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 isnt 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 dont 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
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
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 whats 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 students 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. Maslows 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 theyre 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 dont dwell on the negative
vii. Students as individuals dont 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 youll 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 students attention
d. Cant 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 its 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. Arent a test
b. Wont have a right or wrong answer
c. Wont have an obvious answer
d. Doesnt 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. Dont cover too much
iv. Emphasize main points
v. Never defend it
vi. Avoid controversies, dont 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 students 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. Dont 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
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
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. Dont cover too much
c. Emphasize main points
d. Never defend it
e. Avoid controversies, dont 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 students 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 pilots 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 airplanes 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 youre 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 doesnt 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 isnt 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 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 Dont 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 cant 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 pilots 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 bodys 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 bodys 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

a. IMSAFE
a. Night Vision
b. Physical factors
a. Inflight Illusions
b. Landing Illusions
a. FAR 91.113
a. Day
b. Night
c. Blind spots
a. Fixation
a. Areas
Visual Scanning and Collision Avoidance

AOII: Task B Condensed Notes

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

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

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

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

a.
b.
c.
Scan 10 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
a.
b.
Dont fixate on instruments

Effective scanning helps avoid empty field myopia

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

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

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 its a threat, react, and
have the airplane respond is 12.5 seconds

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
i. Newtons Third Law
ii. Bernoullis 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)

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 (cant 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 airplanes response to the pilots 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

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
30 turn (d)
60 turn 2x weight to maintain altitude = 2 Gs 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. 75 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 Gs = 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
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. Newtons Third Law For every action, there is an equal and opposite reaction
ii. Bernoullis 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)

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 (cant 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 airplanes response to the pilots application when maneuvering the
airplane, regardless of its stability characteristics
5. Turning Tendency
a. Torque affects yaw and roll
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 blas 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 doesnt 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

30 turn
60 turn 2x weight to maintain altitude = 2 Gs same for all aircraft
Load Factor vs. Stalling Speed
i. Stall speed increases as the square root of load factor
ii. 75 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 Gs = 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

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

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.
4.
5.
6.
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
1.
2.
3.
4.
5.
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, whats 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 Cs Climb, Confess, Communicate, Comply, Conserve
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 15C
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 doesnt 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 Cs
1. Climb you can see further, better radio aid reception, appear better on radar
2. Confess ATC is there to help you
3. Communicate dont try to cover up the problem, tell them exactly whats going on
4. Comply do what they tell you to
5. Conserve save fuel
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
1.
2.
3.
4.
5.
6.
7.
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 its 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
8.
9.
10.
11.
12.
13.
14.
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 airplanes 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
1.
2.
3.
4.
5.
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 10
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. Dont 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 theres 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
6.
7.
8.
9.
10.
11.
12.
13.
14.
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 airplanes 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 180F
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 doesnt necessarily indicate depletion of supply
e. Flammable
Fundamental Concept of Cabin Pressurization
a. Aircrafts 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 isnt 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
1.
2.
3.
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 airplanes 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 turbochargers 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
4.
5.
6.
7.
8.
9.
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 180F
c. Fastened securely in the aircraft helps to prevent damage
d. Ambient temperature decreases pressure in cylinder will decrease
i. Drop in indicated pressure doesnt necessarily indicate depletion of supply
e. Flammable
Fundamental Concept of Cabin Pressurization
a. Aircrafts 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 isnt 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
f.
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
Pilots 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
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
w.
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
3. Class C
a. Weather minimums
b. Dimensions
c. Operating Rules
i. 200 knots under 2,500 AGL within 4NM of primary airport
4. Class D
a. Weather minimums
b. Dimensions
c. Operating Rules
i. 200 knots under 2,500 AGL within 4NM of primary airport
5. Class E
a. Weather minimums
b. Dimensions
i. <10,000ft MSL
ii. 10,000ft MSL
c. Pilot certification
d. Airplane Equipment
6. Class G
a. Weather minimums
b. Pilot certification
c. Airplane Equipment
7. Special Use Airspace
a. Exists where activities must be confined because of their nature
b. Limitations may be placed on aircraft that are not part of activities
c. Prohibited area FAR 91.133
d. Restricted Area FAR 91.133
e. Warning Area
i. 3NM outward from the US coast
f. Military Operations Area MOA
g. Alert Area
h. Controlled Firing Area
8. Temporary Flight Restrictions (TFR)
a. FDC NOTAM
i. It will begin with the phrase Flight Restrictions followed by location, time period, and defined
statute miles and altitudes affected
b. Examples for a TFR
i. Disaster Relief
ii. Incident
iii. President, Vice President, or other public figures
iv. Space Agency Operations
9. Other Airspace Areas:
a. Military Training Routes
b. Parachute jump areas
c. VFR Routes
d. VFR Flyway
e. VFR Corridor
f. Terminal Radar Service Area (TRSA)
i. Found in FAR 91
g. Airport advisory area
i. FSS on the field
h. National Security Area
Navigation Systems and Radar Services

AOII: Task K Lesson Plan
1.
2.
3.
4.
Ground based navigational System

a. VOR/VORTAC
i. 3 types: Terminal, Low, High
ii. Referenced from magnetic North
iii. Feqs 108.0 117.95 MHz
iv. Test 30 days
1. FAA VOR test facility (VOT); 4
2. Certified ground checkpoints located on airport surfaces 4
3. Date, time, and signature in log with amount of variation
4. Tune, ID, Verify, Twist
b. Nondirectional Beacon (NDB)
i. Freqs 190 1750 kHz
ii. Susceptible to electronic disturbances (lightning)
iii. MH + RB = MB
c. Distance Measuring Equipment (DME)
i. Measures slant rage
ii. UHF band 962 1213 MHz
iii. Line of sight
iv. Least accurate over NAVAID/6,000
d. LORAN (long Range navigation)
i. Long range navigation system
ii. Brief LF pulses centered at 100kHz
iii. AIM detail explanation
Satellite Based Navigation System:
a. GPS see element 4 (below)
b. Wide Area Augmentation System (WAAS)
i. Improves GPS signal, used for precision approaches (eventually)
ii. Includes a ground segment, space segment, and a user segment
c. Local Area Augmentation System (LAAS)
i. Ground based augmentation system that improves GPS signals to a level at which they may be used for
precision approaches
ii. More expensive than WAAS
iii. Expected to be able to handle Category III approaches
Radar Service and Procedures:
a. ARTCC IFR, controlled airspace, en route phase
i. To participate you must be able to communicate with ATC, be within radar coverage, and be radar identified by
the controller
b. Control towers
c. FSS briefings, en route communication, search and rescue, lost aircraft/emergency, relay ATC clearances, originate
NOTAMs, NAS information, receive and monitor IFR flight plans, monitor NAVAIDs, Flight Watch
d. Recording and Monitoring
Global Positioning System (GPS) RNAV system on a worldwide scale. Can be used for VFR but shouldnt be the primary source
of information and navigation
a. Space 24 satellites
i. 5 are needed for navigation in vertical and horizontal planes
b. 4 allows only horizontal guidance, 3 satellites to triangulate, 1 vertical, 1 backs up the others
c. Can be used for VFR flight but shouldnt be heavily relied upon.
i. RAIM receiver autonomous integrity monitoring lets you know if you dont have the appropriate amount of
satellites.
Navigation Systems and Radar Services

AOII: Task K Condensed Notes
1. Ground based navigational System

a. VOR/VORTAC
i. 3 types: Terminal, Low, High
ii. Referenced from magnetic North
iii. Provides radials in each direction(360)
iv. Feqs 108.0 117.95 MHz
v. Line of sight
vi. VOR equipment: antenna, receiver with
a tuning device, and a VOR navigation
instrument
class
T
L
H
H
H
H
VOR/VORTAC NAVAIDS
Altitudes
Distance (nm)
12,000 and below
25
Below 18,000
40
Below 14,500
40
Within the continuous 48
100
states only, between
14,500 and 17,999
18,000 FL450
130
60,000 FL450
100
vii. Test 30 days

