MOCKUP - TRAINERCH1 3 GR 2

MOCK UP TRAINER FOR CESSNA 152 FLIGHT DESK SIMULATION
AT WCC ATC BINALONAN
A Research Project
Presented to the Faculty of the
College of Aircraft and Avionics Technology
WCC Aeronautical and Technological College
Binalonan, Pangasinan
In Partial Fulfillment
Of the Course Requirement for the Degree
Bachelor of Science in Avionics Technology
Submitted by:
DALE ANDREY A. AQUINO
ARVIN L. CAYABYAB
JHON LEE A. MINA
MICHAELANGELO N. RAMOS
ERNESTO JOSE S. ZAMORA JR.

TABLE OF CONTENTS
Page No.
TITLE...................................................................................................................................i
ENDORSEMENT..................................................................................................................
APPROVAL SHEET.............................................................................................................
ACKNOWLEDGEMENT.....................................................................................................
DEDICATION.......................................................................................................................
TABLE OF CONTENTS....................................................................................................ii
LIST OF TABLES.................................................................................................................
LIST OF FIGURES...............................................................................................................
Chapter I:THE PROBLEM AND ITS BACKGROUND

Introduction......................................................................................................................1
Background of the Study..................................................................................................2
Objectives.........................................................................................................................4
Scope and Delimitations..................................................................................................4
Significance of the Study.................................................................................................5
Chapter II: REVIEW RELATED LITERATURE AND STUDIES
Related Literature.............................................................................................................7
Local Literature............................................................................................................7
Foreign Literature.........................................................................................................7
Related Studies...............................................................................................................10
Local Studies..............................................................................................................10
Foreign Studies...........................................................................................................10
Theoretical/Conceptual Framework...............................................................................10
Conceptual Model of the Study.....................................................................................14
Operational Definition of Terms....................................................................................15
Chapter III: METHODOLOGY
Projected Research Project.............................................................................................16
Research Design.............................................................................................................20
Software Methodology...................................................................................................20
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Materials to be Used......................................................................................................22
Projected Development, Utilization, and Application...................................................23
Projected Operation, Testing Procedure, and Inspection...............................................25
Evaluation Instrument....................................................................................................26
PERT-CPM....................................................................................................................27
Gantt Chart.....................................................................................................................28
Ethical Considerations...................................................................................................29
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Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Over the years, mockups played a significant role in many instances all around the
world. As of today, mockups are highly in demand in any kind of training because of
their usability and functionality. The use of a mockup tool will fulfill the needs of every
user to be knowledgeable and will be trained in a safe environment.
Mockups and simulations create an exciting and productive training environment
for everyone for both new and experienced. With a great engagement involved, the
learning process will be efficient, entertaining and unique. This study will give students
ideas and experience to enhance their knowledge that can help them to execute their skills
properly.
As stated in the study of Pratticò et al. (2021), mock up trainers has already
proven to be very useful in the field of any kind of training, and is also a powerful design
and mockup tool in many other situations. The proposed approach is analogized to
dramaturgy prototyping, a commonly used method for designing experiential courses.
Within the study the results show that the introduction of the mockup tool can provide
users with great insight into their training placements and provide valuable hints on how
this information can be mapped to the real-world exercises.
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Another condition to consider when students are to encounter their first
intimidating flight is the prospect of danger or accident midair. In coherence with this
situation, the utilization of flight simulators imparts an interesting way of acquiring
competences on flight controls and mechanics and reduce the students precondition on
controls familiarization.
Background of the Study
