheel brake mechanism? the components and cified in the service in- *that is the difference between describe operation and formation? a single-servo and a duo- reassemble the fol- Correctly interpret informa- servo brake? lowing brakes: tion pertaining to operation Describe the method of a. Mechanical shoe of the system? applying pressure to the type. Use cotrect nomenclature braking surface in an es b. Hydraulic shoe type.as a part of the doscrip- pansion-tube, single-disc c. Expander-tube type.don of operation? and multiple-disc brake. d. Multiple-disc type. Compare the function of a e. Single-disc type. brake drum and s brake disc.

213 REPLACE A BRAKE ACTUATING CYLINDER. ADJUST CLEARANCE ON A SHOE, MULTIPLE- (SEGMENT E, LEVEL 3) DISC, AND SINGLE-DISC BRAKE. (SEGMENT F, LEVEL 3) Student Performance Goal Student Performance Goal Given: An operational hydraulic brake system installed in Given: an airplane or mock-up, a spate operational r:tuating A mock-up or training device that ircorporates a cylinder to replace a wheel cylinder installed in the wheel and brake assembly of a shoe, multiple-disc system, written service idormation, appropriate hy- and single-disc types, replacement lining blocks, draulic fluids and tools. written service information or manuals and appropriate tools. Performance: The student will replace an actuating cylinder in Performance: the wheelbrake assembly, perform a functional test The student will remove the wheel from the axle, of the system following the replacement of the inspect the brake assembly, adjust the clearance cylinder. of each brake, as necessary, and reinstall the wheel.

Standard: Standard: The system will operate normally. There will be The adjusted brake (shoe, multiple and single disc) no indications of external or internal leakage. will comply with the clearance adjustments specified in the service information. The procedures and Key Points Feedback work accomplished will be of return-toservice standard. Locating reference in- Why ...ti.ould a mechanic use formation to determine the service information as Key Points reedfack procedures. a guide to the removal and replacement of components Brake lining. 'What materials are used as within a brake system? the friction surface materials What procedure will assure for brake shoes? minimum loss of fluid during .How is the brake lining at- the removal and replacement tached to a brake shoe? of the brake wheel actuating From what materials are the cylinder? "spots" or " pucks" of single- What precautions should be disc brakes marufactured? taken to prevent contamina- allow are spot brake pucks tion of the system during te anchored into the brake placement of the cylinder? housing? Operationally checkingWhat items should be in- that effect does a worn brake systems. spected while the check is puck have on piston align- being made? ment of a spot brake? How would a brake lining Adjustment of brakes. What reference information be effected by hydraulic should be used to determine fluids? the correct peocedia e for ad- that procedure should be justing the brakes? followed to remove spilled Name the tools generally hydraulic fluids from brake required to check the brake linings and tires? adjustment of each of the types of brakes. At lirittrS Check flews publication would Did the student: alert a mechanic to the peculiarities and precau- Remove and replace a Follow the correct Noce- tions to be observed when brake wheel actuating dut e adjusting the brakes? cylindet. Avoid contamination of the Purge or bleed the system? system. .Correctly check the opera- Operationally check tion of the system? the brake system.

214 Activities Check Items *What lubricants are general- Did the student: ly used when installing new gaskets and seals in a Remove wheel, inspectCorrectly interpret reference master cylinder? brake and adjust clear- information? Operational testing ofWhat check would assist ance on a shoe brake Follow specified procedures? reassembled cylinders. in the detection of an in- assembly. Achieve an adjusted clear- ternal leak in a master Remove wheel, inspect ance within the tolerance cylinder? brake and adjust clear- specified in the service in- What symptom would pro- ance on a multiple-discstruct ions? bably indicate a weak or brake assembly. Maintain return-to-service broken return spring in a Inspect and adjust a standards? master ,:ylinder? single-disc type bake What io the'purpose of the assembly. adjustable linkage on the piston arm of a master cylinder? INSPECT, REPAIR AND OPERATIONALLY CHECK A MASTER CYLINDER. Activities Check Items (SEGMENT G, LEVEL 3) Did the student:

Student Performance Goal Disassemble, inspect,Follow the correct proce- replace seals (as re- dures? Given: quired), reassemble andCorrectly use tools and An operational brake master cylinder, written ser- check a brake master avoid damaging the unit? vice information and overhaul marruals, required Achieve the desired opera- seals, gaskets, fluids and suitable equipment to ting standard in the recheck the operation of a master cylinder. assembled unit?

Performance: The student will disassemble a brake master cylinder, inspect the components, replace seals (as required), INSPECT, SERVICE AND DESCRIBE THE OPERA- reassemble and check the operation of the master TION OF POWER BRAKE AND EMERGENCY cylinder. BRAKE SYSTEMS. :SEGMENT H, LEVEL 2) Standard: Procedures will be in accordance with the written Student Performance Goal information. The reassembled cylinder will operate without internal or external leakage. Given: An operational power brake system incorporating a Key Points Feedback power brake control valve, shuttle valve and brake assembly, a brake sub-system accumulator, an Brake master cylinders. What is the purpose of a emergency brake power system, debooster, hy- master cylinder? draulic fuse and anti-skid device, a diagram or Why do some types of drawing of the entire system and written informa- master cylinders provide tion describing the operation and servicing of the for a self-contained or system. integral reservoir? How would an internal leak Performance: in the master cylinder ef- The student will identify the components of the fect brake operation? system and label the diagram or drawing. Using Overhaul procedures. What publications would the reference information, he will service and probably provide informa- operate tne system. He will describe the operation regarding the replace- tion of power brake and emergency brat. ystems. ment of seals in a master cylinder? Standard: What precautions are usually Correct nomenclature and terminology u .11 be used taken to prevent damage to to describe the system operation and t, bel the dia- the components and conta- gram. Operation and servicing of the (ern will be mination by dirt and dust? in accordance with the reference inforn

215 Key Points Feedback alow is the high pressure discharge of gas regulated Power sources for What is the basic source of as brake force is applied? power brake systems. power for normal operation of a power brake system? Actiuities Check Items What is the power source Did the student: for emergency operation of the brakes? Identify the com- Correctly interpret the Brake &boosters. What is the purpose of a ponents in the system reference information as an brake debooster in a power and label the diagram. aid in identifying and brake system? labeling the diagram? Describe the hydraulic Describe the system Use correct nomenclature principle of debooster operation. throughout the description operation. of operation? What reference publication Service and operate Service and operate the would a mechanic use to the system. system in accordance with determine the servicing the written instructions? procedure for a power brake system? Brake sub-system What is the purpose of an RECOGNIZE PROBABLE CAUSE OF BRAKE MAL- accumulator. accumtilator installed in FUNCTIONS. the power brake system? (SEGMENT I, LEVEL 2) What featare of a brake sub- system accumulator instal- Student Performance Goal lation prevents discharge of the brake accumulator Given: into the main hydraulic The airplane manufacturer's service information, system? ten written statements describing brake fading, Power brake control What is the purpose of the excessive pedal travel, grabbing brakes, spongy valves. brake control valve? brake action and dragging and locked brakes. What provision within the design. of the control wive Performance: permits the pilot to "feel" The student will describe the probable cause for the application of brake each of the malfunctions described in the written force? statements. Shuttle valves. What is the purpose of a shuttle valve? Standard: What is the position of the The student will provide at least one probable shuttle valve during normal cause for each of the malfunctions. Information operation of the power brake obtained from the manufacturer's service manual system? will be interpreted without error. What is the action of the shuttle valve when emer- Key Points Feedback gency brake action is applied? Malfunction in brake What are some of the most Brake fuses. 'What is the purpose of a systems. common causes of fading brake fuse in a power brake brakes? system? What are some of the factors What is the position of the which result in excess pedal brake fuse in relation to travel? the other components with- What conditions within the in the system? system will probably result Describe the principle of in grabbing brakes? operation of an anti-skid Describe how air will cause device. a spongy brake action. Emergency air bottle. What pressurized gas is What conditions will probably most generaliy used for cause dragging brakes? emergency brake operation?

216 What condition or conditions What should be the posi- may result in locked brakes? tion of the parking brake If emergency air pressure during the bleeding opera- has been used to stop an tion? airplane, how are the brakes What problem will probably released so that the air- occur if the reservoir of plane may be moved? the system is permitted to run dry while gravity bleed- itctit»./ies Check Items ing the system? Did the student: Activities Check hems Provide a probable Use and interpret informa- Did the student: cause for each of ten tion from the service manual? statements describing Correctly relate malfunction Bleed a brake system Correctly interpret and a malfunction of a and probable cause? using the gravity follow the service in- brake system. Use correct nomenclature method. structions? as a part of the selection Bleed a brake system eSelect and use the correct and explanation of probable using the pressure fluid? cause? method. Achieve the desired operation standard?

BLEED AIR FROM A HYDRAULIC BRAKE SYSTEM. (SEGMENT J, LEVEL 3) SERVICE, REPAIR AND TROUBLESHOOT LANDING GEAR OLEO STRUTS. Student Performance Goal (SEGMENT K, LEVEL 2)

Given: Student Performance Goal Manufacturer's service instruction, appropriate bleeding equipment, supply of hydraulic fluids, and Given: an operable hydraulic brake system into which air A completely assembled and operational shock has been introduced. strut (installed on an airplane or mock-up), the airplane manufacturer's service informationre- Performance: placement high pressure air valves and seals, The student will bleed the system of air. hydraulic fluid, and appropriate tools and equipment to disassemble and inflate shock struts. Standard: The procedures specified in the service instructions Performance: will be followed without error or omission. The sys- The student will deflate a shock strut, drain the tem, following bleeding, will be completely opera- fluid, remove the piston from the cylinder, install tional. seals, reassemble the strut, service with fluid, reinstall the air valve and inflate the strut. He Key Points Feedback will locate and interpret information from the service instructions and explain the probable causes Methods of bleeding Where would a mechanic of faults normally encountered in the operation of brake systems. find information detailing shock struts. the procedure for bleeding the brakes on a sp. cific Standard: airplane? The sell/icing procedures will be followed without How should a mechanic de- deviation. The shock strut following service and termine the kind of hydraulic repair will meet return-to-service standards. The fluid that would be used to service information pertaining to troubleshooting bleed a brake system? the strut will be interpreted without error. What is the difference between gravity bleeding and Key Points Feedback pressure bleeding of a Servicing shock struts. Where would a mechanic system? find information that specifies the correct inflation of a shock strut?

217 Why is nitrogen preferred DESCRIBE THE OPERATION OF AN OLEO SHOCK to compressed air in the STRUT. inflation of a shock strut? (SEGMENT L, LEVEL 2) What measuring points are cob.monly used to measure Student Performance Goal strut extension? What physical features may Given: be used to identify a high Shock struts of the air-oil and spring-oil types, pressure air valve? drawings of each type of strut and the manufacturer' How would a mechanic de- service instructions; a matching type ten question termine the correct fluid examination pertaining to shock struts. level required for a shock strut? Performance: Replacing shock strutelf a shock strut is leaking The student will identify and label the components seals. hydraulic fluid at the of each type of shock strut, explain the purpose of packing gland nut, what is shock struts and describe the operation of both the probable cause? types of struts. 'How could a mechanic determine the correct seal Standard: that is required as a re- Correct nomenclature will be used when labeling placement in a shock strut? the drawings and describing the operation of the Describe some of the tech- shock struts. Manufacturer's service information niques that will avoid will be interpreted withcut error or omissions. damaging a seal as it is moved past the threads of Key Points Feedback a shock strut. Why are replacement s...als Air-oil struts. What is the function of the lubricated before installa- oil in the strut? tion into the strut? What is the reason for the Troubleshooting shockDescribe some of the faults high-pressure air or nitrogen struts. that might result in binding in'a strut? of a shock strut. What purpose is served by What would cause a shock a metering pin and orifice strut to "bottoms during in an oleo strut? taxiing operations? Where would a mechanic What are some of the causes find information describing of damage to a seal in a the disassembly procedure shock strut? for a shock strut? 'If a shock strut fails to ex- What is the function of a tend following take-off, scissors or torque-link on what is the problem? a shock strut? What would probably result Spring-oil shock struts. 'What is the function of the if a core type high-pressure spring in a plain oleo type air valve was installed shock strut? with a common low pres- Explain why the spring may sure core assembly? be designed into the strut or located externally on the Activities Check Items outside of the strut. Did the student: What types of seals may be used in a shock strut? Select and install an Select a high pressure What is the purpose of the air valve in a shock valve and follow the cor- felt wiper which may be strut. rect installation procedure? located between the piston Service the strut with Correctly interpret service and cylinder of a shock strut, fluid and inflate to instructions and achieve What feature in the design of service dimension. return-to-service standards? a shock strut prevents the Install a replacement Follow manufacturer's pro- piston assembly from moving seal in a shock strut. cedure for seal replacement? completely out of the cylinde of the strut?

218 Activities Check Items Position indicators. What is the purpose of Did the student: landing gear position indicating systems? Label the drawing of Correctly identify the piston, Describe some of the posi- both air-oil and spring- piston head, seals,packing tion indicating systems. out type shock struts. gland nut, spring, high-pres- What are some of the ad- sure air valve, metering pin vantages and limitations and orifice? to pure mechanical (lever, Describe the operationUse correct nomenclature visible pointer) and elec- of both types of struts. and terminology? trical indicating systems? Answer ten question Correctly interpret manu- Inspection of retract- What service information examination. facturer's information? able landing gear would guide the inspection systems. frequency for a retractable landing gear? OPERATE, INSPECT AND ADJUST A RETRACT- What methods may be used ABLE LANDING GEAR. as "landing gear down- (SEGMENT M, LEVEL 3) locking" systems? What is a down-lock pin? What Student Performance Goal is an "over-center" down lock? Given: Why is the position of An operational retractable landing gear (installed flexible hoses in a brake in an airplane or mock-up), written information or and hydraulic retraction the manufacturer's service manual, an appropriate system important? power source to permit operation of the gear, spe- Why is the fit of doors and cial tools and lubrication equipment as specified fairings of a retractable in the service infxmation, mirrors, lights, mea- landing gear system criti- suring devices, et:. cal? Describe some of the Performance: methods employed to lock The student will operate the retractable landing a retractable type landing gear, inspect and adjust the landing gear to meet gear in the "e.position. return-to-service standards. How is the gear up-lock and down-lock associated Standard: with the landing gear warn- The components of the landing gear need not be ing system? airworthy, but the adjustments and procedures out- Where would a mechanic lined in the service manual will be followed within locate information that return-to-service limits. specified the lubrication requirements for a retract- Key Points Feedback able landing gear? Operational checking Outline the safety precau- Sequence of landing How could a mechanic de- of a retractable landing dons that should be ob- gear retraction. termine the normal sequence gear. served when making a of gear and landing gear landing gear retraction door operation? check? Why do some designs pro- Lubrication and ser- Where would the instruc- vide for extension of the vicing. tions for adjusting the main landing gear before landing gear limit the nose gear is extended? switches or landing gear Why may the nose gear ex- warning switches be tend before the main gear located? is extended? Where would information What factors influence the specifying the lubrication selection of gear retraction required for the landing methods, i.e., what are the gear be published? advantages and limitations How is the actuation of the to the use of pure mechanical landing gear safety switch (leverl, hydraulic and elec- related to landing gear re- tric retraction? traction? 219 Activities Check Items How is "toe-in and toe-out" Did the student: of a landing gear wheel measured? Operate a retractable Use reference information Where would information landing gear. to determine correct se- pertaining to landing align- quence of operation? ment information be pub- Correctly interpret reference lished? information? How is the camber of a Inspect retractable Check strut extension? landing gear wheel mea- landing gear assembly. Chafing and interference sured? Actuation of locks, switches, What is caster of a wheel Adjust locks and etc.? and how is it measured? switches to tolerances"'Achieve the required How could worn torque links specified in the servicetolerances following ad- or wear it. the torque link manuals. justment? bushings lead to uneven tire wear?

CHECK LANDING GEAR ALIGNMENT. Aciiuitics Check Items (SEGMENT N, LEVEL 21 Did the student:

Student Performance Goal Measure and record Correctly use and interpret landing gear align- alignment information (torn Given: rent. the manual? An aircraft incorporating either a fixed or retract- Record and correctly judge able landing gear, the airframe manufacturer's whether the alignment met service information necessary to check landing tolerances', gear alignment and the necessary measuring and Inspect tire 'year as an in- alignment tools and equipment. dicator of gear alignment?

Performance: The student will measure and record the caster, INSPECT, ADJUST AND SERVICE NOSE AND camber, toe,in and toe-out of the landing gear. TAILWHEEL STEERING AND DAMPING MECHAN- Within the tolerance specified in the service in- ISMS. formation, he will judge whether the landing gear (SEGMENT 0, LEVEL 3) is acceptable for return-to-flight.If the alignment of the .anding gear is unacceptable, he will inter- Student Performance Goal pret the service information and recommend the method that would return the sear alignment to Given: acceptable limits. An airplane or mock-up incorporating an operational nose wheel steering and dampener; an airplane or Standard: mock-up incorporating an operational tail wheel and Service information will be correctly interpreted shimmy dampener; the manufacturer's servicing in- and procedure for measuring gear alignment will formation, tools and hydraulic fluids. be followed without error. Performance: Key Points Feedback The student will inspect, adjust and service both nose and tailwheel steering and damping mechanisms. Landing gear alignment. Describe why a m: .aligned larding gear may cause an Standard: airplane to "pull" to the Service information will be correctly interpreted. side of the runway while After servicing and adjusting the steering and it is being taxiicd. damping mechanism will function as specified in W:lat are the factors that the manufacturer's manual. result in uneven tire wear? How does landing gear alignment effect the control of an airplane during take-off and landing roll?

220 Key Points Feedback

Steering mechanisms. What sizes of airplanes may incorporate directly linked push-pull rods or cables to steer a nosewheel or tailwheel? If the nosewheel is steered hydraulically why is a follow-up system generally included in the nosewheel steering mechanism? ',What precautions are generally necessary to prevent damage to the steering systems when towing an airplane? Why are steering limits usually marked on a nosewheel strut? Where would information pertaining to a steering system be found? Shimmy damping How does a hydraulic shimmy mechanisms. dampener prevent wheel shimmy? In addition to hydraulic devices, what other devices are used to prevent shimmy- ing? Where would information pertaining to the servicing of a shimmy dampener be published? How may a steering cylinder also serve as a shimmy dampener?

Activities Check Items Did the student:

Inspect and check a Correctly use and interpret nosewheel steering information from the manu- mechanism. facturer's service manual? Inspect and check a Follow the procedures spe- tailwheel steering cified in the manual? system. Achieve a standard that Service a shimmy permitted normal functioning dampener. of the unit?

221 1

POSITION AND WARNING SYSTEMS

8. INSPECT, CHECK, AND SERVICE SPEED. AND Why may the warning be TAKEOFF.WARNING SYSTEMS, AND ANTISKID sil.:nced for all or some ELECTRICAL BRAKE CONTROLS.(EIT = 11 hrs., of these items if desired? T = 54 hrs. L/S = 514 hrs.) 2 segments What takeoff-warning in- (UNIT LEVEL 1) spection and checks are possible, on the ground, PRINCIPLES OF OPERATION, INSPECTION AND without engine or engines CHECKS OF SPEED-, STALL-, AND TAKEOFF- running? WARNING SYSTEMS AND ANTISKID BRAKE CON- Antiskid control Why must an antiskid sys- TROL SYSTEMS. systems. tern be able to detect a (SEGMENT A, LEVEL 1) skid at any wheel which has braking? Student Performance Goal a.Skid detectors. What type of detector or sensor can be used to de- Given: tect a skid at its starting Written information, visual training aids or diagrams, instant? and multiple completion essay statements. What kind of signal is venerated by a skid de- Performance: tector? The student will insert words to complete 20 Flow is each skid detector multiple completion essay statements explaining mounted in its wheel and the principles of operation and basic methods of installation of speed or mach-warning, stall-warn- b.Antiskid computer.eHow is the signal carried ing, takeoff-warning and electrical/hydraulic anti- from the detector to the skid brake control systems. central computer? What does the computer do Standard: with the various signals At least 14 statements will be completed correctly. from the skid detector? When a skid starts, how Key Points Feedback does the computer react to it? Speed-or mach-warning Why is some method of spe- c.Electrical/hy- How is an electrical signal systems. cial warning desirable when draulic control unitsused to corarol the braking the airspeed exceeds a pre- for braking. action when a skid is de- determined maximum? tected? Why is speed warning called What is the resulting chang mach-warning on most tur- in braking action when a bine aircraft? skid has been sensed? What sensing methods are Does the antiskid system used for speed or mach- ever completely release warning systems? braking on any wheels? What inspection and checks d. Cockpit controls How is antiskid activated a:e possible with the air- and ground/flight or armed from the cockpit? craft on the ground? tie-in. How is operation of the Stall-warning systems..What type of devices may antiskid system tied into be used for stall-warning? the ground/flight change Where can the information over switch or relay? for inspecting and checking Inspection and check- To what extent can the such devices be found? ing of antiskid systems.operation of the antiskid Takeoff-warning What is the primary purpose system be checked on a systems. of a takeoff-warning system? parked airplane? Which operational items How can the skid detectors may be tied into a takeoff- be inspected? Checked? warning system? Where are the electrical/ hydraulic control units usua located?

222 snow can they be checked? Activities Check Items How can the tie-in between Did the student: antiskid operation and ground/flight change over On an animated dia- Show electrical power on be checked on the ground? gram or simulation and antiskid system mock up of an antiskid armed? system, show switch Show airplane on grourA SHOW SIMULATED OPERATION OF ANTISK'D AND settings, brake pedal by setting ground/flight TAKEOFF-WARNING SYSTEMS. positions, electrica: andswitch to ground position? (SEGMENT B, LEVEL 1) hydraulic valve action Show brake hydraulic sys- in brake control units, tem correctly setup for Student Performance Goal hydraulic flow paths andbrakes "on"? brake actions, electricShow proper action to re- Given: flow paths from skid lease brakes partially on Animated diagrams or simulation mock-ups of anti- sensors to computer andskidding wheel and its skid and takeoff-warning systems. return signals to brake paired wheel? control units, for normalShow brake action partially Performance: braking and skid situa- released to all wheels whet The student will set upthe various simulated tions where one wheel skid was detected for all switches, solenoids, and valves on an antiskid is skidding and where wheels? diagram for normal braking, then show by simulation all wheels are skidding.',Show ground/flight switch what occurs when a skid develops on one wheel On an animated diagramin ground position? and on all wheels. On a takeoff-warning system or simulation mock-up ' Show electrical power on? diagram, he willset upthe simulated switches for of a takeoff-warning ' Show takeoff-warning a normal takeoff, then show how a switch would system show normal switches alt open for a cause takeoff-warning if flaps were not in proper take-off warning, then normal takeoff condition? takeoff position and show at least one other cause show how improper flapShow the related takeoff- for takeoff - warning, on the diagram. position will cause warning switch closed takeoff-warning to wher flaps are not in pro- Standard: operate, and how at per takeoff position, and At least one setup of switches for antiskid action least one other im- on one other condition be correct and at least one cause for takeoff- proper condition will wrong for takeoff? warning will be properly shown. cause takeoff-warning to operate. Key Points Feedback

Antiskid brake controlName the components which 9. INSPECT, CHECK, TROUBLESHOOT, SERVICE system. make up the antiskid system AND REPAIR LANDING GEM? POSITION IN- and the general location of DICATING AND WARNING SYS i'EMS.(EIT = 9 each component. hrs., T = 3 hrs., L/S = 6 hrs.) 1 segment How is the antiskid system (UNIT LEVEL 3) activated electrically? ;How is the antiskid system INSPECT, CHECK, TROUBLESHOOT, SERVICE tied into the brake hydraulic AND REPAIR A LANDING GEAR POSITION INDI- system? CATING AND WARNING SYSTEM. Takeoff-warning system. Name the components which (SEGMENT A, LEVEL 3) make up the takeoff-warning system? Student Performance Goal Which functions of aircraft operation are monitored for Given: being correct for takeoff? Manufacturer's manual or equivalent written inform; Which control movement in tion, and aircraft or mock-up having retractable the cockpit will activate . landing gear with a position indicating and warninj takeoff-warning when any of system installed and operating. the monitored functions are not correct for takeoff?

223 Performance: Inspect and check Check operation of each The student will check the operation of the posi- operation of each com- switch for overtravel after tion indicating and warning lights by operating the ponent of the position actuation? landing gear, inspect the components of the posi- indicating and unsafe Use the appropriate circuit tion indicating and warning system, troubleshoot warning system. diagram when trouble- and repair different malfunctions introduced by the Troubleshoot and repair shooting? instructor, with each malfunction being corrected four system malfunc- Use a voltohmmeter or test before the next is introduced. The malfunctions tions including one in light to check continuity will include one which causes a false gear unsafe the unsafe warning sys-of wiring and switches? warning, two position light electrical malfunctions tem, and two electrical'Check lights for being and one mechanical failure at a position indicating and one mechanical operative and properly con- switch. malfunction in the posi-nected? tion indicating system. Standard: Locate and repair at least three of the malfunctions to a return-to-flight level in accord ulce with procedures provided.

Key Points Feedback

Landing gear position Why are separate gear safe indicating system. green lights usually used, while the unsafe red light or lights apply to any gear? Why is it better to use separate up and down lock switches than a single switch for both? How are the position switches adjusted with relation to up- and down- locking of the gear? Gear unsafe warning. How is provision made to give warning at anytime the gear is not locked up or down? What additional provision is made to give warning if any gear is not in agreement with the other two gear? How can the unsafe warning be checked on the ground with gear down and locked?

Activities CheckItems Did the student:

On an airplane or Make sure the airplane was mock-up with retract- properly and safely on able landing gear, jacks and the gear in tho check for proper clear before operating it? operation of the posi- Make sure electric power tion indication system was available and on for and the unsafe warning.the system to be tested? Inspect for condition of wiring and mounting?

224 AIRCRAFT INSTRUMENT SYSTEMS

10. INSTALL INSTRUMENTS.(EIT 11 hrs., T = Activities Check Items 5 hrs., i. /S = 6 hrs.) 2 segments Did the student: (UNIT LEVEL 2)

AMMIIMIM Remove three instru- Use correct tools and pro- HANDLING AND STORING OF INSTRUMENTS. ments from a display cedures during removal of (SEGMENT A, LEVEL 2) panel, tag, seal and the instruments? prepare for storage or Correctly identify and seal Student Performance Goal shipment. the instruments. Provide adequate protec- Given: tion to avoid damage? A random display of aircraft instruments, including direct pressure indicating instruments, gyro instruments, temperature indicating instruments, com- INSTALL INSTP.UMENT PANELS AND INSTRU- passes, and remote indicating indicators and trans- MENTS. mitters; suitable cartons or storage containers, (SEGMENT B, LEVEL 21 sealing plugs and shock absorbing shipping materials. Student Performance Goal Performance: The student will remove at least three instruments Given: from the display panel or mock-up, seal all open- An airplane or mock-up provided with mounting ings to the instrument, attach an identification tag brackets, an instrument panel, with instruments and prepare the instrument for storage or shipment. installed, appropriate panel sht.ck mounts; written reference information describing the number, type, Standard: and load rating and procedure for installing The task of removing and identifying and preparing shock mounts and panel. the instrument for storage or shipment will demonstrate precautions that will prevent further damage Performance: to the instrument. The student will install the shock mounts, panel and instruments into the airplane or mock-up. Key Points Feedback Standard: Handling of instruments. Why should a mechanic The panel and instruments need not meet return- exercise such extreme to-flight standards, but the installation of mounts, :are when picking up and panel and instruments will fully comply with the handling an aircraft instru- written installation instructions. ment? What damage may occur to Key Points Feedback a gyroscopic instrument if it merely rolls when it is Instrument panel hard-What reference information placed on a bench or storage ware. would a mechanic use to shelf? identify the kind of hard- 'What damage will probably ware required for the in- result from over-tightening stallation of a panel of the mounting screws in the instruments? case of an instrument? What precautions apply to Preparation for storage Why should all openings to the routing of lines and or shipment. the instrument be capped or wises behind the instrument sealed with tape? panels? What protection should b.: What criteria should be provided for the glass at applied to the selection of the face of the instrument? flexible hoses and clamps What may result if instru- when installing instruments are exposed to ship- ments? ping vibrations and shocks?

225 Panel shock mount- What reference information Performance: ings. would a mechanic use to The student will inspect, check, service, trouble- determine the type, number shoot and repair one system which has been made and load rating of shock faulty by an action of the instructor. mounts? Describe the factors that Standard: lead to rapid deterioration The student will interpret the written information, of instrument panel shock correctly identify and correct the fault in the sys- mounts. tem. Why must the shock mount specified for a particular Key Points Feedback instrument panel be used? Installation procedures.Where would a mechanic Heading indicators. What are some of the limi- find information detailing tations of a magnetic the location and procedure compass? for installing an instrument What heading indicators panel and the associated may be provided to supple- instruments? ment the heading informa- Where would a mechanic tion available from a mag- find information specifying netic compass? the correct operating range Where would a mechanic markings for the instruments? find information pertain- What precautions apply ing to the compass sys- when threading the con- tems used on a particular necting fittings into the airplane? cases of the instruments? Describe the procedure for compensation of a Activities Check Items magnetic compass? With Did the student: what frequency is the accuracy of a compass Install shock mounts, Use and correctly interpret checked? instrument panel and the installation instructions? What is a compass calibra- instruments into the Use correct tools and pro- tion card? airplane or mock-up. cedures? What precautions shocld Avoid damage to the instru- be taken to minimize comments and components? pass error induced by magnetic effects? Pitot-static systems. Where would a mechanic 11. INSPECT, CHECK, SERVICE, TROUBLESHOOT, find information detailing AND REPAIR HEADING, SPEED, ALTITUDE, the procedures for in- TIME, ATTITUDE, TEMPERATURE, PRES- specting, checking and SURE, AND POSITION INDICATING SYSTEMS. servicing a pitot-static (EIT = 9 hrs., T = 4 hrs., L/S = 5 hrs.) system? 1 segment .What instruments are (UNIT LEVEL. 2) normally mounted and connected into the static INSPECT, CHECK, SERVICE, TROUBLESHOOT line of the pilot- static AND REPAIR INSTRUMENT SYSTEMS. system? (SEGMENT A, LEVEL 2) How would a :cak in either the picot or the static Student Performance Goal lines affect the operation of the individual instruments Given: of this system? Manufacturer's service manuals or diagrams and Temperature indicatingDescribe the principles of written descriptions of a compass system, airspeed/ systems. operation of a vapor-pres- altitude/rate of climb system, gyro attitude systems, sure type temperature in- temperature/pressure/positioning systems, appro- dicating instrument. priate operational instrument systems mounted in an airplane or mock-up.

226 How does a thermocouple device indicate temperatures? What are the advantages and limitations to the use of electrical resistance type temperature indicators? Pressure indicating Describe how a Bordon tube systems. responds to changes in external and internal pressures. How does a diaphragm react to changes in internal and external pressures? How does an aneroid react to changes in external rxessureb? What reference information would a mechanic use when troubleshooting pressure indicating systems aboard the airplane? Position indicating .Why is it necessary that a systems. pilot have reliable indication of the position of gear, flap, and other controls? When the gear or movable device is a great distance from the flight deck, what systems exist to indicate position of the control to the pilot? allow would a mechanic become familiar with the specific position indicating system in use? Gyro system servicing. *Whet would a mechanic find inionnation which desaites the servicing of the vacuum system filters? allow could a mechanic determine the location of the filters in the gyro system? *What operating symptoms identify a clogged or obstructed gyro filter?

.brit itirs C0.4-r& hems Did the studert:

Operate the instrument*Use and correctly interpret systems available in the information availabl. from airplane or mock-up. the service manual? Inspect, check, service, iCntrectly isolat: the sys- ttoubleshoot and correctterm, identify the fault and one fault in one insttu- cottect the malfunction? ment system.

110111. IIIIIMIIMMINIMMM.111100

227 AIRCRAFT FUEL SYSTEMS

12. INSPECT, CHECK, SERVICE, TROUBLESHOOT all two or more fuel tanks AND REPAIR AIRCRAFT FUEL SYSTEMS. may simultaneously supply (E1T = 13 hrs., T = 6 hrs., L/S = 7 hts.) fuel to an engine, what are 2 segments the requirements for inter- (UNIT LEVEL 3) connected fuel vents? What test pressures should INSPECT AND SERVICE FUEL TANKS. be used to test a repaired (SEGMENT A, LEVEL 3) hel tank? Tank installation. How are metal type fuel Student Performance Gcal tanks anchored or attached to the airplane structure? Given: ' ,Why should fuel tanks be Fuel tanks of the separate metal types, flexible installed so that fuel loads bladder types and an integral type, appropriate are distributed over a wide service information and copies of the applicable area rather than concentrated Federal AviatiTo Regula:ions. a: a local point? ilihy is chafing and vibra- Performance: tion a problem when install- The student will inspect each of the three different ing separate type fuel tanks? types of tanks. Using reference information, he will What ate some of the prob- describe the construction characteristics, the in- lems generally associated stallation and servicing precautions for each type with the intersl type fuel of tank. cell? allow are flexible bladder Standard: type fuel tanks attached to The inspection will be accomplished as specified the structure of the airplane? in the servicing manuals. Correct romenclature lf the fuel *ink incorporates and terminology will be used as a part of the de- a submerged fuel boost pump, scription of construction, installation and servicing. what special precautions shouldheobserved when in- Key Key Points Feedback specting the tank? Whete would a mechanic Tank construction lea' Why are internal baffles find information detailing tires: designed into metal type the repair of and inspec- fuel tanks? tions to be made of integral there are fuel tank sumps type fuel tanks? a.Baffles. located in fuel tanks? Servicing of fuel tangs Why should fuel tanks be 11 the tank outlet fitting 'topped" following each b. Sumps. includes a finger type fuel flight rather than permitting strainer, what is t,pur- the tank to remain in a par- c. Strainers. pose of this strs .er? tially filled condition? * that markings ate requited Why shouldn't the filler d.Fillet openings. on the filler cap or imme- nozzle of the refuelling diately idjacent to the hose be deeply insetted e.Vents. filler opening of a fuel into the filler neck of a tank? fuel tank? that FAA requirements that precautions should be govern the size and caps. observed if a (+amok is city of fuel sumps' used to filter fuel during 11111at are the requitement s refuelling? tot renting a fuel conk? IChtt may occur if the vent i obstructed? is each fuel tank notating provided with a separate fuel drain?

22$ Activities (*beck Items Fuel pumps. Describe the operation of Did the student: a wobble pump. In what way does the mounting Inspect a metal fuel Correctly use and interpret position of the pump ef- tank. reference information from fect the proper operation the manufacturer's service of the pump? Inspect a bladder type manual s? What are the factors that fuel tank. Use correct terminology contribute to vapor locking Inspect an intergral and nomenclon:ic as a pan of fuel pumps? type fuel tank. of all descriptions? Describe a submerged Describe construction type fuel boost pump. features of each type of allow are booster pumps fuel tank. used when starting an Describe the installation engine? and servicing of each What maintenance problems type of fuel tank. are related to the installation of boost pumps within the fuel tanks? INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR FUEL VALVES AND FUEL PUMPS. Activities Check Items (SEGMENT 8, LEVEL 31 Did the student:

Student Performance Goal Inspect, check and Use and correctly interpret service: information contained in *Given: the service manuals? An operational fuel system or test bench/mock-up, a. Manually operated Correctly use tools and manually operated fuel valves, engine driven fuel fuel valves. follow the prescribed pumps, wobble pumps, electrical fuel pumps, ser- b. Engine driven, procedures? vice information pertaining to operation and trouble- wobble and-elec- Identify the fault intro- shooting of fuel valves and pumps. tric fuel pumps. duced by the instructor? Accomplia. a repair which Performance: Trouble shoot and permitted operation of the The student will inspect, check, service, trouble- repair: units within the tolerance shoot and repair each type of valve and pump. provided in the service a. One fuel valve. instructions? Standard: b. One fuel pump. Each unit will function within the tolerant' provided and be free of teaks and other hazards, but need not meet return-toflight standards. 13. REPAIR AIRCRAFT FUEL SYSTEM COM. POMENTS. (EIT =10 Iva., T = S his., L/S Key Points Feedback a 5 hes.) 1 segment (UNIT LEVEL 21 Fuel valves. Why does an a'acraft fuel system usually incorporate INTERPRET INFORMATION PERTAINING TO a shut-off valve between REPAIR OF FUEL SYSTEM CLUPONENTS. the fuel tank and the en (SEGMENT A, LEVEL 21 gine? Why must fuel selector Student Perfoimaace Goal valves be placarded or trinked to indicate direc- Given: tion of flow or method of Typical aircraft fuel tanks of the separate metal opetation? types, FoexiSle bladder types and Integral type; lrhat are the requirements fuel strainers, selector valves, fuel lines of the that govern crossfeed solid metal and flexible hose types, fuel drains, valves in the fuel system? appropriate reference information, and ten written Ally do fuel valves incor- 'petitions pertaining to repair of fuel system com- potate a detent at stop posi- ponents. floc to impart a "feel" to the valve position?

229 Performance: The student will locate and interpret information What regulations govern from the manuals and describe the repair proce- the routing and location of dures for fuel system components as specified in fuel lines in relation to the the ten written questions. electrical cables in the airplane? Standard: What publications would The repair procedures will be interpreted without provide information regard- error. Correct nomenclature and terminology will ing repair of damaged fuel be used as a part of all descriptions. lines? Fuel drains. What is the position of a Key Points Feedback fuel drain with respect to all other components of the Repair of fuel tanks. What precautions and pro- fuel system/ cedures are necessary when What publication would cleaning a fuel tank prior contain information spe- to accomplishing repairs cifying the frequency at to the tank? which fuel drains should What publication will probe drained? vide information pertaining to the repair of the particular Activities Check Items type of tank used in the Did the student: airplane? What publication will de Answer the ten ques- Locate and correctly inter- fine the test pressures and tions pertnining to pret information contained describe the procedure to repair of components in the manuals? be followed when testing a of the fuel system. Use correct nomenclature repaired fuel tank? and terminology as a part Strainers. elf strainers are provided of the descriptions of re- at the fuel tank outlets, pair? what Federal Air Regula- tions govern the size of these strainers? 14. INSPECT AND REPAIR FUEL QUANTITY IN- What is the position of DICATING SYSTEMS. (EIT = 6 hrs., T t 3 the main system fuel hrs., L/S =3 hrs.)1 segment strainers with respect to (UNIT LEVEL 2) other components in the I I 1 1 AS fuel system? INSPECT AND REPAIR FUEL QUANTITY nat publications would INDICATION SYSTEMS. provide information and (SEGMENT A, LEVEL 2) instructions for servicing the screens in the fuel Student Performance Goal system? Selector valves. Why are selector valves Given: provided with placards An operational fuel quantity indicating system of and aetents to provide a the direct reading (sight gauge or mechanical float) feel to the position of the and a remote indicating electrical type; appropriate selector valve? reference information and ten statements describing elf a fuel flow control valve malfunctions of the systems. is a simple "on-off' valve, how must the operation of Performance: this valve be placarded? The student will inspect the operating systems, Fuel lines. What ate the general con- correctly interpret information from the manuals ditions that dictate the and describe the repair that would be undertaken minimum size of fuel lines to correct the malfunctions described in the ten that may be approved for statements. an airplane?

230 Standard: DESCRIBE THE INSPECTION, CHECKING AND The repair practices and recommendations of the REPAIR OF PRESSURE FUELING SYSTEMS. manual will be interpreted without error. Correct {SEGMLNT A, LEVEL 1) nomenclature will be used as a part of all described repairs. Student Performance Goal

Key Points Feedback Given: Vi.:%ual aids, mock-ups and technical data as would Fuel quantity iridi 'Why must the fuel quantity be available from the manufacturer's service cators. available be indicated to manual. the pilot at all times? That accuracy is normally Performance: anticipated with float type The student will describe the procedures to be gauges? What accuracy is followed when inspecting, checking and repairing normal with electrical quan- pressure type fueling systems. tity gauges? the attitude of the air- Standards: plane effects the indicated Reference publications will be ..sed during the fuel quantity, what correc- descriptions. Correct nomenclature and termi- tions are usually made in nology is required as a part of the description. the indicating system? Why do the fuel quantity Key Points Feedback indicating systems of most modern airplanes indicate Pressure fueling con- Using the reference in- fuel quantity by weight trols, indicators and formation, describe the rather than by gallons? warning lights. operation of the pressure Why do most large, multi- fueling system. engined airplanes have re- What precautions must be mote indicating fuel quan- observed before attaching tity systems? the fueling nozzle to the What publications would a airplane? mechanic refer to when it Should a static ground be becomes necessary that he attached when refueling an replace a component of the airplane with a pressure fuel quantity indicating system or does this pre- system? caution apply only to an over-wing system? Activities Check Items * that is a picot valve in a Did the student: pressure fueling system and what is its function? Inspect a direct .Locate and correctly inter- 'What over-pressure safety reading fuel indi- pret information describing devices are incorporated cating system. the inspection procedure? in a pressure fuel system Inspect a remote indi- and what is the purpose of eating fuel quantity these safety devices? system? 'What publication woulda Describe the repair Oise correct nomenclature mechanic use to determine when describing the repair procedure necessary to the procedure necessaryto correct the malfunctionspractices? repair a pressure type fuel described in the ten .Correctly identify the re- system? statements. pair procedure?

16. CHECK AND SERVICE FUEL DUMP SYSTEMS. IS. INSPECT, CHECK, AND REPAIR PRESSURE (FIT t 1 hr., T = 1 hr., L/S 2: 0 hrs.)1 segraert FUELING SYSTEMS. (Eli a 2 hrs., T a 2 Mitt LEVEL 11 hrs., 1/S = 0 hrs.)I SIIIMeht (UNIT LEVEL 11 bESCRIRE THE CHECKING AND SERVICING OF A FUEL DUMP SYSTEM. (SEGMENT A, LEVEL 11

231 Student Performance Goal Performance: The student will locate information in the appro- Given: priate technical p,I,:ication and describe the pro- Visual aids and the technical data available from cedures necessary to transit; _r cross feed fuel the manufacturer's service publications. and defuel the system.

Performance: Standard: The student will locate information in the :eference Correct nomenclature and terminology will be used publications and describe the checking and ser- as a part of the description of operation. vicing of a fuel dump system. Key Points Feedback Standard: Correct nomenclature and terminology will be re- Fuel management Describe how fuel manage- quired as a part of the description. procedures. ment may be used to maintain the center of gravity Key Points Feedback of an operating airplane within closely defined Fuel dump systems. Under what conditions are limits. fuel dump systems required What is the advantage of by the Federal Aviation maintaining the center of Regulations? gravity at a specific point? What methods may be em- What publication would a ployed to actuate the dump mechanic use to determine valves in the fuel system? the procedure for transfer- What publication should ring fuel? a mechanic use to deter- allow is fuel flow maintained mine the procedure tot within the fuel transfer sys- checking and servicing a tem of an airplane? fuel dump system? Cross feed systems. What is the purpose of With respect to safety of providing for cross feed operation, how would a of fuel in an airplane? mechanic check the opera- What ate the hazards in- tion of a dump valve? volved in cross feeding snow is fuel flow main- fuel? tained through the fuel Defueling procedures. Where would a mechanic dump system? find infotmatio.) describing What special feature of a the procedure to be followed fuel dump system may be when deluding an airplane? incorporated to prevent What ate some of the the discharge of a solid hazards associated with stream of fuel? deluding? elf the airplane is being deluded, what is the im- 11. PERFORM FUEL MANAGEMENT, TRANSFER, portance of static ground- AND DEFUELING. (EIT = 2 hrs., T = 2 hrs., ing the airplane and de- L/S = 0 hrs.)1 seerntffir fueling truck? {UNIT LEVEL. 11

PERFORM FUEL TRANSFER AND DEFUELING. (SEGMENT A, LEvEl. 11

Student Performance Goal

Given: Schematic diagrams or mock-ups of a fuel system that incorporates provisions for cross feed, fuel transfer and the service publications associated with the specific system.

232 18. TROUBLESHOOT, SERVICE, AND REPAIR Fuel temperature Why is the temperature FUEL PRESSURE AND TEMPERATURE warning systems. of the fuel a reason for WARNING SYSTEMS. (EIT = 2 hrs., T = 1 hr., concern? Is it the high L/S = 1 hr.)1 segment temperature or low tem- (UNIT LEVEL 2) perature that is being sensed and indicated? TROUBLESHOOT, SERVICE, AND REPAIR FUEL What means are provided PRESSURE AND TEMPERATURE WARNING to control the temperature SYSTEMS. of the fuel? (SEGMENT A, LEVEL 2) What reference publication would a mechanic use to Student Performance Goal determine where the temperature sensing unit was Given: located in the system? An operating fuel system installed in In airplane or on a mock-fp, including a pressure and tempera- Activities Check Items ture warning system, a schematic or diagram of Did the student: the system and the service information applicable to the specific system. Operate the fuel sys- Use and correctly inter- tem and observe normal pret information from the Performance: pressure and tempera- service manual for the The student will operate the system and adjust the ture warning system system? pressure or temperature sensing devices. He will operation. Follow the procedure and interpret information from the service information Adjust pressure and correctly use the tools as and identify the cause of an instructor introduced temperature warning specified in the mainten- fault in the system. He will repair the system as devices. ance manual? directed in the service manual. Achieve an adjustment that was within the Standard: tolerance specified in All troubleshooting, servicing, and repair of the the manual? warning systems will be in accordance with the service publications. The information contained in the manuals will be interpreted wit/ Alt error.

Key Points Feedback

Fuel pressure warningDescribe why a low fuel systems. pressure would be cause for alerting the flight crew. Why are annunciators used in some aircraft to indicate low fuel pressures rather than a simple red warning light? What device is generally used to adjust and regulate fuel pressures? What is the difference between fuel pressure and fuel flow?

233 COMMUNICATION AND NAVIGATION SYSTEMS

19. INSPECT, CHECK, AND SERVICE AUTOPILOT Purposes of a servo How does a pneumatic AND APPROACH CONTROL SYSTEMS. (FIT Or servomotor. servo operate a flight con- = 5 hrs., T = 5 hrs., L/S = 0 hrs.)1 segment trol? (UNIT LEVEL 1) 'How does a two-phase electric servomotor operate PURPOSE AND OPERATING PRINCIPLES OF a flight control? AUTOPILOTS AND APPROACH CONTROL SYS- What is the purpose of TEMS. feedback and rate control (SEGMENT A, LEVEL 1) in a servo system? Installation require- Where will the detailed in- Student Performance Goal ments for an fiutopilot stallation requirements for system. an autopilot be found? Given: What is the importance of Manufacturer's manuals, written information, and the gyro unit of an auto- multiple completion essay statements. pilot? Why is the location and Performance: mounting of sensing units The student will complete 14 essay statements, very critical? by supplying missing words, concerning the pur- Position transmitters What is the function of a poses and operation of an autopilot, the operating and trim indicators. position transm;tter and principles of the sensing devices used to provide its related trim indicator? heading, attitude, and altitiOe information to the How can the trirr indicators autopilot, the purpose and operation of servos or be used to check autopilot servomotors, the function of position transmitters operation? and trim indicators, and the purpos' and operation Altitude hold and snot is the value of the al- of an approach control system. approach control func- titude hold function? tions of an autopilot. Thy 11111.4 the altitude hold Standard: be disengaged during climb Com ctly complete 10 essay statements. acid descent? What is the function of Key Points Feedback approach control? 'What additional signal Basic types of auto- Compare the principles of sensing does it use? pilots, operation of pneumatic/ electronic and electric/ electronic types of auto. 20. INSPECT, CHECK, AND SERVICE AIRCRAFT pilots. ELECTRONIC COMMUNICATION AND NAVIGA- Discuss some advantages TION SYSTEMS. (EIT r. 5 hrs., T 2 5 hrs., L/S of each type and the type 0 hrs.) 2 segments of airplane each is best ILMIT LEVEL 11

suited for. MM. allow many axes does each TYPES AND INSTALLATION OF AIRCRAFT type provide sensing fot? ELECTRONIC COI.IMUNICATIONS AND NAVIGA- Sensing devices used 11'hat is the operating TION EQUIPMENT. in autopilots. principle of a gyro as the 'SEGMENT A, LEVEL II primary sensing device for an autopilot? Student Performance Goal ' How can accelerometers aid in providing sensing Given: signals to an autopilot? AC 43.13I, AC 43.13-1 or equivalent published * How may the earth's mag- information, and questior,s with multiple choice netic flux be used for answers. heading sensing for an autopilot?

234 Performance: Given: The student will select answers for 20 questions FCC regulations pertaining to aircraft radio opera- concerning electronic communications and navigation, or an equivalent publication and questions tion systems. The questions will. deal with types concerning these regulations. of equipment used in various aircraft, where and how the equipment is mounted, cooling, and reduc- Performance: tion of electrical interference. The student will write answers to 10 questions concerning the operation of aircraft and ground Standard: radio transmitters, FCC regulations pertaining to Select at least 14 correct answers, radio transmissions, acceptable practices and vocabulary useage, proper recognition and acknowl- Key Points Feedback edgement techniques and rules covering display of licenses. Electronic communica- What types of radio com- tions systems. munications equipment Standard: are commonly used? Correct answers for at least 7 questions. What types of inter-communication systems are Key Points Feedback. used in large passenger aircraft? FCC license require- What is the minimum Electronic navigation That types of electronic ments. license a person must systems. navigation equipment at:" hold to be permitted to likely to be found in small operate an aircraft trans- aircraft? mitter? Name some additional What further license must navigation systems used be on display in the air- in large aircraft which are craft near the transmitter? electronically operated. irhat are the license re- Electronic equipment WhLt are some advantages quirements relative to installation and of electronic racks or com- radio transmitters in mounting. partments over widely ground equipment or of scattered installations? walk-around type? allow critical is adequate FCC regulations Why should the frequency cr,oling for electronic covering transmission always be monitored be- equipment? techniques. fore starting a transmis- Why is shock mounting sion? needed for most electronic .Why should all transmis- equipment? sion- be concise, brief, Where can specifications and clearly spoken? be found for shock mount- That calling procedure ing of radio and other will assure that the person electronic equipment? called knows he is being Reducing engine noise*Slat part does shielding called and who is calling and other electrical play in reducing electrical him? interference in radio interference? 'That procedure is used to receivers and communiallow should the Aie !ding acknowledge that a mes- cation sysoms. be bonded to structure of sage has been received the aircraft? and understood? allow are fitters used in allot kinds of words or helping :educe intctfetence? transmitted information ate forbidden? what ate the restrictions FCC REGULATIONS PERTAINING TO TIIV-WAY about adjusting of repair- RADIO OPERATION. ing radio transmittets? (SEGMENT B, LEVEL II

Student Petfotmance Goal

23S 21. INSPECT AND REPAIR ANTENNA AND Why must the antenna in- ELECTRONIC EQUIPMENT INSTALLATIONS. stallation conform to the (FIT = 10 hrs., T = 5 hrs., L/S = 5 his.) manufacturer's specifica- 2 segments. tions as to type and loca- (UNIT LEVEL 21 tion? FAR procedures for What advisory circular REPAIR OR REPLACE AIRCRAFT ANTENNAS returning an aircraft specifies what must be done AND RELATED ELECTRONIC EQUIPMENT. to service after a radio to return an aircraft to (SEGMENT A, LEVI:I_ 2) installation. service after a major repair or alteration? Student Performance Goal ono is responsible for carrying out these proce- Given: dures? Manufacturer's manuals, AC 43.13-1, AC 43.9-1A, AC 43.13-2 or equivalent publications, an air- Arthities Check items craft or mock-up with electionic installations Did the student: which use fixed wire, blade or whir, and flush mounted antennas, and questions with multiple Replace an antenna Locate and follow proce- choke answers pertaining to FAR procedures and related electronic dures specified by tile after a major repair or alteratior has been ac- equipment in an air- manufacturer? complished. craft or mock-up. Use proper precautions to avoid damage to the equip- Performance: ment? The student will locate tepair and replacement in- Check lot proper operation formation for a fixed wire antenna, a blade or whip upon completion of replace- antenna, and a flush type antenna. Using this in- ment? formation, he will replace one antenna and rele:ed Repair an antenna lnspect for condition and electronic equipment and repair one other antenna installation intentional.extent of damage? which has been intention.11y damaged by the in. ly damaged by the in- Follow repair procedures sttuctor.lie will select answers to 6 questions structor. in manual provided? pertaining to FAR requirements for retuning cm ',Use suitable tools and aircraft to service after a radio installation has material in making repairs? been made in accordance with approved data. Check for proper operation after completinn of repairs? Standard: Locate proper information and perform replacement and repairs in accordance with published Noce- IDENTIFY AND DESCRIBE PURPOSE OF STATIC dutes and specifications lot return-to flight. Select DISCHARGERS. correct answers for at least 5 questions. (SEGMENT a, LEVEL 21

Kr). Points 1:r (ilk( k Student Performance Goal

Repair or replacement Wnece ate specifications Given: information for elec- and procedures for radio Tatter information, AC 43.13-1 or equivalent tronic equipment in- installations to be fourd? publication, sample static dischargers on an air- stallations. l1hy is the installation of craft or mock -up and drawinga of static dischatgers a radio and antenna con- which include carbon immegnared braid types, metallic sidered as a major alteta Wald types, null-field types, and an ohmmeter. tion of an aircraft? thy are repairs to antennas Performance: considered as critical The student will identify each of the three types work items? of static dischargers and write * brief description Conditions to be .:on- that ate the considera- of how each type performs its intended function. sidered in the installations in locating the Ile will also describe how each type is to be In tion of a radio in an radio unit and its control spected and what wear or damage indications re- aircraft. unit? quire repairs or replacement and then will inspect the einuntina and test the epos), btAci tfaiSlatte.

236 Standard: At least twoidentifications, two descriptionsof functions and two descriptions of repair procedures will be correct, in accordance with information provided.

Key Points Feedback

tatic dischargers. Where are static dischargers located on an airplr .r? a. Causes of corona Why me they use4', mainly static. on Ine:al aircraft? U. Function of dis- Contrast the function of a chargers. static discharger with a lightning rod. Types of dischargers. What purposedoesthe vinyl covering serve on the a.Carbon wick. carbon impregnated braid? b.Metallic braid. flow important is the length c.Null ield. of the braid in a metallic braid discharger? What purpose dc the points servein null-field dic- chargers? How are null-field dischargers attached to the airplane surfaces?

Actit'ities Cbcck Items Did the student:

Identify the following Identify each type with a types of static dis- label? charger from a sample :ell 'he purpose of the or drawing of each: sick of braid where used? a. Car Son wick. Describe what the points b.Metallic uraid. do in the null-field type? c. Null-field. &Describe how each type Trite a beef descrip- should be mounted? tion of how each type Perform inspection of functions to discharge mounting and a test of Eatic buildup from electrical tesistence acoss the wings. the epoxy bond? Write a description forPerform inspection of etch type of wear and braid for wear and abra- damage to look tot whension? inspecting, and whetherPerform inspection of tepaits or replacement points in mall-field type are called fot in each dischargers/ case.

237 CABIN ATMOSPHERE CONTROL SYSTEMS

22. INSPECT, CHECK, TROUBLESHOOT, SERVICE I air is bled directly from AND REPAIR HEATING, COOLING, AIR CON- turbine engines for air con- DITIONING, AND PRESSURIZATION SYSTEMS. ditio.s;ng and pressurization, (EIT =14 hrs..T = 14hrs., L/S0 hrs.) now is the pressure and 4segments temperature of the bled (UNIT LEVEL air kept at a safe level? 11.1W,41111111.1.1111.1MIIMI.1.1 Air delivery system. Describe the general duct- THE PRINCIPLE:, OF OPERATION AND CONTROL ing of the air from the com- OF CABIN PRESSURIZATION. pressor to the mixing valve (SEGMENT A, LEVEL 1) and into the cabin and cockpit. Student Perfotmance Goal itilihat is the purpose of check valves in the de- Given: livery ducts from the air Written information, schematic diagrams and ques- SO'ltces? tions with multiple choice an. ens concerning allow is the air leaving the aircraft cabin pressurization. cs'oin and cockpit routed to the outflow valve or Performance: valves? The student will select answers for 14 questions Outflow valves. What is the main purpose concerning the basic principles of cabin pressuri- of the outflow valves? zation and how .t is controlled, the telationships allow may a jet pump be of cabin pressure to ambient pressure during a used to provide vacu..ara flight, the purposes and operation of check valves for muscle power to operate in delivery ha deers, outflow valves, emergency the outflow valves. relief valves, on 1negative pressure relief valves. 'Should the outflow valve be open or closed when Standard: the airplane is puked? Select correct answers for at lea It ten questions. Emergency relief llhy are emergency relief valves. valves needed? Kr,y Points Feedback At what relative cabin pressure will they start Structural provi SiOt4N allow mus the fuselage opening aetomatically? for cabin pus swiza- structure be designed if it .What condition would call lion. is to be pressurized? for the emergency valves allow much negative pres- to be opened manually sure will it be expected when pressure is below to withstand? maximum? Ohat pottior. of the fuse- Negative pressure Oily is a negative pressure lage is generally included relief valve. relief valve a necessity in10.4, pressurizedarea forafor pressurized aircraft? allow tight mustthe pres- At what negativepressure surizedportion of the will the valve open? fuselage be? Thete is the negative t res- air cana certainamount sure relief vat-q usually o: leakage be tolerated? !oersted? Sovrces of ptessuti- allow can a supercharger Cabin pressure control. What unit is °paroled by Zing airflow. or compressor be designed the cabinpressurecontrol to maintain a relatively system to change cabin constant volume of airflow pressure? eldet Truying tales of drive? Which two presstre are sensed that saf-gJa-ds are needed Its basic cabin pressure to pratet against overspeed control? and overheat in a compressor?

23B 1 a.Automatic rate-of- On what principle does a Key Points Feedback climb cabin pres- rate-of-climb automatic sure control sys- pressure control system Functions of an air In a pressurized airplane, tem. operate? conditioning system. what are the three major Why is the safe rate-of- functions of the airflow climb greater than the system for the cabin and safe rate-of-descent in cockpit? cabin pressure control? Which two functions are How does the rate-of-climb needed in all closed fuse- in cabin pressure relate to lage aircraft? aircraft rate-of-climb? llow does the capacity of b.Automatic ratio How does a ratio system the air conditioning sys- cabin pressure differ from a rate-of-climb tem relate to the passenger control system. system? capacity of the aircraft? How critical is the initial Cabin supercharger or Why is some form of com- setup and flight plan in a compressor. pressor required for a non- ratio system? turbine engine pressurized Manual cabin pres- *Why is manual control aircraft? sure control. usually used only as a Cabin mixing valve What three types of air backup for the automatic and temperature control.are available for mixing? system? How is the mixing valve How can the manual system designed so that hot and be of help in checking cabin cold air are never mixed pressurization operation? with tempered air at the What precautions should be same time? taken when checking pres- How fast does a mixing surization with manual con- valve operate? trol to protect the ears of enat controls the mixing those in the aircraft? valve actuator? 'How can it be controlled if the automatic control THE FUNCTIONS AND PRINCIPLES OF OPERATION system fails? OF AIRCRAFT AIR CONDITIONING. Cockpit airflow and What proportion of the (SEGMENT B, LEVEL I) temperature control. total airflow is needed for the flight compartment? Student Performance Goal Why is adequate ventilation of the cockpit related to Given: electronic rack cooling in Written information and diagrams of an aircraft air many airplanes? conditioning system. Air conditioning func- ' How much of the ventilation tions of the outflow air is exhausted through Performance: valve. the outflow valve? The student will write a brief description of the Why can it never be allowed functions of each of the following components in to completely close? an air conditioning system: the superc'arger or How can cabin air be ob- compressor, the mixing valve, the interco. ter or tained from turbine powered primary heat exchanger, the passenger's cold air aircraft engines without distribution system, cabin and duct sensors, am- using separate compres- bient air sensor, main distribution ducts, cabin sors? air Inlet louvers, cabin air exhaust outlets, out- Air distribution ducts. Describe the basic ducting flow valve, recirculating fan, and ground blower. system for a large cabin plane. Standard: Describe the ducting sys- At least eight descriptions will he in accordance tem for a small cabin plane. with information provided. How is ventilation obtained in case of failure of the compressor system?

9 239 'How Is exhaust air routed What are the bask prin- away from the cabin? ciplesof operationof Ccld air distribution Why is a separate cold air thermostatically con- system. distribution system de- trolled surfaces combus- siable? tion heater? Where are thecold air in- Why is some form of air/ lets for passengers? fuel mixture regulation How is enough differential necessary? pressure maintained to keep Exhaust-type heat Compare the advantages cold airflow always avail- exchangers. and disadvantages of able? exhaust-type heawrs with What will be the effect on combustion heaters. ventilation and temperature How is a6bient air routed in the cabin, if outflow through an exhaust-type valve has failed in a nearly heater for hot air delivery? closed posixion? allow can the hot air output Recirculating fans What is the primary purpose from an exhaust-type heat and ground blowers. of a recirculating fan in an exchanger be thermostati- air conditioning system? cally controlled? What is the function of a Cabin and cockpit How can a surface combus- ground blower? heating. tion heater be used to How may a recirculation heat the cabin and cock- fan be used to replace a pit? ground blower? How can an exhaust-type Why is no ground blower heat exchanger be used to needed on an aircraft with heat the cabin and cockpit? an APU? Protective features forWhat protective features heater control circuits. are included in the control circuits of combustion THE INSPECTION, CHECKING AND TROUBLE- heaters? SHOOTING OF AIRCRAFT COMBUSTION HEATERS Whyarehear control AND EXHAUST-TYPE HEAT EXCHANGERS. switches backed up by over- (SEGMENT C, LEVEL 1) hear switches? What control features are Student Performance Goal incorporated in cabin and cockpit temperature control Given: circuits to prevent execs, Written information and questions with multiple sive heating from the choice answers concerning aircraft surface com- heater? bustionheatersand exhaust-type heat exchangers. Precautions and Why must the exhaust of a hazards in use of combustion heater be iso- Performance: heaters. lated from any leakage into The student will select answers for ten questions the heated airflow? with regard to surface combustion heater operating Why does the same pre- principles and troubleshooting, exhaust-type heat caution apply to the engine exchanger operation and troubleshooting, inspec- exhaust in an exhaust-type tion requirements of cabin heating systems. heat exchanger? What malfunctions could Standard: cause drowsiness of pilot Select correct answers or at least seven ques- or passengers? tions. Inspectic.i and trouble-What are several inspection shooting of aircraft points for a combustion Key Points Feedback heaters or heat ex- heater? changers. What are several inspection Surface combustion What type of fuel is used points of an exhaust-type heaters. in aircraft combustion heat exchanger? heaters?

240 What are the inspection re- What is the function of quirements of a cabin heat- each major component? ing system utilizing heat Describe the location in from an exhaust-type heat relation to each other of exchanger? the units in a freon vapor- Methods of checking What checks can be per- cycle system. combustion heaters. formed for detecting leaks What is the procedure for in a combustion heater fuel servicing a freon cooling system? system which has lost all What checks can be per- of its freon charge? lotmed for detecting leak- c.Air-cycle cooling What are the basic prin. lge from the heater exhaust systems. ciples of an air-cycle into the heated air? cooling system? How can the heater control snow does an expansion system be checked when turbine lower the tempera- the airplane is parked? ture of the air it handles? What is provided to keep the output air from drop- THE CHECKING AND TROUBLESHOOTING OF AIR- ping below freezing? CRAFT VAPOR-CYCLE AND AIR-CYCLE COOLING Troubleshooting of How can the cooling sys. SYSTEMS. cooling systems. tern of a pressurized air- (SEGMENT D, LEVEL 1) craft be checked without engines operating? Student Performance Goal Will an APU usually be adequate for this? t.e Given: Where will troubleshooting Written information, unlabeled diagrams, and com- procedures be found for pletion type essay statements relative to aircraft the cooling system of any vapor-cycle and air-cycle cooling systems. specific aircraft? Performance: The student will inspect labels in spaces provided to identify components in diagrams of a freon vapor- 23. INSPECT, CHECK, TROUBLESHOOT, SERVICE cycle aircraft refrigeration system and an aircycle AND REPAIR OXYGEN SYSTEMS. (EIT = 7 aircraft cooling system. He will complete essay hrs., T = 3 hrs., L/S = 4 hrs.)1 segment statements concerning freon system components, (UNIT LEVEL 2) air-cycle machine components, and checking, troubleshooting and servicing aircraft cooling systems. INSPECT, CHECK, AND SERVICE OXYGEN SYSTEMS. Standard: (SEGMENT A, LEVEL 2) Correct labels and completion words for at least 70 percent of the spaces provided. Student Performance Goal

Key Points Feedback Given: Manufacturer's service manual or equivalent Aircraft cooling Why is some form of cooling written information, check sheet or work card, an system needed for the cabin and aircraft or mock-up with an operative oxygen sys- cockpit air in a pressurized tem. a.Purpose. aircraft? How is ambient air used to Performance: aid in the cooling? The student will check the oxygen system for Which is least important leakage, check bottle pressure and replace a high in a large pressurized air- pressure oxygen bottle, check oxygen system pres- craft: a heater or a cooling sure, inspect oxygen masks for contamination and system? check an oxygen mask and regulator for proper b.Freon vapor-cycle What are the major com- operation. refrigerating sys- ponents of an aircraft freon terns. cooling system?

241 oStandard: Check operation of an Use clean dry tools and All performance will be In compliance with the oxygen mask and wipe hands with a clean check sheet or work card provided. regulator. cloth? Ilipe out masks with a Key Points Feedback clean dry cloth? Check setting of the regu- Necessity for oxygen. Discuss effects of high lator as specified on the altitude on people (anoxia). placard? What is the approximate 'Complete all items on check cabin altitude above which sheet or work card? oxygen Is considered to be needed? Why are flight crew mem- 24. REPAIR HEATING, COOLING, AIR CONDITION. bers required to use oxygen ING, PRESSURIZATION AND OXYGEN SYSTEM at a lower altitude than COMPONENTS. = 9 hrs., T = 9 hrs., required for passengers? L/S = 0 hrs.)3segments Types of oxygen What is the difference be- (UNIT LEVEL I) systems. tween a cabin oxygen sys- IMVIMMILMINNIONIM tem and an individual IDENTIFY COMPONENTS OF AN AIRCRAFT COM- passenger oxygen system? BUSTION HEATER, FREON COOLING SYSTEM, What type of oxygen bottles AND AN AIR -CYCLE EXPANSION TURBINE. are used for individual (SEGMENT A, LEVEL 1) passenger oxygen systems? What type of bottles are Student Performance Goal used for flight crew oxygen? How are the flight crew Given: and passenger oxygen Written information, unlabeled cut-away drawings, systems interconnected in and questions with multiple choice answers. most aircraft? Oxygen handling What are the hazards of Performance: precautions. oil, grease or fuel in any The student will identify and label the following of the fittings of high items in a cut-away drawing of a surface combus- pressure oxygen systems? tion heater: fuel and combustion air inlets, ven- What is the importance of tilating air inlet and outlet, exhaust, fuel nozzle, making sure oxygen bottles spark plug, overheat and drop-out thermal switches; are fully shut off before and show flow patterns by arrows. He will identify removing connecting lines? and label the major components of a freon vapor- Why should oxygen bottles cycle cooling system. He will identify and label be handled with care and the following items in an air-cycle tooling system: stored in cool isolated turbine 24 intake and outlet, turbine, axial flow locations? fan, fan air intake and outlet, oil reservoir, bearing and oil wick, primary and secondary heat exchangers, Activities Check Items and show air routings through the turbine, heatex- Did the student: changers and fan outlet section.

Check an oxygen sys- Use soap and water for Standard: tem on an aircraft or leakage test? Correct labels and arrows for at least 70 percent mock-up for leakage. Inspect fittings for of the specified items. Check bottle pressure cleanliness from grease and replace a high or oil? Key Points Feedback pressure oxygen bottle.Read bottle pressure, Check oxygen system then shut down pressure Fuel and air flow pat-Why are separate air inlets pressure after replacingcompletely before re- terns in a surface corn-provided for combustion and bottle. moving fittings? bustion heater. ventilation air? Inspect oxygen masks Make sure all fittings How is the fuel flow regu- for contamination. were clean before con- lated by the combustion necting? air flow?

242 How Is heat transferred Performance: from the combustion chamber The student will identify samples o: drawings of to the ventilating air? the following components and list referencepage Heater ignition. allow are spark plugs in- nu.nbers for repair or replacement information for stalled and how is high ten of the components identified: Cabin super- voltage provided for them? charger or compressor, hit delivery duct check Control sensors and Where are control sensors valve, cabin air mixing valve and its actuator, overheat protection. or switches located in re- cabin temperature control unit and instruments, lation to overheat and cut- outflow valve, arid actuator, pressure control unit off switches? What are the and instruments, automatic and manualemergency relative temperature set- relief valves, cabin ground blower, recirculation tings? fan, and cabin vacuum (negative pressure) relief What protection is provided valve. around the combustion exhaust outlet to protect Standard: surrounding material and Correctly identify at least ten components and list equipment? correct reference page numbers for repairor re- Freon vapor-cycle How is coolant air obtained placement information for at least 7components. cooling system com- for the condenser and how ponents and servicing. is it controlled? Key Points Feedb,ck allow is the liquid level determined in the freon Sources of repair or Which manuals provide in- reservoir? replacement infoimationformation as to line repairs What are the usual sources for air conditioning of air conditioning and of contamination in a freon and pressurization pressurization components? system? components. Why are such components What is a method of pro- usually replaced, rather tecting the freon system than repaired, when mal- from contaminaricn during functioning or inoperative? component replacement? When repairs are specified, allow is a freon system re- where are part number, for charged when the liquid level is low? needed parts, to be found? Expansion turbine air-allow are the turbine and cycle cooling system axial-flow fan coupled to- REPAIR OR REPLACEMENT PROCEDURES FOR components and ser- gether? AIRCRAFT OXYGEN SYSTEM COMPONENTS. vicing. What type of lubrication is (SEGMENT C, LEVEL 1) provided for the shaft bearing? Student Performance Goal *How is the oil level checked and how is oil added? Given: Manufacturer's service manuals, AC 43.13-2, or equivalent publications, samples or drawings of REPAIR OR REPLACEMENT PROCEDURES FOR oxygen system components and multiple choice AIR CONDITIONING AND PRESSURIZATION COM- questions. PONENTS. (SEGMENT B, LEVEL 1) Performance: The student will select answers to ten questions Student Performance Goal dealing with repair or replacement of oxygensys- tem components, including oxygen high pressure Given: bottles and regulators, walk around oxygen bottles Manufacturer's service manuals or equivalent and regulators, flight crew oxygen masks and flow written material and samples or drawings of air regulators, passenger oxygen masks and therapeutic condition and pressurization system components. oxygen equipment.

