cfi_book

University of Oklahoma

Notebook

Certified Flight Instructor

Everything you need to know

Matthew Johnson

From the Author:

This is my hard work I have hand typed throughout the semester. This is for the course at OU and may vary for other people. I did everything in this, I used others to aid me in format, but the work isn’t copied. When working on this book the thing I really needed was a guide, and that is what this is to be used as for those who wish to use it. Use of this book is to be used only as an aid and not as a primary source of information. Not included are about 50 or so hand drawn pictures to go with it. I formatted this to have my lesson plan first and then condensed notes afterward, this way I can have a quick reference to help me collect my thoughts or if I stumble. This is tailored to me, so it may contain things others don’t deem necessary while for others it may not contain everything they would like to see. This is for ASEL.

Table of Contents

Area of Operations

I. Fundamentals of Instruction A. The Learning Process

B. Human Behavior and Effective Communication

C. The Teaching Process

D. Teaching Methods

E. Critique and Evaluation

F. Flight Instructor Characteristics and Responsibility

G. Planning an Instructional Activity FOI Study Guide (acronyms)

II. Technical Subject Areas

A. Aeromedical Factors

B. Visual Scanning and Collision Avoidance

C. Principles of Flight

D. Airplane Flight Controls

E. Airplane Weight and Balance

F. Navigation and Flight Planning

G. Night Operations

H. High Altitude Operations

I. Federal Aviation Regulations

J. National Airspace System

K. Navigation systems and Radar Services

L. Logbook Entries and Certificate Endorsements

III. Preflight Preparation

A. Certificates and Documents

B. Weather Information

C. Operation Systems

D. Performance and Limitations

E. Airworthiness Requirements

IV. Preflight Lesson on a Maneuver to be Performed in Flight A. Maneuver Lesson

V. Preflight Procedures

A. Preflight Inspection

B. Single Pilot Crew Resource Management C. Engine Starting

D. Taxiing Landplane E. Before Takeoff Check VI. Airport and Seaplane Base Operations

A. Radio Communications and ATC Light Signals B. Traffic Patterns

C. Airport/Seaplane Base, Runway and Taxiway Signs, Markings, and Lighting VII. Takeoffs, Landings, and Go Arounds

A. Normal and Crosswind Takeoff and Climb

B. Short Field Take and Maximum Performance Climb

C. Soft Field Takeoff and Climb

D. Glassy Water Takeoff and Climb(not covered)

E. Rough Water Takeoff and Climb(not covered)

F. Normal and Crosswind Approach and Landing

G. Slip to a Landing

H. Go Around/Rejected Landing

I. Short Field Approach and Landing

J. Soft Field Approach and Landing

K. Power Off 180oAccuracy Approach and Landing

CFI Binder

Hayes Maddox

Oklahoma State University

Fall 2013

L. Glassy Water Approach and Landing(not covered)

M. Rough Water Approach and Landing(not covered)

VIII. Fundamentals of Flight

A. Straight and Level Flight

B. Level Turns

C. Straight Climbs and Climbing Turns

D. Straight Descents and Descending Turns

IX. Performance Maneuvers A. Steep Turns

B. Steep Spirals

C. Chandelles

D. Lazy Eights

X. Ground Reference Maneuvers A. Rectangular Course

B. S Turns Across a Road

C. Turns Around a Point

D. Eights on Pylons

XI. Slow Flight, Stalls, and Spins

A. Maneuvering During Slow Flight

B. Power On Stalls

C. Power Off Stalls

D. Crossed Control Stalls

E. Elevator Trim Stalls

F. Secondary Stalls

G. Spins

H. Accelerated Maneuver Stalls

XII. Basic Instrument Maneuvers

A. Straight and Level Flight B. Constant Airspeed Climbs C. Constant Airspeed Descents D. Turns to Headings

E. Recovery from Unusual Flight Attitudes XIII. Emergency Operations

A. Emergency Approach and Landing B. Systems and Equipment Malfunctions C. Emergency Equipment and Survival Gear D. Emergency Descent

XIV. Postflight Procedures

Area of Operations I: Fundamentals of Instructing

Objective: To determine the applicant exhibits instructional knowledge of the elements of the learning process

by describing:

1. Learning Theory

2. Characteristics of Learning 3. Principles of Learning 4. Levels of Learning 5. Learning Physical Skills 6. Memory

7. Transfer of Learning 8. How People Learn

Task B: Human Behavior and Effective Communication

Objective: To determine the applicant exhibits instructional knowledge of the elements of the teaching process

by describing:

1. Human Behavior

a. Control of Human Behavior b. Human Needs

c. Defense Mechanisms

d. The flight instructor as a practical Psychologist 2. Effective Communication –

a. Basic elements of communication b. Barriers of Effective Communication c. Developing Communication Skills

Task C: The Teaching Process

Objective: To determine the applicant exhibits instructional knowledge of the elements of the teaching process

by describing:

1. Preparation of a lesson for a ground or flight instructional period 2. Presentation Methods

3. Application, by the student, of the material or procedure presented 4. Review and evaluation of student performance

Task D: Teaching Methods

Objective: To determine the applicant exhibits instructional knowledge of the elements of the teaching process

by describing:

1. Material Organization 2. The Lecture Method

3. The Cooperative or Group Learning Method 4. The Guided Discussion Method

5. The Demonstration Performance Method 6. Computer Based training Method

7. Scenario Based Training

Task E: Critique and Evaluation

Objective: To determine the applicant exhibits instructional knowledge of the elements of critique and

evaluation by describing: 1. Critique –

b. Methods and ground rules for a critique 2. Evaluation –

a. Characteristics of effective oral questions and what types to avoid b. Responses to student questions

c. Characteristics and development of effective written questions

d. Characteristics and uses or performance test, specifically, the FAA practical test Standards

Task F: Flight Instructor Characteristics and Responsibilities

Objective: To determine the applicant exhibits instructional knowledge of the elements of flight instructor

characteristics and responsibilities by describing: 1. Aviation Instructor Responsibilities in –

a. Providing adequate instruction b. Establishing standards of performance c. Emphasizing the positive

2. Flight Instructor Responsibilities in –

a. Providing student pilot evaluation and supervision b. Preparing test recommendation and endorsements

c. Determining requirements for conducting additional training and endorsement requirements 3. Professionalism as an instructor by –

a. Explaining important personal characteristics b. Describing methods to minimize student frustration

Task G: Planning an Instructional Activity

Objective: To determine the applicant exhibits instructional knowledge of the elements of planning instructional

activity by describing:

1. Developing objectives and standards for a course of training 2. Theory of building blocks of learning

3. Requirements for developing a training syllabus 4. Purpose and characteristics of a lesson plan

The Learning Process

Lesson Plan

Learning – a permanent change in behavior, the way a learner thinks, understands, and feels as a result of experience. 1. Learning Theory– B C [IP SI] C

a. Behavioral b. Cognitive –

i. Information Processing Theory

ii. Social Interaction

c. Combined – using the best of both

2. Characters of Learning– RAMP a. Result of Experience b. Active Process c. Multifaceted d. Purposeful

3. Principles of Learning– REEPIR (sometimes referred to as the Laws of Learning) a. Readiness b. Exercise c. Effect d. Primacy e. Intensity f. Recency

