ATA 104 Guide Aircraft Maintenance Training

ATA Specification 104
Copyright © 2001-2007 Air Transport Association of America, Inc. All rights reserved. Output Page: 1
Spec 104 Information
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Guidelines for
Aircraft Maintenance Training
Revision 2001.1
Air Transport Association of America, Inc.
1301 Pennsylvania Avenue, NW - Suite 1100
Washington, DC 20004-1707
USA
Copyright © 2001-2007 Air Transport Association of America, Inc. All rights reserved. No part of this document may
be reproduced or transmitted by any means, electronic or mechanical, including photocopying and recording, or by any
information storage or retrieval system, except as may be expressly permitted in writing by the publisher.

Important Information About This Document
Read Before Using This Document
This document contains recommended specifications that have been developed for the covered topics. ATA does not
mandate their use. You must decide whether or not to use the recommendations in this document. You may choose to use
them in whole, in part, or not at all.
There may be practices, standards and/or regulatory requirements applicable to your operations that exceed the
recommendations in this document. You are solely responsible for determining if such practices, standards or requirements
exist and whether they apply to your activities, and for complying with those that are applicable. Such practices, standards
and requirements can change significantly over time.
ATA does not guarantee, promise or warrant that the specifications in this document will meet the needs of your operations.
This is a determination that you must make and for which ATA is not responsible.
For Additional Information
For more information or to order additional publications, refer to the ATA Publications Catalog, the Web site at
www.airlines.org, e-mail pubs@airlines.org., or call the ATA Distribution Center at:
800-497-3326 (U.S. and Canada)
301-490-7951
For Technical Information and Change Submissions
Errata information for ATA Publications is available at the ATA Publications Web page.
For technical information or to recommend an alteration or amendment to this specification, please submit the
recommendation and any supporting documentation to ATA:
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Phone: 202-626-4062
Fax: 202-626-4181

Highlights
Revision 2001.1 (Revised Oct 2000)
Location Description of Change
Subject 1-1-6. Level IV Training was rewritten to enhanced details.
Subject 3-2-4. Corrected Spec 100 callout to iSpec 2200.
Subject 3-4-2.9. Corrected Spec 100 callout to iSpec 2200.

Chapter 1. Levels of Training
1-1. General
The following guidelines are designed to provide a better understanding of the training requirements of the various job
function/skill mixes resident in airline maintenance operations. By using the levels concept, training program
development/packaging could then be oriented more precisely to the skill/job requirements. This would enhance student
acceptance of the training and increase retention of "need to know" data. Safety and human factors related to the subjects
will be discussed throughout the courses.
1-1-1. Definition of Terms
The following definitions may be useful when reviewing course descriptions and objectives.
Structured Learning Process
Based on defined set of objectives
Follows a lesson plan
· Includes measurement of student performance and feedback
· Uses variety of methodologies as appropriate
Self-Study
· Goal is to gain knowledge
· Uses structured learning process
Cognitive Based Training
· Goal is to gain knowledge
· Instructor-led or self-study
· Not limited to classroom
Practical Training
· Goal is to gain competence
· Instructor-led

· Takes place in classroom, on aircraft, in shops
· Hands-on using equipment, components, training devices
· Does not result in actual servicing or repair
On The Job Training
Goal is to gain competence or experience
May or may not use structured learning process
Usually peer to peer
Takes place on aircraft, on component, or at the workplace (environment)
Involves actual work performance
Troubleshooting/Fault Isolation
The systematic process of identifying a malfunctioning element in an aircraft system and determining the actions
necessary to restore the system to its normal condition.
Minor Troubleshooting
Interrogate and interpret on-board diagnostics to a Line Replaceable Unit (LRU) level.
1-1-2. Summarization of Levels of Training
The five levels listed below define the target populations, the student entry level requirements, and the objectives that a
particular level of training is intended to achieve.
Note: If new technologies are applied in new aircraft or equipment, the manufacturer will specify what basic
knowledge is considered a prerequisite to enter a course. Trainees should be proficient in reading,
writing, and speaking the English language.
Level I General Familiarization
Personnel must be familiar with current equipment and have a general knowledge of turbine powered transport aircraft.
Level I provides a brief overview of the airframe, systems, and powerplant as outlined in the Systems Description Section
of the Aircraft Maintenance Manual (Ref. [Subject 1-1-3]).
Level II Ramp and Transit
Personnel must be familiar with turbine powered transport aircraft, digital electronic equipment, and have experience in
ramp, transit and turn around activity. Level II provides a basic system overview; a description of controls, indicators, and
principal components including their location, and practical training on servicing and minor troubleshooting (Ref. [Subject
1-1-4]).

Level III Line and Base Maintenance Training
Personnel attending Level III training should possess, in addition to requirements for Level I and II, the knowledge and
experience required to maintain turbine powered transport aircraft. Level III provides a detailed description, operation,
component location, removal/installation and bite and troubleshooting procedures to maintenance manual level (Ref.
[Subject 1-1-5]).
Level IV Specialized Training
Entry level is defined by subject matter. Personnel must have considerable experience in the field in which training will be
received. Level IV provides a detailed description, component location, in depth troubleshooting, adjustment, test
procedures, rigging, engine run-up, in-depth use of wiring diagrams, schematics and engineering data (Ref. [Subject
1-1-6]).
Level V Component Overhaul Training
Entry level is defined by subject matter. Personnel must meet prerequisites established by the vendor. Specialized
maintenance/overhaul training conducted by airframe/engine/avionics manufacturers and/or their suppliers and/or airlines
to a component maintenance manual level (Ref. [Subject 1-1-7]).
NOTE: After completion of the appropriate level courses by airline instructors, the manufacturer shall be
prepared to provide additional instructor technical development if needed. The development will be
provided upon request and be limited to duration of a negotiated percentage of normal course length.

1-1-3. Level I - General Familiarization
TARGET POPULATION COURSE OBJECTIVES
Managers and other support personnel. Upon completion of the course, the student will be able to:
1. Identify safety precautions related to the airframe, its
systems and power plant.
2. Identify maintenance practices important to the
airframe, its systems and power plant.
3. Define the general layout of the aircraft's major
systems.
4. Define the general layout and characteristics of the
power plant.
5. Identify special tooling and test equipment used with
this aircraft.

1-1-4. Level II - Ramp and Transit
Personnel associated with through flight maintenance
activities.
In addition to the information contained in the Level I General
Familiarization course, at the completion of this Level II Ramp
and Transit training, the student will be able to:
1. Recall the safety precautions to be observed when working
on or near the aircraft and its systems.
2. Demonstrate knowledge of the main ramp and transit
(through-flight) activities of the following:
A. Doors, windows, and hatches.
B. Electrical power supplies.
C. Fuel.
D. Auxiliary power unit.
E. Power plants.
F. Fire protection.
G. Environmental Control Systems.
H. Hydraulic power.
I. Landing gear.
J. Flight controls.
K. Water/waste.
L. Oxygen.
M. Flight and service interphone.
N. Avionics.
O. Cabin Equipment/furnishings
3. Describe systems and aircraft handling; particularly access,
power availability and sources.
4. Identify the locations of the principal components.
5. Explain the normal function of each major system
including terminology and nomenclature.
6. Perform the procedures for ramp and transit servicing
associated with the aircraft for the following systems: Fuel,
Power Plants, Hydraulics, Landing Gear, Water/Waste,
Oxygen.
7. Demonstrate proficiency in use of crew reports and
on-board reporting systems (minor troubleshooting) and
determine aircraft airworthiness per the MEL/CDL.
8. Identify and use appropriate documentation.
9. Locate those procedures for replacement of
components for ramp and transit activities
identified in objective #2.

1-1-5. Level III - Line and Base Maintenance Training
Personnel associated with line and base maintenance. In addition to the information contained in Level I and Level II
training, at the completion of Level III Line and Base
Maintenance Training, the student will be able to:
1. Perform system, engine, component and functional checks
as specified in the maintenance manual.
2. Correlate information for the purpose of making decisions
in respect to fault diagnosis and rectification to
maintenance manual level.
3. Describe procedures for replacement of components
unique to aircraft types.