Student-pilots find their first flight experience intimidating without the proper and
comprehensive knowledge and training. WCC ATC, like any other aviation school and
institution, are demanded to provide and deliver empirical practice and course for their
student-constituents that is to necessarily accommodate not only this kind of experience
among them but also to anticipate other flight training pursuits. As such, flight simulators
can provide a convenient understanding, integration and application of known concepts
as an alternative other than traditional classroom discourse.
According to Edgar Dale’s Cone of Experience (1969), direct experience
represents the greater depth of learning. Students participating in virtual environments
where they are able to implement what they have learned reinforces the teaching-learning
experience and comprehension that they already possess.
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According to Shawler (2012), the United States Air Force (USAF) needs an
aircraft for undergraduate pilot training. The current trainer that they have is the obsolete
T-3 and needs to be replaced because the technology is old. The United States Air Force
(USAF) produced a new mockup trainer for undergraduate pilot to sustain the needs to be
familiarize with the required aircraft that the trainer’s needs.
The traditional classroom learning experience can be lacking to produce a
competent result that can thoroughly integrate the knowledge that students can acquire.
This not only limits on the theoretical impact on student, but also shares a great practical
usage and experience that can satisfy them and give them the best standard of education
they can have. Since visual learning is the common practice, the lack of on-hand
experience and full in engagement learning that students and professors can easily access
is lacking. Our study aims to have additional asset that will improve the whole
educational experience of students.
A physical mock-up is dependent on the aircraft type of training and virtual
prototyping. To reduce costs, this mock up tool simulation are required to be adaptable to
different types of aircraft. The ventilation system for the mockup is constructed for actual
aircraft components and full length of the aircraft mockup.
Another condition to consider when students are to encounter their first
intimidating flight is the prospect of danger or accident midair. In coherence with this
situation, the utilization of flight simulators imparts an interesting way of acquiring
competences on flight controls and mechanics and reduce the students precondition on
controls familiarization.
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Objective of the Study
This research project aims to create a mock up tool simulation system for the WCC
Avionics department. The following are the main objective of this study:
1. To create an exclusive mock up trainer for 1983 Cessna Model 152
2. To design a hardware and software platform that is capable of performing all the
operations.
3. To test system as designed;
4. Evaluate the mock up tool simulation in terms of the functionality and usability.
Scope and Delimitations
This study is to focus on designing and constructing a mock up trainer that
presents flight desk simulation. The proposed mock up trainer replicates the interior and
partial exterior of the Cessna 152. Materials are to be purchased and provided for
fabrication and installation. The duration before completion of the mock up trainer
construction is expected to be within two months (1 464 hours). Simulation testing for
training efficiency is to take within a month (720 hours).
This study is limited to designing, constructing and simulation testing of the
Cessna 152 operated at WCC ATC Binalonan.
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Significance of the Study
This study makes some important contributions significantly to the staffs,
educators, trainers, professors and, especially, the aviator students at the institution of
WCC ATC, in terms of safety, assurance, cost-efficiency and time frame management
flight simulation training.
Avionics and Aircraft Maintenance Students – The research will provide a practical
understanding, synthesis, and application of known concepts as an alternative to
traditional classroom discourse.
Avionics and Aircraft Maintenance Instructors - To provide and provide experiential
exercises and courses aimed at anticipating other flight training activities, as well as
necessarily adapting this type of experience to student groups.
Future Innovators – This research will provide insights for future researchers the use of
mock up trainers as an alternative way for aviators to gain experience and knowledge.
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Chapter II
REVIEW RELATED LITERATURE AND STUDIES
According to Babka (2011), as the requirements for aerospace vehicles have
become more advanced and exotic, the need for accurate, high-tech simulation software
has increased accordingly. The new advanced aerospace systems are expensive to test full
scale, thus developers must rely on scaled tests and simulations for preliminary testing.
Finding design flaws at the early stages of design is vital in producing a product quickly
and cost effectively.
In addition to being an invaluable tool to larger aerospace applications, less
sophisticated simulation environments have extremely important applications for smaller,
private designs and education opportunities. Home build aircraft designers can save
themselves hours of troubleshooting and development costs by using cheap but effective
simulations for their preliminary testing needs.
This chapter contains all the related literature and studies in accord to this
research. It also includes the conceptual framework and model of the study and some
definition of technical terms. All gathered concepts, summaries, excerpts and citations are
deliberate and concisely considered in relation to this study.
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Related Literature
Local Literature
According to a blogpost published in the official webpage of WCC (2020), like
most mishaps, news of aircraft accidents can shake people into questioning the safety and
security of air travel. The fear of flying is a rather common yet substantiated cause of
distress among passengers especially with statistics reflecting figures of fatalities due to