4. Levels of Learning RUAC a. Rote

b. Understanding c. Application d. Correlation

5. Learning Physical Skills– DTL P PTS KOR LP EVC AOS a. Desire to Learn

b. Patterns

c. Perform the Skill d. Knowledge of Result e. Learning Plateau f. Evaluation vs. Critique g. Application of Critique h. Application of Skill

6. Memory– SR ST LT, F: DIR, R:PAASR a. Memory type

i. Sensory Registry ii. Short Term Memory iii. Long Term Memory b. Forgetting i. Disuse ii. Interference iii. Repression c. Remembering i. Praise ii. Association iii. Attitude iv. Sense v. Repetition

7. Transfer of Learning– P, N, PFT SOA OL M E SBT a. Positive

i. Plan for Transfer ii. Seek Other Application iii. Over Learn

iv. Materials v. Experience b. Negative

8. How People Learn– PIM PO BN GV SC TO EOT a. Perceptions

i. Physical Organism ii. Basic Need iii. Goals and Values iv. Self Concept

v. Time and Opportunity vi. Element of Threat b. Insight

The Learning Process

Condensed Notes

1. Learning Theory

Learning – a permanent change in behavior, the way a learner thinks, understands, and feels as a result of experience i. Behaviorism – response to stimuli, related to past experiences. Needs to be reinforced by someone

1. Rewards and punishment system

ii. Cognitive – focuses on what’s going on inside the mind

1. Information Processing Model – how we relate new knowledge to existing knowledge, brain is like a computer, many habitual things we do go unnoticed

2. Social Interaction Model – learn by interacting with each other and our environment.

iii. Combined Approach – using the best of both, promote cognitive learning, and measure behavioral response

b. Domains of Learning

i. Cognitive – used for memorization 1. Recall information (facts) 2. Understand (how) 3. Application (how much) 4. Analyze

5. Synthesis 6. Evaluate

ii. Affective – personal beliefs, least understood 1. Awareness

2. Respond 3. Valuing 4. Organizing 5. Integration

iii. Psychomotor – learning a physical skill 1. Observation

2. Imitation 3. Practice 4. Habit

c. Perceptions – affects how people learn, it is a result when a person gives meaning to sensations being experienced i. Sight – 75% ii. Hearing – 13% iii. Touch – 6% iv. Smell – 3% v. Taste – 3% 2. Characteristics of Learning

a. Purposeful – relate learning to a student’s goals b. Experience – learn by doing

c. Multifaceted – incidental learning, you can learn multiple things at once d. Active – you must participate and respond

3. Principles of Learning

a. Readiness – must want to learn

b. Effect – strengthened when accompanied by a pleasant feeling c. Exercise – things repeated are most often remembered d. Primacy – must be taught right the first time

e. Intensity – use real example and not substitutes

f. Recency – things learned most recently are better remembered

4. Levels of Learning

a. Rote – repeating information, something memorized. i.e. stall speeds

b. Understanding – comprehend the nature of something. i.e. why the plane stalls c. Application – using what you have learned. i.e. stalling the plane on purpose

d. Correlation – associating what has been learned and applying it to previously learned material. i.e. recovering from inadvertent stalls

5. Learning Physical Skills

i. Cognitive stage – learns and does the steps to a skill ii. Associative stage – practice

iii. Automatic stage – less attention is required

b. Skill Acquisition

i. Desire to learn – student has to want to learn

ii. Evaluation vs. Critique – should be constructive, pointing out the good and bad

iii. Duration & Organization of Lesson – a student will lose interest if the lesson goes on for too long, and the lesson should be organized in a way that is logical and promotes learning

iv. Knowledge of results – student needs to know what happens and why v. Application of skill – use the skill that has been learned

vi. Patterns to follow – provide clear step by step instructions

vii. Perform the skill – learn by doing, building muscle memory and the associated perception that go along with it viii. Progress follows a pattern – learning follows a pattern. Rapid learning followed by a learning plateau

c. Practice

i. Deliberate practice – focus on correcting mistakes ii. Blocked practice – repetition until it becomes automatic iii. Random Practice – mixes up the order of skills learned 6. Memory– the ability to store and retrieve information

a. 3 types of Memory

i. Sensory Registry – receives and processes initial stimuli

ii. Short Term memory – where information is stored briefly (about 30 sec) iii. Long term Memory – where information or events are kept for a lifetime.

1. Not stored in order

b. Forgetting – not able to retrieve information from the long term memory i. Disuse – not using it

ii. Interference – something else is blocking it

iii. Repression – the memory is placed into an inaccessible part of the mind

c. Retention

i. Praise – stimulates learning

ii. Association – relate better to positive experiences iii. Attitude – people learn only what they wish to know

iv. Senses – perception comes from our senses working together v. Repetition – aids recall

7. Transfer of learning

a. Positive – an experienced is transferred, that a student can learn from i. Plan for transfer

ii. Seek Other Application – relate it to other areas iii. Over learn – practice, study

iv. Materials – have everything you need handy v. Experience – learn by doing

b. Negative – an undesirable experience is transferred

8. How people Learn

a. Perception

i. Physical organism – sensing the world around you (yourself) ii. Basic Need – needs need to first be met

iii. Goals and Values – how much something is sought after (spectators) iv. Self Concept – self image

v. Time and Opportunity – experience through lengthening and frequency of the experience vi. Element of threat subtracts from learning

b. Insight – perceptions put together in a meaningful way c. Motivation – need to want to learn

Human Behavior

1. Human Behavior

a. Control of human behavior VECSII

i. Theory Y

1. Voluntary Work 2. Exercise Self direction 3. Commitment relates 4. Seeks Responsibility 5. Imagination & creativity 6. Intellectual Potential ii. Theory X

b. Human needs PSSES

i. Maslow’s Hierarchy of Needs c. Defense mechanism CPRDRFFRA

i. Compensation ii. Projection iii. Rationalization iv. Denial of Reality

v. Reaction Formation vi. Flight (fantasy) vii. Resignation viii. Aggression

d. Flight instructor as a practical psychologist ASNA

i. Anxiety ii. Stress

1. Normal reactions 2. Abnormal reactions 2. Effective Communication

a. Basic elements of communication SSR i. Source

ii. Symbols iii. Receiver

b. Barriers of effective communication –LCE COAI i. Confusion

ii. Abstractions

iii. Lack of Common Experience iv. Interference

c. Developing communication skills DLQ i. Developing

ii. Listening iii. Questioning

Human Behavior

a. Control of human behavior – student expects the instructor to control the environment

i. Theory Y – people are generally good, and will seek work

1. Voluntary Work – is natural, will be sought after unless as a form of punishment 2. Exercise Self direction – people are committed and not lazy

