cfi_book

University of Oklahoma

Certified Flight Instructor Everything you need to know Matthew Johnson

Notebook

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.

CFI Binder Hayes Maddox Oklahoma State University Fall 2013

Table of Contents

Area of Operations I.

II.

III.

IV. V.

VI.

VII.

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) 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 Preflight Preparation A. Certificates and Documents B. Weather Information C. Operation Systems D. Performance and Limitations E. Airworthiness Requirements Preflight Lesson on a Maneuver to be Performed in Flight A. Maneuver Lesson Preflight Procedures A. Preflight Inspection B. Single Pilot Crew Resource Management C. Engine Starting D. Taxiing Landplane E. Before Takeoff Check 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 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 180o Accuracy Approach and Landing

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 A. Postflight Procedures

Area of Operations I: Fundamentals of Instructing Task A: The Learning Process 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 – a. Purpose and characteristics of an effective 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 c. Motivation

The Learning Process Condensed Notes

1.

2.

3.

4.

5.

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% 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 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 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 Learning Physical Skills a. Follows three stages:

6.

7.

8.

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 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 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 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 Lesson Plan

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 Condensed Notes

1.

Human Behavior a.

b.

c.

d.

e.

2.

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 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 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 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 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

Effective Communication a.

b.

c.

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 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 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 v. Role Playing – pretend to be the student

The Teaching Process Lesson Plan

1. Preparation of a lesson OFGR a. Objective – for the following areas i. Cognitive ii. Affective iii. psychomotor 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

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 Lesson Plan

1. Material Organization – IDC a. Introduction b. Development c. Conclusion 2. The Lecture Method – BFIT a. Briefing b. Formal c. Illustrated Talk d. Teaching lecture 3. The cooperative group learning method – small groups, heterogenous, positive interdependence group will sink or swim on its own 4. The Guided discussion Method – LO F D R a. Lead off question b. Follow up question c. Direct question d. Reverse question 5.

The Demonstration Performance Method – E D SI E a. b. c. d.

Explanation Demonstration Student Performs & Instructor Supervises Evaluates 6. Computer based Training method – students can access info, on their own time, interactive, an aid only and should be relied on, training device

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.

b.

c.

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 Development – main part, show relationships i. Past to present ii. Simple to complex iii. Known to unknown iv. Most frequently used to least used Conclusion – wrap up

2. Lecture Method b.

c.

d.

e. f.

i. Formal ii. Informal 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. Preparing a lecture – have examples, comparisons, statistics, and testimonies i. Establish objectives ii. Research project iii. Organize material iv. Place classroom activities Types of delivery i. Read from document ii. Recite from memory iii. Speak from outline iv. Speak with no prep Advantages – uses time effectively, good for presenting new material 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. ii. iii. iv.

Explanation Demonstration Student performance & instructor Supervision Evaluation

6. Computer Based Training Method a. b. c.

Computer based training – goes at the students own pace, used only as an aid Personal computer based aviation training devices (simulators) Computer assisted instruction – multimedia to train

7. Problem Based Learning

b.

c.

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 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 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 Lesson Plan

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 Lesson Plan

1. Developing objectives & Standards for a course of training 2. Theory of building blocks of learning – BTG EB ME BD a. b. c. d.

build towards goal extraneous blocks measured and evaluated broken down

3. Requirements for developing a training Syllabus – GC FP SIA F i. ii. iii. iv.

Ground Training focus on cognitive Flight training focuses on psychomotor domain Standards 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 3. Adapt it to the class or Student

Planning an Instructional Activity Condensed Notes

1. Developing objectives & Standards for a course of training – determining skills, application level

2. Theory of building blocks of learning a. b. c. d.

Blocks need to build towards the goal Avoid extraneous blocks The blocks need to be able to be measured and evaluated The blocks need to be able to be broken down into smaller blocks

3. Requirements for developing a training Syllabus i. ii. iii. iv.

Ground Training needs to focus on the cognitive Flight training focuses on the psychomotor domain Standards 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 3. Adapt it to the class or Student

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

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 b. Confusion between the symbol and the symbolized object

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. 2. 3.

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 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 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 4. Review and evaluation

Area of Operations II: Technical Subject Areas Task A: Aeromedical Factors 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 6. Problems associated with rapid decompression and corresponding solutions

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) Task N: Seaplane Bases, Rules, and Aids to marine Navigation

(Not covered)

Aeromedical Factors AOII: Task A 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 5. Effects of Nitrogen and scuba dives, how this affects pilots and passengers

Aeromedical Factors AOII: Task A Condensed Notes

1.

Obtaining a medical a.

b.

2.

Obtaining a medical when you have medical deficiencies a. b.

3.

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

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) 2. Headache Time of Useful Consciousness 3. Decreased reaction time Altitude Time of Useful consciousness 45,000 ft. MSL 9 to 15 seconds 4. Impaired judgment 40,000 ft. MSL 15 to 20 seconds 5. Euphoria 35,000 ft. MSL 30 to 60 seconds 6. Visual Impairment 30,000 ft. MSL 1 to 2 minutes 7. Drowsiness 28,000 ft. MSL 2 ½ to 3 minutes 8. Lightheaded or dizzy sensation 25,000 ft. MSL 3 to 5 minutes 9. Tingling in fingers and toes 22,000 ft. MSL 5 to 10 minutes 10. Numbness 20,000 ft. MSL 30 minutes or more 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

4.

5.

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 Effects of Alcohol and Drugs a. Never combine drugs, alcohol and flying. b. As little as 1 oz. of liquor, 1 bottle of beer, or 4 oz. of wine can impair flying. c. Rendered susceptible to hypoxia and disorientation d. FARs prohibit performing cockpit duties if you consumed alcohol within 8 hours e. If medication must be taken, make sure it is approved by the FAA first Nitrogen excess During Scuba Dives – nitrogen absorbed into the blood stream during dives can expand even at low altitudes and cause severe problems. a. A person should wait at least 24 hours after diving which has required a controlled ascent b. Waiting time for flight above 8,000 ft. is 24 hours after scuba diving

Visual Scanning and Collision Avoidance AOII: Task B 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 a. Areas

Visual Scanning and Collision Avoidance AOII: Task B Condensed Notes

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

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

2. Environmental conditions that degrade vision a.

b.

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. 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. b.

FAR 91.113 Whenever weather permits the pilot is responsible for visually avoiding other aircraft

5. Proper visual scanning procedure a. b. c.

Scan 10º increments of the horizon vertically before moving on to the next section Use off center viewing at night, peripherals sense movement Look around visible obstructions, such as doors or window posts

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

Don’t fixate on instruments Effective scanning helps avoid empty field myopia

7. Proper clearing procedures a. b.

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

c. d. e. f.

Periodically execute gentle banks to look above and below from straight in level flight Descend to traffic pattern early so you will not descend upon someone Exercise caution on airways and other commonly traveled areas 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. b. c.

