Aircraft Hydraulic Systems*

Syllabus
 
 
Instructor Information
Name: Mike Thompson
E-mail Address: [email protected]

 
Instructor Office Information
Campus: Aviation Center
Office: 2-107
Office Phone: 920.803.9110
Office Hours: Monday through Friday 1 to 4 pm.

 
Class Information
Beginning Date: 8/18/1997
Number of Weeks: 18
Meeting Times/Location: Class will meet twice per week at the Aviation Center. Refer
to Aviation Center calendar.

 
Course Description
DESCRIPTION:
This course prepares the future AMT to inspect, service, troubleshoot and repair
hydraulic and pneumatic systems. Participants apply hydraulic pneumatic power
systems theory and practice to the maintenance of those aircraft systems. Participants
also explore the functions and operation of cabin atmosphere control systems.
 
This course is part of a curriculum that prepares the learner to qualify to take the FAA
written, oral and practical tests for the Aviation Maintenance Technician (AMT) license.
The topics are organized into three main areas: General, Airframe, and Powerplants.
However, it should be noted that all three areas are intimately intertwined in the real
world of aircraft maintenance and any separation is for the clarity of the curriculum and is
not to be interpreted as defining the actual maintenance of airworthy aircraft.
 
DEFINITIONS USED IN THIS COURSE:
1. Inspect means examine by sight and touch.
2. Check means verify proper operation.
3. Troubleshoot means to analyze and identify malfunctions.
4. Service means to perform functions that will assure continued operation.
5. Repair means to correct a defective condition. This includes component replacement
and adjust, but not component repair.
6. Overhaul means to disassemble, inspect, repair as necessary, and check.
 
IMPORTANT NOTE:
The FAA subject statements are not performance competencies. The FAA subject
statements often include a string of verbs and topics that direct the teacher and the
learner to a broad area. This curriculum is written using performance competencies and
the associated FAA subject statement is linked to the competency.
 
The FAA subject statements are identified by alpha numeric code. The alpha numeric
code is referencing FAA regulation 147 appendix B, C or D. The letter indicates the
appendix: B = General, C = Airframe, D = Powerplant. The subjects in each appendix
are numbered consecutively and so for example C30 would refer to appendix C of FAR
147, item number 30.
 
PERFORMANCE LEVELS:
All competencies will be performed to Levels 1, 2, or 3 as required according to the FAA
subject statement they are linked to. The three levels are referred to as "teaching levels"
by the FAA and are really performance levels.
 
In this curriculum, competency level is defined by the competency properties. The FAA
levels, and our corresponding competency properties, are defined as follows:
 
Level 1 =Application of general principles, but no development of manipulative skill.
(Needs significant additional training to be workplace- ready.) Competency
Properties: Cognitive at comprehension level or above.
 
Level 2 =Application of general principles with development of sufficient
manipulative skill to perform basic operations. Prompting, coaching, or
collaboration are acceptable. (May need some additional training to be
workplace ready.) Competency Properties: Psychomotor at the imitation level
or above.
 
Level 3 = Application of general principles, with development of sufficient manipulative
skill to simulate return to service. (Entry level workplace ready.) Competency
Properties: Psychomotor at the adaptation level.
 
Goals
1. Make airworthiness decisions about an aircraft's hydraulic system
2. Locate technical references for hydraulic systems and their components
3. Inspect and troubleshoot aircraft hydraulic systems with accuracy
4. Service hydraulic systems and their components

 
Prerequisites
1. Completion of Aviation Physics.