takeoff and initial climb accidents. To prevent these incidents, the author noted an
extensive checklist to help ensure safety and security in the aircraft: weather monitoring,
routine maintenance, and timely and accurate fueling.
Foreign Literature
A. Flight Experience for the Beginners
In the book Stick and Rudder written by Langewiesche (1944), what happens
when the beginner reacts wrongly in an airplane is similar to what happened in the early
days of the automobile, when a man trying to stop in an emergency would pull back on
the wheel as if he had reins in his hands. To understand flying, however, requires real
mental effort. There is only one easy way to understand unknown things-comparison with
known things. A person can understand the effects of controllable pitch on a propeller by
comparison with the gears of an automobile; a propeller itself, if you like, by comparison
with a screw; a rudder by comparison with a ship's rudder; but the wing is the one thing
about the airplane that is new and is peculiar to airplanes alone. And thus, the Angle of
Attack has no similes in our life on the ground. Same would go through for the students
at WCC ATC.
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B. The Cessna 152
According to Clarke (1987), the Cessna 152 was a modernization of the proven
Cessna 150 design and was first delivered in 1977 as the 1978 model year. The 152 was
intended to compete with the new Beechcraft Skipper and Piper Tomahawk, both of
which were introduced the same year. Additional design goals were to improve useful
load through a gross weight increase to 1,670 lb (760 kg), decrease internal and external
noise levels and run better on the then newly introduced 100LL fuel. As with the 150, the
great majority of 152s were built at the Cessna factory in Wichita, Kansas. A number of
aircraft were also built by Reims Aviation of France and given the designation
F152/FA152. Production of the 152 was ended in 1985 when Cessna ended production of
all of their light aircraft; by that time, a total of 7,584 examples of the 152, including
A152 and FA152 Aerobat aerobatic variants, had been built worldwide. In 2007 Cessna
announced that it would build a light-sport successor, designated the Model 162
Skycatcher, although production ended in 2013.
The airframe of Cessna 152 is mainly of metal construction. being primarily of
2024-T3 aluminum alloy with riveted skin. Components such as wingtips and fairings are
made from glass-reinforced plastic. The fuselage is a semi-monocoque with vertical
bulkheads and frames joined by longerons running the length of the fuselage. The wings
are of a strut-braced design and have a 1-degree dihedral angle. The tapered (outboard)
portion of each wing has one degree of washout (the chord of the tip section has one-
degree lower angle of attack than the chord at the end of the constant-width section). This
allows greater aileron effectiveness during a stall.
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The 1978 model has a one-piece cowling nose bowl that requires removing the
propeller to remove it. The 1979 model introduced a split-nose cowling nose bowl that
can be removed without removing the propeller. Dual controls are available as optional
equipment on the Cessna 152 and almost all 152s have this option installed.
The Cessna 152 is equipped with differential ailerons that move through 20
degrees upwards and 15 degrees downwards. It has single-slotted fowler flaps which are
electrically operated and deploy to a maximum of 30 degrees. The rudder can move 23
degrees to either side and is fitted with a ground-adjustable trim tab. The elevators move
up through 25 degrees and down through 18 degrees. An adjustable trim tab is installed
on the right elevator and is controlled by a small wheel in the center of the control
console. The trim tab moves 10 degrees up and 20 degrees down relative to the elevator
chordline.
The Cessna 152 is equipped with fixed tricycle landing gear. The main gear has
tubular steel legs surrounded by a full-length fairing with a step for access to the cabin.
The main gear has a 7 ft 7 in (2.31 m) wheelbase.
The nosewheel is connected to the engine mount and has an oleo strut to dampen
and absorb normal operating loads. The nosewheel is steerable through eight degrees
either side of neutral and can castor under differential braking up to 30 degrees. It is
connected to the rudder pedals through a spring linkage.
The braking system consists of single disc brake assemblies fitted to the main
gear and operated by a hydraulic system. Brakes are operated by pushing on the top
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portion of the rudder pedals. It is possible to use differential braking when taxiing and
this allows very tight turns to be made.
The 152 is also fitted with a parking brake system. It is applied by depressing both
toe brakes and then pulling the "Park Brake" lever to the pilot's left. The toe brakes are
then released but pressure is maintained in the system thereby leaving both brakes
engaged. The standard tires used are 600 X 6 on the main gear and 500 X 5 on the
nosewheel.
Related Studies
Local Studies
In a study conducted by Seva et, al. (2007), a survey was administered to 88
participants who are mostly captains and first officers. Filipino captains and first officers
generally have the same attitude that corresponds to the principles learned in CRM
training on communication and coordination. However, a detailed comparison of the
groups’ responses showed significant differences in terms of assertiveness, openness, and
communication effectiveness. Captains are more articulate in expressing concerns than
first officers. However, in terms dealing with crewmembers, first officers are more
cautious in phrasing things.
Foreign Studies
A. Essence of Simulation in Flight Experience Learning
In a study conducted by Brodeur et, al. (2002), problem-based learning is now a
widespread teaching method in disciplines where students must learn to apply
knowledge, not just acquire it. In the undergraduate curriculum in Aeronautics and
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Astronautics at MIT, problem-based learning and design-build experiences are integrated
throughout the program. In an early freshman-year experience, Introduction to Aerospace
and Design, students design, build, and fly radio-controlled lighter-than-air (LTA)
