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EASA Fiber Optics


Course Syllabus

Quarter / Semester To Be Determined by each college


Instructor: To Be Determined by each college

Office: College to adjust to be compliant with their college’s requirements


Office Hours: College to adjust to be compliant with their college’s requirements
Office Phone: College to adjust to be compliant with their college’s requirements
E-mail Address: College to adjust to be compliant with their college’s requirements
Webpage: College to adjust to be compliant with their college’s requirements
Course Page: College to adjust to be compliant with their college’s requirements
Class Hours: College to adjust to be compliant with their college’s requirements

A. Course Description
This course was developed for current AMTS students, veterans with aviation experience and
aviation maintenance industry professionals to fill in knowledge gaps between current FAA
curriculum and EASA curriculum. Upon successful completion of this course, students will be
better prepared to pass the EASA module 2 and module 5 exams as part of the self-improver
pathway to an EASA license. This instructor led course introduces students to fiber optic theory,
system components used in aviation, how cables are constructed, cable routing and how to
properly clean, inspect and test cables and equipment.

B. Organization
This course is a lecture-lab course in which fiber optic topics are presented via 11 hours of
lecture, by the instructor, and assigned lab activities are completed by students during 22 hours
of lab periods. Quizzes are given periodically, and there is a comprehensive final exam. EASA
Fiber Optics students generally have had limited or no experience or exposure to fiber optics.

C. Course Objectives
1) Understand how fiber optics systems work
2) Identify components of a data bus system
3) Understand optical fiber construction
This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
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4) Demonstrate proper methods of cleaning, installing and inspecting fiber optic cables
5) Understand the importance of proper storage and handling of fiber optic cables

D. Course Topics
This course will cover the following topics:
1) The nature of light
a. Light
b. Electromagnetic spectrum
c. Wavelength and color
d. Reflection and refraction
e. Specular reflection
f. Lenses
g. Focal point and focal length
h. Dispersion
2) What are fiber optics?
a. What are fiber optics?
b. Optical fiber construction
c. History
d. Uses in aviation
e. Benefits of using fiber
f. Disadvantages of using fiber
3) How it works
a. How it works
b. Modes
c. Critical angle
d. Incident rays
4) Signal Loss
a. Attenuation
b. Discontinuity
5) Types of fiber
a. Single mode
b. Multimode
c. Identifying fiber optic cables
d. Safety
6) Splicing fiber
a. Mechanical splice
b. Fusion splice
c. Cleaving
d. Problems with splices
7) Fiber Optic Data Link Components
a. Transmitter
b. Optical cable
This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
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c. Connectors
d. Receiver
8) Fiber Optic Routing and Installation
a. Route for protection
b. Precautions
c. Bundle tying requirements
9) Fiber Optic Inspection
a. Inspection criteria
b. Contamination
c. CleanBlast
d. Inspection Scope
10) Fiber Optic Cleaning
a. CleanBlast
b. Lint free wipes
c. Cleaning swab
d. Pen
11) Fiber Optic Testing
a. Light source
b. Light meter
c. Test leads
d. Safety reminder

E. Text and Required Supplies


1) Required Supplies: see Required Supplies List on pages 34 – 35.
2) Optional Supplemental video: How to Make Optical Fiber by Discovery Channel, video available on
YouTube, http://www.youtube.com/watch?v=D4nGPI6DTLw
3) Optional text:
a. Module 2: Physics for EASA Part-66, Section 2.4 , Total Training Support, Integrated
Training System
b. Module 5: Digital Techniques and Electronic Instrument Systems for EASA Part-66,
Section 5.10 Total Training Support, Integrated Training System 3rd Edition

F. Grading Plan*
In keeping with EASA regulations, a passing grade is 75% or higher.
A = 95 – 100%
B = 85 – 94%
C = 75 – 84%
F = 74% or lower

Coursework will be weighted as follows:


1. Lab/Activities 40% *
2. Quizzes 20% *
This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
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3. Final Exam 30% *


4. Attendance 10% *

Lab/Activities:
Small group activities or labs will be assigned periodically throughout the course to be
completed during the class period. Students are required to complete all lab/activities.

Quizzes:
Quizzes will relate to current and previous content and will be given at any time during any
class period. Students are required to complete all quizzes.

Final Exam:
The final exam will be comprehensive and will be given at a date and time to be determined by
the college.

Attendance:
No more than one day of class can be missed during this 33 hour course. *

G. Classroom Rules of Conduct*


 No radios or cell phones are allowed in class.
 Food and beverages are not permitted in the classroom.