1. FAA VOR test facility (VOT); 4
2. Certified ground checkpoints located on airport surfaces 4
3. Date, time, and signature in log with amount of variation
4. Tune, ID, Verify, Twist
b. Nondirectional Beacon (NDB)
i. Transmits in all direction
Nondirectional Radio Beacon (NDB)
ii. ADF, used with NDB bearing from aircraft to
Class
Power (Watts)
Distance
station
Compass locator
Under 25
15
iii. Equipment: 2 antennas, a receiver with a tuning
MH
Under 50
25
device, and a navigational display
H
50 1999
50
HH
2000
or
more
75
iv. Freqs 190 1750 kHz
v. Susceptible to electronic disturbances
vi. MH + RB = MB
c. Distance Measuring Equipment (DME)
i. Measures slant rage
ii. UHF band 962 1213 MHz
iii. Line of sight
iv. Least accurate over NAVAID/6,000
d. LORAN (long Range navigation)
i. Land based transmitters long range navigation system
ii. Brief LF pulses centered at 100kHz
iii. AIM detail explanation
2. Satellite Based Navigation System:
a. GPS see element 4 (below)
b. Wide Area Augmentation System (WAAS)
i. Improves GPS signal to level where they may be used for precision approaches
ii. Includes a ground segment, space segment, and a user segment
c. Local Area Augmentation System (LAAS)
i. Ground based augmentation system that improves GPS signals to a level at which they may be
used for precision approaches
ii. More expensive than WAAS
iii. Expected to be able to handle Category III approaches
3. Radar Service and Procedures:
a. ARTCC IFR, controlled airspace, en route phase
i. To participate you must be able to communicate with ATC, be within radar coverage, and be
radar identified by the controller
b. Control towers
c. FSS briefings, en route communication, search and rescue, lost aircraft/emergency, relay ATC
clearances, originate NOTAMs, NAS information, receive and monitor IFR flight plans, monitor NAVAIDs,
Flight Watch
d. Recording and Monitoring
4. Global Positioning System (GPS) RNAV system on a worldwide scale. Can be used for VFR but shouldnt be the
primary source of information and navigation
a. Space 24 satellites
i. 5 are needed for navigation in vertical and horizontal planes
b. 4 allows only horizontal guidance, 3 satellites to triangulate, 1 vertical, 1 backs up the others
c. Control network of ground based GPS monitors
i. Ensure accuracy
d. User positioning, velocity, and precise timing
e.
Can be used for VFR flight but shouldnt be heavily relied upon.
i. RAIM receiver autonomous integrity monitoring lets you know if you dont have the appropriate
amount of satellites.
Logbook Entries and Certificate Endorsements

AOII: Task L Lesson Plan
1.
2.
3.
4.
5.
Required Logbook Entries for Instruction Given:

a. FAR 61.51 a flight instructor must endorse logbook for instruction given in a legible manner and include:
i. Description of training (we use a syllabus at OU), make and model of airplane, airplane identification
number, flight time, date, instructor signature, certificate number, and expiration date
Required Student Pilot Certificate Endorsements and Appropriate Logbook Entries:
a. Pre solo Aeronautical Knowledge 61.87 (b)
b. Pre solo Flight Training 61.87 (c)
c. Pre solo Flight Training at Night 61.87 (c) and (o)
d. Solo Flight (each additional 90 day period) 61.87 (p)
e. Solo takeoffs and Landings at another airport within 25 NM 61.93 (b)(1)
f. Initial solo Cross country flight 61.93 (c)(1)
g. Solo Cross Country Flight 61.93 (c)(2)
h. Repeated solo cross country not more than 50 NM from point of departure 61.93 (b)(2)
i. Solo flight in class B airspace 61.65 (a)
j. Solo flight to, from, or at an airport located in class B airspace 61.95 (a) and 91.131 (b)(1)
k. Knowledge test endorsements FAR 61.35 (a)(1) and 61.96 (b)(3)
l. Practical test endorsements FAR 61.96 (b)(5), 61.98 (a) & (b), and 61.99
Preparation of Recommendation for a Pilot Practical test:
a. Knowledge test within 24 calendar months
b. Accomplished the required aeronautical training for certificate sought FAR 61
c. Hold a current 3rd class medical
d. Have an endorsement if required by an authorized instructor in logbook
e. Received and logged training time within preceding 60 days in preparation for practical test
f. Has completed an 8710 students responsibility, but instructor should review it
i. IACRA web based application that sends certification documents automatically to registry
1. Processes applications for airman certification via the web
2. Automatically ensures applicants meet regulatory and policy requirements through business
rules and data validations
3. Automatically forwards you 9710 1 application
FAA Flight Review:
a. FAR 61 & 91
b. AC 61 98A print out
c. 1 hour flight training, and 1 hour of ground training
d. Maneuvers and procedures appropriate to the pilot certificate
Flight Instructor Records:
a. FAR 61.89
b. Flight Instructor must sign the logbook to each person receiving flight or ground training
c. Flight instructor must maintain a record that contains:
i. Name of and date of each endorsement for solo flight
ii. Name, date, and type of knowledge and practical test endorsements
d. Records must be kept for 3 years
Private Pilot Endorsements

Aeronautical Knowledge Test FAR 61.35 (a)(1), 61.103 (d), and 61.105
o Required training in 61.105
Flight Proficiency/Practical Test FAR 61.103 (f), 61.107 (b), and 61.109
o Required training in 61.107 and 61.109
Commercial Pilot Endorsements

Aeronautical Knowledge Test FAR 61.35 (a)(1) and 61.123 (c)
Flight Proficiency/Practical Test FAR 61.123 (e) and 61.127
o Required training in 61.127 and 61.129
Instrument Rating Endorsements

Aeronautical Knowledge Test FAR 61.35 (a)(1) and 61.65 (a) and (b)
Flight Proficiency/Practical Test FAR61.65 (a)(6)
o Required training in 61.65 (c) and (d)
Flight Instructor Endorsements

Fundamentals of Instruction Knowledge Test FAR 61.183 (d) and 61.185 (a)(1)
o Required Training in 61.185 (a)(1)
Flight Instructor Ground and Flight Proficiency/Practical Test FAR 61.183 (g), 61.187 (a) and (b)
o Required training in 61.187 (b)
Flight Instructor Certificate with Instrument (Category/Class) Rating/Practical Test FAR 61.183 (g), 61.187 (a)
and (b)(7)
o Required training in 61.187 (b)(7)
Spin Training FAR 61.183 (i)(1)
o Required training in 61.187 (i)
o Only for airplane and glider ratings
Additional Endorsements
Completion of a flight Review FAR 61.56 (a) and (c)
o No logbook entry reflecting unsatisfactory performance is required
Completion of a Phase of an FAA Sponsored Pilot Proficiency Award Program FAR 61.56 (e)
o WINGS
Completion of an Instrument Proficiency Check FAR 61.57 (d)
To act as PIC in a Complex Airplane FAR 61.31 (e)
To Act as PIC in a High Performance Airplane FAR 61.31 (f)
To Act as PIC in a Tailwheel Airplane FAR 61.31 (i)
To Act as PIC of an aircraft in Solo Operations when the Pilot who does not hold an Appropriate Category/Class Rating FAR
61.31 (d)(3)
Retesting after Failure of a Knowledge or Practical Test FAR 61.49
Additional Aircraft Category or Class Rating (other than ATP) FAR 61.63 (b) or (c)
Review of a home Study Curriculum FAR 61.35 (a)(1)
Area of Operations III: Preflight Preparation

Task A: Certificates and Documents
Objective: To determine that the applicant exhibits instructional knowledge of the elements related to certificates and
documents by describing:
1. The training requirements for the issuance of a recreational, private, and commercial pilot certificate
2. The privileges and limitations of pilot certificates and ratings at recreational, private, and commercial levels
3. Class and duration of medical certificates
4. Recent pilot flight experience requirements
5. Required entries in pilot logbook or flight record
Task B: Weather Information
Objective: To determine that the applicant exhibits instructional knowledge of the elements related to weather
information by describing:
1. Importance of a through preflight weather briefing
2. Various means and sources of obtaining weather information
3. Use of real time weather reports, forecasts, and charts for developing scenario based training
4. In flight weather advisories
5. Recognition of aviation weather hazards to include wind shear
6. Factors to be considered in making a go/no go decision
Task C: Operation of Systems
Objective: To determine that the applicant exhibits instructional knowledge of the elements related to the opinion of
systems, as applicable to the airplane used for the practical test, by describing the following systems:
1. Primary flight controls and trim
2. Flaps, Leading edge devices, and spoilers
3. Powerplant and propeller
4. Landing gear
5. Fuel, oil, and hydraulic
6. Electrical
7. Avionics
8. Pitot static, vacuum/pressure, and associated instruments
9. Environmental
10. Deicing and anti icing
Task D: Performance and Limitations
Objective: To determine that the applicant exhibits instructional knowledge of the elements related to performance and
limitations by describing:
1. Determination of weight and balance condition
2. Use of performance charts, tables, and other data in determining performance in various phases of flight
3. Effects of exceeding airplane limitations
4. Effects of atmospheric conditions on performance
5. Factors to be considered in determining that the required performance is within the airplanes capabilities
Task E: Airworthiness Requirements
Objective: To determine that the applicant exhibits instructional knowledge of the elements related to required
airworthiness by explaining:
1. Required instruments and equipment for day/night VFR
2. Procedures and limitations for determining airworthiness of the airplane with inoperative instruments and
equipment with and without minimum equipment list
3. Requirements and procedures for obtaining a special flight permit
4. Airworthiness directives, compliance records, maintenance/inspection requirements, and appropriate records
5. Procedures for deferring maintenance on aircraft without an approved MEL
Certificates and Documents