vehicles.
In the sophomore-year Unified Engineering course, students design, build, and fly
radio-controlled electric propulsion aircraft. In a course on Aerodynamics, a case study
from either industry or government is used to provide an authentic problem. Upper-level
capstone courses are entirely problem-based. In these PBL experiences, students identify
problems of interest to them and experiment to find solutions, as well as design complex
systems that integrate engineering fundamentals in a multidisciplinary approach.
B. Integration of Open-Source Flight Simulation Software in Testing UAVs
According to Sorton and Hammaker (2005), as the use of small, unmanned aerial
vehicles (UAVs) becomes more prevalent in military and commercial markets, the
demand for low-cost testing applications also increases. Building a dedicated and fully
custom simulation model for a small UAV application is not only overkill but is also cost
prohibitive. Small UAVs are designed using simple flight models and a complicated
simulation is not needed; thus, open-source (freeware) simulators and flight dynamics
models are perfectly capable providing the correct amount of fidelity and cost
effectiveness. Flight Gear, an open-source simulator, and JSBSim, an open-source flight
dynamics model, are applications with unlimited possibilities. For instance, the Institute
for Scientific Research (ISR), Inc. used Flight Gear along with JSBSim to build a
simulation environment for the testing of an Autonomous UAV (AUAV). Additionally,
MATLAB/Simulink was used in initial development and testing to simulate the AUAV’s
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autopilot. The tests conducted by the ISR occurred in three stages. The first stage, or the
development stage, used a MATLAB/Simulink bridge consisting of an S-Function that
receives inputs from the autopilot and then transmits outputs to Flight Gear. The S-
Function bridge acts as the flight dynamics model and outputs values such as altitude,
airspeed, pitch rate...etc. The stage 1 test environment was a useful development tool;
however, the development model proved only useful for short duration testing and did not
provide a way to alter the desired testing conditions midflight. Stage 2, or regression
testing, integrated the previously used MATLAB/Simulink autopilot with a C++ bridge
that would pass data between MATLAB/Simulink and Flight Gear. The regression test
bridge was also linked to a text file which could set the desired test conditions at any time
during the test. Additionally, scripts were used to drive the regression tests which then
tested each capability of the autopilot. The final stage, stage 3, integrated the actual
autopilot hardware into the control loop. More specifically, instead of using a
MATLAB/Simulink model of the automated control laws, the actual control hardware
designed for the test vehicle was integrated into the simulation loop. Thus, every aspect,
except the aircraft sensor board, was able to be thoroughly tested before spending the
money and resources to test the aircraft in the field. Ultimately, the ISR was able to use
readily available flight simulation software to limit their costs and effectively tests their
vehicle and control system.
C. Flight Testing in a Simulation Based Environment
In a study conducted by the past two decades performance flight testing of full-
scale aircraft has transferred some of the testing workload to simulation-based systems.
Flight-testing full-scale aircraft in the real-world environment has always been expensive,
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especially now with the rise in aviation fuel costs. Additionally, new emerging
technologies require extensive testing and doing so in the full-scale environment is cost
prohibitive. A cheaper alternative is to test systems in a simulation-based environment.
Not only can aircraft be simulated via a computer, but all the aircrafts systems can be
modeled in the simulation. Furthermore, most of the aircraft systems, such as avionics
and sensors, can be directly built into the simulation just as they would be on the actual
aircraft. The purpose of this report is to review the progression of flight simulation
technology, flight testing procedures, and conduct a series of flight tests to compare the
data between the actual aircraft in flight with two simulators readily available to the
general public. The two simulators considered are X-Plane 9 by Laminar Research and
Flight Simulator X from Microsoft. Each simulator uses a different approach to creating
the simulated environment. X-Plane uses an engineering process called “Blade Element
Theory”, while Microsoft Flight Simulator X uses the more traditional stability derivative
method. In order to compare the accuracy of each of these simulations, three flight tests
were conducted in each simulator and in the actual aircraft. A Cessna 172SP was the
aircraft used in each of the tests. The three tests conducted were flight path stability, stall,
and steady turns. Comparing the results, the simulations produced data very similar to
that of the actual tests; however, the data did not suggest that either simulation was more
accurate than the other. The only distinction between the two simulators that could be
made was evident in their user interfaces and ease of operation. Overall, the results
obtained in this paper illustrate the effectiveness of the modern flight simulator as an
effective testing and design tool.
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Theoretical/Conceptual Framework
In order to fulfill the simulation evaluation ability of flight safety affected by
human factors and aircraft failures, a set of models, i.e., the pilot model, failure
simulation model and full-scale aircraft model with 6 degrees of freedom, must be built
in the simulation software. The framework of the software is shown in Fig. 1. In Fig. 1,
the input parameters of the modules in pilot simulation are deductions of pilot's scene
cognition and the corresponding operation of the pilot, and the input of failure simulation
parameters are the failure dynamic outputs of a particular aircraft under a supposed flight
condition.
Figure 1: Theoretical/Conceptual Framework
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Conceptual Model of the Study
Process
Input
Analysis
Output
Knowledge
Requirements Requirements
Software Design Mock Trainer