Be aware of blind spots that may impede your vision Physical factors such as doors, posts and other things can cause a hindrance to flight Curtains, glare shields, maps, and other devices are clear during flight

9. Relationship between aircraft speed differential and collision risk a. b.

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

b.

c. d.

e.

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 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 Stalls i. Factors that do and do not affect stall speed 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 Drag i. Parasite – form, interference, skin friction (d) 1. Induced – byproduct of lift – creates wingtip vortices (d)

4. Airplane stability and controllability a. b. c.

d.

Stability defined – how the airplane reacts when equilibrium is disturbed Reinforce the axis Static Stability (d) i. Positive ii. Negative iii. Neutral Dynamic Stability (d) i. Positive (can’t have positive dynamic without positive static) ii. Negative

e.

f.

g.

h. i. j.

iii. Neutral 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 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 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 Maneuverability – quality of an airplane that permits it to be maneuvered easily and to withstand stresses imposed by maneuvers Controllability – quality of the airplane’s response to the pilot’s application when maneuvering the airplane, regardless of its stability characteristics Instability i. Adverse Yaw (d) ii. Overbanking tendency (d) 1. Ailerons (d)

5. Turning Tendency a.

b. c. d.

Torque (d) – affects yaw and roll i. Newton’s Third Law 1. Counter measures a. Offset engine b. Trim tabs Spiraling Slipstream – can be elongated (d) Gyroscopic Precession tail draggers (d) Asymmetric Loading – most prevalent at high AOA (d) i. Opposite in a descent ii. More dihedral

6. Load Factors in airplane design a. b.

c. d. e. f.

Load Factor –total load supported by wings/total weight of the airplane 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 More Lift Created – structure pilot feel 30º turn (d) 60º turn – 2x weight to maintain altitude = 2 G’s – same for all aircraft Load Factor vs. Stalling Speed (d) i. Stall speed increases as the square root of load factor

g. h. i. j.

ii. 75º bank load factor is 4, square root 4 is 2, so your stall speed is 2x that of its normal stall speed All control inputs – other causes i. Turbulence and wind shear Loads are cumulative VG Diagram (d) (diagram is for a utility aircraft How to calculate VA – why does VA increase with an increase in gross weight i. Equation ii. Weight affect on VA iii. New stall speed times square root 3.8 G’s = VA

7. Wingtip vortices and precautions to be taken a. b. c. d. e.

High pressure seeks low pressure above wing – must go around the wingtip (d) Swoop upward around wingtip inward and downward (d) Heavy, clean, and slow Wake turbulence avoidance (d) Light quartering tailwinds

Principles of Flight AOII: Task C – Condensed Notes

1. Airplane Structure 2. 4 Forces a. Aircraft axis

3. Airfoil Design Characteristics a. Airfoil Design i. Chamber ii. Leading Edge iii. Trailing edge iv. Chord Line v. Angle of Incidence b. Principles of Flight i. Newton’s Third Law – “For every action, there is an equal and opposite reaction” ii. Bernoulli’s Principle – as the velocity of a moving fluid increases, the pressure within the fluid decreases 1. Venturi tube iii. Lift Equation – L = (CLV2ps)/2 1. CL = coefficient of lift 2. p = air density 3. v = velocity 4. s =square area of the wing (wing surface iv. Lift 1. Low Pressure above – air moves faster over the upper surface resulting in a lower pressure 2. High Pressure below – impact air builds up below the wing 3. Center of pressure – pressure variation for any given AOA, moves forward at higher AOA v. Factors controlled by the pilot, to change the lift produced 1. Airspeed 2. Angle of attack 3. Wing surface area vi. Relative wind – air as it comes at the wing vii. Angle of Attack – angle between the chord line and the relative wind viii. Downwash – strength on H.S. related to AOA, speed, and power setting ix. Stalls – separation of airflow from the wings surface, caused by exceeding the critical AOA 1. Angle of Attack at which the wing stalls remains constant regardless of: a. Weight b. Dynamic Pressure c. Bank Angle d. Pitch attitude 2. Stall Speed is affected by: a. Weight b. Load factor c. Power setting c.

Drag

i. Parasite – form, interference, skin friction, increases with the square of airspeed ii. Induced – byproduct of lift – creates wingtip vortices, decreases with the square of airspeed d. Wing platforms – viewed from above 1. Elliptical – able to perform high G maneuvers, low induced drag 2. Delta – best for high speed flight 3. Rectangular – stalls at wing root first, cheap and functional

4. Tapered – reduced induced drag 5. Sweepback – high aspect ratio ii. Aspect Ratio – typically high aspect ratios have long narrow wings, and low aspect ratios have short stubby wings a. B = wing span b. S = wing area 2. Structural – longer wings have a higher bending stress 3. Maneuverability high aspect ratio wings have a lower roll rate 4. Drag – high aspect ratio wings have less induced drag, but greater parasite drag 5. Practicality – low aspect ratio wings have greater internal volume (fuel tanks, and other things)

4. Airplane stability and controllability a. Stability defined – how the airplane reacts when equilibrium is disturbed b. Reinforce the axis c. Static Stability i. Positive – return to equilibrium after being disturbed ii. Negative – continue away from equilibrium after it has been disturbed iii. Neutral remain in a new attitude once equilibrium has been disturbed d. Dynamic Stability i. Positive (can’t have positive dynamic without positive static) – returns after a series of oscillations ii. Negative – tries to return but the oscillations get worse iii. Neutral – oscillations continue and neither lessen nor intensify e. Longitudinal Stability about the Lateral Axis 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. Static stability is dependent upon 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 i. Stabilize the lateral (rolling) effect when one wing gets lower than the other ii. Main design factors 1. Dihedral – low wings need more. lower wing has a higher angle of attack 2. Sweepback – the outer wing has a longer leading edge and produces more drag 3. Keel Effect/Weight Distribution – creates a weather vane tendency iii. Rolling g. Directional Stability about the Vertical Axis 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

5. Turning Tendency a. Torque – affects yaw and roll i. Newton’s Third Law 1. Counter measures a. Offset engine b. Trim tabs c. Rudder pedal b. Spiraling Slipstream – greatest at high speeds and low forward speed c. Gyroscopic Precession – most common on tail wheels d. Asymmetric Loading – downward blasé has a higher angle of attack

6. Load Factors in airplane design a. Load Factor –total load supported by wings/total weight of the airplane i. Limit Load – load applied to an aircraft where it doesn’t return to its original shape ii. Ultimate Load – load at which the aircraft material experiences structural failure b. Straight and level unaccelerated – 1 G Category Normal Utility (mild acrobatics, including spins) Acrobatic

Limit Load Factor 3.8 to 1.52 4.4 to 1.76 6.0 to 3.00

c. d. e. f.