243 Standard: Select 8 correct answers.

Key Points Feedback

Oxygen system troubleWhat indication would there symptoms and checks. be if an oxygen system is leaking in the plumbing between bottles and outlets? What can cause insufficient regulated flow to an oxygen mask? What steps must be taken before replacing a malfunctioning flight crew oxygen regulator? 'How should the replacement regulator be checked? Checking walk-around Wiw checks should be and therapeutic made of a walk-around oxygen equipment. oxygen unit to assure it is operating properly? How can a therapeutic

. oxygen outlet be checked for proper operation? ammo, ......

244 ICE AND RAIN CONTROL SYSTEMS

25. INSPECT, CHECK, TROUBLESHOOT, SERVICE, What is the purpose of the AND REPAIR AIRFRAME ICE AND RAIN CON. timer? TROL SYSTEMS.(EIT = 12 hrs., T = 4 hrs., How can minor damage be L/S = 8 hrs.) 2 segment repaired in propeller de- (UNIT LEVEL 2) icer boots? moftromememearkmNnaMINIMMEIMMIINO....MAINIIMPIN11wwwWwps Anti-icing system. What are the principal dif- PRINCIPLES OF INSTALLATION, OPERATION ferences between anti- AND CHECKING DEICING AND ANTI-ICING SYS- icing and deicing? TEMS. a.Airfoil leading How is a wing or stabilizer (SEGMENT A, LEVEL I) edge heated air leading edge designed to systems. make possible an i-icing Student Performance Goal with heated air? When should the anti- Given: icing heating be started Manufacturer's information or equivalent publica- relative to an anticipated tions containing illustrations, diagrams, operating icing condition? and maintenance information concerning deicing How can the operation of and anti-icing systems, and questions with multiple wing or tail anti-icing be choice answers. checked on the ground? What precautions should Performance: be taken when checking The student will select answers to 20 questions or operating heated air dealing with operating principles safety precautions anti-icing on the ground? and checking of deicer boots, leading edge heated Deicribe cue sources for air anti-icing systems for airfoils ant intake ducts, anti-icing heated air in and electrically operated anti-icing for air intake specific types of aircraft. ducts and ports. b. Air scoop and in- How is heated air used to take duct leading prevent icing of engine Standard: edge heated air air intakes? Select at least 14 correct answers. anti-icing. What other types of air scoops or air intakes may Key Points Feedback c.Electrically operated use heated air to prevent anti-icing for air icing? Deicer boot systems. On what portions of an air- intakes and port.: or Why is electrical anti- craft would deicer boots vents. icing often more practical a. Pneumatic type. be used? for small air intakes and 'Where is the pneumatic pus? pressure usually obtained *Why is some form of ice for airfoil dicer boots? prevention needed for in- Why has the use of bonding strument air intake or agents generally replaced pressure sensing air vents? the use of Riv-nuts for What precautions are neces- deicer boot installation, sary when checking elec- What are the operating trical anti-icing on the principles of pneumatic ground? deicer boots? Describe the procedure for checking deicer boot operation. b. Carbon impregnated Where are carbon impreg- electrical type. nated electrical deicer boots used? Why is the electric power cycled to different boots rather than to all at once?

245 REPLACE, INSPECT AND CHECK OPERATION Activities Check Items OF ELECTRICALLY OPERATED AIR SCOOP Did the student: AND PITOT STATIC OR STATIC VENT ANTI- IC ING. On an aircraft or mock-Locate and use appropriate (SEGMENT B, LEVEL 2) up, remove, inspect andwork proceces? replace an electrical Make sure electric power Student Performance Goal heating component for was off and the component air scoop leading edge was not hot before starting Given: anti-icing and an elec- removal? Written information, schematic diagrams, an air- trical heating elementInspect electrical connec- craft or mock-up with electrically operated anti- or component for pitot tions and elements for evi- icing for an air scoop and an air inlet port. tube anti-icing or staticdence of arcing or over- air vent anti - icing. heating? Performance: Check operation of Check resistance element, The student will locate appropriate work proce- both units and signif any evidence of malfunc- dutes, remove, inspect and replace the following: off work sheets showingtion was apparent? an electrical air scoop leading edge, anti-icing work accomplished. Follow procedures while component and an electrical anti-icing element Complete log book reinstalling components? for a pitot tube or static air vent and completer a entry. Make suitable entries on work sheet showing work accomplished. work sheets? Standard: war.. grail...... s....r3.....ms...... Procedures followed in accordance information provided and anti-icing components reinstalled and operative at return-to-service standards and proper safety precautions adhered to in addition to proper entry in log book.

Key Points Feedback

Operation and replace-How is the electrical ment of electrically power provided? operated anti-icing .Why is ground operation components. limited even when external electrical power is available? What type of heating element is used for air scoop leading edge anti-icing? What types of heating elements are used for pitot tube heating and static air vent heating? Precautions and What precautions should check procedures. be taken when replacing electrical heating components? How can the elements and connections be checked? What evidences of malfunction should be looked for during inspection?

246 FIRE PROTECTION SYSTEMS

26. INSPECT, CHECK, AND SERVICE SMOKE AND Why is the detection of CO CARBON MONOXIDE Del ECTION SYSTEMS. more critical in a private (EIT = I hr,, T = 1 hr.,L/S = 0 hrs.)1segment single engine aircraft than (UNIT LEVEL 1) a multi-engine commercial airliner? PRINCIPLES OF OPERATION OF SMOKE AND CARBON MONOXIDE DETECTORS. (SEGMENT A, LEVEL 1) 27. INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR AIRCRAFT FIRE DETECTION Student Performance Goal AND EXTINGUISHING SYSTEMS.(EIT = 11 hrs., T = 4 hrs., = 7 hrs.)3 segments Given: (UNIT LEVEL 31 Written information and completion type essay statements concerning photo-electric 'and visual smoke INSPECT, CHECK, TROUBLESHOOT AND REPAIR detectors and chemical type carbon monoxide de- FIRE DETECTION SYSTEMS. tectors. (SEGMENTA, LEVEL 3)

Performance: Student Performance Goal The student will complete six statements concerning how smoke is detected by photo-electric and visual Given: methods, how air sampling is accomplished for Manufacturer's information or equivalent written smoke detection, and uses of chemical type CO de- information, samples or cutaway drawings of fire tector buttons. detectors and a mock-up with at least one type of operative aircraft fire detecto: system. Standard: Correctly complete at least four statements. Performance: The student will write a brief description of the Key Points Feedback method of operation for each of the following types of fire detectors: thermal switch, thermocouple Methods of smoke de- Where is smoke detection and continuous loop. On a mock-up, he will trace tection. needed? the circuit of a fire detection system and activate a. Photo-electric elf smoke is drawn between the system alarm by hertz applied to a fire detector method. a light source anJ a photo- on the mock-up. He will use a tester or voltohm- cell, what effect will it meter to locate a malfunction introduced into the have on photo-cell output? mock-up circuit and correct the malfunction. Why will accumulated soot and dust cause false smoke Standard: warnings? At least two written descriptions will be correct G nat steps have been taken in accordance with information provided, the cir- to eliminate the need for cuit on the mock-up will be accurately traced, the smoke deteitors in baggage alarm irill operate, and the malfunction will be and cargo compartments? located and corrected to return-to-service standards, b. Visual method of Why is smoke detection smoke detection in needed in an air freighter? Key Points Feedback air freighters. How is.air sampling accomplished in air freighters? Types of fire detectors. What causes the contacts How can a light beam be to close when a Fenwal, used to detect smoke par- a. Bimetallic thermal Wilcolator or other thermal- ticles in the sampled air? switch types. switch type fire detector How can a visual type is subjected to heat or smoke detection system be flame? checked for proper opera- What is provided to com- tion by use of a cigarette? pensate for variations in CO detectors. What happens to a CO de- air temperature around a tector buttin when CO is thermal-switch type fire present? detector?

247 *What type of electrical , . Describe how the dr Useproper terminology circuit %a used with thermal- tector provides a signal, when describing the vati switch type fire detectors? how the signal is usedpans of the system? b.Thermocouple type. What is the principle of to sound an alarm andMake sure electrical poi operation of a thermocouple light a red warning lamp is on for operation of tb type detector such as the and how a test signal relays, alarm, and Watni Edison fire detector? can be initiated to lamps? Ilow is compensation for check the operation ofOperate the test circuit ambient temperature varia- the system. assure the mock-up syst tions provided for thermo- Activate the alarm by is operative? coupletype,fire detectors? holding a flame or heat oKeep heat' appliedto on What type of electrical near a fire detector in detector for sufficient ti circuit is used with thermo- the''mock-up system. to allow for any timede. couple fire detectors? Check the system withbuilt into the system? Why mutt correct polarity a tester or voltam.. Use the tester or yokel). be observed at thermo- meter, locate and cot- meter properly for the t) couple fire detector con- erect a malfunction in- of fire detectors being nections? troduced by the in- checked? c. Continuous loop Name at least two types StfUCtor. type. of continuous loop are detectors. Will a resistance loop be SELECT AND OPERATE FIRE EXTINGUISHERS operative if broken? (SEGMENT B, LEVEL..: Will a Lindburg loop be operative if broken? Student Performance Goal Can loop type fire detectors be repaired if broken? Given: Checking fire detectors ow can loop type fire de- Written information or manufacturer's manuals, and fire detection sys- tectors be chec':ed for be. water and CO 2or dry powder fire extinguishers, terns. ing operative? samples of fire extinguishing agents, provision. Why is some cockpit test for safely conducting fire extinguishment and for checking operation of materials for class A and B fires, and question. fire detection a necessity? with multiple choice ans.,..irs, and excerpts fro How can a switch type fire national or local fire safety regulations. detector be checked for being operative by use of Performance: a voltohmmeter and heat? The cteident will select answers to ten questioi What checks can be made dealinb with proper type of fire extirguisher or for operation of a thermo- extinguishment material to use for extinguisliii% couple type fire detector class A, B, and C fires and the kinds of fires ii by use of a voltohmineter chided in each classification. He will select and heat? proper type of extinguisher and extinguish one Why is a visual inspection trash or wood fire and one fuel fire. He will the first thing to be done select answers to ten questions dealing with when checking for trouble hazards and precautions in handling fire exting in a continuous loop fire itfighting electrical fires glad when using cett detector? types of fire extinguishers in closed or poorly tilated areas, and the characteristics of gasoli Activities Cbeck Items and kerosene fires and their extinguishment. Did the student: Standard: Trace a fire detector Note the aircraft location Select at least eight correct answers for each circuit on a mock-up offor each component of the of ten questions, and one correct type of extint a fire detection sys- fire detection system? each for class A and B fires. He will handle t tem. extinguisher and extinguish fires in accordance safety regulations provided.

248 Key Points Feedback Why is a fuel fire much more difficult to ex- Classes of fires and Name the three classes of tinguish after it has types of extinguishers fires and the types of burned a short while? suited for each class. materials associated with each. Activities Check Items a. Class A fires. Where would class A fires Did the student: be likely to be encountered in aircraft? In parking and Select proper ex- Select a water type ex- work areas? tiuguishers for class tinguisher for the trash or What types of extinguishing A and B fires and wood fire? agents ate most likely to be extinguish one trash 'Select a CO2 or dry powder available to fight class A or wood fire and one extinguisher for the fuel fires? fuel fire. fire? What type of extinguisher Use both extinguishers in is most commonly provided a safe and effective man- in aircraft for class A fires? ner? b. Class B fires. What types of class B fires are likely to be encountered around aircraft?In work CHECK, TROUBLESHOOT AND REPAIR AIR- hangers? CRAFT BUILT-IN FIRE EXTINGUISHING SYS- Which types of extinguishers TEMS. are best suited for fighting (SEGMENT C, LE% EL 2) fuel and oil fires? What kinds of extinguishment Student Performance Goal. agents are used in portable fire extinguishers around Given: aircraft work and loading Manufacturer's or equivalent information, an air- areas? craft or mock-up with a built-in aircraft fire ex- c. Class C fires. What tys)es of extinguishers tinguishing system which is electrically controlled, and extinguishing agents suitable test equipment and tools. should be avoided in fighting class C fires? Why? Performance: Which types of portable ex- The student will draw a block diagram of the tinguishers are most suitable built-in fire extinguishing system, label each for electrical fires? major component shriving unit name, location in Handling of portable How close to a fire should aircraft and function. He will draw a simplified extinguishers. a person get before diagram of the electrical control circuit identify- ring discharge of a portable ing components and listing function of each com- extinguisher? ponent. He will check continuity of the electrical How can the extinguishing circuit, check the pressure of the fire extinguish- agent be used as a protec- ing agent in the container and list three possible tive curtain for the operator? causes for system failure to operate. What precautions should be taken when fighting a wheel Standard: fire caused by hot brakes? At least 70 percent of the components will be cor- Why should all of the hose rectly identified, properly located, and correct be unreeled before releasing function shown. The electrical control circuit pressure when using ex- will be accurate in accordance with information tinguishers with extended provided. Container pressure and continuity check hoses? of the citcuit wilt be done in accordance withpro- Fuel and oil fir's. Where does ignition start in cedures provided and at least two possiblecauses a gasoline fire? In a kero- of system failure will be correctly listed. sene fire? Why ate flashb.cks to be expected when fighting fuel fires? How can they be avoided?

249 Key Points Feedback Activities Check Items Did the student: Aircraft built-in fire *name several fire ex- extinguishes systems. t nguishing agents which Draw a block diagram Identify each component by h ve been u.erl in air- of a built-in electrical- name, location in the aircraft fire extinguishing ly controlled 'aircraft craft and function in the systems. fire extinguishing sys- system? Why has freon been favored tem which is on an Show source of electrical for most large modern air- available aircraft or power? craft systems? mock-up. Show how the system is Vrhy ar. dual bottles used Draw a simplified armed or activated? in most aircraft systems? schematic of the elec-Show how discharge is What methods are used to trical control circuit electrically initiated and mechanic:. -Sty and electri- for the fire extin- how this results in release cally discharge the con- guishing system, of the fire extinguishing tainers? labeling components, agent? Pressure and dis- oHow can the pressure be and listing function Show thermal and normal charge indication. checked for each container? of each component. discharge discs and their What indicators are pro- Check the pressure in functions? vider, to show that nclmal a builtin fire ex- Properly use electrical or thermal discharge has tinguisher container. continuity test equipmen:T take place? Check continuity of theInclude previous accidental What is provided in the electrical circuit. or thermal discharge as a cockpit to show which sys- List three possible possible cause for system tem is ready for discharge causes for system failure? when the system has been failure of the built-in armed? fire extinguishing Malfunctions and *What cou:d cause the failure system. troubleshooting. of one bottle to discharge when called for? ihat could cause failure of the entire system to operate? What could cause a bottle to discharge into other than the selected area? Into more than one area?

250 CHAPTER III POWERPLANT CURRICULUM INSTRUCTIONAL UNITS

There are two sections included in the Powerplant Curriculum; Powerplant Theory and Maintenance and Powerplant Systems and Components. The instructional units in the Power- plant Curriculum, combined with the General Curriculum, will provide a student with the necessary technical knowledge and manipulative skilistobecome a licensed powerplant mechanic. Although a sequence for instruction is presented in this report, the instructional units may be rearranged to better accommodate a particular school's requirements. As in the case of the General and Airframe Curriculums, the segments under each of the instructional units should remain with the unit if maximum instructional impact is to be achieved. The total time alloted for this section by FAR 147 is 750 hours. The Powerplant Curriculum as shown in this publication provides for 740 hours of instruction. The remaining ten hours may be used for review, additional practice, and/or examinations. Preceding both the Powerplant Theory and Maintenance and the Powerplant Systems and Components instructional units is an outline of the instructional units and their segments for each particular subdivision. The estimated time allotment is also provided; this may be adjusted to meet the requirements of each particular school. As with the General and Airframe Curri- culums, an adjustment of time for each Instructional unit is permissible as long as it does not jeopardize a student's learning attainment of the other instructional units as specified in FAR

147. In this Curriculum, as well as in the General and Airframe Curriculums, projects must be representative of the aviation industry and time allotments for practice on level 3 projects must be appropriate and of sufficient duration. Furthermore, there should be a minimum time lag between theory classes and laboratory/shop instruction. Instructional space should be adequate to handle the projects and to safely accommodate the number of students involved in instructional activities, Space must be provided for the dia.. assembly, repair, cleaning, inspecting; assembly, testing, and servicing of engines, engine components, and accessories. Facilities for running engines with the containment of noise to adjacent areas is important for the elimination of instructional Interruption in other areas of the school. Etch of the instructional areas should have accessible storage which protects parts from damage and at the same time permits easy retrieval.

251 Projects should be of the type and quantity which allow each student to receive an identical instructional experience. Worn fasteners should not be used on level 3 projects if students are to develop level 3 skills. As with other curriculum areas, instructional activities should be related to the student performance goals for each of the segments. If a school cannot provide the items and/or conditions identified by a student performance goal, then it should either obtain the necessary materials and projects or rewrite the student performance goal so that it better relates to the materials and projects unique to the school. It is extremely Important that the student performance goal should be directly related to the instructional activities if the student is to receive maximum instructional benefit.

232

11.4..- OUTLINE POWERPLANT CURRICULUM PART I, POWERPL ANT THEORY AND MAINTENANCE

Instructional Units, Segments, and Estimated Instructional Time RECIPROCATING ENGINES

1. OVERHAUL RECIPROCATING ENGINES. - Level 2 104.0 hrs.

A.Explain the principles of the Otto cycle. - Level 2 B. Use correct cylinder nomenclature. - Level 2 C.Identify crankshaft and rod assemblies. - Level 2 D. Recognize and classify types of reciprocating engines. - Level 1 E. Rccognize and describe propeller reduction systems. - Level 2 F.Identify nose and power cases and describe loads. - Level 1

G. Recognize, identify and describe functionofvalve springs. - Level 1 H. Identify factors affecting volumetric efficiency. - Level 1

I.Timing valves and explaining valve overlap. - Level 2 J.Identify, clean and inspect various types of bearings. - Level 2

K. Determine firing orderofreciprocating aircraft engines. - Level 2 L. netermine direction of rotation and speed of engine accessory drives. - Level 2 M. Identify and describe problems associated with high power operation. - Level 1

N. Preparation of a work station for overhaulofan engine. - Level 2 0.Overhaul reciprocating engine - Level 2 2. INSPECT AND REPAIR RECIPROCATING ENGINES. - Level 2 43.3 hrs.

A.Inspect a cylinder. - Level 2

B.Detect defects in crankcase assemblies. - Level 2 C. Remove and replace a stud. - Level 2 D. Select serviceable bearings. - Level 2 E. Dimensionally inspect a crankshaft. - Level 2 F. Identify, remove and reinstall piston and knuckle pin retainers. - Level 2 G. Identify, dimensionally inspect various cams and Cam-followers. - Level 2 It Inspect, reface and reseat valves in a cylinder. - Level 2

1. Install cylinder assembly on an engine. - Level 2

253 3. INSPECT, CHECK, SERVICE AND REPAIR OPPOSED AND RADIAL ENGINES AND RECIPROCATING ENGINE INSTALLATIONS. - Level 3 51.0 hrs.

A.Check and rig cable operated and push-pull engine controls. - Level 3

B.Recognize and identify dynamic engine mounts. - Level 1

C.Recognize unbalance and "critical vibration range" of propellers. - Level 2

D.Operate an engine at various power settings. - Level 3 E.Adjust oil pressure. - Level 3 F. Check operation of an oil dilution system. - Level 3 G. Perform an ignition check on an operating engine. - Level 3

H.Install and time a magneto to an engine. - Level 3

I.Adjust idle speed and mixture on a carbureted engine. - Level 3 j.Perform a compression check of an engine. - Level 2 K. Adjust valve clearances and make valve timing checks. - Level 3 L.Identify the probable source of metal particles found in oil screens. - Level 2

4. INSTALL, TROUBLESHOOT, AND REMOVE RE- CIPROCATING ENGINES. - Level 3 40.0 hrs.

A.Lift or hoist an engine into an engine mount. - Level 3

B.Install and remove a propeller from the propeller shaft. - Level 3

C.Pre-oiling of overhauled engines. - Level 2 D. Remove and reinstall baffles. - Level 2 E.Demonstrate correct engine starting procedures. - Level 3 F.Recognize symptoms that indicate operational distress. - Level 2 G. Operate an engine equipped with a constant speed propeller and/or supercharger. - Level 2 Estimated Instructional Time 233.5 hrs.

TURBINE ENGINES

S. OVERHAUL TURBINE ENGINES. - Level 2 34.0 hrs. A. 'Illustrate Newton's laws and the Brayton cycle. - Level 2 B. Explain relationship of RPM and thrust in a turbine engine. - Level 2 G.Identify and explain the characteristics of different turbine compressors. - Level 2

D.Identify major components and explain airflow in fan or by-pass turbine engines. - Level 2 E. Identify pressure changes in a turbine engine. - Level 2

254

...... 11* F.Identify airflow in diffusers, - Level 2

G. Identify types and characteristics of combustion chambers. - Level 2

H. Identify impulse and reaction blades and thrust reversers. - Level 2

I. Compare characteristics of turboprop and reciprocatingengines. - Level 1 J.Overhaul turbine engine. - Level 2

K.Describe modular overhaul. - Level 1 6. INSPECT, CHECK, SERVICE, AND REPAIR TURBINE ENGINE INSTALLATIONS. - Level 2 10.0 hrs. A. Remove and install a combustion caseand liner. - Level 2 B. Disassemble and reassemble compressorsection of a turbine engine. - Level 2 C, Remove and reinstall a fuel nozzlein a turbine engine. - Level 2

7. INSTALL, TROUBLESHOOT, AND REMOVE TURBINE ENGINES. - Level 2 10.5 hrs.

A.Identify damaged turbine blades. - Level 1

B.Recognize and identify combustion chamber hot spots. - Level 2 C.Adjust fuel control of a turbine engine. - Level 2

D.Recognize the effects of exhaust nozzle area. - Level 1 E.Identify compressor surge. - Level 1 F.Identify causes for performance loss - Level 1 G. Removal and installation ofturbine engine. - Level 1 Estimated Instructional Time 54.5 hrs.

ENGINE INSPECTION 8, PERFORM POWERPLANT CONFORMITYAND AIRWORTHINESS INSPECTION. - Level 3 10.0 hrs. A. Inspect an engine for compliancewith airworthiness directives. i - Level 3 B. Inspect an engine for conformity withspecifications. - Level 3 Estimated Instructional Time 10.0 hrs. Total Estimated Instructional Time 303.0 hrs.

255 KcLirm.p...m,I mu

1. OVERHAUL RECIPROCATING ENGINES. 'Activities Check Items (El? I= 104 hrs., T = 24 hrs., L/S = 80 hrs.) Did the student: 15 segments (UNIT LEVEL 2) Label the sketch or Correcrly label the dia- line drawing identifyinggram? EXPLAIN THE PRINCIPLES OF THE OTTO each of the four eUse correct nomenclature CYCLE. strokes. during the explanation? (SEGMENT A, LEVEL2) Illustrate the valve positions during each Student Performance Goal of the events of the Otto cycle. Given: Describe the sequenceUse correct sequence? Unlabeled sketches or diagrams illustrating the of events in an Otto five events and four strokes of an Otto cycle. cycle.

Performance: The student will label the illustrations and de- USE CORRECT CYLINDER NOMENCLATURE. scribe the five events which occur in an Otto cycle. (SEGMENT B, LEVEL 2)

Standard: Student Performance Goal The labeled sketches or diagrams will correctly identify piston, valve, and crankshaft positions in * Given: each of the four strokes. Correct nomenclature A typical air cooled cylinder, an unlabeled dia- will be used in labeling the diagrams and while gram or sketch of that cylinder, and appropriate describing the events. reference manuals.

Key Points Feedback Performance: The student will interpret information from the Engine cycles. What is the difference be- manual, identifying the construction features of tween a 2stroke and a the cylinder and label the diagram or sketch. 4stroke engine? What is an engine stroke? Stand-ad: What is meant by TDC The student will identify as a minimum require- and BDC? ment, the following parts of the cylinder: barrel, 'How is the position of the head, skirt, fins, base flange, rocker cover, valve crank throw related to the guide and seats, valve ports, spark plug bushings. position of the piston? Correct nomenclature will be used when labeling Events in the What is the sequence of the diagram or sketch. engine cycle. events for an Otto cycle engine? A two-cycle Key Points Feedback engine? Ohm is the position of an Nomenclature of a Why does the exhaust intake valve during the cylinder. valve area of the cylinder last portion of the exhaust have more fins than the stroke? intake port area? Why are valves timed in How ate cylinder heads relation to the crankshaft attached to the cylinder rather than position of the barrel? piston? Thy is the aluminum head Outing which event are of the cylinder not used as both of the valves closed? a guide and seat for the *What principle causes air valves? to flow into the cylinder Materials used in What materials are used in during the intake stroke? cylinders. the production of cylinder heads?

257 From what materials are What is the difference be- cylinder barrels and tween a counterweight and liners made? a dynamic dampener? What materials are used What are the principle for valve sears? Valve types of crankshaft assem- guides? blies? What are the principle types Activities Check Items of rod assemblies? Did the student: What is the difference between a master and an Label the sketch or Exercise care while ex- articulating rod? diagram identifying: amining and handling the 'What methods are generally a.Cylinder barrel. cylinder? used to secure the position b. Cylinder head. Use correct nomenclature of the knuckle pins in the c. Cylinder skirt. and correctly label the master rod? d.Fins. drawing or sketch? What are some of the pre- e.Base flange. cautions to be observed in f .Rocker cover. the inspection and handling g. Valve guide. of crankshafts and rod h. Valve seat. assemblies? .Valve port. What process may be applied j. Spark plug bushings. to the main bearing journals to reduce wear? Why are sludge tubes and IDENTIFY CRANKSHAFT AND ROD ASSEMBLIES. plugs incorporated in the (SEGMENT C, LEVEL 2) design of a crankshaft? Materials used in 'What are the principle Student Performance Goal the crank and rod materials used in the con- assemblies. struction of crankshafts? Given: A display of various crankshaft and rod assemblies Activities Check Items and associated reference manuals. Did the student:

Performance: Name and identify Protect the parts from The student will examine the crankshaft and rod the parts of a crank- damage while they were assemblies and identify an assembly from an en- shaft and rod being handled? gine that incorporates a dynamic dampener. He assembly. Use correct nomenclature? will explain the purpose of a dynamic dampener. Describe function. Correctly describe the The student will identify, disassemble and re function of a crankshaft assemble an articulating rod in a master rod as- and rod assembly? sembly, naming and describing the function of Disassemble and Follow procedures detailed the principal parts of the crankshaft assembly. reassemble an articu- in the manual? lating rod of a master Select and use correct tools? Standard: rod assembly. Practice safety when hand- The student will correctly distinguish between ling tools and engine com- the various types of ctankshafts and rod assem- ponents? blies. He will follow the correct procedure while disassembling and reassembling the articulating rod and will accomplish the assignment without RECOGNIZE AND CLASSIFY TYPES OF RE- damage to the tools or part of the engine. Correct CIPROCATING ENGINES. nomenclature will be used during all explant ions. SEGMENT D, LEVEL I)

Key Points feedback Student Performance Goal

Identification of typeslthat is the purpose of a *Given: of crankshafts and rod crankshaft? A random display of air or liquid cooled engines assemblies. of the radial, opposed and in-line cylinder arrangement.

238 Performance: Key Points Feedback The student will physically examine the engines and classify them by both cylinder arrangement Propeller speed re- What factors limit the and method of cooling. duction. rotational speed of a propeller? Standard: Why are higher rotational Identification will be without error. speeds beneficial to the power available from a Key Points Feedback piston engine? How would the use of a. Cooling methods.- What are son e of the ad- larger diameter propeller vantages of air cooling over affect propeller RPM? liquid cooling for aircraft Types of gear reduc- Why is it necessary to engines? tion. have a stationary gear ,What are some of the dis- (sun) in a planetary sys- advantages of air cooled tem? engines? What are some of the ad- oHow does the cooling of vantages of a spur gear an engine influence the system over a planetary fits and clearances that system? will be required between Does disassembly of a parts within the engine? spur gear propeller reduc- Whst effect does oil vis- tion system constitute a cosity have on cooliag and major repair of the engine? engine wear? Explain why the direction Cylinder arrangements.Why must a single row of rotation of the propeller radial engine have an cdd- shaft is influenced by the number of cylinders? type of gear reduction pro- What would be the cylinder vided to the engine. arrangement of a 14 or 18 cylinder radial engine? Activities Check Items Why are in-line anti opposed Did the student: engines designed with an even number of cylinders? Label the component Use correct nomenclature parts illustrated in in labeling the drawing the drawing. and explaining the system? RECOGNIZE AND DESCRIBE PROPELLER RE- Indicate direction of Correctly illustrate direc- DUCTION SYSTEMS. gear and shaft rotation.tion of rotation? 'SEGMENT E, LEVEL 2) Explain the purpose and function of a propeller Student Performance Goal reduction system.

Given: A drawing or sketch cf both a spur and a planetary IDENTIFY NOSE AND POWER CASES AND DESCRIBE propeller reduction gearing including BMEP systems, LOADS. and a display or cutaway of one of the two systems. (SEGMENT F, LEVEL 1)

Performance: Student Performance Goal The student will label the components illustrated in the drawing. Ile will indicate by means of arrows Given: the direction of rotation of each of the gears in the Mock-ups, cutaways or actual nose and power reduction system and describe Nee mesons for cases of reciprocating engines. teducing ptopellet speeds. He will trace and explain the operation of the BMEP system. Performance: The student will recognize the construction fea- Standard: tures and describe how the working loads are im- Correct nomenclature will be used in labeling the posed on the nose and power cases. drawings and describing the systems.

2$9 Standard: tio Standard: The student will use collet. nomenclature to Recognition and identification of the assembly will identify the features and describe the loads and be without error. The student will cite at least forces. two reasons for the use of multi-spring assemblies.

Key Points Feedback Key Points Feedback

Power case loads. What forces act on the Purpose of multi- In what way does the use power case of a recipro- springs. of multi-springs provide a cating engine? safety factor? Describe two of the methods Explain why valves may that are used to attach the tend to "float" or "bounce" cylinder hold down flanges ar high speeds, to the power case. Why does the inner valve Why aren't gaskets and spring often coil in a direc- se..ling compounds normal- tion opposite the direction ly used between the cylinder of the outer spring? flanges and the power cases? What physical characteristics What are the advantages of of one spring will tend to thru-bolts over studs in damp the frequency of vibra- main power cases? tion of a second siring? Nose case loads. How are thrust loads trans- Wilat tools and procedures mitted to the nose case? are necessary to check a ' How are gyroscopic forces spring for tension? Com- developed in an engine? pression? -tow are torque loads Why does a multi-spring absorbed in the nose case usually rest.on a washer of an engine? instead of bearing directly How are radial loads im- upon the cylinder head? posed on the nose case transmitted to the power case? IDENTIFY FACTORS AFFECTING VOLUMETRIC Construction features.How is the thrust bearing EFFICIENCY. retained in the nose case? (SEGMENT )1, LEVEL 11 What design feature of a nose case provides a Student Performance Goal ready identification of a propeller reduction sys- Given: tem? Information sheets, reference manuals and a listing of at least seven factors that .iffect the volumetric efficiency of an engine. RECOGNIZE, IDENTIFY AND DESCRIBE FUNC- TION OF VALVE SPRINGS. Performance: (SEGMENT G, LEVEL 1) The student will explain how five of the factors are related to volumetric efficiency. Student Performance Goal Standard: Given: Cottect nomenclature will be used with at least A random display of poppet valve spring assem five factors of the explanation. blies from typical aircraft piston engines. Key Points Feedback Perfotmancet The student will recognize and identify a mu!ti- Volumetric efficiency.allow does the surface sprint assembly from the valve spring display and toughness and shape of an describe the reasons for the use of multisprings intake manifold affect in aircraft engines. volumetric efficiency? What is meant if an engine is described as 'normally aspirated'?

260 What is the effect of super- What is the effect of charging on the volulletric cessive hot clearanc. efficiency 3f an engine? making a valve timinj How would a leak in an in- check? take manifold affect volu- What is meant by the metric efficiency? ci .arance of a valve; How does the compression What is a valve over! ratio of an engine affect Nomenclature of What is a cam ring or volumetric efficiency? valve gra/. trains. plate? allow does the maximum What :s a cam shaft:. RPM of an engine relate to What is a cam lobe? volumetric efficiency? What is a cam follow How does valve timing af- What is the purpose fect volumetric efficiency? ramp on a cam lobe? Explain how throttle posi- What is a "zero lash tion is related to volumetric valve lifter? efficiency? How are rocker arms alow does the propeller load rated? relate to the volumetric ef- Using timing diagrams. Why is the opening a ficiency of the engine? closing of a valve d, grammed in terms of shaft rotation rather TIMING VALVES AND EXPLAINING VALVE OVER- piston position? LAP. Why does the timing I SEGMENT I, LEVEL 21 valves on a radial e requite adjusting of Student Performance Goal clearances, and opp engines equipped wi Given: hydraulic lifters do A valve timing diagram and a blank table of limits require such adjust:: chart with manufacturer's instructions for an engine that incorporates external valve timing adjustments. Activities Check Items Did the student: Performance: The student will describe the purpose of valve overlap Draw Diagram. Use correct nomenc and explain how valve overlap affects engine perform. as part of the eat+ ance. Provided with the manufacturer's manuals, the Accuiately complet. student will interpret the instructions, complete the Complete table of Correctly interpret diagram, and table of limits chart for timing the valves limits. tiens and follow th, of the engine. ruznded procedures Accurately comple Standard: limits? The student will use correct nomenclature as part of the descriptions end explanations. Valve timing diagram and completed table cf limits will be within the tolerance prescribed in the manufacturer's manual.

Key Points Feedback

Valve timing. Why must a mechanic be IDENTIFY, CLEAN AND INSPECT VARIOIJ thoroughly familiar with OF BEARINGS. the abbtt:viations 'BOC, (SEGMENT .1, LE% TDC, After BC, Before TC" etc.? Student Performance Goal thy is it important that valves be "timed"? Given: What is meant by "lead A random display of plain, roller, ball and and lag'? bearings of the types found in aircraft eng the manufacturer's manuals specifying the procedures and limits applicable to these

261 Performance: DETERMINE FIRING ORDER OF RECIPROCATING From this display of bearings, the student will AIRCRAFT ENGINES. name and identify each type ofbearingand de- (SEGMENT K, LEVEL 2) scribe one probable location where such bearing would be used within the engine. He will clean, Student Performance Goal inspect each type of bearing and judge whether the bearing is of return-toservice quality. Given: Aircraft engines of the radial, opposed and inline Standard: types and the associated maintenance manuals. Identliication of each type of bearing will be without error.Interpretation of the tolerance and pro- Performance: cedures specified in the manuals and the acceptance The student will explain the principles that deter- or rejection of the bearings will be accurate. mine the firing order for each engine. Using the information available in the maauals or on the en- Key Points Feedback gine data plate, the student will rotate the crankshaft, observe the valve rocker arm action and Types of bearings. What type of bearing is de- point to each cylinder in the order in which it will signed to accept thrust fire. loads? What kinds of bearings are Standard: used to carry heavy radial The explanations and determination of firing order loads? will be without error. What type of bearing is used under high rotational KeyPoints Feedback speeds? Lubrication of ow are plain type bearings Firing order for: Why does a single row bearings. lubricated?i.e.,. by spray, radial engine have an un- by splash or by pressure? a.Radial engines, even number of cylinders? How are roller bearings single and twin row. Why does a twin row radial generally lubricated? engine fire alternately in Storage, handling of How should a mechanic b. Opposed engines. front and rear row? beatings, prepare a new, sealed ball What one feature of an in- bearing for installation? c. Inline engines. line engine dictates the How should a mechanic firing order of that engine? prepare a servicable bear- 'Explain why two different ing for long term storage? firing orders may be used How are bearingscleaned onfourcylinder opposed prior to inspection? engines. Inspection and How is the thrust direction How could a mechanic installation. ofa ball bearing determined? determine the firing order What installation procedure of an engine if the data will insure the minimum plate and manual were not damage to the seal of a available? sealed ball bearing? Activities CheckItems Activities- Check Items Did the student: Did the student: Rotate crankshaft Correctly interpret informa- Visually and dimen- Follow the procedures and point to each tion from the manual or sionally inspect plain, specified in the manual? cylinder in the firing data plate? ball, roller and needleInspect and correctly Use correct nomenclature bearings. judge the servicability of as part of the explanation? the bearings? Verify the firing order se- Clean, lubricate Carefully handle bearings quence by identifying valve beating and prepare to avoid damage? action and compression with- for storage. in the cylinder?

262 DETERMINE DIRECTION OF ROTATION AND Label the line draw- 'Correctly interpret Infor- SPEED OF ENGINE ACCESSORY DRIVES. ing to indicate direc- mation from the service (SEGMENT L, LEVEL 21 tion of tott.:ion and manual and correctly speed of the aces- label the drawing? Student Performance Goal sory drives.

Given: Any aircraft engine incorporating at least five IDENTIFY AND DESCRIBE PROBLEMS ASSO- accessory drives, a line drawing of the accessory CIATED WITH HIGH POWER OPERATION. case of the engine and the associated manufacturer's (SEGMENT M, LEVEL 1) manual. Student Performance Goal Performance: The student will interpret information from the Given: manual, rotate the crankshaft of the engine, then A written list describing twenty problems that are draw arrows on the diagram illustrating the direc- common to the operation of aircraft engines and tion and the speed of accessory drive gears. the operation/limitations for a specific engine.

Standard: Performance: Interpretation of information will be without error. Provided with a list describing pioblems common to the operation of aircraft engines, the student Key Points Feedback will identify five problems which could have resulted from high power operation before the oil Location of accessoryWhy are some accessories temperature and pressures reached operating limits. drives: mounted in front of the cylinders on a radial. en- Standard: a.Rear case. gine? At least four of the five problems identified by the Why does the engine manu- student will be correct. b.Front and inter- facturer consider the power mediate cases, that will be required to Key Points Feedback drive an accessory? .How is the thrust of Operating limits. off a bearing within an en- beveled gears in a drive gine is operated with in- chain absorbed? sufficient lubrication, what Direction of drive. off a direct spur gear is is the most probable result? driving another gear, what What will be the effect if will be the direction of there is insufficient oil the driven gear? flow to the accessories of sin a planetary gear sys- an engine? tem, what is the direction How does temperature af- of rotation of the planetary fect the viscosity and flow gears? characteristics of oil and Speed of rotation. off a gear of greater diameter bearing clearances? is driving a gear of smaller What effect does high power diameter, what will be the settings have on the loads relative speed of the smaller applied to the bearings of gear? an engine? off the sun gear of a plane- How can operating tem- tary system is not locked in peratures effect the valve position, what is the action timing of radial engines? of the other gears in the How can inadequate warm- system? up affect the control and response of a constant Activities Check Items speed hydromatic propeller? Did the student:

Rotate engine crank- Rotate crankshaft in proper .haft. direction?

263 PREPARATION OF A WORK STATION FOR OVER- *What precautions should HAUL OF AN ENGINE. be observed when hoisting (SEGMENT N, LEVEL 2) or lifting an engine? Describe a method that Student Performance Goal would assist in identifying and retaining special fit- *Given: tings that are removed from A written list that identifies twenty safe and un- an engine. safe practices (normally associated with handling What procedure should be of engines and the preparation of a work station followed to install an en- prior to engine overhaul), an engine and a work gine in a shipping con- station. tainer? Describe a procedure that Performance: should be followed to in- The student will recognize all hazardous condi- stall an engine in an over- tions and arrange the engine in the work station haul stand. for an engine overhaul. Why should the oil be drained and the oil screen Standard: checked before an engine All hazardous Fractices will be identified. The is disassembled for over- sequence of operations to prepare the work station haul? will be in general agreement with common industry practice. Activities Check Items Key Points Feedback Did the student:

Preparing a work Where would a mechanic Prepare work station Plan the sequence of opera- station for overhauling locate information that and position an en- tions? an engine. described the kind of gine in the overhaul Observe safety practices? overhaul stand that would stand. "Maintain cleanliness and be necessary to overhaul order in the work area? a large radial engine? What types of overhaul stands may be used when OVERHAUL A RECIPROCATING ENGINE. overhauling opposed en- (SEGMENT 0, LEVEL 2) gines? What hazards are asso- Student Performance Goal: ciated with the condition of the floor in the engine Given: overhaul areas? A small opposed or radial engine, a work station What considerations should having an engine overhaul stand and necessary be given to possible con- tables and parts racks, necessary hand and spe- tamination from dust, sand, cialized tools and fixtures, an overhaul manual and dirt in the overhaul and overhaul inspection sheets. area? What hazards are associated Performance: with the condition of parts With the use of the overhaul manual the student and/or storage racks that will disassemble the engine, label and store the will be used to hold the parts, clean the parts, inspect the parts physical- disassembled engine? ly, visually, and with non-destructive testing; Preparing an engine Describe some of the pro- measure the parts for wear and identify those parts . for overhaul. cesses that are used to that are reusable from the table of limits; reassem- clean an engine before ble the engine; and record all findings and recom- disassembly? mendations on the overhaul inspection sheets. Whaz are some of the methods that may be rr ed to record the locations of fittings and baffles?

264 Standard: allow areparts protected All procedures followed, recorded data on the during sand, nut, and overhaul inspection sheets, and recommendations vapor blasting? for parts rejection will be correct for the parti- allow are ball and roller cular engine and the engine will be assembled bearings cleaned? mechanically correct. What dangers exist from magnetism to anti-friction Key Points Feedback bearings? What procedures should be Engine overhaul What types of hand tools used for drying bearings equipment. are required for engine and how should they be overhaul? wrapped to prevent the What types of power equip- entry of dirt? ment and presses are re- Physical inspection allow are backlash, fits, quired for engine overhaul? procedures. and clearances inspected? What are the advantages of How are studs checked? a cradle-type overhaul How are flaking, pitting, stand? galling, and excessive How can an engine shipping wear or looseness of box be used as an engine liners identified? overhaul stand? How are bushings checked How are special overhaul for cracker, mutilation, tools obtained? scoring, indications of Engine disassembly. How is engine disassembly overheating, looseness, procedural sequence de- and excessive wear? termined? Describe the inspection What techniques can be em- techniques for crankcases, ployed in loosening frozen brackets, adapters, sumps, fasteners? and cover plates, for cracks allow are various internal nicks, breaks, surface parts of the engine pre- smoothness, ct; parting tected during disassembly? surfaces, obstructions in How are parting surfaces drill passages, tightness having gaskets or "0" of plugs, and mutilation rings separated without of internal threads in damage? tapped holes. How are scuffs and scratches How are gears examined prevented? for evidence of improper Storingparts during How should the various tooth bearing, pitting, overhaul. parts of the engine be fatigue cracks, excessive stored? wear and burns? What are the correct ways How are shafts examined for labeling the various for straightness, condition parts of the engine? of threads and splines, How should parts from dif- smoothness of bearing ferent assemblies be journals, excessive wear grouped? and fatigue cracks? Cleaning the engine. What are the methods used How are oil pipes inspected in cleaning parts of a dis- for dents, cracks, nicks, assembled engine? condition of flanges, and What is the difference be- those oil pipes that fit in tween degreasing and a mating bracket or hole in decarbonizing? the crankcase for looseness What are the procedures of fit? used for cleaning internal How are rivets examined passages of an engine? for security of anchorage? How are dissimilar metals Non - destructive What are the steps in placed in a gunk tank? testing. magnafluxing?

265 How are parts prepared How is the engine pre- and inspected with Zyglo? pared for storage? Where and when should Dy-Check be used? Aciivitics Check hems Ilow are magnifying glasses Did the student: used in visual inspection? Overhaul inspection Who determines the limits Engine disassembly. Use proper procedures and sheets and table of specified in the table of techniques in disassembly. limits. limits? Protect the parts from What information is con- damage. tained in the table of limits? Label parts correctly. How are engine overhaul Store the parts properly. inspection forms related to Engine cleaning. Protect the ports from the table of limits and what damage. readings are written on the Clean the parts and pass- overhaul inspection sheets? ages thoroughly. What does the term by Inspection. Use proper inspection selection" indicate? techniques, materials, Inspection gauges, How should micrometers, tools, and equipment. indicators, and devices,inside micrometers, micro- Interpret the table of limits meter depth gauges, small accurately. hole gauges, and tele- Record findings on overhaul scoping gauges be used in inspection sheets. making measurements of Use measuring tools cor- engine parts? rectly. Describe the steps in using Repair. *Follow manufacturer's recom- a dial indicator. mended repair procedures. Ilow are "go-no-go" gauges Make repairs within the used? limits established by the Engine repairs. What repairs are permissible manufacturer. on the various engine parts? Engine assembly. Assemble the engine in What techniques are em- proper sequence. ployed in replacing parts Make all engine securities requiring the use of heat correct. and/or cold? Check all clearance and What precautions should timing measurements. be observed in replacing Complete the assembly with a part in an assembly con- an engine that was mechani- taining a number of parts? cally operated. Engine assembly. What are the procedural steps in engine assembly? How is proper torque and 2. INSPECT AND REPAIR RECIPROCATING EN. clearance limits attained? GINE& (FAT = 43% hrs., T = 15% hrs., L/S= What checks should be 28 hrs.)9 segments made prior to tightening (UNI7 LEVEL 2) the case on certain small opposed engines? INSPECT A CYLINDER. How does internal and (SEGMENT A. LEVEL 2) external safety wiring and safety fasteners differ? Student Performance Goal What precautions should be observed with engines Given: requiring internal timing? A cylinder from an aircraft engine, appropriate in- How are accessories inspection tools and reference manuals. stalled and what precautions should be observed Performance: for external timing? The student will inspect and determine the serviceability of a cylinder.

266 Standard: Key Points Feedback The student will correctly judge whether the cylinder should be rejected or returned to service. Cleaning of What materials are most crankcases. generally used to clean Key Points Feedback crankcases? What characteristics of Inspection techniques.Describe how a cylinder magnesium make special would be checked for: handling and cleaning a.Out of round. necessary? b. Taper. Inspection. What is Zyglo inspection? c.Choke. Describe X-ray inspection. What physical features What is Dy -check inspec- would make it possible for tion? a mechanic to identify a What inspection procedure nitrided cylinder? may be used to inspect How can a chromed cylinder the oil passages in a crank- be identified? case? When inspecting a cylinder What precautions should bore, where should a mechanic be observed when removing expect to measure the greatest plugs from the passage- wear? ways in a crankcase? Limits and What publications will con- Describe the difference tolerances. tain the dimensional limits between visual inspection applicable to a cylinder? and dimensional inspection of a part. Activities Check Items Did the student: Activities Check Items Did the student: Inspect and judge Correctly interpret the the serviceability manufacturer's inspection Clean and inspect Use correct techniques to of a cylinder. information? crankcases. clean and inspect the Correctly use tools and in- crankcases? terpret the table of limits? Recognize and identify Correctly judge service- the visual defects? ability?

REMOVE AND REPLACE A STUD. DETECT DEFECTS IN CRANKCASE ASSEMBLIES. (SEGMENT C, LEVEL 2) (SEGMENT B, LEVEL 2) Student Performance Goal Student Performance Goal Given: Given: An aircraft engine component that has a damaged A written list of probable defects, crankcases that or broken stud and the necessary tools. exhibit one or :nore of the defects, and the n tces- sary inspection equipment. Performance: The student will remove a damaged stud and install Performance: a replacement stud. Provided with a list of the probable defects, the student will deed, visually inspect and detect the Removal of the damaged stud will not cause further defects present in the specimen crankcase assem- damage to the component. The replacement stud blies. will maintain a class 3 thread fit.

Standard: Key Points Feedback The student will detect all of the defects in the. crankcase assemblies. Removal of: Name and describe the use of some of the tools that are a. Damaged studs. used to remove studs.

267 b.Broken studs. sin what manner does the Standard: technique used to remove The student will identify fanit-; bearings without a broken stud differ from error. He will use correct nomenclature as a pan the procedure used to re- of the description and explanations of symptoms move a stud that has de- which would indicate impending bearing failures. fective threads? How would the removal of Key Points Feedback a stud from an aluminum case differ from the proce- Visual inspection .What is the indication of dure used on a steel or of bearings. acid etch in a bearing? magnesium case? What is the source of the Installation of studs. *How are +.003 oversize acid that etches a bearing? studs identified? How will lack of adequate How is the material from lubrication affect bearing which a stud is manufac- wear? tured identified? :How will worn bearings in What procedure should a an engine affect the opera- mechanic follow if a spe- ting oil pressure of that cial stud driving tool is engine? not available? How will misalignment What is a helicoil? during installation of a bearing affect bearing wear? Activities Check Items Did the student: Activities Check Items Did the student: Remove and install a Remove the stud without replacement stud. further damage to the case? Select serviceable Correctly interpret limits Verify the condition of the bearings. and tolerance charts? threads in the case and on Identify faulty Recognize l00% of the un- the replacement stud? bearings. serviceable bearings? Maintain alignment of the Describe symptoms Associate failure with how stud? of bearing failure. the defect could be detected Maintain correct dimensional in an operating engine? height of the replacement stud? DIMENSIONALLY INSPECT A CRANKSHAFT. (SEGME1T E, LEVEL 2) SELECT SERVICEABLE BEARINGS. (SEGMENT D, LEVEL 2) Student Performance Goal

Student Performance Goal Given: A crankshaft from an aircraft engine, the necessary Given: inspection tools and reference manuals. A random display of bearings which may display evidence of impending failure, an applicable table Performance: of limits and tolerances and the necessary inspec- The student will check crankshaft "run-out," meation tools. sure rod and main bearing journals and judge whether the crankshaft meets dimensional tolerance. Performance: The student will identify serviceable bearings by Standard: means of visual and dimensional inspection. He Inspection procedure and measurements will meet will also identify failed or failing bearings within return-toservice quality. the displayed group of bearings and when given a written list indicating where these bearings are Key Points Feedback located within an engine, will describe how these bearings could be detected in an operating engine. Crankshaft run-out. How may a check of crankshaft run -out be accomplished on a a.Flange. completely assembled engine?

268 b.Shaft. When accomplishing a "run- Standard: out" on a crankshaft that Removal and reinstallation of the retainer will be has been removed from the in accord with the procedure specified in the engine, why is it necessary manual and will be accomplished without damaging that the "V" blocks or the retainer of the engine component. rollers be concentric? Why is it necessary to use Key Points Feedback "V" blocks or rollers to check the "run-out" of a Piston pin retainers. What is a full-floating crank? piston pin? How are the center mains Name and describe three checked for alignment? types of piston pin re- What is the tool or gauge tainers. that is used to check align- How would a mechanic de- ment? termine the correct proce- What effect does an out-of- dure for removal and re- round main journal have on installation of a piston the alignment check of a pin retainer? crankshaft? Knuckle pin retainers.Whet inspections should Measurements, Why aren't the bearing be made to determine the journals measured adjacent serviceability of a knuckle to the bearing oil supply pin retainer? hole? Why are some knuckle What are the minimum mea- pins pre-positioned? surements that would be necessary to detect an out- Activities Check Items of-round condition? Did the student: If a crankshaft is dimensionally satisfactory, is it Remove, inspect and Follow correct procedures? automatically airworthy? reinstall piston pin, Correctly use tools? knuckle pin and re- Observe .afety precautions? Activities Check Items tainers. Did the student:

Make set-up and checkDemonstrate correct proce- IDENTIFY, DIMENSIONALLY INSPECT VARIOUS crankshaft run-out. dure and tool use? CAMS AND CAM-FOLLOWERS. Measure crankshaft Correctly interpret limits (SEGMENT G, LEVEL 2) journals. and tolerances? Student Performance Goal

IDENTIFY, REMOVE AND REINSTALL PISTON Given: AND KNUCKLE PIN RETAINERS. A typical camshaft, cam ring, cam-followers, the (SEGMENT F, LEVEL 2) precision measuring tools and appropriate reference information. Student Performance Goal Performance: Given: The student will identify the components, dimen- Pistons, piston pins, master rods and knuckle pins sionally inspect and describe the operation of the with various types of pin retainers and the applicable valve mechanisms. He will disassemble, assemble manufacturer's manuals. and test zerolash lifters.

Performance: Standard: Provided with examples of the various types of Correct nomenclature will be used to identify the pistons and knuckle pin retainers, the student will components and describe the operation of valve correctly name and identify each type. He will re- mechanisms. Measurements will be accurate but move and reinstall at least one type of retainer. components need not be of return-to-service quality.

269 Key Points Feedback Standard: The refaced and reseated valves will not leak when Valve mechanisms, What number of cam tracks checked in accordance with the manufacturer's may be on each cam ring overhaul instructions. a. Cam rings, or plate? 'What is a ramp on a cam Key Points Feedback b. Cam shafts, lobe? On opposed engines, what Types of valves and What special characteristics are the relationships of valve materials. are required of aircraft ex- the lobes on the camshaft haust valves? and the number of valves in What is a sodium filled valve the engine? and what are the special How does a mechanic characteristics? measure the height of a Where is stellite used in cam lobe? valve construction and what c. Cam-followers. What is zerolash valve lifter? is the advantage to the use What parts of a zerolash of this material? lifter assembly are not Valve seats and face What is the significance of interchangeable? angle. of the angle of the valve What effect will a flat or face? struck lifter have on What material is used in valve operations? the construction of valve seats? Activities Check Items How are valve seats retained Did the student: in the cylinder head? Valve guides. What is the general proce- Describe valve Correctly interpret the dure to be followed in the operation. reference information? installation of a valve guide? Use correct nomenclature ' How does concentricity of and terminology as a part the valve, seat and guide of the description of affect the valve installation? operation? off a mechanic is installing Inspect and test a Follow correct procedures both a valve seat and a zerolash valve lifter. and carefully handle com- valve guide, what is the ponents and inspection installation sequence? tools? How is valve stretch measured? What is the desired width INSPECT, REFACE AND RESEAT VALVES IN A of contact between the CYLINDER. valve face and the valve (SEGMENT H, LEVEL 2) seat?

Student Performance Goal Activities Check Items Did the student: Given: An aircraft engine cylinder containing valves, Inspect the valves. Follow correct procedures? valve spring assemblies, appropriate reference Reface and reseat a Correctly use tools? information and the required tools. valve. Check valves for leakage?

Performance: The student will it::pect the valve assemblies, INSTALL CYLINDER ASSEMBLY ON AN ENGINE. then reface and reseat the valves. He will inter- (SEGMENT I, LEVEL 2; pret the manufacturer's overhaul instructions and describe the replacement of valve guides and Student Performance Goal valve seats. Given: A piston, pin, rings, cylinder assembly, seals, gaskets, necessary tools and reference manuals.

270 Performance: b. Special tools. Describe some of the spe- The student will describe the construction features zial combinations of cools of a piston, rings and cylinder assembly. He will often required for torquing inspect the components, fit the pins and rings to of cylinder base nuts. the piston and install this assembly in the cylinder Why is a special torque and torque the cylinder to an engine. and sequence of torquing often recommended on Standard: cylinder bases? The student will use correct nomenclature and terminology as part of the description and explanation. Activities Check firms All work will be in accord with the manufacturer's Did the student: specifications. Fit rings to piston. Check side and end Key Points Feedback clearances of rings? Follow correct procedures Construction features:What is a cam ground piston? and correctly use tools? ;41 Why are relatively large Install piston and Check clearance of piston a.Pistons. clearances necessary be- cylinder to the engine. to cylinder and piston pin tween piston and cylinder to piston? walls? Torque cylinder Use correct nomenclature Describe the different to engine. and terminology? shapes of piston heads. *Maintain required standards? b.Rings. What is the function of a piston ring? Why are ring clearances greater on the upper rings 3. INSPECT, CHECK, SERVICE AND REPAIR of a piston? OPPOSED AND RADIAL ENGINES AND RE- c.Ring, piston and Why are some rings chrome CIPROCATING ENGINE INSTALLATIONS. cylinder fit. plated? (EIT = 51 hrs., T = 2014 hrs., L/S =3014hrs.) What precautions apply to 12segments the use of chrome rings? (UNIT LEVEL 3)

What is side clearance of 1.0111.11111101, a ring? CHECK AN') RIG CABLE OPERATED AND PUSH- What is ring end-gap? PULL ENGINE CONTROLS. .What procedure is necessary (SEGMENT A, LEVEL 3) to measure the side clearance of wedge-type rings? Student Performance Goal Use of manuals: How are cylinders attached to a powercase? Given: a.Procedures. .Why is the master rod cylinder An engine control system incorporating cable and installed first on radial en- push-pull operated controls and the manual appli- gines? cable to the system. Why is it important that the piston rings be inspected Performance: before installation of a The student will inspect and operationally check cylinder?. the engine control system on a mock-up or in the Why should the crankcase aircraft. He will correct minor defects and/or rig base area be inspected be- the system. fore installing a cylinder? *Why is the cylinder piston Standard: and ring assembly lubri- The correction of defects and/or rigging of the cated before assembly? system will result in a control system which func- What is a ring compressor? tions within the tolerances specified in the manual. How may a mechanic distinguish between a cylinder hold down stud and a cap- screw?

271 Key Points Feedback RECOGNIZE AND IDENTIFY DYNAMIC ENGINE MOUNTS. Cable operated en- What is the intended use of (SEGMENT E, LEVEL 1) gine controls. the following components which may be included in Student Performance Goal the control system: a. Quadrant? Given: b.Bel !crank? A display featuring the different types of engine c.Turnbuckle assembly? mounting systems. d.Friction adjustment? e. Shackle? Performance: f .Fork or tongue and The student will recognize the components of an terminal? engine dynamic suspension system and explain Pulley and pulley guard? the purpose and operating principles of the system. h.Fairlead? i.Automatic tensioner? Standard: What is the purpose of The studentwill pointto the components and use "cushion" or "springback" the correct name when identifying the parts of the in the rigging of controls? system. Where should cable tension be measured in a cable Key Points Feedback operated throttle system? * What would be the effects Dynamic suspension How are the torsional loads of excessive and/or insuf- system. absorbed in a dynamic sus- ficient cable tension? pension system? Name some of the engine How does aging of the neo- controls that may be cable preneor rubber portions of operated? adynamic suspension affect What is the purpose of a engine droop? friction lock in an engine How will aging and deteriora- control? tion affect the quality of a Push-pull engine What are the two principal dynamic suspension system? controls. kinds of push-pull engine What is a dynafocal mount? control systems? What methods are used to safety the rod ends of RECOGNIZE UNBALANCE AND "CRITICAL VIBRA- push-pull controls? TION RANGE' OF PROPELLERS. What is a bellcrank? (SEGMENT C, LEVEL 21 What are some of the advantages of a flexible type Student Performance Goal push-pull control? What precautions must be Given: observed when clamping or Aircraft Specification Sheets, manufacturer's pub- supporting flexible push - lications and a list of ten conditions which might pull controls? result in propeller vibration.

Activities Check Itims Performance: Did the student: The student will explain the effects of propeller unbalance on engine operation, and when provided Operationally check Follow the procedures spe- with appropriate reference materials, will recognize the system for correct cified in the manual? the conditions of critical vibration range in a given travel and alignment. Observe safety precautions? engine propeller combination. Rig controls as requiredMaintain or re-establish the or as instructed. rigging tolerances speci- Standard: fied? The student will use correct nomenclature and Safety the system following phraseology when describing propeller unbalance. adjustments? he will recognize critical vibration ranges as identified in the specifications without error.

272 Key Points Feedback Define the various settings, i.e., take Effect of propeller Cite five examples that may cruise, etc. unbalance on engine contribute to unbalance of *Why are power set a propeller. different for take-4 What damage may result climb, descent, et (torn an unbalanced pro- Compliance with What procedure sh peller? recommended pro- followed when the Harmonic vibrations. Define a "critical range" cedures. the power settings vibration. engine? Why should propeller cri- What is the relatic tical ranges be avoided of power setting ar during engine operation? gine life or "time Range marking and What provisions are made overhaul"? placarding. to help a pilot and mechanic What will be the e avoid the "critical range"? an excessively le. ture during high pi Activities Check items operation? Did the student: What Is the effect mixture durint, pro Use the aircraft spe- Use correct nomenclature high power output, cifications to identify and terminology? an example of a Correctly interpret the spe- Activities Check item "critical range" cifications? Did the student: vibration. Operate an engine to Correctly interpret demonstrate various operator manual? OPERATE AN ENGINE AT VARIOUS POWER power settings. Use correct nomer SETTINGS. Identify critical Observe safety pre (SEGMENT D, LEVEL 3) operating zonditions.

Student Performance Goal ADJUST OIL PRESSURE. Given: (SEGME0!T E, LE An operable aircraft engiae on an aircraft or in a test cell and the manufacturer's operation manual Student Performance Goal for that engine. Given: Performance: An operable engine (mounted in a stand or The student will operate the engine and demon- airplane) and the manufacturer's specificat strate how to establish take-off dumb and cruise power settings. He will describe the factors to be Performance: considered during prolonged high power operation. The student will operate the engine and re operating oil temperature and oil pressure Standard: will then interpret the manufacturer's instr Operation of the engines will be exactly in accord and adjust the oil pressure to conform to tl with the manufacturer's recommended procedure. cifications. When provided with a list of operating conditions, i.e., various powers, etc., he will correctly identify Standard: 80 percent of the indications that would be con- The operating procedures described in the sidered critical. will be followed. The adjustment of press result in a final adjustment within the spe, Key Points Feedback tolerance.

Engine operating Describe the procedure for procedures. starting, operating, and stop- ping an aircraft engine.

273 Key Points Feedback various engine malfunctions, will recognize and describe the effects of a leaking oil dilution valve, Lubrication systems. What references would a or s low oil supply in the operation of an engine. mechanic use to determine He will detect the source of oil leaks. the range of oil pressure and temperature that was Standard: acceptable for a particular Operation of the oil dilution system will be fully in engine/ accord with the operating procedures prescribed by Instrument indications.How are the operating the manufacturer. Correct nomenclature and ter- tanges for oil pressure minology will be used as part of the explanation of and temperature indicated malfunctions of the oil system. on the instruments in the cockpit? Key Points Feedback How does oil pressure and temperature affect the 0:1 dilution system: When is oil dilution used? viscosity of oil? How frequently should the Describe some of the indi- a.Purpose. engine lubricating oil be cations that would indicate diluted? a malfunctioning lubrication b. Components. How and where is the fuel system. admitted to the oil system? Oil pressure adjust- What references would a c. Operation. What are the indications ments. mechanic use to determine that oil dilution is taking the correct procedure for place? adjusting oil pressure on What factors determine the an engine? duration of oil dilution? What may result if an engine etiVitieS Check Items is operated for an extended Did the student: period of time with a leaking oil dilution valve? Operate an engine Observe proper pre -start Low oil supply. How is the quantity of oil and record operating safety precautions? measured in an aircraft en- oil pressure and tem- Follow correct run-up pro- gine? perature. cedures? What reference publication Correctly interpret and re- would specify the minimum cord instrument indications? quantity of oil required for Adjust oil pressure. Follow procedures sped- an engine? tied in the manual? How will the quantity of oil Follow correct shut-down affect the oil temperature? procedures? What effect will a low oil supply have on the oil pressure? CHECK OPERATION OF AN OIL DILUTION SYSTEM. Loss of oil through What effect will worn or {SEGMENT F, LEVEL 31 breathers. stuck piston rings have on internal pressures in the Student Performance Goal crankcase of an engine? What section of an engine (oven: is normally vented to atmos- An operable engine equipped with an oil dilution pheric pressure? system written instructions and a list describing Loss of oil though What effect does crankcase live engine malfunctions or indications that would seals and gaskets, etc.pressure have on engine be associated with malfunctions of an oil dilution operation? system or low oil supply. elf oil is being thrown from the propeller shaft seal, what Performance: is the probable cause? At the conclusion of an engine operational check, If oil is found leaking around the student will ditute an engine oil system. He t;:e rocker cover, what is the will observe the indication of nouns' operation and probable cause of the leak? when provided with a list of conditions describing

274 If oil is leaking at the b. Operation. What are some of the accessory case, what seals causes for mag "drop"? may have failed? How may a mechanic de- How are push rod housings termine the minimum and sealed against oil leakage? maximum magneto drop permitted on an aircraft Activities Check Items engine? Did the student: c.Identifying mal- What symptom would indi- functions. care an "open' in a mag- Operate an oil dilutionFollow the prescribed pro- neto harness during a . system. cedure and observe safety magneto cheek? precautions? What are some of the faults Describe at least two Use correct nomenclature in the ignition system that effects of leaking oil as a part of the explana- would result in a "cold" dilution valve. tions? cylinder? Locate the source of Atialyze to determine the When is a cold cylinder oil leaks on an operable probable cause snd source check performed? engine. of leak? How will a cold cylinder 'Use reference manuals to affect a power check? determine types of seals, low will a cold cylinder breathers, etc. affect the indication of Follow a logical procedure cylinder head temperature? to detect the source of leakage? Activities Check Items Did the student:

PERFORM AN IGNITION CHECK ON AN OPERATING Perform ignition Folloa the correct proce- ENGINE. check. dures and operationally (SEGMENT G. LEVEL 3) check the system as recom mended by the manufacturer. Student Performance Goal Detect a "cold" Attain operating tempera- cylinder. tures before attempting to Given: locate the faulty cylinder? An operable reciprocating engine equipped with a ' Identify at least three dual ignition system and the associated operations, probable causes for the instructions or procedures. malf unction?

Performance: The student will perform an ignition check on an INSTALL AND TIME A MAGNETO TO AN ENGINE. operating engine and interpret the results of this (SEGMENT ii, LEVEL 3) check. The instructor will then introduce a fault into the ignition system which will result in a Student Performance Goal *cold" cylinder. The student will detect this cylinder condition and describe three probable *Given: causes for this condition. An operable engine, a magneto and the manufacturer's manual or instructions and equipment for Standard: the installation and timing of a magneto the the The operational check of the ignition system will engine. be fully in accord with the prescribed procedures. Detection of tht cold cylinder will be prompt and Performance: the explanation of three probable causes will in- The student will interpter information from the volve use of coliect terminology and nomenclature. manual or information sheet and install and time the magneto to the engine. KeyPoints feedback Standard: Ignition system checks. Oiler) is a magneto chet The procedure will be followed without exception. performed? The magneto installation and timing will be of a. Magneto switch nat check may a mechanic retutn-tosetvice quality. circuitry. make to detect a "hot mag"?

275 Key Points Feedback Standard: The procedure specified will be followed without Manuals, procedures. Wha, hazard is involved in exception. The adjustments will result in a condi- 'memorizing" a magneto tion that would permit return-to-service. timing procedure? Why does ignition occur in Kcy Points Feedback advance of top center piston travel? Operating practices. Describe the safety pre- Why is ignition timing spe- cautions that would be cified in terms of crank- observed prior to starting shaft position rather than an aircraft engine. piston position? What procedures should be In general, what prepara- followed during engine run- tions are necessary before up? installing a magneto? What would be the position How does a mechanic de- of the mixture control at termine that the magneto the start of an operational is ready for installation to check? the engine? What are the indications of What tools and equipment a correct idle speed and are required to install and idle mixture adjustment? time a magneto to an engine? What will be the effect of Why is it necessary that carburetor heat while the gear train backlash be re- engine is operating at low moved when timing a mag- idle speeds? neto to an engine? How does carburetor heat Abet safety precaution will affect the mixture avail- assure that the magneto able to the engine? does not fire during the What is the effect of a con- magneto timing procedure? stant speed propeller on the procedure necessary to Activities Check items set idle speed and idle Did the student: mixture? What is the procedure and Install and time a Follow the procedures pre- about how often must the magneto to the engine. scribed in the manual? engine be "cleared" while Properly use tools and making an idle mixture ad- equipment? justment? Observe safety precautions? Achieve desired accuracy? Activities Check Items Did the student:

ADJUST IDLE SPEED AND MIXTURE ON A CAR- Operate engine and Follow the operating pro- BURETED ENGINE. adjust idle speed cedures specified in the (SEGMENT I, LEVEL 3) and mixture. manuals? Observe safety precautions? Student Performance Goal Achieve acceptable results from the adjustments? Given: An operable, carbureted engine and the manufacturer's operating instructions, manuals and procedures. PERFORM A COMPRESSION CHECK OF AN ENGINE (SEGMENT J. LEVEL 2) Performance: The student will make an operational check of the Student Performance Goal engine, then adjust both idle speed and mixture to the limits and tolerances prescribed by the menu. Given: lecturer. An operable aircraft engine, a compression testing device and the operating instruction provided with the type of tester being used.