3. Commitment relates – relates to the awards associated 4. Seeks Responsibility – and accept responsibility

5. Imagination & creativity – people are capable of using these to solve problems 6. Intellectual Potential – people have it but the majority goes unused

ii. Theory X – people are generally lazy, and need to be forced to do anything

b. Human needs

i. Physical – air, food, water, shelter ii. Safety – need to feel safe

iii. Social – sense of belonging and love iv. Egotistic – self esteem

v. Self Fulfillment – have meaningfulness, creative, concerned about personal growth

c. Defense mechanism – designed to protect organisms, to help alleviate guilt, to cope, and to protect the ego. These can be

helpful or harmful

i. Compensation – shows a strength in another area to offset a perceived weakness ii. Projection – blames others for their failures

iii. Rationalization – trying to justify actions that would otherwise be acceptable iv. Denial of Reality – refuse to admit the severity of an issue

v. Reaction Formation – make a fake belief because the true belief causes too much anxiety vi. Flight (fantasy) – day dream to escape reality

vii. Resignation – give up

viii. Aggression – repress emotions, become hostile d. Flight instructor as a practical psychologist

i. Anxiety – most significant psychological factor, feeling of worry, nervousness, or unease

1. Normal – respond more quickly than normal

2. Abnormal – doing things without reason or thought, may signify a deeper problem

ii. Stress

1. Normal – very sensitive to surroundings, rapid response to a problem 2. Abnormal – aggression, inappropriate laughing or singing

iii. Instructor Actions – while stress and anxiety may not always be bad, if a student continually acts abnormally, the instructor needs to evaluate if the student is capable pf performing tasks such as solo flight

e. 7 ways to encourage student to learn

i. Informed students – need to be aware of the progress they’re making ii. Motivate students – keep them encouraged

iii. Admit errors – holds their respect for you, sees that anyone can make a mistake iv. Credit when – inform the student when they do something well

v. Consistency – be equal with how you deal with issues, vi. Constructive criticism – don’t dwell on the negative

vii. Students as individuals – don’t treat them like everyone else in a crowd 2. Effective Communication

a. Basic elements of communication

i. Source – sender, writer, select the proper message and medium to send it in ii. Symbols – words or signs, the message

iii. Receiver – listener or reader, the one who the message is intended for

b. Barriers of effective communication

i. Confusion – word being confused for meaning ii. Abstractions – being too vague

iii. Lack of Common Experience – greatest barrier, using different terminology iv. Interference – physical environment, noise, illness, emotions toward each other

c. Developing communication skills

i. Proper questioning – using proper questions, a good way to understand how much the student knows ii. Proper listening – using proper listening skills

iii. Instructional communication – make sure the desired response happens to your instruction iv. Instructional Enhancement – if you do not know, confess and go look it up

The Teaching Process

1.

Preparation of a lesson

a. Objective – for the following areas i. Cognitive ii. Affective iii. psychomotor b. Facilities c. Goals d. Review 2.

Presentation Method

3.

Application, by the student of the material or procedure presented

a. Uses what has been learned b. Active

c. Primary d. Critique

4.

Review and Evaluation of Student Performance

a. Evaluate Formally/Informally b. Aware of progress

c. Take notes

d. Students evaluation e. Clear objectives f. Review past Lessons

5.

Performance based objectives

a. Description b. Conditions c. Criteria standard

The Teaching Process

Condensed Notes

1. Preparation of a lesson

a. Preparation

i. Objective – prepare for learning in the following areas: 1. Cognitive knowledge

2. Affective – attitudes, beliefs, and values 3. Psychomotor – physical skills

ii. Facilities – need to have the proper equipment and space for the instructional activity iii. Goals – cover what you need to for the lesson, PTS

iv. Review – allow time at the end to summarize the key points

b. Presentation

1. Before the lesson – decide the amount of time you’ll spend on topics, rehearse the flow, set a positive tone

2. During the lesson – grab attention from the beginning, be clear, use multimedia, allow for questions

3. After the lesson – summarize points, be available outside of class ii. Lecture method – good for introducing new ideas

1. Advantages

a. Good for addressing new material b. Large groups

c. Most economical use of time

2. Disadvantages

a. Hard to learn large amounts in a short time

b. Hard to understand if the students have learned the material c. Hard to hold student’s attention

d. Can’t learn motor skills

iii. Demonstration method

1. Explanation phase – be clear, based on the knowledge of students

2. Demonstration phase – perform the activity, should conform to the explanation 3. Student performance and instructor supervision phase – student performs while the

instructor supervises and coaches

4. Evaluation phase – judge the student performance

iv. Guided Discussion – Instructor asks a question and the students have the discussion while the

instructor controls where the discussion goes

c. Application

i. Uses what has been learned ii. Active

iii. Primary iv. Critique

d. Review and Evaluation

i. Evaluate Formally – evaluation should be constructive ii. Aware of progress – keeps student frustrations down iii. Take Notes – allows to be referred to later

iv. Student evaluation – lets the student know how they did v. Clear objectives – easier to see the expected outcome vi. Review past lessons – known to unknown

Teaching Methods

1.

Material Organization

b. Development c. Conclusion

2.

The Lecture Method

b. Formal

c. Illustrated Talk d. Teaching lecture

3.

The cooperative group learning method

4.

The Guided discussion Method

b. Follow up question c. Direct question d. Reverse question

5.

The Demonstration Performance Method

b. Demonstration

c. Student Performs & Instructor Supervises d. Evaluates

6.

Computer based Training method

7. Scenario Based Learning

i. Relates

ii. Multiple answers

iii. challenge

b. Higher Order Thinking Skills (HOTS) c. Types of Problem Based Instruction

1. Scenario Based

2. Collaborative Problem Solving 3. Case Study

Teaching Methods

Condensed Notes 1. Material Organization

a. Introduction

i. Attention – tell a joke, story, video, or question that relates ii. Motivate – why is the lesson important

iii. Overview – what is to be covered b. Development – main part, show relationships

i. Past to present ii. Simple to complex iii. Known to unknown

iv. Most frequently used to least used c. Conclusion – wrap up 2. Lecture Method i. Formal ii. Informal b. 4 types of lecture i. Illustrated talk ii. Briefing iii. Formal lecture

iv. Teaching lecture – you can receive direction either verbally or body language, feedback is harder to interpret, allows students to participate.

c. Preparing a lecture – have examples, comparisons, statistics, and testimonies i. Establish objectives

ii. Research project iii. Organize material iv. Place classroom activities d. Types of delivery

i. Read from document ii. Recite from memory iii. Speak from outline iv. Speak with no prep

e. Advantages – uses time effectively, good for presenting new material

f. Disadvantages – loose students attention quickly, harder to get feedback from students 3. Cooperative group learning Method

a. Conditions & controls i. Diverse groups

ii. All students in group must buy into target objectives iii. Clear, complete directions & Instructions

iv. Debrief on group efforts v. Individual accountability vi. Access to must learn info vii. Positive interdependence viii. Opportunity For Success

ix. Recognition & rewards for group success x. Sufficient time for learning

4. Guided discussion method a. Use of questions

i. Follow up – guides discussion ii. Lead off – starts discussion

iii. Overhead – question for the whole group iv. Rhetorical – similar to overhead

v. Reverse vi. Relay vii. Direct

5. Demonstration Performance Method a. Phases

i. Explanation ii. Demonstration

iii. Student performance & instructor Supervision iv. Evaluation

6. Computer Based Training Method

a. Computer based training – goes at the students own pace, used only as an aid b. Personal computer based aviation training devices (simulators)

c. Computer assisted instruction – multimedia to train 7. Problem Based Learning

i. Relates to real world

ii. Require students to make decisions

iii. Open ended and have multiple correct answers

iv. Connected to previously learned knowledge as well as new knowledge v. Reflect lesson objectives

vi. Challenge students to think critically b. Teaching Higher Order Thinking Skills (HOTS)

i. Set up the problem

ii. Determine the learning outcomes iii. Solve the problem or task

iv. Reflect on the problem solving process v. Consider Additional solutions

vi. Reevaluate solution with additional options

vii. Reflect on this solution and why it’s the best solution viii. Consider what “Best means in the situation

c. Types of Problem Based Instruction

i. Scenario Based – using real world scenarios 1. Good scenarios

a. Aren’t a test

b. Won’t have a right or wrong answer c. Won’t have an obvious answer d. Doesn’t Promote errors

e. Promotes situational awareness and ADM

2. Collaborative Problem Solving – students working together to solve problems 3. Case Study – a real account for students to analyze