Requirements for Cessna 152
Construction
Flight Desk
Construction
Testing and Simulation
Requirements
Integration
EVALUATION
Figure 2: Conceptual Study
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Operational Definition of Terms
Mock up trainer. A mockup trainer, also known as a mock-up, is a full-size or scale
model of a design or equipment used in manufacturing and design for educating,
demonstrating, evaluating designs, promoting, and other objectives.
Simulation. By enabling the testing of various scenarios or process changes, a simulation
is a model that replicates the operation of an existing or proposed system. It provides
evidence for decision-making. For a more immersive experience, this can be combined
with virtual reality technology.
Problem-based learning. Through the process of resolving an open-ended problem
discovered in trigger material, students learn about a subject through problem-based
learning, a student-centered educational approach.
Configuration. Fabrication. Fabrication is the process of making things out of metal by
cutting, bending, and putting them together. It is a process that adds value because it turns
raw materials into machines, parts, and structures.
Construction. The word construction refers to the art and science of creating items,
systems, and organizations. To construct is the verb, referring to the act of constructing,
while construction is the noun, referring to the manner in which something is created and
the type of its structure.
Fabrication. Fabrication is the process of making things out of metal by cutting,
bending, and putting them together. It is a process that adds value because it turns raw
materials into machines, parts, and structures.
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Configuration. people refer to the arrangement of hardware as the hardware
configuration and the organization of software components as the software configuration.
Understanding computer setup is essential because some hardware or software programs
need a minimum configuration.
Application. Application is the act of putting something to a particular use or purpose:
the application of common sense to a situation. the unique function or purpose for which
something is employed: a technology with multiple applications that its creators never
imagined.
Aeronautical technique. Learn how to design, maintain, and produce the machinery
required for aerospace operations, aircraft production, and aviation.
UAV. Unmanned aerial vehicles.
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Chapter III
METHODOLOGY
This chapter contains the methodology of the project. It includes all the necessary
process that are to be undergone in fulfilling the project.
Projected Research Project
The researchers project to design, construction and test of the flight desk
simulation of the mock trainer given the ample time. Mock up trainer replicating the
cockpit of Cessna 152, an aircraft maintained at WCC ATC Binalonan Campus.
Research Design
The mock up trainer that is constructed is to fulfill the viability of flight
simulators and trainers in flight education at WCC ATC Binalonan. With that said, after
constructing the mock up trainer, the simulator is expected to satisfy the instructors and
the students in terms of functionality and usability.
Software Methodology
A simulator software is to be integrated with the mockup trainer’s hardware which
is programmed to simulate the functions of Cessna 152
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Materials to be Use
The Cessna 152 cockpit replica and the simulation console (hardware and
software) are the two main parts of the mockup trainer. Table 2 shows the materials that
are to be used in constructing the cockpit replica for Cessna 152.
Table 1. Materials to be used
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Projected Development, Utilization, and Application
First main stage of the project is the design and construction of the cockpit replica
of Cessna 152 followed by the integration of the simulation.
A. Mock-up Trainer Design and Construction
a. Cessna 152 Cockpit Replica
For immersion, the researchers designed a cockpit replica for Cessna 152.
Acquired materials for the construction were made sure to be environmentally friendly.
Figure 3. Exterior Cockpit Replica for Cessna 152
Exterior is finished with a fiber glass making it to its perfect shape after making it
dry the next process is sanding it is to make the surface smooth and to remove the sharp
excess made by the fiber glass. Putty is applied to fill the holes of fiber glassing. After the
putty is hard repeated sanding is made to make it smoother and ready for painting. There
are 4 layers of painting, first is the white primer followed by a white quick drying enamel
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and 2 coats of white coat by spraying with enough pressure. Buffing with a rubbing
compound is the last process making its finish classier and more realistic.
Figure 4. Interior of the Cessna 152 Cockpit Replica

