UNIT 80: AVIONIC SYSTEMS

Unit 80: Avionic Systems

NQF Level 3: BTEC National
Guided learning hours: 60

Unit abstract
The avionic systems installed on modern aircraft have grown significantly over the
last few decades in terms of complexity and their level of integration with other
aircraft systems. A thorough understanding of avionic systems and their underpinning
principles is needed by aircraft technicians involved in the installation and
maintenance of these systems.
This unit will familiarise learners with aircraft communications, navigation,
automatic flight control, flight management and monitoring systems. It will give
learners an understanding of some of the fundamental avionic principles, in
particular how digital techniques are applied in avionic systems. Learners will also
know how avionic systems are monitored and tested.
Learners will investigate the operational aspects of key avionic systems and will
understand how they interface with other aircraft systems. Learners will start by
investigating how logic functions and numbering systems are used as the basis of
digital components. This leads to how digital components form the end applications
such as electronic displays and computer memory. This is followed by a look at radio
frequency (RF) principles and how these are applied to communication and
navigation systems.
The theme of navigation develops through area navigation and on to flight
management systems. The unit will also cover the operation of automatic flight
control systems (AFCS). The final section of the unit looks at methods of
troubleshooting avionic systems.
On completion of this unit, learners will have a broad understanding of the operation
of key avionic systems, together with how digital electronics are applied. This will
include an understanding of the principles of monitoring and testing to identify faults
in these systems.
This unit has been designed to provide some of the knowledge required for learners
wishing to progress on to the European Aviation Safety Agency (EASA) Part 66
licensing requirements. It will also benefit those seeking employment within the
armed forces or the aircraft manufacturing industry.

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Learning outcomes

On completion of this unit a learner should:

1 Be able to relate digital electronic fundamentals to their end applications

2 Know the purpose of typical aircraft electronic systems
3 Understand the operation of an automatic flight control system
4 Understand the principles of monitoring and testing avionic systems.

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Unit content

1 Be able to relate digital electronic fundamentals to their end applications

Logic functions: common logic circuit functions eg digital signals, combinational

logic, sequential logic
Numbering systems: principles of numbering systems eg binary, binary codes,
octal, hexadecimal, denary
Hardware: components eg integrated circuits, printed circuit boards, computer
memory, microprocessors; electronic displays eg cathode ray tubes, liquid crystal
displays, light emitting diodes

2 Know the purpose of typical aircraft electronic systems

Radio frequency (RF) principles: nature of radio wave transmissions eg

electromagnetic spectrum, modulation, amplifiers, transmitters, receivers;
frequency bands eg high (HF), very high (VHF), ultra high (UHF)
Communication systems: manual and automatic systems eg flight deck

communications, data communications, interphone system, aircraft

communications addressing and reporting system (ACARS), satellite

communications (SATCOM, cockpit voice recorder (CVR), selective calling

(SELCAL))

Navigation systems: radio/radar navigation systems eg automatic direction finder

(ADF), VHF omnirange (VOR), instrument landing system (ILS), microwave landing
system (MLS), distance measuring equipment (DME); self-contained/long-range
systems eg inertial navigation system (INS), inertial reference system (IRS), global
navigation satellite systems (GNSS), long range navigation (LORAN), Doppler
navigation
Flight management systems: area navigation eg navigation data base, position
initialisation, route planning, navigation system management, lateral navigation
(LNAV); performance management eg operational database, performance
initialisation, flight planner and management, programme pin identification,
autothrottle, vertical navigation (VNAV)

3 Understand the operation of an automatic flight control system

Automatic flight control system (AFCS) components: mode control panel;

computer amplifier; servos (roll, yaw, pitch); attitude references; flight director;
flight mode annunciator; audible and visual warnings
Basic operation: pitch modes eg altitude hold; vertical speed select, indicated air
speed (IAS) select, mach hold; roll modes eg heading select, LOC/VOR select;
auto approach and landing

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4 Understand the principles of monitoring and testing aircraft avionic systems

Purpose of monitoring: cost reduction eg reduce unnecessary removals, reduce no

fault found; predictive maintenance; simplify troubleshooting
Test methods: individual line replaceable unit (LRU) testing eg current operation
monitoring, built-in test (BIT), built-in test equipment (BITE), go/no test, fault
codes; comprehensive system testing eg fault history, centralised maintenance
systems

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Grading grid

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning
outcomes for the unit. The criteria for a pass grade describes the level of achievement required to pass this unit.