Critique and Evaluation

1. Critique

a. Purpose and characteristics of an effective critique– SOFACCOT 1. Traditional 2. Authentic 3. Other ii. Specific iii. Objective iv. Flexible v. Acceptable vi. Constructive vii. Comprehensive viii. Organized ix. Thoughtful

b. Methods and ground rules for a critique– ISSISW SDENA i. Instructor critiques

ii. Student led

iii. Small group critiques iv. Individual critiques

v. Self Critique vi. Written

ii. Scheduled times iii. Don’t cover too much iv. Emphasize main points

v. Never defend it

vi. Avoid controversies, don’t take sides 8. Evaluation

c. Characteristics of effective oral questions and what types to avoid– POTBIT i. Puzzles

ii. Oversize iii. Trick questions iv. Bewilderment

v. Irrelevant questions vi. Toss up

d. Responses to student questions i. understand the question ii. listen attentively

iii. determine if the student perceives the answer as sufficient e. Characteristics and development of effective written questions– VORDUC

i. Validity ii. Objectivity iii. Reliability iv. Discrimination v. Usability vi. Comprehensiveness

f. Characteristics and uses of performance test, specifically, the FAA PTS i. Test represents a floor, they are not the minimum standards

Instructor Responsibilities and Professionalism

Lesson Plan

Are of Operations1: Task F Fundamental of Instruction

1. Aviation Instructor Responsibilities

a. Help student to learn b. Provide adequate instruction

i. Tailored to student ii. Analyze student

1. Misanalysis c. Standards of Performance

i. PTS = minimums d. Emphasize the Positive

i. Ambassador to aviation e. Minimize student frustrations

i. Motivate ii. Keep informed

iii. Approach as individuals iv. Give credit when due

v. Criticize constructively vi. Be consistent

vii. Admit errors

2. Flight Instructor Responsibilities

a. Providing student pilot evaluation and supervision i. Guide

ii. Let errors progress (safety permitting) iii. Keep informed of progress

iv. Be in control of the situation

b. Preparing practical test recommendations and endorsements

c. Determining requirements for conducting additional training and endorsement requirements

3. Professionalism as an instructor

a. Explaining important personal characteristics i. Sincere

ii. Accept the student

iii. Professional appearance and habits iv. Demeanor

v. Safety practices vi. Proper language vii. Self Improvement

b. Describing methods to minimize student frustration i. Be consistent

ii. Admit errors

iii. Criticize constructively iv. Keep informed

v. Give credit when due vi. Approach as individual vii. Motivate students

Flight Instructor Characteristics & Responsibilities

Condensed Notes

1. Aviation Instructor Responsibilities

a. Provide Adequate Instruction – help the student learn, provide adequate instruction, establish

standards of performance, emphasize the positive, and minimize student frustration. Instructors should also analyze the student’s personality, thinking, and ability to choose appropriate methods

b. Establishing Standards of Performance – meet objectives in the PTS, and evaluate own effectiveness

c. Emphasize the positive – ambassador to aviation

i. Devise a plan of action

ii. Create a positive student instructor relationship iii. Present info effectively

iv. Transfer responsibility to student as learning occurs

v. Evaluation student learning to measure teaching effectiveness

2. Flight Instructor Responsibilities in

a. Provide student pilot evaluation & supervision

i. Keep student informed of progress

ii. Don’t correct errors immediately’ safety permitting iii. Retain control of the situation

b. Preparing PTS recommendations & endorsements – only sign a student if they are truly ready i. Student Pilot endorsements

Pre solo aeronautical knowledge Pre solo flight training

Pre solo flight training at night Solo flight

Solo takeoff and landings at another airport within 25nm Initial solo cross country

Solo cross country

Repeated solo cross country not more than 50nm from point of departure Solo flight in Class B airspace

Solo flight to, from, or at an airport located in Class B airspace

c. Determining requirements for conducting additional training & Endorsement Requirement – decided

by the instructor

3. Professionalism as an instructor by

a. Important personal characteristics

i. Sincerity ii. Appearance iii. Demeanor

iv. Safety practices & accident prevention v. Acceptance of the student

vi. Proper language vii. Self improvement

b. Methods to minimize Student frustrations

i. Be consistent ii. Admit Errors

iii. Criticize Constructively iv. Keep Informed

v. Give Credit when due vi. Approach as Individual vii. Motivate Students

Planning an Instructional Activity

1.

Developing objectives & Standards for a course of training

2.

Theory of building blocks of learning

a. build towards goal b. extraneous blocks c. measured and evaluated d. broken down

3.

Requirements for developing a training Syllabus

ii. Flight training focuses on psychomotor domain iii. Standards

iv. Flexible

4.

Purpose of a lesson plan

a. Information about it

i. Elements

1. Objectives 2. Content

3. Completion standards

ii. Steps in preparing a lesson

1. Establish objectives & desired outcomes 2. Research the subject

3. Organize material

4. Plan productive classroom activities iii. Characteristics of a lesson plan UCSPFRI

1. Flexible 2. Unity 3. Related 4. Practicality 5. Instructional steps a. Preparation b. Presentation c. Application

d. Review and Evaluation 6. Content

7. Scope

iv. Purpose of a lesson Plan– WS AI PO RLO GC PU 1. Contains a wide selection

2. Aids instructor 3. Provides an outline

4. Relate to the lesson objective 5. Gives Confidence

6. Promote Uniformity

v. How to use a lesson plan

1. Guide

2. Reverse Periodically

Planning an Instructional Activity

Condensed Notes

1.

Developing objectives & Standards for a course of training

2.

Theory of building blocks of learning

a. Blocks need to build towards the goal b. Avoid extraneous blocks

c. The blocks need to be able to be measured and evaluated

d. The blocks need to be able to be broken down into smaller blocks

3.

Requirements for developing a training Syllabus

i. Ground Training needs to focus on the cognitive ii. Flight training focuses on the psychomotor domain iii. Standards

iv. Flexible

4.