Interior walls are finished by wood and will be covered by upholstery while the
remains will be painted and will consist of 4 layers of coating. First is the primer
followed by 1 coat of quick drying enamel and 2 coats of top coating. plane replica
flooring will be a covered and finish with appropriate color and design of a sheet vinyl
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flooring tile. Dashboard is made up of thick plywood (3/4) and holes are made depending
on the shape of the valves and gauges that are inserted.
Figure 5. Instruments Installed in the Mock Up Trainer
The instruments of Cessna 152 which are the Airspeed Indicator, Altimeter,
Vertical Speed Indicator, Turn Coordinator, Heading Indicator, and Altitude will be
installed for the mockup trainer. These instruments are present for configuration that is
for users to be educated.
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b. Simulation Hardware and Software Integration
Interior of the cockpit replica is equipped with a cockpit seat, a flight simulator
yoke with switch panels, flight simulator rudder pedals, and a computer monitor. The
flight simulator yoke and rudder pedals are for the user to be immersed with the major
flight controls. The computer monitor is be the output device that will display the flight
simulation.
All the flight control instruments are integrated into a Windows OS platformed
computer. The computer is installed and runs the developed flight simulator program.
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B. Data Acquisition
A checklist of the integrated flight simulator controls is created to compare the
mockup trainer’s simulator controls to that of Cessna 152’s.
Control/s Mockup Trainer