 
Textbooks
1. Dale Crane. Aviation Maintenance Technician Series: General. Publisher: Aviation
Supplies & Academics
 
2. Dale Crane. Aviation Maintenance Technician Series: Airframe. Publisher: Aviation
Supplies & Academics
 
3. Dale Crane. Aviation Maintenance Technician Series: Powerplant. Publisher: Aviation
Supplies & Academics
 
4. U.S. DOT FAA. Acceptable Methods, Techniques and Practices AC 43.13-1A&2A
 
5. U. S. DOT FAA. FAR Handbook for Maintenance Technicians

 
Supplies
1. Hearing protection
 
2. Hand protection
 
3. Safety Glasses
 
4. Tool box of standard hand tools
  
Exit Learning Outcomes Addressed In This Course
 
Core Abilities
A. Maintain/Use reference materials
B. Demonstrate safe work habits
C. Participate as a team player in a diverse work group
D. Demonstrate the ability to follow instructions
E. Maintain/Operate tools & equipment
F. Apply problem solving skills
 

Course Level Learning Outcomes - Competencies

1. Inspect a hydraulic system
2. Service a hydraulic system
3. Troubleshoot a hydraulic system
4. Repair a hydraulic system
5. Repair a hydraulic system component
6. Select hydraulic fluids
7. Inspect a pneumatic system
8. Service a pneumatic system
9. Troubleshoot a pneumatic system
10. Repair a pneumatic system
11. Repair a pneumatic system component
12. Analyze the operation of a cabin atmosphere control system
 
 
 Grading Information
Grading Rationale
In order to be eligable for FAA testing for the Aviation Maintenance Technician (AMT),
certificate, the student must earn at least PASS in every FAA AMT required course.
 
Students must earn at least a score of 3 or higher on every competency. Students may
arrange to be retested for competencies scored below 3 or those they have not yet
achieved. No score higher than 3 will be awarded on re-tested competencies. All
retests must be completed prior to week 17.
 
Anyone with uncompleted competencies at the start of week 17 may initiate the
incomplete procedure or they will receive grade of no credit (N/C).
 
Grading Scale
Excellent 17-20 points
Pass 15-17 points
N/C 14 or fewer points
 
 

Guidelines and Information

Aviation Center Handbook
All students are required to read and sign their copy of the Aviation Center Handbook.
Because of the unique environment at the Aviation Center, there are unique and
dangerous hazards. The policies of this handbook supplement those of the college and
the FAA.
 

Academic Honesty
 
Academic honesty is important to the learning organization's purpose of helping learners
to develop critical, independent thinking skills and habits. Cheating and other forms of
academic dishonesty run counter to this purpose and violate ethical and intellectual
principles; they are therefore subject to penalties. For purposes of this course we will
define academic dishonesty as:
Plagiarism:
Presentation of work that originates from another unacknowledged source as one's own.
Presenting someone else's ideas, argument, or information verbatim (or close to
verbatim) without acknowledgement of the source in assessments, papers, or
discussions, constitutes plagiarism.
Cheating:
a) Giving, receiving, or using, or attempting to give, obtain, or use, unauthorized
information or assistance during an assessment or an examination
b) Obtaining or conveying, or attempting to obtain or convey, unauthorized information
about an assessment or examination questions
c) Giving or receiving assistance on an essay or assignment that goes beyond that
specifically allowed by the instructor (this includes buying and selling, or attempt to
buy or sell essays and/or research assistance relating to course assignments)
d) Impersonating someone else or causing or allowing oneself to be impersonated in an
examination, or knowingly availing oneself of the results of impersonation
e) e)      Presenting a single piece of work in more than one course without the
permission of the instructors involved
 

ADA Statement
I wish to fully include persons with disabilities in this course. Please let me know if you
need any special accommodations in the curriculum, instruction, or assessments of this
course to enable you to fully participate. I will maintain the confidentiality of the
information you share with me.
 
Attendance
Plan your schedule so that you can be present for scheduled class sessions and
manage your time so that you can complete your assignments and assessments on or
before the date they are due.
 
If you do miss a class session, identify what you have missed and obtain handouts or
other learning materials that were distributed during your absence.
 
If the learning plan indicates that you missed interactive, applied, or group learning
activities, discuss alternative learning activities with your instructor. (Better yet, propose
an alternative.)
 
Contact your instructor in person, via email, or via voicemail message, explaining how
you intend to make up missed work.
 
Complete work missed due to an absence within one week after your return.
 
If you know you will miss a class session, notify your instructor prior to the absence. Plan
ahead to submit assignments or complete assessments that will be due during your
absence prior to your absence. (Refer to the learning plans and the syllabus schedule.)
 