Purpose of a lesson plan

a. Information about it

i. Elements

1. Objectives

2. Content to support the objectives 3. Completion standards

ii. Steps in preparing a lesson

1. Establish objectives & desired outcomes 2. Research the subject

3. Organize material

4. Plan productive classroom activities

iii. Characteristics of a lesson plan

1. Flexible 2. Unity 3. Related 4. Practicality 5. Instructional steps a. Preparation b. Presentation c. Application

d. Review and Evaluation 6. Content

7. Scope

iv. Purpose of a lesson Plan

1. Contains a wide selection 2. Aids instructor

3. Provides an outline

4. Relate to the lesson objective 5. Gives Confidence

6. Promote Uniformity

v. How to use a lesson plan

1. Guide

2. Reverse Periodically

Checklist

Decision making process

Detect Estimate Choose Identify Do Evaluate

Fundamentals of Instruction: The Study Guide

Acronyms

The Learning Process, Task A

1. Learning Theory – B C [IP SI] C a. Behaviorism

b. Cognitive Theory

i. Information Processing ii. Social Interaction c. Combined Approach 2. Characteristics of Learning RAMP

a. Result of Experience b. Active Process c. Multifaceted d. Purposeful

3. Principles of Learning – REEPIR a. Readiness b. Exercise c. Effect d. Primacy e. Intensity f. Recency

4. Levels of Learning – RUAC a. Rote

b. Understanding c. Application d. Correlation

5. Learning Physical Skills – DTL P PTS KOR LP EXC AOS a. Desire to Learn

b. Patterns

c. Perform the skill d. Knowledge of result e. Learning plateau

f. Evaluation versus critique g. Application of skill

6. Memory – SR ST LT, F DIR, R PAASR a. 3 kinds of memory

i. Sensory registory ii. Short term iii. Long term b. Forgetting i. Disuse ii. Interference iii. Repression c. Retention i. Praise ii. Association iii. Attitude iv. Senses v. Repetition

a. Positive

i. Plan for transfer ii. Seek other application iii. Over learn

iv. Materials v. Experience b. Negative

8. How people learn – PIM a. Perception

i. Physical Organism ii. Basic Need iii. Goals and Values iv. Self Concept

v. Time and Opportunity i. Element of Threat b. Insight

c. Motivation

Human Behavior and Effective Communication, Task B

1. Control of Human Behavior – VECSII a. Voluntary work

b. Exercise self direction c. Commitment relates d. Seeks responsibility e. Imagination & creativity f. Intellectual potential 2. Human Needs – PSSES

a. Physical b. Safety c. Social d. Egotistical e. Self Fulfillment

3. Defense Mechanisms – CPR DRF FRA a. Compensation b. Projection c. Rationalization d. Denial of reality e. Reaction formation f. Flight (fantasy) g. Resignation h. Aggression

4. The Flight instructor as a practical psychologist – ASNA a. Anxiety

b. Stress

c. Normal reactions d. Abnormal reactions

5. Basic Elements of Communication – SSR a. Source

b. Symbol c. Receiver

6. Barriers to Effective Communication – LCE COAI a. Lack of Common Experience

c. Overuse of Abstractions d. Interference

7. Developing Communications Skills – DLQ a. Developing

b. Listening c. Questioning The Teaching Process, Task C

1. Preparation of a lesson for a ground or flight instructional period – OFGR a. Objective b. Facilities c. Goals d. Review 2. Presentation Method – L DP GD a. Lecture Method b. Demonstration Method c. Guided Discussion

3. Application, by the student of the material or procedure presented – UAPC a. Uses what has been learned

b. Active c. Primary d. Critique

4. Review and Evaluation of Student Performance – EFI AOP TN SE CO RPL a. Evaluate Formally/Informally

b. Aware of progress c. Take notes

d. Students evaluation e. Clear objectives f. Review past Lessons

Teaching Methods, Task D

9. Material Organization – IDC a. Introduction b. Development c. Conclusion

10. The Lecture Method – BFIT a. Briefing

b. Formal

c. Illustrated Talk d. Teaching lecture

11. The cooperative group learning method – small groups, heterogenous, positive interdependence group will sink or swim on its own

12. The Guided discussion Method – LO F D R a. Lead off question

b. Follow up question c. Direct question d. Reverse question

13. The Demonstration Performance Method EDSIE a. Explanation

b. Demonstration c. Student Performs d. Instructor Supervises e. Evaluates

14. Computer based Training method – students can access info, on their own time, interactive, an aid only and should be relied on, training device

Critique and Evaluation, Task E

2. Purpose and characteristics of an effective critique – SOFACCOT a. Specific b. Objective c. Flexible d. Acceptable e. Constructive f. Comprehensive g. Organized h. Thoughtful

3. Methods and ground rules for a critique – ISSISW SDENA a. Instructor critiques

b. Student led

c. Small group critiques d. Individual critiques e. Self Critique f. Written

a. Scheduled times b. Don’t cover too much c. Emphasize main points d. Never defend it

e. Avoid controversies, don’t take sides

4. Characteristics of effective oral questions and what types to avoid – POTBIT a. Puzzles b. Oversize c. Trick questions d. Bewilderment e. Irrelevant questions f. Toss up

5. Responses to student questions – understand the question, listen attentively, determine if the student perceives the answer as sufficient

6. Characteristics and development of effective written questions – VORDUC a. Validity b. Objectivity c. Reliability d. Discrimination e. Usability f. Comprehensiveness

7. Characteristics and uses of performance test, specifically, the FAA PTS a. Test represents a floor, they are not the minimum standards

Flight Instructor Characteristics and Responsibilities, Task F

1. Providing Adequate Instruction – Instructors should analyze student’s personality, thinking, and ability to choose the appropriate methods. i.e. slow thinkers vs. lack of self confidence

2. Establishing standards of performance – instructors must evaluate their own effectiveness, cannot let personal

relationships allow a substandard level of performance, allowing the student to get by sub par is failing as an instructor 3. Emphasizing the positive – instructors have a large influence over how their students perceive aviation, need to present a

positive view of aviation, fear and negative self concept inhibit the ability of the student to refrain information. An ambassador to aviation.

4. Providing student pilot evaluation and supervision – important to keep student informed of their progress, correction of errors should not involve taking over the controls immediately, supervision instructors must provide guidance and restraint, especially with respect to solo operations. Informed Progress, correction of errors, retain control of the situation

5. Preparing practical test recommendations and endorsements – Instructors should only sign recommendations if they truly believe that the student is ready for the entire test. Instructors have authority to sign logbooks for initial solos and solo cross country privileges

6. Determining requirements for conducting additional training and endorsement requirements – up to instructor and the FAR 7. Explaining important characteristics – SAPDSPS

a. Sincerity

b. Acceptance of the Student

c. Professional Appearance and Habits d. Demeanor

e. Safety Practices and Accident Prevention f. Proper Language

g. Self Improvement

8. Describing Methods to minimize student frustration – BACKGAM a. Be consistent

b. Admit Errors

c. Criticize Constructively d. Keep Informed e. Give credit when due f. Approach as Individual g. Motivate Students Planning an Instructional Activity, Task G

1. Developing objectives and standards for a course of training – determining skills, application level 2. Theory of building blocks of learning – BTG EB ME BD

a. Build towards goal

b. Extraneous blocks (need to be avoided) c. Measured & Evaluated

d. Broken down

3. Requirements for developing a training syllabus – GC FP SIA F a. Ground training focus on the Cognitive

b. Flight training focuses on the Psychomotor domain c. Standards

d. Flexible

4. Purposes and characteristics of a lesson plan a. Purpose – WS AI PO RLO GC PU

i. Wide selection ii. Aid Instructor iii. Provide outline iv. Relate lesson objective

v. Give confidence vi. Promote uniformity b. Characteristics – UCSPFRI i. Unity ii. Content iii. Scope iv. Practicality v. Flexibility

vi. Relation to the course of training vii. Instructional steps

1. Preparation 2. Presentation 3. Application

Area of Operations II: Technical Subject Areas

Objective: To determine that the applicant exhibits instructional knowledge of the elements related to Aeromedical

factors by describing:

1. How to obtain an appropriate medical certificate

2. How to obtain a medical in the event of a possible medical deficiency

3. The causes, symptoms, effects, and corrective action of the following medical factors – a. Hypoxia

b. Hyperventilation

c. Middle ear and sinus problems d. Spatial disorientation

e. Motion sickness

f. Carbon dioxide poisoning g. Fatigue and stress h. Dehydration

4. The effects of alcohol and drugs, and their relationship to flight safety

5. The effect of nitrogen excesses incurred during scuba dives and how this affects pilots and passengers during flight

Task B: Visual Scanning and Collision Avoidance

Objective: To determine that the applicant exhibits instructional knowledge of the elements related of visual

scanning and collision avoidance by describing:

1. Relationship between a pilot’s physical condition and vision 2. Environmental conditions that degrade vision

3. Vestibular and visual Illusions 4. “See and Avoid” concept

5. Proper visual scanning procedure

6. Relationship between poor visual scanning habits and increased collision risk 7. Proper clearing procedures

8. Importance of knowing aircraft blind spots

9. Relationship between aircraft speed differential and collision risk 10. Situations that involve the greatest collision risk

Task C: Principles of Flight

Objective: To determine that the applicant exhibits instructional knowledge of the elements related of principles

of flight by describing:

1. Airfoil design characteristics 2. Airplane stability and controllability 3. Turning tendency (torque effect) 4. Load factors in airplane design

5. Wingtip Vortices and precautions to be taken

Task D: Airplane Flight Controls

Objective: To determine that the applicant exhibits instructional knowledge of the elements related to the

airplane flight controls by describing the purpose, location, direction of movement, effect, and proper procedure for use of the:

1. Primary flight controls 2. Trim control(s) 3. Wing flaps

Task E: Airplane Weight and Balance

Objective: To determine that the applicant exhibits instructional knowledge of the elements related of airplane

weight and balance by describing: 1. Weight and balance terms

2. Effect of weight and balance on performance 3. Methods of weight and balance control

4. Determination of total weight and center of gravity and the changes that occur when adding, removing, or shifting weight

Task F: Navigation and Flight Planning

Objective: To determine that the applicant exhibits instructional knowledge of the elements related of

navigation and flight planning by describing: 1. Terms used in navigation

2. Features of aeronautical charts

3. Importance of using the proper and current aeronautical charts

4. Method of plotting a course, selection of fuel stops and alternates, and appropriate actions in the event of unforeseen situations

5. Fundamentals of Pilotage and dead reckoning 6. Fundamentals of radio navigation

7. Diversion to an alternate 8. Lost procedures

9. Computation of fuel consumption

10. Importance of preparing and properly using a flight log

11. Importance of a weather check and the use of good judgment in making “go/no go” decision 12. Purpose of and procedure used in, filing a flight plan

Task G: Night Operations

Objective: To determine that the applicant exhibits instructional knowledge of the elements related of night

operations by describing:

1. Factors related to night vision

2. Disorientation and night optical illusions 3. Proper adjustment of interior lights

4. Importance of having a flash light with a red lens 5. Night preflight inspection

6. Engine starting procedures, including use of position and anti collision lights prior to start 7. Taxiing and orientation on an airport

8. Takeoff and climb out 9. In flight orientation

10. Importance of verifying the airplane’s attitude by reference to flight instruments 11. Night emergencies procedures

12. Traffic patterns

13. Approaches and landings with and without landing lights 14. Go around

Task H: High Altitude Operations

Objective: To determine that the applicant exhibits instructional knowledge of the elements related of high

altitude operations by describing:

1. Regulatory requirements for use of oxygen

2. Physiological hazards associated with high altitude operations

3. Characteristics of a pressurized airplane and various types of supplemental oxygen systems 4. Importance of “aviators breathing oxygen”

5. Care and storage of high pressure oxygen bottles

7. Fundamental concept of cabin pressurization 8. Operation of a cabin pressurization system

Task I: Federal Aviation Regulations and Publications

Objective: To determine that the applicant exhibits instructional knowledge of the elements related to Federal

Aviation Regulations and publications:

1. Availability and method of revision of 14 CFR parts 1, 61, 91, and NTSB part 830 by describing – a. Purpose

b. General content

2. Availability of flight information publications, advisory circulars, practical test standards, pilot operating handbooks, and FAA approved airplane flight manuals by describing –

a. Availability b. Purpose

c. General content

Task J: National Airspace System

Objective: To determine that the applicant exhibits instructional knowledge of the elements of the national

airspace system by describing:

1. Basic VFR Weather Minimums – for all classes of airspace

2. Airspace classes – the operating rules, pilot certification, and airplane equipment requirements for the following – a. Class A b. Class B c. Class C d. Class D e. Class E f. Class G 3. Special use airspace

4. Temporary flight restrictions

Task K: Navigation Systems and radar Services

Objective: To determine that the applicant exhibits instructional knowledge of the elements related to

navigation systems and radar service by describing:

1. One ground based system (VOR/VORTAC, NDB, DME, and LORAN) 2. Satellite based navigation system

3. Radar service and procedures 4. Global positioning system (GPS)

Task L: Logbook Entries and Certification Endorsements

Objective: To determine that the applicant exhibits instructional knowledge of the elements related to logbook

entries and certificate endorsements by describing: 1. Required logbook entries for instruction given

2. Required student pilot certificate endorsements, including appropriate logbook entries

3. Preparation of a recommendation for a pilot practical test, including appropriate logbook entry for – a. Initial pilot certification

b. Additional pilot certification c. Additional aircraft qualification

4. Required endorsement of a pilot logbook for the satisfactory completion of the required FAA flight review

5. Required flight instructor records

Task M: Water and Seaplane Characteristics

(Not covered)

Aeromedical Factors

Lesson Plan

1. Obtaining an appropriate medical

a. AME

b. Classes

2. Obtaining a medical with medical deficiencies

a. SODA

3. Cases, Effects, corrective Action for –

a. Hypoxia

i. Time of Useful Consciousness

b. Hyperventilation

c. Middle ear and sinus problems

d. Spatial disorientation

e. Carbon monoxide poisoning

f. Fatigue and stress

g. Dehydration

4. Effects of alcohol and drugs, relationship to flight safety

a. FAR 91.17

Aeromedical Factors

a. Issued by an Aviation Medical Examiner (AME). The FAA keeps a list of all who are qualified and can be found at a FSS, FSDO, or other FAA offices. A student pilot must request a student a combined medical/student pilot certificate, which functions as a student pilot certificate once signed by the AME

b. 3 classes of medicals

a. Third class – valid for 5 years if under 40, and 2 years if over 40 b. Second class – valid for 12 months, then becomes a third class

c. First class – valid for 12 months if under 40, 6 months if you’re over 40 2. Obtaining a medical when you have medical deficiencies

a. Operating limitations may be imposed if the person has a medical deficiencies

b. If a student can operate an aircraft at a normal level of safety a Statement of Demonstrated ability can be obtained, providing the impairment doesn’t worsen

3. Causes, symptoms, corrective action for

a. Hypoxia – means reduced oxygen. As hypoxia worsens your vision field narrows, you can think everything is normal even when its not.