Cessna 152
(Simulator)
Yoke  
Elevator  
Ailerons  
Rudder  
 
 
 
Table 2. Data Acquisition
The functionality, reliability, usability and maintainability of the mock-up trainer
was peer evaluated by both students and instructor-trainers at WCC ATC using data
collection feedback forms. For the feedback forms, refer to Index 3.
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Projected Operation, Testing Procedure, and Inspection
1. Functionality
a) Ease of Operation
b) Provision for Comfort and Convenience
c) User-friendliness
2. Reliability
a) Ability to recover from system failure
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Evaluation Instrument
Scale Range Value Descriptive Equivalence
5 4.21-5.00 Very Satisfactory
4 3.41-4.20 Satisfactory
3 2.61-3.40 Fair
2 1.81-2.60 Poor
1 1.00-1.80 Very Poor
Table 3: Interpretation Table
Researchers carry out the evaluation process by managing the data and responses
collected and analyzing the results. The Cessna 152 Flight Desk Simulation Mockup
Trainer will be presented to avionics educators and students. Respondents are allowed to
test the mockup trainer and will be asked to complete the evaluation questionnaire. The
survey is a combination of open-ended questions and rating scales. Researchers ensure
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that questionnaires are easy to understand, unbiased, clear and concise. Researchers use
the table average function to calculate the average of the collected data.
PERT-CPM
Pessimistic Duration
Optimistic Duration
Expected Duration
(To+4Tm+Tp)/6
Duration (Tm)
Predecessors
Most Likely
(To)
(Tp)
Activit
y Description
0 Start Project - 0 0 0 0
A Project Survey 0 1 7 3 3
Cessna 152 Cockpit

Replica Material A 1 7 2 2
B Acquisition
Cessna 152 Cockpit

B 7 28 14 15
C Replica Construction
Hardware and Software

A 7 28 14 15
D Equipment/Development
Hardware and Software

D 1 7 2 2
E Installation
Mockup Trainer
Integration and Alpha C, E 7 21 10 11
F Testing
Mockup Trainer Beta

F 7 28 14 15
G Testing
Mockup Trainer
H 3 14 5 6
H Evaluation
Table 4. PERT Chart
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Figure 5. PERT Network Diagram: Forward Pass Calculation
Gantt Chart
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar.
Research
Project
planning
Coding and
development
Testing and
improvement
Full operation
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Documentation
Ethical Consideration
Dissertations are to made sure on the conduct of the project. The researchers made
sure that the participants of the project are not subjected to harm in any ways or
whatsoever. Respect for the dignity of the participants were also considered. Participants,
testers, and evaluators full consents were duly obtained prior to the testing. Lastly,
adequate level of the participants’ confidentiality has been ensured.
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BIBLIOGRAPHY
Dale, E. (1969). Audio-visual methods in teaching, 3rd edn. Rinehart & Winston. New
York, NY.
Pratticò, F., Calandra, D., Migliorini, M., & Verda, V. (2021). A Multi-role, Multi-user,
Multi-technology Virtual Reality-based Road Tunnel Fire Simulator for Training
Purposes. VISIGRAPP.
Shawler, W. (212). 62% manned aircraft demonstrator - Next generation trainer
Babka, D. (2011). Flight Testing in a Simulation Based Environment. California
Polytechnic State University - Aerospace Engineering Department.
WCC Aviation Blogpost (2020). Why Do Take Off Accidents Happen And How Do You
Prevent Them. WCC Aeronautical & Technological College.
https://www.wccaviation.com/blogs/why-do-take-off-accidents-happen-and-how-do-you-
prevent-them
Langewiesche, W. (1944). Stick and Rudder. McGraw-Hill Book Company.
Clarke, B. (1987). Cessna 150 and 152. TAB Books.
Seva, D. (2007). The Effects of Mutual Inclusiveness between Captains and First Officers
on Psychological Safety and Engagement in Flight Safety. Proceedings of the Human
Factors and Ergonomics Society Annual Meeting.
Brodeur, D., Young, P., & Blair, K. (2002). Problem-based learning in Aerospace
Engineering Education. Proceedings of the 2002 American Socierty for Engineering
Education.
Sorton, E. F., and Hammaker, S. (2005). Simulated Flight Testing of an Autonomous
Unmanned Aerial Vehicle Using FlightGear. AIAA 2005-7083.
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MOCKUP - TRAINERCH1 3 GR 2

