AVIY3076: Learner Workbook - Recovering Remote Pilot Aircraft Systems

This AVIY3076 learner workbook provides comprehensive materials for understanding and mastering the recovery of remote pilot aircraft systems (RPAS). It includes instructions for assessors and learners, covering assessment procedures, observation and demonstration guidelines, and reasonable adjustments for diverse learner needs. The workbook features activities designed to reinforce key concepts, along with summative assessments to evaluate skills, knowledge, and performance. Topics range from pre-flight and post-flight actions to fault finding, risk management, and adherence to safety regulations, ensuring learners develop the competencies required for effective RPAS recovery. Desklib provides this and many other resources to aid students in their learning journey.

AVIY3076 - Recover remote pilot
aircraft systems
Learner Workbook

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Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Assessor....................................................................................................................2
Prior to conducting the assessment..............................................................................................2
Selecting a third party....................................................................................................................3
Conducting the assessment...........................................................................................................3
Making the decision on competency.............................................................................................3
After the assessment.....................................................................................................................4
Observation/demonstration..........................................................................................................5
Reasonable adjustments................................................................................................................6
Additional Evidence.......................................................................................................................7
Learner Workbook Activity answers.................................................................................................8
Activity 1A......................................................................................................................................8
Activity 1B......................................................................................................................................9
Activity 1C....................................................................................................................................10
Activity 1D...................................................................................................................................11
Activity 1E....................................................................................................................................12
Activity 1F....................................................................................................................................13
Activity 2A....................................................................................................................................14
Activity 2B....................................................................................................................................15
Activity 3A....................................................................................................................................16
Activity 3B....................................................................................................................................17
Activity 3C....................................................................................................................................18
Activity 4A....................................................................................................................................19
Activity 4B....................................................................................................................................20
Activity 4C....................................................................................................................................21
Summative Assessments................................................................................................................22
Summative Assessments answer guide...........................................................................................23
Section A: Skills Activity...............................................................................................................23
Section B: Knowledge Activity (Q & A).........................................................................................26
Section C: Performance Activity...................................................................................................30

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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.

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If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.

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Candidate Details
Assessment – AVIW3037: Manage RPAS Pre-Flight and Post-Flight actions
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for AVIW3036A: Develop workplace policy and procedures for sustainability.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

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Observation/demonstration
Throughout this unit, the learners will be expected to show their competency of the elements
through observations or demonstrations. As trainer/assessor, you will compile a list of
demonstrations that you recognise the leaners will need to complete, or tasks to be observed. Any
required observations and demonstrations will need to be completed, as well as the activities found
in the Learner Workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
You will need to inform each learner which one of the above they will be required to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. As
trainer/assessor, you will ensure each learner is provided with the correct equipment and/or
materials to complete the task. Learners should also be informed on how long they have to
complete the task.
Learners should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

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Reasonable adjustments
Where learners are unable to complete the tasks in the methods specified due to situations beyond
your/their control, you will need to make reasonable adjustments.
These will be dependent on the specific needs of the learners.
While learner needs will vary on an individual basis, examples are given below:
Learner workbook written answers
If the student is unable to write (e.g. due to a disability or injury), you may ask them questions
verbally and record their responses on an audio device.
Also, you have the option of asking supplementary questions to confirm their competency in a given
criteria, if necessary.
Skills activity
If the learner is unable to demonstrate their skills at the time of your presence, for whatever reason,
they could provide a video demonstration to the assessor, or obtain third party evidence of them
demonstrating the skills in question.
Knowledge activity
If the learner is unable to verbally answer questions, for whatever reason, they could provide written
answers to the questions, or provide an audio recording of their answer at a later date.
Performance activity
If the learner is unable to perform the required practical tasks at the time of asking, for whatever
reason, they may provide video evidence at a later date, or complete the task in a simulated
environment, with evidence given by the designated third party, if required.

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Performance Evidence
Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the
requirements of the elements, performance criteria and range of conditions on at least one occasion
and include:
 adapting to differences in equipment and operating environment in accordance with standard
operating procedures
 applying precautions and required action to minimise, control or eliminate identified hazards
 applying relevant legislation and workplace procedures
 communicating effectively with others
 completing relevant documentation
 identifying and correctly using relevant equipment
 implementing contingency plans
 implementing work health and safety (WHS)/occupational health and safety (OHS) procedures
and relevant regulations
 interpreting and following operational instructions and prioritising work
 interpreting remote pilot aircraft systems (RPAS) displays
 modifying activities depending on workplace contingencies, situations and environments
 monitoring and anticipating operational problems and hazards and taking appropriate action
 monitoring work activities in terms of planned schedule
 operating electronic communications equipment to required protocol
 performing systematic scan technique for monitoring RPAS, sub-systems (equipment) and devices
 reading, interpreting and following relevant regulations, instructions, procedures, information
and signs
 reporting and/or rectifying problems, faults or malfunctions promptly, in accordance with
workplace procedures
 selecting and using required personal protective equipment conforming to industry and
WHS/OHS standards
 undertaking fault finding in RPAS
 using automated systems to manage workload
 working collaboratively with others
 working systematically with required attention to detail without injury to self or others,
or damage to goods or equipment.