More Lift Created – structure pilot feel 30º turn 60º turn – 2x weight to maintain altitude = 2 G’s – same for all aircraft Load Factor vs. Stalling Speed i. Stall speed increases as the square root of load factor ii. 75º bank load factor is 4, square root 4 is 2, so your stall speed is 2x that of its normal stall speed g. All control inputs – other causes i. Turbulence and wind shear ii. Increased airspeed increases load factor h. VG Diagram i. How to calculate VA – why does VA increase with an increase in gross weight i. Equation ii. New stall speed times square root 3.8 G’s = VA

7. Wingtip vortices and precautions to be taken a. b. c. d. e.

High pressure seeks low pressure above wing – must go around the wingtip Swoop upward around wingtip inward and downward, counter rotating Heavy, clean, and slow Wake turbulence avoidance – stay above the vortex at all times Light quartering tailwinds – keep the vortices around the longest

Airplane Flight Controls AOII: Task D Lesson Plan 1. Primary flight controls – controls direction about the 3 axis a. Rotation about the 3 axis (d) b. Elevator – (purpose, location, direction of movement, effect, and proper procedure) 1. Elevator variant a. T tail b. V tail ii. Pitch iii. Lateral axis of rotation iv. Longitudinal stability c. Ailerons – (purpose, location, direction of movement, effect, and proper procedure) (d) i. Roll movement 1. Changes: a. Chamber b. AOA c. Lift/drag characteristics ii. Longitudinal axis of rotation iii. Lateral Stability 1. Adverse Yaw – (differential, Frise type, Coupled Aileron/Rudder) d. Rudder – (purpose, location, direction of movement, effect, and proper procedure) i. Yaw movement ii. Vertical axis of rotation iii. Directional Stability 2. Secondary Flight Controls a. Trim controls i. Purpose, location, direction of movement, effect, and proper procedure ii. Trim tab – adjusted by cockpit control; reduces forces iii. Balance Tab – coupled to control surface (moves automatically opposite direction) iv. Anti Servo – moves same direction; provides resistance to movement (helps pilot not to over control) v. Servo – moves in opposite direction (pilot flies tab, tab flies surface) vi. Aileron and rudder trim – 1. Ground adjustable b. Wing flaps i. Purpose, location, direction of movement, effect, and proper procedure ii. Slower speed – shorter landing distance iii. Steeper angle of descent without increase in speed iv. Pitch up movement when flaps deployed v. Shorten takeoff distance and steeper climb path 1. Plain – +drag, lift, & chamber 2. Slotted – delays airflow separation, large lift increase 3. Split +drag & lift, more drag than plain 4. Fowler – +wing area, chamber, lift, minimal drag increase, delays airflow separation c. Leading Edge Flaps i. Fixed slot ii. Moveable slat iii. Leading edge flap d. spoilers

Airplane Weight and Balance AOII: Task E Lesson Plan

1. Weight and balance terms a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q. r. s. t. u. v. w.

Datum Station Arm Basic empty weight Standard empty weight Center of gravity Mean aerodynamic chord Center of gravity limits Center of gravity range Delta Floor load limit Fuel load Max landing weight Max ramp weight Max takeoff weight Max weight Moment Moment index Payload Useful load Usable fuel Unusable fuel Standard Weights i. Gasoline – 6 lb/US gal ii. Jet A – 6.8 lb/US gal iii. Jet B – 6.5 lb/US gal iv. Oil – 7.5 lb/US gal v. Water – 8.35 lb/US gal

2. Effect of weight and balance on airplane performance a. Over Weight i. Takeoff performance ii. climb iii. Max altitude iv. Range v. Cruising speed vi. Maneuverability and maneuvering speed vii. Stall speed viii. Landing performance b. Balance i. Forward CG 1. Effects (include stability) ii. Aft CG 1. Effects (include stability) c. Airplane structure i. If max gross weight is exceeded d. Effect of Balance on Stability i. Aft = less stable & controllable

1. Elevator requires greater deflection 2. Recovery from stall is more difficult 3. Stall spin recovery may be impossible ii. Forward = nose heavy 1. Elevator may not be able to hold nose up (takeoff, landing, and power off glides)

3. Methods of Weight and Balance Control: a. Fuel management b. Loading

4. Adding or Removing Weight: a. Added or removed weight/total weight = removed or added and old CG

CG / distance between weight station where weight in

5. Weight Shifting: a. CG = moments / weights b. CG = moment1 ± moment / Weight1 ±

Weight

6. Determination of total Weight and Center of Gravity a. example

Airplane Weight and Balance AOII: Task E – Condensed Notes

1. Weight and balance terms a. b. c. d. e.

Datum – imaginary vertical plane from which all horizontal distances are measured for balance purposes Station – a location along the airplane fuselage usually given in terms of distance from the reference datum Arm – horizontal distance, usually in inches, from the datum to the center of gravity of the item Basic empty weight – standard empty weight plus any option equipment that has been installed Standard empty weight – weight of the airframe, engines, and all items with fixed locations, includes unusable fuel and operating liquids such as oil. f. Center of gravity – point at which the airplane would balance if it were suspended at that point g. Mean aerodynamic chord – average distance from the leading edge to the trailing edge of the wing h. Center of gravity limits – extreme forward and aft locations the CG can be and the airplane be operated i. Center of gravity range – distance between the forward and aft limits j. Delta – shows change in k. Floor load limit – max weight the floor can support l. Fuel load – expendable part of the load of the aircraft, includes only usable fuel m. Max landing weight – max weight approved for landing touchdown n. Max ramp weight – max weight for ground maneuvers, includes start, taxi, and runup fuel o. Max takeoff weight – max weight approved for takeoff run p. Max weight – max authorized weight of the aircraft and all its equipment q. Moment – a force that tries or causes an object to rotate r. Moment index – the moment divided by a number to reduce the math errors s. Payload – weight of occupants, cargo, and baggage t. Useful load – difference between takeoff weight and basic empty weight u. Usable fuel – fuel available for flight planning v. Unusable fuel – fuel remaining in the fuel system after runout test w. Standard Weights – established weights i. Gasoline – 6 lb/US gal ii. Jet A – 6.8 lb/US gal iii. Jet B – 6.5 lb/US gal iv. Oil – 7.5 lb/US gal v. Water – 8.35 lb/US gal

2. Effect of weight and balance on airplane performance a. Over Weight i. Higher takeoff speed ii. Longer takeoff run iii. Reduced rate and angle of climb iv. Lower max altitude v. Shorter range vi. Reduced cruising speed vii. Reduced maneuverability viii. Higher stalling speed ix. Higher approach and landing speed x. Longer landing roll xi. Excessive weight o nose wheel b. Balance i. Forward CG = (greater downward force on the tail is required) 1. Higher stalling speed 2. May be impossible to flare for landing 3. Lower cruising speed 4. More stable ii. Aft CG = (less downward force on the tail is required) 1. Lower stalling speed

3.