H. Emergency Procedures*
 Evacuation Procedures: To be completed by each college per their requirements
 First aid kit: To be completed by each college per their requirements
 Campus Security: To be completed by each college per their requirements

I. Your Ideas, Evaluations, Etc.*


In general, your ideas, comments and questions are welcome. Your grade will be based on your
coursework and attendance.

J. Suggestions for Success


Come to each class prepared to participate and be engaged in the material.

*College to adjust to be compliant with their college’s requirements

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
Page |5

EASA Fiber Optics

Lesson Plans

Lesson 1 – Fiber Optic Basics

Lesson Objectives
1) Understand the basic principles of fiber optics

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

20 min. Introductions & Overview PPT slides


 Instructor and student introductions 1-4
 Provide brief overview of course policy and procedures
and any other logistics
 Set expectations for breaks, cell phones, participation,
etc.
o Breaks: Suggested breaks are brief 5-10 minute
breaks per every hour of instruction
 Take care of any registration housekeeping

30 min. Lesson 1 – The Nature of Light PPT slides


a. Light 5–6
b. Electromagnetic spectrum 7
c. Wavelength and color 8
d. Reflection and refraction 9
e. Specular reflection 10
f. Lenses 11
g. Focal point and focal length 12
h. Dispersion 13

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
Page |6

EASA Fiber Optics

Lesson 2 – What are Fiber Optics

Lesson Objectives
1) Understand the basic principles of fiber optics

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

15 min. Lesson 2 – What are Fiber Optics PPT slides


a. What are fiber optics? 14 – 15
b. Optical fiber construction 16
c. History 17
d. Uses in aviation 18
e. Benefits of using fiber 19
f. Disadvantages of using fiber 20

5 min. Activity 1
Video: How to make optical fiber http://www.youtube.
com/watch?v=D4nG
PI6DTLw

10 min. Quiz - The Nature of Light / What are Fiber Optics Quiz

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
Page |7

EASA Fiber Optics

Quiz - The Nature of Light / What are Fiber Optics

1. Light travels fastest:


a. When it’s dark
b. In a vacuum
c. When it’s light
d. When batteries are fresh

2. Refraction is defined as:


a. Change in direction of a light wave passing through a medium
b. Change in direction of a light wave returned to origin
c. Change in the wavelength
d. Change in the focal length

3. Lenses are used to:


a. Change the color of light
b. Magnify objects
c. De-magnify objects
d. Focus light for use

4. Fiber optics are used in aviation for:


a. In-flight entertainment systems
b. Communications systems
c. Avionics systems
d. All of the above

5. One of the benefits of using fiber optics in aircraft systems is:


a. It weighs more than traditional wiring
b. It crosstalks with nearby wiring
c. Has a higher bandwidth
d. Uses more power

6. A disadvantage of using fiber optics in aviation is:


a. Fiber can be easily damaged if mishandled
b. It is standardized in the industry
c. Weight
d. Bandwidth

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
Page |8

7. What changes the focal length and focal point of a lens?


a. What the lens is made of
b. The shape of the lens
c. The diameter of the lens
d. The radius of the lens

8. What happens as the wavelength of light changes?


a. It speeds up
b. It slows down
c. The color changes
d. Nothing

9. A convex lens bulges toward the light source and:


a. De-magnifies the image
b. Magnifies the image
c. Causes blurriness
d. Clears up the image

10. A concave lens bulges away from the light source and:
a. De-magnifies the image
b. Magnifies the image
c. Causes blurriness
d. Clears up the image

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
Page |9

EASA Fiber Optics

Quiz - The Nature of Light / What are Fiber Optics

Answer Key

1. Light travels fastest:


b. In a vacuum

2. Refraction is defined as:


a. Change in direction of a light wave passing through a medium

3. Lenses are used to:


d. Focus light for use

4. Fiber optics are used in aviation for:


d. All of the above

5. One of the benefits of using fiber optics in aircraft systems is:


c. Has a higher bandwidth

6. A disadvantage of using fiber optics in aviation is:


a. Fiber can be easily damaged if mishandled

7. What changes the focal length and focal point of a lens?


b. The shape of the lens

8. What happens as the wavelength of light changes?


c. The color changes

9. A convex lens bulges toward the light source and:


a. De-magnifies the image

10. A concave lens bulges away from the light source and:
b. Magnifies the image

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 10

EASA Fiber Optics

Lesson 3 – How It Works

Lesson Objectives
1) Understand fiber optic theory

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

30 min. Lesson 3 – How It Works PPT slides


a. How it works 21 – 22
b. Modes 23
c. Critical angle 24
d. Incident rays 25

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 11

EASA Fiber Optics

Lesson 4 – Signal Loss

Lesson Objectives
1) Understand the importance of signal loss in fiber optics

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

20 min. Lesson 4 – Signal Loss PPT slides


a. Attenuation 26 – 28
b. Discontinuity 29

10 min. Activity 2
Discontinuity Demonstration Broken cable, visual
fault locator