1-1-6. Level IV - Specialized Training
NOTE: Prerequisites for students attending this level of training shall be determined by airframe/engine
manufacturers and operators.
1. Engine Run-up Training
Engine Run-up Training provides skills and experience with starting and operating the engines and related aircraft
systems. It emphasizes recognition of normal/abnormal engine and systems operation and provides skills for checking
engine performance characteristics. Normal and emergency engine operation including associated safety precautions and
procedures are also included.
Personnel associated with Base/Heavy Maintenance. At the completion of engine run-up training the student will be
able to safely operate engine after a major repair and/or
replacement of engine components.
NOTE: Engine run-up training shall be provided using
adequate simulators and/or real aircraft.
2. Rigging Training
Rigging Training provides skills and experience with rigging procedures for all related aircraft mechanical systems such as
flight controls, landing gear, doors, etc.
Personnel associated with Base/Heavy Maintenance. At the completion of rigging training the student will be able to
perform all required adjustments, in-depth rigging and tests
necessary after a major repair and/or replacement of
components.
NOTE: Rigging training shall include hand-on training
using adequate training mock-ups and/or real
aircraft.
3. Practical Training
Practical Training provides skills and experience for related aircraft type handling, operation, maintenance, and release
for service.
It includes training on utilization of aircraft operational documentation, MEL/CDL application and related maintenance
tasks, pilot report analysis, testing and troubleshooting using on-board maintenance systems. Selected component location,
zone/compartment access, safety precautions and routine maintenance activities shall be included.

tasks, pilot report analysis, testing and troubleshooting using on-board maintenance systems. Selected component location,
zone/compartment access, safety precautions and routine maintenance activities shall be included.
Personnel associated with Base/Heavy Maintenance. At the completion of practical training the student will be able
to safely perform all routine maintenance tasks, tests and
troubleshoot airframe and engine systems, identify and change
faulty components using the appropriate operational
documentation.
4. Structure Inspection and Repair Training
Structure Inspection and Repair Training:
Provides study of material science, design considerations, aircraft applications and manufacture of metallic and
composite elements.
Provides in-depth use of aircraft related documentation such as Aircraft Maintenance Manual, Component
Maintenance Manual, Non-destructive Testing manual, Structural Repair Manual, engineering data, etc.
Provides in-depth study of corrosion prevention, drainage, sealing, paint system, fasteners, etc.
Provides skills regarding NDT methods, maintenance and inspection of aircraft structures, nacelles and engines.
Provides skills to properly apply recommended inspection procedures and instructions.
Provides skills for damage assessment, repair selection, preparation and execution.
Personnel associated with Base/Heavy Maintenance
and repair training.
At the completion of structure inspection and repair training the
student will be able to recognize, assess and repair damaged
structural aircraft, nacelle and engine parts using airframe and
engine manufacturer recommended methods and procedures.
NOTE: Adequate hands-on training using aircraft structural
elements for various repair solutions shall be part
of this structure inspection and repair training.
5. Other Specialized Training Courses
Other specialized training courses may provide retailed description, operation, component location, troubleshooting, test
procedures, and in-depth use of wiring diagrams, schematics and engineering data.
Personnel associated with Base/Heavy Maintenance. At the completion of this kind of Level IV training, the student
will be able to repair, replace and test specific aircraft, engine
and/or system components.

1-1-7. Level V - Component Maintenance Training
Airline engineers, instructors, inspectors, and select
maintenance personnel supporting maintenance
and/or repair shop operations
LEVEL 5 THEORY TRAINING: Upon completion of Level
5 Component Maintenance Theory Training, the student will be
able to:
1. Briefly explain the component's installation on the aircraft,
its integration with other airplane systems or components,
how the component affects aircraft operation, use of BITE
or other maintenance tools on the airplane, component
power, inputs, and outputs, and all safety, special handling,
or unique component requirements.
2. Read and interpret ATA 104 Level 1 - 4 airplane
maintenance and training information applicable to the
component.
3. Understand and explain component construction and
theory of operation to the applicable component
maintenance level.
4. Read and interpret applicable Component Maintenance
Manual, Ground Equipment Manuals supporting the shop
test stand, and/or other approved component maintenance
data, to the applicable component maintenance level.
NOTE: While the Objectives 1 and 2 above are not
mandatory for shop technicians, such skills and
knowledge are frequently helpful in understanding
flight crew write-ups and narrowing the failure
possibilities, and therefore recommended for the
shop technician, at least in abbreviated form. The
vendor is encouraged to reinforce this training with
appropriate Operations/Line Maintenance CBT or
Hot Mockup based practical training where
available.
Where there is considerable airline interest in the on-aircraft
operations/line maintenance story for a component, for which
the training is extensive, the supplier is encouraged to offer this
training as a separate operations/line maintenance theory
course.
Shop Technician and inspectors LEVEL 5 OJT (ON-THE-JOB TRAINING): Upon completion
of Level 5 Component Maintenance OJT Training, the student
will be able to, at the applicable shop maintenance level:
1. Understand component physical construction, special
handling requirements, safety, disassembly and reassembly
procedures, and shipping requirements.
2. Read and interpret applicable Component Maintenance
Manual, Ground Equipment Manual, and/or other
approved component maintenance data used in component
servicing.
3. Perform component inspection, test, fault isolation, repair,
overhaul, and return to service procedures using authorized

shop equipment, procedures, and processes, as applicable.

Chapter 2. Task Oriented Course Development Guidelines
2-1. General
This is a deliberate and orderly process for planning and developing instructional programs which ensure that maintenance
personnel are taught the knowledge, skills and attitudes essential for successful job performance.
1. The goals of this process provide:
A. A system approach which identifies learner needs which serve as design specifications for course
development.
B. Introduction of modern training technology into the development of maintenance training.
C. Minimal operator redevelopment time of training programs and support materials.
D. Reduced lead time for maintenance instructor training prior to aircraft delivery.
E. Increased effectiveness and efficiency of the training task including the implementation of a data management
system for program control.
2. Although maintenance and maintenance training requirements have become increasingly complex, new tools and
techniques of educational and training technology have also been developed. It is now possible to design training
and instruction so that students will readily obtain the required skills and knowledge in a orderly and precise
fashion.
3. The systems approach starts by identifying the needs of learners and their requirements to perform the job in the
operational environment. These needs can be closely defined as the measurable discrepancies between current
learner skills, knowledge and attitudes and the required learner skills, knowledge and attitudes.
4. The tasks and skills are determined and analyzed and measurable objectives are set. These objectives serve as
design specifications for the development of the Instructional System. Such an approach to training, where the
student rather than the instructor, is the training focal point, is the objective of a task oriented system. Using this
approach, the learning system is designed from scratch and the methods and media are determined on the basis of
the needs and requirements necessary to make training the most effective and efficient. Consequently, "what
should be taught" is established before "how it should be taught" is decided.
5. Contrast this approach with the development process of training packages where trainers are required to establish
course length, student numbers, training aids and support equipment requirements based upon the way it has
always been done. This keeps the training community, and therefore the student being trained, at least one step
behind the current state of the art.

Figure 2-1.1.Task Oriented Course Development Guidelines

2-1-1. Objectives
1. The manufacturers/suppliers shall produce training lessons made up of modules which provide the operators with
menu selectable maintenance training courses.
2. The variables of the menu will be:
A. Item per ATA chapter (system, sub-system, component, LRU, etc.).
B. Five levels of training (based on the defined training population).
C. Training performance blocks, namely:
(1) Identification and location
(2) Purpose and interface
(3) Operation
(4) Functional description
(5) Training information points
3. [Figure 2-1-1.1] takes the above listed items and depicts them as modules in a three dimensional cube. While the
manufacturers/suppliers may combine these modules to offer standard lessons, other combinations of these
modules (Ref. [Figure 2-1-1.2]) may be selected by an operator to assemble lessons to individual requirements. A
lesson is the combination of any number of modules (Ref. [Figure 2-1-1.3]). A course is the combination of any
number of lessons. A careful analysis will be made of the functions/tasks that trained aviation maintenance
technicians must perform to safely accomplish their job.

Figure 2-1-1.1.Training Module Cube

Figure 2-1-1.2.Training Module Selection

Figure 2-1-1.3.Assembling Modules to Create Lessons

2-1-2. Course Development Procedure
1. Maintenance Training courses will be prepared in the English language.
2. The systematic approach to development of the manufacturer maintenance training program will require
preparation of a Maintenance Performance Objective (MPO) by the manufacturer/supplier for each maintenance
function/task. The MPO will control the content of the individual course level and course modules.
3. Steps For Course Development
A. The steps in the process of course development are described as follows (the definition of the maintenance
tasks will be performed first as shown in 1 and 2):
(1) List All Items Per ATA Chapter Concerned
During this step of the procedure all items which require maintenance action will be listed according to
ATA chapter. The items can be either complete systems, sub-systems, sub-sub-systems, individual
components, or LRU's.
(2) List All Maintenance Tasks Per Item
All maintenance tasks which can be performed on the individual items listed have to be defined per item
in accordance with the maintenance/overhaul manual. The definition of actions and procedures to
perform the function/task are given in the relevant work performance documents, e.g., Maintenance
Manual, Maintenance Job Cards, etc.
(3) Task Analysis
A careful analysis is made of the knowledge and skills required to perform the function/ task. It must be
recognized that when students are below the defined entry level, prerequisite training is required and has
to be separately established. In addition to the entry level, the analysis will consider the following:
• relation to safety
• newness (advanced technology)
• criticality to flight operations
• maintenance practices specific to type of equipment
• frequency of performance
• difficulty of performance
Because normally no one aircraft technician will perform all maintenance work possible, the function/task
to be performed by defined groups of personnel will have to be analyzed. This will be done in
accordance with the previously defined training levels:
Level I: General Familiarization - for management and other support personnel
Level II: Ramp and Transit - for personnel associated with through flight maintenance activities
Level III: Line and Base Maintenance Training - for personnel associated with line and base
maintenance