276 Performance: ADJUST VALVE CLEARANCES AND MAKE VALVE The student will perform a compression check on TIMING CHECKS. the engine. Provided with a written list of five (SEGMENT K, LEVEL 3) symptoms associated with low compression, he will describe the probable cause and a sequence Student Performance Goal that he would follow to isolate the problem. Given: Standard: Both radial and opposed type aircraft engines, in- The procedure followed will be in accordance with the corporating either solid or hydraulic valve lifters, instructions provided by the manufacturer. The the associated manufacturers manuals and equip- record of compression will reflect the cylinder con- ment. ditions within the accuracy of the tester used. Performance: Key Points Feedback Provided with appropriate information, the student will adjust the valve clearances and make valve Compression checks: What does a compression timing checks on engines equipped with solid test of an engine prove? and/or hydraulic lifters. Using a chart or diagram, a.Purpose What limits should be ap- he will explain the relationship between hot and plied to the results of the cold clearance and when given the number of cam check? lobes he will be able to compute the speed of the Describe two different cam in relation to crankshaft speed. He will time methods of compression the valves on a radial engine in accordance with checking an engine. the manufacturer's instructions and be able to What indications of a com- explain the effects of excessive and insufficient pression check would indi- valve Clearance. cate leakage of an exhaust valve? Standard: How may a compression The procedures and tolerances specified in the check indicate blow-by of instructions will be maintained. Explanations the piston rings? will involve use of correct nomenclature and ter- Why should the results of a minology. compression check be recorded as a written record Key Points Feedback rather than merely checked as being OK? Valve mechanisms: "White are valve clearances b. Engine operationalWhat manifold pressure in- measured? indications of poor dications would be normal a. Clearance adjust- Why should valve clearances compression. to an engine with poor comments. be rechecked after torquing pression? and adjusting lock-out? Describe five symptoms "What is the primary ad- that would be associated vantage of a hydraulic with an engine having poor valve lifter? compression. Mow is a hydraulic lifter "What sequence would assist checked for proper opera- in determining the cause of tion? low compression? At what period of time is a hydraulic lifter replaced? Activities Check items Why may a manufacturer Did the student: specify greater clearance for the exhaust valves of Perform compression Follow the procedures and an engine than the Intake check. instructions for use of the valve clearance? specific tester? "Why does the "operating" Obsetve safety precautions? or shot" clearance of a Interpret compression Cortectly interpret test valve differ from the 'cold" test readings. results and outline a pro- clearance? cedure and sequence that allow does excessive would isolate the cause of valve clearance effect the the problem? valve timing of an engine?

277 How does insufficient What techniques and pro- clearance effect valve cedure will assist in iden- timing? tifying the different metal What effect will excessive particles? or insufficient intake valve How can carbon and varnish clearance have on engine particles be identified? operation? Metals used in en- Name some engine parts b. Cam speeds. 'How could a mechanic de- gine components. that are normally constructed termine the speed of the from steel, chrome, bronze, cam in an engine? copper, silver, lead, tin, aluminum, etc.? Activities Check hems Quantity of metal What constitutes a "normal" Did the student: particles. or "nominal" amount of metal in the oil screens? Check and adjust Mark the valve rocker covers If metal is found at the first valve clearances to indicate positions prior oil change following over- and valve timing. to removal? haul, what action should Make a sketch to Correctly interpret manuals be taken? illustrate cam speed to establish cam and valve If increasing amounts of and direction of positions prior to checking metal are detected during rotation. valve clearances and timing? successive oil changes, Achieve required accuracy what action is dictated? of adjustment? Use correct nomenclature Activities Check hems as a part of the explana- Did the student: tions? Compute correct speed Identify probable Use correct nomenclature and rotation? source of metal as part of the explanation? and cause.

IDENTIFY THE PROBABLE SOURCE OF METAL PARTICLES FOUND IN OIL SCREENS. 4. INSTALL, TROUBLESHOOT, AND REMOVE RE- (SEGMENT L, LEVEL 2) CIPROCATING ENGINES.(EIT = 40 hrs., T = 1.51.4 hrs., = 24% hrs.)7segments Student Performance Goal (UNIT LEVEL 3)

Given: LIFT OR HOIST AN ENGINE INTO AN ENGINE A list naming at least five metals that may be MOUNT. found in the oil screens of an engine. (SEGMEiNT A, LEVEL 3)

Performance: Student Performance Goal From a list of metals that may be found in an oil screen during an engine inspection, the student Given: will identify the probable part of the engine which Necessary lifting or hoisting equipment, an aircraft has failed and describe the probable causes for engine, test stand or airplane and written instruc- this type of failure. tions or procedures.

Standard: *Petformance: The student will identify the names of the engine The student will demonstrate a correct method of parts that contain at least three of the metals hoisting or liking an engine into thehock mounts listed. He will use correct nomenclature when of an airplane or test stand. describing the probable causes of failure. Standard: Key Points Feedback The procedure will be accomplished in strict accordance with the instructions supplied. Every safety Metals found in oil *That causes ra.tals to be precaution will be observed and the iostaltation will screens. deposited on the oil be accomplished without damage to the engine or acteens? equipment beyond minor damage to the finish.

278 Key Points Feedback REMOVE AND INSTALL A PROPELLER FROM THE PROPELLER SHAFT. Hoisting and lifting What factors dictate the (SEGMENT B, LEVEL 3) methods. size and kind of lifting equipment that should be Student Performance Goal used to install an engine? *Flow are the lifting or hoist- Given: ing points on an engine A propeller on the shaft of a given engine and the identified? appropriate reference information and installation What is a spreader bar in an tools. engine lifting sling? low will the center of gravity Performance: of an engine be affected if The student will remove, inspect, set blade angles the engine is removed while if necessary, and install a propeller on the pro- the propeller is still installed? peller shaft of the engine. Engine shock mounts. 'How do shock mounts reduce the vibration effects of the Standard: engine? The procedure specified in the manual will be fol- What is the advantage of lowed without exception. The resulting installa- dynamic suspension? tion will be of return-to-service quality. How does age and deterioration affect the resiliency Key Points Feedback of a shock mount? What is the normal service Types of propeller How may a mechanic dis- life of a "rubber* type shock shafts. tinguish between a splined, mount? tapered and flanged type How does a misaligned in- propeller shaft? stallation effect the life of What type of propeller a shock mount? shaft requires front and How is bonding of the engine rear cones? to the airplane accomplished What is the purpose of if the shock mounts ate made cones between the shaft of rubber? and the propeller? How is the correct torque Why is the front cone made established on a tubber in two pieces? shock mount? Why is a cone spacer sometimes necessary when in- Activities Check Items stalling a propeller? Did the student: What is the 'blind' spline of a splined type propeller Lift or hoist an aPtepare the aircraft or test shaft? engine into the mount. stand for installation/ Why is the installation removal? position of a propeller Attach hoist or lifting sling, important? planning the operation so How is the torque of a that tools, hoists, etc., propeller retaining nut were readily available? measured? Practice safety during all What importance does a phases of the operation? mechanic attach to the Avoid damage to the equip- torque values for the pro- ment? peller hub bolts? ',Store and secure all equip- Minis the importance of ment and tools at the com- the track of a propeller? pletion of the engine change? How frequently would a mechanic made a check of die blade angles of a pro. pellet?

279 How are propellers safe- Activities Check Items tied to the shaft? Did the student:

Activities CheckItems Prepare the engine Follow the correct proce- Did the student: for pre-oiling. dure? Attach pre-oiling Practice safety during the Remove and install Fo llow the procedurees- equipment and pre- operation? a propeller on the pro- tablishedin the manual? oil the engine. Use correct nomenclature peller shaft of ar Inspect the propeller and Disconnect, store as a part of the explanation? engine. shaft properly? equipment and secure Maintain all tolerances the engine. specified for torque, cone Describe the purpose of bottoming, track, etc.? the pre-oiling operation. 'Observe and practice safety throughout the procedure? Correctly safety the in- REMOVE AND REINSTALL BAFFLES. stalled propeller? (SEGMENT CI, LEVEL 2)

Student Performance Goal PRE-OILING OF OVERHAULED ENGINES. (SEGMENT C, LEVEL 2) Given: An engine that is equipped with baffles and a listing Student Performance Goal of ten engine operating problems which may or may not be related to improperly fitted baffles, and the Given: manufacturer's manual. An aircraft engine, pre-oiling equipment and an information sheet detailing the pre - oiling procedure. Performance: The student will remove and reinstall two or more Performance: engine baffles in accordance with the manufacturer's The student will describe the pre - oiling of an over- manual. When provided with a list of operational hauled engine and explain the purpose of this opera- problems that could be associated with improperly tion. He will interpret information from the proce- fitted baffles, he will explain the corrective action dure sheet and accomplish the pre-oiling of an that should be taken. engine as a prelude to engine operation. Standard: Standard: The student will identify all operational problems The pre-oiling procedure will be interpreted and appearing in the list that ate related to baffling. executed without error. The explanations will use He will use correct nomenclature while describing correct nomenclature and terminology. corrective actions and will remove and reinstall the baffles without damaging or deforming the baffles KeyPoints Feedback and in accordance with manufacturer's specifications.

Pre-oiling operations: "How will air trapped in the Key Points Feedback oil passages of an engine affect initial lubrication? Baffles: Where are baffles generally Doscribe the general pro- located? cedure necessary to w- a.Purpose. allow will an improperly in- rote an engine for pre- stalled cylinder baffle affect oiling. cylinder temperatures? How can a mechanic de- b.Attachment. What types of fasteners are termine when the pre-oiling used to attach baffles to an procedure is completed? engine? b. Equipment /pro- What internal damage What materials are used in cedure. often occutes if pre- oiling the construction of baffles? is not accomplished? c. Removal/ Describe the precautions installation. that should be observed when removing and installing baffles.

280 11 not specified in the Key Points Feedback manual, what general considerations apply to Throttle operation How does throttle position the position and fit of and function. affect starting of an engine? baffles on an engine? 'How will the engine react What troubles are most if the throttle remains com- generally associated with pletely closed during en- defective or improperly in- gine starting? stalled baffles? How does the fuel-air ratio What design feature is in- affect the starting of an tended to keep a baffle engine? from chafing the cowling sin what position should the and adjacent parts of the throttle be placed when at- airplane? tempting to start a 'loaded engine'? Activities Check Items How does rapid throttle Did the student: movement effect the start? How is throttle position Remove and re- Ohm and follow a sequence related to the fire hazard install baffles. for removal and identifica- that exists while starting tion of baffle positions? an engine? Follow the procedures spe- How do engine temperatures cified in the manual? and the temperature of the Exercise care to avoid atmosphere affect the bending or distorting the position of the throttle baffles? while starting? Describe an action Out line an action that Types of fuel meteringsin what manner does the which would correct assured the safety of the systems. starting procedure for a )*(' distortion caused by airplane? fuel injected engine differ improper installation Recommend an action that from the procedure for of baffles. could be economically starting a carbureted en- justified? gine? Which fuel metering system will require the use of fuel DEMONSTRATE CORRECT ENGINE STARTING boost pumps? PROCEDURES. Starting difficulties: What fuel air mixture (SEGMENT E, LEVEL 31 condition is conducive to a.Backfiring. backfiring? Student Performance Goal What will be the effect of b.Afterfiring. sticky valves, broken Given: valve springs, floating An operable aircraft engine and a written starting c.Kickback. valves, etc., to the starting "check list." of an engine? allow will a shorted ignition Performance: harness affect the starting The student will demonstrate correct procedures of an engine? while starting an engine.lie will describe the ef- Ilow will moisture and con- fects and recognize symptoms associated with tamination in the distributor backfire, afterfire, and kickback and the importance housing of a magneto affect of various throttle/mixture positions while starting. the starting of an engine? allow will a defect in the Standard: distributor rotor be defected? The procedure and performance will be without error and/or hazard.

281 Activities Check Items How does detonation effect Did the student: engine power? What damage may result Make a normal cold Follow the starting proce- from detonation? start of an aircraft dure specified in the manual? What are the symptoms of engine. Modify the required prime detonation in an automobile? Make a normal hot to meet existing tempera- allow is detonation counter- start. tures? acted in an automobile? Describe effects and Recognize symptoms in- Why isn't the same symptom recognize symptoms of dicating incorrect throttle recognizable in an aircraft starting problems. positions? engine? Display proper respect for What instrument indication all safety considerations? will give evidence that an aircraft engine is detonating? RECOGNIZE SYMPTOMS THAT INDICATE OPERA- Malfunctioning of Where is the priming fuel TIONAL DISTRESS. primers. most generally injected ISEGMENT F, LEVEL 2) into the induction system of an engine? Student Performance Goal Where does the primer system obtain its fuel? Given: What symptom will indicate A list of twenty symptoms that indicate operational an air leak in the induction distress due to detonation, exhaust back pressure, system of an engine? leaking primers, and/or carburetor icing. What symptom indicates a fuel leak through the primer Performance: system of the engine? The student will correctly associate each symptom What is the effect of a with problems related to detonation, exhaust back leaking primer while the pressure, leaking primers or carburetor icing. engine is not operating? What is the effect of a Standard: leaking primer while the The student will recognize the symptom and ex- engine is operating? plain the cause of each of the operational problems. that is the effect of the He will describe at least one method of procedure same leak during starting? that will minimize the operational distress. Exhaust system back What is exhaust back pressure. pressure? Key Points Feedback Describe the design features that will cause an Detonation. 'What is detonation, and exhaust system to have how does detonation differ some back pressure during from pre-ignition? normal operation. Whet does detonation most What malfunctions will usually occur? cause excessive exhaust ilow does detonation effect back pressures? engine life? allow does exhaust back What we some of the factors pressure effect the power that cause detonation? output of an engine? What ate some of the allow can exhaust back factors that cause pre pressures be minimized? ignition? Carburetor icing. *Explain the cooling effect gnat are some of the pre- due to vaporization of fuel. cautions or techniques ally what three processes that will minimize detona- may ice be formed in a tion? carburetor? allow does dual ignition What cockpit indications reduce the tendency of alert the operator to the the mixture to detonate? possibility of carburetor ice?

282 What is the difference be- What is the sequence for tween de-icing and anti- increasing/reducing the icing? power of the engine? When carburetor icing How does increasing or occurs, what corrective decreasing RPM affect action must be taken? the manifold pressure? How does the indication of How does increasing or carburetor icing differ if decreasing the manifold the engine is equipped with pressure affect RPM? a constant speed propeller? Why should an engine always be operated with- Activities Check Items in the manufacturer's Did the student: recommended manifold pressure ranged? Recognize listed symp- Correctly associate system, Effects of air density What is meant by the den- toms and associate condition and symptom? on engine power. sity of air? operational problems Use correct nomenclature How will an increase or with correct symptoms - when describing the opera- decrease in temperature or causes. tional difficulty? or humidity affect engine power? What are some of the OPERATE AN ENGINE EQUIPPED WITH A CONSTANT methods of compensating SPEED PROPELLER AND/OR SUPERCHARGER. for the varying air densi- (SEGMENT G, LEVEL 2) ties and the requirement for constant engine power? Student Performance Goal What is the difference between a supercharged and Given: a 'naturally aspirated" An operable engL. equipped with a constant speed engine? propeller and/or supercharger and an operating What are some of the indi- "check" sheet or manual. cations of leaks in the induction system of an Performance: engine? The student will demonstrate correct operational How does an induction sequence for increasing and reducing the power system leak cffect the output, and controlling RPM. He will explain how operation of a super- master rod bearing loads are affected by increased charged engine? manifold pressures. How does an induction system leak effect the Standard: operation of an unsuper- Operation of the engine will be fully in accord with charged engine? the operating "check" sheet or manual. Explana- Which of the systems tions will involve use of correct nomenclature. (supercharged or unsaper- charged) is most suscept- Key Poin!s Feedback ible to leaks?

Operating constant- Why isn't the RPM indi- Artivities Check hems speed propellers. cated by the tachometer Did the student: en indication of power being developed? Prepare an engine Follow correct procedure How does the propeller for run-up and operate for starting, making power control the engine RPM? to stabilize tempera- changes and shutting down Explain the process by tures. the engine? which the throttle controls Perform propeller Use correct nomenclature the manifold pressure of check and make power as part of the descriptions the engine? setting changes. and explanations.

283 Shut-down engine and secure.

Explain the relationship of manifold pressures and bearing loads.

284 TURBINE ENGINES

5. OVERHAUL TURBINE ENGINES. (EIT = 34 Explain the operation Use correct nom hrs., T = 24 hrs., L/S = 10 hrs.) 11 segments of a jet engine. and terminology: (UNIT LEVEL 2)

ILLUSTRATE NEWTON'S LAWS AND THE BRAYTON EXPLAIN RELATIONSHIP OF RPM AND CYCLE. IN A TURBINE ENGINE. (SEGMENT A, LEVEL 2) (SEGMENT 8,

Student Performance Goal Student Performance Goal

Given: Given: A line drawing or sketch of a turbine engine and A chart and reference information compa apptoiriate reference information. inlet temperatures to thrust and the re1,1 RPM to thrust in a turbine engine. Performance: Provided with a line drawing or sketch, the student Performance: will label the sections of a turbine engine and draw Provided with tt ;ropriate reference ink arrows to illustrate the application of Newton's the student will interpret the manufactu second and third laws of motion and explain the manuals and charts and explain the vela, Brayton cycle and principles of turbine engine of RPM to thrust and the relationship of operation. inlet temperature vs. thrust. He will exj estimates of thrust can be made. He wit Standard: and explain why an engine produces let Correct terminology and nomenclature will be used as altitude increases. to label the diagram and explain the theory of turbine engine operation. Standard: Key Points Feedback Correct nomenclature will be used Burin. planations. Appropriate references will Sections of a turbine What name is given to that and correctly interpreted. engine: section of the engine where the air is admitted? Key Points Pcedbn a.Function of each What section of the engine part. operates at the highest Effect of RPM on Why does a fetal temperature? thrust: increase in RPN What section is exposed relatively great. to the greater air pressures? a.At lower RPM. thrust at the big What puts are subjected What instrument to the greatest centrifugal b.At high RPM. indicate rotor R forces? turbine engine? Operating principles: Give an example of the indication of to a.Newton's laws. application of each of compressor spe. b.Boyle's law. these laws to the operation What instrument c.Charles' law. of a turbine engine. indicate thrust d.First law of therm. engine? dynamics. Air density vs. thrust. alloy does tempt e. Second law of thermo- fect air density dynamics. a. On a standard day. Which is more d air or moist air? Activities Check Items b.At altitude. What is a "stars Did the student: and "standard* c.At varying barn- ture? Diagram and label the *Clearly illustrate the ptin- metric pressures. Why does an int sketch illustrating the ciples? air temperature principles of operation the thrust of the of a jet engine.

285 'How does barometric pres- b.Dual spool. Describe some of the ad- sure effect the thrust of the vantages of an axial flow engine? c.Triple spool. over a centrifugal flow compressor. Activities Check Items d. Variable stator. How is it possible to attain Did the student: hither compression ratio with a dual spool com- Explain and illustrate Correctly interpret technical pressor? relationship of RPM, data? In a dual spool compressor, thrust, and inlet tem- Use correct nomenclature which compressor is identi- peratures. and terminology as a part fied as N1? of the explanations? sin a dual spool compressor, which spool operates at the higher speed? IDENTIFY AND EXPLAIN THE CHARACTERISTICS In a triple spool compressor OF DIFFERENT TURBINE COMPRESSORS. what are the functions of (SEGMENT C, LEVEL 2) each stage?7/hat are the advantages of each of the Student Performance Goat: spool designs? What are the advantages and Given: disadvantages of variable stators Unlabeled sketches illustrating the various types How are the variable stators of compressors and ten statements describing the controlled? characteristics, advantages and limitations of Why is it necessary to limit thrust during reversal on vari- turbine compressors. Activities able stator engines? How is the angle of variable Performance: stators checked? Provided with unlabeled sketches illustrating the various types of compressors, the student will Activities Check Items identify the type of compressor, label the sketch, Did the student: and explain the airflow characteristic of each type. Label the sketches andUse the correct nomencla From a list of ten statements which describe the indicate airflow through ture in labeling the sketches? characteristics, advantages and limitations appli- the compressor. Identify cable to the various turbine compressors, he will the characteristics, limi- Correctly associate the associate three characteristics with each type of tations and advantages of statements with each type compressor. the turbine compressors. of compressor?

Standard: IDENTIFY MAJOR COMPONENTS AND EXPLAIN The sketches will be correctly labeled. Correct AIRFLOW IN FAN OR BY-PASS TURBINE ENGINES. terminology will be used as a part of the explana- (SEGMENT D, LEVEL 2) tions. Student Performance Goal Key Points Feedback Given: Centrifugal com- What are the limits to the A sketch or line diagram of a fan or by- pressors: compression ratios that pass engine and appropriate reference infor- may be attained with a mation. a.Single vs. centrifugal compressor? double-sided. What type of compressor is Performance: required to achieve a com- The student will label the diagrams, identify the pression ratio of 13 to 1 major components and indicate by means of arrows, and higher? the direction of airflows through the engines. He Axial compressors: How is air re-directed in will interpret the reference information and explain the compressor so that it the operating theory underlying each engine design. a.Single spool. will properly impinge on the next state of '.:ompres- 4, Standard: sion? The sketches will be correctly labeled. Correct terminology will be used as a part of the explanation of engine theory.

286 Key Points Feedback How is pressure related to velocity of air within Fan and by-pass What are some of the ad- the engine? engines. vantages of a fan engine? What is the most identifi- Activities Check Items able feature of a fan engine? Did the student: Describe some of the differences between a standard Sketch and describe Correctly interpret the turbine engine, and by-pass the relative pressures reference information? type of engine. in the various sectionsUse correct nomenclature of a jet engine. as a part of the explana. Activities Check Items tions? Did the student:

Label the diagrams, Correctly identify the com- IDENTIFY AIRFLOW IN DIFFUSERS. identifying major components in each type of (SEGMENT F, LEVEL 2) ponents and airflow. engine? Explain the theory of Use correct nomenclature? Student Performance Goal operation. Given: Mock-ups, visual aids or line drawings of sub- IDENTIFY PRESSURE CHANGES IN A TURBINE sonic and supersonic diffusers and appropriate ENGINE. reference information. (SEGMENT E, LEVEL 2) Performance: Student Performance Goal The student will point to the diffuser section of a turbine engine and explain the relationship of the Given: diffuser to the compressor and combustion chamber. A sketch of a turbine engine and appropriate refer- Provided with appropriate references, he will in- ence information. terpret the information necessary to distinguish between subsonic and supersonic diffusers and Performance: describe the airflow characteristics of each type. Provided with appropriate reference information and a sketch of a turbine engine, the student will Standard: interpret the information and identify on the sketch Identification of diffusers will be without error. the areas of the engine where signifi_ant pressure Correct nomenclature will be used throughout all changes occur. descriptions and explanations.

Standard: Key Points Feedback The sketch will illustrate at least the pressure changes occurring between the air inlet, the com- Diffusers: Where is a subsonic dif- pressor, the combustion chamber and exhaust fuser generally located nozzle. Explanations and labeling of sketches a. Subsonic. within a turbine engine? will reflect correct nomenclature and terminology. Where is a supersonic diffuser generally located? Key Points Feedback b. Supersonic. What characteristics and shapes assist a mechanic Air pressure variations. Where does the highest gas in the identification of sub pressure occur in a jet en- c. Shape, function and supersonic diffusers? gine? and location. How would an air velocity Why does the compressor of Mach .82 be classified, blade angle and the size i.e., sub or supersonic? of the compressor blade Explain how subsonic and change from stage to stage supersonic diffusers both of the compressor? act to reduce velocity and What would happen if any single increase static pressures. stage did not increase pressure? Why does the pressure drop in the combustion area of a turbine engine? 287 Activities Cbcrk firms 1.Nozzle arrangement.Where are the fuel nozzles Did the student: located in each of the various types of combus- Identify types of Use correct nomenclature tion chambers? diffusers. and terminology? Describe the location Correctly identify types Activities Cbrck firms of diffusers. and locations of diffusers? Did the student: Explain the airflow through subsonic and Identify types of com- Use correct nomenclature supersonic diffusers. bustion chambers. throughout the descriptions and explanations? Illustrate airflow and Correctly interpret reference IDENTIFY TYPES AND CHARACTERISTICS OF flame path in combus- information? COMBUSTION CHAMBERS. tion chambets. (SEGMENT G, LEVEL 21

Student Performance Goal IDENTIFY IMPULSE AND REACTION BLADES AND THRUST REVERSERS. Given: (SEGMENT "TVEL 2) Various types of combustion chambers and line drawings illustrating the different types and Student Performance Goal appropriate reference information. Given: Performance: Examples of impulse, reaction, and impulse-reaction From the displayed combustion chambers, the stu- type turbine blades, sketches or line drawings of dent will identify the various types and explain the types of turbine engine blades and thrust reversing the operating characteristics of each type. He will systems and appropriate reference information. draw arrows on the line sketches to illustrate the airflow and flame paths through each type of com- Performance: bustion chamber. The student will identify each type of turbine blade. Using the line drawings or sketches, he will illus- Standard: trate the characteristics of each type of blade and The types of combustion chambers will be identi- label the reverser drawing r.nd describe the gas flow fied without error. Correct nomenclature will be around the exhaust cone of a turbine engine. used as a part of all descriptions and explanations. Standard: Key Points Feedback The types of turbine blades will be identified without error. The descriptions and explanations Types of combustion Compare the advantages/ will display correct nomenclature and terminology. chambers. limitations of each type of combustion chamber. Key Points Feedback a. Can At what location within b.Annular. the combustion chamber Types of turbine blades:Compare the changes in c. Can-annular. does combustion take place? air velocity that may be d.Air flows. What percent of engine air a. Impulse. achieved by the impulse goes to combustion? and the reaction type blade. 'How does secondary air b. Reaction. What are the pressure enter the combustion can? changes in the impulse and Ar the time of ignition c. Impulse-reaction. reaction type blades? (during starting) what is What are the advantages of the approximate fuel-air the combination "impulse - e. Flame propagation. ratio at the igniter plug? reaction" type turbine blade? What is an ignition eddy? Exhause nozzles: Why is an exhause cone How many igniters are position close to the rear generally used in turbine a. Shapes. turbine face? engines? What are two functions of In an engine that incor- b.Guides and support the guide vanes? porates individual cans, vanes. how is flame transferred from one can to another? How would minimum flow solenoid affect engine opera- 288 tion above critical altitude? c.Cooling. What are the airflow charac- Key Points Feedback teristics in the exhaust cone area? Comparison of turbo- What is a turboprop engine? Thrust reversers, Why is thrust reversing re- prop with a recipro- What is the best operating quired? cating engine. speed range for an air- How is the airflow of plane powered by a turbo- a fan-jet engine re- prop engine? versed? What fuels are used in a What methods may be used turboprop engine? to actuate the thrust re- Why may two stages of versers? propeller reduction be re- What methods may be used quired for a turboprop to reduce the possibility engine? of reingestion into a re- Turboprop operation. Explain how the thrust of versed turbine engine? a propjet is augmented by What fail-safe features may the thrust of the exhaust be incorporated into the gasses. reversing system? Compare the weight to power ratio of propjet and Activities Check Items reciprocating engines. Did the student: How does the time between overhaul periods of a turbo- Identify types of Make correct identification prop engine compare with blades in sample of the components? a piston engine? display, fallow do the two types of Sketch and explain Use correct nomenclature engines compare in fuel the characteristics of and terminology as a part consumption? the different blades. of the descriptions and Describe the airflow explanations? around the exhaust cone in two different types of thrust reversers. OVERHAUL TUI.BINE ENGINE. (SEGMENT J, LEVEL 2)

COMPARE CHARACTERISTICS OF TURBOPROP Student Performance Goal AND RECIPROCATING ENGINES. (SEGMENT I, LEVEL 11 Given: Written information, turbine engine diagrams, a Student Performance Goal turbine engine, selected parts from a turbine engine, appropriate measuring devices, and an over- Given: haul manual. Twenty statements which identify the fuel consumption, specific weight, maintenance and operational Performance: characteristics of turboprop and reciprocating en- The student will identify the major parts of the gines. turbine engine by writing the names of the parts on a diagram. He will inspect and make recom- Performance: mendations for repair according to the overhaul The student will arrange the statements in two manual table of limits, as well as write recom- columns. One column will list all statements mendations for muse or suggested types of repairs. applicable to a turboprop engine, the second column will record statements applicable to reciprocating Standard: engines. The listing of parts on the diagram and determination for serviceability cf engine parts will be 100 Standard: percent accurate and recommendations for reuse or The student will correctly associate 70 percent of repair will be within the limits established by the the statement with the type of powerplant. overhaul manual in use.

289 Key Points Feedback *Why Is indexing of parts so important to malfunc. Disassembly llow are cradles attached tion analysis? to the engine for disassembly? Repair How is the repairability of sHow is an engine mounted parts determined? for horizontal disassembly? 'How are parts repaired so How is an engine mounted as to bring them back into for vertical disassembly? factory specifications? When is QEC equipment What factors should be removed? considered when lapping How is the overhaul manual and grinding parts? used in disassembling an ' How are tube assemblies engine? pressure checked? What section is disassembled sHow is the acceptability first? of a repair determined? What precautions should be What parts can be repaired taken to protect beatings and by welding? seals? After welded repairs are sHow are cases indexed made, how are parts re- during disassembly? lieved of stress? How are blades protected What is the reason for during disassembly? plasma spraying? What methods are approved What are the criteria for for marking hot section using rivets within the components? engine? Cleaning. sHow do you clean parts What is the process of not subjected to extreme honeycomb replacement? heat? What parts are not general- How do you clean parts ly re-used? that are subjected to heat? How are serviceable seats Why and when is electro- and packings stored? lytic cleaning used? How is magnesium welding What types of cleaners rod handled, stored, and should be used for parts used? coated wish metal spray, What is done with magne- titanium weldments, chrome sium welding rod after be- plating, flame-plated and ing partially used? plasma sprayed parts, and What is the process of nickel cadmium plating? welding magnesium parts? What precautions should Sub Arsembly. Why is assembly order be used in cleaning blind important? holes? What precautions must be sHow does tticlorethylene taken to prevent dust, dirt effect titanium? and small objects from Inspection. How is corrosion prevented entering the engine? during and after inspection? What precautions must be Describe the uses of physi- used when assembling parts cal, magnetic, particle, covered with corrosion pre- flourescent, penetrant, sur- ventive compounds? face treatment, gage, and What parts of the engine X-ray inspection. are dynamically balanced? How are er3ine welds in- What determines the sequence spected? of build up of sub-assemblies? sHow are blades inspected? How are built-up sub-assem- How is part re-use deter- blies stored? mined? What are the advantages of What determines maximum "J" threaded bolts and how allowable repair limits? should they be stored with other bolts?

290 Final assembly. What are the general proce- Key Points Feedback dures for mating sub-assemblies? Modular Overhaul. What are the advantages What are the major differ- of modular overhaul? ences between horizontal How does logbook analysis and vertical build-up? effect engine repair? What can be done to facili- Time Repairs. What parts of the engine tate snapfit installations? are related to time repairs How is alignment achieved or removals? in hard-to-see places? How is time maintenance What methods are used to scheduled? check fits and clearances? How is modular overhaul Storage. How long can an engine effected by on-condition remain inactive before pre maintenance compared to servative protection is re- time-determined main- quired? tenance? What is the purpose of Malfunction removals. What determines whether huniidity indicators? an engine will be repaired How are overhaul records on-the-wing or removed for kept for stored engines? repair? How is an engine "pickled"? What sub-assemblies can How is an engine maintained be repaired? in storage? Can the compressor(s) be repaired or replaced on- Activities Check Items the-wing? Did the student: Inspection removals. Ilow is an engine internally inspected onthe-wing? List part names on List the correct names Compare the use of X-ray diagram. within a reasonable period and boroscope inspections. of time? How is alcohol and talcum Inspect parts. Properly measure parts? powder used to detect leaks? Safely use measuring devices? Repair techniques. What are the purposes of Determine parts Accurately determine parts the rails? serviceability. serviceability? When is a lifting device Write recommenda- Recommend appropriate needed? tions for repair. types of repair or reuse? How is alignment maintained? Why are rails unnecessary for hot section replacements? DESCRIBE MODULAR OVERHAUL. (SEGMENT K, LEVEL 11 6. INSPECT, CHECK, SERVICE, AND REPAIR TUR- BINE ENGINE INSTALLATIONS. (EIT = 10 his., Student Performance Goal T = 5.0 hrs., L/S = 5 hrs.) 3 segments (UNIT LEVEL 2) Given: REMOVE AND INSTALL A COMBUSTION CASE Controlled notes, written information, and matching AND LINER. test. (SEGMENT A, LEVEL 2) Student Performance Goal Performance: The studeut will complete the matching test and Given: will cite cases when modular overhaul is appro- A turbine engine incorporating a combustion case and priate. liner, an appropriate manual or instruction sheet and the required special tools and equipment. Standard: Performance: The matching test and cited statements will be 80 The student will remove and install a combustion percent accurate. case and liner in an engine.

Standard: The student will correctly interpret the instructions and follow all procedures regarding uses of special tools, torque values and safety practices. 291 Key Points Feedback Standard: Interpretation of procedures appearing in the Procedure. ' What methods of support manuals will be without error. Removal and re- may be required for asso- installation of a portion of compressor section will ciated parts of the engine be fully in accord with the specified procedures. while the burner can is removed? Key Points Feedback Why is it important to mark the original position of the Procedures: What are the advantages of parts prior to removal from vertical assembly and dis- the engine? a.Position of the en- assembly? Why is it necessary that gine for disassemblyWhy is it important that the parts be maintained in and reassembly. parts removed from the en- their proper relationship to gine be carefully handled? each other? b.Sequence of work. Ilihat methods maybe used What possible effect could to identify the position of a lead pencil mark have on parts removed from the en- the parts of a jet engine? gine? Why may the manual spe- Why is it important that a cify the use of an anti- part be reinstalled in its seize compound during original position? assembly of the engine? c.Safety. Describe some of the What are some of the ef- safety precautions that fects of incorrect mating should be observed during and alignment of new parts disassembly and reassembly into an engine? of compressor sections. How can a mechanic deter- Activities Check Items mine the requirement for Did the student: special tools and equipment?

Remove and reinstall Follow the procedure spe- Activities Check Items a combustion case and cified with respect to: Did the student: liner assembly. a. Sequence of operations? b.Torquing of fasteners? Remove and replace Correctly interpret the c. Use of anti-seize com- a section of a corn- manual and follow the spe- pounds? pressor. cified procedures? Observe safety? Observe safety precautions?

DISASSEMBLE AND REASSEMBLE COMPRESSOR REMOVE AND REINSTALL A FUEL NOZZLE IN A SECTION OF A TURBINE ENGINE. TURBINE ENGINE. (SEGMENT B, LEVEL 21 (SEGMENT C, LEVEL 2)

Student Performance Goal Student Performance Goal

Given: Given: A typical turbine engine (or turbine engine com- A turbine engine or mock-up, the manufacturer's in- pressor section), the manufacturer's overhaul structions and the necessary special tools. manual and the specified tools and special equipment. Performance: The student will make a sketch or line dmwing Performance: illustrating the fuel nozzle arrangement in various The student will locate and interpret information types of engines. He will remove and reinstall a contained in the manual as a prelude to developing fuel nozzle in an engine without damaging the a written outline listing the procedure, tools and nozzle or components and will explain the fuel safety precautions to be observed when disassembling flow through the nozzle. the compressor section of a turbine engine. He will remove and reinstall some portion of a compressor section without damage to the engine or components.

292 Standard: Key Points Feedback Correct nomenclature will be used as a part of all descriptions and explanations. Removal and rein- Factors influencing What is a hot start? stallation of the fuel nozzle will be at return-to- the temperature on How do the operating tem- service standard. blades. peratures of the engine respond to higher outside Key Points Feedback air temperatures? How do variations in fuel Fuel nozzles. What is the advantage of a flow effect the operating duplex nozzle over a .simplex temperatures of the engine? type nozzle? How does cold weather Why is the nozzle designed operation affect the opera- so that the fuel delivered ting temperatures at the from the nozzle is in a turbine blade? swirl pattern? Inspection of engine What parts of an engine .What devices are incor- components subjected will be affected by heat? porated in the nozzles to to heat. What is "stretch" of an prevent clogging? engine component? What will probably result What is "creep" of an if the fuel nozzles in an engine component? engine are improperly as- What causes ovality of a turbine sembled or installed? case? RECOGNIZE AND IDENTIFY COMBUSTION Activities Check hems CHAMBER HOT SPOTS. Did the student: (SF.GMENT 13, LEVEL 2)

Make a sketch illus- Correctly interpret reference Student Performance Goal trating location of information? nozzles in various * Follow procedures and Given: engines. techniques specified for Typical combustion chambers from turbine engines installation and removal and the manufacturer's maintenance publications. Remove and reinstall of nozzle? nozzle. Avoid damaging the cox- Performance: ponents? When handed a combustion chamber, the student will identify a combustion chamber hot spot. He will explain the two causes of hot spots in the 7. REMOVE, INSTALL, AND TROUBLESHOOT outer combustion casing. He will interpret infor- TURBINE ENGINES.(E1T = 1014 hrs., T = 5 mation contained in the manual as apart of a hrs., L/S = 51A hrs.) 7 segments demon:tration showing how the alignment and (UNIT LEVEL 2) spray pattern of a fuel nozzle is checked.

IDENTIFY DAMAGED TURBINE BLADES. Standard: (SEGMENT A, LEVEL II The student will promptly and correctly recognize hot spots. He will use the correct nomenclature Student Performance Goal and terminology as part of the explanations and interpretation of information contained in the manual. Given: Random display of 20 blades from a turbine engine, Key Points Feedback some of which display damage as a result of excessive operating temperatures. Combustion chamber What precautions should hot spots: be observed when installing Performance: external type fuel nozzles? The student will recognize and select those blades a.Causes/effects. What are some probable that show evidence of being overheated, blade creep, causes of incorrect spray scraping, and other deformations. pattern from the nozzles? What precautions should be Standard: observed when installing a The student will correctly identify 70 percent of combustion liner with ex- the overheated blades. ternal fuel nozzles?

293 What may cause a com- b.Field adjustments.What maintenance nay a bustion chamber or burner mechanic perform on the can to shift or change its fuel control unit? position? What is meant by the ex- How can chafing damage a pression, "trim en engine"? combustion chamber? How may incorrect position Activities Check Items of the fuel nozzle effect Did the student: the burner can? Demonstrate the Correctly interpret the Activities Check Items procedure to: manual? Did the student: a.Adjust idle RPM. Describe the hazards and b. Adjust maximum demonstrate regard for the Identify hot spots in Correctly interpret informa- RPM. hazards that are involved a combustion chamber. tion from the manual? cSafety the fuel Under "actual" operating Demonstrate procedureUse correct nomenclature control. conditions? to check alignment and and terminology as a part pattern of fuel nozzles.of the explanation and demonstration? RECOGNIZE THE EFFECTS OF EXHAUST NOZZLE AREA. (SEGMENT D, LEVEL I) ADJUST FUEL CONTROL OF A TURBINE ENGINE. (SEGMENT C, LEVEL 2) Student Performance Goal

Student Performance Goal Given: Twenty statements describing operating conditions Given: which may result in changes in fuel consumption, A turbine engine (simulator or mock-up) including exhaust gas velocities and tail pipe temperatures the fuel contrd unit and the manufacturer's service/ of turbine engines. operations manual. Performance: Performance: The student will recognize the conditions that are The student will describe the operation of the fuel related to changes in exhaust nozzle area, and ex- control unit of a turbine engine from idle speed plain the reason for selecting each answer. range through to full power. On the mock-up or simulated engine, he will demonstrate the proce- Standard: dure for adjusting the fuel control unit. The student will recognize 70 percent of the conditions. Standard: Correct nomenclature will be used throughout the Key Points Feedback demonstration and description of operation. The student will comedy interpret information from Tail pipes and How does the area of the the manual and make adjustments as specified. exhaust nozzles: tailpipe affect exhaust gas temperature? Key Points Feedback a.Shapes. What is "EPR" and "EGT'? b.Areas. What are some of the methods Fuel control units: 'What feature of the fuel for varying or controlling control unit is htended to the area of a tailpipe? a. Operating principles. prevent rich-mixture flame- What features and charac- out? teristics are associated What is the purpose of the with the convergent type pressure regulator valve? exhaust nozzle? What is the purpose of the How does a convergent- minimum pressure shut -off divergent exhaust nozzle valve? differ from a convergent What are the three variables nozzle? that affect the amount of thrust that an engine will pro - duce for any given fuel flow?

294 ti.e.1 air r n.r.awn. outrun: (SEGMENT E, LEVEL I) The student will identify four basic causes of engine performance deterioration and methods of detecting these causes. Student Performance Goal Standard: Given: When given a matching type questionnaire, the A written information sheet identifying the causes student will associate the causes for power loss and methods of controlling compressor surge in with their related symptoms. turbine engines. Key Points Feedback Performance: The student will distinguish between the causes Compressor Deteriora-What causes compressor and methods of control. tion. deterioration FOD? What causes compressor Standard: When given a matching type questionnaire, the stu- deteriorationwater con- dent will associate the causes and methods of contamination? trol with 70 percent accuracy. What does white film on blades indicate? When is carbo-blast used? Key Points Feedback What causes compressor stall? Compressor surge. What are some of the Why does abnormal air- causes of compressor surge? flow cause compressor stall? What methods of controlling Turbine deterioration. How is a horoscope used compressor surge proved to detect bowed nozzle satisfactory for centrifugal guide vanes, eroded nozzle compressors? guide vanes, and burner What methods of controlling can alignment? compressor surge are used Explain why high EGT and in axial flow engines? fuel flow is not a fuel con- What is the effect of rapid trol problem. throttle movement, i.e., What do you look for when "jamming" a throttle? visually inspecting turbines? Under what operating con- What does a straw-colored ditions is compressor surge turbine wheel indicate? most likely to occur? Instrument Problems. How does seal deterioration How do variable stators effect EPR readings? act to control surge of a How do eroded turbine blades compressor? effect EPR? *How do compressor bleed How would a PT2 leak effect valves and bleed straps act EPR? to limit surge of the engine? Ilow would a PT7 leak effect Where are bleed valves lo- EPR? cated within an engine? What would low RPM and How may feed control EGT with a high EPR indi- scheduling act to limit cate? compressor surge? Lubrication problems.How call an au -oil seal leak be detected? What effect -would high IDENTIFY CAUSES FOR PERFORMANCE LOSS breather pressure have upon (SEGMENT F, LEVEL I) oil pressure? What would be indicated by Sr::.dent Performance Goal an illuminated oil bypass light? Given: On a constant volume oil Written information identifying the causes and pressure system, what would methods for determining performance loss in turbine high oil pressure indicate? engines.

295 Why and where are breather Checking engine How is pre-oifing accom- pressure checks made? systems. plished? If an internal teak de What control functions re- veloped in a fuel cooled quire rigging? oil cooler which liquid G W hat precautions should be would go to where? taken in safetying with regard to proper security and protection from Injury? REMOVAL AND INSTALLATION OF TURBINE How are fluid checks made? ENGINE. How are electrical checks (SEGMENT G, LEVEL 1) made? How are pneumatic checks Student Performance Goal made? How are mechanical con- Given: trol checks made? Controlled notes containing procedural steps, What final checks must be written information, and appropriate 35mm colored made before run-up? slides. What is used to determine if ensirm operation is Performance: within limits? The student will list necessary steps for turbine engine removal and installation.

Standard: All steps will be correct and in an acceptable sequence.

Key Points Feedback

Tools and equipment. What special tools are needed? What special equipment is needed? What materials are needed to maintain a clean and safe working area? Engine removal and What safety precaution installation. should be taken in regard to work stands, electrical power, and fluid shut-off? How are connectors and openings capped for protection? What should be considered when removing and installing engine mount bolts? What safety precautions should be taken with engine hoists? What precautions should be taken when reconnecting electrical fluid, and pneumatic connections? What precautions must be taken when extensions are used with totqueing tools?

296 ...swam, alai-LA.; awn

8. PERFORM POWERPLANT CONFORMITY AND Activities Check !le AIRWORTHINESS INSPECTION.(Ell' = 10 hrs., Did the student: T = 3 hrs., L/S = 7 hrs.)2 segments IUNIT LEVEL 3) Inspect engine and *Check data plate accessories for AD tenance records t INSPECT AN ENGINE FOR COMPLIANCE WITH compliance. applicability of s AIRWORTHINESS DIRECTIVES. .Correctly interprt (SEGMENTA, LEVEL 31 ness Directives I maintenance reco Student Performance Goal *Inspect the engin accessories? Given: . Correctly judge An aircraft engine, complete with all accessories, a file or airworthiness directives, the logbook and other maintenance records for the specific engine INSPECT AN ENGINE FOR CONFORMITY and the engine manufacturer's manuals and service SPECIFICATIONS. bulletins. (SEGMENT B, L.,

Performance: Student Performance Goal The student will inspect the engine and accessories and determine whether the airworthiness directives Given: have been complied with. An aircraft engine complete with all acce (turbine or reciprocating) the FAA specifi Standard: and manufacturer's publications. The student will locate and interpret the directives without error. He will research the engine main- Performance: tenance records and correctly determine whether The student will inspect the engine and j, the required maintenance has been accomplished. whether the engine and its accessories c( the FAA and manufacturer's specification Key Points Feedback Standard: Applicability of 'How may a mechanic de- The engine and accessories need not be directives. termine whether the Air- but must have all required identification r worthiness Directive file plates. The student will interpret thespf is current? and identify required equipment without CI 'When will an Airworthines.- Directive probably require Key Points Feedback immediate compliance? * Under what conditions may Applicability of spe- Flow wnuld a mecl compliance with an Air- cifications and manuals. tively identify an worthiness Directive be *What importance s deferred? mechanic attach t . Who is legally responsible "dash" number or for compliance with an a basic engine mc Airworthiness Directive? 'What method shou Maintenance record *What are some of the methods use to identify en, entries. used to mark equipment as sories or con ,,one an indication that compli- * At the time that a ance with Airworthiness is installed on an Directives has been ac- is responsible for complished? that the componen Who is authorized to make with the FAA and entries in the maintenance facturer's specific records?

297 Activities Cbeck Items Did the student:

Inspect an engine Correctly determine appli- and accessories for cability by reference to conformity. model and serial numbers? Correctly interpret specifications? *Inspect the engine and accessories and correctly judge whether the assembly complied with specifications?

298 OUTLINE POWERPLANT CURRICULUM- PART II, POWERPLANT SYSTEMS AND COMPONENTS

Instructional Units, Segments, and Estimated Instructional Time

LUBRICATIONSYSTEMS

1. IDENTIFY AND SELECT LUBRICANTS. - Level 2 10.5 hrs. A. identify characteristics of lubricants. - Level 1 B.Identify the secondary functions of lubricating oils. - Level 1 C.Recognize and identify acceptable lubricants. - Level 2

2. INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR ENGINE LUBRICATION SYSTEMS. - Level 3 40.5 hrs.

A.Diagram and explain the operation of wet and dry sump lubrication systems. - Level 2

B. Change oil, check screens. - Level 3

C. Service an oil by-pass valve. - Level 3

D. Service disc-type oil filters. - Level 3 E.Describe purpose of oil pressure gauge line restrictors. - Level 2 F.Identify components of an oil scavenging system and describe operation of the system and troubleshoot. - Level 2

G.Interpret FAA regulations pertaining to oil supply tanks. - Level 2

H. Explain the purpose and describe the operation of an oil dilution system. - Level 2

I. Adjust oil pressure on an operable engine. - Level 2 3. Interpret instrument indications. - Level 2 K.Describe the lubrication of a valve mechanism. - Level 2 L.Install rings on a piston and describe the factorseffecting oil consumption in a piston engine. - Level 3 3. REPAIR ENGINE LUBRICATION SYSTEM COMPONENTS. - Level 2 18.0 hrs. A.Inspect, remove, clean and reinstall oil lines. - Level 2

B.Identify and describe oil temperature regulation. - Level 2 C.Explain the procedure for cleaning and testing oil tanks. - Level 1

D. Disassemble and reassemble an engine oil pump. - Level 2 Estimated Instructional Time 69.0 hrs.

ENGINE FUEL SYSTEMS 4. INSPECT, CHECK, SERVICE, TROUBLESHOOT, AND REPAIR ENGINE FUEL SYSTEMS. - Level 3 5.0 his.

A. Interpret Federal Aviation Regulations governing fuel systems, - Level 2

299 B.Inspect, check, service, troubleshoot and repair an engine fuel system, - Level 3 8.5 hrs. 5.REPAIR ENGINE FUEL SYSTEM COMPONENTS. - Level 2 A.Describe the operation of fuel pumps and removeand install a pump on an engine. - Level 2 B.Describe the operation of auxiliary andboost pumps, remove and install an auxiliary orboost pump in a system.- Level 2 Estimated Instructional Time 13.5 hrs.

FUEL METERING SYSTEMS 6.INSPECT, CHECK, SERVICE, TROUBLESHOOT,AND REPAIR METERING RECIPROCATING AND TURBINE ENGINE FUEL 30.0 hrs. SYSTEMS. - Level 3 A.Explain terverature, pressure, and humidity effects on operation of a carburetor. - Level 2

B.Describe the operation of a float carburetor. - Level 2 C.Identify a pressure type carburetor and a direct fuel injection system and describe the operation ofeach system. - Level 2

D.Explain the function of vapor separators and vapor vents. - Level 2 E.Compare continuous flow fuel injection and direct cylinder injection systems. - Level 1 F.Inspect, remove and install a float type carburetor, operate the engine and adjust idle speed and idle mixture. - Level 3

G. Inspect, remove and install a pressure carburetor orfuel injection system, operate the engine and adjustidle speed and idle mixture. - Level 3 H.Identify the dangers of excessively rich andexcessively lean fuel-air mixtures. - Level 2

I. Rig the fuel control unit on a static turbojet engineand describe the trimming of the engine. - Level 2 20.0 hrs. 7.OVERHAUL CARBURETORS, - Level 2

A.Identify venturi size and describe function. - Level 2

B.Interpret and use charts or diagrams to explainfuel and airflow through float and pressure carburetors. - Level 2

C.Remove, install and explain the principlesof fuel metering through a jet. - Level 2 - Level 2 D. Identify and describe the operation of an airbleed. E.Locate and describe the operation of themain discharge nozzles in a pressure carburetor, - Level 2 F.Identify acceleration systems in float and pressure carburetors and describe the operationof each system. - Level 2

300 G. Identify economizer and power enrichment systems and describe the operation of the systems in float and pressure type carburetors. - Level 2 H.Identify mixture controls incorporated in float and pressure carburetors and describe the operation of the system. - Level 2

8. REPAIR ENGINE FUEL METERING SYSTEM COMPONENTS. - Level 2 6.0 hrs.

A.Locate, remove, clean and reinstall screens in fuel metering system components. - Level 2

B.Inspect and describe the repair of carburetor floats. - Level 2 C.Inspect float needle and seat, measure and adjust float level of a carburetor. - Level 2

D. Inspect a pressure type carburetor and describe operation resulting from clogged impact tubes and ruptured diaphragms. - Level 2 9.INSPECT, CHECK, AND SERVICE WATER INJECTION SYSTEMS. - Level 1 2.0 hrs.

A.Locate information regarding the inspection, checking and servicing of water injection systems. Level 1 Estimated Instructional Time 58.0 hrs. INDUCTION SYSTEMS 10. INSPECT, CHECK, TROUBLESHOOT, SERVICE AND REPAIR ENGINE ICE AND RAIN CONTROL SYSTEMS. - Level 2 9.5 hrs.

A. Describe induction icing and identify probable location, - Level 2

B. Inspect, check, service and repair a carburetor pre-heat system or hot spot. - Level 2

C. Describe the operation of thermal anti-icing systems for turbine engine air intakes. - Level 2 11, INSPECT, CHECK, SERVICE, AND REPAIR HEAT EXCHANGERS AND SUPERCHARGERS. - Level 2 7.5 hrs.

A. Inspection and repair of superchargers. - Level 2

B.Inspect, service and check a supercharger system. - Level 2

C.Inspect hea: exchangers and describe methods of repair. - Level 2

12. INSPECT, CHECK, SERVICE AND REPAIR CARBURETOR AIR INTAKE AND INDUCTION MANIFOLDS. - Level 3 6.5 hrs.

A. Inspect, check, service and repair an air intake duct for a carbureted engine. - Level 3

B. Inspect, check, service and repair a carburetor heater system. - Level 3

C.Inspect and service air screens or air filters in the engine air intake. - Level 3

301 D. Inspect, check, service and repair an engine primer system.- Level 3 Estimated Instructional Time 18.5 hrs. ENGINE COOLING SYSTEMS 13. INSPECT, CHECK, TROUBLESHOOT, SERVICE AND REPAIR ENGINE COOLING SYSTEMS. - Level 3 7.0 hrs.

A. Inspect, check, and service engine cooling systems. - Level 3

B. Troubleshoot and repair engine cooling systems. - Level 3 14. REPAIR ENGINE COOLING SYSTEM COMPONENTS. - Level 2 3.0 hrs.

A. Repair baffles and reprofile cylinder fins. - Level 2 Estimated Instructional Time 10.0 hrs. ENGINE EXHAUST SYSTEMS 15. INSPECT, CHECK, TROUBLESHOOT, SERVICE, AND REPAIR ENGINE EXHAUST SYSTEMS. - Level 3 13.0 hrs.

A. Inspect, remove, replace, adjust, and repair joints in the exhaust system. - Level 3

B. Inspect, remove and reinstall exhaust heaters. - Level 3

C.Identify, inspect and describe the operation of turbosuperchargers and turbocompound engines. -Level 2 D. Describe the operation and inspection of jet engine thrust reversers and noise suppressors. - Level 2 16. REPAIR ENGINE EXHAUST SYSTEM COMPONENTS. - Level 2 4.0 hrs.

A. Recognize materials used in exhaust system components and describe repair procedures. - Level 2 Estimated Instructional Time 17.0 hrs. IGNITION SYSTEMS 17. OVERHAUL MAGNETO AND IGNITION HARNESS. - Level 2 30.0 hrs.

A. Disassemble, identify components, and reassemble a magneto.- Level 2

B. Inspect and select serviceable magneto breaker assembles. - Level 2 C. Internally time a magneto. - Level 2

D. Install high tension leads. - Level 2 E.Assemble, operate and disassemble an impulse coupling on a magneto. - Level 2

18.INSPECT, CHECK, SERVICE, TROUBLESHOOT, AND REPAIR RECIPROCATING AND TURBINE ENGINE IGNITION SYSTEMS. - Level 3 32.0 hrs. A. Inspect, check, troubleshoot, remove and reinstall wiring to an ignition switch. - Level 3 B. Use an ignition harness tester to identify a shorted ignition lead on an engine. Level 3

302 C. Install, inspect, operate, troubleshoot and repair an ignition booster system. - Level 3

D. Remove, inspect, recondition, test and reinstall spark plugs.- Level 3 E.Time magnetos to an engine. - Level 3 F.Identify, compare and interpret ignition analyzer patterns. - Level 2

G.Compare and describe the differences between piston engine and turbine engine ignition systems. - Level 2 19. REPAIR ENGINE IGNITION SYSTEM COMPONENTS. - Level 2 28,0 hrs. A.Operate and test a magneto on a test bench. - Level 2

13. Test and Judge the serviceability of condensers. - Level 2 C.Use a coil tester to test ignition coils. - Level 2 D.Demonstrate the effect of faults in an ignition lead and correct the fault. - Level 2 Estimated Instructional Time 90.0 hrs. ENGINE ELECTRICAL SYSTEMS 20. INSTALL, CHECK, AND SERVICE ENGINE ELECTRICAL WIRING, CONTROLS, SWITCHES, INDICATORS, AND PROTECTIVE DEVICES. - Level 3 38.0 hrs. A.Types, purposes, applicability and operation of electrical fuses, circuit breakers, and switches. - Level 1 B.Select and install aircraft electrical switches and wiring to engine electrical components. - Level 3 C.Installation requirements and characteristics for aircraft electrical wiring systems and junction boxes. - Level 1 D.Install electrical terminals, splices and bonding jumpers, and identity aircraft electrical cables. - Level 3 E.Use of quick-disconnect electrical connectors and characteristics of high- and low-tension electrical wire. - Level 1 F.Install and wire solenoid operated switches, determine causes and effects of solenoid switch chatter. - Level 2 21. REt'AIR ENGINE ELECTRICAL SYSTEM COMPONENTS. - Level 2 19.5 bra. A. Use service manuals and parts catalogs to locate procedures for repair or replacement of engine electrical system components and to obtain part numbers for replacement parts. - Level 2 B. Check, troubleshoot and repair an aircraft dual DC generator electrical system. - Level 2 C.Determination of approximate, actual, and permissible continuous load on an aircraft electrical generating system, - Level 2 D.Inspect, check, and repair solenoid operated valves for engine pneumatic functions. - Level 2 Estimated Instructional Time 57.5 hrs.

303 ENGINE INSTRUMENT SYSTEMS 22. INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR ENGINE TEMPERATURE, PRESSURE, AND RPM INDICATING SYSTEMS. - Level 3 18.0 hrs. A. Operating principles and installation practices of temperature indicating systems for aircraft engine instrumentation. - Level 1 B.Check, troubleshoot and repair thermocouple and resistance/ ratiometer temperature indicating systems. - Level 3 C.Purpose, operating principles and troubleshooting of manifold pressure indicating systems. - Level 1

D. Inspect, check, troubleshoot and repair engine tachometer systems. - Level 3 E.Purposes, operating principles, requirements and applications of engine inlet and outlet temperature indicating systems. - Level 1 F.Purposes, operating principles and applications of pressure indicating and warning systems used with aircraft engines. - Level 1 23. TROUBLESHOOT, SERVICE AND REPAIR FLUID RATE OF FLOW INDICATING SYSTEMS. - Level 2 2.5 hrs. A. Troubleshoot and service. - Level 2 Estimated Instructional Time 20.5 hrs. ENGINE FIRE PROTECTION SYSTEMS

24.INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR ENGINE FIRE DETECTION AND EXTINGUISHING SYSTEMS. - Level 3 5.0 hrs.

A.Inspect, check, troubleshoot and repair engine fire detection systems. - Level 3

B.Inspect, check, service, troubleshoot and repair engine fire extinguishing systems. - Level 3 Estimated Instructional Time 5.0 hrs. PROPELLERS 25. INSPECT, CHECK, SERVICE AND REPAIR FIXED - PITCH, CONSTANT-SPEED, AND FEATHERING PROPELLERS, AND PROPELLER GOVERNING SYSTEMS. - Level 3 33.0 hrs.

A.Identify and describe the forces acting on a propeller. - Level 2 B.Measure propeller blade pitch angles. - Level 2 C.Locate and interpret engine-propeller "critical range" information. - Level 2 D.Locate and interpret "static limit" information for fixed pitch propellers. - Level 2 E.Describe the operation and control by a counter-weight propeller. - Level 2

304 F.Describe the operation and control of a hydromatic propeller. - Level 2 G. Describe the operation and control of non-counterweight variable pitch, feathering, and reversing propellers. - Level 2 H. Describe the operation and control of a turbine engine propeller system. - Level 2 I. Inspect and identify probable location of defects in the metal tipping of propellers. - Level 2 J.Smooth nicks, cuts, and scratches in the leading and trailing edges of metal propeller blades. - Level 3 26. INSTALL, TROUBLESHOOT AND REMOVE PROPELLERS. - Level 3 20.5 hrs. A. Check operation of a full feathering and reversing propeller.- Level 3 B. Remove and install a propeller on a tapered shaft. - Level 3 C.Remove and install a propeller on a splined shaft. - Level 3

D. Check track of a propeller. - Level 3 E.Externally adjust and rig a propeller governor. - Level 3 F.Troubleshoot descriptions of faults in a hydromatic propeller. - Level 3 27. INSPECT, CHECK, SERVICE AND REPAIR PROPELLER SYNCHRONIZING AND ICE CONTROL SYSTEMS. - Level 1 8.0 hrs. A.Identify components and describe the operation of propeller anti-icing systems. - Level I B.Locate reference information and describe the operation of propeller synchronizing systems. - Level 1 28. IDENTIFY AND SELECT PROPELLER LUBRICANTS. - Level 2 2.0 hrs.

A. Identify the lubricant to be used to service a specific propeller. - Level 2 29. BALANCE PROPELLERS. - Level 2 6.5 hrs.

A.Interpret information and describe the procedure for balancing fixed pitch and variable pitch propellers. - Level2 30. REPAIR PROPELLER CONTROL SYSTEM COMPONENTS. - Level 2 8.0 hrs.

A. Describe the action of a propeller governor and the forces which control propeller pitch. - Level 2 B.Perform the operation necessary to match direction of governor rotation to the rotation of the engine drive. Level 2 Estimated Instructional Time 78.0 bra. Total Estimated Instructional Time 437.0 hrs. Additional Practice and/or Examinations 10.0 hrs. Grand Total for Powerplant Curriculum ("Theory and Maintenance" and "Systems and Components").. .750.0 hrs.

305 LUBRICATION SYSTEMS

I.IDENTIFY AND SELECT LUBRICANTS. (EIT IDENTIFY THE SECONDARY FUNCTIONS OF =10% hrs., T = 5 hrs., L/S = 51,4 hrs.)3segments LUBRICATING OILS. (UNIT LEVEL 2) (SEGMENT B, LEVEL 1)

IDENTIFY CHARACTERISTICS OF LUBRICANTS. Student Performance Goal (SEGMENT A, LEVEL 1) Given:

Student Performance Goal A list of twenty statements which identify the . functions of a lubricating oil. Given: A matching type ten question examination identifying Performance: lubricants. The conrimt of the examination will refer The student will identify those statements asso- to base type, film ettengzh, viscosity index and ciated with the cooling, sealing and cleaning of flashpoint of lubrkating oils. an engine.

Performance: Standard: The student will match the characteristics to the The student will correctly identify five statements various types of lubricants. related to each of 3 secondary functions of the lubricating oil. Standard: The student will correctly associate seven of the Key Points Feedback characteristics of lubricating oils with the base type of lubricant. Cooling. How is heat transferred from the piston to cylinder Key Points Feedback walls of a piston engine? snow is the heat contained Types of lubricants. Why is a mineral lubricant in the oil dissipated? more satisfactory than Sealing. How does the action of the vegetable or animal lubri- lubricating oil prevent the c ants? loss of compression past Why were synthetic lubri- the piston rings? cants developed? Cleaning. How is sludge carried to What precaution should be the sumps and sump chain- observed when converting bets of an engine? from mineral lubricants to What keeps the internal the synthetic type lubri- parts of an engine free of cating oils? rust? Prope.ties of lubricants. What effect would a low flashpoint lubricant have upon the operation of a RECOGNIZE AND IDENTIFY ACCEPTABLE piston engine? LUBRICANTS. How do climatic conditions (SEGMENT C. LEVEL 2) influence the selection of lubricating oils? Student Performance Goal What comparison may be made between an SAE vis- Given: cosity and an "Aero grade" Containers (oil cans) for a variety of aircraft viscosity index? lubricants, i.e., compounded, detergent, disper- What is the pour point of a sant, etc., and the aircraft /engine service manuals lubricating oil? for at least thee different models of airplanes and etbat is the advantage of engines. multi-viscosity lubricant? Why is it important that a designated lubricant be used?

307 Performance: Interpret service man- Determine the recommended For three different models of airplanes and engines uals for three different lubricant by reference to the student will: recognize the containers and iden- models of airplanes andmanuals? tify the type of lubricant; locate appropriate infor- engines. Demonstrate an awareness mation in the manuals specifying the type of lubri- Explain precautions for the hazards? cant recommended for the specific engine; and relative to mixing of explain the general precautions to be observed when lubricants. adding oil (or changing oil) and the probable results or damage which may result when various grades, or incorrect types of lubricants are used. 2. INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR ENGINE LUBRICATION SYSTEMS. Standard: (EIT = 40.5 hrs., T = 22 hrs., L/S = 18.5 hrs.) The student will identify the lubricants, interpret 12savants the manuals and explain the procedures without (UNIT LEVEL 3)

error. ,11110111111 DIAGRAM AND EXPLAIN THE OPERATION OF Key Points Feedback WET AND DRY SUMP LUBRICATION SYSTEMS. (SEGMENT A, LEVEL 2) Source of information Where would a mechanic recommending correct locate data which would Student Performance Goal lubricant. assist in determining the correct lubricant for a Given: specific engine? Schematic diagrams of both wet and dry sump lubri- What is the effect of cli- cation systems and appropriate reference information. matic temperatures on the selection of oils? Performance: What grade of aviation oil The student will explain the principles and indicate has the same viscosity as by arrows on the diagrams the oil flow through both SAE 50? types of lubrication systems. Why are some engines operated on a synthetic Standard: lubricating oil? Explanations and indication of oil flow will be in Why will the manufacturer's accordance with the reference information. manual probably specify a higher viscosity oil for Key Points Feedback those airplanes which operate in tropical climates? Types of lubrication What are some advantages Additives and mixing What effect does a deter- systems. of a wet sump oil system? of lubricating oils. gent lubricant have on an What system is used on engine? radial engines? Should additives be used ' How many oil pumps do when oil consumption of each of the systems in- the engine is excessive? corporate? Why should detergent oil Venting of dry Why is the oil tank often not be used in an engine sump systems. vented to the engine crank- which has been using non- case? detergent oil? Under what conditions may What action would a mechanic the oil tank vent freeze? take if he inadvertently Where does the moisture in added one quart of non- the tank vent originate? detergent oil to an engine What methods have been that has been operating on developed to minimize a compounded oil? icing of engine breather vents? A (lir it ies Check Items Venting of wet Why must a wet sump Did the student: sump systems. crankcase be vented? Desctibe a method that Identify oil con- Identify various lubricants will minimize icing of a tainers. by reference to the con- crankcase vent system. tainer labels?

308 Activities Check Items What are some sources of Did the student: aluminum particles found in an oil screen? Draw arrows on dia- Correctly illustrate the ' When could a mechanic grams to indicate oil direction of oil flow in expect to find some particles flow. both systems? of metal in an oil screen? Explain the principlesUse correct nomenclature How can metal or non- of operation of both as a part of the explana- metal particles found in wet and dry sump tions? an oil system be identified? systems. How is an oil screen cleaned? Safetying of drains, How many times may a CHANGE OIL, CHECK SCREENS. screens and refilling crush washer be re-used? (SEGMENT B, LEVEL 3) with oil. What precautions should be taken to ensure correct Student Performance Goal torque of drain plugs, filters, etc.? Given: What publication should a An operating aircraft engine, a quantity of aircraft mechanic refer to in order lubricating oil, appropriate tools, equipment and to determine the quantity reference information. and viscosity of lubricating oil for an engine? Performance: The student will drain oil, clean and inspect the Activities Check Items screens, safety the drain plugs and refill the system Did the student: with lubricating oil. He will explain the reasons for changing oil at the specified intervals and the Drain oil, clean and Follow the correct pro- significance of metallic particles found in screens inspect oil screens cedures? and filters. and filters. Safety plugs, screens,Maintain return-to-service Standard: filters, and refill with stand:I:cis? All procedures and standards of performance will oil. Obsetve safety precautions be in accordance with the manufacturer's service while accomplishing the instructions. tasks? Explain reasons for Use correct nomenclature Key Points Feedback oil changes and sig- as a part of the explana- nificance of metal tions? Oil change intervals. Why should the oil in an in the screens. aircraft engine be changed? Where would the recommended time interval be- SERVICE AN OIL BY-PASS VALVE. tween oil changes be pub- (SEGMENT C, LEVEL 3) lished? Why do local operating Student Performance Goal conditions often dictate a modification of the recom- Given: mended time between oil A lubrication system (installed in an airplane or changes? mock-up) incorporating a by-pass valve as a part Procedure for oil Why should the oil be warm of an oil cooler or oil filter and the service in- changes. before draining? structions fot the lubrication system. What causes deformation of the brass oil screen nuts? Performance: What corrective actions The student will interpret the service instructions, are necessary if the capil- physically locate the by-pass valves in the system. lary line is broken on the He will disassemble one by-pass valve, explain oil temperature bulb during the operation of the valve and reassemble the an oil change? valve into the component or system. Inspection of oil allow would a mechanic screens. check an oil filter or oil screen for metallic particles?

309 The task will be accomplished in accordance with The student will disassemble, inspect an the service instructions. Correct nomenclature assemble the oil filter. He will identify ti will be used throughout the explanation. The re- chambers in the crankshaft and explain th assembled valve will operate normally. of such chambers. He will interpret the s instructions pertaining to the removal, cle Key Points Feedback reinstallation of disc type filters.

Location of by-pass Why is a by-pass valve Standard: valves. often located on the inlet Service work will be performed at a retu.-n side of an oil cooler? standard.Explanations will be in accorti: Why is a by-pass valve the service information. necessary in an oil filter? Purpose and operation.When is the oil cooler by- Key Points Feedback pass valve in the open position? Types of disc filters. How does a man When is an oil filter by- filter differ from s pass valve in the closed matic or hydraulic position? cuno? What operating difficulties Operation. At what time inter may result from a by-pass should the handle valve in an oil cooler manual type fitter sticking in the open posi- rotated? tion? What is the purpo What damage could result wiper hlades in a if the by-pass valve in an filter? oil screen stuck in the *How is the oil fir open position? hydraulic or auto; Disassembly and re- .What publication will spe- utilized to rotate assembly procedure. cify the correct assembly Service and inspection. How often should and disassembly proce- filter he cleaned; dures? .Where is the dist Explain why by-pass valves and reassembly r are not adjustable. published? Crankshaft sludge .What procedures ' Activities Check Items chambers. developed to min Did the student: accumulation in't What causes the I Locate the by-pass 'Use appropriate reference accumulate in a valves within the manuals? Cleaning sludge Hcw are cranksht system. *Follow correct procedures? chambers, chambers cleaner Disassemble and re- Ezercise care in handling That damage may assemble the by-pass tools and components? from failure to ch valve. Use correct nomenclature sludge chambers Explain operation of as part of the explanation? overhaul? the valve. Activities Check Item Did the student: SERVICE DISC TYPE OIL FILTERS AND EXPLAIN THE FUNCTION OF CRANKSHAFT SLUDGE Disassemble and re- .Follow correct pr CHAM I3ERS. assemble a stacked and exercise care (SEGMENT 0, LEVEL 3) disc type oil filter. tools and compor Idtntify crankshaft Use correct nome Student Performance Goal sludge chambers and as a part of the e explain purpose. Given: A stacked disc, edge filtration type oil filter; a crankshaft incorporating sludge chambers and appropriate reference information.