1. Hypoxic Hypoxia – insufficient oxygen available to the body as a whole. Blocked Airway 2. Hypemic hypoxia – blood isn’t able to transport the oxygen. CO poisoning, blood loss, anemia 3. Stagnant Hypoxia – blood not flowing to move the oxygen. Arm going to sleep

4. Histotoxic Hypoxia – inability of cells to use the oxygen. Drugs and alcohol ii. Symptoms of Hypoxia

1. Cyanosis (blue fingernails and lips)

Time of Useful Consciousness

Altitude Time of Useful consciousness 45,000 ft. MSL 9 to 15 seconds 40,000 ft. MSL 15 to 20 seconds 35,000 ft. MSL 30 to 60 seconds 30,000 ft. MSL 1 to 2 minutes 28,000 ft. MSL 2 ½ to 3 minutes 25,000 ft. MSL 3 to 5 minutes 22,000 ft. MSL 5 to 10 minutes 20,000 ft. MSL 30 minutes or more 2. Headache

3. Decreased reaction time 4. Impaired judgment 5. Euphoria

6. Visual Impairment 7. Drowsiness

8. Lightheaded or dizzy sensation 9. Tingling in fingers and toes 10. Numbness

iii. Corrective Actions

1. Use of supplemental oxygen

2. An emergency descent to a lower altitude

b. Hyperventilation – abnormal loss of carbon dioxide from the blood which keeps your body from maintaining the proper level of acidity. Can occur simultaneously with hypoxia.

i. Symptoms – similar to those of hypoxia, Increased breathing rate, Anxiety, Potentially, Unconsciousness, Visual Impairment, Lightheaded or dizzy sensation, Tingling sensations, Hot and cold sensations, Muscle Spasms ii. Corrective actions Breathe normally, Breathing into a paper bag, and talking, singing , or counting often helps c. Middle ear and Sinus Problems – gases trapped within the body expand with altitude, this can cause pain in the middle

ear and sinuses if the gas is not release.

i. Ear – can have loss of hearing, ear drum rupture, or, infection 1. Corrective actions

a. Valsalva maneuver – may not work if the person has a cold, ear infection, or sore throat b. Yawning

c. Swallowing

ii. Sinuses most frequently experienced during decent

1. Symptoms – pain over the sinus area, teeth ache, bloody mucus discharged from the nasal passages 2. Corrective action Slow descent and Don’t fly if having sinus problems

d. Spatial Disorientation – lack of orientation in regards to attitude, position, or movement in space, most common in instrument meteorological conditions. Trust your instruments if accidental flight into IMC occurs.

i. Your body works off 3 systems.

1. Vestibular system – organs in the inner ear that sense position by the way we are balanced. Contains 3 canals with fluid inside and tiny hairs that sense which way the fluid is moving in the ear. Subject to conflicting signals, only sense change.

2. Somatosensory system – nerves in skin, muscles, and joints, which, along with hearing, sense position based on gravity, feeling, and sound. The body can’t sense between acceleration forces and those resulting from a maneuver.

3. Visual system – eyes, based on what is seen. Brain uses vision primarily when conflicting signals are received.

e. Motion Sickness – conflicting messages caused by continued stimulation of the tiny portion of the inner ear which controls the pilot’s sense of balance. The pilot should not take prevention drugs (Dramamine) as they can cause drowsiness, and deterioration in judgment

i. Symptoms Loss of appetite, Dry mouth and sweating, Nausea, and Headaches

ii. Corrective Action Open air vents, Loosen clothing, Use supplemental oxygen, Keep eyes on an outside point, Avoid Unnecessary head movements, and Cancel flight and land as soon as possible

f. Carbon Monoxide – colorless, odorless, and tasteless gas. Contained in exhaust fumes and tobacco smoke. Can reduce the ability of the blood to carry oxygen. Can occur inflight by exhaust fumes escaping through the manifold and into the aircraft. Because it is so hard to detect a CO detector in the plane would be helpful

i. Symptoms Headache, Drowsiness, and dizziness

ii. Corrective actions Shut off the heater, Open air vents, and If symptoms continue on the ground, medical treatment should be sought

g. Fatigue and Stress – most hazardous to safety i. Fatigue

1. Acute fatigue – felt after long periods of physical strain a. Coordination and alertness can be reduced

b. Prevented by adequate sleep/rest, exercise, and nutrition 2. Chronic Fatigue – not recovering from acute fatigue

a. Performance falls, judgment becomes impaired b. Prolonged periods of rest are need to recover

ii. Stress – body’s response to demands placed upon it. Can be physical, physiological, and psychological. Can help in small doses, but harmful in large amounts. Avoid by being fit, rested, and nourished.

h. Dehydration and Heatstroke – lack of body fluids for the body to carry on normal functions at an optimal level i. Dehydration – occurs by either inadequate intake of fluids or loss of fluids. Can lose more fluids at higher

altitudes. Looses of only a few percent of body fluids can adversely affect both mental and physical processes. Carry extra fluids.

ii. Heatstroke is the body’s inability to cool itself 4. Effects of Alcohol and Drugs

a. Never combine drugs, alcohol and flying.

wine can impair flying. b. As little as 1 oz. of liquor, 1 bottle of beer, or 4 oz. of

c. Rendered susceptible to hypoxia and disorientation

8 hours d. FARs prohibit performing cockpit duties if you consumed alcohol within e. If medication must be taken, make sure it is approved by the FAA first

5. Nitrogen excess During Scuba Dives– nitrogen absorbed into the blood stream during dives can expand even at low altitudes and cause severe problems.

a controlled ascent a. A person should wait at least 24 hours after diving which has required

Visual Scanning and Collision Avoidance

Lesson Plan

1. Relationship between a pilot’s physical condition and vision a. IMSAFE

2. Environmental conditions that degrade vision a. Night Vision

b. Physical factors 3. Vestibular and visual Illusions

a. Inflight Illusions b. Landing Illusions 4. “See and Avoid” concept

a. FAR 91.113

5. Proper visual scanning procedure a. Day

b. Night c. Blind spots

6. Relationship between poor visual scanning habits and increased collision risk a. Fixation

7. Proper clearing procedures

8. Importance of knowing aircraft blind spots

9. Relationship between aircraft speed differential and collision risk 10. Situations that involve the greatest collision risk

Visual Scanning and Collision Avoidance

1. Relationship between a pilot’s physical condition and vision

a. Anything that affects a pilot’s physical or mental condition will reduce that pilot’s visual acuity b. Checklist: i. Illness ii. Medication iii. Stress iv. Alcohol v. Fatigue vi. Emotion

2. Environmental conditions that degrade vision

a. Night vision – can take up to 30 minutes to fully develop, a single bright light can destroy your night vision. Night vision begins to deteriorate at pressure altitudes above 5,000 ft. The chemical your eyes produce to help you see at night is called Rhodopsin.