Level IV: Specialized Training - for personnel associated with base/heavy maintenance
Level V: Component Overhaul Training - for shop technicians
(4) Write Maintenance Performance Objectives
Based on the task analysis as described under step 3, Maintenance Performance Objectives (MPO's) have
to be developed reflecting the knowledge and skill requirements to perform the functions/tasks properly.
The MPO's will state the quality and quantity (measurable) of results to be achieved.
(5) Establish Training Modules
In this step, Training Modules shall be established and defined for all maintenance items classified in
different levels in accordance with approved documents. They are to be identified with the following
performance blocks:
(a) Identification and location:
Contains information necessary to identify, name and locate items in working documents as separate
units, or within the normal aircraft installation.
(b) Purpose and Interface:
Contains information necessary to state the items' purpose and relation to other items.
(c) Operation:
Contains information necessary to demonstrate the understanding of operational capabilities, method
of utilization, procedural sequence of operation, and operational limitations.
(d) Functional Description:
Contains information necessary to describe the peculiar features of the item concerned and predict
effects and results caused by several factors.
(e) Training Information Points:
Provide an overview of maintenance processes and/or procedures which have training significance.
While they provide an overview of maintenance practices, they shall not contain any information
(e.g. tolerances, torque values, etc.) that would permit the mechanic to perform maintenance without
the applicable maintenance practices procedure from the Aircraft Maintenance Manual. (Ref. [ATA
iSpec 2200], Sec 2-1-2.4.1) Training Information Points will be derived from a review of the
performance topics (page blocks) listed in the Aircraft Maintenance Manual. (Ref. [ATA iSpec
2200], Heading 3-3-1.1)
(6) Define Teaching Sequence
The course structure will not necessarily be sequenced in ATA chapter order and may vary according to
each aircrafts' systems and their logical interface.
(7) Selection Of Method And Media
All methods, media and types of training aids should be considered for course presentation.
(8) Course Selection By The Operator

Combinations of Training Modules may be selected by an operator to build courses to meet individual
requirements.
(9) Course Evaluation
The manufacturer will present, upon request of the operator, the proposed program for acceptance review
before the first course is conducted.

Chapter 3. Aircraft Maintenance Manual Part I
3-1. Systems Description Section
This manual shall contain information sufficient for the user (engineer/technician/trainee) to understand the construction,
function, operation and control of a system, sub-system, sub-sub-system, and unit. It shall include the identification and
location of related systems and maintenance overviews of training significant items.
The information should be presented in an easily readable and understandable manner, suitable for training. It shall be
profusely illustrated with the same illustrations used in training.
Systems shall be described in different levels, whereas the number of levels used is dependent on the system's complexity.
The levels to be used are:
• System (xx-00-00)
Including a description of the purpose of the system and sub-systems and its functional scope and interrelation to
sub-sub systems as well as to other systems.
• Sub-system (xx-x0-00)
Including a description of the function, operation and control of the sub-system and the general purpose and scope
of function of the major components within the sub-system. Also information about the components location shall
be given. Interrelations to other sub-sub-systems or systems have to be included. In simple systems, where no
breakdown in sub-system is required, the above mentioned can be covered under "System".
• Sub-sub-system (xx-xx-00)
Including a description of the function, operation and control of the sub-sub-system and the general purpose and
scope of the function of the major components within the sub-sub-system. Also information about the components
location shall be given. Interrelations to other sub-sub-systems or systems have to be included. If no breakdown
in sub-sub-systems is required, the above mentioned can be covered under "Sub-systems".
• Unit (xx-xx-xx or xx-x0-xx)
Including a detailed description of the function, operation and control of the individual major components or
assemblies including tests, adjustments which are affecting the performance of the unit and special maintenance
practices or handling procedures when applicable. Interrelations to other units have to be included. The scope of
coverage shall be in accordance with the requirements for level three courses as being defined by this specification
ATA 104.
Peculiarities of individual systems, sub-systems, or sub-sub-systems, may dictate minor changes in this style of
presentation, but it shall be followed as closely as possible.

3-2. Format
3-2-1. Manual Form
All publications shall be prepared in loose-leaf form, except as stated below. Airframe and engine manufacturers'
publications must be furnished in a rigid-type binder which carries on the backbone, the manufacturer's name, aircraft or
engine type designation, and the title of the publication.
In addition, the aircraft manufacturer shall be prepared to provide, by contractual agreement, this publication in punched
card, magnetic tape, microfilm, or paper copy suitable for microfilming.
3-2-2. Paper and Printing
Paper shall be white in color with good strength characteristics and of sufficient weight and substance to eliminate
excessive show-through when printed on both sides, and suitable for minimum image spread (e.g. approx. 20 lb. bond). In
meeting these requirements, consideration will be given to limiting paper bulk.
Temporary revisions, except microfilm camera ready copy, shall be printed on yellow stock. Weight and substance may be
governed by the printing process used. Camera-ready copy supplied by the manufacturer for microfilming, including
temporary revisions, shall be provided on white stock reproduced on one side only and unpunched.
A form of printing shall be used which results in a black image suitable for reproduction and xerography, photo off-set, or
microfilming. The quality of the printed characters, lines, etc. shall be uniform within the page, from page to page, and
from page revision to page revision.
The percent reflectance of the printed characters, lines, etc., if measured on a print contrast meter, such as the Macbeth
PMC II, using a visual filter such as the Kodak Wratten No. 106, shall not be greater than 8%. The percentage reflectance
of the white paper shall not be less than 75%.
3-2-3. Page Layout
1. Size
Standard - 8.5" x 11"
Oversize - 11" x 16" (schematics/diagrams/illustrations only)
2. Binding
All pages, except those prepared for microfilming, shall be set up for standard 3-hole loose leaf filing. Hole size shall be
.38" diameter with center of hole .44" from the binding edge. Those prepared for microfilming shall not be punched.
3. Margin Limitations

3.1. Text
1.50" clear on binding edge, 1.00" on the edge opposite the binding edge and outside edges (Ref. [Figure 3-2-9.1]).
3.2. Illustration
1.25" clear on binding edge, 1.00" on the edge opposite the binding edge and outside edges (Ref. [Figure 3-2-9.2]).
3-2-4. Page Number and Dates
Each page shall bear a chapter/section/subject number identifier, page number and date which shall be placed on the lower
right-hand corner of the page without intrusion into the margin (Ref. Fig 1 and 2 of this section). Chapter/section/subject
numbers will be defined in [ATA iSpec 2200]. Manufacturers may use some of the unassigned chapters, however, in order
to retain consistency of chapter title and content between the various manufacturers, permission to do so must be obtained
in advance from the Air Transport Association of America (Ref. [ATA iSpec 2200]. The chapter/section/subject number
identifier shall be shown in characters no less than 24 point OCR-B.
Each page shall bear the effective date; either that of the original issue, or when revised, that of the latest revision. A
normally blank page within a page block will be identified by placing "THIS PAGE INTENTIONALLY LEFT BLANK"
in the upper left hand corner of the prescribed text area. The page will bear a chapter/section/subject, page number and
date as applicable.
3-2-5. Copy Standards
All text shall be prepared in a dual column, left justified, right hyphenated (if possible right and left justified and
proportional spaced), one-half inch between columns. The columns will be split after the left side column of text is full.
All illustrations shall be prepared in a horizontal-landscape format with the top of the illustration at the binding edge. Page
orientation shall have the text on the upper page and illustration on the lower. All pages shall be printed on both sides. The
manufacturers masthead and publication title shall appear at the top of all pages.
When published for use in training, the publication title shall read "TRAINING MANUAL".
3-2-6. Type Size
1. Characters
All text, charts, tables, etc., shall be prepared in 10- or 12-pitch sans serif characters, 6 lines to the inch, Standard
ECMA-11 (ISO Recommendation 1073) for the alphanumeric character set OCR-B in 10 - pitch characters being preferred.
2. Size
Characters on standard (8.5" x 11") and oversize (11" x 16") pages for illustrations, charts, tables, wiring diagrams, etc. not
meeting computer output microfilm (COM) or photo typeset quality shall not be less than .075 inch high and shall be upper
case sanserif with a line thickness of not less than .009" and space inside any character shall be capable of containing a
circle of not less than .018" diameter. The space between characters shall not be less than .022" and the space between the
lines of characters shall not be less than .030". For illustrations, charts, tables, wiring diagrams, etc. generated on computer