310 DESCRIBE PURPOSE OF OIL PRESSURE GAUGE Given: LINE RESTRICTORS. A diagram or line drawing of the oil scavenging (SEGMENT E, LEVEL 2) system: components of the scavenging system, appropriate reference information, ten written state- Student Performance Goal ments describing faulty operation of an oil system.

Given: Performance: A diagram of an oil pressure gauge mechanism and The student will label the diagram, naming each gauge line, a direct reading oil pressure gauge and component from a display of parts and describe the appropriate reference information. operation of a scavenging system, and identify conditions that are caused by failure of the scavenging Performance: system. The student will label the diagram and explain the purpose of the restricted orifice in the gauge line Standard: and physically identify the orifice in the instrument. The components will be identified and named without error. The description of operation will be h Standard: accordance with the manufacturer's manual and The student will correctly interpret the reference will include use of correct nomenclature. From information and use correct terminology and nomen- the description of faulty operation of an oil sys- clature as part of the explanation. tem, the student will identify five conditions that could be caused by failures of the scavenging Key Points Feedback system. Purpose of a restrictor. Where is the restricting Key Points Feedback orifice located in the oil pressure gauge system? Components of the Where is the drain sump of Explain how a restrictor scavengingsystem. an oil system located? serves to damp pressure Why are the intercylinder surges and prevent damage oil drain lines generally to the oil pressure gauge considered a part of the mechanism. scavenging system? What visible indications Why do some radial en- would exist if the Bourdon gines have external oil tube of an oil pressure lines from one section of gauge ruptured? the engine to another? Principles of operation. How does a Bourdon tube Why is the capacity of the react to internal pressures? scavenge pump greater How would a Bourdon tube than the capacity of the react to external pressures? oil pressure supply pump? Why do some sump drain Activities Check Items plugs have magnets? Did the student: Description of sys- What reference publica- tem operation. tions would contain infor- Label the diagram of Use correct nomenclature mation describing the an oil pressure gauge to label the diagram and scavenging system? system. explain the purpose of a Troubleshooting. How would an obstructed Explain the purpose of restrictor? intercylinder drain line a restrictor. Point to the location of affect the scavenging Identify a restrictor the restrictor in the actual system? in the gauge or in the instrument? What inflight symptoms system. would indicate a crack in the line between the pump and the oil supply tank? IDENTIFY COMPONENTS OF AN OIL SCAVENGING What procedure should be SYSTEM AND DESCRIBE OPERATION OF THE SYS- followed to prime an oil TEM AND TROUBLESHOOT. pump? (SEGMENT F, LEVEL 2) What evidence would probably indicate a leak in Student Performance Goal an external oil line?

i0 311 Activities Check Items Why is a special feathering Did the student: supply of oil usually require, in multi-engine airplanes? Label the diagram of Correctly use and inter- Why are some tanks vetted a scavenging system. pret information from the to the engine breather? manuals? When are in-flight oil Identify components Use correct nomenclature? quantity gauges required? and describe operation of the system. Activities Check Items Select five statementsMake correct j.idgment of Did the student: that could be associated the written statements? with failure of the Locate and interpret scavenging system. Correctly locate and inter- FAA regulations per- pret regulations? taining to oil supply tanks. IVI'ERPRET FAA REGULATIONS PERTAINING TO Use correct nomencla-Apply information obtained OIL SUPPLY TANKS. ture to label a diagram (SEGMENT G, LEVEL 2) from the manuals and use of an oil supply tank. correct nomenclature as a Student Performance Goal part of the description of operation? Given: Appropriate section of the Federal Air Regulations avid the manufacturer's manuals for at least two EXPLAIN THE PURPOSE AND DESCRIBE THE twin engine airplanes; a line drawing of an oil OPERATION OF AN OIL DILUTION SYSTEM. supply tank incorporating a hopper. (SEGMENT H, LEVEL 2)

Performance: Student Performance Goal The student will locate and interpret the FAA regulations which govern expansion space requirements Given: and the marking of oil tank filler openings. Using Service manuals and a line diagram or drawing of the diagram or drawing of an oil supply tank, he an oil dilution system. will describe the methods commonly employed to maintain a reserve supply of oil for propeller Performance: feathering. The student will label the diagram and explain the Standard: purpose of an oil dilution system. He will describe The student will locate and interpret the regulations the sequence of operation or procedure applicable without error. to a specified model of engine or airplane.

Key Points Feedback Standard: The procedure described will be in accordance with Minimum expansion Why is an oil tank larger the manufacturer's manual. Correct nomenclature space requirements. than the placarded capa- will be used to label the diagram and as a part of city of the tank? the description and explanation. What is the simplest method of determining Key Points Feedback the capacity of an oil tank? Why is an oil cap usually Filler opening Purpose of oil Why are engines hard to markings. painted yellow? dilution. Why don't the regulations start in cold weather? require the oil cap placard How may a mechanic "thin- to indicate the viscosity out" or reduce the viscosity and type of oil? of oil during cold weather How may the design of an operation? oil tank preclude over- How does the addition of filling? gasoline to oil affect the How can the oil quantity viscosity of oil? in an oil rank be verified? Design features. What is a "hopper" in an oil tank?

312 What device or component *Why is the indicated oil of the oil dilution system pressure above normal actually introduces the operating pressure when gasoline into the oil system? the engine is first started? Oil dilution procedure.When is the oil normally Why are some engines de- diluted? signed without a provision What determines the amount for oil pressure adjustment? of dilution? What is the difference he- What will result from over- tween a single spring and dilution of the oil? a compensated relief *What indications are avail- valve? able in the cockpit to indi- How does oil viscosity cate that normal operation affect engine oil pressure? of the dilution valve is Where may the oil pressure taking place? relief valve be located on How is the fuel eventually an aircraft engine? eliminated from the lubri- What methods of safetying cating oil? may be used following adjustment of the relief Activities Check Items Did the student: Activities Check Items Label the oil dilution *Use correct nomenclature? D;d the student: diagram. Correctly describe sequence? Locate and interpret Describe the hazards asso- Adjust the oil pres- Follow the procedure spe- information from the ciated with deviations from sure on an operable cified in the manual? manuals. normal procedure? engine. Observe safety precautions? Describe sequence of Achieve an adjustment operation of an oil within the specified limits? dilution system.

INTERPRET INSTRUMENT INDICATIONS. ADJUST OIL PRESSURE ON AN OPER TILE ENGINE. (SEGMENT J, LEVEL 2) (SEGMENT I. LEVEL 2) Student Performance Goal Student Performance Goal Given: Given: Five statements describing instrument indications An operable aircraft engine and the manufacturer's of operating trouble symptoms within the lubrica- szrvice manual. tion system and the manufacturer's manuals for a specific engine. Pe rformance: The student will adjust the oil pressure. Performance: The student will interpret the described instrument Standard: indications and determine the probable cause of The student will follow the correct procedure and the trouble symptoms or probable defect and ex- achieve an adjusted pressure within the operating plain the reason for his derision. range specified in the manual. Standard: Key Points Feedback Correctly identify the cause or defect in four of the five descriptions of operational trouble symp- Adjusting oil pressureWhy is it important that the toms. on an engine. correct oil pressure be maintained in an er.gine? *What will be the effect of placing a washer under the spring of the oil pressure relief valve?

313 A., e/41,01.11361111110.1400.11,1,111.4.170,0

Key Points Feedback DESCRIBE THE LUBRICATION OF A VALVE MECHANISM. Normal indications of *What will result if oil pres- (SEGMENT K, LEVEL 2) oil pressures. sure is lost during flight? If oil of lower viscosity is SW-fit Performance Goal added, how would the oil pressure indications be af- Given: fected? A line drawing of an overhead valve mechanism How does the oil pressure and the manufacturer's service or overhaul manual. indication react to an increase in oil temperature? Performance: How would oil pressure in- The student will interpret information from the dications be affected by a manual, label the diagram to illustrate oil flow and break in the oil pressure describe the lubrication of the valve mechanism. gauge line? 'How does cold, congealed Standard: oil in the gauge line effect Components of the valve mechanism will be correctly the indicated oil pressure? idemified and the drawing will be labeled to illu- What servicing procedure strate direction of oil flow. Correct nomenclature is employed to minimize will be used as part of all descriptions. the lag in oil pressure indication? Key Points Feedback 'Why may a restricting on be incorporated within Direction of oil flow What component of the en- an oil pressure indicating through a valve gine is the source of oil system? mechanism. pressure and oil flow? Interpreting oil pres- iVhat oil pressure indica- How is oil under pressure sure indications. tions give evidence of a fed to the crankshaft and low oil supply? cam shaft? What faults are associated If the engine incorporates with a fluctuating oil pres- hydraulic valve lifters, how sure? is oil supplied to these elf the oil pressure indica- lifters? tion is very slow to respond elf the design of the engine following starting of the provides for a solid cam engine, what faults are follower, how is oil directed most probable? to the push rod? What oil pressure indica- allow is oil normally supplied tions are associated with to the rocker arm assembly? a clogged oil cooler? allow is lubricating oil supplied to the valve guides? Activities Check Items allow does the oil which has Didthe student: lubricated the valve mechanism return to the oil sump? Identify the probable eCorrectly interpret manu- cause of trouble symp- facturer's manuals as an Activities Check Items toms or defect. aid in troubleshooting? Did the student: Explain the reason Accurately interpret the for selecting the cause.description of the opera- Label the components Use correct nomenclature ting condition and make a of a valve mechanism when labeling the drawing? logical analysis? and illustrate directioncCorrectly interpret informa- Use correct nomenclature of oil' flow. tion from the manual? when describing the defect Describe the lubrication and probable cause? of a valve mechanism.

314 INSTALL RINGS ON A PISTON AND DESCRIBE . How do the increasing THE FACTORS EFFECTING OIL CONSUMPTION clearances throughou an IN A PISTON ENGINE. engine due to wear affect (SEGMENT L, LEVEL 3) oil consumption?

Student Performance Goal Activities Check Items Did the student: *Given: A piston, set of ring; the manufacturer's manual, Install the rings on Follow the procedure spe- a twenty question multiple choice examination per- a piston. cified in the manual? taining to oil comsumption in a piston engine, Work safely and observe ring installation tools. precautions to avoid damaging the tools and equip- Performance: ment? The student will install a set of rings on the piston. Describe the factors Use correct nomenclature? He will answer the questions relating to the control effecting oil consump-Correctly interpret informa- of oil on the cylinder wall and the effect of engine tion of the engine. tion from the manual? wear on the operation of the lubrication system and Correctly answer 15 of the oil consumption of the engine. multiple choice examination questions? *Standard: Rings will be installed on the piston in accordance with the instructions contained in the manufacturer's 3. REPAIR ENGINE LUBRICATION SYSTEM manual. The student will correctly answer 15 of the COMPONENTS. (E1T = 18 hrs., T = 11 hrs., 20 examination questions. L/S =.7 hrs,)4 segments (UNIT LEVEL 2) Key Points Feedback INSPECT, REMOVE, CLEAN AND REINSTALL Oil control piston Why do oil control rings OIL LINES. rings. often have a bevel on one (SEGMENT A, LEVEL 2) edge of the ring? What would be the effect Student Performance Goal of installing an oil control ring upside down? Given: What is the difference be- An operable engine incorporating a dry sump oil tween an oil wiper and an system, the applicable manufacturer's service oil scraper ring? manuals, appropriate Federal Aviation Regulations, What materials are used in and 10 statements describing size, condition and the construction of piston repair of oil lines. rings? How can the position of Performance: ring gaps effect oil con- The student will locate and interpret the FAA sumption of the engine? regulations governing the size of oil lines. He What are some of the factors will inspect oil lines and remove, clean and re- to be considered when in- install one section of line in the oil system. He stalling chrome rings in a will select statements from the list describing cylinder? size, condition and acceptable repair of oil lines. How is the tension of a piston ring measured? Standard: Oil control at valve How would a worn valve The student will select 8 correct statements from guides. guide effect oil consump- the list. The removal, cleaning and reinstallation tion of an engine? of the oil line will be accomplished at return-to- How may a worn rocker arm service standards. bearing contribute to the oil consumption of an engine? Key Points Feedback Oil consumption due toHow do worn connecting rod genera! wear of the en- and main bearings result in Federal Aviation What determines the size gine. increased oil consumption? Regulations governing of an oil line for an air- cit lines. craft engine?

315 What dictates the minimum Performance: diameter of an oil return The student will label the oil cooler diagram, line in a dry sump lubrica- identifying the components of the assembly. He tion system? will draw arrows to indicate the oil flow path What are the FAA require- during both low and high oil temperature condi- ments for an oil drain in tions. He will point to both the thermostatic and the system? by-pass element on the oil cooler and when pro- Inspection, cleaning What method is used for vided with ten statements describing the operation and replacement of cleaning aluminum alloy of the oil temperature regulating system, he will oil lines. external oil lines? select those statements that ace related to the sin what section of the oil- operation of the oil cooler. lines are cracks most likely to occur? o Standard: Describe some of the reasons The student will correctly label components of the to: rejecting an aluminum oil cooler in the diagram. He will organize those oil line. statements that are related to normal and abnostAal Why should the alignment operation of the oil cooler. of oil lines not be forced by the action of the con- Key Points Feedback necting hoses or fitiings? What considerations govern Oil cooler operation. Why isn't all of the oil the use of beaded tubing, in the system constantly flexible hose and hose circulated through the oil clamps as connections in cooler? the oil systems of aircraft What will result if the engines? temperature regulator unit fails to seat? Activities Check Items Where is the oil temperature Did the student: regulator normally positionec in the system? Remove, clean, re- Follow the correct proce- Why do oil coolers usually install and inspect an dare? have a by-pass valve? oil line. Accomplish the task with That is a "non-congealing" proper regard for personal type of oil cooler? safety? Under what conditions does Correctly inspect and iden- the oil flow by-pass the tify defects in the oil lines? core of the oil cooler? Reinstall the line with Why isn't an oil cooler re- correct torque and ade- quired on every engine? quate support? Activities Check Items Did the student: IDENTIFY AND DESCRIBE OIL TEMPERATURE REGULATION. Draw arrows to in- Correctly il!ustrate flow (SEGMENT 8, LEVEL 2) dicate flow through paths? an oil cooler. Student Performance Goal Label the components Correctly identify com- of an oil cooler. ponents on an oil cooler Given: Point to the thermo- and label the diagram? An oil cooler assembly incorporating a viscosity static and by-pass valve valve cr thermostatic valve and a pressure relief on the cooler. valve, an appropriate diagram of the oil cooler, Select statements on Correctly select all state- and reference information and ten statements per- the list that are re- ments? taining to oil temperature regulation. lated to the operation of the cooler.

316 EXPLAIN THE PROCEDURE FOR CLEANING AND DISASSEMBLE AND REASSEMBLE AN ENGINE TESTING OIL TANKS. OIL PUMP. (SEGMENT C, LEVEL. 1) (SEGMENT 0, LEVEL 2)

Strident Performance Goal Student Performance Goal

Given: Given: Twenty written statements correctly or incorrectly An engine oil pump from an aircraft engine and describing the cleaning and testing of oil supply the manufacturer's service information. tanks, manufacturer's service information and the appropriate Federal Aviation Regulations. Performance: The student will disassemble the pump, identify Performance: the component parts and reassemble the pump. The student will interpret information from the manuals and regulations concerning the cleaning Standard: and testing of oil supply tanks. From twenty The reassembled pump will be in such condition written statements describing procedures that that it could be operated on the engine. The dis- might be used, the student will identify the cor- assembly and reassembly will be in accordance rect statements. with the manufacturer's service information.

Standard: Key Points Feedback The student will select all correct statements. Oil pumps. Why does the engine oil Key Points Feedback supply pump have less capacity than the scavenging Cleaning procedures. 'What solvents are common- pump? ly used to internally clean What path does the oil an oil supply tank? follow in a gear type pump? How are the solvents applied How are the side clearances to ensure adequate cleaning checked on an oil pump? of the tank interior? What repairs are possible Testing of oil tanks. What publications would if the pump cavity is most probably indicate the scored? test pressure to be applied If an oil pump drive gear to an oil tank? is scored or nicked, what What would probably happen, repairs are permitted? if excessive test pressures were applied to a tank? Activities Check Items What safety precautions Did the student: should be observed while cleaning and testing oil Disassemble, reas- ' Follow theprocedures de- tanks? assemble an oil pump. scribed in the manual? Properly identify parts of the pump and use correct nomenclature as a part of the description of operation. Exercise care for components and tools during th disassembly and reassemb operations?

317 ENGINE FUEL SYSTEMS

4. INSPECT CHECK, SERVICE, TROUBLESHOOT, What general requirements AND REPAIR ENGINE FUEL SYSTEMS. govern the size of ports and (EIT5 hrs., T = 2 hrs., L/S = 3 hrs.) passages in fuel selector 2segments valves? (UNIT LEVEL 3) What are the size require- INI.M...... MWOMONIIM..11.....1.0111.11110.10.11111.1111 ments for flexible fuel hoses INTERPRET FEDERAL AVIATION REGULATIONS and connections within the GOVERNING FUEL SYSTEMS. fuel system? (SEGMENT A, LEVEL 2) Vents, ex ansion Why is it necessary to vent space and Lumps. the tanks? Student Performance Goal Why are the airspaces of two tanks often interconnected? Given: Why is the filler opening of Copies of the applicable Federal Aviation Regula- some fuel tanks positioned tions, manufacturer's service manual and specifica- so that the tank cannot be tions for the fuel system of a particular airplane. completely filled with fuel?

Performance: Activities Check Items The student will locate and interpret information Did the student: from the reference publications and describe how the regulations govern the strainers, lines, vents, Interpret the Federal Correctly apply and interpret expansion space and sumps of the specific fuel Aviation Regulations the regulations? system. governing fuel systems.Use correct nomenclatore Compare the fuel sys- as a part of the description? Standard: tem as described in the The reference information will be interpreted with- manufactuter's manual out error.Correct terminology and nomenclature with FAR's. will be used as a part of the description.

Key Points Feedback INSPECT, CHECK, SERVICE, TROUBLESHOOT AND REPAIR AN ENGINE FUEL SYSTEM. Finger strainers. What is the size of wire (SEGMENT B, LEVEL 3) screen mesh used in f;nger strainers in the fuel system? Student Performance Goal What is the ratio of length to diameter of a fuel Given: strainer? An operational fuel system including a fuel tank, Routing of fuel What publication would a tank outlet strainers, lines, sump drains, selector lines. mechanic use when deter- valves, main fuel strainer and carburetor or fuel mining the routing of a injection system, and the manufacturer's service fuel line? instructions for the specific system. *What are the general requirements for supporting and Performance: securing fuel lines? The student will inspect, check, service, trouble- .What is the minimum radius shoot and repair problems introduced into the system of bend in a fuel line? by the instructor. What is the purpose of bondirg fuel lines? How Standard: is such bonding accom- The inspection, servicing and repair of the system plished? will be in complete accordance with the service in- Size of fuel lines. .What is the minimum rate structions. As a part of the troubleshooting proce- of flow required of fuel dure, the student will identify, isolate and correct lines in an airplane? a simulated problem caused by contamination and vapor lock.

31S Key Points Feedback Adjust fuel pressure. Correctly check for leaks Troubleshoot a fuel following service and re- System operation. What reference information leak introduced into pair operations? would a mechanic use to the system by the Safety all components fol- determine the normal opera- instructor. lowing service and repair? ting pressures for a fuel Replace b section of Verify correct operation system? rigid or flexible fuel following replacement of What publication would illu- line. lines and components? strate the location of fire- Remove a sectio.' of wall shutoff valves, control rigid or flexible fuel valves, strainers, etc.? line. If the system incorporates Remove and replace a centrifugal boost pumps, valve, pump or other how could the mechanic de- component in a system termine the procedure for containing fuel. use of these pumps? Identify, isolate and Inspection of fuel What inspection and ser- correct a simulated systems. vicing is generally neces- problem caused by con- sary with fuel tank sumps tamination and vapor and strainers? lock. Describe the conditions which may lead to contamination of the fuel in the 5.REPAIR ENGINE FUEL SYSTEM COMPONENTS. system. (EIT = 814 hrs., T = 314 hrs., L/S = 5 hrs.) What inspection should a 2 segments mechanic give to both solid (UNIT LEVEL 2)

and flexible fuel lines? .11=1=11=1. How can a mechanic inspect DESCRIBE THE OPERATION OF FUEL PUMPS a flare at a fitting? AND REMOVE AND INSTALL A PUMP ON AN Servicing fuel systems. Describe the conditions that ENGINE. may result in fluctuating (SEGMENT A, LEVEL 2) fuel pressure. Where would a mechanic Student Performance Goal find information that describes the procedure for Given: adjusting the fuel pressures? A vane type fstel pump, a diaphragm type fuel pump What is a vapor lock? What and the service information applicable to each procedure is most effective type of pump. in eliminating a vapor lock? Troubleshooting and What publications would Performance: repairing fuel systems. contain troubleshooting in- The student will interpret the service information, structions applicable to a identify the parts of the pumps and describe the particular airplane fuel operation of fuel pumps. He will remove and system? reinstall a fuel pump on an engine. What precautions should be observed when draining fuel Standard: from the system? The description of operation and the removal and If it becomes necessary to reinstallation will be in full accordance with the disconnect a fuel line, or service instructions. Correct nomenclature and block and obstruct some terminology will be used as a part of the descrip- portion of the system, what tion of operation. precautions should be taken? Key Points Feedback Activities Check Items Did the student: Types of engine fuel *How does the displacement pumps. of a vane type pump compare Inspect and service the Use and correctly interpret with the displacement of a tank sumps and main information from tht service diaphragm pump? fuel strainer. manuar

319 s'lhat information is included DESCRIBE THE OPERATION OF AUXILIARY AND on the data plate that is BOOST PUMPS, REMOVE AND INSTALL AN AUXILIA attached to a fuel pump? OR BOOST PUMP IN A SYSTEM. What reference publication (SEGMENT 13, LEVEL 2) would a mechanic use to determine the type of pump Student Performance Goal that was approved for installation on an engine? Given: Description of opera- How does a mechanic de- Fuel system diagrams, the service instructions for tion. termitic the direction of one specific type of auxiliary or boos. pump and a rotation for a vane type fuel pump of that type. pump? What procedure is neces- Performance: sary to change the direction The student will explain the purpose of auxiliary of rotation of a fuel pump? and fuel boost pumps. He will describe the opera- Why do fuel pumps usually tion of various types of pumps. lie will remove and incorporate a relief valve reinstall an auxilliary or boost pump in the fuel within the pump housing? system. Why some fuel pumps incorporate a vapor Standard: separator and a venting The explanations and descriptions will include use system? of the correct nomenclature and terminology. The Why do some engine driven installation and removal of ay.: pump will be in ac- fuel pumps incorporate a cordance with the service instructions. bypass valve? Identification of Why do fuel pumps have a Key Points Feedback features. shear section in the drive coupling? Types of auxiliary andHow is a centrifugal fuel How may a mechanic defuel boost pumr s. boost pump most generally termine whether the pump drivel'? seal or the accessory Describe the operation of a drivc seal has failed? wobble pump. How may a mechanic detect Why must a submerged type a ruptured pump diaphragm? pump be immersed in liquid What effect will it have on when it is checked for opera- tl'e pump? tion? Location of auxiliary Where are boost pumps Activities Check items and boost pumps. generally located within a Did the student: fuel .system? How does a boost pump Identify the parts of Correctly interpret service tend to eliminate vapor from the pumps and describe information and identify: the liquid fuel in the system? the operation. a.The inlet ar.d outlet What action within a wobble ports? pump prevents reverse fuel b. The fuel flow through flow within the pump? the relief and bypass Describe the conditions valves? that would make the installa- c. The shear section? tion of boost pumps neces- d. The direction of pump sary. rotation? Removal and installa- Describe how a mechanic Remove and reinstall Fo How the procedure and tion procedures. should disconnect electrical a fuel pump on an correctly use the tools power to a submerged boost engine. specified? pump prior to removing the pump. Describe a sequence of opeiations that would be used co remove a suLmerged boost pump.

320 What reference information would a mechanic use to determine the removal- installation procedures for a specific airplane?

A ci ivir ic s Check Items Did the sturltnt:

Illustrate by using the.Use and correctly interpret fuel system diagram theinformation from the service location of the auxiliaryrarnual? or boost pumps. .Use CZoifeCt nomenclature to Desciibe the operation describe the location of the of various types of pumps? pumps. *Use correct pomenclattee Remove and install and terminology as a part an auxiliary or boost of the description of opera- pump in a system that tion? contains fuel. .Follow the procedures specified in the manual? *Observe all safety precautions?

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321 "WV

FUEL METERING SYSTEMS

6. INSPECT, CHECK, SERVICE, TROUBLESHOOT, Fuel air ratios. 11 the air density is de- AND REPAIR RECIPROCATING AND TURBINE creased, what change must ENGINE FUEL METERING SYSTEMS. (ELI = occur in the amount of fuel 30 hrs.,T = 13 hrs., L/S = 17 hrs.)9segments being metered to the engine? (UNIT LEVEL 3) If the fuel air ratio is permitted to become richer or EXPLAIN TEMPERATURE, PRESSURE, AND leaner than best power HUMIDITY EFFECTS ON OPERATION OF A mixture, what will be the CARBURETOR. effect an engine power (SEGMENT A, LEVEL 2) available?

Student Performance Goal Activities Check Items Did the student: Giver,: Appropriate reference information (charts, visual Describe the effect Correctly interpret informa- aids or manufacturer's manuals) that describes of air density on tion from the charts, dia- the effect of air density on carburetor operation. engine operation. grams, and reference manuals? Performance: Use correct terminology The student will describe the operation of a car- and nomenclature? buretor and explain how variations in temperature, pressure end humidity of the air will effect the operation of the engine. DESCRIBE THE OPERATION OF A FLOAT CARBURETOR. Standard: (SEGMENT El, LEVEL 2) The student will correctly interpret charts and reference data.Ile will use correct nomenclature Student Performance Goal and terminology througl.out the descriptions and explanations. Given: A typical WI, carburetor incorporating an idle Key Points Feedback metering system, an accelerating and main discharge system, idle and altitude mixture control Internal combustion *Why does at: internal systems; appropriate reference information de- e 3gines. combustion engine demand scribing the operation and systems of the specific air in order to operate? carburetor; an unlabeled line drawing or ;ketch *What causes air to flow illustratiog the components of the carburetor. into the engine as the engine is started? Performance: *Where is a carburetor or The student will interpret information contained in fuel metering device located the manual, disassemble the carburetor and label with tespect to the induc- the sketch as a means of identifying the components

. lion manifold of the engine? and systems. He will describe the operation of Air density. obesctibe how temperature, each system, pointing to the passageways of the pressure and water vapor carburetor, he will trace the flow of fuel and air effect the density of air. and describe how it is metered to the engine. As an airplane climbs to He will reassemble the carburetor. higher altitudes, how is the density of the air Standard:

changing? Information will be correctly interpreted. Correct . allow does the application nomenclature will be used when labelling the draw- of carburetor heat effect ing and correct terminology and phraseology will the density of the air en- be a part of all desctiptions and explanations. tering the engine? Disassembly and reassembly will be in accordance with the procedure described in the reference publications.

322 Key Points Feedback Economizing or Why do some carburetors power - enrichment incorporate devices which Combustible fuelair Explain why gasoline and systems. enrich the mixture supplied mixtures. other combustible fuels to the engine at high power must be varporized in order output? to burn. Describe some of the sys- What is the approximate tems that have been de- ratio of gasoline to air that veloped to provide power provides the most perfect enrichment? Why is such combustion? a system also referred to What problems are experienced as an 'economizer" system? when attempting to overate Altitude mixture Why is it necessary to a piston engine at air-fuel control. control the fuel-air mix- ratios that are overly rich? tures at altitude? What problems are associated Describe how the fuel with operation at air-fuel mixtures are regulated by ratios that ace overly lean? the various types of alti- Idle metering system. How is the float level tude mixture controls. changed in a float type How does a "back-suction" carburetor? control operate? How are fuel-air ratios re- Explain how some mixture lated to float level of the control systems may pro- carburetor? vide for "idle cut-off" of At what position in the car- the engine. buretor is fuel discharged from the idle metering sys- Activities Check Items tem? Did the student: What is the function of an idle air bleed? Disassemble the car- Correctly interpret infor- How is the idle mixture of buretor and label the mation from the manual and a float carburetor adjusted? drawing identifying label the drawing? Main metering system. At approximately what en- components and sys- Follow correct disassembly gine RPM does the carburetor tems. procedure and use specified transition from the idle tools? metering system into the Describe the operationUse correct nomenclature main discharge system? of the carburetor and and terminology as a part Why doesn't fuel dischage reassemble. of the description and ex- from the main discharge planation? nozzle when the throttle is Completely and correctly in the idle speed range? reassemble and safety the What is the relative position carburetor. of the main discharge nozzle with respect to the level of fuel in the float chamber? Where is a main metering IDENTIFY A PRESSURE TYPE CARBURETOR AND jet located within a float A DIRECT FUEL INJECTION SYSTEM AND DE- carburetor? SCRIBE THE OPERATION OF EACH SYSTEM. Acceletating system. That is the purpose of an (SEGMENT C, LEVEL 2) accelerating system in a carburetor? Student Performance Goal What engine operating fault would indicate a problem Given: in the accelerating system? A typical pressure carburetor; the components of a What reference publications direct cylinder fuel injection system; appropriate are available to a mechanic reference information describing the operation of as an aid to troubleshooting each system; line drawings, schematics or diagrams a suspected carburetor mal- of the systems. function?

323 Performance: Activities Check Items The student will point to the component or carburetor Did the student: and name the pan. He will interpret information from the reference publications and describe the Identify and distin- Correctly identify the com- operation of both systems. He will compare the guish between a pres- ponents? advantages and limitations of the two systems. sure carburetor and Use correct nomenclature and components of a and terminology as a part Standard: direct fuel injection of all descriptions, ex- Components will be correctly identified by name. system. planations and identifica- Correct nomenclature and terminology will be used Describe operation of tion? throughout the description of operation. each system, comparing advantages and limita- Key Points Feedback tions of each.

Pressure carburetors, What systems are incorporated into a pressure EXPLAIN THE FUNCTION OF VAPOIt SEPARATORS carburetor? AND VAPOR VENTS. What forces are employed (SEGMENT 0, LEVEL 2) move the diaphragms and meter fuel through the Student Performance Goal cab, etor? Where is the fuel metered Given: by a pressure carburetor Diagrams, schematics or written information de- introduced into the intake scribing the purpose and function of vapor separa- manifold? tors end vapor vents; unlabeled line drawings of *What field adjustments may sketches of the vapor return system of a specific be made on a pressure model of airplane and the manufacturer's manual carburetor by a mechanic? for that airplane. Master control direct allow is a master control fuel injection systems. similar to a pressure c4;:- Performance: buret& The student will explain the functions of vapor What other components, in separators and vapor vents as incorporated into a addition to the master con- pressure cisityyetor of a fuel injection system. He trol, are necessary to the will label the drawing as a means of identifying operation of a direct fuel the components and operation of the system. injection system? Mutt field adjustments Standard: are permitted on a direct The &awing will be correctly labeled. Correct feel injection system? nomenclature will be used throughout all descrip- That is the purpose of syn tions and explanations. chronizing blocks? Direct fuel injection How ate spray patterns KeyP01111 S Feedback nozzles. determined? allow ate nozzles a d piping Vapor separators. 'There are vapor separators pressure tested? located within a pressure 'What ways can be used in carburetor-? locating a defective nozzle? Ahem are sapor separators Pressure injection allow is the discharge nozzle located within the pumps nozzle. checked tot ptoper opening of a direst injection system? pressure? ally do some vapor separators That is the opening pres- have a float incorporated sure range? within the vapor chamber? allow does an impeller that Vanot vents. thy is a vapor vent located creeps forward affect the in the top of a vapor chamber? discharge of fuel in some Otte ate the Sent lines front radial engines? the carburetor or fuel pump generally touted?

324 What fuel metering problem What is the purpose of it.e may be encountered if a distributor valve in a con- fuel metering system is tinuous flow system? supplied with fuel contain- Why is each injection ing air or fuel vapor? nozzle supplied with an air bleed? Actiuittes Check Items What is the significance of Did the student: the identification letter, i.e., "A, B, C, D" that is Label the drawing, Use and correctly interpret stamped into the body of identifying the com- information pertaining to the :njector nozzle? ponents of a specific the vapor separator and Direct cylinder What is the purpose of a system. vapor venting system? injection. master control unit? Explain the function Use correct nomenclature Where are direct injector of the vapor eliminatingas a part of the explanation? pumps mounted on the system. engines? Why is the fuel injection pump timed to the engine? COMPARE CONTINUOUS FLOW FUEL INJECTION How is the fuel routed AND DIRECT CYLINDER INJECTION SYSTEMS. from the injector pump to (SEGMENT E, LEVEL I) the injection nozzle?

Student Performance Goal

Given. INSPECT, REMOVE AND INSTALL A FLOAT TYPE Pictures, diagrams, scheruuties of written inform...- CARBURETOR, OPERATE THE ENGINE AND AD- tion pertaining to ae continuous flow method of JUST IDLE SPEED AND IDLE MIXTURE. fuel injection and the direct cylinder injection (SEGMENT F, LEVEL 3) system. Student Performance Goal Performance: The student will describe the two systems and will Given: name the components that ate required for operation An operational engine equipped with a float car- of each system. buretor, appropriate written operating and service instructions for the specific engine and carburetor. Standard: Correct nomenclature will be used when naming Performance: the components of each system. The student will inspect, remove and install the carburetor and operate the engine.lie will adjdst Key Points Feedback the idle speed and idle mixture.

Continuous flow 'Why is an auxiliary or boost Standard: infection, pump necessary to the opera- The procedure will be in accordance with the tion of a continuous flow written service instructions. The adjustments will system? result in an ensine operating condition within the 'What is the source of ftr:1 tolerances specified in the operating iow:uctions. pressure during all normal operation of the system? Key Points reedba ..k hy are surge tanks or acceleration fuel supply tanks Inspection, removal What publicat.on would located close to the engine and installation. include information de- driven pump of the injector scribing dlr.. procedure to sy stem? be followrd when remov- lthy is it impossible to have ing and iAstalling a float fuel flow to the injector type catbutetot? nozzles when the mittute control is in tht idle cut- off position?

32S If inspection of the car- Per formarr,:e: buretor indicates a worn The student will inspect, remove and install the throttle shaft, what opera- carburetor or fuel injection system and operate the tional problem should be engine. He w 11 adjust the idle speed and idle mix- anticipated? ture. If the carburetor is heavily stained with fuel stain, what Standard: operational problem should The procedures will be in accordance with the be expected? written service instructions. The adjustment will Operation and Why should normal opera- result in an engine operating condition within the adjustment. ting temperatures be estab- tolerances specified in the operating instructions. lirl.ed before attempting to adjust the carburetor? Key Points Feedback *Why is it good practice to check the throttle spring Inspection, removal Whete would a mechanic back and mixture control and installation. locate information de- rigging before adjusting scribing the inspection the carburetor? ..rocedure applicable to a *How will the application pressure carburetor or fuel of carburetor heat affect injection system? idle mixtures and idly Where would information RPM? specifying the inspection What specifications sue frequency for fuel filters available to the mechanic in the system be located? in order to determine the Where would a mechanic recommended idle speed find information describing for a specific airplane? the sequence or procedure What is the effect of field to be followed in removing elevation on the adjustment and installing a pressure of a carburetor? carburetor? Operation and What starting problems may Activities Check Items adjustment. occur when re-starting a Did the student: hot engine that is equipped with fuel injection? Inspect, remove and Use the reference manual Why is the rigging of the install a float car- and follow the specified throttle and mixture control buretor on an engine. procedure? impottant to the adjustment Adjust idle speed and Achieve on rdjustment of idle speed and idle max- idle mixture. within the specified ttee? tolerances? What information should guide a mechanic in determining the recommended INSPECT, REMOVE AND INSTALL A PRESSURE idle speed lm a specific CARBURETOR OR FUEL INJECTION SYSTEM, airplane? OPERATE THE ENGINE AND ADJUST IDLE SPEED AND IDLE MIXTURE. Activities Check Items 1SEGMENT 0, LEVEL 31 Did the student:

Student Performance Goal Inspect, remove and 'Use the reference manual, install a pressure cat- correctly interpret informa- Given: butetot or fuel injectiontion and follow recommended An operational engine equipped with a pressure system. procedures? carburetor or a fuel injection system, appropriate Adjust idle speed and *Achieve an operation condi- titten rspctating and service instructions for the idle mixture. tion following the adjustment specific engine and fuel 'nettling system. that met the tolerances spec if ied?

326 IDENTIFY THE DANGERS OF EXCESSIVELY RICH How does the mixture ad- AND EXCESSIVELY LEAN FUEL-AIR MIXTURES. justment effect the tem- (SEGMENT H, LEVEL 2) peratures of the exhaust gasses? Student Performance Goal Activities Cberk Items Given: Did the student: A 20 question matching type of examination relating the cause and effect of excessively rich Match the cause and Use and correctly interpret and excessively lean fuel-air mixtures; 10 ex- effects described in information from the refer- amples of engine components that have been damaged the examination. ence manual? by rich and lean mixtures (valves, exhaust mani- Select damaged com- 'Indicate by response to the folds, carburetu hest boxes, etc.) and manufac- ponents and describe examination that he could turer's service manuals. probable cause. interpret nomenclature and terms? Performance: Correctly identify cause of The student will match the described effect with damage to five components? the probable cause and select a typical component that reflects the condition described by the examination question. RIG vin FUEL CONTROL UNIT ON A STATIC TURBOJET ENGINE AND DESCRIBE THE TRIM- Standard: MING OF THE ENGINE.. Fifteen questions will be correctly answered. The (SEGMENT I, LEVEL 2) student will correctly identify five engine components that show evidence of damage due to incorrect fuel- Student Performance Goal air mixtures. Given: Key Points Feedback A turbojet engine, statically mounted to include a thrust lever, fuel control unit and associated in- Indications of in- Why will an engine backfire strumentation and linkage necessary to trimming correct mixtures. during starting?Is it al- of the engine and written instructions describing ways the result of incorrect the procedure for accomplishing this adjustment. ign it ion? IThat hazard should a Performance: mechanic associate with The student will interpret the information, describe overptiming? and simulate the procedure for rigging the fuel con- Why is the fuel metering trol and trimming a turbojet engine. system intentionally designed and adjusted to pro- Standard: vide a rich mixture dating Reference information will be correctly interpreted. idling and full power opera- Correct nomenclature and terminology will be used tion? throughout the description of the procedure. Describe the flame propagation rates of various fuel- Key Points Feedback air mixtures. Visual indications. What visual evidence inside Fuel flow schedules. hat is meant by the term an exhaust stack indicates 'scheduled fuel flow"? correct fuel-air mixtures? That design considerations What visual evidence indi- limit the power available cates excessively rich of from a turbojet engine? excessively lean mixture? illy does a fuel metering What fuel-air ratios ate unit often incorporate a most conducive to detona- governor and a bellows? tion within the cylinder? Operational limitations. ititat is meant by the term 'That is a typical cause 'leanflame out*? for afterburning? that is*rich blow out"? Distinguish between pc e- snot is compressor stall ignition and detonation. or surge?

327 What problems are asso- Key Points Feedback ciated with over speed and over-temp? Function of a venturi. What is meant by a "pres- What is the relationship sure differential"? between engine RPM and Why do some carburetors "engine pressure ratio"? have more than one venturi? What are the approximate Why are rectangular rather fuel-air mixtures used in than round venturis used on jet engines? some installations? Rigging fuel controls. How are thrust lever posi- Now would a loose venturi tions and fuel control unit or a venturi that was out of positions measured? correct position effect the What publications would a Lae) metered by a carburetor? mechanic use to determine What is the relative position the trimming procedure ap- of the discharge nozzles in plicable to a specific jet the venturi? engine? Identification of What publication would a ventutis. mechanic use to determine Activities Cbeck Items the size of venturi specified Did the student: for a particular carburetor? What is the relationship be- Describe and simulate Use and correctly interpret tween venturi size and en- the procedure for trim- the reference information? gine displacement or engine ming a jet engine. Use correct terminology as size? a past of the description? At what position is fuel introduced into a venturi in a float carburetor? Where 7. OVERHAUL CARBURETORS. (EIT = 20 hrs., is fuel introduced in a pres- T r. 12 hrs., L/S .= 8 hrs.) 8 segments sure carburetor? (UNIT LEVEL 2) Activities Check Items IDENTIFY VENTURI SIZE AND DESCRIBE Did the student: FUNCTION. (SEGMENT A, LEVEL 2) Identify a venturi and Cortectly interpret reference determine the size for information? Student Performance Goal a specific carburetor. Describe the function Use correct nomenclature as Given: of A venturi. a part of the description? Typical aircraft carburetors, both float and pressure types, incorporating round, rectangular and boost venturi; reference manuals or written informa- INTERPRET AND USECHARTS OR DIAGRAMS TO tion specifying the size and describing the venturi EXPLAIN, FUEL AND AIRFLO11/ THROUGH FLOAT to be used in a specific carburetor. AND PRESSURE CARPURETORS. (SEGMENT B, LEVEL 2) Performance: The student will interpret information from the Student Performance Goal reference publications, point to the venturi in one specific carburetor and identify the venturi by site Given: or part number. He will describe the function of a Charts, diagrams, drawings or similar visual aids venturi in a carburetor. illustrating the passageways and intetna: flow path.. theough float and pressure carburetors, written Standard: reference information describing the fuel-air tatios Reference information will be correctly interpreted. requited by the engin, at various operating condi- Correct nomenclature will be a parr of the descriptions. tion.

328 Performance: What methods may be used The student will interpret and use the charts and to determine the correct diagrams to explain fuel and airflow through both fuel-air ratio at any de- float and pressure carburetors. sired cruising altitude? Expiain how a mixture con- Standard: trol may be provided with The principles of differential pressures in both an 'idle cut-off.' fuel and air flows will be correctly explained. Correct nomenclature and terminology will be a Activities Check Items part of the explanations. Did the student:

Key Points Feedback Trace and describe Correctly trace and defuel and airflow throughscribe flows at various Idling system opera- What reference publication a float type carburetor. engine operating condition. would a mechanic use to Trace and describe fueltions? determine the idle speed ani airflow through a Use correct nomenclature operating range of a spe- pressure carburetor. and terminology through- cific engine? out the explanations alid What is the position of the descriptions of operation? throttle when the engine is Correctly interpret tech- operating at idle speeds? nical reference informa- At what point in the venturi tion pertaining to fuel-air does the lowest pressure ratios? exist when the engine is idling? Accelerating system Vhat operational system REMOVE, INSTALL AND EXPLAIN THE PRIN- operation. would indicate a malfunction CIPLES OF FUEL METERING THROUGH A JET. of the accelerating system? (SEGMENT C,LEVEL 2) If the engine responds to Student Performance Goal the initial throttle movement, but is unable to sustain the Given: acceleration, what problem A typical aircraft carburetor incorporating a fixed exists? orifice jet, reference drawings or information describing the location, size and function of the jet and spe- Cruise power At approximately what RPM cial tools necessary to remove and reinstall a jet. operation. do the carburetors begin to meter fuel through the main Performance: discharge systems? The student will remove, measure the size and reinstall If the engine gives evidence a metering jet in a carburetor. He will use and interpret of operating too lean in the information from reference information and explain the cruise power range, what purpose of the jet. difficulty may exist in the Standard: cotbutetor? The procedure and tools used to remove, measure and aWhat fuel or airflow problem reinstall the jet will be in accordance with wtitten in- in a carlyretor could result structions contained in the reference manual. Correct in excessively tich mixtures nomenclature will be used throughout the explanation. during cruise power? Key Points Full power operation. What is the fuel-air ratio Feedback intentionally scheduled to Absolute and difkren-What is absolute pressure? provide a rich mixture for tial pressures. What is differential pNt full power operation? sure? What features in the cat- How may fuel flow through butetors provide the addi- a fixed site of metering tional fuel flow tequited jet be increased? at takeoff power operation? alt two jets ate installed in Altitude mixture Describe the method of re series, how is the fuel flow control. clueing fuel flow to achieve and pressure effected? the requited leaning of the Measuring jet sires. allot is the significance of mixture as altitude is in. the number or letter that is eteased. often stamped on a jet?

329 .-.00.1.0e.1 Val

If appearance indicates What are the sirniliarities that a jet has been reamed and differences between oversize, what device is an air bleed in the idling used to measure the jet and main discharge sys- size? tems of a carburetor? During the overhaul of a Why is the size of an air carburetor, what accept. bleed critical? able method of cleaning a Location and function Where would a mechanic jet exists? of air Bleeds. find information that de- Installation and re- Whe,e would a mechanic scribed the location of air moval of jets. find information describing bleeds in a carburetor? the procedure and tools to How would a clogged air be used? bleed in the idle system of snow would a loose jet ef- a carburetor effect engine fect the metering of fuel operation? through the jet? At what engine speeds (RPM) would the air bleed Activities Check Items in the main discharge sys- Did the student: tem be operating?

Remove, inspect, mea- Use and correctly interpret Activities Check Items sure and reinstall a jet. information? Did the student: Foi!ow correct procedures and avoid damage to com- Disassemble a Use and correctly interpret ponents and tools? carburetor and point reference information as a Describe the function Use correct nomenclature to an air bleed and re- means of locating the air of a jet. and terminology as a part assemble the carburetor.bleed? of the explanation? Describe the principleUse correct nomenclature of air bleed operation. as a put of the explanation? IDENTIFY AND DESCRIBE THE OPERATION OF AN MR BLEED. (SEGMENT D, LEVEL 2) LOCATE AND DESCRIBE THE OPERATION OF THE MAIN DISCHARGE NOZZLE IN A PRESSURE CAR- Student Performance Goal BURETOR. (SEGMENT E, LEVEL 2) Given: A typical carburetor incorporating an air bleed; a Student Performance Goal schematic or diagram of the carburetor and written reference information describing the operation of Given: the air bleed in the specific carburetor. A typical pressure discharge aircraft carburetor; appropriate drawings, schematic diagrams and Performance: reference information. The student will disassemble the catburetor to the degree that he may point to the air bleed. He will Performance: interpret reference information and describe the The student will point to the main discharge nozzle operation of the air bleed. of a pressure catbatetot and describe the operation and possible malfunctions of the main discharge Standard: system. The air bleed will be correctly identified. Correct nomenclature will be used as a part of the explana- Standard: tion and description of operation. The discharge nozzle will be correctly identified. Correct nomenclature will be a pan of the explana- Kr) Points i7ccdback tion and description of the operation. Reference information will be correctly interpreted when describir Principles of air silty is an air bleed incot- malfunctions of the system. bleeds. rotated into an idling system of a carburetor?

330 Key Points Feedback Standard: Components of the acceleration systems will be Location of main .Where is the main discharge correctly identified. Correct nomenclature will be discharge nozzles. nozzle of a pressure car- a part of the explanation and description of opera- buretor located with respect tion. to the throttle and venturi? *What is the advantage of Key Points Feedback introducing the fuel into tile manifold so that the Kinds of accelerators.*Describe why a pump or fuel-air mixture does not diaphragm type of accelera- passthrough theventuri? tion system is more posi- .What is the advantage of tive than an accelerating pressure discharge of the well. fuel? In a pump type accelerating Malfunctions of the What is the effect of rup- system, what is the effect system. tured fuel nozzle diaphragm of a spring that may be on a pressure carburetor? mounted beneath the piston allow is the main discharge of the pump? . system related to failure of *In a diaphragm type acce- the engine to accelerate? lerating system, what force *How is a malfunction, of the dischargei the fuel and main discharge system of a aids :n the atomization of pressure carburetor related the liquid? to engine idling? Function of the .Why is an accelerating sys- accelerating system. tem necessary in a car- Activities Check licms buretor? Did the student: *If an accelerating system Identify and point to Use and correctly interpret fails to operate as designed, what is the effect on the the location of the the drawings and reference engine? main discharge nozzle information? Why doesn't the accelerator of a pressure cat- Correctly identify and function as the throttle is buretor. locate the nozzle? slowly opened? Describe the operationUse correct nomenclature aid possible malfunctionas a part of the description Activities Check Items of the main discharge and explanation? Did the student: system. Identify and point to Cottectly identify the corn- the location of the portents of the systems? IDENTIFY ACCELERATION SYSTEMS IN FLOAT accelerating system Cortectly interpret drawings, AND PRESSURE CARBURETORS AND DESCRIBE in both types of car- diagrams and reference THE OPERATION OF EACHSYSTEM. buretors. information? (SEGMENT F, LEVEL 2) Describe the operation'Use concert nomenclature of accelerating aye as a part of the explanation Student Performance Goal tems of carburetors. and description of opera. tion? Given: A typical aircraft float carburetor incorporating a pump type accelerating system, a cutaway pressure IDENTIFY ECONOMIZER AND POWER ENRICH. carburetor displaying the acceteratinp system, ap- MENT SYSTEMS AND DESCRIBE THE OPERATION propriate drawings, schematic diagrams and reference OF THE SYSTEMS IN FLOAT AND PRESSURE information describing the operation of the accelera- TYPECARBURETORS. tion s:,srems of each carburetor. (SEGMENT 0, LEVEL 21

Performance: Student Performance Goal The student will identify the acceleration systems in each carburetor, associate the components with Given:

the drawings or diagrams and interpret reference A typical aircraft , at carburetor incorporating an information describing the operation of each sys- economizer, a cute.' ay pressure carburetor displaying tern. the power enrichment valve, appropriate drawings, schematic diagrams and reference information de scribing the operation of the economizer and power enrichment systems. 331 Performance: IDENTIFY MIXTURE CONTROLS INCORPORATED The student will identify the economizer and IN FLOAT AND PRE; ,URE CARBURETORS AND power enrichment components in each carburetor, DESCRIBE THE OPERATION OF TIlE SYSTEM. associate the components with drawings or dia- (SEGMENT H, LEVEL 21 grams andinterpret reference information describ- ingthe operation of each system. Student Performance Goal

Standard: Given: Components of the systems will be correctly iden- Typical float and pressure type aircraft carburetors tified. Correct nomenclature will be a part of the incorporating needle type, back suction type, and explanation and description cf the open anion. automatic mixture control devices; appropriate drawings, schematic diagrams and reference information Key Points Feedback describing the operation of the mixturecontrol systems. Economizer and power At what power (RPM) is an enrichment systems. economizer or power en- Performance: richment system necessary The student will identify the mixture control corn- to engine operation? porents in each carburetor, associate the com- Why is a rich mixture re- ponents with the drawings or diagrams add inter- quired for engine operation pret the reference information describing the opera- at high power conditions? tion of the mixture control systems. Enrichment systems. What are the limitations to the use of a mechanically Standard: actuated or linked econo- Components of the systems will be correctly iden- mizer system? tified. Correct nomenclature will be a pan cf the What are some of the ad- explanation and description of operation. vantages and limitations to the use of diaphragm actu- Key Points Feedback ated power enrichment systems? Air density effects. Why is it necessary to re 11 an economizer should ducefuel flow as air den- open at a specified throttle sity decreases? position, but is opening What is tl.e effect of ski. much too soon, how will tude and temperature on the fuel consumption be af- density of air? fected? How will a decrease of air What repair agency most pressure in the Hoar chani- generally makes the ad- ber of a carburetor result justments required for in a decreased fuel flow? proper operation of a power Mixture control sys- What is the source of vacuum ^nri chment valve? terns. for a back suction type of mixture control? &tit Hies cbrrh ;tents What control is necessary from Did the student: the pilot's position in the airplane to control the mix- Identify and point to 'Correctly identify the com- ture on a manually operated the location of the ponents of the systems? system? economizer and power Cotrectly interpret drawings, Where is the mixture control enrichment systems on diagrams and reference in- handle most generally located? both types of carbure formation? thy is this control often pro- tots. vided with an "Idleacutoff"? Describe the opera- Use correct nomenclature What is the advantage of an tion of the economizer as a part of the explana- automatic mixture control and power enrichment tion and description of system? systems. operation?

332 Activities Check items What degree of wear Did the student: occurs in the metering jets of a carburetor? How Identify and point to Carrectly identify the com- may contamination affect the mixture control ponents of the systems? fuel flow through a jet? lever on the carbu- Correctly interpret draw- Cleaning of fuel Where would a mechanic retor. ings, diagrams and reference metering components. find information specifying Identify and point to information? the inspection frequency the automatic mixture Use correct nomenclature and cleaning methods to control of a pressure as a part of the explanation be followed? carburetor. and description of operation? What procedure should be Describe the operation followed to clean a fuel of mixture control sys- screen in a carburetor? tems. The float chamber and metering jets? Why should wiping cloths 8. REPAIR ENGINE FUEL METERING SYSTEM never be used when clean- COMPONENTS.(EIT = 6 hrs., T = 3 hrs., L/S = ing fuel metering com- 3 hrs.)4segments ponents? (UNIT LEVEL 2) How should a stuck gasket be removed from a carburetor LOCATE, REMOVE, CLEAN AND REINSTALL parting surface? SCREENS IN FUEL METERING SYSTEM COM- What precautions should be PONENTS. observed when using de- (SEGMENT A, LEVEL 2) carbonizing type solvents and compressed air to Student Performance Goal clean carbutetor parts?

Given: Activities Check Items A typical aircraft carburetor or fuel metering device Did the student: incorporatin, a fuel inlet screen; manufacturer's service information applicable to the specific unit; Locate, remove, cleanCorrectly use and inter- and recommended materials, tools and equipment and reinstall screens pret reference information? as recommended in the reference information. in a fuel metering unit. Follow recommended pro- Performance: cedures and avoid damage The scrdent gill use and interpret information neces- to components and tools? e Achieve a standard of sary to identify, remove, clean and reinstall the workmanship that would screens in the fuel metering unit. permit return-to-service. Standard: The procedures, tools and techniques recommended in the service information will be followed without INSPECT AND DESCRIBE THE REPAIR OF CAR- error or omission. The task will be accomplished BURETOR FLOATS. at a return-to-service standard. (SEGMENT B, LEVEL 2)

Key Points Feedback Student Performance Goal Contamination of fuel Why are fuel screens usual- Given: metering components. ly located in the inlet Five typical floats from aircraft carburetors (two passageways to carburetors will be unacceptable for return-to-service), repre- and other fuel metering de- senting floats that were made of brass, stainless vices? steel and moulded rubber; reference information Why does dust often accu- describing the inspection and repair of floats. mulate in the vents, housings and venturi sections of a Performance: carburetor? The student will inspect the floats, interpret the What contamination may reference information and describe the repair of accumulate in the float carburetor floats. chamber of a carburetor?

333 Standard: Standard: The two unacceptable floats will be identified and All procedures will be in accordance with the in the reason for rejection will be explained. Refer- formation contained in the manual. Information will ence information will be correctly interpreted. be correctly interpreted and the adjusted float level Correct nomenclature will be used as a part of will be within specified toler ince. the description of repairs. Key Points Feedback Key Points Feedback Needle and seat What causes wear between Inspection of floats. Where would a mechanic assemblies. the needle and seat in a find information describing carburetor? the inspection and repair Why are some needles proof floats? vided with a neoprene tip? What evidence will alert How will a grooved needle a mechanic to a carburetor effect engine operation? with a leaking float? What reference information Ilow can a float be checked is available to the mechanic for leaks? to guide his inspection of a Repair of floats. What is the effect of apply- needle and seat assembly? ing heat to a float that has Adjustment of float What difference will exist contained gasoline? level. between a needle and seat What soldering procedure designed for a gravity flow must be used on metal and a pressure fuel system? float::? What are the effects of an What procedure will be ef- improperly adjusted car- fective in removing fuel buretor float level? and fumes from a float? What is capillary action and What limitations apply to how does this effect the mea- repairs of moulded rubber surement of fuel level in the floats? float chamber? What is "drop" of a float and Activities Check Hems how could inadequate drop Did the student: effect engine operation? Why is accurate fuel pres- Inspect and identify Use and correctly interpret sure required when checking the defective floats. information? float level in a carburetor? Describe the repair ofCorrectly identify the de- Where would information spe- floats. fective units? cifying the correct float level Use correct nomenclature be found? as a part of the description How is the float level mea- of repairs? sured? How is the float level adjusted? INSPECT FLOAT NEEDLE AND SEAT, MEASURE AND ADJUST FLOAT LEVEL OF A CARBURETOR. Activities Check Items (SEGMENT C, LEVEL 2) Did the student:

Student Performance Goal Inspect the replace- Correctly interpret manufac- ment needle and seats turer's specifications? Given: and identify the un- Follow the recommended A float carburetor with two replacement float servicable unit. procedures, correctly use needles and valve seat assemblies, one of which Install the needle and tools and avoid damaging is unserviceable; a manufacturer's service manual adjust the float level components? and recommended equipment necessary to measure of the carburetor. Achieve an adjusted float and adjust the float level of the carburetor. level within specified tolerances? Performance: The student will inspect the needle and seat assemblies and identify the serviceable assembly. He will install the serviceable needle and seat assembly and adjust the float level.

334 INSPECT A PRESSURE TYPE CARBURETOR AND Describe the effect ofCorrectly interpret refer- DESCRIBE OPERATION RESULTING FROM CLOGGED ruptured diaphragms in ence information and ex IMPACT TUBES AND RUPTURED DIAPHRAGMS. a pressure carburetor. plain effect of impact tubes (SEGMENT D, LEVEL 2) to regulator and mixture control unit? Student Performance Goal Use correct nomenclature as a part of the description Given: and explanations? Examples of pressure type carburetors, at least one of which will have clogged impact tubes and a ruptured fuel or air diaphragm; drawings or sche- 9. INSPECT, CHECK, AND SERVICE WATER IN- matic diagrams of the specific carburetor; reference JECTION SYSTEMS.(EIT = 2 hrs., T = 2 hrs., information describing the function of impact cubes L/S = 0 hrs.)1 segment and diaphragms within the carburetor. (UNIT LEVEL 1)

Performance: LOCATE INFORMATION REGARDING THE IN- The student will identify the clogged impact tubes SPECTION, CHECKING, AND SERVICING OF and point to the impact tubes as they are identified WATER INJECTION SYSTEMS. on the drawing or schematic. He will explain the (SEGMENT A, LEVEL 1) relationship of the impact tubes to the pressure regulator and automatic mixture control unit of the Student Performance Goal carburetor. He will explain the effect of a ruptured fuel or air diaphragm on the operation of an Given: engine. Written reference information pertaining to water injection systems. Standard: The carburetor with clogged impact tubes will be Performance: detected. Reference information will be correctly The student will locate information and answer a interpreted and explanations and descriptions will twenty question multiple choice examination dealing include use of correct nomenclature. with the effect of atmospheric humidity; depletion of water injection during takeoff; variables that Key Points Feedback effect the water flow and indications of incorrect flow rate; purpose of the derichment valve and the Purpose of impact What pressure does the effects of failure of the valve on high power per- tubes. impact tube transmit? formance. What kind of icing would most likely effect the car- Standard: buretor impact tubes? Reference information will be located and fifteen follow could foreign materials of the multiple choice questions will be correctly obstruct the impact tubes? answered. Regulator diaphragms.'How are the fuel and air chambers within a pressure Key Points Feedback carburetor separated? What procedure is necessary Effects of atmos- What is the primary purpose to keep the diaphragms in a pheric humidity. of water injectionto in- flexible condition? crease power or to decrease How would a ruptured dia- fuel consumption? phragm in either the fuel Does water injection increai or air chambers of the regu- or diminish the possibility lator unit effect engine of detonation? operation? Who is authorized Water flow (ADI). Does high atmospheric to install diaphragms in a humidity permit more or pressure carburetor? less water injection? ls the mixture made richer Activities Check Items or leaner when ADI is Did the student: operating? Does a derichment valve Identify clogged im- Correctly identify the car- increase or decrease the pact tubes and explain buretor with clogged impact amount of fuel delivered relationship between tubes? to the engine? impact tubes and regulator and automatic mixture unit. 335 Is the derichment valve controlled by water pressure? Or fuel pressure? What kinds of interlocks are used to prevent ADI operation when the engine is not running? ADI fluid. What is the purpose of the alcohol in the ADI fluid? How is the ADI fluid mixed and measured? What kind of corrosion is common to the components of the ADI system? What process may be used to minimize the corrosion caused by the water of the ADI? Detonation and ADI. Would high or low cylinder head temperatures be an indication of detonation while using ADI? What procedures would be used to shut down an engine that was detonating? Explain what components of the engine are subjected to the most abuse by detonation.

336 INDUCTION SYSTEMS

10. INSPECT, CHECK, TROUBLESHOOT, SERVICE Activities Check Items AND REPAIR ENGINE ICE AND RAIN CONTROL Did the student: SYSTEMS.(EIT = 4% hrs., T2 hrs., L/S 2% hrs.)3 segments Label the induction Correctly identify the corn. (UNIT LEVEL. 2) system drawings and ponents of an intake system? indicate where icing Correctly interpret reference DESCRIBE INDUCTION ICING AND IDENTIFY will most likely occur. information? PROBABLE LOCATION. Describe the condi- ',Use correct nomenclature (SEGMENT A, LEVEL 2) tions and the effects and terminology during the of icing in the intake de script ions? Student Performance Goal systems to the engine.

Given: Unlabeled drawings of an air induction system for INSPECT, CHECK, SERVICE AND REPAIR A supercharged and unsupercharged reciprocating en- CARBURETOR PREHEAT SYSTEM OR HOT SPOT. gines and a turbine engine and appropriate texts or (SEGMENT B, LEVEL 2) manufacturer's manuals. Student Performance Goal Performance: The student will interpret the reference publications Given: and describe the formation of ice in the induction A typical carburetor pre-heat system incorporating systems of both reciprocating and turbine engines. an exhaust muff heater, connecting hose and shut- He will label the line drawings to illustrate the ter operated heat box; an intake manifold hot spot; most common location for the build up of ice in the appropriate reference information pertaining to induction system. carburetor heaters and hot spots.

Standard: Performance: Reference information will be correctly interpreted The student will inspect, check, and service the and the illustrations will be correctly labeled. heater muff, connecting duct and heater box and Correct nomenclature will be used as a part of the shutter. He will describe the repairs that are description. normally accomplished and will verify that the shutter of the heat box has full travel. Key Points Feedback Standard: Induction system icing. Where does impact ice de- The student will correctly detect any defects that velop in the intake system exist in the system. The system will function as to the engine? it was designed to operate or necessary adjust- What causes "carburetor ice" ments will be made by the student to achieve this in an engine? standard. Correct nomenclature will be used during What temperature range and all descriptions of repairs. relative humidity is most likely to cause carburetor KeyPoints Feedback icing? Effects on engine On an engine equipped with Operation of pre-heat What is the source of heat performance and in- a fixed pitch propeller, what systems. necessary for operation of strument indications. is the first indication of the system? carburetor ice?What instru- Describe the path of air as ment indicates carburetor it enters the cowl, is heated ice if the engine is equipped and then directed into the with a constant speed pro- carburetor air intake. peller? What is the required tempera- What response may be ex- ture rise in a pre-heat sys- pected on the carburetor air tem? temperature gauge, oil tem- Inspection, checking Why is it necessary to re- perature and cylinder head and servicing of a move the heater muff when temperature when icing has pre-heat system. inspecting the heater occured? assembly?

337 Where would a mechanic DESCRIBE THE OPERATION OF THERMAL ANTI- find, specific information ICING SYSTEMS FOR TURBINE ENGINE AIR INTAKES describing an inspection (SEGMENT C. LEVEL 2) and testing of the heater manifold? Student Performance Goal Why must the flexible air duct meet minimum temperature requirements be- Given: fore it is approved for in- Written reference information, drawings or sche- stallation into the system? matics describing and illustrating thermal anti-icing of turbine engine air intakes. What problems are related to crr :ks in the exhaust Performance: manifold beneath the The student will interpret the information and draw- heater muff? ings and describe the operation of the antiicing Why must the shutter in systems.. the carburetor heat box have full travel and operate Standard: smoothly? Reference information will be correctly interpreted. What is meant by "spring- Correct nomenclature and terminology will be used back" when rigging or ad- to describe the operation of the systems. justing the travel of the carburetor heat control? Key Points Feedback Why is the heater box provided with an outlet which Heated air inlet ducts.If the duct is heated with dumps the heated air over hot air, what is the source board when the carburetor of this heated air? heat control is in the "cold" Where would a mechanic position? find information describing Repairs to carburetor What problems are asso- the operation of the system heat systems and hot- ciated with repairs involving spots. employed in a specific air- welding of the exhaust plane? manifolds? When air inlets are electri- What is a "hot-spot" intake cally heated, where are the system heater? What is the heating elements generally source of heat in a "hot- located? spot"? System operation. What provision is made in What publication would de- the heating system for the scribe the repairs that are air intakes to avoid over- approved and recommended heating the structure? for carburetor heaters and 'Where would specific in- hot-spots? formation pertaining to inspection and repair of the Activities Check Items system- be found? Did the student: Activities Check Items Inspect, check and Follow the procedures Did the student: service the heater recommended and pre- muff, connecting duct, scribed in the service in- Describ: the operationCorrectly interpret reference heater box and shutter. structions? of a hot air system. information and drawings? Describe repairs to Correctly interpret refer- Describe the operationUse correct nomenclature carburetor heat systemsence information? of an electrically when describing system and hot-spots. Use correct nomenclature heated air intake system. operation? Verify full travel of as a part of the descrip- the shutter in the car- tion? buretor heat box.

338 11. INSPECT,CHECK,SERVICE, AND REPAIR Lubrication of Where would a mechanic HEAT EXCHANGERS AND SUPERCHARGERS. turbo-superchargers. find information pertaining (EIT = 714hrs., T = 4 hrs., LiS = 31% hrs.) to the correct lubrication 3 segments and lubricants required for (UNIT LEVEL 2) a turbo-supercharger? What problems are asso- INSPECTION AND REPAIR OF SUPERCHARGERS. ciated with "coking" of the (SEGMENT A, LEVEL 2) shaft seals on a turbo- supercharger? Student Performance Goal Inspection and repair What are the causes of

of superchargers. cracking of turbines and. Given: diffusers in exhaust turbo- Typical superchargers of the mechanically driven superchargers? and exhaust turbo tapes, sufficiently complete, but What damage will most not necessarily capable of being operated, that the likely result from failure supercharger may be inspected in accordance with of the turbo-supercharger the manufacturer's manual and the required repairs shaft seals? described. Where would a mechanic find information detailing Performance: the inspection and checks The student will inspect a mechanically driven and that should be made of a an exhaust turbo supercharger. He will make mea- supercharger? surements of clearance and visual inspection for Why are supercharger re- defects and describe the repairs as recommended pairs normally accomplished by the manual. at specially equipped repair stations or overhaul Standard: bases? Reference information will be correctly interpreted. The inspection and description of repair will be in Activities Check Items accordance with the manufacturer's manual. Did the student:

Key Points Feedback Inspect a mechanical 'Use and correctly inter- and a turbo-super- pret information contained Types of super- What are the primary dif- charger. in the reference publica- chargers. ferences between a mechanical- tions? ly driven and an exhaust turbo- Describe the repair Use correct nomenclature supercharger? of superchargers. and correctly establish the 'What is the energy source or limits to repairs as recom- power source for a turbo- mended by the manufacturer's supercharger? manual? How is the engine power available at the crankshaft linked to a mechanically INSPECT, SERVICE AND CHECK A SUPER- driven supercharger? CHARGER SYSTEM. Describe how the impeller (SEGMENT B, LEVEL 2) of a mechanically driven supercharger may be driven Student Performance Goal at two different speeds. Supercharger controls.Explain how the: position Given: of a wastegate controls the An operational engine or mock-up equipped witn a output of a turbo-super- mechanically driven or a turbo-supercharging sys- charger. tem, appropriate reference information or manuals What hazard is associated describing the operation, servicing and inspection with a mechanically linked of the system, necessary servicing tools or equip- or pilot operated control to ment and an unlabeled line drawing of a normally the turbo-supercharger? aspirated, a mechanically driven and turbo-super- If the action of a turbo- charged system. supercharger is automatically regulated, what engine pressure is sensed in order to avoid overboosting?

339 Performance: Activities Check Items The student will operate the engine or mock-up and Did the student: check the operation of the supercharger system. He will inspect and service the system as recom- Operate the super- Follow the recommended mended in the reference publications and label charged engine or procedures? each of the three drawings of the intake manifold mock-up and check Correctly interpret instru- systems, identifying the approximate pressures system operation. ment indications and and temperature that will exist at various posi- Label the drawings of reference information? tions in the system. a normally aspirated, Correctly identify the sys- mechanically driven tems and identify pressures Standard: and turbo-super- and temperatures to the de- The operation and inspection of the supercharging' charged engine induc- gree that comparisons could system will be fully in accordance with the reference tion system to identify be made between the dif- publications. The temperature and pressures shown approximate tempera- ferent systems? in the drawings will be sufficiently correct that tures and pressures. Use c,,rrect nomenclature? comparisons may be made between the different systems. INSPECT HEAT EXCHANGERS AND DESCRIBE Key Points Feedback METHODS OF REPAIR. (SEGMENT C, LEVEL 2) Effects of super- What is the purpose of an charging. impeller in the induction Student Performance Goal system of a radial engine if the impeller is driven Given: at relatively low speeds? Typical aircraft heat exchangers, at least one of At what point in an intake which is defective due to cracks, burns or defec- manifold is the manifold tive radiator core and appropriate reference infor- pressure gauge connected? mation or manuals describing the inspection of When the intake air to an repair of the specific types of heat exchangers engine is compressed, displayed. what temperature effect takes place? Performance: Does an increase in the The student will interpret information contained in induction air temperature the publications and inspect the heat exchangers. tend to enrichen or lean He will identify the defective hem: exchanger and the fuel-air mixture? describe the repair procedure recommended in the What is the purpose of an manual. intercooler in the induction system of a supercharged Standard: engine? Information will be correctly interpreted. The de- Inspection of super- What would be the effect fective heat exchanger will be identified without charging systems. of an induction leak on a error or omission. Correct nomenclature will be supercharged engine? used to describe the recommended repair. What manifold pressure indications would point to a Key Points Feedback leak in the induction system? Heat exchanger How is the amount of cool- If the engine is turbo-super- operation. ing airflow through a heat charged, what is the effect exchanger regulated? of a leak in the exhaust In an exhaust muff type heat system? exchanger, why is a constant Where would a mechanic flow of air maintained be- find information describing tween the manifold and the the inspection procedure muff? to be followed when inspect- Inspection and repair What publication would a ing the superchargingsys- of heat exchangers. mechanic use to determine temof a specific airplane? the inspection and repair procedures applicable to a heat exchanger?