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 12

EASA Fiber Optics

Lesson 5 – Types of Fiber

Lesson Objectives
1) Recognize different types of fiber optic cable
2) Recall how fiber optics work, the importance of signal loss and the types of fiber optic cable

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

20 min. Lesson 5 – Types of Fiber Optic Cable PPT slides


a. Single mode 31 – 32
b. Multimode 33
c. Identifying fiber optic cables 34
d. Safety 35

10 min. Quiz – How It Works / Signal Loss / Types of Fiber Optic Quiz
Cable

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 13

EASA Fiber Optics

Quiz - How It Works / Signal Loss / Types of Fiber Optic Cable

1. What is attenuation:
a. A reduction in intensity
b. A change in the color of light
c. What happens to light in a vacuum
d. When light speeds up

2. The following can be causes of attenuation except:


a. Micro bends
b. Macro bends
c. Absorption
d. The color of the cable

3. Low order modes:


a. Remain strictly in the core
b. Penetrate deep into the cladding
c. Penetrate slightly into the cladding
d. Remain strictly in the cladding

4. Discontinuity is best described as:


a. A bad connection
b. A cracked or broken fiber
c. A poor signal
d. A change in the color of light

5. Light refracted into the cladding and lost is a:


a. Incident ray
b. Acceptance cone
c. Critical angle
d. Mode

6. The type of fiber with the larger core is:


a. Single mode
b. Multi-mode
c. Large core
d. Medium core

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 14

7. Which type of fiber is easier to launch light into?


a. Large core
b. Medium core
c. Single mode
d. Multi-mode

8. Micro bends can be caused by:


a. Too tight of a bend radius
b. Poor connections
c. Pinching the fiber
d. Poor routing

9. What is the best way to find the specific location of discontinuity in a cable?
a. Visual inspection
b. Using a fiber scope
c. Using a visual fault locator
d. Can’t be found and cable must be replaced

10. Light launched into a fiber outside the acceptance zone will:
a. Be lost into the cladding
b. Travel faster
c. Remain in the core
d. Have no effect on the signal

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 15

EASA Fiber Optics

Quiz - How It Works / Signal Loss / Types of Fiber Optic Cable

Answer Key

1. What is attenuation:
a. A reduction in intensity

2. The following can be causes of attenuation except:


d. The color of the cable

3. Low order modes:


c. Penetrate slightly into the cladding

4. Discontinuity is best described as:


b. A cracked or broken fiber

5. Light refracted into the cladding and lost is a:


a. Incident ray

6. The type of fiber with the larger core is:


b. Multi-mode

7. Which type of fiber is easier to launch light into?


d. Multi-mode

8. Micro bends can be caused by:


c. Pinching the fiber

9. What is the best way to find the specific location of discontinuity in a cable?
c. Using a visual fault locator

10. Light launched into a fiber outside the acceptance zone will:
a. Be lost into the cladding

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 16

EASA Fiber Optics

Lesson 6 – Splicing Fiber

Lesson Objectives
1) Understand different splicing techniques

Time Suggested Lesson Flow Resources needed

Slides
Use the slides as a guide to introduce and define the key
terms and subject areas.

30 min. Lesson 6 – Splicing Fiber PPT slides


a. Mechanical splice 36 – 37
b. Fusion splice 38
c. Cleaving 39
d. Problems with splices 40

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 17

EASA Fiber Optics

Lesson 7 – Fiber Optic Data Link Components

Lesson Objectives
1) Identify different data link components
2) Understand the different parts of an optical cable and their purpose

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

35 min. Lesson 7 – Fiber Optic Data Link Components PPT slides


a. Transmitter 41 – 42
b. Optical cable 43 – 45
c. Connectors 46
d. Receiver 47

15 min. Quiz – Splicing Fiber / Fiber Optic Data Link Components Quiz

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 18

EASA Fiber Optics

Quiz – Splicing Fiber / Fiber Optic Data Link Components

1. The tool used to cut a fiber cable for splicing is called a:


a. Knife
b. Cleave
c. Diagonal cutter
d. Saw

2. The following are examples of potential problems with splicing except:


a. Angular misalignment
b. Lateral misalignment
c. Core and cladding diameter mismatch
d. Color difference