output microfilm (COM) or meeting photo-typeset quality final enlarged size sans serif characters of not less than .060"
high are acceptable.
3-2-7. Identifying Revised Material
A revision to a page is defined as any change to the printed matter that existed previously.
Revisions, additions, and deletions shall be identified by a vertical black line or code letter "R" along the margin of the
page adjacent to that portion of the printed matter that was changed (Ref. [Figure 3-2-9.2]).
A black line, or a code letter "R" in the right-hand margin opposite the chapter/section/subject, page number and date, will
indicate that the text was unchanged but the material was relocated to a different page.
For digital data requirements see "Digital Data Presentation" in [Section 3-1].
3-2-8. Microfilm Presentation - Roll Film
Film supplied by the manufacturer shall meet the following requirements:
1. Roll Film Master Silver Negative (First Generation)
(1) Master negative film shall be produced on silver halide film. Film stock shall be unperforated antihalation safety
film manufactured expressly for microcopying to ANSI PHI-25-1974 or as an alternative, ISO standard 543
(Cinematography-motion picture safety film-definition, testing and marking).
(2) Microform and form layout
(a) Width of the film shall be 16 millimeters within the tolerances specified by ANSI PH5-3-1967 or as an
alternate, ISO Standard 69. The residue of thiosulfate shall not be in excess of 1 microgram per square
centimeter of processed silver halide film. ANSI Standards PHI.28.1973 and PHI.41.1973 plus ISO
Standards 4331/1977 and 4332/ 1977 refer.
(b) Images shall be placed so that the 11" side of the page is perpendicular to the length of the film when filmed
at 24:1 (comic mode). When 36:1 reduction is used, the 11" dimension of the page shall be parallel to the
length of the film (cine mode), the 8.5" x 11" pages being filmed in pairs, with the text above the illustration
(Ref. [Figure 3-2-9.4]).
(c) The exposed image on the film shall be in the center +0.76mm of the 16mm width of the film unless otherwise
specified by the operator. The spacing between images on the film shall not exceed 3mm (.125").
(d) Pages shall be filmed in correct sequence. The pages filmed in pairs for 36:1 reduction shall be arranged so
that the top (text) page always follows the bottom (illustration) page in sequence.
(e) The first image on each roll shall be the manual title page, consisting of equipment type identification, subject
matter, coding, and distribution date, in characters as large as possible.
(f) The second image on each roll shall be a quality control target page. The NBS 1010 Microcopy Resolution
Test Chart or as an alternative ISO standard 3334, Microcopy Resolution Test Chart No. 2 shall be positioned
in the center of 20-lb opaque white bond paper, vertical lines parallel to the side of the frame
Copies of the chart shall also be placed at each corner of the page, vertical lines 45 degrees to the side of the
frame. A 2" square of flat black of 6% reflectance shall be placed at one side of the test chart and a 2" white

square outlined in black at the other side of the Test Chart. (Ref. [Figure 3-2-9.4])
(g) The last image on each roll of film shall be the same as the second image as described in (2) (f).
(h) For 24:1 reduction, the first ten images at the beginning of each chapter shall consist of chapter number
leaders followed by one image of the chapter title ad number. For 36:1 reduction the first ten pairs of images
shall consist of chapter number leaders followed by one pair of images of the chapter title and number (Ref.
[Figure 3-2-9.5] and [Figure 3-2-9.6]).
(i) Filming shall be accomplished so that a chapter will not normally be divided between two rolls of film unless
a single chapter exceeds the capacity of the cartridge.
(j) There shall be 3 ft. of clear film before the first and after the last image filmed on each roll.
(k) Unless specified by the operator, no indexing of film for retrieval purposes is required.
(l) If temporary revisions are filmed they shall be placed after the page they affect within the publication, before
filming.
(m) The normal page affected by the temporary revision shall be stamped before filming with a large arrow
pointing towards the adjacent temporary revision, drawing the readers attention to the fact that a temporary
revision exists.
(3) Reduction Ratio
(a) The reduction ratio shall be 24:1 or 36:1 as specified by the operator.
(4) Density and Resolution
(a) The background density of the white square on each quality control target image (Ref. [Figure 3-2-9.4]) shall
normally be between 1.0 and 1.2 visual diffuse transmission density, and the density of the black square on
the same target image shall not exceed 0.1. A white square density of the microforms does not exceed 0.1 or
as an alternative, the density shall meet the requirements of ISO 6200 (groups 2 and 3) (micrographics-density
of silver gelatin type films). These figures apply only to first and second generation negative silver masters
used to produce duplicate copies for distribution. If the second generation silver master has positive polarity
the operator shall specify his density requirements.
(b) Resolution shall not be less than the values quoted below in order to minimize degradation in subsequent film
generations.
Master Silver Negative (First Generation)
Reduction Ratio - Smallest Target - Resolution Lines/mm
24X - 5.0 - 120
36X - 4.0 - 144
Duplicating Master1(2)
Smallest Target - Resolution Lines/mm
4.5 - 108
3.6 - 130
(5) Splicing

(a) No splicing shall be permitted within a duplicating master film.
(b) Splicing is permitted in the master silver negative film. Where thermo-fusion splicing is used each splice
shall be separated from the adjacent filmed images by a minimum of 2 mm. Other forms of splicing are only
permitted between chapters and such splices shall be separated from adjacent filmed images by a minimum of
25 mm.
2. Roll Film Duplicate Copies.
NOTE: Type of packaging (cartridges, cassettes, labeling, etc.) shall be as specified by the operator.
(1) Resolution shall not be less than:
Distribution Copies2(3)
Reduction Ratio - Smallest Target - Resolution Lines/mm
24X - 4.0 - 98
36X - 3.2 - 115
(2) No splices, other than for the leader and trailer, are permitted.
(3) Reels, cartridges, cassettes, etc. shall be filled as close as practicable to full capacity without splitting chapters.
3-2-9. Digital Data Presentation
All digital data supplied by the manufacturer will conform to [ATA iSpec 2200] (Digital Data Standards For Aircraft
Support).

Figure 3-2-9.1.Sample - Manual Page, Horizontal Layout (Text)

Figure 3-2-9.2.Sample - Manual Page, Horizontal Layout (Illustration)

Figure 3-2-9.3.Sample - Manual Page, Horizontal Layout (Text)

Figure 3-2-9.4.Sample - Quality Control Target

Figure 3-2-9.5.Sample - Roll Film Page Layout

Figure 3-2-9.6.Sample - Type Size and Style

3-3. Indexing
3-3-1. Chapter Listing
Each manual shall carry a list of chapters contained in it.
3-3-2. Tab Dividers
Each chapter, including the introduction section to the manual, shall be marked with a yellow plasticized tab divider. For
ease of reference, these dividers shall be staggered.
3-3-3. List of Effective Pages
A list of effective pages shall be prepared for each chapter of the manual.
3-3-4. Table of Contents
A table of contents page shall be located behind each tab and be in accordance with [ATA iSpec 2200]. Each table of
contents page shall be in double column format, with the title of the section at the top of the left hand column. The contents
listing shall contain adequate information to permit the reader to quickly and accurately locate the material they seek. It
shall list in tabular form the title of the chapter, section, or subject, as applicable.
Each sub-sub system or group of interrelated subjects in the publication "AIRCRAFT MAINTENANCE MANUAL" shall
be placed numerically within each subsystem under the applicable chapter heading. In the publication "TRAINING
MANUAL", the sequence shall match the order in which they appear in the publication.
3-3-5. Effectivity Cross-Reference Index
Each Manufacturer's Manual shall contain an explanation of the "Effectivity" code(s) employed in the manual.
Additionally, aircraft manufacturers shall provide a listing of the aircraft manufacturer's serial numbers related to tail
number, registration number, etc. assigned by the operator to his aircraft.