340 What are some of the limi- Key Points Feedback tations that might apply to a heat exchanger in which Ram air ducts. How does a ram air duct air was used as the cooling effect engine operation? medium for oil or hydraulic What factors are considered fluid? in determining the loca- Why do some heat exchangers tion of a ram air inlet? require qualification by How do internal baffles pressure testing before assist in the control of they may be installed in ram airflows? the system? Inspection of ducts. How do leaks in a ram air duct effect the efficiency Activities Check Items of the system? Did the student: What methods may be employed to seal the flexible Inspect the displayed 'Correctly interpret and joints and avoid chafing heat exchangers and follow specified inspec- in a duct? identify the defective tion procedures? Why is the security and in- unit. Use correct nomenclature tegrity of a ram air duct of Describe repair pro- during the description of such importance? cedure for a heat ex- repair? Repair of air ducts. Where would information changer. describing the approved repairs to ducts be located? 12. INSPECT, CHECK, SERVICE AND REPAIR What is the consequence CARBURETOR AIR INTAKE AND INDUCTION of making patches inside MANIFOLDS.(EIT = 6V hrs., T = 2hrs., a duct in such a manner L/S = 4 hrs.)4 segments that the patch might affect (UNIT LEVEL 3) airflow in the duct? eWhat importance should a INSPECT, CHECK, SERVICE AND REPAIR AN AIR mechanic give to a loose INTAKE DUCT FOR A CARBURETED ENGINE. baffle in a tam air duct? (SEGMENT A, LEVEL 3) What precautions should be observed with regard to Student Performance Goat foreign objects (rags, dirt, rocks, etc.) which may be inadvertently left in a ram Given: air duct? An o?erational engine provided with a ram air carburetor intake duct, manufacturer's service information pertaining to the inspection, servicing and Activities Check Items repair of the intake ducting. Did the student:

Performance: Operate the engine Follow the recommended The student will operate the engine as a means of and record normal procedures? recognizing normal operation. He will again operate instrument indicationsCorrectly interpret service, the engine after the instructor has introduced a and engine response. inspection and repair in- partial obstruction into the Litake air duct and re- Operate engine with formation? cord the symptoms. The student will inspect, check, partial obstruction in Detect and record changes service and repair the system to correct the obstruc- intake duct. in instrument indications tion in the intake duct. Inspect, check, ser- and engine response? vice and repair the Achieve normal operation Standard: intake duct. following correction of the Operation of the engine, inspection, checking, ser- fault? vicing and repair will be in accordance with the recommendations contained in the manufactwer's service information. The intake duct and engine will operate normally following correction of the fault.

341 INSPECT, CHECK, SERVICE AND REPAIR A CAR- Activities Check lien's BURETOR HEATER SYSTEM. Did the student: (SEGMENT El, LEVEL 3) Operate the engine Correctly interpret informa- Student Performance Goal with the carburetor tion from the servicing heat control improperly manual and detect impro- Given: rigged. per rigging? An operational engine that is equipped with a car- Re-rig and adjust the 'Achieve an adjustment and buretor heater system, manufacturer's service carburetor heat control rigging that met with return- manuals or equivalent written reference informa- in accordance with to-service standards? tion describing the inspection, servicing, adjust- service instructions. ment and repair of the carburetor heater system.

Performance: The student will operate the engine with a car- INSPECT AND SERVICE AIR SCREENS OR AIR buretor heat control that is improperly rigged. He FILTERS IN THE ENGINE 'AIR INTAKE. will record the instrument indications and re -rig and (SEGMENT C, LEVEL 3) adjust the carburetor heat control. Student PerformanceGoal Standard: Engine operation will be in accordance with the Given: written reference information. Information will be An engine air intake or mock-up incorporating an correctly interpreted and the rigging and adjust- air screen or air filter; manufacturer's service in- ment of control travel and response will meet re- structions and the equipment and materials recom- turn-to-service standards. mended to inspect and service air screens and filters. Key Points Feedback Performance: Engine response to What should be the position The student will remove the screen or filter from carburetor heat. of the carburetor heat con- the airplane or mock-up, inspect, service and re- trol while starting the en- install the unit into the engine air intake. He will gine? describe the rigging of an alternate air intake door. How does an engine respond to the application of Standard: carburetor heat at takeoff Service instructions will be interpreted without power? error or omission. The completed job will reflect Why should carburetor heat return-to-service standards. be applied prior to a reduction in power from cruise to Key Points Feedback idle? If induction icing has occured, Location of air intakeWhat are some of the dis- how does the engine first screens and filters. advantages to the location respond when carburetor of an air intake screen at heat is applied? the bottom of the engine Inspection, servicing ',Where would a mechanic cowl? and repairing of car- find information pertaining What reference information buretor heater systems. to the inspection of a car- is available to a mechanic buretor heat system? What procedure should be as a guide to the location of the air intake filters in followed to ensure correct a system? travel of the shutter in the Why are air intake systems carburetor heat box? provided with an alternate What is meant by the term air door? "spring-back" as applied Why are the ducts which to the adjustment of travel supply heated air to the for the carburetor heat carburetor not provided control? with air filters? Why are all carburetor heat Inspection, servicing Where would a mechanic controls placarded and installation of find information describint; for carburetor heat"? screens and filters. the inspection, servicing and installation of screens and filters?

342 What precautions would Key Points Feedback generally apply to the cleaning and servicing of Priming systems. Why is an engine primed a paper type air filter? prior to starting? If the service instructions At what point in the induc- recommend the application tion systems may the of oil to the screen, what priming fuel be introduced? is the purpose of draining What is the source of fuel the screen prior to rein- for the priming system? stalling it in the airplane? What factors determine What is the importance of the amount of priming an- removing dust and dirt from ticipated? the intake passageway be- What is the difference before reinstalling the filter? tween a hand operated Why should air intake pump -type primer and an screens and filters be in- electric solenoid primer? stalled with close fitting Inspection, servicing Where would a mechanic gaskets or seals? and repair of priming find information pertaining systems. to a specific priming sys- Activities Cheek Items tem in use on an airplane? Did the student: What evidence aids a mechanic in detecting a primer that Remove, clean, service Correctly interpret reference is leaking externally? and reinstall an air information and follow recom- What operational symptoms intake filter. mended procedures? would alert a mechanic to Accomplish the task at a an internal fuel leak through return-to-service standard? a faulty primer? Describe the inspectionUse correct nomenclature How are the inlet and dis- and rigging of an alter-as a part of the description? charge ports on a hand nate air intake door. operated primer identified? How would the operation of an electric solenoid primer be checked? INSPECT, CHECK, SERVICE AND REPAIR AN EN- GINE PRIMER SYSTEM. Activities Check Items (SEGMENT D, LEVEL 3) Did the student:

Student Performance Goal Operate priming sys- Use and correctly interpret tem and check for reference information before Given: normal operation. checking system operation? An operational engine priming system, mounted in Inspect, service and Follow the inspection and an airplane or on a mock-up, written service in- repair system cor- repair procedures recom- structions pertaining to the inspection, servicing recting an induced mended in the service in- and repair of the system, ant.' gaskets, seals and fault. structions? tools normally required in the repair of the system. Achieve a system which operated normally and was Performance: free of internal and ex- The student will operate, inspect,, service and re- ternal leaks? pair the priming system correcting a fault introduced into the system by the instructor.

Standard: The system will operate as it was designed to operate and will be free of internal and external leaks.

343 ENGINE COOLING SYSTEMS

13. INSPECT, CHECK, TROUBLESHOOT, SERVICE 'What are the advantages AND REPAIR ENGINE COOLING SYSTEMS. and limitations to the use (EIT = 7 hrs., T = 3 hrs., L/S = 4 hrs.) of liquid cooling for en- 2 segments gines? (UNIT LEVEL 3) What liquids are used in the cooling systems of INSPECT, CHECK, AND SERVICE ENGINE liquid cooled engines? How COOLING SYSTEMS. is the liquid cooled? (SEGMENT A, LEVEL 3) Inspection of cooling What publications would a systems. mechanic use as a guide to the proper inspection Student Performance Goal of an engine cooling system? How are baffles usually at- Given: tached to an engine? Drawings or other visual aids that illustrate the fins on an aircraft cylinder, airflow patterns What effect will loose or through pressure baffles and fan-cooled helicopter incorrectly installed baffles have oniSe cooling of the engines, airflow patterns through augmentors and engine? fluid flow within liquid cooling systems; a com- What is the effect of exces- pletely cowled and baffled air-cooled engine and the manufacturer's service instructions for this sive heat in an engine? What precautions are neces- specific engine installation. sary tithing ground operation of the engine? Performance: rHow may incorrect fuel-air The student will inspect, check and servicethv cooling system of the completely cowled and ratios and incorrect ignition baffled engine. He will interpret information from timing affect cooling of an the manufacturer's manual and describe the effects engine? of excessive heat, cowl flaps, baffles, augmentors and fuel-air ratios. Activities Check Items Did the student: Standard: The inspection, servicing and description of opera- Describe the airflow Correctly use and interpret tion will be in accordance with the manufacturer's through: information from the service service instructions. Correct nomenclature will be manual? used as a part of all descriptions and explanations. a. A pressure baffledUse correct nomenclature engine. and terminology as a part Key Points Feedback b.An exhaust aug- of the description and ex- mentor. planation? Airflow patterns. What is meant by the term c. A fan-cooled Follow procedure specified "pressures baffle? engine. in the manual? What is the purpose of fins d. A liquid cooling on a cylinder? system. How is the airflow directed Inspect, check and Detect and correct condi- and controlled so that heat service the cooling tions that did not comply transfer and dissipation system of a com- with the tolerance and takes place in all parts of pletely cowled and limits specified in the the cylinder? baffled engine. manual? What is the purpose of an engine cowl flap? What is the purpose of an exhaust augmentor? What positive method of airflow may be used to circulate air through an air-cooled engine mounted in a helicopter?

344 TROUBLESHOOT AND REPAIR ENGINE COOLING Engine operation. What is the effect of pro- SYSTEMS. longed ground operation (SEGMENT B, LEVEL 3) on the cooling of an air- cooled engine? Student Performance Goal Where are instructions available to guide a Given: mechanic during ground An operational aircraft engine, provided with com- operation of an engine? plete cowling and baffling; written operating in- What instruments are of structions and the manufacturer's service manual, particular importance when cowl flaps and oil cooler shutters. attempting to troubleshoot a cooling system Performance: problem? The student will operate the engine and record oil and cylinder head temperatures as they respond to Activities Check Item; changes in the cowl flap position, oil cooler shutter Did the student: position, and fuel-air ratios. He will relate this information to the troubleshooting information ap- Ground operate the Use and correctly inter- pearing in the manufacturer's service manual and engine, varying cowl pret the manual? describe the corrective action that would be taken. flap position and fuel-Exercise safety precau- He will remove and reinstall the cylinder head air ratios. tions? baffles and inter-cylinder baffles on the engine. Record temperature Accurately and concisely indications. record temperature? Standard: Interpret trouble- Follow the procedures spe- Engine operation, removal and reinstallation of the shooting charts from cified and achieve return- baffles will be in accordance with the manufacturer's the ma. ufacturees to-service standards? service manual. Interpretation of troubleshooting manual. procedure will be without error. Correct nomencla Remove and reinstall ture will be used throughout the explanations and cylinder baffles. descriptions.

Key Points Feedback 14. REPAIR ENGINE COOLING SYSTEM COM PONENTS.(EIT = 3 his., T = = Troubleshooting an How would a single impto- 214 hrs.) 1 segment air-cooled cooling petty installed baffle on (UNIT LEVEL 2) system. just one cylinder be detected by instrument indi- REPAIR BAFFLES AND REPROFILE CYLINDER cations? FINS. What instrument indication (SEGMENT A, LEVEL 21 would give the first indica tion of incorrect fuelair Student Performance Goal ratios? What engine operational Given: check would probably indi- Typical samples of cracked and damaged cylinder cate faulty ignition timing? head and inter-cylinder baffles, scrapped air Explain how ignition timing cooled cylinders, and the manufacturer's service is related to engine cooling. and parts manuals. elf the adjustment of cowl flap and oil cooler rigging Performance: is not correct, how will The student will identify those sample baffles that engine cooling be affected? are repairable and will stop-drill and make riveted What publication would a repairs as specified in the service manual. He mechanic use as a guide will identify those baffles requiring welded repairs when troubleshooting the and determine the part number of the baffle by cooling system of an engine? reference to the manufacturer's parts catalogue. allow critical is the fit and He will profile one cylinder fin. position of an engine baffle? elf the paint is burned from a Standard: portion of the cylinder head, The baffles and cylinder need not meet return-to- what is probably the fault? flight standards. The procedures, limits and tolerances specified in the manual will be adhered to for all activities.

345 Key Points Feedback Activities Check Items Did the student: Materials used in Why is aluminum used for baffles. many deeply formed and Repair a damaged Use and correctly inter- drawn baffles? baffle by stop-drilling pret information contained What is the effect of cuts, and making a riveted in the manufacturer's ser- scratches and notches in repair. vice manual? the baffles? Select a welded baffleCorrectly use tools and f an aluminum baffle is and identify the part follow specified proce- attached to the engine by number in a parts dure? means of a steel bracket, catalogue. Correctly identify the what method is used to Re-contour a broken part number? attach the steel bracket to fin on an aircraft en- Follow the procedure spe- the baffle? gine cylinder. cified; use tools as recom- What kinds of materials are mended and observe the used to act as chafing strips limits and tolerances spe- between the baffles and cified in the manufacturer's the engine and cowling? manual? Repair of baffles and What reference publications fins. will guide a mechanic when making repairs to baffles and cylinder fins? 'Flow would a mechanic determine the maximum amount of cooling fin that could be removed when re-profiling? Describe how stop-drilling may serve to prevent further cracking of a baffle. What economics must a mechanic consider when he recommends extensive re pairs to baffles?

346 ENGINE EXHAUST SYSTEMS

IS. INSPECT, CHECK, TROUBLESHOOT, SER. What tests can be made to VICE, AND REPAIR ENGINE EXHAUST SYS- determine whether an ex- TEMS. (EIT = 13 hrs., T = 6 hrs., LA = 7 hrs.) haust manifold clamp is 4 segments correctly torqued? (UNIT LEVEL 3) Repair of exhaust Where would a mechanic manifolds. find information which de- INSPECT, REMOVE, REPLACE, ADJUST, AND RE- scribed the repairs approved PAIR JOINTS IN THE EXHAUST SYSTEM. for exhaust manifolds? (SEGMENT A, LEVEL 3) What kind of welding equipment is generally used to Student Performance Goal repair stainless steel exhaust manifolds? Given: An aircraft engine with a complete exhaust manifold Activities Check Items system, spare replacement sections of manifold, the Did the student: service manual for the specific engine and appropriate tools and equipment to inspect an exhaust Inspect an exhaust Use and correctly interpret manifold. system and make a information available in written record of the service manual? Performance: condition. Detect cracks, misalign- The student will inspect the exhaust manifold and ment and other defects? make a written record of condition. He will remove, Remove and reinstall Follow the procedures spe- replace, and adjust a replacement section of mani- an exhaust manifold. cified in the manual? fold as directed by the instructor. He will interpret Use correct hardware and information from the service manual and describe observe required torques? the repairs permitted in the exhaust system. Describe approved Use correct nomenclature exhaust manifold and terminology as a part Standard: repairs. of the description? The inspection, removal, reinstallation, and adjust- Identify the limitations ment of the manifold will be in accordance withthe applicable to exhaust procedures specified in the manual. Correct termin- manifold repairs? ology will be used as a part of the description of repairs.

Key Points Feedback INSPECT, REMOVE AND TEST EXHAUST HEATERS. Exhaust manifold Why must slipoints or ex- (SEGMENT 8,LEVEL 3) joints. pansion-joints be provided in an exhaust manifold? Student Performance Goal What results if a slip-joint or ball joint in a manifold Given: freezes or will not slip? An exhaust manifold incorporating a cabin or car What causes the ball joints buretor heater, the manufacturer's service instruc to seize or freeze? tions applicable to that specific manifold and heat What is the purpose of a exchanger assembly. bellows in an exhaust mani fold? Removal and reinstalls- What ate some of the methods Performance: t ion of exhaust mani used to free a frozen or The student will inspect the heater and muffs, test the condition of the heat exchanger and make a folds. seized joint in a manifold? alrbat reference manual would written record describing the condition of the be used to determine the heater. correct hardware and fasteners to be used for installation of a manifold?

347 Standard: Why are carbon monoxide The inspection, testing and reinstallation will be checks sometimes required in accordance with the procedures specified in the in the cabin following re- service manual. The heater itself need not meet pairs or alterations to the the return-to-service standards. The written record exhaust heater system? will accurately reflect the condition of the heater. How is the airflow controlle, from the exhaust heater tc Key Points Feedback the cabin of the airplane?

Purpose of exhaust Describe how an exhaust Activities Check Items heaters. manifold heater may be Did the student: used to supply both cabin heat and heat for the car- Inspect the heater 'Use and correctly interpret buretor. and muff assembly. the reference information? What hazard could result Test the heater Follow the recommended from a leak in the manifold assembly. procedures? beneath the heater muff? Make a written record Use correct nomenclature elf the heated air supplied of condition. and terminology? to the carburetor is con- Correctly judge condition taminated by a leak from following inspection and the exhaust, how would testing? the engine power be affected? Inspection of exhaust What reference publication IDENTIFY, INSPECT AND DESCRIBE THE OPERA. heaters. would contain information TION OF TURBOSUPERCHARGERS AND TURBO- specifying the frequence COMPOUND ENGINES. of heater inspection? (SEGMENT C, LEVEL 21 What is meant if the inspection procedure recommends Student Performance Goal that the manifold heater be checked for "blisters, dis- Given: tortion, or local hot spots'? Charts, diagrams or other suitable reference infor- What inspection tools are mation; componelts of the turbosupetcharger and generally used to assist a turbocompound systems and the service information mechanic in the inspection applicable to one specific system. of an exhaust heater? Testing of manifold Describe how exhaust mani- Performance: heaters. fold heaters may be tested The student will distinguish between turbo- supei- using compressed air and charging and turbo-compounding of engines. He will immersion in water. describe the operation of both systems and the in- snow may an exhaust mani- spection procedure that would apply to one specific fold be sealed prior to . system of turbo-supercharging. accomplishing an air pies. sure test? Standard: What publication would Correct nomenclature and terminology will be a part contain information cle of all descriptions and explanations. The inspec- scribing the recommended tion procedures will be interpreted without error. testing procedures? Repairs to heaters What factors must be con- Key Points Feedback and muffs. sidered when deciding whether a heater shroud Power recovery As turbines are used in both should be repaired or re- turbines. turbosupercharging and turbo placed with a new unit? compounding, what is the dif- What reference publication fere nce between the two will provide information re- systems? garding repairs to exhaust irhat method of coupling is heaters? used between the turbine and the crankshaft of a compounded engine?

348 What force or energy is What is the difference be- used to drive the turbine tween a convergent and a in each system? convergent-divergent ex- What publication contains haust nozzle? information describing the Which type of exhaust location, operation, lubri- nozzle is used for sub- cation, etc., of the turbines? sonic gas flow? What are the advantages Thrust reversers. What are the advantages of and limitations applicable thrust reversal over drag to each system? chutes? Inspection of power Where would a mechanic Distinguish between a recovery turbines. locate information de- mechanical-blockage and scribing the repair and inan aerodynamic thrust spection of turbines? reverser. What factors limit the re- What safety device is in- pairs that may be made to corporated into the thrust a turbine? reversing system to prevent inadvertent reversal during Activities Check items flight? Did the student: allow is thrust reversing system incorporated into a Distinguish between Use and correctly interpret high bypass Inn type engine? and describe the the reference information? Noise suppressors. Where does noise originate ope ;at ion of turbo- Use correct nomenclature within a jet engine, and supercharging and and terminology? how does the noise produced turbocompoundi ng. Adequately describe the by the compressor compare Describe tl,e inspec- operation and inspection with exhaust noise? tion procedure to be procedure? Does high frequency or low followed to inspect a frequency sound travel the t urbo- supercharger. greater distance? allow does exhaust noise vary with changes in thrust DESCRIBE THE OPERATION AND INSPECTION OF and airflow? JET ENGINE 'THRUST REVERSERS AND NOISE SUPPRESSORS. Activities Cbeck Items (SEGMENT 0, LEVEL 2) Did the student:

Student Performance Goal Interpret the Use and correctly interpret refetence information the information? Given: and use visual aids to Use correct nomenclature Charts, drawings, diagrams or other visual aids illustrate and describe: and terminology as a part and reference information illustrating and de. a. Operation of jet of the descriptions and scribing the jet engine exhaust nozzle, thrust engine nozzles, re explanations? reversers and noise suppression devices. vergers, and silencers. Performance: b. The inspection pro The student will interpret the reference information cedures applicable and describe the operation and inspection proce to nozzles, reversers dunes applicable to the nozzles, reversers and and silencers. silence's of jet engines.

Standard: 1 Reference information will be correctly interpreted. Correct nomenclature and terminology will be used as a part of all descriptions and explanations.

Key Points Feedback

Types of exhaust Where would a mechanic nozzles. find information describing the exhaust system of a sped cific jet engine?

349 16. REPAIR ENGINE EXHAUST SYSTEM COM- What inspection should be PONENTS.(ELT = 4 hrs., T = 2 hrs., I./S = made of the expansion 2 hrs.)1 segment joints in an exhaust sys- (UNIT LEVEL 21 tem? .What reference information RECOGNIZE MATERIALS USED IN EXHAUST should a mechanic use when SYSTEM COMPONENTS AND DESCRIBE REPAIR cleaning and inspecting an PROCEDURES. exhaust manifold? (SEGMENT A, LEVEL 2) Repair of exhaust What hazard is involved in components. marking a stainless steel Student Performance Goal component with a common lead pencil? Given: What are the limitations to Ten samples of exhaust system components from the use of oxy- acetylene both piston and jet engines and appropriate reference gas welding when repairing information describing the repair of exhaust com- exhaust system components? ponents. .What are the advantages to the use of inert-arc welding? Performance: What procedures are effec- The student will identify five exhaust system com- tive in compensating for the ponents by name and use appropriate reference in- expansion and contraction formation as a means of determining the materials of the components during used in the component. lie will interpret the infor- welding? mation describing the repair of one exhaust system component. Activities Check Items Did the student: Standard: The student will correctly identify five of the ten Identify five exhaust Select components and cor- sample parts by name. Ile will correctly interpret system components rectly use the reference and describe the repair of one component. by name. information as a means to Describe the repair identify the component? Key Points Feedback, of one exhaust sys- Correctly interpret repair tem component. information contained in Exhaust system Why is stainless steel often the manual? materials. used in the manufacture of llse correct nomenclature engine exhaust systems? and terminology as a part 'Why are some exhaust sys- of the description and ex- tem components provided planation? with a ceramic coating? Describe how pans may be metallized. What materials should be used in the belts, nuts and hardware used to mount exhaust manifolds? Cleaning and inspec Describe a method for tion. cleaning stainless steel prior to repair by welding. What technique may be used to clean ceramic coated exhaust system parts? That methods are effective in detecting cracks in stain less steel exhaust stacks? .that ate the causes for cracks between the adjacent cylinder pipes on a collector ring?

350 IGNITION SYSTEMS

17. OVERHAUL MAGNETO AND IGNITION HARNESS. What publication would (EIT = 30 hrs., T = 15 hrs., L/S = 15 hrs.) contain instructions spe- 5segments cifying the sequence and (UNIT LEVEL 21 procedure for disassembling, overhauling and reassemb- DISASSEMBLE, IDENTIFY COMPONENTS, AND ling a magneto? REASSEMBLE A MAGNETO. What material is generally (SEGMENT A, LEVEL 21 used in the construction of o rotating magnet? Student Performance Goal Why are the pole pieces in the main magneto housing Given: generally laminated? A complete magneto (not necessarily capable of allow is the cam that opens operation) including a rotating magnet and bearings, and closes the breaker main magneto housing with pole pieces, a coil, cam point assembly attached and breaker assembly, condenser, distributor rotor; to the rotating magnet written reference information applicable to the spe- shaft? cific magneto; charts, diagrams or similar visual What precautions should be aids which will identify the components of the mag- observed when the rotating neto and an unlabeled drawing or diagram of the magnet is removed from the magneto. magneto? Why should a mechanic Performance: avoid the use of force when The student will disassemble the magneto, identify disassembling of reassemb- the components, describe the materials and design ling the components of a features, label the drawing and reassemble the magneto? magneto. From what material is the breaker cam follower usual- Standard: ly manufactured? The disassembly and reassembly will be accom- Why would lack of lubrica- plished as recommended in the written instructions. tion or a rough surface on The reassembled magneto will have all bolts and the cam cause rapid wear other assembly devices correctly installed, torqued of the cam follower? and safetied. Correct nomenclature will be used to What provision in the de- identify and describe the components and label the sign of the breaker assem- drawing. bly permits adjustment of the breaker point clearance? Key Points Feedback Why are the breaker assembly rind condenser usually Magneto description. What is meant if a magneto replaced as a unit? is described as a "high tension" magneto? Activities arc& Items What is the difference be Did the student: tween "dual ignition" and a "dual magneto"? Disassemble the Follow the procedures and If a magneto identification magneto. use the tools as recom plate indicates that the mended in the wtitten in- magneto is "tight" totation, structions? how must the drive be viewed Identify the can Correctly interpret informa- to determine the direction of ponents,describe the tion contained in the refer- totation? materials and design ence information? Magneto components. Why is the magneto housing features. Use correct nomenclature ventilated? Reassemble the and terminology during allow ate the outer bearing magneto. the description? races foe the beatings of the Cottectly install, torque rotating magnet usually at and safety all components tacked to the magneto housing? and attaching devices?

5:1 INSPECT AND SELECT SERVICEABLE MAGNETO Inspection of Whydo some breaker cams BREAKER ASSEMBLIES. breaker cams. have more than two lobes? (SEGMENT B, LEVEL 2) If the magneto incorporates a compensated cam, how is Student Performance Goal the cam lobe for each cylinder identified? Given: Ifow could a cambe checked A display of five typical magneto breaker assem- for concentricity on theshaft? blies, two of which are not serviceable; a magneto Installation and Where would a mechanic of the type using the breaker assemblies repre- adjustment of find information describing sented in the display; a manufacturer's manual de- breaker assemblies. the installation and adjust- scribing the installation and adjustment of breaker ment of breakerassemblies? point clearances; recommended tools and equipment. .11 the breaker points require a specific clearance ad- Performance: justment, what tool is used The student will inspect the breaker assemblies to measure the point clear- and select a serviceable assembly. He will install ance? and adjust the breaker assembly in the magneto. follow is the condenser mounted and electrically Standard: connected to the breaker A serviceable breaker assembly must be selected. assembly? Installation procedures will be followed and tools Ilow is the cam follower will be used as recommended. The installed breaker lubricated? assembly will meet the tolerances specified in the manual. Activities Check Items Key Points Pccdbark Did the student:

Types of breaker What recognizable feature Select a serviceable .Properly determine that the assemblies. permits the identification breaker assembly. assembly selected was of a pivot type breaker Check the bteaker serviceable? assembly? cam and breaker as- Inspect the breaker housing Why do the majority of mag- sembly housing. and cam as recommended netos now incorporate a Install and adjust the in the manual? pivotless type breaker? breaker point assem- *Follow the procedures and Materials used in What is the advantage of a bly. use the tools specified? points, platinum point in a mag- Check the breaker Correctly interpret informa- neto breaker assembly? spring tension. tion and make the check of Why aremany of thebreaker tension? points made of tungsten? Maintain a standard of work- Inspection of breaker .What isthe appearance of manship within the speci- assemblies. a breaker point that is often fied tolerances? described as burned and pitted? elf the surfacefinish of a INTERNALLY TIME A MAGNETO. breaket point has a frosted ft EGMENT C, LEVEL 2) appearance, what does the mechanic know about the Student Performance Goal condition of the points and condenser? Given: elf there is a peak on one A magneto, manufacturer's service information and point of the breaker and a tools and equipment necessary to check internal cavity in the opposing timing and establish 'E' gap position. point, what action should be taken? Performance: allow is breaket spring ten- The student will disassemble and reassemble the sion checked? magneto, maintaining the internal timing and yeti- allow isajudgment of the lying the *E" gap position. acceptable limits of cam follower wear made?

352 Standard: Verify or check Achieve the tolerance Disassembly and reassembly will be in accordance "E" gap. specified? with the procedures specified in the manual. Tools will be correctly used and tolerances specified will be maintained. INSTALL HIGH TENSION LEADS. (SEGMENT D, LEVEL 2) Key Points Feedback Student Performance Goal Magneto electrical Explain why a magneto may theory. be described as an AC Given: generator. Examples of distributor blocks, shielded manifolds, Explain the flux circuit that flexible shielding and associated connectors; is established as the rotating lengths of high tension ignition wire; manufac- magnet rotates within the turer's manuals or written service information de- pole pieces or pole shoes. scribing the inspection, testing and installation of Explain the relationship of replacement wiring in the ignition manifold; recom- the magnetic flux, core of mended tools and equipment. the coil, primary winding, points, condenser and mag- Performance: neto switch. The student will inspect leads and use test eqUip- Describe the action of the ment as a means of determining the serviceability secondary circuit of a mag- of ignition wiring. He will install replacement reto. wiring in an ignition manifold. How is current flow established in the secondary Standard: circuit) Information will be correctly interpreted. The recom- Internal timing of a What should be the position mended procedures will be followed and tools cot- magneto. of the rotating magnet when meetly used. The completed harness will meet the the breaker points open? specifications established in the reference specifi- What is implied when a cations. at. mechanic describes an "E" gap of a magneto? Key Points Feedback Why are there marks to indicate the position of a cam Ignition cable. What factors determine on the rotating magnet? whether the ignition cable Why are the mating teeth of is made with a copper or the rotating magnet drivc stainless steel conductor? gear marked to indicate the Why do some ignition correct meshing position cables have different dia- with the distributor drive meters? gear? What is the advantage of Why do some magnetos have an ignition cable that in- a step cut cam? corporates an integral Why do some magnetos have shielding? timing marks scribed in the Distributor blocks that methods may be used distributor gear and main and shielded mani- to secure the ignition cable magneto housing? folds. ii the distributor block? 'Mete would a mechanic Where would a mechanic find information describing find information describing the procedure to be followed the attachment of cables in bench timing a magneto and the installation of with a compensated cam? cables into the manifolds? Why are ignition harnesses Artiritics ace& Items shielded? Did the student: Inspectionand testingirhat ate some of the causes of ignitionharness. for breakdown of the insula- Disassemble and re- 'Follow the procedures and tion of a shielded ignition assemble a magneto use the tools as recom- cable? maintaining internal mended in the manual? That is the effect of high al- timing. Cotrectly interpret reference titude on the operation of a information and make required shielded ignition cable? adjustments?

3S3 What publication would Key Points Feedback contain information describing the inspection Impulse couplings. What is the purpose of an and testing of an ignition impulse coupling? harness? What device within the Installation of replaceHow would a mechanic de- coupling provides the ment ignition cable. termine the required length 'snap" or high rotational of a replacement cable? speed to the magnetc drive? What procedure should be What is the function of the followed when installing a flyweights in an impulse replacement cable into a coupling? separate metal manifold? Installation, inspec- How would a broken spring What procedure and equip- tion and operational in an impulse coupling ef- ment is necessary to at- checking of an im- fect the starting of an en- tach new fittings to an pulse coupling. gine? ignition lead that has How would a broken spring integral shielding? effect the operation of the engine after the engine had Activities Check Items been started? Did the student: Where would a mechanic find information specifying Inspect and test an Correctly interpret the in- the inspection and limits ignition harness. formation contained in the of wear on an impulse Install a replacement manual or reference publi- coupling? ignition lead in a dis- cations? tributor block and Follow the recommended Activities Check Items harness. procedure and comedy Uid the student: use tools? Achieve and maintain a Assemble the im- Correctly interpret reference standard of workmanship pulse coupling and information and follow cor- within the specified install on the magneto rect procedures? tolerances? drive. Covectly use tools and Operationally check observe safety precautions? the impulse coupling. 'Store parts to avoid damage ASSEMBLE, OPERATE AND DISASSEMBLE AN Disassemble the im- and minimize loss? IMPULSE COUPLING ON A MAGNETO. pulse coupling. (SEGMENT E, LEVEL 2)

Student Performance Goal 18. INSPECT, CHECK, SERVICE, TROUBLESHOOT Given: AND REPAIR RECIPROCATING AND TURBINE An operational magneto; a disassembled impulse ENGINE IGNITION SYSTEMS. (EIT= 32 hrs., coupling that was designed for use on the magneto; T 2 12 hrs., L/S 2 20 hrs.) 7 'whin!' manufacturer's service information describing the (UNIT LEVEL 3) assembly, operation and disassembly of the im- 1! pulse coupling and magneto; recommended tools INSPECT, CHECK, TROUBLESHOOT, REMOVE and a means of driving the magneto as a test of AND REINSTALL WIRING TO AN IGNITION the completed assembly. SWITCH. (SEGMENT A, LEVEL 3) Performance: The student will assemble the impulse coupling. Student Performance Goal He will mount the impulse onto the magneto drive shaft and check the operation of the assembly. Given: He will remove and disassemble the impulse coup An ignition switch installed in an airplane or test ling following the operational check. stand, and connected to control the magnetos of an operational engine; a &swill, or diagram illustrating Standard: the switch electrical circuit and suitable equipment Information contained in the reference publications for checking circuit continuity. will be correc.ly interpreted. Recommended procedures will be followed. Tools and equipment will be properly used and cared for.The disassembled impulse coupling will be stored in a manner that will minimize damage and loss of puts.

354 Performance: If an ohmmeter is con- The student will inspect the ignition switch circui- nected to the "L" contact try and check operation of the switch by operating on the ignition switch, the engine. The instructor will introduce a fault what indication is normal into the switch circuit and the student will troubleshoot the fault and remove and reinstall wiring as when the switch is posi- a means of correcting the fault. tioned to the "off' position? Standard: Safety considerations.What precautions should The drawing or diagram will be correctly interpreted be taken awl what warn- and used in the analysis of the fault.Electrical ings should be posted test equipment will be correctly used and cared when the ignition switch' for. The ignition switch circuit, following correc- wires are disconnected tion of the fault, will be capable of ope-ating as it from the magnetos? was designed to operate. The procedure followed in the accomplishment ofihi2rack shall not impose Activities Cbeck Items a safety hazard. Did the student:

Key Points Feedback Operate the engine, Use and correctly interpret inspect and check the diagrams of the igni- Types of ignition What switch positions are operation of the ignition switch circuit? switches. common to eie ignition tion switch. *Correctly analyze the switch used on a single Troubleshoot an in- symptoms and isolate the engine airplane? troduced fault in the fault? How may the ignition switch circuit. Take correct action and of a twin or multiengined Correct the fault and accomplish work in such a airplane differ from the switch used on a single restore the switch manner that the system circuit to normal opera-operated normally and did engine airplane? tion. Why may some ignition not constitute a hazard? switches incorporate a 'start" position in addition to the "off-right-left and USE AN IGNITION HARNESS TESTER TO IDEN- both on" positions? TIFY A SHORTED IGNITION LEAD ON AN Ignition switch Does a battery ignition ENGINE. circuits, switch open, close or (SEGMENT 8, LEVEL 3) ground the primary ignition circuit? Student Performance Goal * When a magneto switch is positioned in the "off" posi- Given: tion, what is the effect of An operational engine with one shorted ignition the switch on the primary leac;, an ignition harness tester, written informa- circuits of the magnetos? tion describing the use and operation of the harness What will be the effect of tester. crossing the magneto switch wires between the left and Performance: right magnetos of the err The student will operate the engine and identify the gine? symptoms associated with a shorted ignition lead. Troubleshooting What will tesult if the wire He will use the ignition harness tester to identify ignition switch between a magneto and the a shorted lead. circuits. switch becomes disconnected? Standard: What condition will result Operation 11 the engine and tester will be in accord- if the wire connected to the ance with the written instructions. The task will magneto switch ground be be accomplished without imposing unnecessary comes disconnected? safety hazards. Written information and test results What publication would a will be correctly interpreted. mechanic use to determine whether the brealcer housing AftPoints Feedback of a magneto incorporated an 'automatic' grounding Ignition lead faults. At what location on the spring? ignition lead is a short most likely?

355 What are the advantages Standard: and limitations to a radio All work will be accomplished in accordance with shield ignition lead? the reference information.Information will be How will water and other correctly interpreted. Following troubleshooting and repair, the system will operate within the liquids affect an ignition tolerances specified in the reference manual. lead? Ignition harness What sr:ety precautions testers. shouli be observed when Key Points Feedback us.rg a high tension ignition harness tester? Types of booster elf the starting booster sys- Where would a mechanic systems. tern utilizes a separate 'find information describing booster coil, how is the the correct use of the high tension current distri- tester? buted to the engine for In general, what faults may starting? be detected through the use elf an induction v;brator ex- of a harness tester? cites the coil of the magneto, Why must a lead under test how is starting current de- be disconnected from the livered to the engine? magneto and spark plug? What methods may be incorporated to retard the high Activities Check Items tension current used for Did the student: starting? What is the source of power Operate the engine, Observe safety precautions for the operation of a booster recognize and identify and follow correct operating system? the symptoms of a procedures? Installation, opera- Where would a mechanic find shorted ignition Correctly identify symptom tion, troubleshooting, information describing the lead. and record location of mal- and repair of booster servicing of a booster sys- function by operating on systems. tern? left and right magneto? elf the points in an induction Use harness tester Correctly interpret written vibrator or booster coil and identify the infotmation and test results? stuck closed, what would shorted lead. Correcrly isolate faulty happen? leadi How is the booster system "turned on' of supplied with power during the starting of INSTALL, INSPECT, OPERATE, TROUBLESHOOT the engine? AND REPAIR AN IGNITION BOOSTER SYSTEM. (SEGMENT C, LEVEL 3) Actirities Check items Stueent Performance Goal Did the student:

Given: Install the system Correctly interpret the written A magneto that incorporates provisions for a booster and check operation. information? or induction vibrator, reference information that de- Troubleshoot a Follow the recommended scribes the inspection, operation and procedure for fault in the system procedures, correctly use troubleshooting the specific booster system, tools and restore to normal ..00ls and analyse faults? and equipment as recommended by the reference operation. 'Achieve normal system opera- manual, and the induction vibrator or booster coil. tion following repair? Performance: The student will install the magneto on a suitable magneto test bench, connect the boost system and check operation. He will inspect the system after the instructor has introduced a fault into the booster system and make repairs to restore the system to normal operation.

356 REMOVE, INSPECT, RECONDITION, TEST AND What kind of lubricant may REINSTALL SPARK PLUGS. be used on spark plug (SEGMENT D, LEVEL 3) threads before installation? How important is the con Student Performance Goal dition of the gasket to be used under the spark plug Given: and how could a gasket An operational reciprocating aircraft engine; a be annealed? random display or aircraft spark plugs of the ' What tools and procedures shielded type, long reach, short reach, massive should be used when re- and fine wire electrode, hot plug, cold plug, etc., moving the spark plug spark plug specifications applicable to the specific leads? engine and reference information and tools neces- Inspection and How may the condition of sary to remove, inspect, service and test spark testing. the spark plug electrodes plugs. be used to indicate engine operating conditions, i.e., Performance: what trouble is indicated The student will interpret the specifications and by excessive carbon forma- select spark plugs that are approve,' for installations on the spark plug tion in the specified engine.. lie will remove the electrodes? spark plugs previously installed in 6:- engine, What reference information inspect. recondition, and test them, then reinstall should a mechanic use for them and check engine operation. testing a spark plug? How would a mechanic de- Standard: teimine the correct spark The task will be accomplished in full accordance plug gap when adjusting with the reference instructions. The identification the r.p of the electrodes? of spark plugs to be used will be without error. Operational checking If a single spark plug of a Reconditioned spark plugs will test and operate of spark plugs. typical aircraft engine is within specified tolerances. The installation of not firing, how could a the spark plugs will be accomplished at a return- mechanic determine the to-service standard. approximate location of the faulty plug? Key Points Feedback When making a magneto check, in addition to en- Identification of What is the difference be- gine roughness, approxi- spark plugs. tween a shielded and an mately how much RPM unshielded spark plug? drop should be expected How does a long reach plug from a single faulty spark differ from a short reach plug? plug? What is the difference be- Activities Check Items tween a hot and a cold Did the student: spark plug? Installation and What damage may result Select spark plugs Correctly interpret speci- removal. from over-torquing a spark for a specified fications and identify plug? engine. spark plugs by type, etc.? What should a mechanic .) Remove, inspect, re- Follow the correct pro- with a spark plug that has condition and test cedures,:operly use tools been dropped? spark plugs from an and equi vent? 'What may result if a long engine. Achieve. standard which reach plug is installed in a Install spark plugs resulted n normal engine cylinder that was designed and check operation operatici? for a short reach plug? in engine. :How is a spark plug installed with a thermocouple? oWhat damage may result from the use of an incorrect tool? V/hat reference publication specifies the correct spark plug installation torque values?

357 TIME MAGNETOS TO AN ENGINE. Impulse couplings. Where would a mechanic (SEGMENT E, LEVEL 3) find specific instructions detailing the timing proce- Student Performance Goal dure to be followed when timing a magneto with an Given: impulse coupling? An operational engine; two magnetos, at least one What procedure may be incorporating an impulse coupling, manufacturer's employed to disengage or manual or written information describing the in- release the impulse so that stallation and timing of the magneto to the engine, the magneto may be timed? tools and equipment as recommended in the refer- Installation and Assuming that top center ence information. timing. position has been established, what is the purpose Performance: of a timing disc and pointer? The student will install and time magnetos and What procedure will prevent operate the engine. rotation of the magneto rotor while the magneto is Standard: being mounted on the engine? The work will be accomplished in accordance with What is the meaning of the the reference publications.Instructions will be term "staggered" timing? interpreted without error. The completed installa- Why is the tolerance per- tion will meet the tolerances specified in the mitted in timing of magnetos manual or other written reference information. so critical, i.e., what damage may result from incorrectly Key Points Feedback timed magnetos? What devices may be used Preparation of engine Why must the engine be to indicate the opening of for magneto installation.positioned on compression the breaker points of the stroke? magneto? What publication will con- If a magneto incorporates tain information describing an automatic grounding the installation and timing spring at the primary switch of magnetos to a specific lead connection, what pro- model of engine? cedure must be followed in How may the "top dead the use of a timing light? center' position of a num- When connecting the switch ber 1 piston be determined leads to the magnetos, de- on an engine that has a scribe how a mechanic may propeller gear reduction? identify the correct switch lf the back of the propeller terminal for the left magneto. Range on a direct drive engine is marked to indi- Activities Check Items cate "TDC," what proce- Did the student: dure is necessary to establish top dead center, Position the engine Use and correctly interpret compression stroke? to install the mag- written information? Position of magneto How could a mechanic netos. Follow the correct proce- during installation. determine when a magneto Install and time the dures and correctly use is in position to deliver magnetos. tools and equipment? a spark to the number 1 Operate the engine. Achieve the specified cylinder? accuracy? Explain why a magneto Check and verify normal may be incorrectly timed operation? even though the points are opening at the proper time. Why are the distributors usually removed when a magneto is being timed to the engine?

358 IDENTIFY, COMPARE AND INTERPRET IGNITION Performance: ANALYZER PATTERNS. The student will complete ten statements com- (SEGMENT F, LEVEL 2) paring and describing the differences between piston engine and turbine engine ignition systems, Student Performance Goal and describing the removal, inspection and installation of turbine engine igniter plugs. Given: Diagrams illustrating eight different ignition analyzer Standard: patterns, reference information describing the opera- At least seven statements will be correctly com- tion of an ignition analyzer and illustrations of pleted. typical analyzer patterns. Key Points Feedback Performance: The student will identify, compare and interpret Turbine engine igni- What is the energy source ignition analyzer patterns. tion systems. for a turbine engine ignition system? Standard: Why doesn't the ignition At least four of the eight patterns will be correctly system of a turbine engine identified and interpreted. operate continuously? Why isn't each combustion Key Points Feedback chamber provided with a separate igniter plug? Use of analyzers. What use has been made of Why isn't a distributor ignition analyzers in trouble- system necessary to the shooting aircraft engines? operation of a turbine en- Where would a mechanic gine ignition system? obtain information describing What are the two types of the operation and interpreta- igniter plugs used in turbine tion of analyzer patterns? engines? How is an analyzer timed Why do turbine engine to the engine? igniter plugs have relatively Interpretation of What are the conclusive points wider gaps than piston patterns. of comparison that should engine spark plugs? be used when interpreting eWhy do igniters have rela- an analyzer pattern? tively little erosion with How reliable are the inter- respect to total engine pretations made by rela- time? tively inexperienced analyzer Where would a mechanic operators? find information describing the kind of igniter and the Activities Check Items installation, inspection Did the student: and servicing procedures applicable Lo a specific Identify and compare Recognize the similarities turbine engine? ignition analyzer between the patterns? patterns. Correctly interpret reference Activities Check Items Interpret the illustrated information? Did the student: patterns and describe Use correct nomenclature the probable fault. and terminology? Complete essay Cortectly interpret statements comparing reference informatiop? piston and turbine Use correct nomenclature COMPARE AND DESCRIBE THE DIFFERENCES engine ignition sys- and terminology for the BETWEEN PISTON ENGINE AND TURBINE ENGINE ten s, and describing completion words? IGNITION SYSTEMS. the removal, inspec- (SEGMENT G, LEVEL 2) tion and installation of turbine engine Student Performance Goal igniter plugs. a Given: Schematic diagrams, drawings and suitable reference information describing the operation, servicing and repair of ignition systems for turbine engines, examples of turbine engine igniter plugs, and multiple completion essay statements. 359 19. REPAIR ENGINE IGNITION SYSTEM COM- Charging of rotating What is the effect of a PONENTS.(EIT = 28 hrs., T = 14 hrs., 1../S = magnets. weak magnetcharge? 14 hr.)4segments 'How isthe charge of the (UNIT LEVEL 2) magnet measured? How is lowcurrent inthe OPERATE AND TEST A MAGNETO ON A TEST primary winding of a coil BENCH. related to output of the (SEGMENT A, LEVEL 2) magneto?

Student Performance Goal Activities Check Items Did the student: Given: Two operational magnetos, one with a weak breaker Operate both mag- Use and correctly interpret spring and one with a weak charge in the rotating metoson the test reference information? magnet; a test bench provided with a spark rack, bench: Correctly use tools and varidrive and associated leads and test meters; a. Measure breaker apply tolerances and spe- manufacturer's manuals or equivalent written in- spring tension. cifications? formation. b. Measure primary .Correctly demonstrate symp- current. toms of weak breaker Performance: Identify magneto springs and weak rotating The student will operate and test uoth magnetos, fault. magnet? identifying the fault in each magneto and demon- Correctly identify the fault strating the effects of a weak breaker spring or in each magneto? low charge in the rotating magnet of the magneto.

Standard: Test specifications, procedures and results will TEST AND JUDGE THE SERVICEABILITY OF be correctly interpreted. Operations will be accom- CONDENSERS. plished without damage to the tools, equipment or (SEGMENT B, LEVEL 2) components. Student Performance Goal Key Points Feedback Given: Bench testing of Where would a mechanic Three condensers of the type normally installed in magnetos. find information pertaining a typical high tension aircraft magneto; a condenser to the testing andopera- tester and written information and specifications tionof a magneto test applicable to the use of the test equipment. bench? What is meant by the term Performance: 'coming -in speed" as applied The student will test the condensers and record to a magneto being tested? ..he test results. He will compare the results with How is the speed of the the condenser specifications and judge whether magneto test bench drive the condensers meet specifications. indicated with high speed operations? Standard: What hazards may be asso- Operation of the test equipment will be in accordance ciated with operating a with the written instructions. Tests will be accurate magneto without a harness within the accuracy of the testerand the condensers and spark rack? willbe judged according to specifications contained Breaker spring tension. 'How is breaker spring ten- in the written information. sionmeasured? How far should the breaker Key Points Feedback points be spread when measuring spring tension? Condenser testers. Where would a mechanic What damage may be done findinformation describing by pulling the breaker points the use of a specific model past their normal travel? of test equipment? What ignition malfunctions Why may some instructions may be related to faulty describe the condenser as breaker spring tension? a capacitor? 360 What is the relationship Key Points Feedback of resistance and capacitance in a condenser? Coil testers. Where would a mechanic What hazard exists in the find information pertaining use of the tester and hand- to the correct use and in. ling of a charged condenser? terpretation of test results How can a condenser be obtained from a particular checked with an ohmmeter? tester? Interpretation of Wbat appearance of breaker What safety considerations test results. points is associated with should be observed when a faulty condenser? using coil testers? What purpose does a con- How is an ohmmeter often denser serve in the magneto used as a tester for a coil? circuit? How are primary coil How would a mechanic de- leads identified? What termine the type of condenser features will usually iden- required for a specific tify the connections for magneto? the secondary output? Whac repair may be made to Interpretation of .Why is the temperature of a condenser that fails on results. the coil a consideration the capacitance or leakage when a coil is being tested? test? Wbat is a capacitance effect in a shielded ignition Activities Check Items lead? Did the student: Activities Check Items Use a tester to test Follow recommended pro- Did the student: the serviceability of cedures and obtain accurate condensers. test results? Test a coil from a FolIow recommended pro- Correctly interpret specifi- high tension magneto, cedures and obtain accu- cations? a tow tension trans- rate test results? Correctly judge service- former coil and a Co rectly interpret and ability of the condensers? booster coil for open orapply specifications and short circuits and for tolerances to test readings? compliance with spe- USE A COIL TESTER TO TEST IGNITION COILS. cifications. (SEGMENT C, LEVEL 2)

Student Performance Goal DEMONSTRATE THE EFFECT OF FAULTS IN AN IGNITION LEAD AND CORRECT THE FAULT. Given: (SEGMENT D, LEVEL 2) A coil tester, written specifications and information pertaining to the operation of the test equipment and Student Performance Goal the interpretation of test results; a coil from a typical high tension aircraft magneto, a transformer coil Given: from low tension ignition system and a booster coil; An operational magneto mounted on a test bench and specifications for each of the specific coils. that is equipped with an adjustable spark rack and varidrive; an ignition harness which has a single o Performance: shorted lead and two or more open leads; replace- The student will test each of the coils for "opens," ment ignition leads or lengths of ignition cable "shorts," and compliance with the manufacturer's which may be used to repair the harness; written specifications. operating instructions.

Standard: Each of the coils will be identified as a means of establishing the applicable specifications. Tests will be accomplished as recommended in the written information and will not impose a safety hazard or cause damage to the test equipment or components.

361 Performance: Activities Check Items The student will operate the magneto and check Did the student: for leads which are open and shorted. He will describe the effects of continued operation with Operate the magneto Follow the written operating these faults. He will replace the leads or repair on a test bench and instructions? the harness and test at sufficiently wide spark detect open and shortedCorrectly identify the de- gaps to induce an open in the serviceable harness ignition leads. fective leads? and demonstrate the effects of an open in the cir- Describe the effects Use correct nomenclature cuit. of continued operation and terminology as a part with open and shorted of the description? Standard: leads. Achieve a repaired harness Correctly detect defective leads. Replacement Replace the defective that met with operational leads and harness repairs will meet return-to- leads and demonstrate standards? service standards. Operation of the test bench and the effect of wide sparkDemonstrate the effect of ignition system will not exceed limits established gaps. opens in the ignition har- by the instructor or cause damage to the com- ness? ponents.

Key Points Feedback

Troubleshooting of What methods are used to faults in ignition prevent the entrance of harnesses. moisture into an ignition harness? If moisture has penetrated an ignition manifold, what repair procedure should be followed? Will moisture in a manifold probably result in an open or a short in the manifold? What is the effect of continued operation with an open in an ignition lead? What is the effect of continued operation with a short in an ignition lead? Replacement of 11 a short has occurred at ignition leads. the high tension contactor or "cigarette," what repair procedure should be followed? What problem may result from using an ignition lead that is longer than required? What procedure should be followed when replacing or reusing the elbows and coupling hardware from an old ignition harness?

362 ENGINE. ELECTRICAL SYSTEMS

20. INSTALL, CHECK, AND SERVICE ENGINE Characteristics and Why are fuses generally ELECTRICAL WIRING, CONTROLS, SWITCHES, uses of circuit breakersused only in insulated in- INDICATORS, AND PROTECTIVE DEVICES. and fuses. sects when protecting (EIT = 38 hrs., T = 18.5 hrs., L/S = 19.5 hrs.) higher voltages? 6segments What rating should a (UNIT LEVEL 3) circuit breaker have to protect #2 gauge wiring? TYPES, PURPOSES, APPLICABILITY AND OPERA- Should a circuit breaker TION OF ELECTRICAL FUSES, CIRCUIT BREAKERS, open under extreme over- AND SWITCHES USED IN ENGINE ELECTRICAL load conditions even if CIRCUITS. held in? (SEGMENT A, LEVEL 1) Explain the difference between "tripfree" and "non- Student Performance Goal tripfree" circuit breakers. What precautions shoild Given: be taken to prevent inad- Written information dealing with types of switches vertent closing of a circuit and circuit protectors used in engine electrical breaker which has been circuits, AC 43.13-1 or equivalent publication, opened because work is and questions concerning switches and circuit being done on the circuit? protection devices used with engine electrical Switches. What is meant by the components. nominal rating of a switch? a. Nominal rating. What nominal rated switch Performance: would be required for a 12 The student will write answers for 12 questions volt lamp with a continuous concerning purposes, applicability and operation load current of 3.6 am- of fuses, circuit breakers and switches used with peres? aircraft engine electrical components. He will b. Arcing at opening What causes arcing at the draw a wiring diagram showing the circuit for a of contacts. contacts of a switch con- reversible electric motor, such as is used to actuate trolling a solenoid relay? cowl flaps or an oil cooler door, including type of How can arcing be reduced? switch used and how circuit breakers are used for Types of switches. Name several types of the control circuit and the motor operation circuit. switches used in aircraft engine electrical systems. Standard: Why is a relay used in At least nine questions answered correctly in ac- conjunction with a switch cordance with the information provided. Circuit for controlling heavy diagram correctly drawn to show switch control for current devices? both directions of motor operation and circuit Switch designations. What is meant by the desig- breakers for the motor and the control circuits. nations: SPST, DPST, DPDT, and 3PST? Key Points Feedback Explain what is meant by normally open and normal- Circuit protection for Why are engine electrical ly closed switch contacts aircraft engine elec- components protected by and how these are usually trical circuits. circuit breakers in the indicated. flight compartment area? What is meant by "momen- What is the primary purpose tary" switch or switch of the circuit protectors? position? How do fuses and circuit Switches for rever- What types of control breakers differ in their sible motors. switches are used for re- operation as circuit pro- versible motor control? tectors? What type of switch's are What wire characteristic usually used for limit determines the size of fuse switches in reversible or circuit breaker to be used? motor control circuits? 363 What purpose do the limit . What measurement factor is switches serve and where the AWG wire gauge system are they usually located? based upon? llow is an AWG wire gauge used for stranded wire? SELECT AND INSTALL AIRCRAFT ELECTRICAL sin aircraft engine wiring SWITCHES AND WIRING TO ENGINE ELECTRICAL installations, how is each COMPONENTS. wire identified as to system (SEGMENT B, LEVEL 3) and gauge? Wiring procedures. Where are the procedures for Student Performance Goal wiring to be found? How are wires routed when Given: near fuel or hydraulic lines? Written information, AC 43.13-1 or equivalent What are the rules on more publication, a mock-up with provisions for mounting than one splice in a bundle? components and switches, aircraft engine electrical e lf chafing could occur, how components, assorted aircraft electrical wire and should the wire be protected? switches, a DC power supply, an AWG wire gauge Electrical cable chartWhat is the primary use of and suitable electrical tools. in AC 43.13-1. the cable chart in AC 43.13-1? What is the purpose of the Performance: three curves in the cable The student will determine the current required for chart? an engine electrical starter, use an AWG chart to Why must the allowable select wire of adequate size for 1 volt drop, and on voltage drop be known in the mock-up, connect the starter to a solenoid re- order to determine required lay. He will install a suitable switch and connect wire gauge for an installa- it to energize the solenoid coil of the relay. tion? Selecting aircraft Which type of switch is best Standard: switches. for motors and relay con- Switch and wire selection and installation will trolled components? comply with specifications provided. The starter Which type of switch is and relay will be correctly connected and will suitable for engine ignition operate properly. control? Mounting of switches.sin what position should Key Points Feedback toggle on-off switches be mounted? Determine current What kind of meter would elf a switch controls the requirements. be needed to measure the movement of flaps, doors or current used by a starter gears, how should it be motor? mounted relative to movement all the specifications give being controlled? the power rating only, how How are switches prevented is the current calculated? from turning in their mounting Determine wire require- What information is needed holes? ments for a specific to compute required current .What determines how close a installation. carrying capacity of the switch may be mounted rela- wire to be used for the en- tive to other components? gine starter motor? Connection wires to What considerations should What is the effect on heat switches. be taken as to clearance dissipation of routing wires between wire connections? together in a bundle? Name several methods of con- What effect on the wire re- necting wires to switches quirements will use of the and the advantages and dis- airplane structure as a advantages of each method. ground return have? Installation of open *What are the requirements Determine gauge of What methods may be used wiring. for securing open wiring in insulated electrical to determine the gauge of aircraft engine areas? wire. solid and stranded electrical wire?

364 Why are these requirements Select a circuit breaker more critical near turbine of suitable rating for the hot sections and exhaust control wire size? areas? Check the solenoid relay elf wires are cut or damaged, and engine starter. motor where can repair specifica- for proper operation? tions be found? Where open wires must go through the firewall, what INSTALLATION REQUIREMENTS AND precautions must be taken? CHARACTERISTICS FOR AIRCRAFT ELECTRI- Ifow is wiring in engine or CAL WIRING SYSTEMS AND JUNCTION BOXES. nacelle areas routed to (SEGMENT C, LEVEL I) facilitate access to engine servicing and component Student Performance Goal replacement? What precautions should Given: be taken when wiring must Written information, AC 43.13-1 or equivalent be close to fuel, oil, or publication, questions with multiple choice an- hydraulic lines? swers. Selecting suitable Why will a fuse or current protective devices limiter usually be more Performance: for electrical circuits. suitable to protect the The student will select answers to 14 questions main power wire for a pertaining to the characteristics of single-wire starter motor or electrical electrical systems, the strength requirements for hydraulic pump motor? electrical cable terminals, the purpose, applicabi- How is the current rating lity, and use of terminal strips, installation re- for the fuse determined? quirements for junction boxes in areas around en- Why will a circuit breaker gines or in nacelle areas for powerplant use, and usually be more suitable the criteria for selecting aluminum or copper wire, for solenoid relay control especially for engine electrical components where circuit or a fuel pump current requirements are large. motor? Standard: Activities Check items Select correct answers for at least 10 questions. Did the student: Key Points Feedback Select wire comply- Calculate current require- ing with AC 43.13-1 ments for each component? Single-wire systems. What serves as the return specifications for 1 voltUse electrical cable chart path for a single-wire drop, using AWG wire in AC 43.13-1 to deter- system? table to determine mine gauge of wire needed? How is the ground return cize, connect an air- Use AWG wire gauge to path checked for integrity craft engine electrical measure gauge of stranded across the engine firewall? starter to a solenoid wire? How are electrical com- relay and to a power ' Select a switch suitable ponents connected for source through a fuse. for the solenoid winding ground return when mounted current rating? on engine support members? Select and install a Drill holes and mount the Electrical wire tablesCompute the voltage drop switch on the muck-up, switches with prOper and AWG wire sizes. for a *14 copper cable 40 connect it with wire spacing and orientation? feet long to carry 6.5 am- of selected size to Use an approved method peres. control the solenoid of connecting wires to Where can the AWG wire relay. switches? size information be found? Select a fuse of suitable Why is a higher voltage Connect switch to current rating for the wire drop allowed for intermittent the power supply size? than for continuous opera- through a circuit Plan wire length to permit tion? breaker. securing to mock-up by clamps?

365 Aluminum vs. copper What gauge of aluminum Shielding wiring and What types If circuits re- wire. wire will be required to equipment. quire shielding to prevent replace #0 gauge copper radiation of interference? wire? a.Purpose. What types of circuits re- WIty is aluminum wire often quire shielding to prevent used for heavy current cir- b. Methods picking up interference? cuits such as generator 'Name at least two methods output? of providing shielding for Junction boxes. Why should engine elec- wires in engine areas. trical junction boxes be llow is the shielding ground- a.Construction and mounted on structural ed in areas adjacent to mounting. members? engines? What material should be Cable terminals. When stripping insulation, used for a junction box how many strands of wire when fireproofing is a.Wire preparation. may be cut on #10 copper necessary? wire and on #6 aluminum Ilow s 'torrid the cover side wire? of a junction box face in eName four disadvantages an engine area and why? of using solder for terminal b.Internal arrange- Why is it important to attachment. ment. provide adequate space Why are crimped terminals in a junction box? preferable in engine elec- What should bt provided trical wiring, especially when electrical clearances around turbine engines? are marginal? What is the purpose of in- c.Wiring. What are the requirements spection holes in terminal for lacing and clamping lugs? cables inside a junrcion b. Cable terminal What is the requirement as box? strength require- to tensile strength for What type of lacing is per- ments. cable terminals? mitted in engine area junc- Choice of terminals. Why is it important to choose tion boxes? terminals designed for the What added requirements specific size and kind of are provided to protect cable in use? wiring in junction boxes When crimped lugs are in- located in engine areas stalled, what are the special ahead of the firewall? tool requirements? How is wiring protected Why must crimped lugs be against chafing at en- used with aluminum cable trance openings? and what special compound d.Drain holes. What maintenance should must be used to prevent cor- be provided for drain holes? rosion? Terminal strips. What purposes do the barriers serve? a.Barriers. Why is it important that INSTALL ELECTRICAL TERMINALS, SPLICES AND studs be checked for tight- BONDING JUMPERS, AND IDENTIFY AIRCRAFT b. Terminal studs. ness and for provision to ELECTRICAL CABLES. prevent rotation before in- (SEGMENT D, LEVEL 3) stalling lugs? What is the maximum num- Student Performance Goal ber of terminals per stud? Terminal hardware.Where in a guide to ter- e Given: minal hardware mounting AC 43.13-1 or equivalent putlication, manufacturer's to be found? instructions dealing with electrical terminals, assorted What is meant by terminal samples of aircraft wire and cable, terminals, splices, protect ion? sleeving, bonding, jumpers, a mock-up with aircraft Why is it desirable to have engine electrical components requiring bonding, two at least one spare terminal junction boxes connected by a conduit, ind appropriate stud in each strip? tools and equipment for soldering, crimping and install ing wiring. 366 Performance: What is the importance The student will install five soldered and ten of using the correct crimped terminal lugs on aircraft cable, including crimping tool for a spe- two on aluminum cable; splice cables with five cific kind of lug? crimped splices; select and install five bonding Where can instructions be jumpers for aircraft engine electrical components found for attaching which require bonding. He will list identifying soldered terminals? data for ten different aircraft engine electric Crimped terminals? cable samples and will install six electric wires Special precautions. Why must special crimping in a conduit connecting two junction boxes on a tools be used for aluminum mock-up. terminals? a.Aluminum ter- Why is a special paste Standard: minals. specified for aluminum At least 80 percent tf the terminals, splices and terminals? bonds will meet specifications in AC 43.13-1 or b.Insulating sleeves.nen terminals are not manufacturer's ins:ructions. At least seven cable pre-insulated, how is in- samples will be correctly identified. Wiring insulating sleeving installed? stalled through conduit will meet specifications Splicing wire or Why is splicing of wires provided. cable. to be avoided when possible, especially around Key Points Feedback engines? Why are splice. not per- Selection of cable Why must sleeve size be mitted in most fire de- terminals. correct for the size of tector circuits around en- cable being used? gine areas? a. Match cable size On color coded terminals, Where are splices per- and type of metal. what does the color of the mitted around engines and terminal sleeve indicate? how must they be protected Why must the connector be against vibration? of similar metal to the Preparation of When stripping cable for cable? wires. splicing, how many wires b. Type of lug. What determines the type may be cut or knicked? of lug to be selected? When insulation of a cable What are the dangers of has been damaged, how far haphazard selection of back should the cable be types of terminals? stripped? Why are ring-tongue ter- What types of insulation minals almost universally are permitted around en- used in aircraft, instead gines? of spade terminals, especial- Types of splices. What is the difference be- ly around engine or nacelle tween a preinsulated au] areas? non-insulated splice con- c.Size of lug. What determines the sleeve nector? size required at the wire What type of tool is neces- end? What determines the sary to make an acceptable terminal ring hole size? splice, with a crimped What are the hazards in splice connector? selecting oversize lugs at What must be provided for the wire end? At the con- insulation of non-insulated necting end? spliced connectors when Wire preparation. How is a wire stripping tool used in powerplant areas? used? Why are solder splices Why is a stripping tool better considered as temporary and than a knife for wire strip- not recommended, especial- ping? ly arov engines? Methods of attaching What are the advantages of Bonding jumpers. What kinds of metal are to wire or cable. using crimped lugs instead used for bonding jumper of solder lugs, especially straps? in engine areas?

367 Where are copper straps How are the wires prepared required? to aid in easing of pulling What type of bonding through? straps are usually used When should terminals be around turbine engines? installed on the wiring? How clean must attachment d. Check for correct What equipment may be surfaces be for bonding circuit continuity. used to check the circuit jumpers? continuity? Allowable resistance. What is the maximum re- How can voltage drop sistance allowed for any measured across the ground bonding jumper connection? return path be used for Where is the resistance determining integrity of measured? grounds? Bonding connection. How is the contact area to be prepared? Activities Check Items How are engines bonded to Did the student: their mounting structure to assure a good ground? Select and install Properly strip and prepare Where are the instructions five solder type ter- wire or cable? found for methods of minal lugs on various Use suitable solder iron? bonding attachment at fire- sizes of copper air- Tin the wire and inside of walls or cowling? craft wire or cable. cup before inserting wire? Identification of air- What types of insulation Select and install Select correct crimping craft electric cables. are permissible in areas eight crimp type ter- tool for each type of around aircraft engines? minal lugs on copper crimp lug? Why is stranded cable wire and cable and at Strip proper length of in- usually used in engine least two crimp lugs sulation? electrical systems wiring? on aluminum cable. Check for wire being visible What type of shielding is in inspection hole? used and why? Use aluminum lugs for How can aluminum wire aluminum cable? be identified without in- Use anti-corrosion com- specting a cross section? pound in each aluminum lug? How can the wire size be Make five splices Use proper crimping tool? determined? with crimp type con- Install adequate insulated What is unique about thermo- nectors, zwo of which sleeving on wire before in- couple wiring? are non - insulated. stalling connector? Installation of wiring What is the purpose of con- Select and install fiveTie sleeving at each end in conduit. duit for electric wiring bonding jumpers to after slidirg over connector? arounc, an aircraft power- bond selected aircraft Make proper choice of copper plant? engine electrical com- or aluminum bonding jumper a. Removal of damaged After disconnecting wiring, ponents which require for each component? wiring from conduit.how should the cables be bonding. Use more than one jumper pulled out of the conduit? where needed to carry re- .What provision should be quired current? made for a pull wire or Prepare a list showingCheck for type of insula- "snake" to pull the re- identification data for tion, kind and size of wire placement wiring through ten different samples for each sample? the conduit? of aircraft electric Identify shielding on b. Cleaning of con- eWhy may the conduit need cables used around re- samples of shielded wire? duit. to be cleaned after the old ciprocating and turbineDisconnect all wires before wiring has been removed? engines. pulling from conduit? Why is this more critical in Remove damaged wiringPull through a "snake" engine areas? from a conduit which wire or rope attached to one 'How can the inside of the has at least two bends.of the wires being removed? conduit be cleaned? Prepare replacement Tie "snake" securely to all c.Preparation of wire. How many wires or cables wiring for installation. wires to he pulled through? for pulling through should he pulled through at conduit. a time?