3. Converts electrical data into a light signal:


a. Transmitter
b. Receiver
c. Optical fiber
d. Connector

4. Transmits the light:


a. Transmitter
b. Receiver
c. Optical fiber
d. Connector

5. Converts light signal into electrical data:


a. Transmitter
b. Receiver
c. Optical fiber
d. Connector

6. The part of an optical cable that reflects light into the core:
a. Buffer
b. Strength fibers
c. Cladding
d. Jacket

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 19

7. The part of an optical cable that provides axial strength:


a. Buffer
b. Strength fibers
c. Core
d. Jacket

8. The part of an optical cable that holds a fiber in the connector:


a. Terminus
b. Ferrule
c. Jacket
d. Buffer

9. The buffer coating of an optical cable:


a. Provides strength
b. Transmits light
c. Helps trap light
d. Is color coded for identification

10. The polished end of a fiber is called the:


a. End face
b. Buffer
c. Cladding
d. Core

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 20

EASA Fiber Optics

Quiz – Splicing Fiber / Fiber Optic Data Link Components

Answer Key

1. The tool used to cut a fiber cable for splicing is called a:


b. Cleave

2. The following are examples of potential problems with splicing except:


d. Color difference

3. Converts electrical data into a light signal:


a. Transmitter

4. Transmits the light:


a. Optical fiber

5. Converts light signal into electrical data:


b. Receiver

6. The part of an optical cable that reflects light into the core:
c. Cladding

7. The part of an optical cable that provides axial strength:


b. Strength fibers

8. The part of an optical cable that holds a fiber in the connector:


a. Terminus

9. The buffer coating of an optical cable:


c. Helps trap light

10. The polished end of a fiber is called the:


a. End face

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 21

EASA Fiber Optics

Lesson 8 – D38999 Connector

Lesson Objectives
1) Demonstrate the process of assembling a D38999 connector

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

30 min. Lesson 8 – D38999 Connector PPT slides 48 - 51

3 hours Lab
Assemble D38999 Connector PPT slides 48 – 51
D38999 connector,
fiber optic cables,
insertion tool, fiber
diagram

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 22

EASA Fiber Optics

Lesson 9 – Bundle Tying

Lesson Objectives
1) Demonstrate bundle tying techniques

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

30 min. Lesson 9 – Bundle Tying PPT slides 53 - 57

1 hour Lab
Bundle Tying PPT slides 53 – 57
Adhesive tape,
protective tape, zip
ties, string tie,
diagonal cutters,
fiber optic cables

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 23

EASA Fiber Optics

Lesson 10 – Assemble ARINC Connector

Lesson Objectives
1) Demonstrate the process of assembling an ARINC connector

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

30 min. Lesson 10 – ARINC Connector PPT slides 58 – 62

3 hours Lab
Assemble ARINC Connector PPT slides 58 – 62
ARINC connector,
retention nut
wrench, fiber
diagram, fiber optic
cable, insertion tool

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 24

EASA Fiber Optics

Lesson 11 – Fiber Optic Routing and Installation

Lesson Objectives
1) Understand fiber optic installation
2) Demonstrate fiber optic cable routing

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

90 min. Lesson 11 – Fiber Optic Routing and Installation PPT slides


a. Route for protection 64 – 66
b. Precautions 67
c. Bundle tying requirements 68

4 hours Lab
Cable Routing PPT slide 69
Fiber optic cable
assembly built during
lessons 8 and 10,
wiring practice
board, screwdriver,
string ties, zip ties,
adhesive tape,
protective tape,
clamps

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 25

EASA Fiber Optics

Connector and Cable Routing Evaluation (Maximum of 5 Points for each item)

D38999 Connector Yes / No Points


Fibers properly inserted and locked into insert
Fibers located in correct locations per wiring diagram
Backshell properly installed
Cables properly supported at backshell
Cables properly protected
Dust caps installed
Fiber insertion tool properly used
Total Points (35 possible)

ARINC Connector Yes / No Points


Fibers properly inserted and locked into insert
Fibers located in correct locations per wiring diagram
Connector properly assembled
Cables properly supported at backshell
Cables properly protected
Dust caps installed
Fiber insertion tool properly used
Total Points (35 possible)