3-4. Method of Presentation
3-4-1. Text Material - Style
1. Text Content
All text shall be in an easily readable and understandable format and language. Simple words and grammar shall be used.
The terminology used shall be standardized throughout the manual to fulfill the need for clear communication of complex
maintenance information. Writing rules and vocabulary shall be in accordance with the AECMA Simplified English
[AECMA PSC-85-16598]. Text shall be written in double galley, left justified. (Ref. [Figure 3-4-2.1])
When reference is made to any onboard switch position, indicator or light callouts, the text shall be the same as that found
in the aircraft. Whereas when it is used the first time in the respective section it will be explained in brackets.
2. Paragraphing and Outlining
Material shall be presented in the modified block style shown below. Subdivisions of text will be identified and the
breakdown will be indented 5 spaces and preceded by a hyphen as shown below.
Major Breakdown
Text
- Indentation, if required.
Paragraph headers, where appropriate, shall be initial capitals, separated from previous and following text by the standard
1-1/2 lines.
When text includes a series of items, conditions, etc. they shall be listed rather than in series separated by commas.
The Training Information Points will be used when providing an overview of maintenance processes and/or procedures,
including warnings, cautions, and notes.
3. Abbreviations and Acronyms
For this unique paragraph structure, the list of abbreviations and acronyms shall be presented as shown below.
Table 3-4-1.1.Abbreviations and Acronyms
abbr abbreviation
ACARS Aircraft Communications Addressing And Reporting System
baro barometric
BFE Buyer Furnished Equipment
ident identification

The list shall be in alphabetical order.
This paragraph shall be included in each section of the training manual and shall list only the abbreviations and acronyms
used in the section.
4. Person and Voice
The second person imperative shall be used only for warning and cautions. Avoid the passive voice. The third person shall
be used for descriptive discussions; for example, The torsion link assembly transmits torsional loads from the axle to the
shock strut.
5. Nomenclature and Abbreviations
(1) Except as stated below, nomenclature and abbreviations shall be consistent throughout all technical data for all
components, parts, etc. They shall also be consistent with all placards, notices, etc. displayed on the aircraft. The
nomenclature and abbreviations used shall be well understood, be in common use, and have only one meaning.
(2) Wherever possible, abbreviations shall conform to a recognized standard. Non-standard abbreviations that spell
simple words shall not be used.
6. Titles
The lead title of major text subdivisions shall indicate in a brief descriptive phrase the subject to be covered and the
function to be covered.
7. Effectivity Listing
A page set shall show only one effectivity block. (Each effectivity block shall have a unique page set).
8. Warnings, Cautions, and Notes
These adjuncts to the text shall be used to highlight or emphasize important points when necessary. Warnings call attention
to use of materials, processes, methods, procedures, or limits which must be followed precisely to avoid injury to persons.
Cautions call attention to methods and procedures which must be followed to avoid damage to equipment. Notes call
attention to methods which make the job easier. Warnings and cautions shall be located directly above the text to which
they relate. Notes shall always be on the same page as the text to which they apply.
All cautions and warnings shall be printed in capital letters throughout and be preceded with the word WARNING or
CAUTION in caps and underlined. Examples:
WARNING: SOLUTION IS EXTREMELY FLAMMABLE.
CAUTION: DO NOT OPERATE CONTROLS.
All notes shall be in upper and lower case letters and preceded by the word NOTE in caps and underlined.

Example:
NOTE: It is not necessary to relieve pressure.
9. Model or Type Reference
A means shall be provided so that the operator may determine easily and with certainty whether information applies to his
type or model of the aircraft. Any reference of this type shall be expressed in definite terms such as model or type
designation, serial number range, or by a similar method.
10. Illustration Reference
References to an illustration will be made by title. When reference is made to a illustration in the same subject only the
illustration title need be referred to. When reference is made to a illustration in another subject, the full
chapter/section/subject number and illustration title shall be shown.
11. Page Identification Number
The text and corresponding illustration page will be tied together by a page identification number on the left hand border of
each page. (Refer to examples in [Figure 3-4-2.2])
3-4-2. Illustrations
1. Presentation
Illustrations shall be used as the primary source of information transfer. They shall be developed uncluttered with limited
information/learning points and presented in a self-explanatory style. The information breakdown shall follow the
whole-part-whole concept.
All illustrations shall be adequately supported by text.
Illustration orientation shall be horizontal-landscape format because of CBT monitor format and turnover into projectables.
Illustrations and text shall be paired and shall be found on different pages. Page orientation is horizontal-landscape with
text on the upper page and illustration on the lower.
Illustrations showing system, sub-sub-system schematics shall be presented in the same orientation as found on the flight
deck system panel or display.
Illustrations must be drawn in a size and lineweight such that they can be used without rework for the production of
projectables (overhead-transparencies/slides/CRT-screens/etc.) Standards shall be; line weight 21 mil minimum; call outs
10 point minimum.
2. Use of Color
(1) Color shall not be used in illustrations except under special circumstances.
(2) Most illustrations shall be black line images and as necessary use distinctive shading patterns, cross hatching or

similar techniques to provide drawings which can be copied without resorting to color reproduction processes.
3. Acceptable and Unacceptable Types
Acceptable types of illustrations are illustrated and explained in the sample pages following. (Ref. Fig [Figure 3-4-2.4],
[Figure 3-4-2.5], [Figure 3-4-2.6], [Figure 3-4-2.7], [Figure 3-4-2.8], [Figure 3-4-2.9], [Figure 3-4-2.10], [Figure 3-4-2.11],
[Figure 3-4-2.12], [Figure 3-4-2.13], and [Figure 3-4-2.14]) The line drawing is the most desirable for general use.
All illustrations shall bear a title.
The manufacturer shall not furnish master copy in the form of brownline prints, photostats, or blueprints.
4. Callouts
Arrowheads on lead lines are optional except where dimensions are indicated.
5. Electrical and Electronic Diagrams
To support the description of electrical and electronic systems and the explanation of their operation, the types of
illustrations listed below are specified.
(1) The block schematic shall be used in the descriptive portion of the manual to simplify complex circuits to a point
where non-specialist personnel can obtain an understanding of the function and operation of the system,
sub-system, or sub-sub-system. The block schematic is valuable in showing the arrangement of system
components and current/signal flow through the system. It should be considered a training aid, supplementing the
circuit description, without requiring extensive electrical background on the part of the reader or trainee. In
general, the function of a particular system component is indicated without stating how this is accomplished.
(2) The simplified schematic is in the same category as paragraph E (1) but shall be broader in scope. A simplified
circuit shall be presented without regard to unit location in the airplane, but electrically accurate, to allow a clear
presentation of the overall circuit. This type of schematic is valuable in showing the simplified electrical operation
of the system, sub-system, or sub-sub-system components and their interconnections. It may be used for training
to allow a more detailed understanding of the operation of the system.
(3) The logic schematic prepared in accordance with American National Standards Institute Y32.14 shall be used to
depict electronic systems and components which use Logic or two-state devices in their construction. It shall be
designed to aid in understanding the function and operation of a circuit without showing the physical construction.
In this respect it performs the same function as the block schematic, described in paragraph E (1) above.
6. Dimensioned Drawings
When dimensioned drawings are used, tolerancing shall be shown in accordance with American National Standards
Institute Y14.5, ISO OR 1016, or other equivalent national standard.
7. Fluid Power Diagrams
The graphical symbols used for fluid power diagrams shall be to Society of Automotive Engineers Aerospace Standard
AS1290, ISO1219 or other equivalent national standard.

8. Weights and Measurements
If weights and measurements are shown in text and illustrations in both S.I. (metric) and Imperial/U.S. Values, the first
value shall be in the units used in the original design. the second value shall be located immediately following or below the
first value and shall be included in parentheses or brackets.
9. Unassigned Chapter Numbers
So as to provide flexibility, manufacturers may use some of the unassigned chapters, (Ref. [ATA iSpec 2200]); however, in
order to retain consistency of chapter title and content between various manufacturers, permission to do so must be
obtained in advance from the Air Transport Association of America

Figure 3-4-2.1.Sample - Text Content

Figure 3-4-2.2.Page Identification Number

Figure 3-4-2.2.Page Identification Number (cont.)

Figure 3-4-2.3.Sample - Manual Page, Horizontal Layout (Illustration)

Figure 3-4-2.4.System Level (Illustration)

Figure 3-4-2.5.System Level (Illustration)

Figure 3-4-2.6.System Level - Illustration (Schematic Oriented) Panel (Layout)

Figure 3-4-2.7.Sub-System Level (Illustration)

Figure 3-4-2.8.Sub-System Level (Illustration)

Figure 3-4-2.8.Sub-System Level (Illustration) (cont.)

Figure 3-4-2.9.Sub-System Level

Figure 3-4-2.10.Sub-Sub-System Level (Illustration)

Figure 3-4-2.11.Unit Level (Illustration)

Figure 3-4-2.11.Unit Level (Illustration) (cont.)