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2. Higher cruising speed 3. May be difficult to recover from a stalled condition c. Airplane structure i. If max gross weight is exceeded 1. Load factors within limits can cause structural damage d. Effect of Balance on Stability i. Aft = less stable & controllable 1. Elevator requires greater deflection 2. Recovery from stall is more difficult 3. Stall spin recovery may be impossible ii. Forward = nose heavy 1. Elevator may not be able to hold nose up (takeoff, landing, and power off glides) Methods of Weight and Balance Control: a. Fuel management – you will burn fuel in flight which will change the CG location b. Loading – controlled by the pilot Adding or Removing Weight: a. Added or removed weight/total weight = CG / distance between weight station where weight in removed or added and old CG Weight Shifting: a. CG = moments / weights b. CG = moment1 ± moment / Weight1 ± Weight Determination of total Weight and Center of Gravity a. example

Navigation and Flight Planning AOII: Task F Lesson Plan

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3. 4.

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6.

Terms a. True course b. True Heading c. Variation d. Magnetic Heading e. Magnetic course f. Deviation g. Compass Heading h. Isogonic line i. Heading j. Track k. Drift angle l. Wind correction angle m. Lines of Latitude n. Lines of longitude o. Calibrated Airspeed p. Density altitude q. Pressure altitude r. Groundspeed s. Indicated airspeed t. Standard pressure and temperature Features on Aeronautical Chart: a. Scales, what’s found on, and purpose i. WAC ii. Sectional iii. VFR Terminal Area chart Importance of Current Charts: a. Revisions & Additions Method of plotting course: a. Draw line between both airports b. Select appropriate checkpoints c. Make sure you have appropriate fuel reserves FAR 91.151 i. 30 minutes during the day ii. 45 minutes at night d. Other sources to use when planning your flight i. Flight information publications 1. AIM 2. A/FD 3. Notices to Airman a. Categorized by keywords b. FDC NOTAMs 4. Commercial Publications Pilotage and dead reckoning: a. Pilotage – landmarks and checkpoints b. Dead reckoning – time, airspeed, distance, and direction c. Single Pilot Resource management d. Magnetic compass errors i. Turning errors 1. UNOS ii. Acceleration errors 1. ANDS iii. Formula for compass heading 1. TC ± WCA = TH ± VAR = MH ± DEV = CH Radio Navigation*:

a. b. c. d. e.

RNAV – generic term that applies to a variety of navigational aids VHF Omni directional Range (VOR) Non directional Radio Beacon (NDB) Long Range Navigation (LORAN) Global Positioning System (GPS) i. RAIM *All discussed later in Task K

7.

Diversion a. Reasons to divert i. Fuel ii. Weather 1. Inadvertent flight into IMC iii. Pilot or passenger fatigue, illness, etc iv. Airplane or equipment malfunction v. lost b. How to divert i. Follow diversion checklist 8. Lost Procedures a. Steps to avoid becoming lost b. When lost you should 1. 5 C’s – Climb, Confess, Communicate, Comply, Conserve 9. Computation of fuel consumption a. Time in flight x Rate of Consumption = Quantity of Fuel Required b. E6B 10. Importance of Flight Log a. Determine exactly where you are, how much time and fuel you will burn, distance traveled, and other vital info in completing the trip 11. Importance of Weather Check a. WX can arise in a matter of hours b. Can reduce visibility, present hazards and turbulent WX c. Can endanger the pilot and aircraft significantly d. FSS is primary source of weather info i. Standard briefing ii. Abbreviated briefing iii. Outlook briefing iv. Inflight briefing (Flight Watch 122.0) 12. Filing a flight plan a. Enables search and rescue in the event of an emergency b. If filing a flight plan i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. xiii. xiv. xv. xvi. xvii.

Type of operation Aircraft identification Aircraft type/equipment True Airspeed (knots) Departure point Time (departure) Altitude Route Destination Time en route Remarks Fuel Alternates Name/address Number on board Color of aircraft Contact telephone should be provided to the briefer

Navigation and Flight Planning AOII: Task F – Condensed Notes

13. Terms a. b. c. d. e. f. g. h. i. j. k. l. m. n.

True course – course over ground relative to true North True Heading – true course corrected for wind Variation – angular difference between true North and magnetic north Magnetic Heading – magnetic course corrected for wind Magnetic course – true course corrected for magnetic variation Deviation – magnetic anomaly that affects the compass Compass Heading – magnetic heading corrected for deviation Isogonic line – connects points of equal magnetic variation Heading – direction the nose of the airplane points during flight Track – actual path made over the ground in flight Drift angle – the angle between heading and track Wind correction angle – correction applied to the course to establish a heading so track will coincide with course Lines of Latitude – circles parallel to the equator, measures degrees north and south of the equator Lines of longitude – lines drawn North to South at right angles to the equator, measure degrees east and west of the Prime Meridian o. Calibrated Airspeed – indicated airspeed corrected for instrument position and error p. Density altitude – pressure altitude corrected for nonstandard temperature q. Pressure altitude – altitude shown when the altimeter is set to 29.92, altitude corrected for nonstandard pressure r. Groundspeed – actual speed of the airplane in relation to the ground s. Indicated airspeed – airspeed read off the airspeed indicator t. Standard pressure and temperature – 29.92” HG and 15°C 14. Features on Aeronautical Chart: a. Front page of sectional b. Shows numerous visual checkpoint c. Includes visual and radio aids to navigation, airports, controlled airspace, restricted areas, obstructions, and related data 15. Importance of Current Charts: a. Ground features and different chartings consistently change b. Revisions are made to radio frequencies, new obstructions, temporary and permanent runway closings, etc. c. Terminal area charts – usually for large metropolitan areas around class B airspace. d. World Aeronautical Charts – not as detailed as a sectional chart e. Sectional and Terminal area charts are revised semiannually i. Scales: 1. VFR Terminal Area Chart – 1:250,000 (1 inch = 3.43 nm) 2. WAC – 1:1,000,000 (1 inch = 13.7) 3. Sectional – 1:500,000 (1inch = 6.86 nm) 16. Method of plotting course: a. Draw line between both airports, make the line easy to read without obscuring features b. Select appropriate checkpoints (15 to 20 NM apart) c. Select appropriate alternate airports d. Make sure route doesn’t penetrate prohibited or restricted airspace e. Make sure you have appropriate fuel reserves FAR 91.151 i. 30 minutes during the day ii. 45 minutes at night f. Other sources to use when planning your flight i. Flight information publications 1. AIM – provides basic information to the aviation community with basic ATC procedures, contains fundamental requirements to fly in the united states i. A/FD – provides information about an airport, runways, frequencies, diagrams, VOR checkpoints, routes/waypoints, FSDO, FSS, contact numbers, etc. 7 A/FDs for the continuous US ii. Notices to Airman – alert pilots of changes.