AOIII: Task A Lesson Plan
1. Training Requirements
a. Recreational Pilot
i. FAR 61.96 Applicability and eligibility requirement
ii. FAR 61.97 Aeronautical knowledge
iii. FAR 61.98 Flight Proficiency
iv. FAR 61.99 Aeronautical experience
1. Log at least 30 hours of flight time
v. FAR 61.100 pilots based on small islands
vi. FAR 61.101 Recreational pilot privileges and limitations
b. Private Pilot
i. FAR 61.103 eligibility requirements
ii. FAR 61.105 aeronautical knowledge
1. 40 hours of flight time
a. At least 10 hours of flight time from an instructor
b. 10 hours of solo flight training in areas of operation listed in Part 61.107time
v. FAR 61.110 Night flying exceptions
vi. FAR 61.111 cross country Flights: pilots based on small islands
vii. FAR 61.113 Private pilot privileges & limitations: PIC
viii. FAR 71.117 Private pilot privileges & limitations: SIC
c. Commercial Pilot
i. FAR 61.123 eligibility requirements
ii. FAR 61.125 Aeronautical knowledge
1. Log at least 250 hours of flight time as a pilot
v. FAR 61.131 exception to night flying requirements
vi. FAR 61.133 Commercial Pilot privileges and limitations
2. Privileges and limitations:
a. Recreational Pilot
i. FAR 61.101
b. Private Pilot
i. FAR 61.113
c. Commercial Pilot
i. FAR 61.133
3. Medical Certificates:
a. 1st class
i. 12 months
1. 6 months if over 40
ii. ATP
b. 2nd Class
i. 12 months
ii. Commercial pilot
iii. After 12 months still a second but cant exercise commercial privileges
c. 3rd class
i. 60 months
ii. 24 months over 40
iii. Private, recreational, or student pilot

4. Flight Experience Requirements
a. Flight Review FAR 61.56
i. Minimum 1 hour ground / flight
ii. Review of part 91
iii. Maneuvers/procedures that are necessary for the pilot to demonstrate safely
iv. Every 24 months
b. Recent Flight Experience: PIC FAR 61.57
i. To carry PAX each 90 days
ii. To carry PAX (night) each 90 days
5. Required Logbook Entries or Flight Record:
a. Only what is required for a certificate, rating, recency requirements, and the flight review
b. Each lesson / flight should contain
i. General
1. Date
2. Total flight time or lesson time
3. Departure and arrival location
ii. Type of pilot experience or training (one of the following)
1. Solo
2. PIC
3. SIC
4. Flight and ground training received from an instructor
5. Training received in a flight simulator or training device
iii. Conditions of the flight
1. DAY or Night
2. Actual or simulated instrument in flight or a flight simulator
Weather Information
AOIII: Task B Lesson Plan
1. Importance of a thorough preflight weather briefing:

a. First step in determining if the flight can be conducted safely
b. Away from departure airport FAR 91.103
2. Various Means and Sources of obtaining Weather information
a. Overall awareness of weather conditions
i. Telephone Information Briefing Service (TIBS)
ii. Pilots Automatic Weather Answering Service (PATWAS) updated 5 hours
iii. Transcribed Weather Broadcast (TWEB)
iv. Good television Weather report (weather channel)
v. Numerous Weather sites online
b. Next, more specific weather briefing tailored to your flight
i. Flight Service Station (FSS/AFSS)
ii. Direct User Access Terminal System (DUATS)
iii. National Weather Service (NWS)
iv. Supplemental Weather Service Location (SWSL)
c. In Flight Weather
i. En Route Flight Advisory Service (EFAS) Flight Watch
1. Available on 122.0 MHz below 17,500ft
ii. Hazardous In Flight Weather Advisory Service (HIWAS)
iii. TWEB over certain VORs
3. Use of real time WEATHER Reports, Forecasts, and Charts for developing Scenario Based training
a. Show how to obtain, read, and analyze weather reports, forecasts, and charts
i. Aviation WEATHER reports
1. Aviation Routine Weather Report (METAR)
2. Pilot Weather Report (PIREP)
3. Radar Weather Reports (SD)
4. Satellite weather pictures
ii. Aviation Forecasts
1. TAF
2. Aviation Area Forecasts (FA)
3. In flight advisories (AWW, WST, WS, CWA, WA)
4. Winds and temperatures aloft (FD)
5. TWEB, TIBS, PATWAS
6. Severe Weather Watch Bulletin (WW)
7. Alert Messages (AWW)
iii. Weather Charts
1. Surface Analysis Chart
2. Weather Depiction Chart
3. Radar Summary Chart
4. Significant Weather Prognostic Charts
5. Convective Outlook Chart
6. Constant Pressure Analysis Chart
4. In Flight WEATHER Advisories
a. Pilot Weather Reports (PIREPs)
i. Most helpful, provides direct observations
b. Airmans Meteorological (AIRMET)(WA)
i. Valid 6 hours
ii. Moderate icing/turbulence
iii. Surface winds 30 knots or more

iv. Ceiling 1,000 feet an/or visibility 3SM over a 50% area
v. Extensive mountain obscuration
1. SIERRA
2. TANGO
3. ZULU
c. Significant Meteorological Information (SIGMET)(WS)
i. Severe icing not associated with thunderstorms
ii. Severe/extreme turbulence not associated with thunderstorms; CAT
iii. Dust/sandstorms or volcanic ash lowering in flight visibility 3SM
iv. Volcanic eruption
v. Tropical storms or hurricanes
d. Convective Significant Meteorological Information (Convective SIGMET)(WST)
i. Severe thunderstorm due to
1. Surface winds 50+ knots
2. Hail at surface greater than or equal to inch
3. Tornadoes
ii. Embedded thunderstorms
iii. Line of thunderstorms
iv. Thunderstorms greater than or equal to intensity level 4 affecting 40% or 3,000 square miles
5. Recognition of aviation WEATHER Hazards to include Wind Shear:
a. Aviation WEATHER hazards include:
i. Thunderstorms, turbulence, icing, IFR conditions
b. Included in the following aviation WEATHER products
i. Area forecast, WST, WS, WA, hurricane advisory, prognostic charts
6. Factors to be considered in Making a Go/No Go decision:
a. Well equipped airplane with a proficient pilot flying
b. Ceiling and visibility within Weather minimums
c. Poor equipped airplane with a new or rusty pilot
d. MVFR
e. Thunderstorms bad Weather in general
f. IMSAFE
Weather Information
AOIII: Task B Condensed Notes
1. Importance of a thorough preflight weather briefing:

a. First step in determining if the flight can be conducted safely
b. Away from departure airport FAR 91.103
2. Various Means and Sources of obtaining Weather information
a. Overall awareness of weather conditions
i. Telephone Information Briefing Service (TIBS)
ii. Pilots Automatic Weather Answering Service (PATWAS) updated 5 hours
iii. Transcribed Weather Broadcast (TWEB)
iv. Good television Weather report (weather channel)
v. Numerous Weather sites online
b. Next, more specific weather briefing tailored to your flight
i. Flight Service Station (FSS/AFSS)
ii. Direct User Access Terminal System (DUATS)
iii. National Weather Service (NWS)
iv. Supplemental Weather Service Location (SWSL)
c. In Flight Weather
i. En Route Flight Advisory Service (EFAS) Flight Watch
1. Available on 122.0 MHz below 17,500ft
ii. Hazardous In Flight Weather Advisory Service (HIWAS)
iii. TWEB over certain VORs
3. Use of real time WEATHER Reports, Forecasts, and Charts for developing Scenario Based training
a. Show how to obtain, read, and analyze weather reports, forecasts, and charts
i. Aviation WEATHER reports
1. Aviation Routine Weather Report (METAR)
2. Pilot Weather Report (PIREP)
3. Radar Weather Reports (SD)
4. Satellite weather pictures
ii. Aviation Forecasts
1. TAF
2. Aviation Area Forecasts (FA)
3. In flight advisories (AWW, WST, WS, CWA, WA)
4. Winds and temperatures aloft (FD)
5. TWEB, TIBS, PATWAS
6. Severe Weather Watch Bulletin (WW)
7. Alert Messages (AWW)
iii. Weather Charts
1. Surface Analysis Chart
2. Weather Depiction Chart
3. Radar Summary Chart
4. Significant Weather Prognostic Charts
5. Convective Outlook Chart
6. Constant Pressure Analysis Chart
4. In Flight WEATHER Advisories
a. Pilot Weather Reports (PIREPs)
i. Most helpful, provides direct observations
b. Airmans Meteorological (AIRMET)(WA) interest to all aircraft, potentially hazardous to aircraft not
properly equipped
i. Concerning weather phenomena of interest to all aircraft
ii.
iii.
iv.
v.
vi.
Valid 6 hours
Moderate icing/turbulence
Surface winds 30 knots or more
Ceiling 1,000 feet an/or visibility 3SM over a 50% area
Extensive mountain obscuration
1. SIERRA
2. TANGO
3. ZULU
c. Significant Meteorological Information (SIGMET)(WS) non convective potentially hazardous to all
aircraft
i. Severe icing not associated with thunderstorms
ii. Severe/extreme turbulence not associated with thunderstorms; CAT
iii. Dust/sandstorms or volcanic ash lowering in flight visibility 3SM
iv. Volcanic eruption
v. Tropical storms or hurricanes
1. Hawaii and Alaska dont have Convective SIGMETs, convective activity included for
Hawaii and Alaska in a SIGMET
d. Convective Significant Meteorological Information (Convective SIGMET)(WST) hazardous to all aircraft
i. Severe thunderstorm due to
1. Surface winds 50+ knots
2. Hail at surface greater than or equal to inch
3. Tornadoes
ii. Embedded thunderstorms
iii. Line of thunderstorms
iv. Thunderstorms greater than or equal to intensity level 4 affecting 40% or 3,000 square miles
5. Recognition of aviation WEATHER Hazards to include Wind Shear:
a. Aviation WEATHER hazards include:
i. Thunderstorms, turbulence, icing, IFR conditions
b. Included in the following aviation WEATHER products
i. Area forecast, WST, WS, WA, hurricane advisory, prognostic charts
6. Factors to be considered in Making a go/No Go decision:
a. Well equipped airplane with a proficient pilot flying
b. Ceiling and visibility within WEATHER minimums
c. Poor equipped airplane with a new or rusty pilot
d. MVFR
e. Thunderstorms bad WEATHER in general
f. IMSAFE
Operations of Systems
AOIII: Task C Lesson Plan
1. Primary Flight Controls