Figure 3-4-2.12.Unit Level (Illustration)

Figure 3-4-2.13.Unit Level

Figure 3-4-2.14.Unit Level

3-5. Issuance and Revision Service Policy
3-5-1. General
A. The manufacturer shall furnish technically accurate publications which are in conformity with this specification.
When an operator is not familiar with the aircraft or equipment to be operated, adequate and correct data relating
to such an aircraft type or equipment shall be supplied by the manufacturer sufficiently in advance, to allow
adequate time for training requirements. For newly designed aircraft or equipment, or for a change in the existing
series of aircraft or equipment the related data may be of a preliminary nature. This preliminary data shall be
continually updated and expanded by frequent revisions issued by the manufacturer to create the required
publication.
The transmittal documents shall contain the mailing addresses, telephone number and telex codes (if applicable)
for the manufacturer/vendor or organization that has responsibility for the publication and/or is the customer
contact office for inquiries concerning the publication being transmitted.
B. Transmittal Documents shall identify aircraft or engine applicability.
C. The manual used in the classroom which is published and titled "TRAINING MANUAL" will not require revision
service.
3-5-2. Collation of Material
Collation or non-collation of the material by the supplier shall be at the discretion of the customer. However, in the
absence of collation instructions from the customer, the supplier shall collate the material in training sequence.
3-5-3. Revisions
A publication once issued shall be kept current by revision service throughout the service life of the equipment/items
covered. The practice of reissuing a complete replacement periodically is acceptable. When a Service Bulletin effects a
change to the manual, the manufacturer shall issue the necessary revisions to the publication promptly, but in no case later
than 180 days from the Service Bulletin date or 180 days from the time of operator notification of acceptance.
3-5-4. List of Effective Pages
Each manual shall have list of effective pages so that the airline operator may be assured at any time that the manual is
current. For the Systems Description Section the list of effective pages shall be prepared for each chapter of the manual.
3-5-5. Temporary Revisions
In order to bridge the gap between revisions, and to provide a rapid and convenient means of calling attention to errors or
temporary instructions, a temporary revision is to be provided. The temporary revision shall apply to one subject only and
shall be keyed in with the manual so that text and revision instructions are placed adjacent to one another.

3-6. Normal Revision Service
3-6-1. Frequency of Revisions
Revisions shall be issued no less frequently than quarterly. During the introduction of a new fleet into service (which can
conceivably encompass a period of several years), revisions of no less than forty-five days is desirable where unusually
high activity dictates the necessity for such action.
3-6-2. Dating of Pages in a Revision
All new or revised pages of a revision shall be dated with the same date. Dates on unrevised back-up pages shall remain
unchanged.
3-6-3. Number and Dating of Revision Transmittal Sheets
Each revision transmittal after the original issue shall be numbered in consecutive sequence and show date of issue which
shall be the same as the date appearing on the revised pages.
3-6-4. Transmittal of Revisions
A. Each copy of each revision shall have a letter of transmittal attached advising all holders of pages to be removed
and pages added by the revision. The transmittal letter also shall include revision highlight pages which identify
the affected pages in consecutive order and the reason for each change. When all, or nearly all the pages of a
manual are revised necessitating the issue of a complete replacement, the changed information shall be identified
and handled as a normal revision. Special caution shall be exercised so as not to remove information affecting
components still in service but out of production.
B. Revisions should be transmitted (shipped) to the operator or group of operators no later than ten (10) working days
after the date appearing on the revised pages.
3-6-5. Record of Revisions
Each manual shall have a revision record page for entering the successive revision numbers, issue dates, insertion dates and
incorporator's initials. This page shall be reissued only after the available entry spaces have been used.

Chapter 4. Computer Based Learning
4-1. Guidelines for Computer Based Learning Materials
4-1-1. General
This chapter provides guidelines to assist in designing, developing, and applying computer-based learning materials
produced for maintenance technical training for aircraft, engines, and components. They are intended to describe the
customer's expectations of aircraft, engine, and component manufacturer provided computer based learning materials.
The information in this guidelines is to provide a common base of understanding between aircraft manufacturers, vendors,
and airlines when they discuss the preparation, use, and delivery of training media. This document may also help training
personnel express concepts and requirements to non-training people such as procurement officers, legal, and purchasing
departments.
The technological capabilities of integrated media development and delivery systems are changing more rapidly than we
can change specifications. Therefore, these guidelines describe functional requirements as opposed to technical
requirements.
4-1-2. Scope
The Guideline For Computer Based Learning Materials addresses:
(1) Applications of computer based learning materials - a description of the various ways screen delivered
learning materials can be used.
(2) Functionality of computer based learning materials - a description of learner controls, types of
computer-based learning materials, etc.
(3) Hardware and Software Considerations - a description of hardware and software considerations to assure
optimum use of courseware on existing and future authoring and delivery platforms.
(4) User Interface Considerations for learner controls and icons.
(5) Computer Managed Instruction (CMI), a description of CMI and its use.
These topics relate to computer based learning materials such as simulations, part-task trainers, and CBT. (Ref. [Figure
4-1-2.1])

Figure 4-1-2.1.Spectrum of Learning Materials: Chapter 4 Content

4-1-3. Relationship of ATA and AICC
The ATA/AICC (Aviation Industry Computer-Based Training Committee) relationship is of mutual interest for those
parties producing and delivering computer based learning materials for aviation maintenance training. Participation in both
of these groups helps assure the optimum fit of solutions to needs by providing forums for discussion and problem solving.
Since the AICC Guidelines and Recommendations (AGRs) are developed particularly for the aviation industry they usually
reflect ATA needs. When the ATA MTSC has formally recognized AGRs they are tabulated in [Appendix A]

Figure 4-1-3.2.ATA/AICC Relationship

4-1-4. Relationship to Chapter 2
Computer based learning materials will be designed according to [Chapter 2], Task Oriented Course Development
Guidelines. Learning material components will be identified using the three axis reference scheme defined by the Training
Module Cube [Figure 2-1-1.1].
4-1-5. Relationship to Chapter 3
Computer based learning materials content and graphics should be consistent with guidelines for the Systems Description
Section (SDS) of the Aircraft Maintenance Manual , ATA Specification 104, [Chapter 3]. This does not mean they must be
identical, but that they must be readily recognized by the learner as the same objects presented in the SDS.
4-1-6. Relationship to Industry Users of ATA Specification 104
There are a variety of customers or audiences for ATA Specification 104. The intent of this chapter is to provide
communication among the various interested parties concerning computer based learning materials. This will help assure a
common understanding regarding the use and application of this medium.
[Figure 4-1-6.1] identifies the major industry users of ATA Specification 104.

Figure 4-1-6.1.Industry Users of ATA Specification 104

4-2. Applications of Computer Based Learning Materials
4-2-1. Introduction
Computer based learning materials provide capabilities not available in traditional classrooms and provide dynamic
presentation and control of graphics and animations. There are three main categories of computer based learning materials:
simulations, part task trainers, and Computer-Based Training (CBT). The medium has evolved to include digital sound
and video presentation.
4-2-2. General
Use of learning technology must be to enhance knowledge/skill transfer rather than demonstrate technological possibilities.
The effectiveness for each learner is the key goal for products.
Computer Based Learning Materials are the appropriate medium when students must practice performance of a
procedure/skill, when the instruction is best served by an aircraft simulation, and when use of an interactive screen display
provides better information transfer than by using other static means such as transparencies or slides.
To assure effectiveness, the materials must optimize the use of learner interaction for classroom, small group, and
individualized instruction.
4-2-3. Specific
The table below illustrates how specific types of computer based training materials might be applied.

Table 4-2-3.1.Application of computer based learning materials
Computer Based Learning Materials Application
Computer Based Simulations Includes computerized representation of interactive aircraft
control panels, displays, schematics, etc.
Computer Based Part Task Trainers Similar to CB Simulation but focused on a specific system or
task and may include the use of real or simulated equipment.
These are often computer controlled devices to simulate
specific hardware operations of an aircraft. This is useful when
a specific environment is required or the feel of using the device
is critical to task performance.
Computer Based Training (CBT)
Student Paced
The traditional view of student paced CBT is a computer
controlled, structured, learning experience where the student
interacts with a computer program that leads the student
through a series of activities to a specific goal.
Instructor Led Instructor Led CBT can be a lesson as above without the
structure where the instructor controls the activity of the lesson,
or it may be the use of a lesson where the instructor leads the
class through its operation.
Screen representations may include computer graphics as well as video.
4-3. Functionality of Computer Based Learning Materials
4-3-1. Introduction
Functionality of computer based learning materials describes learner controlled materials (student paced computer based
training), instructor led computer based training, tutorials, guided practices, panel simulations, dynamic schematics, and
student evaluation.
Delivered computer based learning materials may include all or some of the functionality described below.
4-3-2. Student Paced Computer Based Training
If the pace at which a learner progresses is determined by individual capabilities, such as reading speed, amount of review,
and success with lesson interactions the materials are considered as student paced. The key is that the materials have
interactions, feedback for anticipated responses and access to more information to help learners make progress toward the
performance objectives.
The advantage of student pacing is that each learner is more likely to receive the right amount of information. Someone
who has a lot of experience may go through the materials quickly. A novice may take longer by doing more review or
working more slowly with unfamiliar information. In both cases when finished the learner has mastered the material, only
the time has varied.
Student pacing is a good way to acquire general information/skills, learn vocabulary and nomenclature, learn new