1. Categorized by keywords 2. FDC NOTAMs ii. Commercial Publications 17. Pilotage and dead reckoning: a. Pilotage – landmarks and checkpoints b. Dead reckoning – time, airspeed, distance, and direction c. Single Pilot Resource management i. Management of materials ii. Use of resources inside and outside the cockpit iii. Passenger briefing d. Magnetic compass errors i. Turning errors – function of latitude, correct on east and west 1. UNOS ii. Acceleration errors 1. ANDS iii. Formula for compass heading 1. TC ± WCA = TH ± VAR = MH ± DEV = CH 18. Radio Navigation*: a. RNAV – generic term that applies to a variety of navigational aids b. VHF Omni directional Range (VOR) c. Non directional Radio Beacon (NDB) d. Long Range Navigation (LORAN) e. Global Positioning System (GPS) i. RAIM *All discussed later in Task K

19. Diversion a. Reasons to divert i. Fuel ii. Weather 1. Inadvertent flight into IMC – rely on instruments and communicate with ATC iii. Pilot or passenger fatigue, illness, etc iv. Airplane or equipment malfunction v. lost b. How to divert i. Follow diversion checklist 20. Lost Procedures a. Steps to avoid becoming lost i. Always know where you are ii. Plan ahead iii. Use radio navigation and visual references to confirm expectations and locations b. When lost you should i. 5 C’s 1. Climb – you can see further, better radio aid reception, appear better on radar 2. Confess – ATC is there to help you 3. Communicate – don’t try to cover up the problem, tell them exactly what’s going on 4. Comply – do what they tell you to 5. Conserve – save fuel 21. Computation of fuel consumption a. Time in flight x Rate of Consumption = Quantity of Fuel Required b. E6B 22. Importance of Flight Log a. Determine exactly where you are, how much time and fuel you will burn, distance traveled, and other vital info in completing the trip 23. Importance of Weather Check a. WX can arise in a matter of hours b. Can reduce visibility, present hazards and turbulent WX c. Can endanger the pilot and aircraft significantly

d.

FSS is primary source of weather info i. Standard briefing ii. Abbreviated briefing iii. Outlook briefing iv. Inflight briefing (Flight Watch 122.0) 24. Filing a flight plan a. Enables search and rescue in the event of an emergency b. If filing a flight plan i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. xiii. xiv. xv. xvi. xvii.

Type of operation Aircraft identification Aircraft type/equipment Airspeed Departure Time Altitude Route Destination Time en route Remarks Fuel Alternates Name/address Number on board Color, & Contact telephone should be provided to the briefer

Night Operations AOII: Task G Lesson Plan

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Factors related to Night Vision a. Rods b. Cones c. Dark adaptation i. Diet & health d. To aid in Night Vision i. Oxygen ii. Close one eye when exposed to bright light iii. Move eyes slowly at night iv. View off center Disorientation and Night Optical Illusions: a. Sloping runways b. Autokinesis c. False Horizon d. Flickering Vertigo e. Empty Field Myopia f. Black Hole Approach g. Distance Judgment h. Night Landing Illusions i. Featureless terrain ii. Bright runway lights iii. Street Lights Proper Adjustment of Interior Lights: a. Not brighter than necessary b. Reflections Importance of having a flashlight with red lens a. Least impact on night vision b. Dim LED c. Red lighting and charts Night Preflight Inspection: a. Lights i. Navigation ii. Landing (for hire) iii. Anti collision iv. Panel lights v. Brighter flashlights b. Fuses – 1 set of spare, or 3 of each kind required c. Weather d. Attention e. Ramp Area – check to make sure it’s clear f. Equipment – TOMATO FLAMES + FLAPS Engine Starting Procedures, Including Use of Position and Anti collision lights prior to start a. FAR 91.209 deals with aircraft lights b. Navigation lights c. Taxi light/landing light i. Propeller clear – flash aircraft lights to warn others d. Cockpit management Taxiing and orientation on Airport a. AFD b. Airport lighting at night c. Taxi speed d. Use landing light sparingly to avoid overheating e. Airplane may creep forward on runup

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Takeoff and climb out: a. Visual cues b. Instrument cues c. Landing light disorientation In Flight Orientation: a. Remain vigilant in knowing position and flight conditions b. Cloud layers and reduced ground reference can degrade orientation & navigation c. Continually update position and reference NAVAIDS if available d. Aircraft Position Lights – Location on aircraft e. Crossing over large bodies of water at night can be especially dangerous f. May become easier to inadvertently fly into clouds g. Collision avoidance – position lights Importance of Verifying the airplane’s attitude by reference to flight instruments: a. Reduced visual references – rely on instruments to verify Night Emergencies: a. Maintain positive control b. Determine cause of emergency c. Announce emergency d. Look for dark area near cluster of lights – faster response time for emergency personnel e. Complete emergency checklist f. After landing turn off all switches and evacuate Traffic Patterns a. Identify airport runway lights i. Fly towards the beacon first, and then orient yourself with the runways b. Distance may be deceptive c. Crosscheck instruments to ensure normal patterns entry Approaches and Landings with & without landing lights: a. Use all resources available i. VASI & PAPI b. Without – flare starts when runway lights on opposite end of runway come above nose (this procedure requires a quick roundout) c. With – do not focus on light beam, flare begins when tire marks become view d. Haze, Fog, Rain – blinding (anti collision) i. Not against FAR turning off Go Arounds a. Same as Daytime b. Back Taxiing

Night Operations AOII: Task G – Condensed Notes

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Factors related to Night Vision a. Rods – react to low light, no color, concentrated outside fovea area i. 100,000 times more effective after 30 minutes b. Cones – center of retina in fovea, color, bright lights i. Concentration of cones in the retina creates blind spots c. Dark adaptation – i. Rods – chemical Rhodopsin (Visual purple) – loose sensitivity to light ii. 30 minutes to fully adapt iii. Off center viewing – 5 to 10º d. Diet & health – reduction in vitamins A & C & poor physical health have been shown to reduced night vision, fatigue, alcohol, smoking, drugs, and medication can all impair your vision e. To aid in Night Vision i. Oxygen use above 5,000 ft ii. Close one eye when exposed to bright light iii. Don’t wear sunglasses after sunset iv. Move eyes slowly at night v. Blink if vision becomes blurred vi. Concentrate on seeing objects vii. View off center viii. Avoid smoking, drinking, and using drugs that might be harmful Disorientation and Night Optical Illusions: a. Sloping runways – creates a feeling of being high or low b. Autokinesis – staring at a light long enough, and it appears to move c. False Horizon – mistaking other objects for the horizon. i.e. cloud bank, streets, etc d. Flickering Vertigo – rapid flickering light can cause disorientation, nausea, and unconsciousness e. Black Hole Approach – featureless terrain gives you no references, feel that there’s only the runway there f. Distance Judgment – greatly affected at night g. Night Landing Illusions i. Featureless terrain – black hole approach ii. Bright runway lights – can disrupt night vision iii. Street Lights – can be mistaken for a runway Proper Adjustment of Interior Lights: a. Not brighter than necessary – preserve night vision b. Reflections – should be minor to none as they can obstruct vision Importance of having a flashlight with red lens a. Least impact on night vision b. Dim LED c. Red lighting and charts – can distort appearances especially color on the sectionals Night Preflight Inspection: a. Lights i. Navigation ii. Landing (for hire) iii. Anti collision iv. Panel lights v. Brighter flashlights b. Fuses – 1 set of spare, or 3 of each kind required c. Weather – check for fog due to temperature decreasing or IM d. Attention – requires more concentration e. Ramp Area – holes, chocks, step ladders, etc. f. Equipment – TOMATOA FLAMES + FLAPS i. Fuses ii. Landing Light (for hire) iii. Anti collision lights