a. Ailerons
i. Roll
ii. Longitudinal axis
iv. Differential deflection (arrow)
b. Stabilator
i. Trim tab/Antiservo mounted
ii. Dual function trim control and pitch control forces
iii. Pitch
iv. Lateral axis
v. Longitudinal stability
c. Rudder
i. Conventional in design
ii. Rudder trim
iii. Yaw
iv. Vertical axis
v. Directional stability
2. Secondary Flight Controls
a. Trim device
i. Trim tabs
ii. Anti servo same direction
iii. Balance tabs moves in opposite direction
iv. Ground adjustable tabs
b. Flaps
i. Purpose
ii. Types
1. Plain flap
2. Split flap
3. Slotted flap
4. Fowler flaps
c. Leading edge devices
i. Fixed slots
ii. Moveable slots (slat)
iii. Leading edge flaps
d. Spoilers
3. Power Plant IO 360 c1c6
a. I = fuel injected, O = horizontally opposed, 360 cubic inches
b. Lycoming 4 cylinder, air cooled direct drive, horizontally opposed fuel injected, rated 200 hp at 2700
PRM
i. Advantages of fuel injection
ii. 4 stroke cycle
iii. Engine cooling system
c. Starter 60 amp, 16 volt alternator
4. Propeller
a. Fixed pitch
i. Climb propeller
1. Lowest pitch = less drag = high RPM and more hp
5.
6.
7.
8.
ii. Cruise propeller

1. High pitch = more drag = low RPM and less hp
b. Constant speed adjustable pitch
i. Throttle = power output
ii. Propeller control = engine RPM
iii. Operation keep manifold pressure less than RPM
iv. Propeller slippage
v. Advantages of adjustable pitch
vi. Emergencies
c. Oil loss or governor failure
Landing gear
a. Hydraulically actuated
i. Separate from the brakes
b. Emergency gear lever manually releases hydraulic pressure free fall (spring assisted nose)
c. Not retracted above 125 MPH/lowered above 150
d. Micro switches 2 throttle, 1 flaps
e. Weight on Wheels switch
i. 3 times youll get the gear unsafe warning horn
1. Throttle 14 inches of manifold
2. 2 notches of flaps with gear up
3. Gear up while on ground
Fuel system
a. 2 50 gallon tanks (48 useable gallons) 100/130 aviation grade
b. Injection system
i. Components
1. Advantages
2. Disadvantages
c. Carburetor system
i. components
d. Fuel Pump
e. Tanks
i. Vents relieve pressure
ii. Sumps at the lowest point to check for contaminates
iii. Overflow drains release fuel when it expands on a hot day
f. Fuel type
antiknock index pressure needed for fuel to combust
i. 80 red
ii. 100 green
iii. 100LL blue
iv. Jet A colorless or straw
g. Incorrect fuel detonation, excessive temps
Oil System
a. Wet sump (guaranteed 30/60 roll) oil kept in the sump
b. Dry sump oil kept in an external tank
i. Oil purposes
Electrical System
a. Equipment
i. AC/DC
ii. Master Switch (Battery and Alternator)
iii. Bus bar
iv. Load Meter
v. Ammeter
vi. Ground
b. Battery 25 ampere hour/12 volt
9.
10.
11.
12.
c. Alternator 60 amp/14 volt

i. Voltage regulator and over voltage relay protect
ii. Advantages of an alternator over a generator
d. Circuit breakers and fuses protects from surges, can be reset
Avionics
a. Radios, VOR
Pitot static System
a. Airspeed Indicator
i. Diaphragm
ii. Case static airline
1. Indicated airspeed
2. Calibrated airspeed
3. True airspeed
4. Groundspeed
iii. Check
b. Vertical Speed Indicator
i. Diaphragm
ii. Calibrated Leak
iii. Trend and rate information
iv. Check
c. Altimeter
i. Aneroid wafers
ii. High to low look out below
1. Indicated altitude
2. True altitude MSL
3. Absolute altitude AGL
4. Pressure altitude
5. Density altitude
iii. Check
d. Blockages pitot tube, drain hole, static port
e. Alternate static vent erros
Vacuum system
a. Heading indicator
i. Vertical gyro
ii. Rigidity in space
iii. Error as much as 15 an hour
b. Attitude indicator
i. Horizontal gyro
iii. Error excess of 60 70 pitch and 100 110 bank will cause the gyro to tumble, precession in a
180 turn
c. Turn coordinator electrically driven
i. Canted gyro
ii. Precession
Environmental Systems
a. Heater/defroster
i. Heat shroud, heat ducts, defroster outlets, heat and defroster controls
ii. Opening in front of lower cowl admits ram air to the heat shroud then into aircraft
b. Cooling and ventilation
c. Pressurization system maintain pressure in a cabin, typically 8000ft. refer to AOII: Task H
d. Oxygen system
i. Constant flow up to 25,000ft
ii. Diluter demand up to 40,000ft
iii. Pressure demand +40,000ft

13. Deicing equipment
a. Defroster
b. Carburetor heat
c. Boots
14. Anti icing equipment
a. Pitot heat
b. Propeller ice control
i. Alcohol system
ii. Electric heating system
iii. Anti ice boots
c. Windshield ice control
i. Alcohol system
d. Thermal system airfoil
i. Turbine engine aircraft
e. Weeping wing
i. Chemical through small holes
Operations of Systems
AOIII: Task C Condensed Notes
1.
2.
3.
4.
Primary Flight Controls

a. Ailerons
i. Roll
ii. Longitudinal axis
iv. Differential deflection (arrow)
b. Stabilator
i. Trim tab/Antiservo mounted
ii. Dual function trim control and pitch control forces
iii. Pitch
iv. Lateral axis
v. Longitudinal stability
c. Rudder
i. Conventional in design
ii. Rudder trim
iii. Yaw
iv. Vertical axis
v. Directional stability
Secondary Flight Controls
a. Trim device
i. Trim tabs used to relive pressure on controls
ii. Anti servo same direction
iii. Balance tabs moves in opposite direction
iv. Ground adjustable tabs bent on the ground
b. Flaps
i. Purpose
1. Slower landing speed, decreases landing distance
2. Steep angle of descent without increased airspeed
3. Shorten takeoff distance
ii. Types
1. Plain flap drag
2. Split flap least change in pitching moment
3. Slotted flap delays airflow separation
a. Spring loaded
b. 10, 25, 40
4. Fowler flaps greatest lift with least increase in drag and greatest change in pitching moment
c. Leading edge devices
i. Fixed slots allows smooth airflow over the surface at high angles of attack, delays airflow separation
ii. Moveable slots (slat) held flush at low angles of attack, at high angles it is moved forward to open a slot
iii. Leading edge flaps
d. Spoilers high drag device
Power Plant IO 360 c1c6
a. I = fuel injected, O = horizontally opposed, 360 cubic inches
b. Lycoming 4 cylinder, air cooled direct drive, horizontally opposed fuel injected, rated 200 hp at 2700 PRM
i. Advantages of fuel injection
ii. 4 stroke cycle
iii. Engine cooling system
c. Starter 60 amp, 16 volt alternator
Propeller
a. Fixed pitch
i. Climb propeller
1. Lowest pitch = less drag = high RPM and more hp
ii. Cruise propeller
1. High pitch = more drag = low RPM and less hp
b.
5.
6.
7.
Constant speed adjustable pitch