Grading criteria

To achieve a pass grade the evidence must To achieve a merit grade the evidence must To achieve a distinction grade the evidence
show that the learner is able to: show that, in addition to the pass criteria, must show that, in addition to the pass and
the learner is able to: merit criteria, the learner is able to:
P1 describe where digital electronics M1 compare the operation of three aircraft D1 evaluate the interaction of avionic
including logic functions, numbering navigation systems and their application components on the overall performance
systems and hardware are used in avionic of an automatic flight control system
M2 explain in detail how an automatic flight
systems
control system is used during approach D2 evaluate how a flight management
P2 describe the principles of radio and landing system is initialised with performance
frequency transmissions and navigation data.
M3 explain how flight management systems
P3 describe the use of three aircraft can reduce operating costs with area
communication systems navigation and flight performance
management.
P4 describe the features of two radio/radar
navigation systems and two self-
contained/long-range systems
P5 describe the basic features of flight
management system area navigation and
performance management
P6 define the use of AFCS components

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Grading criteria

To achieve a pass grade the evidence must To achieve a merit grade the evidence must To achieve a distinction grade the evidence
show that the learner is able to: show that, in addition to the pass criteria, must show that, in addition to the pass and
the learner is able to: merit criteria, the learner is able to:
P7 describe the basic operation of one pitch
and one roll mode of an automatic flight
control system
P8 state the purpose of monitoring and
describe a test method for a given
avionic system.

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Essential guidance for tutors

Delivery

Delivery of this unit should begin with an introduction to digital systems and the
contribution they make to the effectiveness and capability of avionic systems. It
might be useful to give an overview of how avionic systems have developed over the
last 25—30 years as a result of advances in microelectronics and electronic displays.
Illustrations of these advances could be via comparisons of hardware using actual
equipment and/or videos.
Examples of how avionic systems are used should focus on their operation in a
commercial or military environment. Use can also be made of any first-hand
experience that learners may have gained through work experience and/or the Air
Training Corp (ATC). The avionic systems in this unit (communications, navigation,
automatic flight control systems and flight management systems) all have significant
technical content and it is not intended that each is covered in depth.
Learning outcome 1 covers fundamental principles of digital electronics. Note that
this is a subject in its own right and care must be taken to only address the relevant
unit content (logic functions, numbering systems and basic hardware). There is a
huge amount of data available on this subject and when learners are carrying out
research they should be given structured tasks which lead them to the specified
content. It is important that learners grasp the concept of how small electronic
devices, for example diodes and transistors, can be scaled-up into larger computer
functions, such as memory devices.
Before starting work on learning outcomes 2 and 3, learners would benefit from being
able to see inside an aircraft flight deck or cockpit. In the context of this unit ‘flight
deck’ is used to define the pilots’ stations on a commercial aircraft and ‘cockpit’ is
used for general aviation or military aircraft. This could be achieved by using the
centre’s own aircraft and/or by carrying out a visit to an airline, repair organisation
or military base. Because of the security associated with the aircraft industry,
alternative arrangements could include viewing an aircraft simulator or aircraft
museum. For learning outcome 2, DVDs and/or videos could be used to help learners
appreciate how systems are used. It would also be beneficial for learners to get their
hands on equipment such as control panels or aircraft computers and take them apart
to see how they are constructed.
Learning outcome 2 is covered by criteria P2, P3, P4 and P5. For the radio frequency
criteria (P2), learners are not expected to have detailed knowledge of radio wave
propagation. They are only required to produce evidence that relates to the basic
principles of how a radio wave is transmitted and received, together with an
understanding of frequency bands used for aircraft.
Learning outcome 3 is covered by P6 and P7. When defining the use of the main
system components (P6), learners should be guided towards the specific components
of the AFCS itself with minimal references to systems that integrate with the AFCS.
Where integration of the AFCS with other aircraft systems is covered (P7), it would
add interest to the task(s) if it is contextualised and based on a simple flight plan
devised by the assessor.