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iv. Position Lights v. Spare power source Engine Starting Procedures, Including Use of Position and Anti collision lights prior to start a. FAR 91.209 deals with aircraft lights b. Navigation lights – turn on anti collision when on or crossing an active runway c. Taxi light/landing light i. Blinding others, draining battery with low rpm, overheating light ii. Cockpit management iii. Propeller clear – flash aircraft lights to warn others Taxiing and orientation on Airport a. AFD b. Airport lighting at night – taxiway and runway c. DO not taxi faster than the taxi light d. Use landing light sparingly to avoid overheating e. Airplane may creep forward on runup Takeoff and climb out: a. Visual cues – takeoff and climb normal with exception of reduced visual cues i. Make certain of positive liftoff/climb ii. Use runway lighting to help maintain centerline b. Instrument cues – VSI and altimeter should be utilized for climb info, attitude indicator and heading indicator must be used to change pitch or heading c. Landing light disorientation – light can be turned off in smoke or haze to prevent visual distortions provided no traffic in the area requires it In Flight Orientation: a. Remain vigilant in knowing position and flight conditions b. Cloud layers and reduced ground reference can degrade orientation & navigation c. Continually update position and reference NAVAIDS if available d. Aircraft Position Lights – Location on aircraft e. Crossing over large bodies of water at night can be especially dangerous f. May become easier to inadvertently fly into clouds g. Collision avoidance – position lights Importance of Verifying the airplane’s attitude by reference to flight instruments: a. Reduced visual references – rely on instruments to verify aircrafts attitude Night Emergencies: a. Maintain positive control b. Determine cause of emergency c. Announce emergency d. Look for dark area near cluster of lights – faster response time for emergency personnel e. Complete emergency checklist f. After landing turn off all switches and evacuate Traffic Patterns a. Identify airport runway lights i. Fly towards the beacon first, and then orient yourself with the runways b. Distance may be deceptive c. Crosscheck instruments to ensure normal patterns entry Approaches and Landings with & without landing lights: a. Use all resources available i. VASI & PAPI b. Without – flare starts when runway lights on opposite end of runway come above nose (this procedure requires a quick roundout) c. With – do not focus on light beam, flare begins when tire marks become view d. Haze, Fog, Rain – blinding (anti collision) i. Not against FAR turning off Go Arounds a. Same as Daytime – should always be ready to make immediate go around due to reduce reaction time available b. Back Taxiing – off centerline

High Altitude Operations AOII: Task H Lesson Plan

1. Why Fly High? 2. Regulatory requirements for Use of Oxygen a. FAR 61.61 (g) – Additional training required for operating pressurized aircraft capable of operating at high altitudes i. No one may act as Pilot In Command of aircraft with service ceiling or max operation altitude, whichever is lower, above 25,000 ft. MSL unless: 1. Logged ground training/endorsement b. FAR 91.211 – Supplemental Oxygen i. 12,500ft – 14,000ft MSL (more than 30 minutes) ii. Above 14,000ft required for the minimum flight crew iii. Above 15,000ft everyone iv. Above FL250 – 10 minutes of supplemental oxygen needs to be on bored v. Above FL 350 – 1 pilot must be on oxygen or wearing the mask at all times 1. Exceptions – pilot away from controls & below FL410 both pilots have quick donning mask placed on face within 5 seconds 3. Physiological hazards Associated with High Altitude Operations: a. Less O2 b. Hypoxia – refer to Aeromedical factors i. Hypoxic ii. Histotoxic iii. Hypemic iv. Stagnant c. Prolonged oxygen effects – can produce toxic effects as well i. Sudden supply of pure oxygen following decompression can often aggravate the symptoms of hypoxia d. Nitrogen trapped in the body can transform back into its gaseous state causing decompression sickness i. Can cause severe abdominal pain, toothache, pain in ears and sinuses; above 25,000 ft can cause severe gastrointestinal pain. ii. Overweight people are more susceptible to decompression sickness e. Vision 4. Characteristics of a Pressurized Airplane and Various Types of Supplemental Oxygen Systems a. Characteristics of a pressurized airplane i. Cabin pressurization to a lower flight altitude ii. Pressurization usually brought in through bleed air and turbocharged air iii. Pressurized airplanes have special structural specifications to withstand differential pressures iv. Pressurization controls v. The cabin pressure regulator controls cabin pressure vi. The cabin air pressure has a safety valve to regulate pressure vii. Several instruments are used in conjunction with the pressurization controller b. Supplemental Oxygen Systems i. Continuous Flow up to 25,000ft ii. Diluter Demand up to 40,000 ft iii. Pressure Demand – Above 40,000 ft 5. Importance of Aviators Breathing Oxygen a. 99.5% pure oxygen – not more than .005mg of water/liter i. Medical oxygen contains more and freezes in the lines for pilots ii. Industrial oxygen contains impurities in water and is not intended for breathing 6. Care and Storage of High Pressure oxygen Bottles a. Bottle pressure between 1,800 – 2,200 PSI b. Temperatures need to be below 180°F

7. 8.

9. 10.

c. Fastened securely in the aircraft – helps to prevent damage d. Ambient temperature decreases – pressure in cylinder will decrease i. Drop in indicated pressure – doesn’t necessarily indicate depletion of supply e. Flammable Fundamental Concept of Cabin Pressurization a. Aircraft’s altitude and cabin altitude Characteristics of a pressurized airplane a. Sources – Turbocharger or Turbine i. Heat exchange unit b. Aircraft structure i. Differential pressure ii. Ambient pressure c. Component i. Outflow valve = differential control ii. Safety valve iii. Pressure relief valve = max differential pressure iv. Vacuum relief valve = max ambient pressure v. Dump valve d. Instruments i. Cabin differential pressure gauge ii. Cabin altimeter iii. Cabin rate of climb or decent Operation of a cabin Pressurization System a. POH – normal and emergency operating procedures Problems associated with Rapid decompression and corresponding Solutions a. Decompression i. Rapid decompression – lungs decompress faster than the cabin ii. Explosive decompression – cabin depress faster than the lungs b. Hypoxia primary danger i. Time of useful consciousness c. Bends – characterized around pain in the joints d. Chokes pain in chest desire to cough, collapse or unconsciousness if descent isn’t made immediately e. Parasthesia – tingling, red rash resulting from bubbles in the nervous system, can also have paralysis, sensory disorder, slurred speech and disorientation f. Shock is a common result from decompression sickness g. Actions to be taken – emergency decent, oxygen masks