i. Throttle = power output
ii. Propeller control = engine RPM
iii. Operation keep manifold pressure less than RPM
iv. Propeller slippage
v. Advantages of adjustable pitch converts a high percentage of brake horsepower into thrust horsepower
vi. Emergencies
1. Oil loss or governor failure goes to low pitch, behave like an fixed pitch, first adjust RPM to
check and verify problem
Landing gear
a. Hydraulically actuated electrically powered reversible pump
i. Separate from the brakes
b. Emergency gear lever manually releases hydraulic pressure free fall (spring assisted nose)
c. Not retracted above 125 MPH/lowered above 150
d. Micro switches 2 throttle, 1 flaps
e. Weight on Wheel switch airplanes weight used to keep the gear from retracting on ground
i. 3 times youll get the gear unsafe warning horn
1. Throttle 14 inches of manifold
2. 2 notches of flaps with gear up
3. Gear up while on ground
Fuel system
a. 2 50 gallon tanks (48 useable gallons) 100/130 aviation grade
b. Injection system fuel injected into cylinders, impact icing, alternate air opened automatically
i. Advantages
1. No carburetor icing
2. Better fuel flow
3. Faster throttle response
4. Precise mixture control
5. Better fuel distribution
6. Easier cold weather starts
ii. Disadvantages
1. Difficult to hot start vapor lock
2. More expensive
3. Heavier
4. Harder to restart after fuel starvation
c. Carburetor system mixes fuel and air in carburetor, subject to icing, uses heat to prevent and get rid of ice
1. Fuel Pump
a. Engine driven fuel pump driven by the engine, brings fuel to the engine
b. Electrically driven back up incase engine driven fails, controlled by pilot, used during
critical phases of flight, high wings dont have one
2. Servo regulator measures fuel flow proportionally with airflow
3. Fuel selector
4. Tanks
a. Vents relieve pressure
b. Sumps at the lowest point to check for contaminates
c. Overflow drains release fuel when it expands on a hot day
5. Fuel type
antiknock index pressure needed for fuel to combust
a. 80 red
b. 100 green
c. 100LL blue
d. Jet A colorless or straw
6. Incorrect fuel lower octane will cause detonation, cylinder head and engine oil temp will
exceed its normal range
Oil System
a. Wet sump (guaranteed 30/60 roll) oil kept in the sump
b. Dry sump oil kept in an external tank
i. Cools engine, reduces friction, provides seal between cylinder and wall, carries away contaminates and
lubricates
8.
Electrical System
a. Equipment
i. AC/DC converts alternating current to direct current
ii. Master Switch (Battery and Alternator) connects alternator with the rest of the system
iii. Bus bar power strip
iv. Load Meter shows the load on the system
v. Ammeter shows the battery discharge, positive means the battery is being charged, negative means the
battery is giving more than its receiving
vi. Ground where electrical energy is discharged, the airplane
b. Battery 25 ampere hour/12 volt
i. Ammeter shows electrical load placed on the system
c. Alternator 60 amp/14 volt
i. Voltage regulator and over voltage relay protect from other surges, controls the power received by the
rest of the system
ii. Advantages of an alternator over a generator
1. Alternator electrical output is constant, lighter, needs an electrical charge to start producing a
current, produces alternating current, constant power output even at low RPMs
2. Generator heavy, durable, direct current, wont provide a sufficient current at low RPMs
d. Circuit breakers and fuses protects from surges, can be reset
9. Avionics
a. Radios, VOR
10. Pitot static System
a. Airspeed Indicator measures different between impact and dynamic pressure
i. Diaphragm ram air
ii. Case static airline
1. Indicated airspeed
2. Calibrated airspeed
3. True airspeed
4. Groundspeed
iii. Check should indicate 0 unless in a strong wind
b. Vertical Speed Indicator
i. Diaphragm reacts instantly to changes in altitude
ii. Calibrated Leak used to helps sense change
iii. Trend and rate information lags behind (6 9 seconds)
iv. Check if showing no more than 500 fpm attitude change when on ground, that will be your new 0
c. Altimeter
i. Aneroid wafers sealed interior pressure of 29.92
ii. High to low look out below
1. Indicated altitude
2. True altitude MSL
3. Absolute altitude AGL
4. Pressure altitude corrected for non standard pressure, shown on the altimeter when set to
29.92
5. Density altitude pressure altitude corrected for non standard temperature
iii. Check when altimeter is set, should be within 75 feet
d. Blockages pitot tube, drain hole, static port
e. Alternate static vent
11. Vacuum system engine driven vacuum pump, allows a stream of air to pass at high speeds over rotor vanes
a. Heading indicator
i. Vertical gyro
iii. Error as much as 15 an hour
b. Attitude indicator
i. Horizontal gyro
iii. Error excess of 60 70 pitch and 100 110 bank will cause the gyro to tumble, precession in a 180 turn
c. Turn coordinator electrically driven
i. Canted gyro
ii. Precession
12. Environmental Systems
a. Heater/defroster
i. Heat shroud, heat ducts, defroster outlets, heat and defroster controls
ii. Opening in front of lower cowl admits ram air to the heat shroud then into aircraft
b. Cooling and ventilation
c. Pressurization system maintain pressure in a cabin, typically 8000ft. refer to AOII: Task H
d. Oxygen system
i. Constant flow up to 25,000ft
ii. Diluter demand up to 40,000ft
iii. Pressure demand +40,000ft
13. Deicing equipment
a. Defroster
b. Carburetor heat melt ice and prevent ice in the carburetor
c. Boots expand and break off ice
14. Anti icing equipment
a. Pitot heat
b. Propeller ice control used at the base and centrifugal force knocks the rest off
i. Alcohol system
iii. Anti ice boots
c. Windshield ice control
i. Alcohol system
d. Thermal system airfoil
i. Turbine engine aircraft
e. Weeping wing
i. Chemical through small holes
Performance and Limitations

AOIII: Task D Lesson Plan
1. Weight and Balance

a. Find total weight for aircraft
b. Find total moment for aircraft
c. Find CG for aircraft
d. Verify CG and gross weight are within limits
2. Various Performance Charts:
a. Takeoff Performance
b. Climb Performance
c. Cruise Performance TAS
d. Stall speed vs. Angle of Bank
e. Stalling Speed VS. Weight
f. Glide Performance
g. Landing Performance
h. Power Setting Table
3. Exceeding Airplane Limitations:
a. Structural Damage and Failure due to exceeding loads Vg diagram
b. Over Gross weight of an aircraft negative performance on aircraft (inability to climb)
c. Aft CG harder to recover from a stall, stalling speed increases, cruising speed decreases, longitudinal
stability increases
d. Forward CG Additional load on wing, stalling speed increases, cruising speed decreases, longitudinal
stability increases
e. Not enough fuel to make it to destination, not enough runway for takeoff and landing
4. Atmospheric conditions on performance
a. Pressure altitude
b. Density altitude
i. Decrease in density altitude
1. Air temp increases
2. Altitude increases
3. Pressure decreases
4. Humidity increases
c. A decrease in air density = decrease in engine power output, propeller efficiency, and lift efficiency
5. Performance within Airplanes Capabilities:
a. Vg diagram ensure that the speed and loads placed on aircraft are of suitable range for particular
model
b. Weight and balance envelope ensure that the weight and CG are within the envelope specified in the
POH
c. Performance fits the flight i.e. runways, range, etc.
Airworthiness Requirements
AOIII: Task E Lesson Plan
1. Instruments and Equipment Required for DAY /Night VFR:

a. FAR 91.205
b. Day
i. TOMATO AF FLAMES
c. Night
i. All day VFR instruments and equipment
ii. FLAPS
2. Procedures and limitations for airplane with inoperative instruments and equipment with and without a MEL
a. FAR 91.213 when able to fly with inoperative instruments and equipments
b. With a MEL specified inoperative equipment document for
i. Specific make, model, serial and registration numbers
ii. Obtained through a FSDO
iii. Parts of and MEL
1. Copy of MEL
2. Actual Personalized MEL
3. Guidelines and Limitations
4. LOA
a. Supplemental type certificate
c. Without a MEL able to fly if
i. Not required VFR instruments
ii. Equipped under which the aircraft was type certificated
iii. Not on aircrafts operations equipment list
iv. Required by FAR
v. Required by AD
vi. INOP instruments must be
1. Removed and recorded
2. deactivated and placarded INOP (certified Mechanic part 43)
3. Procedures for deferring maintenance on aircraft without an approved MEL:
a. You may takeoff with inoperative equipment if not:
i. Part of VFR day
ii. Required for the Kinds of Operations Equipment list
iii. Required by FARs
iv. Required by Ads
1. Inoperative equipment removed/deactivated, placarded inoperative
b. Without MEL you can defer maintenance by following the procedures above
c. You can also obtain a Special Flight Permit
4. Requirements & Procedures for obtaining a Special Flight Permit
a. Authorizes operation of aircraft that isnt currently airworthy but safe for specific flight
b. When it is required
i. FAR 21.197
ii. Not airworthy but safe
iii. To receive repairs
c. How to obtain
i. Written request to FSDO
1. Flight purpose
2. Proposed route
3. Crew required
4. Why aircraft isnt airworthy
5.
6.
7.
8.
5. Any restriction
6. Any other info
ii. Permit must be aboard the aircraft during the flight
1. Only required crew
2. That flight only
Airworthiness Directives:
a. Ads are regulatory and must be complied with
b. Issued by the FAA require correction of unsafe conditions
c. Emergency in Nature
d. Less Urgent Nature
e. www.airweb.faa.gov/rgl
Compliance Records
a. FAR 91.417 maintenance records
b. Shows current status of applicable Ads
c. Records of Ads must be kept which include
i. Method of compliance
ii. AD # and revision date, if recurring
iii. Time and date when due again
iv. Signature; kind of certificate
v. Certificate # of the repair station or mechanic who performed the work
Maintenance / Inspection Requirements:
a. Annual Inspection
i. Reciprocating engine powered or single engine turbojet/turbo propeller powered small aircraft
(12500lbs and under) for business or pleasure and not flown for compensation or hire
b. 100 hour
i. All aircraft under 12500lbs (except turbojet/turboprop powered multi aircraft and turbine
powered rotorcraft), used to carry PAX for hire
1. Pitot/static System 24 months
a. Only if altimeter was removed
2. Transponder 24 months
3. Altimeter 24 months
4. VOR 30 days
5. ELT 12 months
a. Battery must be replaced after 1 hour of cumulative use or half its life
c. Preventive maintenance
Appropriate Records:
a. Engine and Airframe Logbooks
b. Owner or Operator is responsible
c. Required documents to be kept on board
i. ARROW
Airworthiness Requirements
AOIII: Task E Condensed Notes
1. Instruments and Equipment Required for DAY /Night VFR:

a. FAR 91.205
b. Day
i. TOMATO AF FLAMES
1. Tachometer
2. Oil pressure gauge
3. Manifold pressure gauge
4. Altimeter
5. Temp gauge for engine
6. Oil temperature gauge
7. Airspeed indicator
8. Flotation device if going further than glide distance from land
9. Fuel quantity gauge
10. Landing gear position indicator lights
11. Anti collision light system
12. Magnetic Compass
13. ELT FAR 91.207
14. Seatbelts (each occupant over the age of 2, shoulder harness if a/c manufactured after
July 18, 1978)
c. Night
i. All day VFR instruments and equipment
ii. FLAPS
1. Fuses
2. Landing Light (if for hire)
3. Anti collision lights
4. Position Lights
5. Spare power source
2. Procedures and limitations for airplane with inoperative instruments and equipment with and without a MEL
a. FAR 91.213 when able to fly with inoperative instruments and equipments
b. With a MEL specified inoperative equipment document for
i. Specific make, model, serial and registration numbers
ii. Obtained through a FSDO
iii. Parts of and MEL
1. Copy of MEL
2. Actual Personalized MEL
3. Guidelines and Limitations
4. LOA
a. Supplemental type certificate
c. Without a MEL able to fly if
i. Not required VFR instruments
ii. Equipped under which the aircraft was type certificated
iii. Not on aircrafts operations equipment list
iv. Required by FAR
v. Required by AD
vi. INOP instruments must be
1. Removed and recorded
2. deactivated and placarded INOP (certified Mechanic part 43)
3. Procedures for deferring maintenance on aircraft without an approved MEL:
4.
5.
6.
7.
a. You may takeoff with inoperative equipment if not:

i. Part of VFR day
ii. Required for the Kinds of Operations Equipment list
iii. Required by FARs
iv. Required by Ads
1. Inoperative equipment removed/deactivated, placarded inoperative
b. Without MEL you can defer maintenance by following the procedures above
c. You can also obtain a Special Flight Permit
i. Permits a flight if for an otherwise un airworthy aircraft
Requirements & Procedures for obtaining a Special Flight Permit
a. Authorizes operation of aircraft that isnt currently airworthy but safe for specific flight
b. When it is required
i. FAR 21.197
ii. Not airworthy but safe
iii. To receive repairs
c. How to obtain
i. Written request to FSDO
1. Flight purpose
2. Proposed route
3. Crew required
4. Why aircraft isnt airworthy
5. Any restriction
6. Any other info
ii. Permit must be aboard the aircraft during the flight
1. Only required crew
2. That flight only
Airworthiness Directives:
a. Ads are regulatory and must be complied with
b. Issued by the FAA require correction of unsafe conditions
c. Emergency in Nature immediate compliance
d. Less Urgent Nature long period of Time
e. www.airweb.faa.gov/rgl
Compliance Records
a. FAR 91.417 maintenance records
b. Shows current status of applicable Ads
c. Records of Ads must be kept which include
i. Method of compliance
ii. AD # and revision date, if recurring
iii. Time and date when due again
iv. Signature; kind of certificate
v. Certificate # of the repair station or mechanic who performed the work
Maintenance / Inspection Requirements:
a. Annual Inspection
i. Reciprocating engine powered or single engine turbojet/turbo propeller powered small aircraft
(12500lbs and under) for business or pleasure and not flown for compensation or hire
b. 100 hour
i. All aircraft under 12500lbs (except turbojet/turboprop powered multi aircraft and turbine
powered rotorcraft), used to carry PAX for hire
1. Pitot/static System 24 months
a. Only if altimeter was removed
2. Transponder 24 months
3. Altimeter 24 months
4. VOR 30 days
5. ELT 12 months
a. Battery must be replaced after 1 hour of cumulative use or half its life
c. Preventive maintenance
i. Should be done every 25 hours
1. Change oil, lubricate, replace bulbs, change strainers, updating databases, etc
8. Appropriate Records:
a. Engine and Airframe Logbooks make sure the appropriate checks have been done.
b. Owner or Operator is responsible
c. Required documents to be kept on board
i. Airworthiness certificate
ii. Registration
iii. Radio station license
iv. Operating limitations
v. Weight and balance for that airplane
Area of Operation IV:

Preflight Lesson on a Maneuver to be Performed in Flight
Task A: Maneuver Lesson
Objective: To determine that the applicant exhibits instructional knowledge of the selected maneuver by:
1. Stating the purpose
2. Giving an accurate, comprehensive oral description, including the elements and common errors
3. Using instructional aids, as appropriate
4. Describing the recognition, analysis, and correction of common errors
Area of Operation V: Preflight Procedures

Task A: Preflight Inspection
Objective: To determine that the applicant:
1. Exhibits instructional knowledge of the elements of a preflight inspection, as applicable to the airplane used for the
practical test, by describing
a. Reasons for the preflight inspection, items that should be inspected, and how defects are detected
b. Importance of using the appropriate checklist
c. How to determine fuel and oil quantity and contamination
d. Detection of fuel, oil, and hydraulic leaks
e. Inspection of the oxygen system, including supply and proper operation (if applicable)
f. Inspection of flight controls
g. Detection of visible structural damage
h. Removal of tie downs, control locks, and wheel chocks
i. Removal of ice and frost
j. Importance of proper loading and securing of baggage, cargo, and equipment
k. Use of sound judgment in determining whether the airplane is airworthy and in condition for safe flight
2. Exhibits instructional knowledge of common errors related to a preflight inspection by describing
a. Failure to use or the improper use of a checklist
b. Hazards which may result from allowing distractions to interrupt a visual inspection
c. Inability to recognize discrepancies to determine airworthiness
d. Failure to ensure servicing with the proper fuel and oil
e. Failure to ensure proper loading and securing of baggage, cargo, and equipment
3. Demonstrates and simultaneously explains a preflight inspection from an instructional standpoint
Task B: Single Pilot Resource Management
1. Exhibits instructional knowledge of the elements of single pilot resource management by describing
a. Proper arranging and securing of essential materials and equipment in the cockpit
b. Proper use and/or adjustment of cockpit items such as safety belts, shoulder harnesses, rudder pedals, and
seats
c. Occupant briefing on emergency procedures and use of safety belts
d. Proper utilization of all resources required to operate a flight safely, dispatchers, weather briefers,
maintenance personnel, and air traffic control
2. Exhibits instructional knowledge of common errors related to single pilot crew resource management by describing
a. Failure to place and secure essential materials and equipment for easy access during flight
b. Failure to properly adjust cockpit items, such as safety belts, shoulder harnesses, rudder pedals, and seats
c. Failure to provide proper adjustment of equipment and controls
d. Failure to provide occupant briefing on emergency procedures and use of safety belts
e. Failure to utilize all resources required to operate a flight safely
3. Demonstrates and simultaneously explains single pilot crew resource management from an instructional standpoint
Task C: Engine Starting
1. Exhibits instructional knowledge of the elements of engine starting, as appropriate to the airplane used for the
practical test, by describing
a. Safety precautions related to starting
b. Use of external power
c. Effect of atmospheric conditions on starting
d. Importance of following the appropriate checklist
e. Adjustment of the engine controls during start
f. Prevention of airplane movement during and after start
g. Safety procedures for hand propping the airplane
h. Carburetor fire hazard
2. Exhibits instructional knowledge of common errors engine starting by describing
a. Failure to properly use the appropriate checklist
3.
b. Failure to use safety precautions related to starting

c. Improper adjustment of engine controls during start
d. Failure to ensure proper clearance of the propeller
Demonstrates and simultaneously explains engine starting from an instructional standpoint
Task D: Taxiing
1. Exhibits instructional knowledge of the elements of taxiing by describing
a. Proper brake check and correct use of brakes
b. Compliance with airport/taxiway surface marking, signals, and ATC clearances or instructions
c. How to control direction and speed
d. Flight control positioning for various wind conditions
e. Procedures used to avoid other aircraft and hazards
f. Avoiding runway incursions
2. Exhibits instructional knowledge of common errors related to taxiing by describing
a. Improper use of brakes
b. Improper positioning of the flight controls for various wind conditions
c. Hazards of taxiing too fast
d. Failure to comply with airport/taxiway surface marking, signals, and ATC clearances or instructions
3. Demonstrates and simultaneously explains taxiing from an instructional standpoint
4. Analyzes and corrects simulated common errors related to taxiing
Task E: Taxiing Seaplane