368 Powder or wax wires for Key Points Feedback ease of pulling through? Cut all wiring with suffi- Quick-disconnect What determines which is cient length to allow for connector terminology. the plug and which is the installing terminals and receptacle? making neat connections a.Plugs and recep- What determines whether at terminal strips? tacles. a plug or receptacle is Use "snake" tc pull ,Pull all wires through con- male or female? wiring through the duit together? b. Male and female. Explain the difference be- conduit. Use proper terminal lugs tween plugs and recep- Install terminals on and tools for making ter- c. Pins and sockets. tacles, and pins and wires and connect to minals? sockets in connectors. terminal strips in Route all wires for a neat What is the difference be- junction boxes, one of installation? tween threaded and twist- which is of a type to Connect all wieing in ac- lock connectors? be mounted on an en- cordance with circuit Classes of connectorsName some aircraft power- gine support member diagrams? as given in AC 43.13-1.plant uses of quick-dis- or brace. Use suitable test equip- connect connectors and Make continuity check ment for 'raking continuity class of connector required of each circuit for be- checks? for each. ing correctly connected.Use voltage drop method Erplain purposes for for checking integrity of having rubber or neoprene bonding jumpers? inserts around the pins and sockets. Explain the meaning of USE OF QUICK DISCONNECT ELECTRICAL CON- "vapor proof' connectors. NECTORS AND CHARACTERISTICS OF NIGH- AND How do connectors for LOW-TENSION ELECTRICALWIRING. thermocouple wiring differ (SEGMENT E, LEVEL 1) from other connectors? Wire connection. Compare the advantages Student Performance Goal and disadvantages cf sol- a.Solder. dered and crimped wire Given: connections and connectors Written information, AC 43.13-1 or equivalent b. Crimped. in engine and nacelle areas. publication, questions with multiple choice an- Pin and socket locator What special tools are re- swers concerning the use of quick-disconnect identification letters quired for crimped-type plugs and receptacles, samples of airctaft con- or numbers. connectors? nector plugs and mating receptacles, samples of By what methods are pin high-tension and low-tension wire for electrical and socket locator letters wiring associated with aircraft engines. or numbers provided on plugs and receptacles? Performance: ' When locators ate unread- The student will select answers for 14 questions able, how can wire numbers dealing with the use of aircraft electrical quick- be used to locate desired disconnect plugs and receptacles used in power- pins or sockets? plant areas, methods of sealing against fluids and Causes for mal- What is the hazard of too vapors, checking and care of pins and sockets, functions: frequent disassembly of tightening and securing or safetying quick - disconnect connectors for inspecticn? connectors, and purposes of various types of inserts, a. Wires frayed or .What malfunctions are seals, sleeves and grommets used in plugs and re- broken. probable from engine vibra- ceptacles. He will write labels showing type and tion cases? probable uses for 8 samples of high-and low-tension b.Pins bent, broken What fault is usually indi- aircraft engine electric wiring cable including off, or loose. cated by an arced or burnt thermocouple wire. pin? *What precautions must be Standard: taken when straightening Select correct answers for ten questions. Write cot- bent pins? rect information labels for at least 3 samples each c. Sockets enlarged .What causes a socket to of high- and lotc-tension wire. or corroded. become enlarged? 369 Why is corrosion more What methods of securing likely in connectors that are used for engine instru- go through the fire wall? ment wiring? . 11 corrosion is present, Low-tension wiring Why is the insulation re- on a pin, what should be in engine areas. quired for engine electrical done about its mating low-tension wires more ed socket? a.Insulation. deal than in most areas of d. Worn or corroded .What is the proper repair an aircraft? pins. procedure for a pin worn Compare the insulation beyond limits? needs of 208 volt 3 phase * How should corroded pins cable with high-tension be cored for? cable and 14/28 volt engine Wire protection. What causes frayed or wiring. broken wires at the shell b. Shielding. .Why should all ignition inlet? wiring be well shielded- abet causes swollen or preferably double shielded? softened insulation in What is the primary purpose engine areas? of shielding for AC cable? *What should be provided Low-tension ignition that is the reason that low- to protect the wires at primary wiring. tension ignition primary the inlet? At the pin or wires need to be better in- socket connection? sulated than other electrical Methods of securing 'How should a threaded system wires? and safetying con- connector be tightened? Thermocouple wiring. What special kinds of metal nectors. How tight? are used for thermocouple What should be provided leads? co assure a threaded con- What level of voltage and nector not vibrating loose? current is carried by thermo- Why is this more critical couple wire? on engine electrical con- .What is the normal repair nectors? procedure for a broken allow are twist lock or thermocouple wire? bayonet type connectors ' Why must thermocouple secured? wires be kept at their ori- Why are twist lock or ginal length when repaired net types seldom used in or replaced? engine areas? allow should a safety wire be installed? INSTALL AND WIRE SOLENOID OPERATED lgnition high-tension What arc the two principal SWITCHES, DETERMINE CAUSES AND EFFECTS wiring. purposes of shielding? OF SOLENOID SWITCH CHATTER. *that is corona and what (SEGMENT F, LEVEI. does it indicate? that type of ignition wire Student Performance Goal can he used to reduce radio interference without the use Given: of shielding? Written information concerning aircraft solenoid Shy are turbine engine switches, an aircraft of mockap with power source, ignite! leads eve, more and an aircraft component to be conttolled by a critical as to insulation solenoid switch, samples of solenoid switches and and shielding than te- relays which have been subjected to switch chatter ciprocating engine spark in varying degrees of severity. plug leads? Engine instromenta thy is siring for engine don wiring. instruments usual!) tithe( shiei3ed or in conduit, especially for turbine er

370 Performance: Checking operation What is the primary check The student will install a solenoid operated switch of a solenoid operated for the operation of a and connect it from a power source to an engine switch. solenoid switch circuit? electrical component with appropriate control cir- At what steps of the cuit and circuit protection devices. He will in- operation should the con- spect five solenoid switches and relays which have tact points be checked been damaged to varying degrees by switch chatter for proper operation and arcing, list the probable causes, extent of damage condition? and repairability for each sample. allow can voltage drop across the contacts be Standard: used as a check of opera- The solenoid switch will be installed in accordance tion? with specifications provided and the component it controls will operate correctly when the solenoid Activities Check Items switch is energized. Cause, extent of damage, Did the student: and repairability will be correctly listed for at least four solenoid switches inspected. Install a solenoid Deterntine current require- operated switch on an ments rind select wire of Key Points Feedback aircraft or mock-up. proper size from wire Connect it to an enginetables in AC 43.13-1? Solenoid operated What is the need for a sole- electrical component, . Use acceptable connecting switches. noid operated switch? to a power source, and techniques for the wiring? What engine components are to a control switch Select fuses or circuit usually controlled by sole- with appropriate' cir- breakers of correct rating noid operated switches? cuit protection devices.for the wire used? Where is the solenoid switch Check for proper opera-' Check operation of the usually located in relation tion of the component component under normal to the component it controls? and the solenoid load? How can the current ratings switch. Check eontacts for proper for the switch contacts and closing and opening of the operating coil be de- contacts and absence of termined? excessive arcing? 'How can the wire size re- Inspect samples of Check type of damage? quirements be determined? solenoid switches andCheck for incorrect spring Solenoid switch Name three causes for sole- relays with damage tension? chatter causes. noid switch chatter. from contact chatter. Check extent of pitting of Why will low voltage or an List the extent of contacts? over tensioned spring cause damage. probable Check for improper align- similar chatter? cause of chatter, and men: or seating contacts? Symptoms and effects What are some symptoms of repairability of each Chei.k for integrity of con- of solenoid chatter. solenoid chatter in an air- sample. tact wiring and connections? plane starter circuit? What type of damage to the contact surfaces usually results from chatter? 21. REPAIR ENGINEELECTRICAL SYSTEM What can cause the contacts COMPONENTS. (lilT = 196 hrs., T = 11.0 hrs., to fail to open after exces- L/S =8.5 hr s.)4segments sive contact chatter? (UNIT LEVEL 2) Preventative of 'Why is a capacitor often corrective action. recommended to reduce USE SERVICE MANUALS AND PARTS CATALOGS1 arcing or pitting of contacts? TO LOCATE PROCEDURES P3R REPAIR OR RE- ithete can information be PLACEMENT OP ENGINE ELECTRICAL SYSTEM found for propel adjustment COMPONENTS AND TO OBTAIN PART NUMBERS of solenoid spring tension? FOR REPLACEMENT PARTS. show can contacts be cle 'fled (SEGMENT A, LEVEL 21 or dressed to make temporary repairs? Student Performance Goal

371 Given: When procedures are given A manufacturer's service manual and parts catalog for replacement of an elec- for a specific aircraft, and a list of two faults in trical component, why is engine electrical systems and three defective en- removal always covered gine electrical components applicable to the spe- first and installation only cified aircraft. covered when it differs from the reverse of removal? Performance: If detailed step-by-step The student will use the service manual provided procedures are given, how to locate procedures for repair of the faults listed important is it that they be and replacement of the defective parts, listing all folloved explicitly? reference pages. He will use the parts catalog pro- Locating information Why are procedures for re- vided to list the part number and nomenclature for for repair or replace- pair or replacement of en- parts needed for the engine electrical components ment of engine elec- gine electrical components to be replaced. trical components not often found in the electri- shown in Engine cal section of a manual? Standard: Accessories chapters.Where will all electrical At least 80 percent of the reference pages will be circuit diagrams for engine correctly listed and 70 percent of the parts needed electrical components be will be correctly listed as to part number and nomen- found? clature. Why are certain engine electrical components covered Key Points Feedback in the Air Conditioning section of some manuals? Using service What is meant by repair of Use of parts :atalogs.What are the methods of manuals. a system? indexing a parts catalog? Why is some descriptive allow can the parts nomen- information usually provided clature be found if only the in service manuals for each part number is known? electrical system and its What is the purpose of parts components? breakdown illustrations and allow can trouble shooting listings? How are they charts be used to assist used? in repairing an engine allow does a parts catalog electrical system? usually show what addi- What is the importance of tional hardware, seals, etc., understanding the organi- may be needed for a com- zation of material and ponent replacement? method of indexing for a manufacturer's service Actit,ities Check items manual? Did the student'. Procedures for corn- When an electrical component repair or ponent may be repaired, Use the service Propetly use the service adjustment. how is this indicated in manual and parts manual index to find page the manual? catalog for a specific numbers needed? ell the manual only provides aircraft to locate and Include trouble shooting in- replacement and/or adjust- list page references formation in repair refer- ment procedure, «hat as for re; Jit information ences for system repairs? sumption is to be made and procedures for twoUse the parts catalog alpha concerning possibility of faulty engine electricalnumeric index properly? repairing the component, systems and to locatelist all associated hare, except in a specialized replacement procedures,ware, seals, etc., that may shop? parts numbers, and no- be needed for each com- menclature foe three deponent replacement? fective engine electrical components.

372 CHECK, TROUBLESHOOT AND REPAIR AN AIR- Effect of residual or .What will be the effect on CRAFT DUAL DC GENERATOR ELECTRICAL stray magnetism in a generator operation of a SYSTEM. generator field. field magnetized in reverse (SEGMENT t3, LEVEL 2) polarity? Flashing the field. What is accomplished by Student Performance Goal flashing the field of a generator? Given: When is it necessary to Written information, manufacturer's instruction flash the field? manual, an aircraft or mock-up with an operative How is a battery connected DC dual generator system, appropriate tools and to flash the field from the test equipment. regulator? What is provided in some Performance: regulators to keep the field The student will read and record voltage and out- polarized properly and re- put current for each generator at various RPM, duce the need for flashing? adjust the voltage regulators, adjust load equali- Reverse current cut- What is the purpose of the zation, fIasN a generator field, check the opera- out relays. reverse currett cutout re- tion of the reverse current cutout relays, locate lay? and correct at least three open or short circuit .When does it operate? malfunctions introduced by the instructor. What are the probable results if points fail to open? Standard: Fail to close? All procedures will be performed in accordance Voltage and current 'ir/hen a voltmeter is pro- with the information and specifications provided. indication. vided, what specific voltage is it indicating? Key Points Feedback When an ammeter is provided, what specific cur- Compound DC generatorCompare single and multiple rent is being measured? electrical system generator systems us to lf an indicator light is components. components required. substituted for meters, how s How many wires are normal- is a voltage reading ob- ly connected to a compound tained for voltage regulator DC generator? adjustment? Voltage regulators. Why are all line adjustments Effects of open and What will be the effect on usually confined to voltage short circuits. output current of an open regulation? circuit to the generator Why is it preferable to use a. Generator field field? A short circuit? a test voltmeter when ad- . circuit. Why is the field circuit justing a voltage regulator normally protected by a instead of the airplane circuit breaker? voltmeter (if provided)? b. Reverse current . What happens to a genera- .Why should a generator relay circuit. tor *ten reverse current system be operated for a flows into it? specified time before ad- c.Equalizing cir- sOn a system with load or justment is made? cuits. current meters, what will Equalizing circuit ln multiple generator sys- be the indications of a and adjustment. tems, why must all shorted and open equali- generators be operating zing circuit? and connected to the combined electrical load be Activities Ore& hems fore equalizing adjustments Did the student: ate made? ' Why should each voltage In an operating dual Provide adequate warmup regulator be checked for DC airctitft generator time? being set to the same control system: Oise test voltmeter? voltage before equalizing adjustments are made?

373 a. Check voltage of .C.%eck system voltmeter Standard: each generator against test voltmeter (if The total load and the maximum permissible load outinit. system voltmeter is pro- will be determined with less than 20 percent error. vided)? Use adequate RPM? Key Points Feedback Read meters accurately? b. Check output cur- Use test ammeter? Calculating total con- When starting and running rent of each Check system load meter tin:mos electrical load.currents are both specified, generator while or ammeter against test which should be used for operating in paral- ammeter (when system calculating continuous load? lel. meter is provided)? When a motor is rated in c. Check output of Reduce load, if necessary horsepower, how is the each generator to not exceed rating of one approximate electrical load separately. generator? calculated? Cut off the generator not What types of motors or being tested? electrical loads should not d.Adjust voltage Use test voltmeter? be included in total con- regulators and use Follow procedure provided? tinuous load? a battery to flash Make sure both generators Determining maximum 11 an aircraft has two 60 the field from the are operating at same permissible load on art ampere generators with 80 regulator. voltage? electrical system. percent continuous load e.Adjust equalization.Adjust for equal load on rating, what is the maximum each generator while permissible continuous load operating at same RPM? in amperes? Use test equipment Oise diagrams and instruc- How can the total continuous and troubleshooting tion manual to assist in load be calculated? procedures to locate locating troubles? How can an ammeter be three different open or Use continuity check to connected in the mnerator short circuit malfunc- aid in locating malfunc- output circuit to check tions introduced by the tions? the actual load with all instructor. continuous operation units on?

DETERMINATION OF APPROXIMATE ACTUAL Activities Check Items AND MAXIMUM PERMISSIBLE CONTINUOUS bid the student: LOAD ON AN AIRCRAFT ELECTRICAL GF.NEHA- TING SYSTEM. Calculate the approxiList all types of electrical (SEGMENT C, LEVEL 21 mate continuous total components which may electrical load imposedoperate continuously? Student Performance Goal on an aircraft generatingDetermine current require- system, when the incli mentt.for all such com- *Given: vidual current requite- portents? A written description of the electric system of a mints of each continu Add all requirements to specific aircraft, a chart or list giving the electric ous operation electricalarrive at a total load? current requirements foe each electtical component component is given. Use manulamaet's service of that aircraft which was designed for continuous Determine the maxi- manual or equivalent infot operation, and manufacturer's specifications lot mum permissible load mation to determine percent the generating system or equivalent pertinent in- which may be imposed of rated output which the formation. on the generating sys total continuous load should tem of the aircraft. not exceed? Performance: The student will calculate the approximate total continuous load on tht aircraft electrical system with all components operating which were designed for continuous operation. He will determine the maximum permissible continuous electrical load which may be imposed on the aircraft generating system.

374 INSPECT, CHECK, AND REPAIR SOLENOID How can a continuity OPERATED VALVES FOR ENGINE PNEUMATIC check be made for the FUNCTIONS. solenoid coil? (SEGMENT 0, LEVEL. 2) How are some solenoids provided with a manual Student Performance Goal override? Turbine engine starterWhat action is performed Given: switcher valves. by the solenoid ;n the Written information or manufacturer's service starter valve? manuals, a solenoid operated turbine engine How is a manual override starter valve, a solenoid operated pneumatic usually provided for control valve, and a solenoid type hold-in switch, starter valve solenoids? a mock-up with power source for operating and How can the position of checking the solenoid valves and switch, suitable the starter valve butter- test equipment, tools and parts. fly be determined visually? Performance: Solenoid hold-in How can a hold-in coil be The student will inspect, check, and repair as switches. used to hold a push-in or needed three solenoid operated or controlled en- pull-out switch? gine accessory components, at least two of which What returns the switch to are inoperative due to faulty solenoid operation. its normal position when He will determine cause of failure, obtain repair the holding coil is de- parts needed and accomplish repairs, then make energized? any adjustments specified in the manuals provided. How can the operation of a holding coil be checked Standard: without operating the At least two of the three components will be proper- component it controls? ly checked and cause of trouble determined correctly. Procedures will be correctly followed in Activities Check Items accotdance with information provided. Did the student:

Key Points Feedback Using a mock-up with Check the proper opera- power source, inspect, tion of each valve? Purposes of solenoids,Whac action is performed check and repair as Check pneumatic operation as used in pneumatic by the solenOid? needed three solenoid with the solenoid override Explain how a solenoid operated or controlled used where such is pro- can function either to pull engine accessory com- vided? in or push out an actuator ponents: a turbine en Check operation of the shaft. gine starter valve, a solenoid hold-in switch 1-low is a spring used to pneumatic valve con- with and without electri- return the shaft to the de- trolled by a solenoid, cal power connected to the energized position in each and a solenoid hold-in hold -in coil? type of solenoid action? type switch. Check continuity of each What is the effect of the Procedures for repair solenoid coil properly? solenoid action on the pneu- or replacement of matic function it is con- faulty solenoids or re- trolling? lated parts will be Effects of power 'thy does the solenoid obtained from information failure on a solenoid actuator shaft rettvn to its provided and will be :sive or switch. de- energized position when followed in accomplishing power is off? repairs and making any Thy are most solenoids adjustments needed. operated by 12 or 24 volt DC? Checking operation oflloc can a solenoid operate =IV On, solenoid valves. on AC?

375 ENGINE INSTRUMENT SYSTEMS

22. INSPECT, CHECK, SERVICE, TROUBLESHOOT Why are thermocouple type AND REPAIR ENGINE TEMPERATURE, PRES- indicators best suited for SURE, AND RPM INDICATING SYSTEMS. high temperature applica- (EIT = 18 hrs., T = II hrs., L/S = 7 hrs.) rijns such as cylinder head 6 segments and exhaust gas tempera- (UNIT LEVEL 3) ture indicators? Installstioli practices.Describe the special wiring OPERATING PRINCIPLES AND INSTALLATION requirements for a thermo- PRACTICES OF TEMPERATURE INDICATING a.Thermocouple type. couple temperature indica- SYSTEMS FOR AIRCRAFT ENGINE INSTRUMEN- ting system? TATION. Vhat effect would the use (SEGMENT A, LEVEL 11 of copper wire have? Why is splicing or ground- Student Performance Goal ing of either thermocouple wire prohibited? Given: b. Resistance/ratio- Why are two wires used in- Written information, samples of thermocouple, re- meter type. stead of using the airplane sistance/ratiometer, and vapor pressure types of body for return? temperature indicating systems, questions with At what point is the nega- multiple choice answers. tive wire grounded to the airplane body? Performance: What is the source of power The student will select answers to 15 questions for a resistance type concerning the identification of each type of tem- system? perature indicating system, the operating principles 1. Vapor pressure Why is a vapor pressure of each type, applications for which each type is type. type system seldom used in most sukabte, and installation practices for each multi-engine aircraft? type. What precautions must be observed with respect to Standard: the Borden tube and trans- Select at least 11 correct answers. mission tube? Where and how would a Key Points Feedback vapor pressure temperature bulb be installed in an oil Engine related appli- allow much information temperature system? cations of temperature about engine operation indicating systems. can be derived from temperature indication? CHECK, TROUBLESHOOT AND REPAIR THERMO- 'Describe the telative tem- COUPLE AND RESISTANCE /RATIOMETER TEM- peratute ranges associated PERATURE INDICATING SYSTEMS. with each of the following: (SEGMENT B, LEVEL 3) a. Cylinder head temperature. Student Performance Goal b. Carburetor intake air. c.Oil temperature. Given: d. Exhaust gas tempera- Manufacturer's tto&leshooting manuals or equiva ture. lent smitten information, an operative engine or a Operating principles Wbat are the basic pr in mock-up having thermocouple and resistance/ratio- of temperature indi ciples of operation for each meter types of temperature indicating systems in eating systems. of the following types of stalled and operative, instrument test equipment temperature indicating and/or a volt ohmmeter. systems: a. Thermocouple? b. Resistance/tatiometer? c. Vapor pressure?

376 Performance: What is the reason for a The student will measure the resistance of the slippage mark and how is thermocouple leads, determine the causes of it iiistk,lled? erratic indic-dons and inverse reading in a thermn- couple temperature indicating system and an off- Activities Check Items scale reading in a ratiometer temperature indicator, Did the student: and apply markings to the glass face of engine instruments to show operating limits. On an operating en- Perform correct pre-starting gine or mock-up with and starting steps, if an Standard: thermocouple and re- engine was used? All work will be performed in accordance with the sistance /ratiometer Correctly set up power procedures provided. Malfunction causes will be temperature indicating for the mock-up, if used? in agreement with troubleshooting information pri.- systems, determining Determine causes for mal- ,rided. causes for erratic functions specified, by thermocouple indi- creating poor and reversed Key Points Feedback cator readings, inverse connections it. the wiring reading at the indicatorfor the temperature indi- Thermocouple tem- *What is the source of power and measure the circuitcating systems? perature indicating in the indicating circuit? resistance of the leadsCheck resistance of system troubleshoot ing.Should the circuit have rela- to the thermocouple. thermocouple leads with tively kw or high resistance? Determine cause for and without the probe Why is an erratic resistance off scale readings in and indicator being con- reading a cause for concern? the resistance/ratio- nected? Causes of incorrect What is the most likely meter indicator and Use engine operating spe- indications. cause for an erratic reading? apply markings to the cifications to determine What is the cause for an glass face of the in- location of markings on inverse reading in the in- dicaors in accordance indicators? dicator? with the specifica- Properly secure engine or What type of reading will tions provided. mock-up at conclusion of result from shorted leads oper at ir:n? into the temperature probe? What effect will a short of the leads at the indicator PURPOSE, OPERATING PRINCIPLES, AN') TROUBLESHOOTING OF MANIFOLD PRESSURE Resistance /rat io- ' What is the source of power INDICATING SYSTEMS. meter temperature sot a resistance/rat iometer (SEGMENT C, LEVEL II indicating system type indicating system? troubleshooting. allow is a rat iometer irrdi Student Performance Goal cram adjusted for low and high scale limits? Given: What will be the effects of Written information, diagrams or cutaway drawings a short or an open at the of a manifold pressure indicating .system, and temperature probe? completion type essay statements. *What will be the effects of a short cr open at the in- Performance: dicator? The student will complete 10 essay statements What would be the effect concerning the purpose and operating principles of an open circuit at the of manifold pressure indkniting systems, the ef ground connection? feces of leaking or broken pressure gauge lines Applicat ion of matk- *What is the purpose for the and the effects of a plugged or iced-over static ings to plass faces of application of marks on the pick up source. engine instruments. glass face? * What is the significance of Standard: red, yellow and green Correctly complete at least 7 essay statements. colored marks? allow is the correct size and position for each mark determined?

377 Kry Points Feedback Standard: Installation and operational checks will be per- Manifold pressure. What is meant Ly manifold formed in accordance with procedures provided. pressure? Determination of cause of failure will be correct Where is manifold pressure and repair will be accomplished at return-to-service indication normally taken? standards. Whor unit of measurement is used for manifold pres- Key Points Feedback sure? Operating principles What are the major corn- Types of tachometer Name two basic types of of a manifold pressure ponents of a manifold indicating systems. tachometer systems. indicating system. pressure indicating sys- 'To what types of aircraft tem? are flexible drive tacho- What two pressures are meters most suitable? compared by the gauge? Why is an electric AC Where is the static air generator system more pressure obtained in un- accurate than cable drive? pressut ized and pressurized What is the difference be- aircraft? tween a reciprocating en- What will the manifold gine tachometer system pressure gauge read when and a jet tachometer sys- the engine is not running? tem? Effects of maifunc- 'How will a leaking pressure Does the tachometer indi- dons. line effect gauge indication? cating system use an ex- What will he the effect of ternal source of power? a broken pressure line? Why? %What will be the effect on Troubleshooting tacho-althat are some causes of a the gauge of a clogged or meter systems. cable drive tachometer iced-over static pressure failure? line? List several reasons for failure of an electric tachometer system. INSPECT, CHECK, TROUBLESHOOT AND REPAIR What will be the result of ENGINE TACHOMETER SYSTEMS. opening of any wire in the (SEGMENT D, LEVEL 3) connecting circuit?

Student Performance Goal Activities Check items Did the student: Given: Manufacturer's manual or equivalent written infor Install and check Malce sure flexible drive mation, an engine or mock-up with provision for operation of a flexible was properly meshed at installation of a tachometer drive, a flexible 'haft drive tachometer. each end? tachometer system, an electric tachometer system, Install and check opera-Check for free operation of and a voltohmmeter. tion of an AC generatordrive shaft and indicator? t rchornetet system. Make sure transmitter and Performance: Determine reason for indicator were both well The student will install and check operation of a a failure in operation, grounded? flexible (hire tachometer system, and an electric resulting from an in- lise visual inspeelion and tachometer system.After r. malfunction has been structor introduced voltohrnmeter for checking introduced by the instructor into the electrical malfunct ion. to determine reason% fur tachranctet system, resulting in failure el i.peration, the failure? he will drtetmine the cause of the failtse l.e in- Repair the system to 'Follow procedures provided spection and use of a voltohmmeter and repair the return-to-service in making repairs? system. standard. Check operation after re pairs were completed?

378 PURPOSES, OPERATING PRINCIPLES, REQUIRE- Turbine inlet tem- Name two requirements MENTS AND APPLICATIONS OF ENGINE INLET perature sensing. for compressor inlet tem- AND OUTLET TEMPERATURE INDICATING perature information. SYSTEMS. What is meant by com- (SEGMENT E, LEVEL II pressor inlet total temperature? Student Performance Goal Where is this sensed? Why does the fuel control Given: need inlet temperature Written information, questions with multiple choice sensing? answers concerning reciprocating and turbine en- Where is this information gine temperature indication. picked up? Turbine engine thermo- What type of probes are Performance: couple temperature used for turbine discharge The student will select answers for 10 questions indication applications.temperature sensing? dealing with the requirements for a carburetor air Why must they be built to temperature indicating system, the types and appli- withstand extremely high cations of thermocouples used to indicate turbine temperatures? engine temperatures, including how turbine inlet Why is more than one temperature Cc 2) is obtained and used, and how probe generally used for discharge temperature (Tt7) is lensed. discharge temperature (Tt7) picl-up? Standard: What is meant by Turbine Select at least 7 correct answers. discharge total temperature? Key Points Feedback

Carburetor air tempera-What temperature range PURPOSES, OPERATING PRINCIPLES AND AP- ture indicating system must the system be able PLICATIONS OF PRESSURE INDICATING AND requirements. to cover? WARNING SYSTEMS USED WITH AIRCRAFT EN- Why is a resistance/ratio- GINES. meter-type indicating sys- (SEGMENT F, LEVEL It tem better suited than a thermocouple type for this Student Performance Goal appl icat ion? Functions of system What is the function f the Given: components. temperature bulb? Manufacturer's manuals or equivalent written in- alloy does the tatiometer formation, schematic diagrams, and questions with indicator function? multiple choice answers dealing with oil and fuel What is critical about the pressure indication and warning systems. grounding point for this type of circuit? Performance: What is the power source? The student will select answers to 12 multiple Troubleshooting. What malfunction will choice quest ions concerning types and operating cause an off-scale hot principles of oil pressure indicating and warning reading?r.n off-scale systems, fuel pressure indicating and warning cold reading? systems as used with reciprocating and turbine What type of reading will engines, and the sensing of turbine engine pres- result from a poor ground sure ratio (EPR) indication. connect ion? Operating principles. What are the primary com- Standard: ponents of an exhaust Select correct answers for at least 8 questions. analyzer system? lthat determines where the Kr) Priints I redinv k probe or probes are installed? ate the indicetots Oil pressure indi Of hat is the basic principle calibrated? cat ill, systems. of operation of synchro-type oil pressure indicating sys terns?

379 What is the importance of Performance: oil pressure indication for The student will draw a diagram of a mechanical turbine engines? fuel flow indication system for a reciprocating en- Why are direct reading oil gine and of an electrical fuel flow indication system pressure indicating sys- for a turbine engine and with reference to these tems limited to light air- diagrams, where applicable, he will write answers craft generally? to 7 questions regarding the difference between Oil Pressure Why do many tisbine en- fuel flow indicating systems, the purpose and Warning systems. gines have both low oil operating principles of reciprocating and turbine pressure warning and oil fuel flow indication systems, and the direct rela- differential pressure tionship between fuel flow and engine power output. warning? *How is 'ow oil pressure Standard: warning provided with Two diagrams drawn by the student will each show direct reading oil pres- at least 75 percent of the details shown in the sure indicating systems? diagrams provided and will agree in flow pattern Fuel Pressure indica-Ott what points in engine and circuit information. At least 5 questions will tion and warning fuel feed systems may be answered in accordance with the information systems. fuel pressure be measured? provided. elf fuel pressure warning is provided, what is its Key Points Feedback purpose and operating cir int iple? Types of fuel flow What is a prim..4 difference In a turbine engine, how is indicating systems. between fuel flow indicating warning provided if fuer systems of the mechanical pressure drops at the fuel and the electrical type? filter outlet? What is the major difference Turbine engine pres- What two pressures are between electrical fuel flow sure ratio (IiPR) compared to obtain EPR? meters for reciprocating and indication. 'What is meant by the sym- turbine engines? bols Pt 2 and pt 7? Purpose of fuel What information is derived What type of indicating flew indicating horn a fuel flow meter? system is used to sense systems. How is fuel flow used in or pick of these pressure sett inup engine operation? indications? Compare the accuracy of What is the operating th indication of a mechani- principle of the EPR gauge? cal tuel flow meter with an electrical type. Components and opera. What are the primary come 23. TROUBLESHOOT, SERVICE AHD REPAIR tion of a fuel flow penents of a fuel flow isdi- FLUID RAVE OF FLOW INDICATING SYSTEMS. indicating system. eating system? MIT= 2.5 hrs., T2.0 hrs.. L/S = 0.5 hts.) allow are fuel flow indi- 1 segment cators calibtated? (UNIT LEVEL 2) From where is the flow indication taken? TROIIIILI:SHOOT ANI) SERVICE:. Relationship between How does an excessive fuel (SEGMENT A, LEVEL 21 fuel flow and power flow effect power output? output of an engine. How does a deficient fuel Student Petfoi mance Goal flow effect engine power output? *Given: How accurate is fuel flow Wr itten information, diagrams ark' charts and flues. as an indication*); engine Lions requiring essay type answers of mathematical powet? comput at ion so Why ate fuel flow indicators not required for all aircraft?

380 Troubleshooting and elf engine operation was servicing fuel flow normal, but fuel flow was indicating systems. reported very high, which components should he checked? Why is adjustment of a fuel flow meter or indicator not practical in line service?

Activities Cheek hems Did the student:

Draw a diagram of a Show all components of mechanical fuel flow each system in his dia- indication system for grams? a reciprocating engineLabel all components? and an electrical fuel Show proper relative rate flow indication systemof flow per unit of time for a turbine engine. for each system?

// 381 ENGINE FIRE PROTECTION SYSTEMS

24. INSPECT, CHECK, SERVICE, TROUBLESHOOT What type of test equipment AND REPAIR ENGINE FIRE DETECTION AND may be used to locate sys- EXTINGUISHING SYSTEMS.(En- = 5 hrs., T = tem malfunctions for each 2.5 hrs., L/S = 2.5 hrs.)2segments type of fire detection sys- (UNIT LEVEL 3) tem?

INSPECT, CHECK, TROUBLESHOOT AND REPAIR Activities Check Items ENGINE FIRE DETECTION SYSTEMS. Did the student: (SEGMENT A, LEVEL 3) Test the operation of Hold the test switch for a Student Performance Goal a fire detection systemsufficient time to assure on an aircraft or mock-an adequate test? Given: up by built-in test pro-Use a safe method of pro- Manufacturer's manuals or equivalent written infor- vision and by heating viding heat at a fire de- mation, an aircraft or mock-up with an engine fire of a fire detector in tector? detection system installed, test equipment, tools the system. Use a voltohmmeter or fire and parts suitable for checking and repairing the detection test unit to fire detection system. Check continuity of a check all detectors and fire detection circuit. the circuit? Performance: Consider the type of de- The student will test the operation of an engine tectors in use to determine fire detection system, check continuity of the cir- how continuity of the circuit, check individual fire detectors, locate and cuit may be checked? correct a malfunction introduced by the instructor. Locate and correct a Follow good troubleshooting malfunction of the fire practices in checking Standard: detector system intro- logical sections of the Test of system, check of continuity and of indivi- duced by the in- circuit to isolate the dual detectors will be accomplished in accordance structor. trouble? with procedures provided. Correction of malfunction Replace the defective unit will be accomplished to return-to-service standards. or repair wiring faults to a return-to-service standard? Key Points Feedback

Engine fire detection In what areas around an en- INSPECT, CHECK, SERVICE, TROUBLESHOOT systems. gine is fire detection pro- AND REPAIR ENGINE FIRE EXTINGUISHING vided? SYSTEMS. Which types of fire detectors (SEGMENT B, LEVEL 3) are best suited for reciprocating engines? For tur- Student Performance Goal bine engines? How are false fire warnings Given: due to radiated engine heat Manufacturer's manual or equivalent written infor- prevented? mation, an engine fire extinguishing system on an Checking iadividual 'How ,:an thermal-switch aircraft or mock-up, test equipment and tools fire detectors. types of fire detectors be suitable for checking and repairing the fire ex- checked? tinguishing system. How can thermocouple types be checked? Performance: 'How can continuous loop The student will inspect all components of the fire types be checked? extinguishing system, check for correct operation of Checking fire detec- Why is a test method usual- the system with the container removed, check for tion systems. ly pro .ided tr. check an en- proper arming And firewall shut-down, check pressure gine fire detection system of the container, install a charged container and se- for being operative? cure it in ready contition, inspect indicator discs for being properly seated, and list three possible causes for failure of an engine fire extinguishing system to operate. 382 Standard: Activities Check Items Inspection, checking and container installation Did the student; will be accomplished in accordance with procedures provided. Three possible causes ofsystem On an aircraft or ' Make sure container would malfunction will becorrectly listed. mock-up with an en- not be accidentally dis- gine fire extinguishing chargedwhen removed, Key Points Feedback system, inspect com- by properly disengaging ponents and check discharge unit? Engine fire extinguish-11,hat areas around a re- container pressure, Pull fire e:jnguisher ing systems. ciptcvat ingenginecan be remove the charged lever to armed position reachti by the fire ex- container, check arm- when checking for proper tinguishing agent? ing operation and fire- firevall shutdown? What systems are shutdown wall shutdown of fluidPull extinguisher lever to when the fire extinguishing lines and-r ducts, full extension or press system for an engine is then check operation discharge switch to check armed? Why? of discharge mechan- for discharge activation? What areas around a tur- ism when actuated. Make sure lever was re- bine powerplantcan be Replace charged con- turned to full off or in reached by fire extinguish- tainer, check for properposition before replacing ing agent? seating of discs, and charged container? Methods of operating Explain how a cable operated security of discharge install safeties where engine fire extinguish- engine fire extinguishing unit. rolled for and make sure ing discharge units. discharge unit differs from all procedure steps were an electrically operated completed? unit. List three possible Select logical causes as What must be done on a causes for failure of suggested in trouble- cable operated unit to pre- the system for dis- shooting procedures pro- pare it for container recharge when actuated. vided? placement? How is an electrical control head made safe for container replacement? Checking operation What methods are provided of engine fire ex- to permit checking opera- tinguisher systems. tion without actually dis- charging the container? How often should the system be tested for full operation including actual discharge? What are the procedures for actuation of an engine fire extinguishing system for an actual fire emergency? Normal and thermal What type of indicators are discharge indicator provided to show when a discs. bottle is discharged normally and when it has been discharged due to excessive heat expansion? How are these discs reset when a discharged bottle is replaced? Causes for system Which components ofthe failure to operate. system aremost likely to be the cause of a failure to obtain discharge when actuated?

383 PROPELLERS

25. INSPECT, CHECK, SERVICE, AND REPAIR What is a teversible pitch FIXED PITCH, CONSTANT-SPEED, propeller? FEATHERING PROPELLERS, AND PRO- Propeller nomen- What are the two conven PELLER GOVERNING SYSTEMS.(F. T = 33 clature. tional methods of ettach- hrs., T = 14 hrs., L/S = 19 hrs.) 10 segments ing the propeller hub to (UNIT LEVEL 3) the propeller shaft of the engine? IDENTIFY AND DESCRIBE THE FORCES ACTING How is the rotational ON A PROPELLER. force of the shaft trans- (SEGMENT A, LEVEL 2) mitted to the hub on a splined shaft? On a Student Performance Goal tapered shaft? On a flanged shaft? Given: How are the propeller Completely assembled ano disassembled sample blades retained in the propellers of the fixed pitch and variable pitch propeller hub on variable types; diagrams or drawings illustrating the forces pitch propellers? acting on a propeller, and the manufacturer's ser- What features distinguish

vice manual for one specific propeller. the face and back of a , propeller blade? Performance: What part of a propeller The student will point to and use the correct no- blade is usually identified menclature to identify the hub, splines, blade face, as the "tip" of the pro- blade back, blade tip, blade retaining device, peller? counterweight and pitch control mechanism. Using ',What is a propeller blade the diagrams or drawings, he will describe and ex- counterweight? plain the forces acting on a propeller and the rea- What methods are available sons for using variable pitch. He will interpret for changing the pitch of information from the service manual and describe the blades on various types the operation of a particular controllable pitch of propellers? propeller. Forces acting on What part of a propeller is propellers. subjected to the most Standard: severe centrifugal forces? Correct nomenclature will be used throughout all What is an aerodynamic descriptions and explanations. The explanation twisting moment? of foxes acting on the propeller and the theory of What is centrifugal twist- variable pitch wilt be in accordance with the infor- ing moment? mation in the manutl. What forces act on the counterweight assembly of K .'y Points Feedback a propeller? Where are bending loads Types of propellers. Wh.at is the meaning of the applied to a propeller? term "fixed' when it is Pitch control How can mechanical pitch applied to the description systems. change mechanismsbe,used of a fixed-pitch wood or to vary the pitch of a pro- metal propeller? , pellet? What is a ground adjustable If electric motors are used propeLer? to power the pitch control What is a variable pitch mechanism, where may the ele propeller? tric motor be located? What additional component lf the pitch control is hy- or control is necessary to draulically actuated, what permit a variable pitch is the source of oil pres- propeller to operate as a sure? constant speed propeller?

384 Activities Check Items What tools and equipment Did the student: are necessary to measure pitch angle if the propeller Identify the parts of Use correct nomenclature is not installed on an air- a propeller: and correctly identify the plane? parts of a propeller? a the mechanic elects to a.Hub. Use reference information, check blade pitch while b.Splines. correctly interpret and de- the propeller is installed c.Blade face and back.scribe the forces acting on on the propeller shaft, d.Blade retaining a propeller? what tools will be required? devices. Use reference information ijusting or changing What procedure is followed e. Counterweights. and correctly explain the blade pitch. to change the pitch on a f.Pitch change operation of a controllable fixed pitch metal propeller? mechanism. pitch propeller? Who is authorized to make Describe the forces such a change? acting on a propeller. How is the high and low Explain the operation of pitch setting of a variable a controllable pitch pitch propeller changed? propeller. Who is authorized to make this change?

MEASURE PROPELLER BLADE PITCH ANGLES. Activities Check Items (SEGMENT B, LEVEL 2) Did the student:

Student Performance Goal Measure the blade Us.: anal correctly inter- pitch angles nn a fixed Feet information from the Given: pitch propeller. service manual? A fixed pitch and a variable pitch type propeller; Measure the high and Correctly judge whether manufacturer's service information applicable to low pitch blade settingsthe propellers conformed the two different propellers and the tools and on a variable pitch to the manufacturer's equipment necessary to measure propeller blade propeller. specifications? angles.

Performance: LOCATE AND INTERPRET ENGINE- PROPELLER The student will check the propeller blade angles "CRITICAL RANGE' INFORMATION. on a nixed and a variable pitch propeller and de- (SEGMENT C, LEVEL 2) termine whether the propeller conforms to the tolerance specified by the manufacturer. Student Performance Goal

Standard: Given: The propellers need not meet return-to-service Copies of Aircraft Specification Sheets for five standards but the procedures for checking blade different airplanes, including copies of three air- angles will be fully in accordance with the manu- craft-engine-propeller combinations which have facturer's instructions. Blade angle measurement "critical range' vibration problems; samples of will permit a tolerance ofdegree. placards which describe the "critical range' pro- cautions or warnings and a copy of one Manu- Key Points Feedback facturer's Operating Manual which describes a critical vibration range. Measurement ofpitch What circumstances would angles. make the measurement of Performance: blade pitch angles neces- The student will review the Aircraft Specification sary? Sheets,select;ng those three specifications iden- Where would a mechanic tifying "critical range' vibrations for the airplane- find information that would engine-propeller combination. He will select the describe the procedure for sample placard which should be installed on the checking pitch angle? instrument panel of the airplanes so identifiej, and explain the reason for the placard.

385 Standard: Performance: Interpretation of information from the Specification The student will locate and interpret information Sheets and the manufacturer's manual will be that specifies the static RPM limits for each of without error or omission. The student will cor- the airplane-engine-propeller combinations. rectly identify those airplanesengines-propellers which have critical range vibration problems. Standard: Information will be interpreted without error. Key Points l'eedbark Key Points Feedback Vibration. What causes vibration in an airplane, engine, pro- Static RPM limits. Why may the static limits peller and helicopter be different if the engine rotor? is equipped with a different What is a resonant vibra- propeller? tion? Will the static limits apply Critical ranges. Why are "critical ranges" if the airplane has been accepted on airplanes? modified by the installation How may a mechanic iden- of a different type of engine? tify those airplane-engine- Of the engine and propellers propeller combinations that are of the type specified in have critical range vibra- the Aircraft Specification tions? Sheets but the engine-pro- Placards. 'How are 'critical range' peller combination will not vibrations discovered or meet the static limits spe- detected? What informa- cified, what may be the tion must appear on a cause of the problem? "critical range" vibration placard? Activities Check Items 'How is a placard attached Did the student: to the instrument panel? Locate and interpret Use and correctly interpret rictivitics Check Items the static limit for the specifications? Did the student: each of five different Use correct nomenclature airplane-engine-pro- and terminology? Identify the aircraft Correctly select the spe- peller combinations. specification sheets cification and identify the that contain informationairplane-engine-propeller regarding "critical combination that resulted DESCRIBE THE OPERATION AND CONTROL BY A ranges." in "critical range" vibra- COUNTERWEIGHT PROPELLER. tion? (SEGMENT E, LEVEL 2) Select the placard re- sUse correct nomenclature quired for the airplane. and terminology as a p..rt Student Performance Goal of the explanation? Given: it counterweight propeller, cutaway or mock-up, and LOCATE AND INTERPRET "STATIC LIMIT' IN- written information or a manual describing the opera- FORMATION FOR FIXED PITCH PROPELLERS. tion of the propeller. (SEGMENT 0, LEVEL 2) Performance: Student Performance Goal The student will interpret reference information contained in the reference publications and describe Given: the operation and control of a counterweight pro- Copies of Aircraft Specification Sheets for five peller. different airplanes using fixed p'.-ch propellers. Standard: The information will be interpreted without error. Correct nomenclature will be used throughout the explanation and &script of operation and control,

386 1.). Points Feedback DESCRIBE THE OPERATION AND CONTROL OF A HYDROMATIC PROPELLER. Types of counter- What is implied if the pro- (SEGMENT F, LEVEL 21 weight propellers. pellet is described as a "two-position" counter- student Performance Goal weight propeller? Why may a two-position Given: propeller also be called a A hydromatic type propeller, cutaway or mock-up controllable pitch propeller? and written reference information or manual de- elf a counterweight propeller scribing the operation of the propeller. is described as a constant speed propeller, what other Performance: unit is required for opera- The student wilt interpret information contained tion in the constant speed in the reference publications snd describe the range? operation and control of a hydromatic type propeller. What is the difference in blade range for the Hamilton Standard: Standard two-position & Information will be interpreted without error. Cor- constant speed propellers? rect nomenclature will be used throughout the Operation and control What forces act on a pro- explanation and description of operation andcon- of counterweight type pellet blade to increase the trol. . propellers. pitch of the itt4peller? What forces tend to decrease Key Points Feedback pitch? When the pitch of the pro- Operat ion of hydro- What force is used to move peller blades is increased, matic propellers. the blades toward low how is engine RPM effected? pitch? What unit boosts and con- What force or forces move trols the flow of oil to the the blades toward high pitch changing mechanism pitch? of a constant speed counter- How is the hydromatic weight propeller? propeller put into a full oWhy are some counterweight feather pitch position? propellers placed in high What is the approximate pitch before the engine is oil pressure required to shut down? unfeather the hydromatic When starting an engine ' propeller? equipped with a Hamilton- Servicing hydromatic Where do oil leaks normally Standard counterweight pro- propellers. occur in the hydromatic peller, why should the en- propeller? gine oil pressure be stabilized flow are hydromatic pro- before shifting th! propeller pellers lubricated? to low pitch? What are some of the electrical problems normally Activities Check Items associated with the hydro- Did the student: matic propeller and its governor? Describe the operationCorrectly interpret informa- and control of a counter- tion? Activities Check Items weight propeller. Use correct nomenclature Did the student: throughout the description? Describe the operation.-,,Correctly interpret the and control of hydro- reference information? mar ic propellers. Use correct nomenclature throughout the description and explanation?

387 DESCRIBE THE OPERATION AND CONTROL OF Whrt safety feature may

NON-COUNTERWEIGHT VARIABLE PITCH, ,be incorporated in a re- FEATHERING, AND REVERSING PROPELLERS. verse thrust propeller to (SEGMENT G, LFVEL 2) prevent inadvertent propeller reversal? Student Performance Goal Activities Check Items Given: Did the student: Diagrams, drawings, cutaways or mock-ups of McCauley, Hartzell, Atromatic or other variable Describe the opera- Correctly interpret the repitch, feathering and reversing propellers and tion aid control of one ference information? written reference information or manuals de- of the above de- Use correct nomenclature scribing the operation and control of these types scribed propellers. and terminology? of propellers.

Performance: DESCRIBE. THE OPERATION AND CONTROL OF The student will interpret information contained in A TURBINE ENGINE PROPELLER SYSTEM. the reference publications and describe the opera- (SEGMENT H, LEVEL 2) tion and control of at least one of the types of propellers. Student Performance Goal

Standard: eGiven: Information will be interpreted without error. Cor- Diagrams, drawings, cutaways or mock-ups of the rect nomenclature will be used throughout the system and components of a turbine engine pro- explanation mid descript ion of operation and con- peller and written reference information or manuals trol. describing the operation and control of these propellers. Key Points Feedback Performance: Variable pitch Describe the operation and The student will interpre, information contained in propellers. control of a type of variable the reference publications and describe the opera- pitch propeller which does tion and control of the propeller on at least one not have a governor and model of turbine powered a;tplane. does not require a propeller control in the cockpit. Standard: What are some of the ad- Information will be interpreted without error. Cor- vantages and disadvantages rect nomenclature will be used throughout the to the use of electric motor explanat ion and description of operation. pitch control mechanisms? Constant speed pro- What will result if the Key Points Feedback pellets. speeder spring on the propeller governor fails or Operation of turbine tan what way does a turbine breaks while the engine is props. propeller differ from the operating? propellers installed on re- Why do some oil controlled ciprocating engines? constant speed propellers How is the propeller con- incorporate a return spring nected to the turbine engine? inside the propeller pitch What control forces are used changing mechanism? to actuate the propeller? Feathering and Why aren't feathering pro- How is reverse thrust ac- reversing. pelters installed on single complished on a turbo-prop engine airplanes? installation? What is the purpose of a feathering propeller? What is the purpose of reverse thrust?

388 Activities Cheek Items snow may loose tipping Did the student: be detected? How is the metal tipping Describe the opera- Correctly interpret the attached to the blade at tion and control of a reference information? the very tip of each blade? turbine propeller. Use correct nomenclature and terminology as a part Activities Check Items of the c- planation and Did the student: description of oper at ion and control? Inspect the metal Correctly interpret and tipping on a propeller apply the specifications and identify defects. contained in the reference INSPECT AND IDENTIFYPROBABLELOCATION information? OF DEFECTS IN THE METAL TIPPING OF PRO- Use correct nomenclature PELLERS. and describe the most (SEGMENT I, LEVEL 2) probable location of defects? Student Performance Goal

Given: SMOOTH NICKS, CUTS, AND SCRATCHES IN A wood propeller with metal tipping, written reference THE LEADING AND TRAILING EDGES OF METAL publications which specify the limiting defects to PROPELLER BLADES. wooden propellers. (SEGMENT J, LEVEL 3)

Performance: Student Performance Goal The student will inspect the tipping of the propeller, interpret the specifications contained in the refer- Given: ence publications and describe the probable location Sample serviceable and non-serviceable metal and acceptability of defects. propellers, blades and hubs; AC 43.13-1, manufacturer's manual or equivalent written informa- Standard: tion describing the repair of nicks, scratches, and Reference information will be interpreted without similar minor propeller repairs. error. Any defects which do not meet return-toservice standards will be identified as a result of Performance: the inspection. The student will inspect and correctly judge whether the propeller meets return-to-service Key Points Feet/buck standards. He will smooth nicks, cuts and scratches in the leading and trailing edges of Propeller tipping. Why are the propeller tips metal propeller blades. more susceptible to damage than other portions of the Standard: blade? All procedures will be in accordance with the What methods have been written reference information. developed to limit damage to the blade tips during Key Points 1?redbark ground operation of the engine? Inspection of steel .What inspection methods Why are small holes drilled blades and other steel are most generally used in the tips of wooden pro- components. to inspect steel propeller pellers? parts? Inspection of tipping. What materials are generally Where would a mechanic used for the metal tipping locate information which of propell-t blades? would describe the pro- Where are cracks most likely cedure, limits, and defects to occur in the metal tipping? applicable to a propeller Asthe screws which attach inspection? the tipping are soldered to the tipping, how may loose screws be detected?

389 elf a crack is detected in Standard: a steel propeller component, All procedures and explanations will be in accord- what action must be taken ance with the written operating instructions. Inspection of Describe the procedure aluminum propellers that is described as "local Key Points' Feedbeck and propeller blades. etching." How does a crack appear Feathering propeller Why is feathering a pro- as it is detected by etch. systems. peller important in the ing? event of engine failure? What chemical is used to What components are neutralize the action of necessary to the operation etching? of a feathering system? Smoothing of nicks, 'What reference information At what powet sting cuts and scratches. would a mechanic use to should a feathering sys- determine the limits appli- tem be checked for opera- cable to the profiling of a tion? nick in a propeller Made? Reversing propeller What limits the low pitch How does the location of systems. angle of a reversing pro- the nick or cut influence peller? the smoothing of the defect? What are the advantages Who is authorized to cold and limitations of a re- straighten aluminum alloy versing propeller system? propellers? What engine safety precautions should be taken Activities Check Items when operating a reversing Did the student: propeller on ground check?

Inspect metal Correctly interpret and Activities Check Items propellers. apply the specifications Did the student: contained in the references? Smooth nicks, cuts Follow the procedures and Operate the engine Correctly interpret informa- and scratches in the achieve a result that con- and check the pro- tion and follow the correct leading edge and formed to specifications? peller for full feather procedure during operation? trailing edges. and reverse operation.Observe safety precautions? Describe the opera- Use correct nomenclature tion and function of and terminology as a part 26. INSTALL, TROUBLESHOOT AND REMOVE the propeller systems. of the explanation and de- PROPELLERS.(EIT = 20.50 hrs., T = 7% hrs., scription? L/S = 13 hrs.)6segments (UNIT LEVEL 3) REMOVE AND INSTALL 1, PROPELLER ON A CHECK OPERATION OF A FULL FEATHERING TAPERED SHAFT. AND REVERSING PROPELLER. (SEGMENT 8, LEVEL 3) (SEGMENT A, LEVEL 3) Student Performance Goal Student Performance Goal Given: Given: An engine or mock-up providedwith atapered pro- An operational engine equipped with a full feather- peller shaft, a propeller and hub for a tapered ing, reversing propeller; and written operating in- shaft, propeller key, snap ring; written reference structions. information or manuals describing the procedure for checking the contact areas between shaft and Performance: propeller hub; service manuals specifying the pro- The student will operate the engine and check the cedure and torque values for installation of the propeller for full feather and reverse pitch operation. propeller. He will explain the operation and function of feathering and reversing systems.

390 Performance: MOVE AND INSTALL A PROPELLER ON A The student will remove the propeller from the shaft. SPLEVED SHAFT. Ile will check the contact between the tapered pro- (SEGMENT C, LEVEL 3) peller shaft and the hub and reinstall the propeller. Student Petformance Goal Standard: The procedures specified will be followed without Given: error or omission. The installed propeller wiil meet An engine or mock-up provided with a splined return-toservice standards. propeller shaft, a propeller of a type approved for installation on this shaft; written reference infor- Key Points Feedback mation or service manuals describing the procedure, torque values and tools required for installa- Removal of propellers.Where would a mechanic tion and removal of the propeller. find information describing the removal and installation Performance: of a specific type of pro- The student will remove and reinstall the propeller peller? the shaft. What is the function of the snap ring at the front of the 5.tandatd: hub on a tapered shaft pro- The. procedures specified in the reference informa- peller? tion will be followed without error or omission. Contact between pro- *How much contact area is The installed propeller will meet return-t a-service pellet hub and tapered desired between the propeller standards. propeller shaft. hub and the tapered shaft? Ilow would a mechanic de- Key Points Feedback termine the contact that exists between propeller Removal of splined At what point during the hub and tapered shaft? hub propellers. r,:moval of the propeller What material is used to should the hub snap ring check the contact area? be removed? Installation of What is done to the propeller Whete would a mechanic propellers. shaft and hub before in- find information describing stallation? the procedure to be followed What is the purpose of the during removal and installa- propeller hub key? tion of a propeller? Where would a mechanic Why are some front cones find specifications eehith made in two pieces? describe the torque values What precautions should to be followed? be taken to avoid damage to the arcade.] ,n of Activities Check Items the propeller hAft Did the student: Installationof that is the paps the splined hubpropellers. front and rest cones on a Remove, check propels ztUse, correctly interpret splined propeller shaft? hub to shaft contact, specifications, and follow thy is it sometimes titres and install the ptopellet. the written instructions? stay to remove material Achieve and maintain from a tear cone or to in- standatds that would per- stall a spacer behind the mit teturrriosetvice teat cone? Demonstrate proper regard allow is the installation for .afety? checked for possible bottoming of the cones?

391 Artiviiies (.7.,vck Items What are some of the con Did the student: dit ions that will result in otw-of-track for a flange Remove and reinstall Use and correctly interpret mounted constant speed a propeller on a instructions from the refer- propeller? splined shaft. ence information and What would probably cause manuals? out-of-track on a spline type Follow the correct proce- propeller? dures and achieve a standard elf a pcopelle is re-positioned that would permit return-toin an effort to achieve cor service? rect track, how may this Observe necessary safety create engine vibration precautions during removal problems? and installation? How is the position of a propeller on the shaft important if the engine is to CHECK TRACK OF A PROPELLER. be hand propped? (SEGMENT D, LEVEL 3) Activities Cbeck Items Student Performance Goal Did the student:

*Given: Check the track of Use and corre interpret A fixed pitch propeller and a variable pitch pro- Kith types of pro- instructions from the refer- peller mounted on engines or propeller shaft petters. ence information and manuals mock-ups; written information describing the pro- Follow the correct ptoze- cedure for determining the track of a propeller dire and correctly judge and the manual specifying the limits applicable the track of the propeller? to each type of propeller.

Performance: EXTERNALLY ADJUST AND RIG A PROPELLER The student will check the track of both propellers GOVERNOR. and using the specifications appearing in the manual (SEGMENT E, LEVEL 31 will judge whether tl, wopeller meets retutn-toservice standards. Student Performance Goal

Standard: *Civen: The procedures will be interpreted and followed An operational engine mounted in an airplane or without error or omission. The judgement of flight test stand and equipped with a propeller governor standard and application of tracking limits will be and constant speed ptopellet, written operteitl accurate within the limits of the measuring methods instructions and procedures desct gains the rigging used. of propeller governor controls and the adjustment of the propeller governor stops. Key Points Predback. Performance: Meastrement of track. At what position on the The student will check the operation of the propeller propeller blade is the and propeller governor.Ile will adjust the rigging track measured? of the governor controls and the governor after the here would a mechanic instructor has introduced a fault int) the propeller find infotttat ion pertaining governor adjustment or control rigging. to the maximum ovt-orack limits? *Standard: Describe a procedure that All operations and procedures will he in accordance will permit measurement of with the written reference information. The propeller the track of a propeller. governor and controls following adjustment will Pactots effecting lrhat miaalignment will function as it was designed to operate and will be track. probably produce an att within the limits. established in the written insttuc- oftrack condition on a tions. Have type find pitch propeller?

392 --,1^^.71,117rwr-

Key Points Feedback Performance: The student will interpret reference information Propeller governor How would a loose cable to and associate the described condition and the controls. the governor effect the pro- most probable cause. pellet control? How could a mechanic de. Standard: ter mine the correct cable The student will correctly associate the most tension necessary in the probable cause with the described condition in propeller governor control seven of the ten examples. system? When inspecting a propeller Key Points Feedback governor control, what specific items should be Oil leaks. Where ate the oil seals checked on the cable turn- located in a hydromatic buckles, pulleys anti bell - propeller? cranks? What reference information Governor adjustment. * What mechanical adjust- is available to a mechanic ments are possible on the as an aid in troubleshoot- governor? ' ing propeller faults? elf the propeller control lever Is it necessary to remove at the pilot's control quad- the propeller in order to rant is not correctly posi- replace the front seal? tioned, what adjustment is allow will a leaking piston necessary? to dome seal effect pro- What reference information peller operation? will assist the mechanic in Operational symptoms What is a surging engine? identifying the high and low or malfunctions. How may a propeller be pitch stops on the governor? associated with this problem? Activities Check items Nhat propeller problem Did the student: may be associated with an engine that fails to reach Operate the engine Use and correctly interpret full RPM? and check propeller instruction from the tefet What propeller problem gover nor act ion. ence information? may be associated with an Follow the correct proce- engine that over -revs on Rig and adjust the dures and achieve an adjust takeoff? governor. ment that was within pre- elf a pilot reports that an scribed tolerance? engine will not maintain an Observe safety precautions? established RPM and te quires constant adjustment during flight, what propeller TROUBLESHOOT DESCRIPTIONS OF FAULTS IN A problem may exist? IIYDROMATICPROPELLER. MEGMENT F, LEVEL 3) Actin ilies Check Items Did the student: Student Performance Goal Associate or match 'Use and correctly interpret Given: the probable cause information front the refer Reference manuals, publications and ten written with the ten described ence manuals? descriptions of conditions that ate ,elated to oil propeller faults or Use correct nomenclature leaks at the teat cone, piston dome seal, blade maltunct ions. and terminology? butts; malfunctions of the pitch changing mechan Correctly judge seven of ism or governor control rigging; and P matching the described problems? list of most probable causes fot the malfunction.

393 27. INSPECT, CHECK, SERVICE AND REPAIR Thermal antiicine, As the electric boot re- PROPELLER SYNCHRONIZING AND ICE systems. quires electric.1 power to CONTROL SYSTEMS. %ElT = 8 hrs., 1 = develop heat, how is the hrs., L/S = G hrs.)2 segments power conducted from the (UNIT LEVEL 1) non rotating engine nose case to the rotating pro- IDENTIFY COMPONENTS, AND DESCRIBE THE peller? OPERATION OF PROPELLER ANTIICING Approximately !low much SYST EMS. power is required for this (SEGMENT A, LEVEL t) typi., of antiicing system? allow um the thermal boots Student Performance Goal attached to the propeller blade shanks? Given: Reference information and drawings or diagrams describing alcohol, chemical and thermal types LOCATE REFERENCE INFORMATION AND DE- of propelier antiicing systems; sample compo- SCRIBE THE OPERATION OF PROPELLER nents including alcohol reservoirs, pumps and SYNCHRONIZING SYSTEMS. slinger rings; samples of brush blocks, slip rings (SEGMENT B, LEVEL tl and thermal boots. .udent Performance Goal Performance: The student Will identify the components, locate Given: information pertaining to the system in the refer- Reference information describing the operation of ence publications and describe the operation of a propeller synchronizing system and suitable dia- each type of antiicing .7,ystem. grams or drawings illustrating the location of components within the system. Standard. The student will correctly identify the components Performance: and use correct nomenclature as a part of the de- The student will locate reference information and scr ipt ion. describe the operation of a propeller synchronizing system. Key Points Predharit Standard: Ice formation. What ate theonditions The student will correctly identify the compooents that cause rapid formation necessary to the system and use correct nomen- of ice on the propellers of cletute as a part of the description of operation. an airplane? Whete does the ice first Kr>, Points Perdhari form? What is the effect of ice Propeller syn- that is meant by the term formation on the spinnct chronization. "synchronization"? of a propeller? What is a resonant vibra Alcohol antiicing that units comprise the tion or 'beat "? systems. alcohol ant i-icing system? ls the vibration caused by that is the approximate propellers Out of synchroni- composition of the liquid zation merely an annoyance used in an alcohol sys' or is it also destructive? tem? thy is pure alcohol allow will the operator be used? come aware of a defective that i3 the purpose of the synchronization system? slinger ring? Sync hronizat ion That unit of a propeller sys- thy do the propeller blade systems. tem controls the RPM of an shanks often have a rubber engine if the aircraft is boot when the propeller is eql.:pped with a constant equipped with alcohol anti- speed propeller? king?

304 When multiengined air- Manufacturer's specifi- Where will information planes are equipped with cations and recom- identifying the recom- synchronization systems, mendations. mended propeller lubricants what is the function of the be found? master engine with respect Why do the specifications to synchronizing the other generally provide alter- engines? nate brands and trade What is implied by the nam-s for specifically term "slaved" governor? recommended lubricants? What is the purpose of What precautions should the governor step motor be observed with regard in n synchronizer system? to mixing approved lubricants? Why is tne quantity of 28. IDENTIFY AND SELECT PROPELLER lubricant also speci/',:c1 LUBRICANTS.(E/T = 2 hrs., T =1hr., L/S as a part of the recom- = 1 hr.)1 segment mended kind of lubricant? (UNIT LEVEL 21 .11Mat .1.1 Activities (beck Items IDENTIFY THE LUBRICANT TO BE USED TO Did the student: SERVICE A SPECIFIC PROPELLER. (SEGMENT A, LEVEL 2) Use the manu- 'Locate appcoptiate refer- facturers' manuals. ence material as listed. Student Performance Goal Complete data sheet. oSzlecr the proper lubricant for each propeller. Given: ldentify the correct appli- Manufacturer's manuals or other reference informa- cator. don specifying the kind of lubricant recommended List the special proce- for use on four specific makes and models of pro- dures to be observed in pellets; a data sheet to be completed with informa- performing the lubrication tion obtained from the manuals oc reference infor job for each of the pro - mation. pellers.

Performance: The student will locate and interpret information 29. BALANCE PROPELLERS. (EIT= al hrs., in the reference publications fot each of the (out T = 21 hrs., L/S = 4 hrs.)1 segment propellers and will list the correct lubricant and (UNIT LEVEL 21 special procedures that need to be considered in lubricating each model of propeller. INTERPRET INFORMATION AND DESCRIBE THE PROCEDURE FOR BALANCING FIXED PITCH Standard: AND VARIABLE PITCH PROPELLERS. Reference specifications will be interpreted rith- (SEGMENT A, LEVEL 2) OUt ettOt. Student Performance Goal Kry Points fectiback Given: Propet lute icont s. Desctibe how centrifugal Manufacater's manuals containing information de- forces acting on a propeller scribing the balancing of used pitch metal pro - make the consistency of a pellets, fixed pitch wood !levellers and control- lubricant a matter of im- lable pitch propellers. portance. 'Ally must propeller lubti Performance: cants have reasonably wide The student will locate and interpret information tempetature ranges? in the manuals and describe the ptocedure for ,Due to the high hearing loads, balancing one propeller of each type. explain why a propeller lubti cant must have special anti ftiction and plasticity characteristics.

39S Standard: Student Performance Goal Information will be interpreted without erro,. Cor- rect nomenclature and terminology will be used as Given: a part of each description and explanation. A propeller governor equipped with a manual control and a governor equipped with an electric control Key Points Feedback head; manufacturer's manuals describing he operation of each type of propeller; diagrams or drawings Importance of balance.allow will an unbalanced illustrating the relationship of governor action to propeller effect engine propeller pitch. ,Terat ion? allow could a mechanic dis- Performance: tinguish between an out-of- The student will interpret information from the balance condition and a manuals and point to the control, passageway or propeller that is out-of- portion of the governor that provides propeller track? control during on-speed, under-speed and over- allow do worn or improperly speed operating conditions. He will describe the torqued engine shock mounts governor action which controls propeller pitch and amplify an out -of- balance engine speed. cond it ion? Balancing procedures .Where would a mechanic Standard: for specific propellers, locate information which Interpretation of information will be without error. describes the balancing Correct nomenclature and terminology will be used procedure applicable to a ar a pan of the description and explanation. specific Impeller? What is the difference be- Key Points Feedback tween horizontal and vet- deal balance of a propeller? Governor action. How are the flywe;ghts of sin general, how is hori- the governor driven? zontal balance achieved on allow does the position of fixed pitch propellers? the flyweights effect the Why are hollow barrel bolts position of the governor used on some kinds of nilot valve? propellers? allow is the force acting allow does the specialist against the speeder spring employed in the propeller in the governor varied of overhaul shop detect hori- changed? zontal and vertical out- Why does a governor in- of-balance conditions? corporate an oil pump? Engine operating *Whet is meant by the terms .1t lir Wes Check items cond it ions. on-speed, under-speed and Did the student: over-speed? allow does an increase in Describe the procedurellse and correctly interpret propeller pitch effect en- for balancing a fixed informs, ion from the manuals? gine RPM? pitch and control able slice correct nomenclature How does a decrease in pitch propeller. and terminology as a part propeller pitch effect engine of the explanation and de- RPM? scription of pe,xedute? e lf the propeller quadrant control in the cockpit is marked "increase RPM' in 30. REPAIR PROPELLER CONTROL SYSTEM which direction is the pro- COMPONENTS.WIT 2 8 hrs., T = 3 its., L/S peller pitch moving? 2 5 hrs.) 2segments elrhat reference publication (UNIT LEVEL 21 wouldmechanic use to 10, AIMMOMMIMINO. determine the make and DESCRIBE THE AC HON OF A PROPELLER GOVER- model of governor approved NOR AND THE FORCES tIOCII CONTROL. PROPELLER for use with a specific PIT II. propeller? !SEGMENT A, LEVEL 21 396 Cheek hems Key Points Feedback Did the student: Direction of governor *Why are governors designed Identify the componentCorrectly interpret informa- rot at ion. to rxate both clockwise parts, passageways andtion from the reference pub- and counterclockwise? controls of a governor. lications? Why are the plugs which Describe the governor Use correct nomenclature block the passageways in action and the forces and terminoloty as a part the governor called oil controlling propeller of the description? control plugs? pitch. When a governor is de scribed as clockwise or counterclockwise direction PERFORM THE OPERATION NECESSARY TO of rotation, how must the MATCH DIRECTION OF GOVERNOR ROTATION governor be viewed? TO THE ROTATION OF THE ENGINE DRIVE. Governor engine Where are the propeller (SEGMENT B, LEVEL 21 drive pads. governors located on the engine? Student Performance Goal How could a mechanic determine the direction of Given: rotation of the engine drive? A propeller governor assembled for either clockwise What reference information or counterclockwise rotation; an engine with a would a mechanic use to governor drive pad, approrr iare reference informa- determine the procedure to tion describing the procedure necessary to change be followed when mounting the dire:tion of rotation of the governor. a governor on an engine?

Performance: Ilclir flies Cbeek Items The student will determine the direct ion of rotation Did the student: of the governor drive on the engine.Ile will accomplish the procedure necessary to match the direction Determine the directionUse and correctly interpret of governor rotation to the direction of the engine of rotation of the infotalation from the refer- drive and mount the governor on the engine. governor drive and ence publications? match governor to this Follow the procedures spe- Standard: ditect ion. cified in the manual? The procedure specified in the reference information Mount the governor on *Achieve a standard which will be followed without exception. The direction the engine. would permit operation of of governor drive will match the engine drim, and the system? provide a standard that would permit safe and saris - factory operation of the units.

397 CHAPTER IV INSTRUCTIONAL TIME ALLOTMENT

Participants at the last five workshops reviewed the Instructional units and estimated the time needed to teach each of the units. In addition, they developed a suggested teaching sequence. Because the instructional patterns of the many schools throughout the nation are quite diverse, the research team decided that sequencing should be the prerogative of each school. Thus, the ensuing tables contain only one of many possible teaching sequences. The time allotments for the Airframe and Powerplant Curriculums total 1480 hours, 740 hours for each, and the General Curriculum totals 395 hours. The remaining 25 hours (Genera!, 5 hours: Airframe, 10 hours: and Powerplant, 10 hours) were set aside for review, additional practice, and/or examinations.