High Altitude Operations AOII: Task H – Condensed Notes

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Regulatory requirements for Use of Oxygen a. FAR 61.61 (g) – Additional training required for operating pressurized aircraft capable of operating at high altitudes i. No one may act as Pilot In Command of aircraft with service ceiling or max operation altitude, whichever is lower, above 25,000 ft. MSL unless: 1. Logged ground training/endorsement b. FAR 91.211 – Supplemental Oxygen i. 12,500ft – 14,000ft MSL (more than 30 minutes)for the crew ii. Above 14,000ft required for the minimum flight crew iii. Above 15,000ft pilot must be on oxygen and passengers supplied with it iv. Above FL250 – 10 minutes of supplemental oxygen needs to be on bored v. Above FL 350 – 1 pilot must be on oxygen or wearing the mask at all times 1. Exceptions – pilot away from controls & below FL410 both pilots have quick donning mask placed on face within 5 seconds Physiological hazards Associated with High Altitude Operations: a. Less O2 – lower pressure, molecules farther apart i. Brain normally uses 96% oxygen saturation, at 12,000ft MSL the brain oxygen saturation is 87% b. Hypoxia – refer to Aeromedical factors i. Hypoxic ii. Histotoxic iii. Hypemic iv. Stagnant c. Prolonged oxygen effects – can produce toxic effects as well i. Symptoms can consist of bronchial cough, fever, vomiting, nervousness, irregular heartbeat, and lowered energy ii. Sudden supply of pure oxygen following decompression can often aggravate the symptoms of hypoxia iii. Oxygen should be taken gradually, and build up the supply in small doses d. Nitrogen trapped in the body can transform back into its gaseous state causing decompression sickness i. Can cause sever abdominal pain, toothache, pain in ears and sinuses; above 25,000 ft can cause severe gastrointestinal pain. ii. Overweight people are more susceptible to decompression sickness e. Vision i. Light can reverse in appearance and cause glare ii. have trouble judging speed, size, and distance of other aircraft iii. Sunglasses are recommended Characteristics of a Pressurized Airplane and Various Types of Supplemental Oxygen Systems a. Characteristics of a pressurized airplane i. Cabin pressurization is the compression air in the airplane’s cabin to maintain a cabin altitude lower than the actual flight attitude ii. Pressurization in most light airplanes is sent to the cabin from the turbocharger’s compressor or from an engine driven pneumatic pump iii. Pressurized airplanes have special structural specifications to withstand differential pressures iv. A pressurized airplane has cabin pressure control system which provides cabin pressure regulation, pressure relief, vacuum relief, and the means for selecting the desired cabin altitude in the isobaric differential pressure range v. The cabin pressure regulator controls cabin pressure to a selected value in the isobaric range and limits cabin pressure to a preset differential value in the differential range vi. The cabin air pressure safety valve is a combination pressure relief, vacuum relief, and dump valve vii. Several instruments are used in conjunction with the pressurization controller b. Supplemental Oxygen Systems i. Continuous Flow oxygen continuously flows and may be diluted before being breathed in. up to 25,000ft ii. Diluter Demand – regulates the amount of oxygen received, up to 40,000 ft

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iii. Pressure Demand – air is forced into your lungs, normally installed on high performance airplanes. Above 40,000 ft Importance of Aviators Breathing Oxygen a. 99.5% pure oxygen – not more than .005mg of water/liter i. Medical oxygen contains more and freezes in the lines for pilots ii. Industrial oxygen contains impurities in water and is not intended for breathing Care and Storage of High Pressure oxygen Bottles a. Bottle pressure between 1,800 – 2,200 PSI b. Temperatures need to be below 180°F c. Fastened securely in the aircraft – helps to prevent damage d. Ambient temperature decreases – pressure in cylinder will decrease i. Drop in indicated pressure – doesn’t necessarily indicate depletion of supply e. Flammable Fundamental Concept of Cabin Pressurization a. Aircraft’s altitude and cabin altitude Characteristics of a pressurized airplane a. Sources – Turbocharger or Turbine i. Heat exchange unit b. Aircraft structure i. Differential pressure – difference between cabin pressure and atmospheric pressure ii. Ambient pressure – pressure outside the airplane c. Component – i. Outflow valve = differential control ii. Safety valve iii. Pressure relief valve = max differential pressure iv. Vacuum relief valve = max ambient pressure v. Dump valve d. Instruments i. Cabin differential pressure gauge ii. Cabin altimeter iii. Cabin rate of climb or decent Operation of a cabin Pressurization System a. POH – normal and emergency operating procedures Problems associated with Rapid decompression and corresponding Solutions a. Decompression i. Rapid decompression – lungs decompress faster than the cabin 1. Fog may appear, along with dust and flying debris, hypoxia is the main danger ii. Explosive decompression – cabin depress faster than the lungs 1. When decompression is less than .5 seconds, flying debris is likely b. Hypoxia primary danger i. Time of useful consciousness c. Bends – characterized around pain in the joints d. Chokes pain in chest desire to cough, collapse or unconsciousness if descent isn’t made immediately e. Parasthesia – tingling, red rash resulting from bubbles in the nervous system, can also have paralysis, sensory disorder, slurred speech and disorientation f. Shock is a common result from decompression sickness g. Actions to be taken – emergency decent, oxygen masks

Federal Aviation Regulations and Publications AOII: Task I Lesson Plan

1. Availability and Method of Revision a. Purpose i. Part 1 – definitions and abbreviations ii. Part 61 – certification: Pilots, Flight Instructors, and Ground Instructors 1. Conditions under which those certificate are necessary 2. Privileges and limitations of those certificates and ratings iii. Part 91 – general operating and flight rules, rules governing operation of aircraft iv. NTSB 830 – pertaining to notification and reporting of aircraft accidents or incidents and overdue aircraft, and preservation of aircraft wreckage, mail, cargo, and records b. Availability and method of revision i. FSS, FSDO, and FAA offices have complete sets of the FARs ii. FAA issuance AC 00 44 – listing of current publication status, prices, order forms iii. FAR/AIM updates – email, internet, fax, and US mail 2. Availability of Flight Info Publications a. Airport/Facility Directory A/FD i. Availability – 8 weeks/7 directories by location ii. Subscription NACO Distribution Division/pilot shops/online iii. Purpose 1. Airport directory – info about airports 2. Vital to cross country flying iv. General content 1. Abbreviations/legend 2. FAA & NWS phone numbers 3. FSDO Information 4. VOR checks 5. Parachute Jumping areas 6. EFAS Runway/frequencies/navigational facilities/lighting b. Aeronautical Information Manual (AIM) i. Availability – subscriptions from government/shops/online 1. Published every 196 days by the FAA ii. Purpose 1. Basic flight information and ATC procedures in the US iii. General Content 1. Navigational Aids 2. Aeronautical Lighting and Other airport visual aids 3. Airspace 4. Air traffic Control 5. ATC procedures 6. Emergency Procedures 7. Safety of flight 8. Medical factors for pilots 9. Aeronautical charts and related publications c. FAA Advisory Circular (AC) i. Purpose – prove a systematic means for issuing Nonregulatory material of interest to the aviation public 1. Not binding – they are only advisory in nature ii. Availability – order free list of AC – order form AC 00 2 d. NOTAMs