(Not covered)
Task F: Sailing
(Not covered)
Task G: Before Takeoff Check
1. Exhibits instructional knowledge of the elements of before takeoff check by describing
a. Positioning the airplane with consideration for other aircraft, surface conditions, and wind
b. Division of attention inside and outside the cockpit
c. Importance of following the checklist and responding to each checklist item
d. Reasons for ensuring suitable engine temperatures and pressures for run up and takeoff
e. Method used to determine the airplane is in a safe operating condition
f. Importance of reviewing takeoff performance airspeeds, expected takeoff distances, and emergency
procedures
g. Methods used for ensuring that the takeoff area or path is free of hazards
h. Method of avoiding runway incursions and ensuring no conflict with traffic prior to taxiing into takeoff position
2. Exhibits instructional knowledge of common errors related to before takeoff check by describing
a. Failure to properly use the appropriate checklist
b. Improper positioning of the airplane
c. Improper acceptance of marginal engine performance
d. An improper check of flight controls
e. Hazards of failure to review takeoff and emergency procedures
f. Failure to avoid runway incursions and to ensure no conflict with traffic prior to taxiing into takeoff position
3. Demonstrates and simultaneously explains a before takeoff check from an instructional standpoint
4. Analyzes and corrects simulated common errors related to a before takeoff check
Area of Operations VII: Takeoffs, Landings, and Go Arounds

Task A: Normal and Crosswind Takeoff and Climb
1. Exhibits instructional knowledge of the elements of a normal and crosswind takeoff and climb by
describing
a. Procedures before taxiing onto the runway or takeoff area to ensure runway incursion
avoidance
b. Normal and crosswind takeoff and lift off procedures
c. Proper climb attitude, power setting, and airspeed (VY)
d. Proper use of checklist
2. Exhibits instructional knowledge of common errors related to a normal and crosswind takeoff and climb
by describing
a. Improper runway incursion avoidance procedures
b. Improper use of controls during a normal or crosswind takeoff
c. Inappropriate lift off procedures
d. Improper climb attitude, power setting, and airspeed (VY)
e. Improper use of checklist
3. Demonstrates and simultaneously explains a normal or a crosswind takeoff and climb from an
instructional standpoint
4. Analyzes and corrects simulated common errors related to a normal or a crosswind takeoff and climb
Task B: Short Field Takeoff and Maximum Performance Climb
1. Exhibits instructional knowledge of the elements of a short field takeoff and climb by describing
avoidance
b. Short field takeoff and lift off procedures
c. Initial climb attitude and airspeed (VX) until obstacle is cleared (50 feet AGL)
2. Exhibits instructional knowledge of common errors related to a short field takeoff and climb by
describing
b. Improper use of controls during a short field takeoff
d. Improper initial climb attitude, power setting, and airspeed (VY) to clear obstacle
3. Demonstrates and simultaneously explains a short field takeoff and climb from an instructional
standpoint
4. Analyzes and corrects simulated common errors related to a short field takeoff and climb
Task C: Soft Field Takeoff and Climb
1. Exhibits instructional knowledge of the elements of a soft field takeoff and climb by describing
avoidance
b. Soft field takeoff and lift off procedures
c. Initial climb attitude and airspeed, depending on if an obstacle is present
2. Exhibits instructional knowledge of common errors related to a soft field takeoff and climb by describing
b. Improper use of controls during a soft field takeoff

d. Improper climb attitude, power setting, and airspeed (VY) or (VX)
3. Demonstrates and simultaneously explains a soft field takeoff and climb from an instructional
standpoint
4. Analyzes and corrects simulated common errors related to a soft field takeoff and climb
Task D: Glassy Water takeoff and Climb
(Not covered)
Task E: Rough Water Takeoff and Climb
(Not covered)
Task F: Normal and Crosswind Approach and landing
1. Exhibits instructional knowledge of the elements of a normal and crosswind approach and landing by
describing
a. How to determine landing performance and limitations
b. Configuration, power, and trim
c. Obstructions and other hazards, which should be considered
d. A stabilized approach at the recommended airspeed to the selected touchdown area
e. Course of action if selected touchdown area is going to be missed
f. Coordination of flight controls
g. A precise ground track
h. Wind shear and wake turbulence avoidance procedures
i. Most suitable crosswind procedure
j. Timing, judgment, and control procedure during roundout and touchdown
k. Directional control after touchdown
l. Use of brakes
m. Proper use of checklist
2. Exhibits instructional knowledge of common errors related to a normal and crosswind approach and
landing by describing
a. Improper use of landing performance data and limitations
b. Failure to establish approach and landing configuration at appropriate time or in proper
sequence
c. Failure to establish and maintain a stabilized approach
d. Inappropriate removal of hand from throttle
e. Improper procedure during roundout and touchdown
f. Poor directional control after touchdown
g. Improper use of brakes
3. Demonstrates and simultaneously explains a normal or a crosswind approach and landing from an
4. Analyzes and corrects simulated common errors related to a normal or a crosswind approach and
landing
Task G: Slip to Landing
1. Exhibits instructional knowledge of the elements of a slip (forward and side) to a landing by describing
a. Configuration, power, and trim
b. Obstruction and other hazards, which should be considered
c. A stabilized slip at the appropriate airspeed to the selected touchdown area
d. Possible airspeed indication errors
e. Proper application of flight controls
f. A precise ground track

g. Wind shear and wake turbulence avoidance procedures
h. Timing, judgment, and control procedure during transition from slip to touchdown
i. Directional control after touchdown
j. Use of brakes
k. Use of checklist
2. Exhibits instructional knowledge of common errors related to a slip (forward and side) to a landing by
describing
sequence
c. Failure to maintain a stabilized slip
d. Inappropriate removal of hand from throttle
e. Improper procedure during transition from the slip to the touchdown
f. Poor directional control after touchdown
g. Improper use of brakes
3. Demonstrates and simultaneously explains a forward or sideslip to a landing from an instructional
standpoint
4. Analyzes and corrects simulated common errors related to a forward or sideslip to a landing
Task H: Go Around/Rejected Landing
1. Exhibits instructional knowledge of the elements of a go around/rejected landing by describing
a. Situations where a go around/rejected landing is necessary
b. Importance of making a prompt decision
c. Importance of applying takeoff power immediately after the go around/rejected landing
decision is made
d. Importance of establishing proper pitch attitude
e. Wing flaps retraction
f. Use of trim
g. Landing gear retraction
h. Proper climb speed
i. Proper track and obstruction clearance
j. Use of checklist
2. Exhibits instructional knowledge of common errors related to a go around/rejected landing by
describing
a. Failure to recognize a situation where a go around/rejected landing is necessary
b. Hazards of delaying a decision to perform a go around/rejected landing
c. Improper power application
d. Failure to control pitch attitude
e. Failure to compensate for torque effect
f. Improper trim procedure
g. Failure to maintain recommended airspeeds
h. Improper wing flaps or landing gear retraction procedure
i. Failure to maintain proper track during climb out
j. Failure to remain well clear of obstructions and other traffic
3. Demonstrates and simultaneously explains a go around/rejected landing from an instructional
standpoint
4. Analyzes and corrects simulated common errors related to a go around/rejected landing
Task I: Short Field Approach and Landing
1. Exhibits instructional knowledge of the elements of a short field approach and landing by describing