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
Knowledge Evidence
Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the
requirements of the elements, performance criteria and range of conditions and include knowledge of:
 aeronautical decision-making processes relevant to RPAS operations
 effective communication
 error management, including error types, causes and consequences
 fatigue risk management
 human factors relevant to RPAS operations
 human performance and its limitations, including the senses, memory and situational
awareness
 normal, minimum and maximum fuel pressures or battery/power levels and power draw
 risk identification, analysis and control
 RPAS as applicable to rating/endorsement requirements:
 battery/fuel/power system:
 use of a schematic diagram of battery/fuel/power system to explain layout and normal
operating procedures
 likely faults that may affect battery/fuel/power system
 emergency operating procedures for battery/fuel/power system
 operation of /battery/fuel/power selector panel or display
 use of cross-feed or power distribution
 fuel-dumping procedures
 full battery/fuel capacity and fuel grade
hydraulic system:
 use of a schematic diagram of hydraulic system to explain layout and normal operating
procedures
 likely faults that may affect hydraulic system
 emergency operating procedures for hydraulic system
 units or services operated by hydraulics
 type of hydraulic fluid, operating pressure and capacity of reservoir
electrical system:
 use of a schematic diagram of electrical system to explain type/s of electrical system
 likely faults that may affect electrical system
 emergency operating procedures for electrical system
 voltage and amperage of battery or power cell
 number and output of generators
 methods of circuit protection
 location of fuses and circuit breakers
 precautions to be taken when operating electrical devices
 instruments and displays operated by electrics

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oil/lubrication system:
 use of a schematic diagram of oil system to explain functions of oil system
 likely faults that may affect oil system
 emergency operating procedures for oil system
 number of tanks, capacity and oil grade
 normal, minimum and maximum oil pressure and temperature
 operation of oil cooling system
autopilot:
 principles of operation of autopilot system
 likely faults that may affect autopilot system
 emergency operating procedures for autopilot system
 identification of power sources, voltage or pressure
 procedure to determine gyros are operating normally
 procedure to engage autopilot
 normal and emergency procedure to disengage autopilot
 limits of gyro units
 anti-icing and de-icing systems:
 method of de-icing aerofoils, propeller and carburettor
 heat or power source of de-icing/anti-icing equipment
 anti-icing and de-icing system limitations and precautions
 operation and control of anti-icing and de-icing systems
 likely faults that may affect anti-icing and de-icing systems
 emergency operating procedures for anti-icing and de-icing systems
pitot/static system:
 use of a schematic diagram to explain layout and operation of pitot/static system
 heating source of pitot system
 operating procedure for pitot/static system
 methods of detecting pitot/static system problems
 procedures to rectify static system problems
 location of pitot and static pressure source
 location of static drain points
 detection and avoidance systems:
 surveillance and collision avoidance functions of detection and avoidance systems
 system limitations, selectivity and inhibits
 basic components of detection and avoidance systems
 identification and demonstration of controls or explanation of function of RPAS control station
 detection and avoidance systems visual displays and symbology
 functions of audio alerts and annunciations
 appropriate crew response to multiple detection and avoidance systems events
 recall of radiotelephone procedures following a detection and avoidance system alert
 requirements for a written report of a detection and avoidance systems alert and to whom it
must be submitted

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automated systems:
 limitations of automated systems
 operating procedures for systems such as: flight management system, auto
throttle/engine/thrust control, flight director system, automated aircraft navigation systems,
automated engine condition and monitoring system
 workload management procedures for utilising automated systems
 warning systems/indicators to identify automated systems failure
 RPAS checklists:
 explanation of the normal system operating procedures of RPAS, subsystems and devices used
to operate specific RPAS including use of published scans and checklists, immediate action items,
warnings, limitations
 stress, workload and time pressure management.
Assessment Conditions
 As a minimum, assessors must satisfy applicable regulatory requirements, which include
requirements in the Standards for Registered Training Organisations current at the time
of assessment.
 As a minimum, assessment must satisfy applicable regulatory requirements, which include
requirements in the Standards for Registered Training Organisations current at the time
of assessment.
 Assessment must occur in workplace operational situations. Where this is not appropriate,
assessment must occur in simulated workplace operational situations that reflect workplace
conditions.
 Assessment processes and techniques must be appropriate to the language, literacy and
numeracy requirements of the work being performed and the needs of the candidate.
Resources for assessment must include access to:
 a range of relevant exercises, case studies and/or simulations
 acceptable means of simulation assessment
 applicable documentation including workplace procedures, regulations, codes of practice and
operation manuals
 relevant materials, tools, equipment and personal protective equipment currently
used in industry.