procedures, and practice performing tasks.
4-3-3. Instructor Led Computer Based Training
When an instructor or other leader decides when to progress to the next example, interaction, or set of materials, the
materials are often called instructor Led. The group of learners to whom the materials are being presented all experience
the same information at the same time.
This material may be group exposure to a student paced lesson or other computer based learning material selected by the
instructor/leader.
This usually occurs using a large screen or monitor so that all learners can see the same thing at the same time. These
sessions provide good flexibility. An instructor can answer questions, clarify misunderstanding, and provide narratives of
examples from experience.
Instructor Led CBT can be a specific set of learning objectives that may include animation of flow or mechanical operation.
Learners also can describe related experience. This is an excellent environment for novices to learn the "lore" of the
organization and the tasks.
Evaluation for certification can take place in individual or small-group instructor Led sessions.
4-3-4. Tutorial
The tutorial format guides a learner through a limited set of branches. It may be appropriate when the instructor wants to
be sure that the learner has been exposed to a specific set of information, dynamic schematics, and/or simulations.
Tutorials are highly structured.
4-3-5. Guided Practice
Guided Practice materials present specific situations to the learner and evaluate the responses for correctness and
effectiveness. With this approach prompts are provided to the learner whose activities and actions result in feedback. The
feedback further instructs the learner about correct responses to the situation.
4-3-6. Panel Simulation (Freeplay)
Panels, including control and indicators on the aircraft, have a simulated representation for the computer screen. The
simulations have many uses from instructor presentations to individualized learning. When controls are changed, the panel
reflects the result as it would occur on the aircraft. The instructions (logic) and conditions (variables) driving the panel
simulation may be changed by the learning material program so the panel can reflect non-normal and emergency situations.
The configuration is a set of common variables associated with the panel and associated dynamic schematic.
4-3-7. Dynamic Schematic
The dynamic schematic will reflect the state of the system according to the set of variables which can be changed by the
learning materials or operation of the associated panel simulation. The schematic graphics will be at an appropriate level of

detail for the learning objective being presented. They will be sized appropriately for the method of delivery (small-group
or individual). For instance, when a fuel valve opens, the appropriate fuel line fills to the next closed valve, non-operating
pump, etc. to reflect the system's status.
4-3-8. Student Evaluation
There are two types of student evaluation: non-recorded evaluation and recorded evaluation:
A. Non-Recorded Evaluation.
Testing may be included throughout the lesson to allow learners to evaluate their own progress toward learning
goals and objectives. The results from self-evaluations are not reported to anyone but the learner.
B. Recorded Evaluation
Some tasks require certification of competency. Testing can be included throughout the lesson to allow the
evaluation of each learner's progress toward learning goals and objectives. Evaluations may be conducted or aided
through screen delivered materials. Knowledge components of annual re-certification, engine run-up and taxiing,
hazardous materials handling, etc., can be facilitated with interactive, screen delivered materials. Security and
learner identification functions will need special attention to assure authorities of an individual's competence.

4-3-9. Functionality of Computer Based Learning Materials.
[Table 4-3-9.1] provides examples of functions for the three main categories of computer based learning materials.

Table 4-3-9.1.Functionality of computer based learning materials
Computer Based Learning Materials Functionality
Computer Based Simulations Instructor led
Panel Simulation
Dynamic Schematic
Computer Based Part Task Trainers Instructor Led
Guided Practice
Panel Simulation
Dynamic Schematic
Student Evaluation - Recorded
Computer Based Training (CBT) Instructor Led
Student Paced Student Paced
Instructor Led Tutorial
Guided Practice
Panel Simulation
Dynamic Schematic
Student Evaluation - Non-Recorded
Student Evaluation - Recorded

4-4. Hardware/Software Considerations
4-4-1. Introduction
The entire computer industry works diligently to make bigger, faster, cheaper solutions for customers. This means that
what is developed today will not be the standard tomorrow. As a result there will always be differences between the
capabilities and requirements of legacy courseware and materials developed using the latest hardware. As a result, there
probably will never be a universal delivery platform.
Aviation training interests desire optimization of hardware use to facilitate "upward compatibility" of legacy courseware.
That is, the learning materials developed in the past should run on the equipment required for the latest courseware.
Legacy courseware should not be revised in a manner that requires newer hardware. This allows each user to optimize their
mix of delivery stations.
4-4-2. Authoring Workstations
Authoring workstations provide a platform that supports authoring systems, graphics software tools, animation tools,
sub-routine development (if necessary), and multimedia integration.
The authoring system will be easily usable by instructors and subject matter experts. It will be capable of, but not require
(for most panel simulations and dynamic schematics), programmer-like manipulation of variables and commands. It will be
able to use materials created in other applications, such as animation tools, and import graphics from a wide variety of
sources using standard file formats such as CGM, PICT, TIFF, BMP, etc.
The operator may require the ability to modify and edit the materials.
Authoring workstations may be more powerful and faster than the learning delivery station for which the materials are
targeted. The use of such a machines, however, will not require learning delivery stations that exceed the minimum
standards listed in the following description.
4-4-3. Delivery Stations
Learners need reasonable response time and screen refresh rates. As long as the hardware does not interfere with the
learner's ability to meet their needs, it is fast enough.
The ultimate delivery station is quick and inexpensive. Ideally, it can deliver any computer based learning material ever
developed. Since this will never be the case, operators will need to make choices. If the operators, manufacturers, and
vendors understand capabilities and learning objectives, they can cooperatively reach solutions.
Compromises should err on the side of anticipating developments. We should avoid decision that trap us into dead-end
solutions.
4-4-4. General Considerations
The cost of delivery hardware, authoring software, and courseware/hardware maintenance should be carefully considered

by the manufacturers when they develop their computer based learning materials.
4-5. User Interface
4-5-1. Introduction
This section discusses elements related to how the learner controls or operates the computer based materials.
Some common learner control functions are:
Proceed (Continue, Next, Right Arrow, etc.)
Back-up (To a specific place in the lesson, Back, Left Arrow, etc.)
Get More Information (Info, More Info, Help, etc.)
Go To Menu
Access self-evaluation scoring
Exit the Lesson (To the Menu and/or save records and Exit to Main Menu or point from which the learner entered
the lesson)
Quit the program (save records and Quit)
Turn On, Off, Pause, and Replay Sound (displayed when applicable)
Start, Stop, Pause, Replay Video (displayed when applicable)
Bookmark
4-5-2. Icons
Basic shapes for basic functions should communicate clearly to the learners. If a new student can't tell what to do by
looking at the screen, the screen or learner control icons are not communicating clearly.
4-6. CMI (Computer Managed Instruction)
4-6-1. Use of CMI
A Computer Managed Instruction (CMI) system is a computer program that records student data and launches CBT
lessons. CMI systems are, however, not limited to managing the training that takes place on a computer. CMI is also
capable of managing non-computer based instructional activities and tests.
4-6-2. Five Components of a CMI System
1. Course Structure Development

In order for CMI to manage student data and make student assignments, it must have a well defined structure for, and
hierarchy of, training materials. Course structure provides a method to group lessons into sequences for assignment. This
entails support for lesson hierarchies which allow the course developer to define predecessor and successor relationships.
2. Testing
A testing component is used for the development and administration of off-line and on-line tests. Testing can be done
through:
the CMI system
a separate test system (off-line)
traditional CBT
Making test definition part of the CMI system provides flexibility in test administration, tracking, and data analysis.
3. Rostering
CMI systems support registration or enrollment of a student in a course or courses. This "roster" component provides for
the definition of basic student data such as name and ID as well as the courses in which the student is enrolled. This
component can also provide for definition of additional student demographic data.
4. Student Assignment
A component which provides student assignment management includes:
administrator/instructor functions to oversee the day-to-day training operations and intervene when necessary.
student assignment manager functions to control student assignments based on sets of rules (both predetermined
and user defined).
standard approach to lesson initiation to provide a method for the CMI system to start-up lessons from different
CBT vendors.
student log-on functions to control and manage student access, maintain student-accessible data records, and
display the student's current assignment.
5. Data Collection
The data collection component provides automated collection and management of data. This component also provides for
both student and ad-hoc reports on the data collected. The types of data collected can include the following:
lesson and course summary data.
test item response.
student performance data.

4-6-3. Value of Courseware and CMI Systems that Conform to the AICC
Standard
If an airline's courseware and CMI system are complaint with the AICC standard, they will all work together and the CMI
system can be fully utilized in its five components as listed in [Subject 4-6-2]. This provides:
a single system to manage the assignment of modules in developing course structure and hierarchies.
a single system for test management
a single system for student log-on
a single system to manage student assignments
a single system for data collection and analysis
In a system where the CMI and courseware packages are not AICC compliant and not all courseware is compatible with the
CMI system in use, each courseware system must be able to provide its own functions. Training administrators and
students must work with multiple, and most often, dissimilar control and data collection packages that provide varying
levels of utility, ease of use, and quality of performance.