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MOCK UP TRAINER FOR CESSNA 152 FLIGHT DESK SIMULATION

AT WCC ATC BINALONAN

Presented to the Faculty of the

College of Aircraft and Avionics Technology

WCC Aeronautical and Technological College

Of the Course Requirement for the Degree

Bachelor of Science in Avionics Technology

DALE ANDREY A. AQUINO

JHON LEE A. MINA

ERNESTO JOSE S. ZAMORA JR.

Chapter I:THE PROBLEM AND ITS BACKGROUND

THE PROBLEM AND ITS BACKGROUND

user to be knowledgeable and will be trained in a safe environment.

Mockups and simulations create an exciting and productive training environment

dramaturgy prototyping, a commonly used method for designing experiential courses.

this information can be mapped to the real-world exercises.

Another condition to consider when students are to encounter their first

situation, the utilization of flight simulators imparts an interesting way of acquiring

Background of the Study

student-constituents that is to necessarily accommodate not only this kind of experience

can provide a convenient understanding, integration and application of known concepts

as an alternative other than traditional classroom discourse.

According to Edgar Dale’s Cone of Experience (1969), direct experience

represents the greater depth of learning. Students participating in virtual environments

experience and comprehension that they already possess.

familiarize with the required aircraft that the trainer’s needs.

The traditional classroom learning experience can be lacking to produce a

educational experience of students.

A physical mock-up is dependent on the aircraft type of training and virtual

aircraft components and full length of the aircraft mockup.

Another condition to consider when students are to encounter their first

situation, the utilization of flight simulators imparts an interesting way of acquiring

Objective of the Study

1. To create an exclusive mock up trainer for 1983 Cessna Model 152

3. To test system as designed;

Scope and Delimitations

This study is to focus on designing and constructing a mock up trainer that

training efficiency is to take within a month (720 hours).

This study is limited to designing, constructing and simulation testing of the

Cessna 152 operated at WCC ATC Binalonan.

Significance of the Study

This study makes some important contributions significantly to the staffs,

flight simulation training.

understanding, synthesis, and application of known concepts as an alternative to

traditional classroom discourse.

Avionics and Aircraft Maintenance Instructors - To provide and provide experiential

necessarily adapting this type of experience to student groups.

REVIEW RELATED LITERATURE AND STUDIES

According to Babka (2011), as the requirements for aerospace vehicles have

and cost effectively.

In addition to being an invaluable tool to larger aerospace applications, less

sophisticated simulation environments have extremely important applications for smaller,

simulations for their preliminary testing needs.

deliberate and concisely considered in relation to this study.

According to a blogpost published in the official webpage of WCC (2020), like

routine maintenance, and timely and accurate fueling.

A. Flight Experience for the Beginners

B. The Cessna 152

Skycatcher, although production ended in 2013.

The airframe of Cessna 152 is mainly of metal construction. being primarily of

made from glass-reinforced plastic. The fuselage is a semi-monocoque with vertical

allows greater aileron effectiveness during a stall.