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P8 covers learning outcome 4. Delivery of this learning outcome should include some
maintenance training DVDs/videos, so that learners can appreciate how avionic systems
are tested using built-in test equipment. It would also be beneficial for learners to see
printouts from typical aircraft maintenance computers so that normal and abnormal
parameters can be discussed. When designing the delivery of learning outcome 4, it is
important that learners are only required to retain knowledge and skills for simple
procedures relating to the testing, maintenance and faultfinding of systems.
Note that the use of ‘eg’ in the content is to give an indication and illustration of the
breadth and depth of the area or topic. As such, not all content that follows an ‘eg’
needs to be taught or assessed.

Assessment

Assessment of this unit could be achieved through five assignments as detailed

below. A variety of assessment instruments could be used including (but not limited
to) short answer questions, observations and written assignments.
The first assignment could just cover P1 and should be structured so that learners
remain focused on the unit content of learning outcome 1. Learners are expected to
use their own words when referring to applications and while much of their research
will be done using the internet, it is important that what they present is not just a
simple cut-and-paste exercise. Evidence to support knowledge of digital applications
could be generated by giving learners a list of situations/scenarios and then asking
them to detail what methods could be used.
Grading criteria P2 and P3 could be assessed through a second assignment that would
cover part of the unit content for learning outcome 2 and lead into P4. Criterion P4
then links into P5, M1, M3 and D1, which could all be assessed by the third assignment.
Although automatic flight control systems are integrated with many other avionic
systems, grading criteria P6 and P7 would fit well into a fourth assignment. This
assignment could then be extended to incorporate M2 and D2.
The last assignment would cover grading criteria P8 and should involve a given
avionic system scenario. Learners could assume the role of a maintenance technician
who has been tasked with investigating pilot reports that have been recorded in the
technical log. Evidence for this criterion should show that learners can distinguish
between permanent and intermittent faults.

Links to National Occupational Standards, other BTEC units, other BTEC

qualifications and other relevant units and qualifications

This unit links to Unit 5: Electrical and Electronic Principles, Unit 85: Aircraft
Electrical Systems and Unit 88: Aircraft Instruments and Indicating Systems.
It covers some of the knowledge and understanding associated with the SEMTA Level
3 National Occupational Standards in Aeronautical Engineering (Electrical and
Electronic Avionic Systems Installation), particularly:
• Unit 79: Testing Aircraft Communication Systems
• Unit 80: Testing Aircraft Flight Guidance and Control Systems
• Unit 81: Testing Aircraft Navigational Systems.

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Essential resources

To meet the needs of this unit it is essential that centres have access to the
following:
• an aircraft and/or simulator with functioning avionic equipment
• representative avionic equipment, eg control panels, computers, displays and
indicators
• test equipment and measuring instruments
• relevant aircraft technical publications, eg maintenance manuals, system
schematics, wiring diagram manuals.

Indicative reading for learners

Eismin T — Aircraft Electricity and Electronics (McGraw-Hill, 1994) ISBN 0071132864

Pallett E and Coombs L — Aircraft Instruments and Integrated Systems (Longman
Scientific and Technical 1996) ISBN 0582086272
Tooley M and Wyatt D — Aircraft Digital Electronic and Computer Systems (Elsevier
2006) ISBN 0750681381

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Key skills

Achievement of key skills is not a requirement of this qualification but it is

encouraged. Suggestions of opportunities for the generation of Level 3 key skill
evidence are given here. Tutors should check that learners have produced all the
evidence required by part B of the key skills specifications when assessing this
evidence. Learners may need to develop additional evidence elsewhere to fully meet
the requirements of the key skills specifications.

Communication Level 3

When learners are: They should be able to develop the following

key skills evidence:
• describing where digital C3.2 Read and synthesise information from at
electronics are used in least two documents about the same
avionic systems subject.
• describing the principles of Each document must be a minimum of
radio frequency transmissions 1000 words long.
• describing the use of aircraft C3.3 Write two different types of documents,
communication systems each one giving different information
about complex subjects.
• describing the features of
radio/radar navigation One document must be at least 1000
systems self-contained/long words long.
range systems
• describing the basic features
of flight management system
area navigation and
performance management.

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