TABLE 1 DIVISION OF THEORY AND LABORATORY/SHOP HOURS FOR EACH OF THE CURRICULUM AREAS

Curriculum Hours Percent Area Theory Lab/Shop Theory Lab/Shop General 188.50 206.50 47.72 52.28 Airframe 310.50 429.50 41.96 58.04 Powerplant 322.00 418.00 43.51 56.49

TOTAL 821 1054 43.79 56.21

The division between theory and laboratory/shop hours is shown in Table 1. The total hours shown In Table 1 is 1875. This is 25 hours less than the 1900 hour requirement set by FAR147, but, as indicated above, these hours were set aside to be used most appropriately. The time allotments for theory and laboratory/shop classes fall within the time limits established for each by FAR147. Two different suggested time allotment tables have been developed for each of the five curriculum areas. One type of table is titled Sequential and the other Repetitive. Both types of table subdivide the activities for each instructional unit into theory and laboratory/shop. In the sequential tables, each instructional unit is presented as one time block and any activities relating to that unit's theory and laboratory/shop are to be accomplished within this one time block. No additional time provided during the remainder of the course to practice or delve further into the instructional unit. In the repetitive tables, however, total time for each instructional unit is distributed such that activities relating to each unit's theory and laboratory/shop may be repeated as many as four times throughout the course. The total time allotted to each instructional unit is the same in both tables; the only difference is in the distribution of this time. For the sequential method, each instructional unit is taught once and in one time block during the course; for the repetitive method, each instructional unit may be taught a number of times in several time blocks throughout the course. The sequentialtables are read by following each item from the top of th4 table to the bottom. The instructional units are identified by number, beginning with number one and continuing through the last instructional unit. Instructional time is indicated for theory, laboratory/ shop, total hours for both theory and laboratory/shop, and cumulative hours. The repetitive tables are also read from top to bottom, however, they require that each column (instructional series) be read in its entirety before going on to the next.In either type of table, the sequence of instructional units may be rearranged by taking out the entry for an entire unit and inserting that entry in the new position. However, the cumulative hours would then have to be recalculated.

400 TABLE I GENERAL CURRICULUM SEQUENTIAL TABLE

Theory Lab/Shop Total Cumulative MATHEMATICS I.Extract roots and raise number to a given power. 3 0 3 3 2. Determine areas and volumes of various geometrical shapes. 4 2 6 9 2. Solve ratio, proportion, and percentage problems. 3 2 5 14 4. Perform algebraic operations involving addition, subtraction, multiplication, and division of positive and negative numbers. 3 3 6 20

AIRCRAFT DRAWINGS 5. Use drawings, symbols and schematic diagrams. 7 7 14 34 6. Draw sketches of repairs and alterations. 4 6 10 44 7. Use blueprint information. 5 6 11 55

8. Use grt.phs and charts. 1 2 3 58

BASIC PHYSICS 9. Use the principles of simple machines: sound, fluid, and heat dynamics. 6 2 8 66

BASIC ELECTRICITY 10. Determine the relationship of voltage, current, and resistance in electrical circuits. 14 12.1/2 26-1/2 92-1/2 11. Measure voltage, current. resistance, c,Jt Inuity, and leakage. 4 3 7 99-1/2

12. Measure capacitance and inductance. 4 0 4 103-1/2 13. Calculate and measure electrical power. 2 0 2 105-1/2 14. Read and Interpret electrical circuit diagrams. 3 3 6 111-1/2 15.Inspect and service batteries. 5-1/2 4-1/2 10 121-1/2 16. Overhaul aircraft electrical components. 12-1/2 10-1/2 23 144-1/2

401 Theory Lab/Shop Total Cumulative FLUID LINES & FITTINGS 17. Fabricate and inotall rigid and flexible fluid lines and fittings. 8-1/2 16-1/2 25 169-1/2

MATERIALS & PROCESSES

18. Perform precision measurements. 2 10 12 181-1/2 19.Identify and select aircraft hardware and materials. 21 17 3( 219-1/2

20. Perform basic heat-treating processes. 5 1 6 225-1/2 21. Perform penetrant, chemical etching, and magnetic particle inspections. 4 8-1/2 12-1/2 238

21. inspect and check welds. 1 4 5 243 23.Identify and select appropriate non- destructive testing methods. 7 0 7 250

CLEANING & CORROSION CONTROL

24. Identify and select cleaning materials. 4 8 12 262 25. Perform aircraft cleaning and corrosion control. 8 18 26 288

GROUND OPERATION & SERVICING

26. Identify and select fuels. 2-1/2 1-1/2 4 292 27. Start, ground operate, move, service, and secure aircraft. 8 18 26 318

MAINTENANCE PUBLICATIONS 28. Select and use FAA and manufacturer's aircraft maintenance specifications, data sheets, manuals, publications, and related Federal Aviation Rtgl,i lations. 6-1/2 6-1/2 13 331 29. Read technical (We. 3 3 6 337

MECHANIC PRIVILEGES & LIMITATIONS 30. Exercise mechanic privileges within the limitations prescribed by FAR 65. 2 3 5 342 jsIAINTENANCE FORMS & RECORDS 31. Write description of aircraft condition and work performed. 2 3 5 347 32. Complete required maintenance tonne, records, and inspection reports. 6-1/2 1-1/2 8 355.

402 Theory Lab/Shop Total Cumulative

AIRCRAFT WEIGHT&BALANCE

33.Weigh aircraft. 4-1/2 8-1/2 13 368

34.Perform complete weight and balance check and record data. 12 15 27 395

TOTAL 188-1/2 206-1/2 395 395

403 TABLE 2 Th L/S SeriesGENERAL 1 CURRICULUM Tot L/S SeriesREPETITIVE 2 TABLE Tot Cum Th L/S Series 3 Tot Th L/S Series 4 Tot Cum MATHEMATICS1. numberExtract toroots a given and power.raise 3 3 Cum Th 3 ------_ 2_4.3. Determine SolvePerform ratio, algebraicareas proportion, and operationsvolumes andof percentagevarious geometrical problems. shapes. 34 2 56 14 9 ------AIRCRAFT DRAWINGS positivemultiplication,involving and addition, negative and subtraction,division numbers. of 3 3 6 20 ------6.5. UseDraw drawings, sketches symbols, of repairs and andalterations.schematic diagrams. 47 73 14 7 4134 - 2- 2- 315.5 - 1 -1 368.5 ------8.7. Use blueprintgraphs and information. charts. 31 L52 2.55 48.546 -2 2 .5 4 .5 320319.5 - -1 -1 369.5 - - -1 -1 388.5 - BASIC PHYSICS9. Use the principles of simpleheatmachines: dynamics. sound, fluid, and 6 2 8 56.5 ------BASIC ELECTRICITY Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum 10. Determine the relationship of tancevoltage. in electricalcurrent, and circuits. resis- 9.5 6 15.5 72 2.5 s.5 7 327 2 1 3 372.5 - 1 1 389.5 12.11. Measure Measure capacitance voltage, current, and inductance.leakage.resistance, continuity, arid 42 -1 43 7975 -1.5 -1 -2.5 329.5 - .5 -.5 -1 373.5 -- - .5 - .5 390 - 14.13. CalculateRead and andinterpret measure electrical electrical power. 12 -1 2 81 1- 1- 2- - 1 1------0CJI 15. Inspect and service batteries. circuit diagrams. 3.5 3.5 72 9083 1 1 2 333.5331.5 1 - 21 375.5376.5 - - - - FLUID16. Overhaul LINES & aircraftFITTINGS electrical components. 12.5 10.5 23 113 ------17. Fabricate and install rigid fittings.and flexible fluid lines and 7 10 17 130 1.5 4 5.5 339 1.5 1.5 378 - 1 1 391 MATERIALS18. Perform & precisionPROCESSES measurements. 2 i 6 136 - 2 2 341 2 2 380 - 2 2 393 20. Perform19. Identify basic and heat-treating select aircraft processes.hardware and materials. 1I 5 10 . 27 6 169163 4- 4- -8 349 - -- -2 -2 382 - 1 _1 394 _ ,;,777:7 21.MATERIALS PerformContinued) penetrant, & PROCESSES chemical Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum 23.22. Identify Inspect and and select check appropriate welds. inspections.etching, and magnetic particle 41 28.5 12.5 3 184.5181.5 -- 1- 1- .150 - 1- 1- 383 - - - - - CONTROLCLEANING & CORROSION methods.non-destructive testing 7 - 7 191.5 ------25.24. IdentifyPerform and aircraft select cleaning cleaning andmaterials. corrosion control. 84 11 5 19 9 219.5200.5 - 52 52 357352 - 11 1 385384 -- 1- 1- 395 - 26.SERVICINGGROUND Identify OPERATION and select &fuels. 2.5 1.5 4 223.5 ------MAINTENANCE27. Start, ground PUBLICATIONS operate, move, service and secure aircraft. 8 18 26 249.5 ------28. Select and use FAA and manu- nancefacturer's specifications, aircraft mainte- data , 29. Read technical data. tions,Aviationsheets, and related Regulations.manuals, Federal publica- 26.5 15.5 12 3 264.5261.5 1- 1 .5 2 .5 359.5357.5 -- 1 .5 .51 385.5 386.5 I - - - - LIMITATIONSMECHANIC PRIVILEGES AND Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum 30. Exercise mechanic privileges scribedwithin theby FARlimitations 65. pre- 2 2 4 268.5 - 1 1 360.5 ------MAINTENANCE32.31.RECORDS CompleteWrite description requiredFORMS &of main- aircraft condition and work performed. 2 3 5 273.5 ------BALANCEAIRCRAFT WEIGHT & tenanceand inspection forms, records, reports. 6.5 1.5 8 281.5 ------33.34. Weigh Perform aircraft. complete weight and balance check and record data. 4.59 10 8.5 1319 313.5294.5 3- 4- 7- 367.5 - - 1- -1 387.5 - - - - TABLE 3

AIRCRAFT STRUCTURES SEQUENTIAL TABLE

Theory Lab/Shop Total Cumulative WOOD STRUCTURES

1.Identify wood defects, 1 1 2 2

2. Inspect wood structures. 1-1/2 1-1/2 3 5

3. Service and repair wood structures. 7-1/2 - 7-1/2 12-1/2

FABRIC COVERING

4. Select and apply fabric and fiberglass covering materials. 3-1/2 - 3-1/2 16

5.Inspect, test, and repair fabric and fiberglass. 4 9 13 29

AIRCRAFT FINISHES

6. Applytrim, letters, and touchup paint. 2 - 2 31

7. Identify and select aircraft finishing materials. 2 1 3 34

8. Apply paint and dope. 4 18 22 56

9. Inspect finishes and identify defects. 1 2 3 59

SHEET METALSTRUCTURES

10. Install conventional rivets. 5 16 21 80 11.Install special rivets and fasteners. 5 10 15 95

12. Hand form, lay out, and bend sheet metal. 7 27 34 129

13. Inspect and repair sheet metal structures. 15 29 44 173

14. Inspect bonded structures. 4 5 9 182 15. Inspect and repair plastics, honeycomb, and laminated structures. 3 8 11 193 i6,Inspect, check, service, and repair windows, doors, and interior furnishings. 3 9 12 205

WELDING

17.Solder, braze, and arcweld steel. 7 25-1/2 32-1/2 237-1/2

18. Fabricate tubular structures. 6 - 6 243-1/2

19. Solder stainless steel. 1 - 1 244-1/2

408 Theory L.ab/Shop Total Cumulative WELDING (continued)

20. Weld stainless steel and aluminum. 1/2 3 3-1/2 248 21. Weld magnesium and titanium 2 250

ASSEMBLY & RIGGING

22. Rig fixed wing aircraft. 4 5 9 259

23. Rig rotary wing aircraft. 8 - 8 267

24. Check alignment of structures. 2 8 10 277

25. Assemble aircraft. 1 6 7 284

26. Balance and rig movable surfaces. 4 20 24 308

27. Jack aircraft. 1 2 3 311

AIRFRAME INSPECTIONS 28. Perform 100-hour or annual inspection. 2 18 20 331 .1 TOTAL 107 224 331 331

409 AIRCRAFT STRUCTURES - REPETITIVE TABLE TABLE 4 WOOD STRUCTURES Th L/S Series 1 Tot Cum Th L/S Series 2 Tot Cum Th L/S Series 3 Tot Cum Th L/S Series 4 Tot Cum 3.2.1. Service and repair wood :dentifystructure.Inspect wood wood defects. structures. 7.511.5 -1.51 27.53 12.5 52 ------FABRIC COVERING4. Select and apply fabric and materials.fiberglass covering 3.5 - 3.5 16 ------AIRCRAFT FINISHES5. Inspect, test, and repair fabric and fiberglass. 3 5 8 24 1 3 4 259 1 1 314- 43 - - -- 6. 7.Apply Identify trim, and letters, select and aircraftfinishingtouchup paint. materials. 2 1- 32 2926 ------9.8. Apply paint and dope. identifyInspect defects. finishes and 14 91 13 2 4442 - 91 91 269268 ------SHEET METAL STRUCTURES Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum 11.10. fasteners.Install conventionalspecial rivets rivets. and 54 10 9 1513 7257 -1 -4 -5 274 - - 3 -3 317, 43 - - - 13.12. Inspect Hand form,and repair lay out. sheet and metalbend sheet structures. metal. 13 4 15.516 28.520 120.5 92 1071 6 3 114. 8 3 2934-282 24-3 3 34-4 3 325.5321x 3 2- 2- 330 - 15.14. Inspect Inspect and bonded repair structures. plastics, honeycomb, and laminated 34 85 11 9 140.5129.5 ------16. Inspect, check, service, and interiorrepairstructures. windows, furnishings. doors, and 3 6 9 149.5 - 2 2- 2954 - 1- 1- 326.5 - - - - - WELDING17. Solder, braze, and arcweld steel. 7 25.5 32.5 182 - - - - - 18.19. Fabrica'e Solder stainless tubular structures.steel. 16 - 61 189188 ------21.20. Weld Weld magnesium stainless andsteel and titanium.aluminum. 2 .5 3 23.5 194.5192.5 ------22.ASSEMBLY Rig fixed & wingRIGGING aircraft. 4 5 9 203.5 ------ASSEMBLY & RIGGING (continued) Th 8 L/S Tot 8 211.5Cum Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum 25.24.23. CheckRigAssemble rotary alignment aircraft.wing aircraft. of structures 12 28 10 3 224.5221.5 2 2 2973 1 1 327.5 1 1 331 27.26. Balance:ack aircraft. and rig movable surfaces. 41 12.5 1 16.52 243241 17 17 305-33043 4 .5 .5 328 28.AIRFRAME Perform INSPECTIONS 100-hour annual inspection. 2 10 12 255 8 8 3133 TABLE 5

AIRCRAFT SYSTEMS AND COMPONENTS SEQUENTIAL TABLE

Theory Lab/Shop Total Cumulative AIRCRAFT ELECTRICAL SYSTEMS

1.Install, check, and service airframe electrical wiring, controls, switches, indicators, and protective devices. 18-1/2 24 42-1/2 42-1/2 2.Inspect, check, troubleshoot, service, and repair alternating current and direct current electrical systems. 19-1/2 18-1/2 38 80-1/2 3. Repair aircraft electrical system components, 13 11-1/2 24-1/2 105

HYDRAULIC & PNEUMATIC POWER SYSTEMS

4.Identify and select hydraulic fluids. 1 1 2 107 5. Repair hydraulic and pneumatic power system components. 7 8 15 122 6.Inspect, check, service, troubleshoot, and repair hydraulic, and pneumatic power systems. 25 30 55 177

AIRCRAFT LANDING GEAR SYSTEMS 7.Inspect, check, service, and repair landing gear, retraction systems, shock struts, brakes, wheels, tires, and steering systems. 32 50 82 259

POSITION & WARNING SYSTEMS

8.Inspect, check, and service speed - and takeoff-warning systems and antiskid electrical brake controls. 5-1/2 5-1/2 11 270 9.Inspect, check, troubleshoot, service, and repair landing gear position indicating and warning systems. 3 6 9 279

AIRCRAFT INSTRUMENT SYSTEMS

10.Install instruments. 5 6 11 290 11.Inspect, check, service, troubleshoot, and repair heading, speed, altitude, time, attitude, temperature, pressure, and position indicating systems. 4 5 9 299

413 Theor Lab/Shop Total Cumulative AIRCRAFT FUEL SYSTEMS 12. Inspect, check, service, troubleshoot, and repair aircraft fuel systems. 6 7 13 312 13. Repair aircraft fuel system components. 5 5 10 322 14. Inspect and repair fuel quantity indicating systems. 3 3 6 328

15.Inspect, check, and repair pressure fueling systems. 2 - 2 330

16. Check and service fuel dump systems. 1 - 1 331 17. Perform fuel management transfer and defueling. 2 - 2 333 18. Troubleshoot, service, and repair fluid pressure and temperature warning systems. 1 1 2 335

COMMUNICATIONS & NAVIGATION ?STEMS

19.Inspect, check, and service autopilot and approach control systems. 5 - 5 340

20.Inspect, check, and service aircraft electronic communication and navigation systems. 5 - 5 345

21.Inspect and repair antenna and electronic equipment installations. 5 5 10 355

CABIN ATMOSPHERE CONTROL SYSTEMSS

22.Inspect, check, troubleshoot, service and repair heating, cooling, air conditioning, and pressurization systems. 14 - 14 369 23. Inspect, check, troubleshoot, service, end repair oxygen systems, 3 4 7 376 24. Repair heating, cooling, air conditioning, pressurization, and oxygen system components. 9 9 385

ICE & RAIN CONTROL

25.Inspect, check, troubleshoot, service, and repair airframe ice and rain control systems. 4 8 12 397

414 Theory Lab/Shop Total Cumulative FIRE PROTECTION SYSTEMS

26.Inspect, check, and service smoke and carbon monoxide detection systems, 1 - 1 398

27.Inspect, check, service, troubleshoot, and repair aircraft fire detection and extinguishing systems. 4 7 11 409

TOTAL 203-1/2 205-1/2 409 409

415 AIRCRAFT SYSTEMS ASO COMPONENTS TABLE 6 Series 2 REPETITIVE TABLE Series 3 Series 4 SYSTEMSAIRCRAFT ELECTRICAL Th L/S Series 1, Tot Cum Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum I. controls,airframeInstall.and switches,check, electrical and indicators, servicewiring. protective devices. 13.5 22.5 36 36 4z 3 1.1 6-4 1 367 4.1 - z1 409 - - - - 2. tingservice,Inspect,rent current electrical check,and and repair troubleshoot, systems. alterna- direct cur- 18.5 17.5 36 72 1 1 2 369 ------HYDRAULIC3. &Repair PNELIMA aircraft T IC electrical system components. 10 11.5 21.5 93.5 3 - 3 372 ------156WE'rKVgTEMS--4. Identify and select hydraulic 1 1 2 ------5. Repair hydraulic and pneu-fluids.matic power system com- 7 13 108.595.5 -I 1 2 374 - _ - - _ - _ - 6. Inspect. check, service. ponents.powerhydraulictroubleshoot and and pneumatic repair systems. 20 6 20 40 148.5 5 10 15 389 ------Th L/S Tot Cum Tot Cum Th L/S Tot Cum Th L/S Tot Cum SYMMSAIRCRAFT LANDING7. GEAR Inspect,repair check,landing service, gear, retraction and Th L/S POSITION & WARNING SYSTEMS sywheels,systems, stems .tires, sho:k and struts. steering brakes, 24 Z3 39.5 64 4I 214 10.5 17, 43 406-4 ------8. speed-Inspect,systems and check, takeoffand antiskid and - warning service elec- 5.5 5.5 1z 22 ------9. warninggeartricalservice,In'.pect. position brake systems. check,and controls. indicating repair troubleshoot. landing and 3 6 9 23 ------AfftSytTEMS CR10. AFT INSTRUMENT Install instruments. 5 6 11 24 _ - ______- _ _ _ l I. tude,ing.systems.andcroubleshocc.Inspect, speed, temperature,position check,altitude, indicating and se'"ice, pressure. time, repair atti- head- 4 5 9 25 ------12.AIRCRAFT Inspect, FUEL check. SYSTEMS service, aircrafttroubleshoot. fuel systems. and re-flair 6 7 13 265 - 3 ------I Th L/S Cum Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum (continued)13.AIRCRAFT Repair aircraftFUEL SYSTEMS fuel system components. 10 275x 3 ------14.15. Inspect Inspect, and check. repair and fuel repair quantity indicating systems. 283x281x 3 ------16.17. Check Perform and fuelservice management, fuel dump systems.pressure fuelleg systems. I - I 284w 3 ------18. Troubleshoot, service, and repairtransfer, fluid and pressure defueling. and 1 1- 2 286x 3 ------v lowCQMMUIrICATIONS SYSTEMS19. Inspect, check, & NAVIGA- and service temperature warning systems. 2 288x ------20. cationaircraftInspect,trolautopilot systems. and electronic check,and navigation approach and communi- service systems. con - - 5 298x293x ------21. Inspect and repair antenna andimitations. electronic equipment in- 5 5 10 308x 3 - -- - - . ------Tot Cum Tot Tot Tot Cum SYSTEMSCAIRIN_TMOSPHERE22. Inspect. check, troubleshoot. CONTROL service, and repair heating, Tb L/S Th L/S Cum Tb L/S Cum Th L/S 23. Inspect,pressurizationcooling,systems.service, check,air and conditioning, repair systems.troubleshoot, oxygen and 12 4- 12 7 320;327z 3 2- - 2- 4084. - 3 ------ICE24. & RepairR AIN CONTROL heating, cooling, air conditioning,and oxygen pressuriza:ic.o.system components. 9 - 9 3367 3 ------25. Inspect,FIRE PROTECTION check, troubleshoot. SYSTEMS iceservice, and rain :.r...I control repair systems. airframe 8 12 348z 3 ------26. Inspect. che.:k, and service detectionsmoke and systems. carbon monoxide 1 - 1 349 ------27. Inspect, check, service. crafttroubleshoot,tinguishing fire detection systems.and repair and ex- air- 4 7 11 ------TABLE 7

POWERPLANT THEORY AND MAINTENANCE SEQUENTIAL TABLE

Theory Lab Shop Total Cumulative RECIPROCATING ENGINES

1. Overhaul reciprocating engines. 24 80 109 104

2. Inspect and repair reciprocating engines. 15-1/2 28 93-1/2 147-1/2

3. Inspect, check, service, and repair opposed and radial engines and reciprocating engine installations. 20-1/2 30-1/2 51 198-1/2

4. Install, troubleshoot, and remove reciprocating engines. 15-1/2 29-1/2 90 238-1/2

TURBINE ENGINES

5. Overhaul turbine engines. 24 10 34 272-1/2

6. Inspect, check, service, and repair turbine engine installations. 5 5 10 282-1/2

7. Install, troubleshoot, and remove turbine engines. 5 5-1/2 10-1/2 293

ENGINE INSPECTION

8. Perform powerplant conformity and airworthiness inspection. 3 7 10 303

TOTAL 106-1/2 196-1/2 303 303

420 POWERPLANT THEORY AND MAINTENANCE TABLE 8 REPETITIVE TABLE RECIPROCATING ENGINES Th L/S Series 1 Tot Cum Th L/S Series 2 Tot Cum Th L/S Series 3 Tot Cum Th L/S Series 4 Tot Cum 2.1. Overhaul reciprocatingcatingInspectengines. engines. and repair recipro- 15.524 2880 104 43.5 147.5104 ------3. Inspect, check, service, andginesrepair andopposed reciprocating and radial en- en- 1 31_ 31 4 engines.Install,gineremove installations. troubleshoot, reciprocating and 1713.5 1419 3627.5 211183.5 23.5 7.58 11i -.5 2911284 - 3 4 3 4- 298301 - - - -- TURBINE ENGINES6.5. Overhaul turbine engines. 24 10 34 245 ------7. removeInstall,tions.repairInspect, turbine troubleshoot, turbinecheck, engine service,engines. andinstalla- and 5 5.55 10.510 265.5255 ------ENGINE INSPECTION8. Perform powerplant con- inspection.formity and airworthiness 1.5 3 4.5 270 1.5 2 3.5 2943 - 2 2 303 - - - TABLE 9 POWERPLANT SYSTEMS AND COMPONENTSSEQUENTIAL TABLE

Theory Lab/Shop Total Cumulative LUBRICATION SYSTEMS

1.Identify and select lubricants. 5 5-1/2 10-1/2 10-1/2

2.Inspect, check, service, troubleshoot, and repair engine lubrication systems. 22 18-1/2 40-1/2 51

3.Repair engine lubrication system components. 11 7 111 69

ENGINE FUEL SYSTEMS

4.Inspect, check, service, troubleshoot, and repair engine fuel systems. 2 3 5 74

5.Repair engine fuel system components. 3-1/2 5 8-1/2 82-1/2

MELMETERING SYSTEMS 6.Inspect, check, service, troubleshoot, and repair reciprocating and turbine engine fuel metering systems. 13 17 30 112-1/2

7. Overhaul carburetors. 12 8 20 132-1/2

8. Repair engine fuel metering system components. 3 3 6 138-1/2

9. Inspect, check, and service water injection systems. 2 - 2 140-1/2

INDUCTION SYSTEMS

10.Inspect, check, troubleshoot, service, and repair engine ice and rain control systems. 2 2.1/2 4-1/2 145

11.Inspect, check, service, and repair heat exchangers and superchargers. 4 3-1/2 7-1/2 152-1/2

12. Inspect, check, service, and repair carburetor air intake and induction manifolds. 2-1/2 6-1/2 159

ENGINECOOLING SYSTEMS i3. Inspect, check, troubleshoot, service, and repair engine cooling systems. 3 4 7 166

14.Repair engine cooling system components. -1/2 2-1/2 3 169 . _

422 Theory Lab/Shop Total Cumulative ENGINE EXHAUST SYSTEMS 15. Inspect, check, troubleshoot, service, and repair engine exhaust systems. 6 7 13 182 16. Repair engine exhaust system components. 2 2 4 186

IGNITION SYSTEMS

17.Overhaul magneto and ignition harness. 15 15 30 216

18.Inspect, check, service, troubleshoot, and repair reciprocating and turbine engine ignition systems. 12 20 32 248

19.Repair engine ignition system components. 14 14 28 276

ENGINE ELECTRICAL SYSTEMS

20.Install, check, and service engine electrical wiring, controls, switches, Indicators, and protective devices. 18-1/2 19-1/2 38 314

21.Repair engine electrical system components. 11 8-1/2 19.1/2 333-1/2

ENGINE INSTRUMENT SYSTEMS

22. Inspect, check, service, troubleshoot, and repair engine temperature, pressure, and RPM indicating systems. 11 7 18 351-1/2

23.Troubleshoot, service, and repair fluid rate of flow indicating systems. 2 -1/2 2-1/2 354

ENGINE FIRE PROTECTION SYSTEMS

24.Inspect, check, service, troubleshoot, and repair engine fire detection and extinguishing systems. 2-1/2 2-1/2 5 359

PROPELLERS

25.Inspect, check, service, and repair fixed-pitch, constant-speed, and feathering propellers and propeller governing systems. 14 19 33 392

26. Install, troubleshoot, and remove propellers. 7-1/2 13 20-1/2 412-1/2

27. Inspect, check, service, and repair propeller synchronizing and ice control systems. 8 - 8 420-1/2

?S. Identify and select propeller lubricants. 1 1 2 422-1/2

423 Theor Lab/Shop Total Cumulative PROPELLERS (continued)

29. Balance propellers. 2-1/2 4 6-1/2 429 30. Repair propeller control system components. 3 5 8 437

TOTAL 215-1/2 221-1/2 437 437

424 POWERPLANT SYSTEMS AND COMPONENTS TABLE 10 REPETITIVE TABLE LUBRICATION SYSTEMS Th L/S Series 1 Tot Th L'S Series 2 Tot Cum Th L/S Series 3 Tot Cum Th L/S Series 4 Tot Cum 2.1. Inspect,Identify check,and select service, lubricants. 5 5.5 10.5 10.5 - - - - 1 - - - 1 - - - - - 3. enginetroubleshoot,Repairsystem lubrication engine components. and lubrication repairsystems. 1711 13 7 18 40.558.5 4 - - - 382z - -i -11 W -z-- 425.5 ------ENGINE FUEL4. SYSTEMSInspect, check,. service. enginetroubleshoot, fuel systems. and repair 2 1.5 3.5 62 - 1.5 1.5 383 ------FUEL METERING5. Repair SYSTEMS engine fuel system components. 3.5 5 8.5 70.5 ------6, 7.Inspect, Overhaul check. carburetors. service. gineciprocatingtroubleshoot, fuel metering and and turbine repairsystems. en- re- 1210 13 8 2023 113.5 93.5 3- 3- 6- 38 - - 1- -1 426.5 - - - - - 9.8. Repair engine fuel meteringwaterInspect,.system injectio components. check systems.and service 23 3 - 62 119.5121.5 ------INDUCTION10. Inspect, SYSTEMS check, troubleshoot, Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum Th L/S Tot Cum II. Inspect. check, service, and repairandservice, rainheat and controlexchangers repair systems. engine and ice 42 3.52.5 7.54.5 133.5126 12. repairsuperchargers.andInspect, induction carburetor check, manifolds. servict,air intake and 2.5 2.5 5 138.5 1.5 1.5 391z 1 ENGINE13. COOLING SYSTEMS coolingservice,inspect, systems. check,and repair troubleshoot, engine 2.5 2.5 5 143.5 .5 1.5 2 ENGINE14. Repair EXHAUST engine SYSTEMS cooling system components. .5 2.5 3 146.5 - 394 15.16. Inspect, Repair check, engine troubleshoot, exhaust system components.exhaustservice, systems.and repair engine 62 27 13 4 163.5159.5 - IGNITION17. Overhaul SYSTEMS magneto and ignition harness. 15 15 30 193.5 18. Inspect, check, service, ignitionciprocatingtroubleshoot, systems. and and turbine repair engine re- 10 15 25 218.5 2 4 6 3991 Z - 1 1 X27.5 Tot Cum Tot urn Th L/S Tot Cum Th L/S Tot Cum IGNITION19_ Repair SYSTEMS engine (continued) ignition system components. Tb L/S14 14 28 z46.5 Th L/S ------ENGINE20. Install. ELECTRICAL check, and SYSTEMS engineandtrols, protective electricalswitches. devices. wiring. Indicators. con- service :3 13 26 272.5 3.5 4 7.5 4063. 2 2.5 4.5 432 - - - 21.ENGINE Repair INSTRUMENTengine electrical SYSTEMS system components. 11 8.5 19.5 292 ------22.23. Inspect, Troubleshoot. check, service. service, enginetroubleshoot,and RPM temperature. indicad and repair ig pressure systems. and 9 5.5 14.5 306.5 2 1.5 3.5 410-4 1 ------ENGINE:SYSTEMS FIRE PROTECTION indicatingrepair fluid systetns. race of flow 2 .5 2.5 309 - - - - -. ------24. Inspect, check. service, enginetroubleshoot,extinguishing fire detection and systems. repair and 1.5 1.5 3 312 1 2 412x 1 ------25.PRO Inspect,PELLERS check, service, and re- Th L/S Tot Cum Th L 'S Tot Cum Th L/S Tot Cum Th L/S Tot Cum 26. :install,governingpellerspairspeed, fixed-pitch, andtroubleshoot and systems. propeller feathering constant- and pro- 11 12 23 335 2 4 6 418-1 4 1 3 4 436 - - - - 27. repair'Aspect,remove propeller propellers.check, service, synchronizing and 6.58 8- 14.5 8 349.5357.5 -1 4- 5 4231 - X - 1 1- 437 - - - - 29.28. lubricants.IdentifyBalanceand ice and control propellers. select systems. propeller 2.51 41 6.52 366359.5 ------30. Repairsystem propeller components. control 3 5 8 374 ------PART TWO CHAPTER V PART 2, PHASE 3 OF THE NATIONAL STUDY OF THE AVIATION MECHANICS OCCUPATION

Two previous studies published in 1966 led to thedevelopment of a common core curriculum for the training of aviation mechanics. The studies wereA Study of the Aviation Mechanics Occupation inCalifornia' and A National Study of the Aviation MechanicsOccupation.2 The first of these studies surveyed the aviationmechanics occupation in California, and the second expanded the scope of the investigation tothe national level.The national study included a survey of six regional areas of the UnitedStates. These areas were determined through the use of an industry density pattern in whichthe heaviest concentration of airline and general aviation activity was identified. The states and the survey areasthey formed are listed below: Area 1 - California, Idaho, Oregon, Washington Area 2 - Colorado, Kansas, Oklahoma, Texas Area 3 - Illinois, Iowa, Michigan, Minnesota, Missouri Area 4 - Florida, Georgia, North Carolina, SouthCarolina Area 5 - Maryland, Ohio, Pennsylvania, Washington,D,C. Area 6 - Connecticut, Massachusetts, New Jersey,New York With the California survey results added to the datacollected during the national survey, a total of 401 companies covering the jobactivities of 18,080 aviation mechanics wasattained. The data collected provided current information on aregional basis in the following industrial categories:airline line, airline overhaul, large generalaviation, and small general aviation (companies employing five mechanics or less). Thepublished data and results of the 1965-66 survey were included in Phase 1 of the NationalStudy of the Aviation Mechanics Occupation. Phase 1 of the National Study provided the detailedinformation needed to bring the aviation maintenance technician school curriculums up to 1966requirements. Part two, Phase 3 of the National Study of theAviation Mechanics Occupation was designed to (1) identify the changes that had occurredwithin the industry since the 1965-66 survey, and (2) determine the reliability of specific samplingtechniques as a means of identifying changes in the occupation.

1David Allen, Richard Lano, and Norman Witt,A Study of the Aviation Mechanics Occupa- tion ip California. Berkeley: University ofCalifornia Press, 1966, 170 pp. David Allen, John Meyer, Alvin Gorenbein, andWilliam Bowers, A National Study of the Aviation Mechanics Occupation. Los Angeles: UCLAPress, 1966, 229 pp.

429 The importance of maintaining instructional content current with changes occurring in the aviation industry cannot be overemphasized. Thus, Part Two, Phase 3 of the National Study is cru- cial to the entire study since it both updates previous data tests a sampling system that would be inexpensive in terms of cost for large surveys while retaining an acceptable degree of reliability. Part two, Phase 3 was begun in November 1969, and was concluded in March 1970, at which time final recommendations were made by the National Advisory Committee.

AVIATION INDUSTRY RESURVEY A field resurvey of the six areas of the United States began on November 1, 1969. The recheck was accomplished by sampling 30 percentof the companies surveyed in 1965 and 1966 during

Phase 1of the National Study, Two questionnaires were used to obtain current industrial statistical information. One was the original questionnaire used in the 1965-1966 survey and the other was a modified questionnaire which provided the respondents with the data findings obtained from the 1966 study. An attempt was made to have an approximately even division in the random use of each questionnaire. Figure 1, ORIGINAL QUESTIONNAIRE Hydraulic and Pneumatic Systems Men Freq T/K M/S IND 1.Identify various types of hydraulic systems. 2.Identify various types of pneumatic systems. 3.Identify hydraulic fluids. 4.Fabricate aluminum lines. 5.Fabricate stainless lines. 6.Install fittings and lines, 7.Operate and service hydraulic system and components. , 8.Operate and service pneumatic system and components. 9.Inspect and repair hydraulic system and components. 10.Inspect and repair pneumatic system and components.

430 Figure 2. MODIFIED QUESTIONNAIRE Hydraulic and Pneumatic Systems MenFreq T/K MIS IND

1.Identify various types of hydraulic systems.

2,Identify various types of pneumatic systems. LaJ

3.Identify hydraulic fluids. 131 all 4.Fabricate aluminum lines. LJ

5,Fabricate stainless lines. IX Eli F3-1

6,Install fittings and lines. r31 J'3-1 13 7. Operate and service hydraulic system and components. L31______R1 _SU 8. Operate and service pneumatic system and components. LC 15 1 141 9.Inspect and repair hydraulic system and components. 131_71 L1J 10, Inspect and repair pneumatic system and components. 151 [31

Figure1 displays a small section of the original survey questionnaire. Those individuals who completed this questionnaire during the resurvey in 1969-1970 were not informed of the data results collected during the 1965-1966 survey. Figure 2 is an example of the modified questionnaire. The only difference between the two questionnaires is that the modified questionnaire displayed the data findings from the original 1966 survey for each particular task. These data findings,coded numbers 1through 5, were enclosed in boxes under the T/K, M/S, and IND columns. These numbers were shown in an attempt to detect if a respcndent knowing previous data results would answer differently from a respondent having no knowledge of the previous data. The individuals receiving the modified questionnaire were requested to review the tasks and if the number given still reflected the 1.nrel of technical knowledge, the conditions for mani- pulativeskill, or the degree of industry training, they were to insert the same number in the appropriate column.Iftheindicated number was not applicable, they were to indicate the number which now relates to their particular Job requirements, Blank spaces were provided on both questionnaires at the conclusion of each topic so that tasks that were not identified in the 1966 survey could be inserted and considered in the review of the data. Respondents to both questionnaires were required to complete the Men and Freq (frequency) columns.

431 Both survey questionnaires had five columns requiring a response for each of 508 tasks to be considered in determining job requirements: column 1, the number of men performing the task; column 2,the frequency with which the task is performed; column 3, the technical knowledge required to accomplish the task: column 4, the conditions under which manipulative skill is used to accomplish the task; and column 5, the degree of training offered in the industry. Data was collected during the resurvey for 10,916 of the mechanics employed in the companies studied. This resurvey of 30 percent of the original companies studied in 1966 represents 63.2 percent of the mechanics originally surveyed. This number was more than sufficient to enable a reliable comparative analysis of the two survey instruments to be made.

INTERPRETATION OF SURVEY RESULTS On the following pages are the tables presenting all of the data collected by the resurvey. Each table has a major topic heading and shows the subtopics performed by the aviation mechanic. The subtopics are arranged in descending order from most frequent to least frequent, as determined by the percent of mechanics performing that task. KEY TO TABLES A Dataispresentedinsix columns with the headings identified as N, F, T, M, I, and as shown in the example below.

N F I T M I

The headings represent the following: N - Percent of mechanics performing the task F - Frequency with which the task is performed T - Technical knowledge required to perform the task M - Manipulative skill required to perform the task

I- Industry training offered - National Advisory Committee recommendations for T/K level

Each of the first five columns is divided in accordance with the four industrial categories, identified by A, 0, L, and S, as shown in the example below.

432 AOLSN AOLSF AOLST AOLSM A OLSI

These headings represent the following: A - Airline line stations O - Airline overhaul stations L - Large general aviation companies S - Smill general aviation companies Data applicable to the N column is represented by the following symbols which indicate the percentage of mechanics performing each task: Tasks performed by less than 2 percent of the mechanics in that industrial category

$ - T asks performed by 2 to 5 percentof the mechanics in that industrial category

+ - Tasks performed by 5 to 10 percentof the mechanics in that industrial category 1-9 - Tasks performed by 10 to 99 percent of the mechanics in that industrial category(1 = 10 to 19 percent of the mechanics; 2 = 20 to 29 percent ofthe mechanics; 3 = 30 to 39 percent of the mechanics, etc.). A N F T M I AOLSAOLSA OLSAOLSA OLS R

$ - + 1

Data applicable to the F column is represented by the followingletters which indicate the frequency with which the task is performed:

L The job is performed semi-annually or less often (low frequency) M The job is performed monthly (medium frequency)

H The job is performed daily or weekly (high free- .ncy) No Letter - The task is not performed.

A T M I AOLSN A FOLSAOLSAOLSA OLS R $ -+ 1HHLH

433 Data applicable to the T column is represented by the following numbers which indicate the technical knowledge required to perform a given task: 1 - Knowledge (knowledge of where information is to be found and the abilityto follow directions) 2 - Comprehension(ability to interpret information and drawings needed in performing a Job) 3 - Application (knowledge and understanding of principles and processes and the ability to apply them to specific situations)

4- Analysis (ability to break down a malfunction into its fundamental parts in order to trouble-shoot) 5 - Synthesis (ability to put together knowledge of principles and procedures to complete repairs including the construction of new or substitute parts)

N F T M 1 A A o L SA O L SA O L SA O L SA OLS R

$-+ 1HHLH3333

Data applicable to the M column is represented by the following numbers which indicate the conditions under which manipulative skill is required by the task:

1- Not needed 2 - Reasonable time limit, no job planning required 3 - Reasonable time limit, Job planning required 4 - Time critical, no job planning required

5- Time critical, job planning required

N F T M 1 A O L SA O L SA O L SA O L SAOLS

$-+ 1 11 H L H33333 43

Data applicable to the 1 column is represented by the following numbers which indicate the degree of training offered by industry:

1 - No training offered 2 - Orientation or familiarization training offered 3 - Basic or general information training offered 4 - Training in depth offered

434 N F T M 1 A A O L SA O L SA O L SA O L SAOLS R 4

$.. + 1 HHLH33333433 3 4 23

Beginning with Table 44, the M column is replaced by the A/S column, as in the example below. The applicable A/S data is represented by the following numbers which indicate whether accuracy or accuracy and speed are required in performing each task:

1 - The task must be performed with accuracy 2 - The task has to be done with accuracy and speed (Note: Table 52, Ethics and Legal Responsibilities, does not have an M or A/S column because neither of these factors is applicable to the topic.)

N F T A/S 1 A AOLSA OLSA OLSAOLSA OLS R

$ -+ 1HHLH 3333 1 2 1 1 33 23

Data displayed in the 11 column represents the technical knowledge level recommended by the National Advisory Committee for that task. The definition of levels for the aLolumn is the same as the definition given above for the T column.

N F T M/S I A A O L SA O L SA O L SA O L S R t AOLS

$-+ 1 HHLH3333 1 2 1 1 3323 3

Note:When a blank appears in all six columns in any one industrial category, it means the task is not performed by that industrial category.

435 TABLE I. WOODWORK AOLSN AOLSF AOLST AOLSM AOLSRI A

MAKE RIB kEPAIR $ 2 L L 1 2 23 1 1 1

USE GLUES AND CLAMPS -62 H H H L 3333 33 1 3 3333 3

IDENTIFY WOOD DEFECTS $ 2 L L 1 3 1 3 33 3

BUILD A RIB $ 1 L L 1 3 33 1 1 1

BUILD WING SECTION S 1 L L 1 3 23 1 1 1

MAKE SPAR SPLICE $ I L L 1 3 33 1 1 1 1

USE NACA AIRFOIL SPECIFICATIONS -+ L L 3 3 33 1 1 1

CONSTRUCT JIGS - 2 H M L L 33 13 2433 1 433 2

SELECT MATERIALS - 6 2 L H L L 33 1 3 3333 3 1 33 2

HANDLE AND STORE WOOD 1 H L L L 31 1 3 2 133 3 1 33 1

TEST STRENGTH OF SPLICES - 1 L L 1 3 33 33 2

MAKE APPRUVED SPLICES $ 2 L L 13 33 33 1

REPAIR OF INTERIOR WOODWORK* -- 1 H H L 3 1 3 333 333 1

TABLE 2. FABRIC COVERING AOLSN AOL5F AOLSI AOLSM AOLSRI A INSPECT AND REPAIR STRUCTURE FOR COVER + 3 L L M 2 3 3 2 3 3 2 3 3 3

SELECT MATERIALS S3 L LM 3 33 3 33 3 33 1

PERFORM HAND SEWING S3 L LL 3 33 3 33 1 33 2 COVER WING, STRUCTURE. OR CONTROL SURFACE $ 3 L L L 3 3 3 3 3 3 3 3 1 2

REPAIR FABRIC - -+ 4LLIM 233 3 333 3 343 3 2 PERFORM FABRIC PROTECTION AND TESTING - -+ 3 L L M M 333 3 332 3 343 3

PERFORM PUWER SEWING - 2 H L L 2 3 3 3 3 3 2 3 2 2

436 TABLE 3. PAINTING AND FINISHING

N F AOLSAOLSAOLST AOLSM AOLSRI A

PREPARE SURFACE AND PRIME $ + + 6H H H M 2333 233 3 3433 2

BRUSH PAINTING - S3 HHHM 2233 3323 2333 2

SPRAY PAINTING $ ++ 5MHHM 333 3 3333 2333 2

LAYOUT LETTERS AND MASK - ++ 5M H H M 3333 3333 2433 I

LAYOUT TRIM DESIGNS $ $$4 M H M L 2333 3333 3333 1

INSPECT AND IDENTIFY DEFECTS $ + + 6 H H H M 3333 3333 3433 3

TOUCH-UP PAINTING 1 1 1 6 H H H H 3 333 232 3333 2

APPLY DOPE $ 5M L M 3 33 3 33 3 33 2

437 TABLE 4. SHEET METAL AOLSN AOLSF AOLST AOLSM AOLSRI A

INSTALL CONVENTIONAL RIVETS 4 2 2 8 HHHM 2 333 3333 3433 3

DIMPLE METAL 2 1 7 M H H M 3333 333 3 3433 3

INSTALL SPECIAL RIVETS 2 2 1 6 H H H H 3 333 433 3 3433 3

INSTALL SPECIAL FASTENERS 2 2 1 6 HHHM 3 333 4333 3433 2

MAKE PATCHES 3 2 2 8 HHHM 3 333 4 333 3433 3

MAINTAIN AERODYNAMIC SMOOTHNESS 3 2 15 HHHM 3333 3333 33 33 2

FABRICATE FROM TEMPLATE 1+ 5 M H M L 3333 3333 443 3 2

HAND FORMING ++ 1 5 M H M L 3331 333 3 3333 3

PROTECT METAL FROM DAMAGE 32 2 6 HHHM 3333 3323 3423 2

USE BEND ALLOWANCE 1 1 1 5 H H H L 3333 33 3 3 3433 3

IDENTIFY AND CONTROL CORROSION 3 2 2 7H H H H 3333 4333 33 33 3

REPAIR STRUCTURE 2 2 2 7HHHM 3333 4333 3433 3

USE ADHESIVE METAL bONDING 2 2 +ZHHHM 3333 4333 3433 3 r DEVELOP TEMPLATE FROM BLUEPRINT + 1+ 5 M H M L 3333 3333 3433 2 INSPECT AND REPAIR PLASTICS AND FIBERGLASS + 1 6 HHHM 3333 43 3 3 34 33 3 SHAPE METAL I.E. HOT WORKING, COLD WORKING. CASTING. CHEMICAL MILLING, ETC. $ 1$ 2 H H H L 33 33 333 3 3333 1 REPAIR HONEYCOMB AND LAMINATED STRUCTURE 2 1+ 2H H H H 33 33 435 3 3433 2 NOTE: PROTECT METAL FROM DAMAGE-THEORY ONLY

438 TABLE 5. WELDING AOLSN AOLSF AOLST AOLS/1 AOLSRI A 1 SOLDER 1 2 1 6 HHHM 3 3 3 3 2 3 3 3 3 3 3 1 2

IDENTIFY TYPES OF WELDED JOINTS ++ 15 LliMM1? 3 3 3 3 3 3 2 :1 2 3 1

WELD STAINLESS STEEL - +$3HHHM 3 2 3 3 3 3 3 3 4 3 1 I 2

ARC WELDING $ + $ 2 MHML 3 2 3 3 3 3 3 3 3 41 1 2

SOLDER STAINLESS STEEL $ 1$1MHIL 3 3 3 3 3 333 3 12

FABRICATE TUBULAR STPXOURES -6$3HHLL 3 3 3 3 33 3 3 3 3 3 3 2

CONTROL ALIGNMENT WHILE WELDING $4-Z3HHLL 3 2 3 3 3 3 3 3 3 3 2 1 2

INSPECT AND TEST WELDS -$$4HHHM 3 2 3 2 2 3 3 3 4 3 3 1 3

WELD STEEL (GAS! $ +$5M H M M 3 3 3 3 3 3 3 3 3 3 2 3 2

WELD ALUMINUM -+ 1 2 M H H M 3 2 3 3 3 3 33 431 1 2

BRAZE + + + 1 HHHM,3 2 3 3 3 3 3 3 312 I

TANK RErAIR - $ - 2 H H M L 3 3 3 3 3 3 3 3 1 3 3 1 1

WELD MAGNESIUM -$- M H M 333 333 341 1

WELD TITANIUM - S - H H H 3 3 3 3 3 3 4 3 I '1

TABLE 6. ASSEMBLY AND RIGGING A AOLSN AOLSF AOLS1 AOLSM AOLSRI A

USE MANUFACTURER'S AND FAA 4 SPECIFICATIONS 4 1 3 8 H H H H 233 34333 3 3 3 3 3

RIG MOVABLE SURFACES 44 2 7 HHHH 3 3 3 3 4 3 3 3 4 4 3 3 3

RIG FIXED SURFACES .$2 ILHHM2331 3 3 3)44 33 3 RIG AIRCRAFT 2. 2 6MHHMSW33334 4 312

USE TRANSIT - - . 3 LHML 33 3 3 13 331311 I

TRAM AND ALIGN STRUCTURE $$ 45LMML 2 3 3 3 113 3113 3 3

BALANCE CONTROL SURFACES 2 - I 5 LHHM2 313 3 $ 3 3 33113

439 TABLE 7 LANDING GEAR

N F T 14 A O L S A O L S A O L SA O L SAO L S 1 El SERVICE AND REPAIR

LANDING GEAR 6 129 HHHH 3333 4323 3433 INSPECT AND REPLACE TIRES AND WHEELS 6 1 29 HHHH 3333 3423 3423 3 SERVICE AND REPAIR

LEVELING DEVICES 4+1 1 HHHH 3333 3333 3433 2

SHOCK STRUTS 6 126 HHHH 5333 4433 3422 2

NOSE WHEEL STEERING 5+28 HHHH 3333 4323 3443 2

BRAKES 6 129 HHHH 3433 3423 3423 3

JACK AIRCRAFT AND TEST GEAR 5+28 HHHH 3333 3333 3333ICI INSPECT DAMAGE AND WEAR TO LIMITS 4 128 HHHH 3 433 3433 33 33 3

CHECK ALIGNMENT 2+27 HHHH 3333 3433 3 SERVICE AND REPAIR

ANTI-SKID DEVICES + 1 4 HHHH 3333 3423

440 TABLE 8. HYDRAULIC AND PNEUMATIC SYSTEMS AOLSN AOLSF AOLST AOLSM AOLSI I OPERATE AND SERVICE HYDRAULIC SYSTEM AND COMPONENTS 6228 H H H H 3 3 3 3 33 33 3333 OPERATE AND SERVICE PNEUMATIC SYSTEM AND COMPONENTS 51 16 H H H H 3333 3 4e'3 3433 IDENTIFY VARIOUS TYPES OF HYDRAULIC SYSTEMS 5 1 36 H H H H 3333 3333 3323 IDENTIFY VARIOUS TYPES OF PNEUMATIC SYSTEMS 5 1 25 H H H H 3333 3323 3333

IDENTIFY HYDRAULIC FLUIDS 6238 H H H H 3333 3223 3323

INSTALL FITTINGS AND LINES 61 28 H H H M 3333 3423 3333 INSPECT AND REPAIR HYDRAULIC SYSTEM AND COMPONENTS* 6 1 28 H H H H 3433 3433 3323 INSPECT AND REPAIR PNEUMATIC SYSTEM AND COMPONENTS 5 1 25 H H H H 3433 3333 3433

FABRICATE ALUMINUM LINES 3$ 1 7 H H M M 3333 2233 3333

FABRICATE STAINLESS LINES 3$ 1 4 M H H M 3333 3233 3333

TABLE 9. FUEL SYSTEM AoesN AOLSF AOLST AOLSM AOLSI IDENTIFY FUEL SYSTEMS 513 7 H H H H 3 3 332 2 3333 2 3 CHECK AND SERVICE FUEL SYSTEMS AND COMPONENTS 7 1 3 8 H H H H 3 3 3 3 3 3 2 3 3 4 3 3

IDENTIFY FUELS 5 1 2 8 H H H H 3 2 2 3 2 2 2 2 12 3 3 SERVICE FUEL DUMP SYSTEMS 4 1+ 2HHHL 3 3 3 3 3 3 231433 FABRICATE AND REPLACE LINES AND FITTINGS 31 28HHHH3 33 333 3 334 3 3 INSPECT AND REPAIR FUEL SYSTEM COMPONENTS 4 1 3 8 H H H H 3 4 3 3 34 23 3 413

REPAIR AND SEAL FUEL TANKS 3 2 1 6 LHML 23 3 3 3 3 3 3 3 4 3 3

III TABLE 10 AIR CONDITIONING AND PRESSURIZATION AOLSN AOLSF AOLST AOLSM AOLSRI A CHECK AND SERVICE PNEUMATICS AND HEAT EXCHANGERS 41 1 3 H H H H 3333 3323 3433 2 INSPECT. REPLACE OR REPAIR

PNEUMATIC SYSTEM COMPONENTS 5 1 24 HHMM 3333 3433 3433 1 AIR CONDITIONING SYSTEM COMPONENTS 4 1 23 HHMM 33 33 3333 3434 1 -.--. CHECK AND SERVICE HEAT AND COOLING SYSTEMS AND THEIR CONTROL SYSTEMS 5 4. 1 5 HHHM 3333 3323 3443 2 CHECK AND SERVICE OXYGEN SYSTEMS 6 I 26 NW 3333 3333 3433 2 CHECK AND SERVICE AIRCRAFT PRESSURIZATION AND CONTROL SYSTEMS 1 2 HHHMJ33 33 3323 3442 2 INSPECT. REPLACE OR REPAIk PRESSURIZATION SYSTEM COMPONENTS 4 12 2 H H M M . 333 3433 3433 2 OXYGEN SYSTEMS AND COMPONENTS 5 1 3 5 HHMM 33 33 3433 3433 2 TROUBLESHOOT AND REPAIR AIR CONDITIONING AND PRESSURI-

ZATION SYSTEMS 2 1 1 3 H H H M 4444 4433 4433 2

442 TABLE 11. ELECTRICAL POWER AOLSN AOLSF AOLST AOLSM AOLSI APPLY ELECTRON THEORY AND FUND- AMENTALS OF ELECTROMAGNETISM

IN READING AND ANALYZING DC AND AC CIRCUITS AND DIAGRAMS 2 1 1 6 HHHH 4 4 3 3 3 3 3 3 3 4 3 3 IN OPERATION AND TESTING OF DC AND AC ELECTRICAL COMPONENTS 2 1 1 6 HHHH 4 4 3 3 3 3 3 3 3 4 3 3 APPLY ELECTRICAL MEASURING AND INDICATING DEVICES FOR

MEASUREMENT OF VOLTAGE. CURRENT. AND RESISTANCE 2 2 1 7 HHHH 3 3 33 3 3 2 2 3 3 3 3 CHECKING OF CONTINUITY AND ELECTRICAL LEAKAGE 2 2 1 7 HHHH 3 3 33 3 2 3 3 3 3 3 3 PROMOTE AND PRACTICE ELECTRICAL SAFETY AND HAZARD PRECAUTIONS 5 3 2 7 HHHH 3 1 3 3 3 1 3 2 4 33 3 APPLY ELECTRON THEORY AND FUND- AMENTALS OF ELECTROMAGNETISM

IN TROUBLESHOOTING AIRCRAFT WIRING AND ELECTRICAL INSTALLATIONS 2 +16HHHH 3 4 4 3 3 3 3 3 3 4 3 3 APPLY ELECTRICAL MEASURING AND INDICATING DEVICES FOR

CALCULATION OF RESISTANCE AND CONDUCTIVITY 1 114 H H H M 33 3 3 2 233 4 3 3 3 CHECKING AND MEASURING CAPACITANCE 1 1 + 4 H H H M 333 3 3 3 33 3 3 3 3

CHECKING AND MEASURING INDUCTANCE 1 * +3HHHM333331333333

44S TABLE 11. ELECTRICAL POWER ICONTINUEDI

I AOLSN AOLSF AOLST AOLSM AOLSRI 4 ---1 TROUBLESHOOT AND REPLACL DC AND AC MOTORS AND CONTROL UNITS 2 21 6 HHHM 32 4 3 3 3 3 3 3 3 3 3 3 CHECK AND REPLACE RELAYS, SOLENOIDS. SWITCHES AND RHEOSTATS 2 2 1 7 HHHH 32 3 3 3 3 3 3 3 33 3 3 CHECK AND REPLACE TRANSFORMERS. RECTIFIERS AND FILTERS 11+ 4HHHH 32 3 3 3 2 3 3 3 33 1 2 CHECK AND REPLACE ELECTRICAL PROTECTIVE DEVICES 2 1 1 6 HHHH 333 332 333333 2 APPLY ELECTRON THEORY AND FUND AMENTALS OF ELECTROMAGNETISM

IN TROUBLESHOOTING AIRCRAFT AC POWER SYSTEMS 2 + + 3 H H H H 44 4 4 3 4 3 3 4 43 3 2

IN TROUBLESHOOTING AIRCRAFT DC POWER SYSTEMS 2 +1 6 H H H H 44 4 4 3 4 3 3 4 43 3 2

APPLY ELECTRICAL MEASURING AND INDICATING DEVICE4 FOR

MEASUREMENT AND CALCU- LATION OF POWER 1 1 1 3 HHHM 3 333 3 2 3 2 3 33 1 2 CHECKING AND TESTING THERMO COUPIAS 1 4 1 5 H H H M 33 3 3 2 3 3 3 3 33 2 2 TROUBLESHOOT AND REPLACE DC AND AC GENERATOR EQUIPMENT 3 1 1 6 HHHM 44 4 3 3 4 3 3 3 33 3 3 ...... e INSTALL AND REPAIR ELECTRICAL WIRING AND DISTRIBUTION ------EQUIPMENT 2 1 1 6 HHHH 23 3 3 3 333 3 33 3 i TEST AND REPAIR AIRCRAF; GENERATOR AM) INVERTER CONTROL SYSTEMS 1 4 +5 H H M M 34 3 3 3 4 3 3 3 43 3 1

444 TABLE 11. ELECTRICAL POWER ICONTINUEO--2I

AoLSN AOLSF AOLST AOLSM AOLSRI APPLY BATTERY THEORY AND TEST EQUIPMENT To MAINTAIN AND TEST LEAD ACID BATTERIES 1 6 H H H H 3 3 3 3 2 3 2 3 3 3 2 2

TO TEST AND MAINTAIN EDISON CELLS AND NICKEL CADMIUM BATTERIES 1$ +4HHHM3 33 332 23 33 33 TO OPERATE AND MAINTAIN BATTERY CHARGERS ---.---____1 7 M H H H 3 3 3 3 3 3 2 3 3 3 3 2 CHECK AND TROUBLESHOOT SOLID STATE INVERTER:. 1 ++ 3 H H H M 3 4 433 3 3 3 3 4 3 3 INSPECT, TEST AND REPAIR AIRCRAFT MOTORS, GENERATORS AND INVERTERS ++ 1 6 H H H H 3 4 3 3 3 3 3 3 3 3 3 3 APPLY BATTERY THEORY AND LEST EQUIPMENT

TO TEST AND SERVICE DRY BATTERY EQUIPMENT HmHM 3233 32323333 1 4 7 CHECK AND TROUBLESHOOT SOLI) STATE SWITCHING DEVICES 1 + . HNHM 4 4 4 3 3 3 2 3 3 4 3 3 2

TEST AND REPAIR SOLID STATE. INVERTERS AND SWITCHING DEVICES * * S 2 H H H H 3 4 3 3 3333 3 4 3 3

44S TABLE 12. FLIGHT INSTRUMENTS AOLSN AOLSF AOLST AOLSM AOLSRI A TROUBLESHOOT AND MAINTAIN

MAGNETIC COMPASSES AND HEADING INDICATORS + 1 4 HHHH 3333 3333 4433 2 AIRSPEED INDICATORS AND MACHMETERS + 1 4 HHHM 3343 4333 4433 2 ALTIMETERS. RATE CF CLIMB AND VERTICAL SPEED INDICATORS + 1 3 HHHM 3333 3333 4433 2 CLOCKS AND ELAPSED TIME INDICATORS + 1 3 HHHM 3343 2333 4333 1 TEMPERATURE AND PRESSURE INSTRUMENTS 1 1 1 3 HHHM 3333 3333 34 33 2 TURN AND BANK. HORIZON. AND YAW INSTRUMENTS + 1 3 HHHM 3333 . 333 4433 2 FLAP AND CONTROL SURFACE POSITION INDICATORS 1 1 1 5 HHHM 3343 3333 3433 2 -----, TROUBLESHOOT AND MAINTAIN

PITOT STATIC. RAM AIR AND VACUUM SYSTEMS + 1 6 HHHM 3333 3333 4433 2 RESISTANCE AND THERMOCOUPLE INDICATOR SYSTEMS 1 +1 5 H H H M 3333 3433 4433 2 SYNCHRO REMOTE INDICATION SYSTEM 1 + + 3 HHHM 3443 3323 4433 2 TEST AND REPAIR

COMPASSES AND HEADING INDICATOR SYSTEMS 1 $$1HHHM 3443 343 3 4433 1 AIRSPEED. RATE OF CLIMB AND ALTITUDE INDICATOR SYSTEMS 15+ 1HNHM3443 343 3 4433 2 TEMPERATURE AND PRESSURE INDICATION SYSTEMS 1 $ + 1 HHHM 3433 34 33 443 3 2

446 TABLE 12. FLIGHT INSTRUMENTS (CONTINUED)

N F T I A AOLSAOLSAOLSAOLSM AOLSRI 1 1 TROUBLESHUOT AND MAINTAIN

ELECTRONIC INDICATING AND COMPUTING SYSTEMS 1 + + 2 H H H M 3443 3333 443 1 1 INTEGRATED TYPE OF FLIGHT INSTRUMENTATION 1 + + 1 H H H M 3443 3443 4433 1 TEST AND REPAIR

ELECTRONIC COMPUTERS AND INTEGRAT:NG SYSTEMS + $ $ 1 H H H L 3343 3443 44 42 1 SYNCHRO SYSTEMS AND MAGNETIC AMPLIFIERS +$+ 1 H H H L 3433 3333 3433 1

447 TABLE 13. AUTO PILOTS AND APPROACH CONTROLS AOLSN AOLSF AOLST AOLS41 AOLSRI A OPERATE AND CHECK AUTO PILOT AND APPROACH CONTROL SYSTEMS 1 + + 2 H H H H4 4 4 3 2 4 3 3 4 4 4 3 1 TROUBLESHOOT AND MAINTAIN

FLIGHT CONTROL SERVO UNITS 14+ 2HHHL 4 4 3 3 3 33 3 4 4 3 3 1 CHECK AND TROUBLESHOOT AUTO PILOT INTERLOCK SYSTEMS 1 + 4 1 H H H M 4 3 4 3 2 4 3 3 4 4 4 3 1

TROUBLESHOOT AND REPLACE AUTO PILOT AND APPROACH CONTROL COMPUTERS AND AMPLIFIER UNITS IS+ 2HHHM 4 4 4 3 2 4 3 3 4 4 4 3 1 TROUBLESHOOT AND MAINTAIN AUTO PILOT SIGNAL SOURCE UNITS 1 4 + +HHHM 4 4 4 4 3 3 3 3 4 4 4 2 1 POWER SUPPLIES AND PHASE CONTROL 1+41HHHM444433334442 1 INSPECT. TEST AND REPAIR

AUTO PILOT CONTROL AND INTERLOCK SYSTEMS +4+ 4HHHM 4 3 33 413 3 4 4 33 0 . ...-...... -.4.-...-4 TROUBLESHOOT AND MAINTAIN HORIZONTAL STABILIZER CONTROL AND MACH TRIM SYSTEMS 13. 1HHHL 4 4 4 4 3 233 4 4 3 3 1

YAW DAMPER SYSTEMS 14$1HHHL 4 4 4 4 4 311 4 4 4 2 1

AUL APPROACH CO*IROL 1$ 4+HHHL 4 4 4 4 3 33 3 4 4 4 2 1

4. TABLE 13 AUTO PILOTS AND APPROACH CONTROLS - CONTINUED r- N F T N A AOLSAOLSAOLSAOLSAOLSRI INSPECT. TEST AND REPAIR AUTO PILOT AND APPROACH CONTROL AMPLIFIERS. COMPUTERS AND COUPLERS + $ + $ H H H M 4333 3332 4443 0 TROUBLESHOOT AND MAINTAIN

GLIDE PATH EXTENSION AND RELATED DATA COMPUTERS I $$+HHHL 4444 3333 4442 1 INSPECT. TEST AND REPAIR AUTO PILOT FLIGHT CONTROL SERVOS AND DRIVE MECHANISMS + $ + + HHHM 3333 3333 4443 0 AUTO PILOT SIGNAL SOURCE SYSTEMS ANO UNITS + $ + + HHHM 4333 3333 4443 0

449 TABLE 14. AIRCRAFT COMMUNICATIONS AND NAVIGATION EQUIPMENT AOLSN AOLSF AOLST AOLSM AOLSRI A INSPECT AND REPAIR

ANTENNA INSTALLATIONS 1 ++ 7 H H H M 3 3 33 32 23 3 33 3 RADIO RACKS AND RELATED EQUIPMENT 2 ++ 5HHHM 3 3 33 42 23 3 32 3 RADIO AND ELECTRONIC WIRING. SWITCHING AND PROTECTIVE SYSTEMS 1 ++ 5HHH1142 33 42 33 3 33 1 OPERATE AND CHECK AIRCRAFT HF AND VHF RADIO RECEIVERS AND TRANSMITTERS 1 S S 3 H H H H 3 3 33 4323 3431 CHECK. TROUBLESHOOT AND REPLACE VHF RECEIVER AND TRANSMITTER SYSTEMS 1 SS2HHHM 4 4 33 44 2 3 4 43 1 HF RECEIVcR AND TRANSMITTER SYSTEMS + S $ 1 HHHM 4 4 33 44 23 4 43 1 I CHECK AND REPLACE

GYRO AND RADIO COMPASS SYSTEMS 1 * S 4 H H H M 13 33 44 23 3 43 I

ADF AND VOR SYSTEMS 1 +S 3HHHM 3 3 13 44 23 3 43 1 MARKER. LOCALILER AND GLIDE SLOPE RECEIVERS +S2HHHM3133 44 23 343 1 INSPECT AND REPAIR

CONTROL UNITS AND PANELS 1 ++ 4HHHL43 33 43 23 3 331 HEADSETS. MICROPHONES AND SPEAKERS 1+ 4 H H H M 33 33 4323 33 3 I

450 TABLE 14. AIRCRAFT COMMUNICATIONS AND NAVIGATION EQUIPMENT - CONTINUED AOLSN AOLSF AOL5T AOLSM AOLSRI A CHECK AND REPLACE

DME AND DMET SYSTEMS AND OFF.. COURSE COMPUTERS 1 $ $ 2 HHHM 3 333 4 42 3 3432

WEATHER RADAR SYSTEMS 1 + $ 1 HHHM 4333 4 42 3 342 1 CHECK. TROUBLESHOOT AND REPLACE

FLIGHT COMPARTMENT INTER- PHONE SYSTEMS 1$$1HHHH 3433 4 42 4 4433 SERVICE AND PASSENGER COMP- ARTMENT INTERPHONE SYSTEMS 13$1HHHM 3333 4 33 3 4331 CHECK AND REPLACE SELCAL AND TRANSPONDER SYSTEMS 1+$ 1HHHL 4333 4 42 3 443 1 CHECK. TROUBLESHOOT AND REPLACE PASSENGER ANNOUNCEMENT AND ENTERTAINMENT SYSTEMS 1 +$2HHHM 3333 4 43 3 343 1 CHECK AND REPLACE FLIGHT DIRECTORS, DATA COMP- UTERS AND INTEGRATING SYSTEMS 1 +$ 1HHHM 4333 4 42 3 3431 LORAN, DOPPLER RADAR, RADAR ALTIMETERS - 1 HHHM3433 4 32 3 4433 RADIO ALTIMETERS AND TERRAiN CLEARANCE INDICATON SYSTEMS 1 + $ 1 HHHM 3333 4 34 3 4433

FLIGHT RECORDERS 2 + - S H H H M 3333 4332 3423

451 TABLE 15 ENGINE INSTRUMENTS - ELECTRICAL AOL5N AOLSF AOLST AOLSM AOLSAI A INSPECT. LEST AND REPAIR

ELECTRICAL CONNECISONS AND WIRING 1 + I 6 HHHH 3433 2333 3333 INSTRUMENT PANELS AND UNIT MOUNTINGS 1 +16H H H K 3933 2333 3333 TROUBLESHOOT AND REPLACE

PRESSURE INDICATION SYSTEMS 2 1 1 6 H H H M 3333 2433 3431

TEMPERATURE INDICATION SYSTEMS 21 16 HHHH 3333 2433 3331 TACHOMETERS AND kPM INDICATORS 3116 H H H M 3343 2433 3433 INSPECT. TEST AND REPAIR

ENGINE INDICATING SYSTEM COMPONENTS I1$ 14 H H H H 3433 3333 4333 TROUBLESHOOT AND REPLACE

RATE OF FLOW INDICATION SYSTEMS 2 115 H H H M 2333 2333 3423

452 TABLE 16. AIRCRAFT FUEL AND OIL MEASUREMENT AND CONTROL AOLSN AOLSF AOLST AOLSM AOLSRI A PERFORM FUEL MANAGEMENT. TRANSFER AND DEFUELING 41+4 HHHM 3333 3323 3433 TROUBLESHOOT AND REPLACE

FUEL AND OIL ELECTRIC PUMPS, VALVES AND THEIR CONTROLS 32 2 7 HHHM 3433 443 3 3333 FLUID QUANTITY INDICATION SYSTEMS + 16 HHHM 3433 3 33 3 4433 FLUID PRESSURE AND TEMP- ERATURE INDICATION SYSTEMS 3 1 1 6 HHHM 3333 2333 3333

FLUID SYSTEM WARNING DEVICES 3 1 1 5 HHHM 3333 2433 3433 CALIBRATE AND TEST

CAPACITANCE FUEL AND OIL QUANTITY INDICATION SYSTEMS + 1 4 HHHM 3433 333 3 4433 FLOAT TYPE FUEL AND OIL QUANTITY INDICATION SYSTEMS 1 4. 14 HHHM 3333 3 33 3 3333

INSPECT AND REPAIR .