i. Disseminates time critical aeronautical info – temporary or is not sufficiently known in advance for publication on aeronautical charts or other publications ii. NOTAMs characterized by keywords 1. Runway 2. Taxiway 3. Ramp 4. Apron 5. Aerodrome 6. Obstruction 7. Nav aid 8. Communications 9. Services 10. Airspace iii. FDC NOTAMs – (flight data canter) – regulatory in nature – amendments to published IAPs and other current aeronautical charts, TFRs iv. Notices to Airmen Publication (NTAP) – issued every 28 days 1. Once NOTAM published in NTAP – not provided during pilot weather briefings unless requested e. PTS

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i. Availability – flight shops/online ii. Purpose – specify areas of knowledge and skill must be demonstrated by applicants iii. General Content – required subjects to be tested Pilot’s Operating Handbook (POH) i. Availability – manufacturer, bookstores ii. Purpose – FAA requirement (FAR 23.1581) iii. General Content – airplane description, limitations, emergency procedures, normal procedures, performance, performance, weight & balance, systems, servicing and maintenance, and supplements

Important FARs to Know FARs 1. FAR Part 1 – Definitions and Abbreviations 2. FAR Part 61: Certification: Pilots, Flight Instructors, and Ground Instructors a. 61.3 – requirements for certificates, ratings, and authorizations b. 61.13 – Issuance of Airman Certificates, Ratings, and Authorizations c. 61.15 – Offenses Involving Alcohol or Drugs d. 61.19 – Duration of Pilot and Instructor Certificates e. 61.23 Medical Certificates: Requirement and Duration f. 61.31 – Type Rating, Additional Training, and Authorization g. 61.35 – Knowledge Test: Prerequisites and Passing Grades h. 61.37 Knowledge Test: Cheating or Other Unauthorized Conduct i. 61.39 – Prerequisites for Practical Tests j. 61.43 Practical Tests: General Procedures k. 61.45 – Practical Tests: Required Aircraft and Equipment l. 61.49 – Retesting after Failure m. 61.51 – Pilot Logbooks n. 61.56 – Flight Review o. 61.57 – Recent Flight Experience: Pilot in Command p. 61.60 – Change of Address q. 61.63 – Additional Aircraft Ratings (other than on an ATP certificate) r. 61.83 Eligibility Requirements for Student Pilots s. 61.87 – Solo Requirements for Student Pilots t. 61.93 – Solo Cross Country Flight Requirements u. 61.95 Operations in Class B Airspace and at Airports Located within Class B Airspace v. 61.101 – Recreational Pilot Privileges and limitations w. 61.109 – Aeronautical Experience (private) x. 61.123 – Eligibility Requirements: General y. 61.129 – Aeronautical Experience (commercial) z. 61.133 – Commercial Pilot Privileges and Limitations aa. 61.189 – Flight Instructor Records bb. 61.191 – Additional Flight Instructor Ratings cc. 61.195 – Flight Instructor Limitations and Qualifications dd. 61.197 – Renewal of Flight Instructor Certifications ee. 61.199 – Expired Flight Instructor Certificates and Ratings ff. 61.315 – Sport Pilot Privileges and Limitations: Pilot in Command (only know for sport rating) 3. FAR 67: Medical Standards and Certification 4. FAR 71: Designation of Class Airspace Areas; Service Routes; and Reporting Points 5. FAR 73: Special Use Airspace 6. FAR 91: General Operating and Flight Rules a. 91.3 – Responsibility and Authority of the Pilot in Command b. 91.9 – Civil Aircraft Flight Manual, Marking, and Placard Requirements c. 91.17 – Alcohol and Drugs d. 91.103 – Preflight action e. 91.107 – Use of Safety Belts, Shoulder Harnesses, and Child Restraint Systems f. 91.109 – Flight Instruction; Simulated Instrument Flight and Certain Flight tests g. 91.111 – Operating near Other Aircraft h. 91.113 Right of way Rules: Except Water Operations i. 91.117 – Aircraft Speed j. 91.119 – Minimum Safe Altitudes: General

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91.123 – Compliance with ATC Clearances and Instructions 91.125 – ATC Light Signals 91.127 – Operating on or in the Vicinity of an Airport in Class E Airspace 91.129 Operations in Class D Airspace 91.131 – Operations in Class B Airspace 91.135 – Operations in Class A Airspace 92.151 – Fuel Requirements for Flight in VFR Conditions 91.153 – VFR Flight Plan: Information Required 91.155 – Basic VFR Weather Minimums 91.157 – Special VFR Weather Minimums 91.159 – VFR Cruising Altitude or Flight Level 91.203 – Civil Aircraft: Certifications Required 91.205 – Powered Civil Aircraft with Standard Category U.S. Airworthiness Certificates: Instrument and Equipment Requirements x. 91.207 – Emergency Locator transmitters y. 91.209 – Aircraft Lights z. 91.211 – Supplemental Oxygen aa. 91.213 Inoperative Instruments and Equipment bb. 91.215 – ATC Transponder and Altitude Reporting Equipment and Use cc. 91.303 Aerobatic Flight dd. 91.307 – Parachutes and parachuting ee. 91.403 – General (Maintenance, preventive maintenance, and Alterations) ff. 91.405 – Maintenance Required gg. 91.409 – Inspections hh. 91.413 – ATC Transponder Tests and Inspections ii. 91.417 – Maintenance Records jj. 91.421 – Rebuilt Engine Maintenance Records 7. FAR135: Operating Requirements: Commuter and On Demand Operations 8. NTSB 830: Accident Reporting a. 830.2 – Definitions b. 830.5 Immediate Notification c. 830.15 Reports and Statements to be Filed

National Airspace System AOII: Task J Lesson Plan

1. Class A a. Weather minimums b. Dimensions c. Operating Rules i. Under Mach 1 ii. IFR d. Pilot certification e. Airplane Equipment 2. Class B a. Weather minimums b. Dimensions c. Operating Rules i. Under 250 knots d. Pilot certification e. Airplane Equipment 3. Class C a. Weather minimums b. Dimensions c. Operating Rules i. 200 knots under 2,500 AGL within 4NM of primary airport d. Pilot certification e. Airplane Equipment 4. Class D a. Weather minimums b. Dimensions c. Operating Rules i. 200 knots under 2,500 AGL within 4NM of primary airport d. Pilot certification e. Airplane Equipment 5. Class E a. Weather minimums b. Dimensions i.