Faculty of Engineering, Environment and Computing

Faculty of Engineering, Environment and Computing

395AAE Human Factors in Aviation

Coursework Brief

Module Title	Individual	Sept Cohort	Module Code
Module Title			395AAE
Human Factors in Aviation			395AAE
Human Factors in Aviation

Coursework Title			Hand out date:
Coursework – Written assignment			Late Oct/early Nov

Lecturers:l			Due date:

Estimated Time (hrs): hours			% of Module Mark
Word limit: 2000 words			50%

Module Learning Outcomes Assessed: All outcomes assessed in this assessment

Demonstrate an awareness of the role of the human in the system

Illustrate and describe the basic principles of good human-system integration
Discuss the psychological, physical, environmental, social and organizational factors that affect human performance in this context
Critically evaluate a range of interventions to promote good human performance

Critically evaluate and apply selected human factors methods and measures

Task and Mark distribution:

The coursework questionnaire comprises five questions.

You need to answer any FOUR

If more than four questions are attempted, only the first four in the submission will be marked.

Each question has an answer limit of 500 words.

Each question is equally weighted with each question worth one-quarter of the marks available for the coursework.

Answers should be written with good structure and have clear arguments and explanations where applicable. Relevant tables and diagrams should be used where appropriate.

Please use appropriate academic referencing and in-text citations for any sources of information you refer to in your answer.

Question 1: Using different definitions of anthropometry, how might Rapid Upper Limb Assessment (RULA) be used to identify risk factors for aviation baggage handlers and what design strategies could you implement to address issues you identify for workers in this workplace?

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Question 2: During a routine flight an incident occurred when the pilots were landing at a large and busy airport. After the investigation, it was discovered that the sudden change in wind took the pilot in control by surprise and resulted in an unstable approach before successfully landing. No-one was hurt but the investigation indicated the lack of information of a wind shear event as being a primary cause. In response to this the Airline has asked their engineers to design a system that will alert the pilots as soon as this weather effect is detected but is unsure how best to display this information in the cockpit. As Human Factors lead you suggest a UCD approach to designing this part of the system. Discuss how you would go about adopting UCD in this example and roughly what each phase would entail.

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Question 3: On 6^th August 2005, an ATR72 Tuninter Flight 1153 from Bari, Italy, to Djerba, Tunisia ditched into the Mediterranean Sea about 20 miles (29 km) from the city of Palermo. Sixteen of 39 on board died. The final report states that the accident resulted due fuel exhaustion after the installation of incorrect fuel quantity indicators designed for the ATR 42, in the larger ATR 72.

Watch the following video https://www.youtube.com/watch?v=qqLlUgBS1dw and familiarise yourself with the English version of the Agenzia Nazionale per la Sicurezza del Volo (ANSV, Italian Air Safety Board) report (search http://www.aviation-accidents.net website). Critically analyse the findings in the report and employ the HFACS framework (https://hfacs.com) to provide a well-argued analysis of where and why any errors were made. Provide evidence to support your assertions with references to the accident report (i.e. each statement to include the page number).

Question 4:

AvParts supply parts to airline maintenance departments. They run a fleet of vehicles which their staff use to deliver parts. The vehicle maintenance manager has raised concerns that the delivery staff have not been completing the weekly servicing that they are required to do on their vehicles. You have been asked to carry out a task analysis of the weekly servicing task so that a checklist can be produced, and training can be designed.

You have interviewed one of the mechanics and found out the following information about the task:

The task involves a set of engine checks which include checking the oil and screenwash levels and topping them up if required and checking the tire pressures and inflating them to the required pressure as necessary.

Often tasks get omitted if people have not collected all the required materials before doing the checks (oil and screen wash). These are held in the garage stores.

Rags, a tire pressure gauge and the tire pump are kept in the vehicle.

To carry out the engine checks the bonnet must be opened first and closed afterwards. The screen wash check is simple visual check of the level in the reservoirs. If the screenwash is not at maximum is must be refilled. To do this, the screenwash filler cap is removed. Screenwash is then added whilst monitoring the screenwash level. The screenwash filler cap is then replaced. The oil level check requires the removal of and cleaning of the dipstick. The dipstick is then replaced and removed again and the level checked. After replacing the dipstick, the oil level is topped up if the oil level is too low (below halfway between the minimum and maximum level markings on the dipstick. The oil filler cap is first removed. The amount of oil required is estimated, based on the level of the oil on the dipstick. The required amount of oil added and then the filler cap is replaced.

Each of the four vehicle tyres must be checked. This involves removing the valve cap, checking the pressure with the tire pressure gauge, and inflating the tyre if it is below the required pressure. The required pressure is shown on a label on the edge of the driver’s door. The tire is inflated using a pump as shown in Figure 1. The pump is foot operated and has a pressure gauge so that he tire pressure can be monitored as it is inflated. Finally, the valve cap should be re-fitted.