Cable Routing and Installation Yes / No Points


Cable properly laid out with minimum 1.5” bend radius
Cable bundle properly supported
Cable bundle tied every 8-12 inches
Protective tape under each string and zip tie
String ties properly tied
Drip loop located at each connector
Total Points (30 possible)

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 26

EASA Fiber Optics

Lesson 12 – Fiber Optic Inspection

Lesson Objectives
1) Understand fiber optic inspection
2) Demonstrate fiber optic inspection

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

90 min. Lesson 12 – Fiber Optic Inspection PPT slides


a. Inspection criteria 70 – 71
b. Contamination 72
c. CleanBlast 73
d. Fiber Scope 74

2 hours Lab
Fiber Optic Inspection PPT slide 75
CleanBlast, fiber
scope, adapters,
fiber optic cable
assembly built during
lessons 8 and 10

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 27

EASA Fiber Optics

Lesson 13 – Fiber Optic Cleaning

Lesson Objectives
1) Understand fiber optic cable cleaning techniques
2) Demonstrate proper fiber optic cable cleaning techniques

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

50 min. Lesson 13 – Fiber Optic Cleaning PPT slides


a. CleanBlast 76 – 77
b. Lint free wipes 78
c. Cleaning swab 79
d. Pen 80

2 hours Lab
Fiber Optic Cleaning PPT slides 81 – 85
Fiber wipes, cleaning
swabs, isopropyl
alcohol, CleanBlast,
adapters, cleaning
pen, fiber optic cable
assembly built during
lessons 8 and 10

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 28

EASA Fiber Optics

Lesson 14 – Fiber Optic Testing

Lesson Objectives
1) Recall and demonstrate proper fiber optic cable testing techniques

Time Suggested Lesson Flow Resources needed

Slides and Activity


Use the slides and the activity as guides to introduce and
define the key terms and subject areas.

50 min. Lesson 14 – Fiber Optic Testing PPT slides


a. Light source 86 – 87
b. Light meter 88
c. Test leads 89
d. Safety reminder 90

2 hours Lab
Fiber Optic Testing PPT slides 91-92
Light source, light
meter, test leads,
fiber optic cable
assembly built during
lessons 8 and 10

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 29

EASA Fiber Optics

Cable Cleaning, Inspection and Testing Evaluation

Cleaning Yes / No Points


Set up CleanBlast machine for cleaning fiber 10pts
Demonstrate proper use of CleanBlast machine 10pts
Clean fiber using fiber wipe 5pts
Clean fiber using fiber swab 5pts
Clean fiber using cleaning pen 5pts
Total Points (35 possible)

Inspection Yes / No Points


Set up CleanBlast machine for inspecting fiber 10pts
Inspect fiber using CleanBlast 10pts
Inspect fiber using fiber scope 10pts
Identify contaminants and defects in fiber 10pts
Total Points (40 possible)

Testing Yes / No Points


Set up light source for testing 5pts
Set up light meter for testing 5pts
Properly install test leads and zero meter 5pts
Test fiber optic cable and record results 10pts
Total Points (25 possible)

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 30

EASA Fiber Optics

Lesson 15 to 17 – Disassembly Activities

Lesson Objectives
1) Demonstrate proper disassembly techniques

Time Suggested Lesson Flow Resources needed

1 hour Lesson 15 Lab PPT slide 93


Remove Cabling Screw driver,
diagonal cutters

Time Suggested Lesson Flow Resources needed

2 hour Lesson 16 Lab PPT slide 94


Disassemble D38999 Connector Fiber removal tool,
screwdriver, D38999
connector lesson 8

Time Suggested Lesson Flow Resources needed

2 hour Lesson 17 Lab PPT slide 95


Disassemble ARINC Connector Fiber removal tool,
retention nut
wrench, ARINC
connector lesson 10

NOTE: The flow shown above is recommended but may be adjusted to reflect your college’s schedule
and the pace of the instructor and students.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 31

EASA Fiber Optics

Fiber Optics Final Exam

1. Reflection is defined as:


a. Change in the direction of a light wave passing through a medium
b. Change in direction of a light wave returned to its origin
c. Change in wavelength
d. Change in the focal length

2. When using a fiber scope to inspect a fiber:


a. Use the scope on 400X magnification
b. Use the scope on 200X magnification
c. Inspect only one end of the fiber
d. Replace the batteries before each use

3. The most dangerous hazard associated with fiber optics is:


a. Cuts
b. Fire
c. Electrical interference
d. Damage to the eyes

4. When handling fiber optic cables:


a. Leave dust caps on until just before mating the connectors
b. Never set heavy objects on the cable
c. Do not kink the cable
d. All of the above