FUEL AND OIL PUMPS, VALVES AND OTHER CONTROL UNITS 2$ 1 5 HHHM 3333 4333 4333 . FLUID QUANTITY INDICATION EQUIPMENT 1$1 5 HHHM 3433 2333 4423 PRESSURE AND TEMPERATURE INDICATION AND WARNING SYSTEMS 1 $15HHHM 3333 2333 3323 TROUBLESHOOT AND REPLACE

PRESSURE REFUELING CONTROL EQUIPMENT 7 1 1 3 HHHM 3333 3433 3333

453 TABLE 17. AIRCRAFT LANDING GEAR ELECTRICAL UNITS AOLSN AOLSF AOLST AOLSN AOLS1 A TROUBLESHOOT LANDING GEAR POSITION INDICATION AND WARNIN6 SYSTEMS 2 +27 H H H M 3333 3433 3423 CHECK AND TROUBLESHOOT GROUND FLIGHT CHANGE OVER SWITCHES AND RELAYS 1 + 1 5 H H H M 3343 2433 3433

CHECKITAKhOFF WARNING SYSTEMS 2+ 14 HHHH 3333 2433 3433 INSPECTo TEST AND REPLACE

SPEED WARNING COMPONENTS 1+ 13 HHHM 3333 2333 3433

TAKEOFF WARNING COMPONENTS 1+ 13 HHHM 3333 2333 3433 LANDING GEAR ANU GEAR DOOR SWITCHES + 26 HHHM 3333 2333 3433 GROUND FLIGHT SWITCHES AND RELAYS + 14 HHHH 3333 2333 343 1 CHECK AND TROUBLESHOOT ELEC TRIC01 BRAKE CONTROLS AND ANTI SKID CONTROL SYSTEMS + 13 HHHM 3433 2433 3433 INSPECT, TEST AND REPLACE

ANTI-SKID CONTROL COMPONENTS + 12 HHHM 3333 2333 3433

454 TABLE 18. FIRE DETECTION AND EXTINGUISH- ING SYSTEMS

1 AOLSN AOLSF AOLST AOLSM AOLSRI A CHECK AND SERVICE

BIMETALIC, THERMOCOUPLE AND CONTINOUS STRIP FIRE DET- ECTION SYSTEMS 2+ 1 3 HHHM 2333 2333 3433 2

FIRE EXTINGUISHING SYSTEMS 5 1 14 HHHM 1 333 2433 3431 2 INSPECT. REPLACE OR REPAIR

COMPARTMENT FIRE DETECTORS AND SYSTEM COMPONENTS 3+ 12 H H H M 2333 3333 3433 2

I FIRE EXTINGUISHERS AND RE- LATED SYSTEM COMPONENTS 51 1 4 H H H M 3333 3323 3433 2 ENGINE AND NACELLE FIRE ! DETECTION COMPONENTS 3+ 13 H H H M 2333 2333 3423 2 CHECK AND SERVICE SMOKE AND CARBON MONOXIDE DETECTION SYSTEMS 1 i+2 HHMM 3333 2333 3333 1 INSPECT. REPLACE OR REPAIR

SMOKE DETECTION COMPONENTS I 4 4. 2 M H H M 3333 3333 2333 D

455 TABLE 19 ICE AND RAIN CONTROL AOLSN AOLSF AOLST AOLSM AOLSRI A CHECK AND SERVICE

POWERPLANT ICE CONTROL SYSTEMS 51 25 HHHM 4333 3423 3422 2 AIR SCOOPS AND LEADING EDGE ICE CONTROL SYSTEMS 5 1 1 5 H H M M 4333 4 433 3422 2 ELECTRICAL WINDSHIELD ICE CONTROL SYSTEMS + 14 HHHM 3333 3 433 3432 1 INSPECT AND REPAIR

POWERPLANT ICE CONTROL COMP- ONENTS 3 $ 1 5 HHHM 3333 3 333 3433 1 CHECK AND SERVICE ANTENNAS, ACCESSORIES, AND PITOT STATIC DEVICES + 16 HHHM 3333 2 433 3433 1 TROUBLESHOOT AND REPAIR WIND- SHIELD RAIN REMOVAL AND WINDOW DEFOGGING SYSTEMS 21 1 3 HHHM 4343 4 233 4433 1 INSPECT AND REPAIR AIR SCOOP AND LEADING EDGE ICE CONTROL SYSTEMS 3$ 15 HHHM 3333 3 333 3422 1 WINDSHIELD ICE CONTROL SYSTEMS 1 $ 1 3 HHHM 4233 4 233 443 3 1 CHECK AND SERVICE

PNEUMATIC WINDSHIELD ANTI- ICING AND DEFOGGING SYSTEMS 1$ 14 H H M M 3333 3 323 3422 1

456 TABLE 20. WARNING SYSTEMS

N F T M I A A O'L5 AOLSAOLSAOLSAO'L 5 R CHECK AND SERVICE HYDRAULIC POWER MD SYSTEM COMPONENTS 3 1 1 7 HHHM 3333 2333 3433

ICE AND RAIN PROTECTION' 4+ 14 HHHH 3333 2323 3433 1

LIGHTS AND LIGHTING 3+ 27 HHHM 3333 2323 3433 2

DOORS AND EMERGENCY WINDOWS 4+ 15 HHHM 3333 2332 3433 FLIGHT CONTROLS. FLAPS. SPOILERS AND LEADING EDGE DEVICES + 1 5 HHHM 3333 3333 3433 POWERPLANT STARTING AND VIBRATION 2 1 I5 H H H H 3333 3433 3433

OVERSPEED AND UNDERSPEED 2$ 14 HHHM 3333 2333 3433 ELECTRICAL PNEUMATIC AND OXYGEN SYSTEMS + 15 HHHH 3333 23 33 3433 INSPECT AND REPAIR WARNING SYSTEM COMPONENTS 2$14 HHHH 4333 4333 4433 1

457 TABLE 21 RECIPROCATING ENGINES AOLSN AOLSF AOLSI AOLSM AOLSRI A IDENTIFY TYPES AND PRINCIPLES OF RECIPROCATING POWERPLANTS + 38 L L H H 1 1 33 2 1 33 4333 2 CHECK AND SERVICE

FOURTEEN CYLINDER RADIAL

ENGINE OR LARGER ... 1 3 HLHM 2333 2333 2333 1 INSPECT AND REPAIR

FOURTEEN CYLINDER RADIAL ENGINE OR LARGER - 13 LLHM 3433 2333 4333 1

REMOVE AND INSTALL ENGINE .... - 27 LLMM3,33 3333 3433 3 CHECK AND SERVICE

CYLINDER -. -.. 26 LLHH 3433 2333 4333 3 INSPECT AND REPAIR

CYLINDER - 26 H L H H 2333 2333 2 333 3

GEAR REDUCTION SECTION - 24 HLHM 2333 2333 2333 2

SUPERCHARGER 1 5 HLHM 2 343 2333 2313 2

TROUBLESHOOT - 29 MLHH 4444 3323 4433 3

OPERATE ENGINE - 27 L L H H 3433 3433 4433 3

INSPECT AND REPAIR FOUR OR SIX CYLINDER OPPOSED ENGINE 27 H H 33 33 33 3 SEVEN OR NINE CYLINDER RADIAL ENGINE 1 6 H M 43 3 3 33 3

458 TABLE 21. RECIPROCATING ENGINES ICONTINUEO1

AULSN AOLSF AOLST AOLSM AOLSI CHECK AND SERVICE

GEAR REDUCTION SECTION - 14 L L M M 3433 3333 4333

SUPERCHARGER - 14 LLHM 3433 3333 4333 FOUR OR SIX CYLINDER OPPOSED ENGINE S 5 H M 33 33 33

SEVEN OK NINE CYLINDER RADIAL ENGINE $ 1 L M 33 33 3 3

OVERHAUL

FOUR OR SIX CYLINDER OPPOSED ENGINE 1 7 H H 33 33 33 SEVEN OR NINE CYLINDER RADIAL ENGINE 1 5 H M 33 33 33 2

CYLINDER -+ 4 L H M 1 33 1 33 333 3

GEAR REDUCTION SECTION - S 2 L M M 133 1 33 333 2

SUPERCHARGER - S 1 LHL 1 33 1 33 333

FOURTEEN CYLINDER RADIAL . . ENGINE uR LARGER - -+ L H M 1 33 1 33 33 3

459 TABLE 22. TURBINE ENGINES AOLSN AULSF AOLST AOLSM AOLSI -\-- IDENTIFY TYPES AND PRINCIPLES OF TURBINE ENGINES 4+ 32 HHHH 3333 3323 343 1

REMOVE AND INSTALL ENGINE 4 2 22 M H H L 3333 5533 4333 INSPECT AND REPAIR

TURBOJET 4 + 32 HHHH 3333 3333 3433 2

TURBOFAN 3 2 2 1 HHHH 3533 3333 3433 1

TURBOPROP -- L L 33 53 33 2

ACCESSORIES 31 22 HHHM 3 4,33 4333 3433 3 CHECK AND SERVICE

TURBOJET 3+ 32 HHHH 3533 3333 3433

TURBOFAN 5 2 2 1 HHHH 3333 3323 3433 1

TURBOPROP + + 22 HHHH 3333 3323 3433 2

ACCESSORIES 61 22 HHHH 3333 3333 3433 3

TROUBLESHOOT . 4 1 1 2 HHHM 4433 4423 w 433

OPERATE ENGINE 3 1 1 2 HHHM 3333 5423 4433 2 OVERHAUL

TURBOJET -$ H H 53 33 43

TURBOFAN ++ H H 33 53 33 1

TURBOPROP + + 32 HHHK 35 ?, 3 4333 3433 2

ACCESSORIES 1S+LHHL 3533 3343 3443

NOTE; IDENTIFY TYPES AND PRINCIPLES OF TURBINE ENGINES-THEORY ONLY

460 TABLE 23. LUBRICATING SYSTEMS I AOLS', AOLSF AOLST AOLS14 AOLSI IDENTIFY TYPES OF LUBRICATION SYSTEMS 41 3 6 HHHH 2 2 2 3 3 4 2 3 3 3 3 3 IDENTIFY TYPES AND SPECIFI-

CATIONS OF LUBRICANTS 4 1 3 6 H H H H 2 2 2 3 1 2 3 2 3 3 3 3 3

CHECK AND SERVICE COOLERS AND TEMPERATURE REGULATORS 4 $ 3 6 HHHM213 3 3 4 2 3 3 4 2 3 PUMPS AND VALVES 4$ 3 6 H H H m2 3 3 3 3 4 23 3 4 2 3 SEALS AND OTHER COMPONENTS 5 $ 3 7 HHHM 2 3 3 3 3 3 2 3 3 3 3 3 TANKS AND LINES 6$3 6HHHM 2 3 3 3 332 3333 3 INSPECT AND REPAIR

COOLERS AND TEMPERATURE REGULATORS 1 3 1 6 H H H M 2 3 3 3 33 2 33433

NAPS AND VALVES 1$ 1 6HHHM3 33 3 33 3 3 3 4 2 3

TANKS AND LINES 3$ 1 6HHHM 2 3 3 3 3 .!- ' '-', 3 4 3 3 SEALS AND OTHER COMPONENTS 3 $ 2 6 HHHM2 33333 , 3 3 2 3

ADJUST PRESSURE 41 2 6H H H M 3 4 3 3 2 4 3 3 3 433 INSPECT AHD IMPAIR

OIL. DILUTION SYSTEM 2 4HNM 2 3 $ 3 3 3 2 $ 3

CHECK AND SERVICE OIL DILUTION SYSTEM . 2 4 H H H M 2323 2 4 2 3 ? 4 3 1

NOTE IDENTIFY TYPES OF LUBRICATION SYSTEMS- tHEORY ONLY

461 TABLE 24. IGNITION SYSTEMS AOLSN AOLSF AOLST AOLSM AOLSR1 A 3 IDENTIr4 SPECIAL DANGERS OF HIGH ENERGY SYSTEMS 5I 2 4 HHHH 3 333 3333 3 433 3 CHECK AND SERVICE

TURBINE IGNITIONSYSTEMS 5 + 1 3 HHHm 4 333 3423 3 4 3 32

LOW TENSION SYSTEM - - I 4 L H H M 3 433 3333 3 4 3 3 INSPECT AND REPAIR

IOW TENSION SYSTEMS S - 2 5 HHHH 2 333 2523 2 4 3 3 2

BOOSTER STARTING SYSTEMS $- I 6HHHH 2 333 2423 2 4 3 3 2

TURBINE IGNITION SYSTEMS 4 I I 4 HHHM$333 3333 34 332

CLASSP`v TYPES Or MAGNETOS - 1 lt.HH3 I 3 3 134 3 3 CHECK AND SERVICE

BOOSTER STARTING SYSTEMS -- 13 LHHM 3 433 2433 3 4 3 3

BATTERY IGNITION SYSTEMS $- 15HHHM34333433 4 4 3 3 3

HIGH TENSION SYSTEMS - - I 6 L H H H 3 333 2433 3333 INSPECT AND REPAIR

BATTERY IGNITION SYSTEM SSI5HHHH 2 333 2423 2 4 3 3 2

HIGH TENSION SYSTEMS 1 -25 H H H H 2 233 2323 2333 NOTE: IDENTIFY SPECIAL DANGERS OF HIGH ENERGY SYSTEMS-THEORY ONLY

46) TABLE 25* FUEL METERING AOLSN AOLSF AOLST AOLSM AOLSR1 A INSPECT. MAINTAIN. AND TEST

GAS TURBINE FUEL CONTROL UNITS 1 +12 H H H M 3 3 3 33 3 3 3 3 4 3 3

ADI SYSTEMS ... - 1 1 I L H M 2 2 3 3 2 4 2 3 2 4 1I CARBURETOR DE-ICING AND ANTI -ICING - . 2 5 L L M H 2 2 3 3 24x32 433 CHECK AND SERVICE WATER INJECTION SYSTEM 3 6 I 2 H H H M 2 4 3 3 3 4 3 3 2 4 2 3 DETERMINE CAUSES OF DETONATION@ AUTO IGNITION. ETC 1 6 H N 4 3 3 3 3 3 INSPECT. MAINTAIN, AND TEST

FLOAT CARBURETORS + 7 H H 3 3 3 3 3 3 ...... ,,

INJECTION CARBURETORS ... - 15 LLHH21 3 3 2 4 3 3 2 4 332

INJECTION NOZZLES .. .. 2 6 HLHM2 2 3 3 2 4 2 3 2 4 3 3 2

TRIMTURBINE POWERPLANTS 3612 H H H M 34335 3 31 4 4 3 3 2

TABLE 26. INDUCTION SYSTEM . AOLSN AOLSr AOLSt AOLSN AOLSRI A INSPECT AND MAINTAIN CARBURETOR INTAKE AND INTAKE PIPES 2 7 HCHHMS3323MS

HEAT EXCHANGERS .. 2 6 HHHH 3 3 3 3 3 4 3 3 3 433

463 TABLE 27 PROPELLER (GENERAL)

N r T M I A AOLSAOLSAOLSAOLSAOL3R PERFORM SPECIALIZED PROPELLER INSPECTIONS + 4 H H M M 2333 3523 3543

PERFORM PROPELLER TRACK 1 7 141)114 2333 2333 3433 3

USE UNIVERSAL PROTRACTOR 2 5 H L H M 23 33 2333 54.33 3

APPLY THEORY OF THRUST 1 6 L L L M 3333 3223 2333 USE PROPELLER SPECIF- ICATIONS 2 6H L H M 3133 5223 3333

APPLY THEORY OF BALANCE .- + 4 HHLM 3333 2323 2333 IDENTIFY SPECIAL PROPELLER LUBRICANTS 1 4 H H10 M 1433 2333 3533 2

TABLE 28 FIXED PITCH PROPELLERS (WOOD) AOLSN AOLSF AOLST AOLS)4 AOLSI RA .... REMOVE AND INSTALL 5 L 3 3 3 0

REFINISH PROPELLER 2 L 3 3 1' D BALANCE VERTICAL AND HORIZONTAL 2.

TABLE 29. FIXED PITCH PROPELLERS IMETAL1

N F 1 M I A AOLSAOLSAOLSAOLSAOL SR No===------I., Am"- REPAIR PROPELLER (MINOR) 1 6 LHM 231 1)3 333 2

REMOVE AND INSTALL 1 6 H N 3 3 3 3 33 3

REFINISH PROPELLER $ 2 H H 1 3 3 3 13 D

BALANCE VERTICAL AND HORIZONTAL $ 2 L L 3 3 3 3 43 0

461 TABLE 30. GROUND ADJUSTABLE PROPELLERS AOLSN AOLSF AOLST ADLSM AoLsRI A

REMOVE AND INSTALL 1 2 L L 3 3 3 3 3 3 D DISASSEMBLE AND ASSEMBLE PER MANUFACTURER'S SPECIFICATIONS - 1 L L 3 3 3 3 3 3 D

REPAIR BLADES AND HUB IMINORI 1 2 L L 3 3 3 3 3 3 D

REPITCH PROPELLER S 1 L L 3 3 2 2 2 2 0

BALANCE S+ L L 33 3 3 33 U

TABLE 31. TWO POSITION AND CONSTANT SPEED PROPELLERS

AOLSN AOLSF AOLS1 AOLSM AOLSRI A

APPLY THEORY OF OPERATION 1 4 M H 43 23 3 3 I

REMOVE AND INSTALL 25 L L 33 33 3 3 3

CHECK OPERATION 25 L M 33 33 3 3 2 DISASSEMBLE AND ASSEMBLE PER MANuFACTURERIS SPECIFICATIONS - I L L 33 33 3 9 0

BALANCE PROPELLER S+ L L 43 3 3 4 4 1

OVERHAUL PROPELLER -+ M L ?3 3 3 3 3 D

TABLE 32. CONSTANT SPEED FEATHERING P OP LL Ns --IF--hOLSAOLSF "----T---AOLSAOLSM AOLSII APPLY 1HEuRY OF OPERATION - 25 MHM 133 2 3 3 4 3 3

REMOVE ANO INSTALL S 2 6 MMM 133 219 3 3 3 CHECK OPERATIM 11111311111:01311111=111=1113 DISASSEMBLE AND ASSEMBLE PER MANUFACTURER'S SPECIFICATIONS H H M 413 33 4Ma BALANCE PROPELLER 111110101HLM 333 334111:1:1:1101 1...... rerreurro OVERHAUL PROPELLER H H M 4 3 3 32 2III:IEIE11:1

463 TABLE 33. REVERSIBLE PROPELLERS RECOR0CAIING ENGINES

N F T m I AOLSAOLSAoLSAOLSAoLSEl APPLY THEORY OF oPEHATIuN -- 1 1 L H H M 3 4 1 3 3 3 13 3 6 4 3111

REMOVE AND INSTALL - -I*LLMM I 3 3 3 3 3 3 3 2 413 I DISASSEMBLE AND ASSEMBLE PER MANUFACTURER'S SPECIFICATIONS - ++ HHM 4 3 3 3 3 3 4A3 OVERHAUL PROPELLER - -+ N M M 4 33) 3 3 4 3 3

TABLE 34 REVERSIBLE. PROPELLERS TURBINE ENGINES AOLsN AOLSF iAOLST AOLSM AOLS 1 I:I -...1 APPLY THEORY OF OPERATION I- 1 2H H H M 3333 32 33 3 443101

REMOVE AND INSTALL - I2 H M H M 3333 33 33 3 443 DISASSEMBLE AND ASSSMBLE PER MANUFACTURER'S SPECIFICATIONS - - ++HHML I 333 2133 4 443 1

OVERHAUL PROPELLERS - -S H M L 233 323 443 D CHECK AND SERVICE TURBOPROP ENGINE BRAKE H H H L 2333 33 33 2443 1

TABLE 35. GOVERNORS ------_ --- N AOLSAOLSF AOLSt AOLSPI AOLSRI A LINE INSPECTION AND ADJUSTMENTS + - 15 H M H M1 4 3 3 1 3 3 3 11 332 APPLY THEORY OF OPERATION s S 2 5 mlitiM 3 3 3 3 13 333 431

SERVICE SYNCHRONIZATION S1S1EM S- 13 HHHM2 4 33131314 3 3 DISASSEMBLE AND ASSEMBLE PER MANUFACTUKER'S SPECIFICATIONS - S I mHm 2 33 3 21 4 13D CHECK AND SERVICE bLEED VALVE GOVERNOR I - * I MHHL2 43314133433 2

BENCH TEST - , . . , + HHL 333 ) 3 3 4 331 OVERHAUL 60vERNOR -SI HHL 2 33 113 4130

466 TABLE 36a DRAFTING AOLSN AOLSF AOLST AOLSM AOLSI A USE AND INTERPRET STANDARD BLUEPRINT INFORMATIUN 3 7 3 4 L H N M 2 2 3 3 2 3 2 3 34 21

CARE OF BLUEPRINTS 2 1 2 4 HHHM 3 3 3 3 2 3 3 3 3 32 1 INTERPRET AND APPLY DATA IN TITLE BLOCK, BILL OF MATERIALS, '11C. -62 2 H H H M 2 2 3 3 23232 3 2 2

DRAW SHOP SKETCHES - ++3 H H H M 2 3 3 3 2 3 2 3 2 3 2 1 USE APPROPRIATE SYMBOLS I.E.. HYDRAULIC. ELECTRICAL, ETC. 1 4 2 1 H H H L 3 2 3 3 2 2 3 2 1 3 3 2

USE AND CARL OF ESSENTIAL DRAFTING INSTRUMENTS AND EQUIPMENT L H M M 2233 2 3 2 3 1 1 2 2 /-- DRAW PROJECTIONS '$- 1 HAL 233 331 431 USE OF SPECIFICATIONS AND DRAFTING NOW MANUALS +41 H H L 233 32 3 4 2 1

DRAW INTERSECTIONS AND DEVELOPMENTS 441 HhM 2 3 3 3 3 3 4 3 3

DRAW LINES. DIMENSIONS, SECTIONS. SCALES, ETC. .. + 4 2 M H H L 2 2 33 1 3 2 3 1 4 4 3

DRAW TECHNICAL WORKING DRAWINGS + . 1 H L M 2 33 S3 3 4 2 1

167 TABLE 37 WEIGHT AND BALANCE

N F 1 T M I A AOLSAOLEAOLSAOLSAOLS R USE SPECIFICATIONS. DATA SHEETS, AND AIRCRAFT LISTING $ - 15 MMHH 3 4 3 3 3 4 3 3 3 2 3 3 3

PREPARE AND WEIGH AIRCRAFT + 15 L M M H 2 3 3 3 313 3333 2 3

MEASURE MOMENT ARM -15 L M H H 3 4 3 3 3 4 3 3 2 2 3 2 3 COMPUTE WEIGHT AND VALANCE - +3LMHH 3 4 3 3 3 4 3 3 3 2 333 CORRECT FOR ADVERSE CONDITIONS OR EFFECTS OF 1MPRuPER LOADING - -+ 4HLMN 4 4 3 3 34 3 3 4 2 3 3 3

RECORD WEIGHT AND BALANCE DATA S- I5 L M L H 1 4333 4 31 3 2 3 2 9 USE TERMINOLOGY AND SYMBOLS - - + 5 L M M H2 2 3 34 4 3 1 2 2 333 USE LOADING GRAPHS-. CENTER OF GRAVITY ENVELOPES AND LOADING SCHEDULES - + 5 L M M H 2 2 3 3 3 4 3 3 2 3 3 3

USE F),A APPROVED FORMS 4 . - I5 H M H H 33 3 212 13 2 4 3 2 3

461 TABLE 38 AIRCRAFT MATERIAL AND PROCESSES AOLSN AOLSF AOLST AOLSH AOLSR1 A IDENTIFY STANDARD HARDWARE AND MATERIALS 5 3 8 9 H H H H3 3 2 3 2 31 3 3 3 3 3 3 USE THE TECHNICAL TERMINOLOGY COMMON TO MATERIALS UTILIZED IN AIRFRAMES AND PROPULSION

UNITS 4 2 1 5 H H H H3 3 3 3 1 3 3 3 3 4 2 1 DEVELOP AN UNDERSTANDING OF STRUCTURE AND COMPOSITION OF METALS AND THEIR ALLOYS SUCH AS SAE STEELS, CORROSION RE- SISTANT STEEL, COPPER. NICKEL, ALUMINUM. MAGNESIUM, TITANIUM, SPECIAL HIGH TEMPERATURE METALS. ETC. 2 1 25HHHH 33 3 3 3 33 3 3 4 2 3 3 IDENTIFY TYPES OF CORROSION AND PREVENTIVE MEASURES 3 2 1 5 HHHM 33 3 3 3 4 2 3 3 IDENTIFYPIPING COLOR CODING 4 2 6 4 H H H H 11 3 3 2 2 3 3 PERFORM BASIC HEAT TREATING AND ANNEALIN4 PROCESSES S$ 2 H H L H 3 3 3 3 3 2 3 3 3 3 3 1 IDENTIFY PHYSICAL PROPERTIES OF MATERIALS 1 4 +4HHHH2 3 3 3 33 1 3 3 3 3 3 IDENTIFY MECHANICAL PROPERTIES

OF MATERIALS 4. 4 H H H H2 3 3 3 3 3 2 3 APPLY PRINCIPLES OF ADHESIVE BONDING 21+3HHHM 332333313333 ......

UTILIZE BASIC ECONOMIC AND . ENGINEER1d0 CRITERIA IN SEW.... 11004 OF MATERIALS 11 +3H44/4,42333 2 2 213321 IDENTIFY WINDSHIELD AND WINDOW MATERIALS 3 1 1 5 HHHH 1 3 3 3 21333 333 USE HIGH ENERGY FORMING PROCESSES H H H L 3 3 3 1 1 1 1 3 4 4 3 3

469 TABLE 39 INSPECTION FUNDAMENTALS

N F T M 1 A AOLSAOLSAOLSAOLSAOLS R INSPECT FOR GENERAL SOURCE OF WEAR AND DETERIORATION 5 2 40HHHH 3 3 3 3 3 3 2 3 3 3 2 3 COMPLETE TYPICAL REPORT FORMS AND STATUS TAGS 3 2 2 4 H H H H 3 3 2 3 2 3 2 2 3 3 3 3 USE PRECISION MEASURING DEVICES . MICROMETERS. HEIGHT GAGES. ETC. 3 2 3 7 H H H H 3 3 2 3 3 3 23 3 4 2 3 USE MANUFACTURER'S INSPECTION DATA 1 3 4 6 HHHH3 123 3 3 2 3 3 3 2 1 USE NONDESTRUCTIVE TESTING

PENETRANTS 3 1 1 6 HHHH33393 3333333 USE FUNDAMENTALS OF STAT- M+.41.ISTICAL INSPECTION S$. 1HHHM 3 3 2 3 12 2 333 2 3 USE NON- DESTRUCTIVE TESTING MAGNETIC PARTICLE 4 +42HMHH393333333 311 CHEMICAL ETCHIN6 S S 3H H H M3 3 3 3 311 33 3312 HARDNESS S-- HHMH4 31531)14131 USE DESTRUCTIVE TESTING

TENSION . . H /4 1 $ 3 1 4 1 . . BENDING H 1 3 1 1 4 1 1

IMPACT . . N L 1 1 1 1 4 1 USE NONDESTRUCT1VE TESTING ULTRA SONIC SS- 1HHLL333313313343 RADIOGRAPHY 4P,RAYI M M L L 13 1 3SW414 3'

4T0 TABLE 40. AIRCRAFT AND ENGINE INSPECTION AOLSN AOLSF AOLST AOLSM AOLSRI A PERFORM AND RECORD INSPECTIONS PER MANUFACTURER'S FAA OR PROGRESSIVE REQUIREMENTS 51 2 7 HHHH 3 3 3 3 3 3 3 3 3 4 3 3

INSPECT AIRCRAFT WALK AROUND) 6 13 B HHHH 3 3 3 3 34 2 3 3 3 3 3 3

USE INSPELT1.2N GUIDE:, 5+ 3 8HHHH 2 2 3 3 3 3 3 3 3 2 3 3 3

INSPECT AIRCRAFT (ANNUAL) 483 7HHHH3 313 3 31 3 133 3 USE MANUFACTURER'S SERVICE BULLETINS 3 2 5 8H H H H 3 3 3 3 3 3 2 3 3 3 2 1 INSPECT AIRCRAFT (OVERHAUL CHECKS) + 2 6H H H H 3 3 3 3 3 3I 3 3 4 3 3 USE GENERAL AVIATION INSPECTION AIDS SUMMARY 3 8H HH 3 3 3 3 I 3 3 3 3 CHECK STORAGE 1,TATUS OF NON- ACTIVE AIRCRAFT 2 I 4 H H H H 3 I 3 5 3 1 334 233

TABLE 411 GRGUND SUPPORT EQUIPMENT

I A AOLSN AOL$r AOLSt AOLSm AOLSRI

USE HYDRAULIC EQUIPMENT 5+ 2 7 ti H H H 3 2 31 3 2 2 3 3 4 2 3 3

USE PNEUMATIC EQUIPMENT 6 I I 6 HHHM2333 ) 4 2 3 33233

USE ELECTRICAL EQUIPMENT 4 1 2 7 HHHH2 3 33 1 4 2 3 132 3 3 ...., -.4 USE FUELS, LUBRICANTS AND FLUIDS 6 2 3 7 HHHH2333352313 3 3 3

USE GROUND FIRE PROTECTION 7 2 6 7HHHH2333 3 4 2 3 34 2 3 3 6. i.-4...... r..111.-rox.... _ , _, USE LINE STARTING EQUIPMENT 6 1 )7 HHHH2 333112 311212 ---.....------4 _

DRIVE FUEL TRUCKS 3 + + 3HH H H 2 I 3 3 3 2 2 3 3 ) 2 3D

uSE GROUND AIR CONDITIONER 2 + 2 H N M 2 3 3 3 2 3 3 4 3 2

47 TABLE 4k. GROUND HANDLING AOLSN AOLSF AOLST AOLSM AOLSRI A USE STANDARD LINE AND TAXI SIGNALS 6+3 6 HHHH 2 22 3 221 2 3 3 3 2 2 USE TOW BARS AND TONING EQUIPMENT 6 22 7 HHHH 2 33 3 33 2 3 3 3 2 1 2

JACK AIRCRAFT 5 1 2 3 333 3 33 2 3323 1

SPOT AND 140011 AIRCRAFT 6 +2 7 H H H H 2 33 3 33 3S3 433 3

FUEL AIRCRAFT 4+2 6 HHHH 323 3 22 3 2 3 4 333

PERFORM PRE-FLIGHT SERVICING 6 13 4 HHHH 3 33 5 33 2 2 3 3 3 3 3

PERFORM POST-FLIGHT SERVICING 5 13 4 HHHH 3 331 3 1 2 2 3 333 3

TAXI AIRCRAFT 4 $ I 8 H H H H 3 33 3 33 2 3 4 4 2 I 2

HOIST AIRCRo 7 1$ I 4 1 H H H M 2 333 43 2 3 3 3 3 3 2

173 TAW 4). CLEANING AND CORROSION CONTROL AOLSN AOLSF AOLST AOLSN AOLSRI A IDENTIFY APPLICATIONS AND LIMITATIONS OF

CHEMICAL SOL.ENT5 AND PAINT t REMOVERS 1+ 1 6HHHH 3 33 3 33 23 333 3 2 USE CLEANING EQUIPMENT AND PROCEDURES FOR

VAPOR DEGREASINO 1 + 2 H H H M 2233 33 33 323 3 2

INSPECT FOR EVIDENCE OF CORROSION IN CRITICAL AREAS 2 2 4 6 HHHH 3 33 3 33 23 333 3 IDENTITY APPLICATIONS AND 4IMITATIONS OF

SOAPS AND DETERGENTS + 16 HHHH 3 33 3 33 22 333 3 ,:- WINDOW AND WINDSHIELD CLEAN- ING AUNTS 1 + 2 6 H H H H I 33 3 2323 333 3 INSPECT AND DETERMINE ADEQUACY OF CLEANING PERFORMED ON AIRPLANES +$1 5HHHH 3 33 3 33 22 332 1

APPLY PRINCIPLES OF AIRPLANE CLEANING AND CORROSION CONTROL + 16 HHHH 2 43 3 33 23 331 3 OE INTERIOR CLEANING EQUIP- MENT AND PROCEDURES 1+ 14 HHHH 3 33 3 3 3 23 333 3

USE CARBON REMOVERS - 16 HHHH 3 23 3 32 23 223 3 USE SAND, SHELL, GRIT, AND VAPOR BLASTING - + 3 H H H 33 3 3 23 31 3 USE CLEANING EQUIPMENT AND PROCEDURES FOR

ELECTRICAL. COMPONENT CLEANING 1$ 3HHHH 3 23 3 33 33 322 3

ULTRASONIC DEGREASING S 1- 1HHHH 2 23 3 33 33 332 1

473 TABLE 44. MATHEMATICS AOLSN AOLSF AOLSI AOLSA/S AOLSI ADD, SUBTRACT. MULTIPLY AND DIVIDE 6 9 8 8 H H H H 33331111I 1/1

READ AND INTERPRET GRAPHS , AND CHARTS 3 3 2 5 HHHM33331111232 I CALCULATE RATIOS. PROPORTIONS AND PERCENTAGES I i+ 3 H H H H 3 3 3 3 1 I/.1111 PERFORM ALGEBRAIC OPERATIONS INVOLVING SUBTRACTION, ADDITION MULTIPLICATION AND DIVISION OF POSITIVE AND NEGATIVE NUMBERS - ++ L H H H 2 33311111311 PERFORM LAYOUTS UTILIZING FUNDAMENTALS OF GEOMETRIC CONSTRUCTION $ $ + 3 L H H M 3 333III 11211 EXTRACT ROOTS AND RAISE NUMBERS TU GIVEN POWERS Si $ + 2 H H H M 2 33311111 III PERFORM DESCRIPTIVE GEOMETRY AS APPLIED TO TEMPLATE DEVE- LOPMENT AND LAYOUT - S 2 H H H M 333311111111 CALCULATE AREAS AND VOLUMES OF VARIOUS GEOMETRIC SHtPES LHLM2333III 11111 PERFORM CALCULATIONS COMMON TO RIGHT TRIANGLES AND USE OF TRIGONOMETRIC TABLES $ S 2 L H H M 2333121 11221 PERFORM CALCULATIONS INVOLVING

USE Of SLIDE RULE . LHLL2233III I1111

474 TABLE 45. ENOLISh

AOLSN AOLSF AOLST AOLSA/S AOLSI1 4 READ. WRITE AND SPEAK THE ENGLISH LANGUAGE 8 9 99 HHHI-I 3333 11 1 1 1111 WRITE CLEAR, CONCISE. GRAMMATI- CALLY CORRECT TECHNICAL REPORTS NORMALLY EXPECTED a.- CERTIF- ICATED MECHANICS 5 6 37 H H H H 2323 1111 1 1 1 1 USE DICTIONARY AND STANDARD REFERENCE Boors, 66,47 H H H H 3323 1 1 1 1 1 111

READ PERTINENT TECHNICAL DATA -,. WITH COMPREHENSION 6 9 88 H H H H 3333 11 1 1 1 1 11

....

TABLE 46. PHYSICS AOLSN AOL5F AOLS-T AOLSA/S AOLSI PERFORM CALCULATIONS INVOLVING MECHANICS SUCH AS LEVERS, PULLEYS, INCLINED PLANES. LINEAR MOTION, ETC. $ - $ 3 H H H H 3333 1 1 1 1 1 1 1 1 2 SOLVE GAS AND FLUID PROBLEMS SUCH AS PRESSURE, VOLUME, PASCAL'S LAW, BERNOULLI'S PRINCIPLE, ETC. $ $ - 1 L H H M 3333 111 1 13 1 1 PERFORM TEMPERATURE CON- VERSIONS. PROBLEMS INVOLVING RELATIONSHIPS OF GASSES AND PRESSURES AND MECHANICAL EQUIVALENTS OF HEAT $6-1 H H H L 3333 1 1 1 1 23 1 1 PERFORM NECESSARY CALCULATIONS TO UNDERSTAND EFFECT OF SPEED OF SOUND, FREQUENCY. PRESSURE, LOUDNESS. REFLECTION OF SOUND WAVES. ETC. + L H L 333 1 12 34 1

475 TABLE 47. CHEMISTRY AOLSN AOLSF AOLST AOLSA/S AOLSRI A APPLY CHEMICAL PRINCIPLES TO

ELECTROLYSIS AND ITS EFFECT -$2MMHH 3 3 3 3 1 1 1 1 131 1 BASIC CHEMISTRY OF FUELS. LUBRICANTS "ND HYDRAULIC FLUIDS $ $ 2 H M i: H 3 3 3 3 1 1 I1 3 3 3 1 THE BASIC CHEMISTRY OF PAINTS, LACQUERS AND THINNERS + -- 3 H H It H 3 3 3 3 1 1 1 2 1 3 3 1 THE CHEMICAL REACTIONS

WITHIN THE BATTERIES H M H H 3 3 3 3 1 1 ) 1 1 2 2 1 THE CHEMISTRY OF ADHESIVES AND SEALING MATERIALS $ S 1 HHHM 2 3 3 3 111 2j2 3 2 1 COMMON ELEMENTS AND ELEM- ENTARY COMPOUNDS SUCH AS SALTS, BASES AND ACIDS -52MLHM 3 3 3 3 1 1 1 2 1 1 1 1 THE CHEMISTRY OF PLASTICS BOTH CLEAR AND REINFORCED $ -- 2HHHM3 3 3 3 1 1 1 2 3 3 1 I THE COMPOSITION OF MATTER- MOLECULES ATO4S AND

ELECTRONS H M . 3 3 1 1 2 1 THE CHEMISTRY OF NATURAL AND .. - 1 SYNTHETIC FABRICS M H L 1 3 3 1 1 1 2 11 USE OF CHEMICAL SYMBOLS AND EQUATIONS - -- L H H 222 111 232

USE PERIODIC TABLE ON GM M M L 2 2 2 1 I 1 2 2 1

476

....1111.14.1 TABLE 48. AIRCRAFT NOMENCLATURE ---, AOLSN AOLSF AOLST AOLSA/S AOLSRI A

USE PROPER AIRCRAFT NOM- , " ,, ENCLATURE 8798 HHHH 22 33 1 1 1 1 233 1 3

CLASSIFY AIRCRAFT AS TO - PROPULSION DEVICES+ WING ARRANGEMENT, PURPOSE, LANDING GEAR SYSTEMS+ ETC. 4 1 87 HHHH 3333 1 2 1 1 332 1 3 APPLY FAA AIRCRAFT CATE- GORIES AND DEFINITIONS AS FOUND IN APPROPRIATE PUB- LICATIONS SUCH AS FAR 1+ 21.23r ETC. 3$77 HHHH 3 1 33 131 1 2331 3

477 TABLE 49. THEORY OF FLIGHT

N F T A/S I A AOLSAOLSAOLSAOLSAOLS.R INTERPRET THEORY OF FLIGHT IN RELATION TO

REFERENCE AXES OF AIRCRAFT - 3 5HHHH 3 333 1 1 1 1 122 1 2 FUNCTION OF CONVENTIONAL CONTROLS AND CONTROL SURFACES 4+ 3 6HHHH 3 1 33 1 1 1 1 1 32 1

HIGH LIFT DEVICES SUCH AS 1 i.: . FLAPS. SLATS. ETC. 4+ 1 6HHHH3133 1 111 3 33 I PROPERTIES OF THE EARTHPS ATMOSPHERE - 2 4HMHM 3 333 1 I 1 I 1 22 1 AIRCRAFT MANEUVERS SUCH AS TURNS. SKIDS, STALLS. ETC. 2 1+ 4HHHH3333 1 1 1 1 1 33 1 FORCES ACTING ON AN AIRFOIL AND AIRPLANE 362 5HHHH 3 333 I I 1 I 1 22 1 UNCONVENTIONAL CONTROLS AND CONTROL SURFACES + 2 4 HHHH 3 133 I1 1 1 3 323 LOADS AND EFFECT OF TURBULENCE AND SPEED 2$ 1 4HHHH 3 333 1 1 11 2 331 WING LOADING. POWER LOADING. MANEUVERING SPEED. ETC. - 13 H M H M 3 333 1 1 1 1 1 22 1

ROTARY WING - -$ 1MMHM 3 333 1 1 I 1 1 24 1 2 ROTORCRAFT FLIGHT CONTROLS AND THEIR EFFECTS $ 1 MMHM 2 233 1 1 1 1 1 241 2 THRUST TORQUE AND TORQUE CORRECTION AS APPLIED TO ROTORCRAFT - 1IMMHM1 233 I 1 I I 1 24 1 2

478 TABLE 50. FAR AND RELATED PUBLICATIONS AOLSN N. AOLSF AOLST AOLSAOLSRA r USE SPECIFICATIONS. DATA

SHEETS. MANUALS, AND PUBLI- , -/ CATIONS ON AIRCRAFT. ENGINES AND PROPELLERS 6969 HHHH 3233 1 1 1 1 3 3 3 1 3 USE REQUIRED FEDERAL AIR REGULATIONS 4258 HHHH 2233 1 1 1 1 223 1 3 INTERPRET AND USE SPECIFI-

CATIONS SUCH AS MS. AC, AN. AND . ANA. NAS AND TYPICAL MANUFACTURER'S MANUALS 6288 HHHH 2233 1 1 1 1 22313 INTERPRET AND USE ATA SPECIFICATION 100 4 21 1 HHHH 2233 1 1 1 1 223 1 2 USE FLIGHT SAFETY MECHANICS BULLETINS 5156 HHHH 3333 111 1 333 1 3 KNOW HOW AND WHERE TO FIND PERTINENT'DATA IN FAA SPECIFICATIONS 4488 HHHH 3 1 33 1 1 1 1 333 1 3 USE OF LOGBOOKS AND METHOD OF MAKING ENTRIES 5 1 1 8 HHHH 3333 1 1 1 1 333 1 3

USE AND DISPOSITION OF FAA , FORMS 1 1 38 HHHH 3 1 33 1 1 I 1 333 I 3 USE AIRWORTHINESS DIRECTIVES (FAR 391 1 21 7 HHHH 3233 1 1 1 1 333 1 3

FILE AND INDEX PUBLICATIONS 1 1 1 6 HHHH 3233 1 1 2 1 333 1 2 USE OF TECHNICAL STANDARD ORDERS (TS0) AND SUPPLEMENTAL TYPE CERTIF1CATL (SIC) 1 1 57 HHHH 3233 1 1 1 1 333 1 3

479 TABLE 51. SHOP MANAGEMENT RESPONSIBILITIES AOLSN AOLSu F AOLST AOLSA/S AOLSRI A

MAINTAIN REOURIED RECORDS 2 5 15 H H H H 3 3 3 3 1 1 1 1 3 3 3 1 3 APPLY FAA REUULATIONS IN REPAIR STATION OPERATION 1 1 3 5 H H H H 3 3 3 3 1 1 1 2 3 1 3 3 2

APPLY SHOP MANAGEMENT PRINCIPLES TO ORGANIZATION AND ASSIGNMENT OF PERSONNEL ++ 15 H H H H 3 3 3 3 2 1 I 1 3 3 2 1

PURCHASE PARTS AND SUPPLIES - $ + 4 H H H H 3 1 3 3 12 11 2 2 2 1 2 PERFORM ELEMENTARY ACCOUNTING $ + 4 H H H H 333312111331 PERFORM INVENTORY CONTROL OF MATERIALS. EQUIPMENT $ $ + 4 H H H H 3 13321112211

PERFORM JOB ESTIMATING +++ 4 H H H H 3 23 1 2 1 1 1 2 2 1 1

480 I.

TABLE 52+ ETHICS AND LEGAL RESPONSIBILITIES

N F T A/S , 1 A AOLSAOLSAOLSAOLSAOLS R EMPLOY ETHICAL PRACTICES RELATED TO JOB AND PRODUCT PRIDE AND CRAFTSMANSHIP 75 88 HHHH 5555 233 1 MECHANIC-EMPLOYER RELATION- SHIP 74 89 HHHH 555 5 32 1 1 THE RESPONSIBILITIES OF AVIATION 84 89 HHHH 5555 3321 PERSONAL CONDUCT AND INTEGRITY 65 89 HHHH 5555 3321 PRACTICE THE LEGAL RESPONSIBILITIES OF

, LIABILITY OF THE LICENSED MECHANIC 44 77 HHHH 5555 3331 EMPLOY ETHICAL PRACTICES RELATED TO MECHANIC-CUSTOMER RELATION- SHIP + 88 HHHH 5555 2331 PRACTICE THE LEGAL RESPONSIBILITIES OF

BAILMENT 43 H H H 555 331

MECHANICS LIENS - 2 3 H H H 555 3 31

481 CONCLUSION The National Advisory Committee has made a number of recommendations for changes in the levels originally established in 1966. These recommendations, based on the 1970 findings, lowered 35 percent of the task levels and raised 20 percent of the task levels. These recommendations for adjustment reflect the current requirements of the aviation industry and the necessity for readjustment of school curriculums. On reviewing the National Advisory Committee's recommendations for adjustment of task levels, it was apparent that some of the major topics and tasks included thereunder received a significant change in level designation. Therefore, for reporting purposes, any major topic that had 50 percent or more of its task levels adjusted by the Advisory Committee is included in Figure 3. Figure 3, READJUSTED TASK LEVELS Major Topic Increase T/K To: Drafting - - - 2 or 3 Weight and Balance - - 3 Aircraft and Engine Inspection - 3 Ground Support Equipment - - - Ground Handling - - 2 or33 Cleaning and Corrosion Controls - - 2 or 3 Shop Management Responsibilities - - 2 Major Topic Decrease T/K To:

Painting and Finishing - - 2 Welding - 2 Auto Pilot and Approach Control - - 1 Aircraft Fuel and Oil Measurement Control - - 1 and 2 Aircraft Landing Gear Electrical Units - .. 1 Fire Detection and Extinguishing Systems - - 2 Ice and Rain Control - 1 Reciprocating Engines - 3 Turbine Engines - - 2 Lubricating Systems - 2 Ignition Systems - - 2 Fuel Metering .. - 2 Fixed Pitch Propellers (wood) - - Delete Ground Adjustable Propellers - - Delete Two Position and Constant Speed Propellers - 1 or Delete Constant Speed Feathering Propellers - - 1 or Delete Reversible Propellers (recip.) - - - 1 or Delete Reversible Propellers (turbine) - 1 or Delete Governors - - 1 or Delete English - - 3 Theory of flight - - .. 2

Itisthrough periodic reviews as conducted in the resurvey that aviation maintenance technician school curriculums can be kept current. The recommendations made by the National Advisory Committee took into cinsideration the financial limitations and instructional equipment limitations associated with such schools.

432

rumfdral"Tadbini A review of the two questionnaires used during the resurvey (see Table 53) indicates thatthere was littledifference between the responses given on the original questionnaire (without 1965-1966 data added) and the r: 3dified questionnaire (containing the 1955-66 data information). The frequency, technical knowledge, and manipulative skill data were very similar, regardless of the sampling questionnaire used. The only fluctuation that might indicate a slight difference occurred in the reporting of industry training.

TABLE 53 PERCENT OF AGREEMENT BETWEEN ORIGINAL AND MODIFIED QUESTIONNAIRE RESULTS

COLUMN HEADINGS AIRLINES OVERHAUL LARGE SMALL

F 94.4 95.5 91.6 91.5 T/K 93.4 94.2 92.6 95.3 M/S 92,2 88.2 88,49 93.1 IND 91.1 84.9 87.6 89.3

The implicationsof the research findings should provide the FAA with an inexpensive method for keeping curriculum for aviation maintenance technician schools current with industry requirements. Through periodic comparisons between existing data and a recent, small sampling from the aviation industry, adjustments to curriculum could be made. The extent to which the curriculum can be kept current will be the extent to which schools will be able to train mechanics having the technical knowledge and skills required by the aviationindustry.

483 APPENDIX A

WORKSHOP PARTICIPANTS

WORKSHOP #1

ROBERT ELLIOTT SANTO FRONTARIO J. C. HARDER Mt. Son Antonio College Aviatior High School LeTourneou College Walnut, Colifornio Long Island City, New York Longvlew, Texas

1t)

LEONARD HAUBL SAM MERRILL J. H. MINGA Purdue University Utah Stole University Northwest Alaboma Stole Tech. Inst. Lafayette, Indiana Logan, Utah Hamilton, Alabama

FRANK MORAN KENNETH PFISTER GEORGE RITTLER Embry Riddle Aeronautical Institute East Coast Aero Honolulu Community College Daytona Beach, Florida Technical School Honolulu, Hawa:i Lexington, Massachusetts WORKSHOP #2

.t`

DON DICKINSON WALTER FRITTS Lane Community College Mergenthaler VocationalTech. Eugene, Oregon High School Bull more, Maryland

485 WQRKSHOP IS (tent.)

GENE GILBERT WALTER HOLLINGSWORTH WELTON LAWRENCE EDWARD W. MeCIADY Increment* City College Vincennes University Awe Mechanics High Scheel Helena VotetIonel- Socremette, California Vincennes, Indiana Detroit, Michigan Tethnicel khan! Helene, Montane

WILLIAM F. NICKOLES CHARLES STAGGERS C. N. VAN DEVENTER DALE WELFRINGER Emily Oe ilfith Opportunity School Spartan Scheel of Attenertic sWestern Mitkigen Untvitstty Nieves Peck Vtotatleovel Dixon, Cslornie Tals., Okteheate Kelasbeette, Michigeo Technical Scheel Lakewoell Comet, WeAlogsen WORKSHOP 93

JAY ACKERMAN TRAVIS BOREN Long gene% City Cello's P.A.A., right Standards Long Beet It, Col'Ietnie Technical Dk. Olehoone City, Oils's***

AL CARLEY CLEMENT W. 3. CHUN HOWARD LEROM E. MOE MAYFIELD Cehre4re Yerelokal Institeh NonhlIsr Conanntity College Sig Sena Corsovonity C. lap 441.1Itm Jr. Celle,. Cellolotre, Ohio Nonetelso, Hew I i Meese Leto, Weittinyten Wil:tetee, Celifarnle

466 WORKSHOP 13 4404

VIC MURGOLO WILLIAM E. RAKESTRAW GENE G. RICHARDS ROY SHIRLEN Lea Angeles Trark-Teels. College Shilline Institute Moho Stole Untrvalty Plana& Aerospece Institute Les Armpits, Calif./ale Saline, Kansas Petatele,, Idaho W ins ton4ele it, North Core' Ina

WORKSHOP 14

PLOYD IIISHOP STEVE COE Le Towhee. Celle,* Piamons Aerospace Insiltate WinstenSeless, North Ceroline

MUCH A. EVANS DOMINGO DENIAMIN011CUERGA PAUL CIRO JOSEPH C. MILES Oldelsesee bete lietrorsIty Mhos' See3Maire. VoteihrerelMsrlCostelnent Aviaries Int. Norchrep WM.% el Tethneleey 14111art Ns. 011olteese Scheel Kansas Cory. Itsme Intlearersil, Celiferela Rio Piedras, P.P.

DIAN PASKEllitt auto,.P/1114A111 IAN M. 0Y14113AR ALOEN THOMPSON Area vocations! - tech. ScIreel Masao lastrioe ai test errs, Aare trek ScheelDoeI Iletatierral InsiltrANst Tema Reset Pe11s. Staarlehte A0040 t. lowelete Loftin's.", Mate. Twee, Catilesete Otairk AIelosere

47 WORKSHOP IS

RALPH E. DAVEY EARL JIM FOLLMUTH BEN HARLAMERT TERRY HOL BURN Untwotth Institute /4 inclose.' is Atom Vocot Iona I SchoolColumbus Tech. Inst. Schilling Institute Boston, Meesachusews Miew ...polio, Minnesota Columbus, OM. Saline, Kontos

d halt BILL K'40 WILLIAM XORIZEK BOB LYONS WILLIAM L. MONROE Fe Istol Aviation &Saints hoists Helene Vocation) Toth. School Vincennes links'Sity Delgoict College Oklahoma City, 0414thowa Wen, Montane Vinton's, loWliana Now Orisons, Louisiana

FRANK H. MYERS, JR. HERB NORMANDY ROBERT RING !MOTHER /AMES TUFO Paots Colleges/ AsosTetlinolny LetsArea Vet etinal School Son ins Stole College Lewis College lest St. Loots, Minis Wotettown, Soy.% Osten Son Jose, Colitonto Lecteen,

WORKSHOP 86

11111%1D BETE GERALD M. CAGY LEWIS FLOWERS G. T. Salto Ashok* Intorn New Medea Uattetiata Alatown lastItan of Mewl, flotilla keen% New0oleo Act )ton Loth. Wok Aloteaht WORKSHOP IS Neu.) 11111V-a6:1 TI

ROSCO HUTTON THOMAS P. KENDIG KARL E. LEHMANN Rest Buy Shills Cents. Long Booth Cliy Gllsoe Ersbot Riddle Aeroneatieel Inst. 0011044 Calif orals Leal Beech, 1".'elicernie Darter* Booth, Florida

JOHN L. RIDDLE DONALD SCHOONNO YEN JAMES S. WIGO Iowa We mu a CossiousitT Cal lupe Area Vocations!. Tech. trete IA, Lltety Area Gotten Stuffs, Iowa Scheel Yotetlenel Tothaltel School Mal River Pelle, MInnesete Tellekesee, Plerlde WORKSHOP Ii

GREGORY DUCTOR !MOTHER JOHN DUPVY NEIL HOCKEN litaterd Vocational High School Loads College trolly CriltullOposeteelty klub, Beffole, New Yak Lockout. Illinois Naos, Coler44

RALPH JEWETT. JR. HAROLD KEILMAN ALFRED LORRY Argo liecheroUs School Helene Votatiorwil-Tock. Sa Soo! Avisoioa Nio% Sel000ll Cusses City, kiesoei Helena, ilowitswe Leo, Islets' Cite, New With

419 WORKSHOPal(cont., tut.`,-1,111 '41

RICHARD NICHOLS GARY REDMOND GEORGE W. THOMAS, JR. Awe Mechanics High Scheel Vincennes University East Coast AweTech. Scheel tietreit, Stich Igen Vincennes, Indiana Lexington, Mess.

WORKSHOP R$

THOMAS H.BAILEY RICHARD F. CARTON Uri ',witty el Minal. Putivro Un Ivor pity When*, Illinois Lafayette, Wiens

GERMAN ELLSWORTH GORDON FURNISH RALPH HAWN LEON HILL Lane Cernarentty Phi, Me Urtien High Scheel lees We stern Ceiturseity Cot lege Wok Siete University Eugene, Oregon Pheeele, Mama Crane! Illffs, laws Legeve, Utah

RICHARD ROBERTS RAN/ IJOVALL ROBERT SPRAGUE WARRENSUSAN 0. T. Setae AelerfewMiroweepolle Area Vocational Wool Sea &pergola* Welly Lamy Collet. Masi, FIrmi/a Ilioreotoorlie, allogotate Caller. OaShrart, Calitooda Sr* Ootarailtna, Coliieet.*

490 WORKSHOP 119

WILLARD BOLTON JOHN BROWN ROBERT CALEY EmbeyRidil.Aoreemolcol Inst.So.olsom Newts Jo Vocational Columbus Tot ImIcal Institvio Devione 11*.elt, Florio Technical timer Co lumlus, Ohio Los Wise, Novede

HOUSTON CHOATE DALE CRANE FELIX DUHAYLONOSOD ROBERT HICKS Lowy Cellos Le Timerng C4.1144e Hamlets Cmadmollry Cellos.L.A. Tule...Tech. Cal.'s Osk kta, CellIsteis Limit Isw, Totes Henelay, Howell Lill Amass. ColIktille

DAVID KOHTEN MALES J. LORI RICHARD MittKELLAR CHARLES H. THOMPSON Cl.,., Pat Votalatal PIN$ * hlast.afAMansbtles Svolart Hata Mialleaft Calks* Nooks. a Tat. Tfralikleel Setoal West 4411/4.111. Deirtbtot.114e1.10.6 1.41***4 CaliteriN Leloroi Gait, WoololoOdmi WORKSHOP 410

ARDOR ANDREWS CHARLES BACON Se alla CooramoitiCAllet Esetti CAmmoolt, ham146 **446100 Note's. infompes

491 WORKSHOP 110 (cont.)

! JEFFREY RENOIR NICHOLAS SONACCI GEORGE CAPEK Ea DA ROSA Woo ter n Nebreo kr' Vac etional Lewis Cellos* Acedormy of Aoronavtice Southern 111Inolo University Technical School Lecltpott,1111nois Flushing, New Yeti Carbondale, Illinois Sidney, )(Awake

14,6% 111111 SIDNEY FLADELAND JOHN VAUGHAN LINK WASSON ED WHEELER Minim, pet s At.* V. t *Primal Scharf foot CamMR*. Southern Nevado Woollen., Moody Silt@ histIlvt MANteeipsii I, 14inneorrit Toth. Scheel Toth. Center attests, Illinois Lesington,Slooseetasetts Les Yeses, Herod*

-4' -- .44I" ',.'' -i ;0 , ,., ..%fr rig e

.t,..-

_ir.401USP

492 APPENDIX B WORKSHOP ACTIVITIES and TIME DISTRIBUTION

DAYS AS AsqPTMPSC GC AS ASCPTMIPSCGC FIRST WEEK Monday

Introduction and Background 1.5 1.5 1.3 1.5 1.5 1.5 1.5 1.5 1.5 1.5 Student Performance Goals T 2 2 2 2 2 2 2 2 2 Student Performance Goal Development 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 Industry Representative's Presentation 2 2 2 2 2 2 2 2 2 2 Tuesday Curriculum Development (Small Groups) 8 Industry Representative's Presentation - - .. - - - - - Wednesday Curriculum Development (Small Groups) 4 4 Industry Representative's Presentation 2 2 2 2 2 2 2 2 - - Instructional Technology Presentation Video-Tape 2 2 2. Thursday Curriculum Development (Small Groups) industry Representative's Presentation 2 2 2 2 - 2 - 2 2 Instructional Technology Presen- tation, Feedback Systems 2 2 - - Friday Curriculum Development (Small Groups) S SECOND WEEK Monday Curriculum Analysis and Correction 8 8 Tuesday Curriculum Analysis and Correction 4 4 4 4 4 Industry Representative's Presentation 2 2 2 2 1 Inil Instructional Technology Pre- sentation Programmed & Multi-Media Instruction 2 2 2 2 III 2 2 2 2

493 DAYS AS ASCPTMPSCGC AS ASCPTM:PSC7-6-5 SECOND WEEK (continued) Wednesday Curriculum Analysis and Correction 4 4 4 4 4 6 6 6 6 4 Industry Representative's Presentation 2 2 2 2 2 - - - - - Instructional Technology Pre- i sentation, Teacher Exams, Grading, and Record-Keeping 2 2 2 2 2 2 2 2 2 2 Thursda Curriculum Analysis and Correction 4 4 4 4 4 4 4 4 8 Industry Visitation 4 4 4 4 4 4 4 4 - Friday r Final Developed Sections 8 8 8 8 8 8 8 '

Workshop Abbreviations: AS - Airframe Structures ASC - Airframe Systems & Components PTM - Powerplant Theory & Maintenance PSC Powerplant Systems & Components GC - General Curriculum

494 APPENDIX C INDUSTRY REPRESENTATIVES' PRESENTATIONS

FIRST itImmg2:Airframe Structures April 29, 1968 - May 10, 1968

CARL MAY, Aztec Division, Piper Aircraft "Piper Aircraft Structures" BUD MILLER, Airilite Corporation "Cessna Structures and Rigging" GEORGE SOBODOS, Trans World Airlines "Bonded/Laminated/Honeycomb Structures" pm,SPILIAN Norman Larson Company -"What's New In Beechcraft Structures?" R. W. WEBER and EARL CARLTON, Cherry Rivet Division, Townsend Co. "The Latest in Rivets and Fasteners"

NDWORKSHOP.: Airframe Systems & Components M5ECOay20,1968 -May 31, 1968

JAY AKERMAN, General Electric 'General Electric Time Sharing System" BILL BERLINER, The Flying Tiger Line "Maintenance Training at The Flying Tiger Line"

MACKBURLEW, Brittainindustries,Inc. "Autopilot and Navigation Systems" BERT DRAPER, United Airlines "Maintenance Training at United Airlines" 1308 FIELDS, Gunnell Aviation, Inc. WEEITSTRieand Multi-Engine Aircraft Systems"

THIRD WORKSHOP:Powerplant Theory & Maintenance June 17, 1968 - June 28, 1968

JAY AMERMAN, General Electric "beneral electric Time Sharing System" IVAN GUNTON, Avco-Lycoming Latest Developments in Powerplants" WILLIAM HEACOCK and FRED TIEDEMANN, Pratt-Whitney Aircraft /'turbine Engine Maintenance" JERRY PASCARELLA, Trans World Airlines 'Overview of New Developments in Powerplant Maintenance" DF.L SPILLMAN, Norman Larson Company "Maintenance Requirements for General Aviation Aircraft"

495 FOURTH WORKSHOP: Powerplant Systems & Components July 15, 1968 - July 26, 1968

JAY AKERMAN General Electric "General Elecific Time Sharing System" RAY FULTON Santa Monica Propellers Prope116. Inspection and Maintenance" CARL JENSON and BOB WILCOCK, Bendix Corporation "Magnetos and rgnItion Systems" ARLO SPANGENBERG, Airesearch Division, Garrett Corporation "Characteristics and Maintenance Requirements of Turbosuperchargers"

VOLK,DICK Western Airlines "MlirifeTuWce Requirements of Current Powerplant Systems"

FIFTH WORKSHOP: General Curriculum August 12, 1968 - August 23, 1968

JAY AKERMAN, Genkal Electric "Computer Time .haring System of General Electric" MAIM DODGE, United Airlines "United Airlinei-Curriculum for the Training of Apprentice Mechanics" )1013 FIELDS, Gunnell Aviation, Inc. "Wet Wing and Electrical Systems" R. H. HALLSTED, Trans World Airlines "Role of the Mecfianic in Turbine Powerplant Maintenance"

SIXTH WORKSHOP: Airframe Structures oCtober 21, 1968 - November 1, 1968

ABnOLFO ASTORGA, Ted Smith Aircraft sign and Construction of the Aerostar" JACK REDMOND, Federal Aviation Administration "FAA Publications, Records, and Forms" GORGE SOBODOS, Trans World Airlines "Techniques for Rtpairing Honeycomb/Bonded/Structures" R. W. WEBER and EARL CARLTON, Cherry Rivet Division, Townsend Co. "Installation and Applicatron of cirlous Fasteners and Tooling"

SEVENTH WORKSHOP:Airframe Systems & Components November 11. 1961November 22, 1968

JACK BURLEA. Briatin Industries, Inc. "Installation and Maintenance of Brittain's Autopilot and Navigation/Communication Systems" RILEY DRAKE and WARREN SWEETNAMJ Airesearch Division, Garrett Corporation "Atmosphere Control Systems"

496 SEVENTH WORKSHOP (continued):

PILL TONGE and E. M. ZERR_LB. F. Goodrich Company "Techniques and Mechanic Skits in Maintaining B. F. Goodrich Products"

EIGHTH WORKSHOP:Powerplant Theory & Maintenain.e January 13, 1§69- January 24, 1969

FORD GAULTNEY, Continental Motors l'Recent Developments in Powerplant Maintenanceat Continental Motors" IVAN GUNTON, Avco-Lycoming "Recent Developments in Powerplant Maintenanceat Avco-Lycoming" R. H. HALLSTED, Trans World Airlines "Recent Developments in Powerplant Maintenanceat Trans World Airlines" JIM HURBEIN, Pratt Whitney Aircraft 'Recent Developments in Powerplant Maintenanceat Pratt Whitney Aircraft"

NINTH WORKSHOP: Powerplant Systems & Components February 17, 1969 - February 28, 1969

FORD OAULTNEY, Continental Motors "Latest Advances in Powerplant Design" JOEL GODSTQN, Aire.tearch Division, Garrett Corporation "Turbine Engine Maintenance" CARL J,ENSON Bend ix Corporation tlinTirtitC1> ncepts and Techniques of Maintaining Powerplant Systems, Part 1" R. E. WE LER, Pacific Airmotive Corporation "Currentoncepts and Techniqucs of Maintaining Powerplant Systems, Part 11"

Elljn_WaNAMilkS .1 General Curriculum Mat17-,-1-948=K-1-archc 28, 1968

BILL GLENN, Federal Aviation Administration "FAA- forms, Publications, and Records" RICHARD LOONEY, Universal Airlines wriamical Tr` ig% Requirements for Mechanics of Urge Supplemental Carriers"

1AROLD McDonnell-Dougias Corporation 'NewMaterial-end Processes in Aviation Mechanics"

49? APPENDIX D

PARTICIPATING COMPANIESPART TWO, PHASE 3

AIRLINE LINE STATIONS 1. Alaska Air Lines 10. Pan American Airways Seattle, Washington Portland, Oregon San Francisco, California 2, American Airlines Boston, Massachusetts Seaboard World Airlines Cincinnati, Ohio New York City, New York Cleveland, Ohio Flushing, New York Southern Airways Los Angeles, California Atlanta, Georgia

3,Braniff International Trans World Airlines Dallas, Texas Chicago, Illinois Los Angeles, California 9.Continental Airlines New York City, New York Denver, Colorado 14. United Air Lines 5.Delta Air Lines Atlanta, Georgia Dallas, Texas Chicago, Illinois Washington, D.C. Denver, Colorado Detroit, Michigan 6.Flying Tiger Lines Los Angeles, California San Francisco, California Philadelphia, Pennsylvania Portland, Oregon 7. Los Angeles Airways San Francisco, California Los Angeles, California Seattle, Washington Washington, D.C. 8, New York Airways Flushing, New York 15, Western Air Lines Denver, Colorado 9,Northwest Orient Airlines Minneapolis, Minnesota

AIRLINE OVERHAUL 1. American Airlines 7. Northwest Airlines Tulsa, Oklahoma Minneapolis, Minnesota

2.Braniff International 8. Pan American Airways Dallas, Texas Miami, Florida .

3,Continental Airlines 9. Trans World Airlines Los Angeles, California Los Angeles, California

4,Delta Air Lines 10. United Air Lines Atlanta, Georgia Sitn Francisco,Cale nia

5.Frontier Airlines, Inc. 11. World Air Center Denver, Colorado Oakland, California 6. Northeast Airlines Boston, Massachusetts LARGE GENERAL 1. Aero Copter, Inc. '22.Flightcraft, Inc. Seattle, Washington Portland, Oregon 2. Aircraft Repair & Service Co. 23. Gee Bee Aero Tulsa, Oklahoma San Jose, California 3. Aircraftsmen, Inc. 24. Gen Aero, Inc. Oklahoma City, Oklahoma San Antonio, Texas 4, Alresearch Aviation Service Co. 25. Gunnell Aviation, Inc. Los Angeles, California Santa Monica, California S. AirFlite and Serv-A-Plane, Inc. 26. Helicopter Services Co. Freeland, Michigan Yakima, Washington 6. Allied Helicopter Service, Inc. 27. Houston Beechcraft Tulsa, Oklahoma Houston, Texas 7,Atlantic Aviation Corp. 28. Howard Associated- Pase Worcester, Massachusetts San Antonio, Texas 8. Beckett Aviation Corp. 29. Kerr Aviation Service, Inc. West Mifflin, Pennsylvania Bethany, Oklahoma 9. Beech Aircraft Corp. 30. Lear Jet Industries Witchita, Kansas Witchita, Kansas 10. Beechcraft West 31, Lockheed Aircraft Service Van Nuys, California Jamaica, New York II. Buffalo Aeronautical Corp. 32. Love Field Air Center, Inc. Buffalo, New York Dallas, Texas 12. Capitol Sky Park, Inc. 33. M. H. Spinks Industries Sacramento, California Ft. Worth, Texas 13. Collins Aviation Service 34. Modern Aero Service, Inc. Seattle, Washington Dallas, Texas 14. Combs-Gates Aviation, Inc. 35. Newark Air Service, Inc. Denver, Colorado Newark, New Jersey 15. Commander Service Center 36. Northern Air Bethany, Oklahoma Grand Rapids, Michigan 16. Denver Beechcraft, The. 37. Oak Grove Air Port Denver, Colorado Fort Worth, Texas 17. Des Moines Flying Service, Inc. 38.Pacific Airmotive Corp., Inc. Des Moines, Iowa Burbank, California 18. Eight Air Dept, Inc. 39. Patterson Aircraft Co. Sebring, Florida Sacramento, California 19. Erie Airways, Inc. 40. Ragsdale Aviation, Inc. Er le, Pennsylvania Austin, Texas 20. Executive Beechcraft, 41. Reading Aviation, Inc. Kansas City, Louisiana Allentown, Pennsylvania 21. Executive Jet Sales, Inc. 42. Renton Aviation, Inc. Columbus, Ohio Renton, Washington

500 LARGE GENERAL (continued) 43. Revere Aviation, Inc. 45. The Boeik, Co. Beverly, Massachusetts Renton, Washington Seattle, Washington 44. Showalter Flying Service Orlando, Florida 46. Yingling Aircraft, Inc. Wichita, Kan...as

SMALL GENERAL 1. Acme Aircraft Co. 15. Lockheed Aircraft Servi :e Co. Torrance, California San Jose, California 2. Aero Jet General Corporation 16. Mahon's Boot Hill Flying Service Ontario, California Dodge City, Kansas

3.Aircraft Service, Inc. 17.Pacific Airmotive, Inc. Cleveland, Ohio Seattle, Washington 4. Al Sos Aviation 16. Pendleton Airmotive, Inc. Chico, California Pendleton, Oregon 5.Boise Aviation and Spark's Flying Service19. Price Piper, Inc. Boise, Idaho Spokane, Washington 6.Butler Aviation 20. Pueblo Aircraft Service San Francisco, California Pueblo, Colorado 7. Carleton-Whitney Aero Service 21. Red Carpet Flying Service Mansfield, Massachusetts Walla Walla, Washington 8.Cincinnati Aircraft, Inc. 22. Richland Aviation, Inc. Cincinnati, Ohio Mansfield, Ohio

9.Clark's Flying Service 23. Richland Flying Service, Inc. Nampa, Idaho Richland, Washington 10. Davis Pier Service, Inc. 24. Salem Aviation, Inc. Kelso, Washington Salem, Oregon 11. Eastman Kodak Co. 25. Schweizer Aircraft Corp. Rochester, New York Elmira, New York 12. El Cajon Flying Service 26. Thunderbird Aero Enterprises, Inc. Santee, California Everett, Washington 13. Flyways, Inc. 27. Tide Air, Inc. Albany, Oregon Gig Harbor, Washington 14. FMC Corporation. San Jose, California

501