Figure 1: Foot operated tire pump with pressure gauge

The file “Van Weekly Service HTA Diagram.pdf” contains an HTA diagram for all elements of the task except the detail of how to conduct the tire checking part of the service. There are some errors and omissions in the diagram and some notational errors. List these errors and omissions. (40%)

Produce an HTA diagram, using the Huddlestone and Stanton notation, for the expansion of task 3.0 check and adjust tire pressures. Your answer should capture the task stages and sequencing as described above and make appropriate use of the HTA notation. (60%)

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Question 5:

The environmental performance shaping factors (PSFs) of temperature, vibration and noise can have an impact on a worker physically and psychologically. Consider the role of an aviation maintenance engineer whose typical 8-hour working day includes maintaining multiple aircraft within a hanger using a variety of hand tools. How might high temperatures (e.g. temperatures inside the hanger could raise above 28 degrees Celsius, with a relative humidity of 65% -70%), the vibration exposure (average vibration frequency of utilised tool set is 500Hz) and high noise levels (e.g. average levels of 80db) influence an engineer undertaking their job? In addition, briefly outline what could be done to mitigate the effects of these PSFs?

Notes:

You are expected to use the CUHarvard referencing format. For support and advice on this students can contact Centre for Academic Writing (CAW).
Please notify your registry course support team and module leader for disability support.

Any student requiring an extension or deferral should follow the university process as outlined here.

The University cannot take responsibility for any coursework lost or corrupted on disks, laptops or personal computer. Students should therefore regularly back-up any work and are advised to save it on the University system.

If there are technical or performance issues that prevent students submitting coursework through the online coursework submission system on the day of a coursework deadline, an appropriate extension to the coursework submission deadline will be agreed. This extension will normally be 24 hours or the next working day if the deadline falls on a Friday or over the weekend period. This will be communicated via email and as a CUMoodle announcement.

Assignments that are more than 10% over the word limit will result in a deduction of 10% of the mark i.e. a mark of 60% will lead to a reduction of 6% to 54%. The word limit for this module includes quotations and text tables, but excludes the reference list and numerical tables.

Mark allocation guidelines to students

0-39	40-49	50-59	60-69	70+	80+
Work mainly	Most elements	Most elements	Strengths in all	Most work	All work
incomplete	completed;	are strong,	elements	exceeds the	substantially
and /or	weaknesses	minor		standard	exceeds the
weaknesses in	outweigh	weaknesses		expected	standard
most areas	strengths				expected

Marking Rubric

GRADE	ANSWER RELEVANCE	ARGUMENT & COHERENCE	EVIDENCE	SUMMARY

First	Innovative response, answers the	A clear, consistent in-depth critical and	Wide range of appropriately supporting	An outstanding, well-structured and
≥70	question fully, addressing the learning	evaluative argument, displaying the ability	evidence provided, going beyond the	appropriately referenced answer,
≥70	objectives of the assessment task.	to develop original ideas from a range of	recommended texts. Correctly	demonstrating a high degree of
	Evidence of critical analysis, synthesis	sources. Engagement with theoretical	referenced.	understanding and critical analytic skills.
	and evaluation.	and conceptual analysis.

Upper Second	A very good attempt to address the	A generally clear line of critical and	A very good range of relevant sources is	The answer demonstrates a very good
60-69	objectives of the assessment task with an	evaluative argument is presented.	used in a largely consistent way as	understanding of theories, concepts and
60-69	emphasis on those elements requiring	Relationships between statements and	supporting evidence. There is use of	issues, with evidence of reading beyond
	critical review.	sections are easy to follow, and there is a	some sources beyond recommended	the recommended minimum. Well
		sound, coherent structure.	texts. Correctly referenced in the main.	organised and clearly written.

Lower Second	Competently addresses objectives, but	Some critical discussion, but the argument	A range of relevant sources is used, but	The answer demonstrates a good
50- 59	may contain errors or omissions and	is not always convincing, and the work is	the critical evaluation aspect is not fully	understanding of some relevant
50- 59	critical discussion of issues may be	descriptive in places, with over-reliance on	presented. There is limited use of sources	theories, concepts and issues, but there
	superficial or limited in places.	the work of others.	beyond the standard recommended	are some errors and irrelevant material
			materials. Referencing is not always	included. The structure lacks clarity.
			correctly presented.

Third	Addresses most objectives of the	The work is descriptive with minimal	A limited range of relevant sources used	Some understanding is demonstrated but
40-49	assessment task, with some notable	critical discussion and limited theoretical	without appropriate presentation as	is incomplete, and there is evidence of
40-49	omissions. The structure is unclear in	engagement.	supporting or conflicting evidence coupled	limited research on the topic. Poor
	parts, and there is limited analysis.		with very limited critical analysis.	structure and presentation, with few
			Referencing has some errors.	and/or poorly presented references.

Fail	Some deviation from the objectives of the	Descriptive with no evidence of theoretical	Very limited use and application of	Whilst some relevant material is present,
<40	assessment task. May not consistently	engagement, critical discussion or	relevant sources as supporting evidence.	the level of understanding is poor with
<40	address the assignment brief. At the	theoretical engagement. At the lower end	At the lower end demonstrates a lack of	limited evidence of wider reading. Poor
	lower end fails to answer the question set	displays a minimal level of understanding.	real understanding. Poor presentation of	structure and poor presentation, including
	or address the learning outcomes. There		references.	referencing. At the lower end there is
	is minimal evidence of analysis or			evidence of a lack of comprehension,
	evaluation.			resulting in an assignment that is well
				below the required standard.

Late submission	0	0	0	0

Faculty of Engineering, Environment and Computing

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