5. The minimum bend radius allowed when installing fiber optic cables is:
a. 2 inches
b. 3 inches
c. 1.5 inches
d. 2.5 inches

6. Why are particles never allowed in the mating area?


a. They can come loose
b. They can damage the fiber when mated
c. They block the light
d. Possible chaffing

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 32

7. Fiber optic data busses:


a. Convert electrical data into a light signal
b. Convert a light signal into electrical data
c. Carry more information than copper
d. All of the above

8. Match the following terms with their function:


a. _____ Core 1. Help trap the light
b. _____ Cladding 2. Provide axial strength
c. _____ Buffer 3. Carries the light
d. _____ Strength fibers 4. Reflects the light

9. How many wraps of protective tape are applied under a string tie?
a. 1
b. 2
c. 3
d. 4

10. Lint free fiber wipes can only be used on:


a. Uninstalled termini
b. Installed termini
c. D38999 connectors
d. ARINC connectors

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 33

EASA Fiber Optics

Fiber Optics Final Exam

Answer Key

1. Reflection is defined as:


b. Change in direction of a light wave returned to its origin
2. When using a fiber scope to inspect a fiber:
b. Use the scope on 200X magnification
3. The most dangerous hazard associated with fiber optics is:
d. Damage to the eyes
4. When handling fiber optic cables:
d. All of the above
5. The minimum bend radius allowed when installing fiber optic cables is:
c. 1.5 inches
6. Why are particles never allowed in the mating area?
b. They can damage the fiber when mated
7. Fiber optic data busses:
d. All of the above
8. Match the following terms with their function:
a. __3___ Core 1. Helps trap the light
b. __4___ Cladding 2. Provide axial strength
c. __1___Buffer 3. Carries the light
d. __2___Strength fibers 4. Reflects the light
9. How many wraps of protective tape are applied under a string tie?
d. 4
10. Lint free fiber wipes can only be used on:
a. Uninstalled termini

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 34

EASA Fiber Optics

Master Required Supplies List

Quantity per Expendable /


Item Cost
Student Consumable

EQUIPMENT

Westover CleanBlast FCL-P1005 with scope $9,352.44 1 No

SUPPLIES

Greenlee 560XL Light meter $773.67 1 No


Corning VFL-350 Visual fault locator $402.98 1 No
One click fiber optic cleaning pen $48.00 1 Yes
Corning 200FM 200X fiber optic microscope $275.69 1 No
Greenlee 570XL-SC LED source $855.11 1 No
Multi-mode fiber optic cable with pre-installed termini for $169.14 10 No
connectors
D38999 Connector pin side $150.00 1 No
D38999 Connector socket side $140.00 1 No
D38999 Connector back shell $65.00 1 No
ARINC Connector assembly with A and B inserts $349.00 1 No
(BACC65AB2A)
Fiber optic wiring practice board with clamps/ring posts $80.00 1 No
(build to need or use pre-existing copper wiring practice
board
Optical fiber wipes $16.27 1 container Yes
Cleaning swabs $20.45 1 container Yes
ARINC connector adapters $75.00 1 No
Scotch super 20 adhesive tape $20.00 1 Yes
Permacel P212HD protective tape $20.00 1 Yes

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 35

Quantity per Expendable /


Item Cost
Student Consumable

TOOLS

M81969/14-03 Fiber insertion and removal tool $2.00 1 No


DAK83-16 Fiber insertion tool $46.00 1 No
DRK83-16 Fiber removal tool $46.00 1 No
ARINC retention nut wrench $100.00 1 No
Diagonal cutters $20.00 1 No
Screwdriver with #1 and #2 Phillips bits $20.00 1 No

There are numerous manufacturers and suppliers available for the equipment, supplies and tools on this list.
Prices and availability vary widely. Select connectors, fiber, termini and other items that meet your specific
needs. Any items listed with specific part numbers are included as an example only; there may be other options
available.

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.
P a g e | 36

EASA Fiber Optics

Unless otherwise specified, this work by the Washington State Colleges is licensed under a Creative Commons Attribution 3.0 Unported License. The Open
Course Library is funded by the Bill & Melinda Gates Foundation and the Washington State Legislature

This workforce solution was funded (100%) by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The
solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor
makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on
linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued
availability, or ownership. This solution is copyrighted by the institution that created it. Internal use by an organization and/or personal use by an
individual for non-commercial purposes is permissible. All other uses require the prior authorization of the copyright owner.

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