Chapter 5. Component Maintenance Training Sublevels and
Categories
5-1. General
There are a variety of categories and sublevels of component maintenance training. Airplane system categories supported
by vendor training include Avionics, Electrical, Engines, Hydro Mechanical, and Mechanical, to name a few. Each of these
areas has unique training requirements, maintenance concepts, support tools, and standard practices. A classification
framework which accommodates the unique aspects, support concepts and standard approaches for each of these areas is
needed to facilitate training communications at the component maintenance training level. The classification framework
outlined in [Table 5-5.1] at the end of this section and further detailed in the following paragraphs is provided for this
purpose.
5-2. Avionics Components and Systems
In the Avionics community, shop maintenance requirements are generally associated with:
1. Line Replaceable Unit (LRU) Go/Nogo testing.
2. LRU test/repair to the Shop Replaceable Unit (SRU) removal/replacement level.
3. LRU repair to the "bit and piece" level - SRU repair or SRU/LRU Overhaul.
It is common practice within the avionics community to refer to these maintenance levels as:
1. Level 1 Maintenance (LRU Go/Nogo Test).
2. Level 2 Maintenance (find and replace failed SRU).
3. Level 3 Maintenance (SRU repair or LRU/SRU Overhaul).
For any particular product, an airline may chose to just exchange failed LRUs/components with a vendor, or install repair
capability and provision spare parts for Level 1 Maintenance shop repair, or setup for Maintenance Level 1 and 2 shop
repair, or setup for all three levels of shop repair. There are frequently unique training requirements and specific
maintenance data for each level.
Vendors often need to develop a general purpose and/or dedicated shop test stand (STS), which includes
Commercial-Off-The-Shelf (COTS) test or repair equipment and/or software, specially designed test or repair equipment
and/or software, special fixtures, interfaces/cables, tools, and/or other equipment needed to perform component test and
fault isolation at the various maintenance levels. Airline shops installing one or more such levels of test capability will
typically also require STS maintenance training, covering areas like operation, troubleshooting, and operating system
software for the STS, as well as the use of the associated STS maintenance data. Also, shop and/or engineering personnel
may additionally require other special training, such as STS test software interpretation, test programming, special STS
Operation and Maintenance training, and/or Special Repair Process Training. Additional training requirements may result
from airline purchase of "third party" STS products.
With so much variety among the world's airlines in their maintenance philosophies, levels of maintenance performed

(which may vary from product to product at an airline as well), training philosophies, whether line maintenance personnel
need to have any understanding of the internal workings of a component, whether shop technicians need any of the
"on-aircraft story," preference for theory, or OJT (On-the-Job Training), or both, etc., a component maintenance training
classification framework with some flexibility is needed to facilitate maintenance training and training planning for the
airlines and their suppliers.
5-3. Electrical / Mechanical / Hydro Mechanical Components
As a result of engine and other airplane maintenance activity, various components are sent to airline repair shops or vendors
for component level repair or overhaul. Typical systems include:
Electrical - Integrated Drive Generators
Mechanical - Air Control Valves, Butterfly Valves, Starters, and Starter Control Valves
Hydro Mechanical - Fuel Control
In contrast to the electronics test and repair oriented training needed to support avionics systems, which typically have few
or no moving parts, the Level 5 training associated with these products tends to be heavily mechanically and overhaul
oriented, and where electrical elements are involved, electrical power handling and control devices, piece parts and
switching are typical.
5-4. Level V Component Maintenance Training Classifications
Following is a classification framework which accommodates the unique aspects, support concepts and standard
approaches for each of the areas included for the purpose of facilitating training communications at the component
maintenance training level. See the table provided in [Table 5-5.1] at the end of this section for an overall abbreviated
summary.
LEVEL CONTENT
5.1 Avionics Component Maintenance Training (ACMT)
5.1.1 Level 1 Maintenance ACMT (LRU Go/Nogo Test)
5.1.1.1 Theory - In addition to (at least abbreviated) ATA Spec. L1 - L5 topics, normally includes, as
applicable, formal component training on safety, special handling, component familiarization, key modes
and features, BITE familiarization, LRU Go/Nogo shop test concept and setup, data loading, and return
to service requirements.
5.1.1.2 OJT (On-the-Job-Training) - normally includes, as applicable, informal Maintenance Level 1 shop
repair hands-on OJT training, which addresses component packaging, shipping, safety, special handling,
inspection, shop test setup, End-to-End Go/Nogo testing, BITE interpretation, data loading, and final
Acceptance Test Procedures (ATP).
5.1.2 Level 2 Maintenance ACMT (find and replace failed SRU)
5.1.2.1 Theory - This training normally includes, as applicable, formal training on LRU mechanization at the
SRU level, SRU interactions and key signal flow, BITE implementation at the SRU level, chassis
mounted bit and piece part theory, Level 2 maintenance test concepts, SRU and chassis part removal and
replacement, representative troubleshooting techniques and scenarios, reading and interpreting CMM
and related support data, and familiarization with applicable special troubleshooting tools including
software. The 5.1.1.1 training is normally a recommended prerequisite for this training.

LEVEL CONTENT
5.1.2.2 OJT - This training normally includes, as applicable, informal Level 2 maintenance repair OJT training
in the shop, which additionally addresses SRU packaging and shipping, safety, special handling,
inspection, level 2 maintenance shop test setup, testing/fault isolating to the SRU or chassis mounted part
replacement level, related BITE interpretation, SRU/chassis mounted part removal and replacement,
familiarization with special applicable repair processes, and final Acceptance Test Procedures (ATP).
The 5.1.1.2 training is normally a recommended prerequisite for this training.
5.1.3 Level 3 Maintenance ACMT (SRU repair or LRU/SRU Overhaul)
5.1.3.1 Theory - This training normally includes, as applicable, formal training on SRU maintenance at the bit
and piece part level, including detailed SRU mechanization, detailed theory such as provided by SRU
circuit card schematic overviews, SRU construction, interfaces with other SRUs or chassis mounted
parts, BITE provisions, special SRU repair processes, reading and interpreting CMM and related support
data, and familiarization with applicable special troubleshooting tools including software. The 5.1.2.1
training is normally a recommended prerequisite for this training.
5.1.3.2 OJT - This training normally includes, as applicable, informal Level 3 maintenance repair OJT training
in the shop, which additionally addresses bit and piece part packaging and shipping, safety, special
handling, inspection, Level 3 maintenance shop test setup, testing/fault isolating to the SRU bit and piece
part level, related BITE interpretation, removing and replacing failed piece parts, overhauling
mechanical LRU/SRU subassemblies which wear with use, familiarization with special applicable repair
processes, and final Acceptance Test Procedures (ATP). The 5.1.2.2 training is normally a recommended
prerequisite for this training.
5.1.4 Integrated Avionics System Maintenance Training
5.1.4.1 Theory - While the above 5.1.1 - 5.1.3 training categories provide for coverage of component
interactions with other components and systems, recently introduced systems like integrated avionics
cabinets, containing multiple Line Replaceable Modules (LRMs), with relocateable (between LRMs)
software functionalities, may have extensive inter-LRM interaction and a big "systems story" to go with
it. In such a case, 5.1.4.1 theory provides for dedicated training on system operation, relocatable software
functionalities, system level maintenance and/or diagnostics, system interaction, major
interfaces/interactions with other airplane or ground based systems, and other integrated system detail
beyond that normally associated with the individual component (LRU or LRM) training, or traditionally
documented in individual component CMMs.
NOTE: It will be sufficient for training purposes for vendors providing such systems information
within their CMM documentation, such as for an avionics cabinet, to include it either as a
part of the cabinet CMM, or within one of the interacting LRM CMMs (which the other
LRM CMMs can reference as required).
5.1.4.2 OJT - Normally includes "system" operation, system level maintenance, etc. which involves the entire
system (such as an avionics cabinet with its full complement of LRMs).
5.2 Electrical Component Maintenance Training
5.2.1 Airworthy test/repair - this training typically addresses both the theoretical and practical OJT
associated with the inspection and testing of the unit, likely on a test stand, to verify it meets the
specifications for airworthiness.
5.2.2 Major Assembly/Subassembly Level test/repair - this training typically addresses the removal,
disassembly, inspection, and replacement of one or more major assemblies/subassemblies, followed by
component reassembly.
5.2.3 Major Assembly/Subassembly Repair/Overhaul - this training typically involves the rework and/or
overhaul of the assemblies/subassemblies removed during Level 5.2.2 training.

ATA 104 Guide Aircraft Maintenance Training

ATA 104 Guide Aircraft Maintenance Training

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