b. Physical factors – dirty windscreen, haze, dust, smoke, rain, flying towards the sun, print size, light available, and reflected light

3. Vestibular and visual Illusions

i. The Leans – feeling of being in a banked attitude. Caused by banking too slowly

ii. Coriolis Illusions – feeling of turning or accelerating on a different axis. Caused by a prolonged turn and a sudden head movement.

iii. Graveyard spin – feeling of being in a spin. Caused by recovering from a spin

iv. Graveyard spiral – feeling of losing altitude in a constant turn. Caused by being in a prolonged constant rate turn

v. Somatogravic illusion – feeling of being in a nose up attitude. Caused by a sudden acceleration. vi. Inversion illusion – feeling of tumbling backwards. Caused by an abrupt change from straight and level

flight

vii. Elevator illusion – feeling of being in a sudden nose up or nose down attitude Caused by an abrupt vertical acceleration

viii. False horizon – mistaking something for the horizon. i.e. cloud bank, mountain, street lights ix. Autokinesis – staring at a light and eventually it will appear to move

x. Flicker vertigo – quick flickering of the light causes dizziness, nausea, and unconsciousness

xi. Empty Field Myopia – focusing on a point 10 15 ft. in front of the airplane and not seeing anything else

b. Landing Illusions

i. Runway width illusion – width of the runway makes you think your altitude is off

ii. Runway and terrain slopes illusion – the slope of the runway tricks the pilot into coming in at an improper altitude

iii. Featureless terrain illusion – tricks the pilot into think he/she is high

iv. Atmospheric illusions – haze or fog can make the runway seem further away v. Ground lighting illusions – mistaking a road or other feature as the runway

4. “See and Avoid” concept

a. FAR 91.113

b. Whenever weather permits the pilot is responsible for visually avoiding other aircraft

5. Proper visual scanning procedure

a. Scan 10º increments of the horizon vertically before moving on to the next section b. Use off center viewing at night, peripherals sense movement

c. Look around visible obstructions, such as doors or window posts

6. Relationship between poor visual scanning habits and increased collision risk

a. Don’t fixate on instruments

b. Effective scanning helps avoid empty field myopia

7. Proper clearing procedures

a. Check runways before entering or crossing b. Gentle banks to see above and below

c. Periodically execute gentle banks to look above and below from straight in level flight d. Descend to traffic pattern early so you will not descend upon someone

e. Exercise caution on airways and other commonly traveled areas f. Have special practices

i. Verbal clearing i.e. “clear right” “clear left” ii. Clearing turns before maneuvers

8. Importance of knowing aircraft blind spots

a. Be aware of blind spots that may impede your vision

b. Physical factors such as doors, posts and other things can cause a hindrance to flight c. Curtains, glare shields, maps, and other devices are clear during flight

9. Relationship between aircraft speed differential and collision risk

a. Aircraft have high closure rates and action must be taken quickly and correctly

b. Studies show that the minimum time it takes for a pilot to spot the traffic, identify it, realize it’s a threat, react, and have the airplane respond is 12.5 seconds

10. Situations that involve the greatest collision risk

a. Certain areas have a higher risk of collision

i. Airways and airports are most common areas

ii. Most collisions occur during the day when weather is good. iii. Most collisions occur within 25nm of an airport below 8,000 ft.

Principles of Flight

AOII: Task C Lesson Plan

1. Airplane Structure

2. 4 Forces(d)

a. Aircraft axis (d) 3. Airfoil Design Characteristics

a. Airfoil Design (d) i. Chamber ii. Leading Edge iii. Trailing edge iv. Chord Line

v. Angle of Incidence vi. Relative wind vii. Angle of Attack viii. Downwash b. Principles of Flight

i. Newton’s Third Law ii. Bernoulli’s Principle

1. Venturi tube (d) iii. Lift

1. Low Pressure above 2. High Pressure below 3. Center of pressure (d) iv. Lift Equation – L = (CLV2ps)/2 (d)

1. CL= coefficient of lift

2. p = air density 3. v = velocity

4. s =square area of the wing (wing surface area) v. Factors controlled by the pilot, to change the lift produced

1. Airspeed 2. Angle of attack 3. Wing surface area c. Stalls

i. Factors that do and do not affect stall speed d. Wing planforms – viewed from above (d)

i. Aspect Ratio – ratio of the wingspan to the mean chord ii. Planforms 1. Rectangle 2. Tapered 3. Elliptical 4. sweptback e. Drag

i. Parasite – form, interference, skin friction (d)

1. Induced – byproduct of lift – creates wingtip vortices (d) 4. Airplane stability and controllability

a. Stability defined – how the airplane reacts when equilibrium is disturbed b. Reinforce the axis

c. Static Stability (d) i. Positive ii. Negative iii. Neutral d. Dynamic Stability (d)

i. Positive (can’t have positive dynamic without positive static) ii. Negative

iii. Neutral

e. Longitudinal Stability about the Lateral Axis (d)

i. Airplane said to be longitudinal stable – return to trimmed angle of attack after displacement (resist excessively nose – high/low)

ii. Determined by the location of the CG in relation to CP 1. Forward CG

2. Aft CG iii. 3 factors

1. Location of the wing with respect to CG

2. Location of the horizontal tail surfaces with respect to the CG 3. Area or size of the tail surface – (coefficient of lift equation) iv. Pitch – Power – CG with respect to thrust line, elevator

f. Lateral Stability about the Longitudinal Axis (d)

i. Stabilize the lateral (rolling) effect when one wing gets lower than the other ii. Main design factors

1. Dihedral (d) 2. Sweepback

3. Keel Effect/Weight Distribution (d) iii. Rolling

g. Directional Stability about the Vertical Axis (d) i. Stability about the vertical axis

ii. Vertical fin – more stability aside from that provided by the fuselage iii. Aft CG with a large vertical fin – more stability

iv. Acts like a weather vane v. Yaw – rudder

vi. Dutch Roll vii. Spiral instability

h. Maneuverability – quality of an airplane that permits it to be maneuvered easily and to withstand stresses imposed by maneuvers

i. Controllability – quality of the airplane’s response to the pilot’s application when maneuvering the airplane, regardless of its stability characteristics

j. Instability

i. Adverse Yaw (d)

ii. Overbanking tendency (d) 1. Ailerons (d) 5. Turning Tendency

a. Torque (d) – affects yaw and roll i. Newton’s Third Law

1. Counter measures a. Offset engine b. Trim tabs b. Spiraling Slipstream – can be elongated (d) c. Gyroscopic Precession tail draggers (d)

d. Asymmetric Loading – most prevalent at high AOA (d) i. Opposite in a descent

ii. More dihedral 6. Load Factors in airplane design

a. Load Factor –total load supported by wings/total weight of the airplane b. Straight and level unaccelerated – 1 G

Category Limit Load Factor

Normal 3.8 to 1.52

Utility (mild acrobatics including spins) 4.4 to 1.76

Acrobatic 6.0 to 3.00

c. More Lift Created – structure pilot feel d. 30º turn (d)

e. 60º turn – 2x weight to maintain altitude = 2 G’s – same for all aircraft f. Load Factor vs. Stalling Speed (d)