Core Abilities
 
Core abilities are broad outcomes or skills that every graduate of our organization is
expected to achieve. These skills go beyond the context of a specific course or program
and are skills employers tell us they expect employees to have. We have identified three
core abilities that are important in this course.
They are:
 
 

General Education Outcomes

General education outcomes are academic foundation and life-long learning skills,
knowledge, and perspectives identified as requirements for success by the faculty at
[INSERT NAME OF SCHOOL OR COLLEGE HERE]. They include skills such as written
and oral communication, humanities, fine arts, math, science, and social science.
 
Prior to earning a(n) [NAME DEGREE LEVEL HERE - e.g. PhD, Master's Degree,
Bachelor's Degree, Associate Degree, Technical Diploma, Certificate, High School
Diploma], you will need to demonstrate that you have achieved the General Education
Outcomes by completing all required performance assessments.
 
By achieving the competencies in this course, you will build some of skills, abilities, and
attitudes required by the following general education outcomes:
 
[INSERT TARGET GENERAL EDUCATION OUTCOMES HERE]
 
Performance-Based - It's about Learning!
Your success is the main goal of any learning experience. In performance-based
learning, we carefully identify what you need to be able to do as a result of a learning
experience. Next we determine how you can show that you have learned these skills.
Finally, we plan learning activities that will help you develop the target skills, knowledge,
and attitudes.
 
Benefits for you:
1) You will learn skills and knowledge that you can apply, rather than outlines of
information.
 
2) We tell you right up front WHAT you will learn, how we expect you to show WHEN
you have learned, and HOW you may go about learning. This helps you plan how to
invest your time and energy.
 
3) You know the standards for evaluation before the assessment. You earn a grade
according to how well you perform the skills rather than according to how well others in
the class perform. You are not graded on a curve.
 
4) You are actively involved in the learning. We design learning activities and
assignments that teach you to solve problems and to learn on your own.
 
5) When you complete a learning experience, you have documentation showing the
skills and knowledge you have learned. You can use this information when you seek
employment, admission to further education, advanced standing or transfer of credit.
 
Basic Terminology:
Core Ability - A broad capability that you will develop throughout a course, program, or
major, rather than in one specific lesson. Core abilities include skills that everyone needs
to succeed, such as problem solving and communication.
 
Competency - A major skill, knowledge, or attitude that you will learn as a result of a
given learning experience.
 
Criteria - Specifications that describe a successful performance.
 
Conditions - Descriptions of how you will show that you have achieved a competency.
 
Learning Objectives - Supporting skills that you will learn as a step toward mastering a
specific competency.
 
Learning Activities -Statements that describe strategies for learning skills, knowledge,
and attitudes. (You might think of them as learning assignments.)
 
Assessment Activities - Statements that describe what you must do to get feedback on
your performance or earn credit for your achievements.
 
Performance Assessment Task - Directions for completing a required assignment and a
scoring guide telling you how your performance of a skill or the product you create will
be evaluated.
 
 
Schedule
Session Competency Notes
09/06/2004 Inspect a hydraulic system  
 
09/08/2004 Service a hydraulic system  
 
09/10/2004 Service a hydraulic system  
 
09/13/2004 Troubleshoot a hydraulic system  
 
09/15/2004 Troubleshoot a hydraulic system  
 
09/17/2004 Repair a hydraulic system  
 
09/20/2004 Repair a hydraulic system  
 
09/22/2004 Repair a hydraulic system  
component
 
09/24/2004   No Class

09/27/2004 Select hydraulic fluids  

 
09/29/2004 Inspect a pneumatic system  
 
10/01/2004 Service a pneumatic system  
 
10/04/2004 Troubleshoot a pneumatic system  
 
10/06/2004 Repair a pneumatic system  
 
10/08/2004 Repair a pneumatic system  
 
10/11/2004 Repair a pneumatic system  
component
Analyze the operation of a cabin
atmosphere control system
 10/13/2004   Final Exam Review

10/15/2004   Practical Exam Review

10/18/2004   Final Written Exam

10/22/2004   Final Practical Exam

 
Ó
*Adapted from WIDS