b. Configuration and trim
c. Proper use of pitch and power to maintain desired approach angle
d. Obstructions and other hazards, which should be considered
e. Effect of wind
f. Selection of touchdown and go around points
g. A stabilized approach at the recommended airspeed to the selected touchdown point
h. Coordination of flight controls
i. A precise ground track
j. Timing, judgment, and control procedure during roundout and touchdown
k. Directional control after touchdown
l. Use of brakes
2. Exhibits instructional knowledge of common errors related to a short field approach and landing by
describing
sequence
d. Improper procedure in use of power, wing flaps, and trim
e. Inappropriate removal of hand from throttle
f. Improper procedure during roundout and touchdown
g. Poor directional control after touchdown
h. Improper use of brakes
3. Demonstrates and simultaneously explains a short field approach and landing from an instructional
standpoint
4. Analyzes and corrects simulated common errors related to a short field approach and landing
Task J: Soft Field Approach and Landing
1. Exhibits instructional knowledge of the elements of a soft field approach and landing by describing
b. Configuration and trim
c. Obstructions and other hazards, which should be considered
d. Effect of wind and landing surface
e. Selection of touchdown area
f. A stabilized approach at the recommended airspeed to the selected touchdown area
g. Coordination of flight controls
h. A precise ground track
i. Timing, judgment, and control procedure during roundout and touchdown
j. Touchdown in a nose high pitch attitude at minimum safe airspeed
k. Proper use of power
l. Directional control after touchdown
2. Exhibits instructional knowledge of common errors related to a soft field approach and landing by
describing
sequence
d. Failure to consider the effect of wind on landing surface
e. Improper procedure in use of power, wing flaps, and trim
f. Inappropriate removal of hand from throttle
g. Improper procedure during roundout and touchdown

h. Failure to hold back elevator pressure after touchdown
i. Closing throttle too soon after touchdown
j. Poor directional control after touchdown
k. Improper use of brakes
3. Demonstrates and simultaneously explains a soft field approach and landing from an instructional
standpoint
4. Analyzes and corrects simulated common errors related to a soft field approach and landing
Task K: 180o Power Off Accuracy Approach and landing
1. Exhibits instructional knowledge of the elements of a 180o power off accuracy approach and landing by
describing
a. Configuration and trim
b. Effect of wind and selection of a touchdown area
c. The key points in the pattern
d. A stabilized approach at the recommended airspeed to the selected touchdown area
e. Coordination of flight controls
f. Timing, judgment, and control procedure during roundout and touchdown
g. Directional control after touchdown
h. Proper use of checklist
2. Exhibits instructional knowledge of common errors related to a 180o power off accuracy approach and
landing by describing
a. Failure to establish approach and landing configuration at appropriate time or in proper
sequence
b. Failure to identify the key points in the pattern
d. Failure to consider wind on the landing surface
e. Improper procedure in use of power, wing flaps, and trim
f. Improper procedure during roundout and touchdown
g. Poor directional control after touchdown
h. Improper use of brakes
3. Demonstrates and simultaneously explains a 180o power off accuracy approach and landing from an
4. Analyzes and corrects simulated common errors related to a 180o power off accuracy approach and
landing
Normal Takeoff and Climb

Lesson Plan
Objectives:
To allow the airplane to accelerate to normal climbing speed, with a headwind and the path is
obstruction free.
Procedure:
1. The takeoff roll:

Align the airplane with the runway centerline;
Apply throttle smoothly and continuously to maximum allowable power;
Maintain directional control with rudder; slight rudder pressure will be required to compensate
for torque;
Glance at the engine instruments for any sign of malfunction
2. The liftoff:
As soon as all flight controls become effective during the takeoff roll, back pressure should be
applied gradually to lift the nose wheel off of the runway;
Adjust and maintain liftoff attitude for VX or VY;
Keep the wings level and establish an initial heading
3. The initial climb after becoming airborne:
Establish pitch attitude for VX or VY as necessary;
Retrim aircraft for appropriate speed;
Maintain takeoff power until 500 AGL above surrounding terrain;
Adjust heading to maintain track of extended runway centerline
Schedule:
Preflight discussion and preparation

Transition to and from airspace
Instructor demonstrations
Student practice
Post flight critique
Equipment:
Clean paper and pencil to diagram the maneuver during preflight, and lesson plan
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
Preflight discussions explain to the student proper drift control techniques, expectations and
objectives, and emergency considerations
Discuss objectives, take notes, and ask for any needed clarification
a) Shows knowledge of the elements related to normal and crosswind takeoff, climb operations, and
rejected takeoff procedures
b) Position the flight controls for the existing wind conditions
c) Clears area, taxies onto the takeoff surface and aligns the airplane on the runway center/takeoff path
d) Advances the throttle smoothly to takeoff power
e) Lifts off at the recommended airspeed, and accelerates to VY
f) Establishes a pitch attitude that will maintain VY 5 knots (private: +10/ 5) to maintain a safe
maneuvering altitude
g) Retracts the landing gear if appropriate, and flaps after positive rate of climb is established
h) Maintains takeoff power and VY to a safe maneuvering altitude
i) Maintains directional control, proper wind drift correction throughout the takeoff and climb
j) Complies with noise abatement procedures

k) Completes appropriate checklists
Common
Errors:
a) Improper runway incursion avoidance procedures

Does not check for traffic before crossing runway hold line and before entering a taxiway
Does not read back runway crossing and hold short instructions
Unfamiliar with airport signage
b) Improper initial positioning of flight controls and wing flaps. No aileron deflection for crosswind; flaps
not set as recommended
c) Improper power application not applying full power of applying power too quickly or too slowly
d) Inappropriate removal of hand from throttle. Hand should always remain on throttle during
maneuvers such as takeoff, landing, slow flight, etc.
e) Poor directional control
Not correcting for torque effect
Overcorrecting or under correcting with rudder
f) Improper use of ailerons
In a crosswind, as speed increases aileron deflection should be reduced
Allowing the upwind wing to rise causing airplane to skip sideways
g) Improper pitch attitude during liftoff
Forcing the airplane off the runway; too much pitch attitude too soon
Airplane lifts off at too slow an airspeed causing it to stall back on the runway
Allowing the takeoff roll to continue causing the airplane to remain on the runway too long
h) Failure to establish and maintain proper climb configuration and airspeed
Not establishing the pitch attitude for the best rate of climb
Not retracting flaps/gear as appropriate
i) During Climb
Allowing the airplane to drift away from the runway extended centerline
Not clearing area directly in front of aircraft during climb
j) Improper use of checklist
Does not use checklist consistently
Fails to complete checklist at appropriate time
Crosswind Takeoff and Climb

Lesson Plan
Objectives:
To allow the airplane to accelerate to normal climbing speed, with a crosswind and the path is obstruction
free.
Procedure:
1. Crosswind takeoff roll:

Taxi into takeoff position and check strength and direction of wind
Start takeoff roll with full aileron control into the wind
As the forward speed of the airplane increases and the crosswind becomes more and more of a
relative headwind, the mechanical holding of full aileron into the wind should be reduced
2. Crosswind liftoff:
If a significant crosswind exists, the main wheels should be held on the ground slightly longer than in
a normal takeoff so that a smooth but very definite liftoff can be made
As both main wheels leave the runway, adequate drift correction must be maintained by the pilot or
the airplane will slowly be carried sideways with the wind
3. The initial crosswind climb:
If proper correction is being applied, as soon as the airplane becomes airborne it will be slipping into
the wind sufficiently to counteract the drifting effect of wind
This slipping should be continued until the airplane has climbed well above the ground. At that time
the airplane should be headed toward the wind to establish just enough crab to counteract the
wind and the wings rolled level
The climb while in this crab should be continued so as to follow a ground track aligned with the
runway direction
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
Preflight discussions explain to the student proper drift control techniques, expectations and objectives,
and emergency considerations
a) Shows knowledge of the elements related to normal and crosswind takeoff, climb operations, and rejected
takeoff procedures
b) Position the flight controls for the existing wind conditions
d) Advances the throttle smoothly to takeoff power
e) Lifts off at the recommended airspeed, and accelerates to VY
f) Establishes a pitch attitude that will maintain VY 5 knots (private: +10/ 5)
g) Retracts the landing gear if appropriate, and flaps after positive rate of climb is established
h) Maintains takeoff power and VY to a safe maneuvering altitude
i) Maintains directional control, proper wind drift correction throughout the takeoff and climb
j) Complies with noise abatement procedures
Common
Errors:

b) Improper initial positioning of flight controls and wing flaps
If a crosswind exists, full aileron into wind should be applied initially
Flaps should be set as recommended by manufacturer
c) Improper power application
not applying full power
applying power too quickly or too slowly
d) Inappropriate removal of hand from throttle. Hand should always remain on throttle during maneuvers
such as takeoff, landing, slow flight, etc.
e) Poor directional control
f) Improper use of ailerons
In a crosswind, as speed increases aileron deflection should be reduced
Allowing the upwind wing to rise causing airplane to skip sideways
g) Improper pitch attitude during liftoff
Forcing the airplane off the runway; too much pitch attitude too soon
Airplane lifts off at too slow an airspeed causing it to stall back on the runway
h) Failure to establish and maintain proper climb configuration and airspeed
Not establishing the pitch attitude for the best rate of climb
Not retracting flaps/gear as appropriate
i) During Climb
j) Improper use of checklist
Short Field Takeoff and Climb

Lesson Plan
Objectives:
To operate the airplane at the limit of its takeoff performance.
Procedure:
1. Set flaps as recommended by manufacturer

2. Taxi onto the runway using all available runway length
3. Momentarily apply brakes while applying maximum allowable power
4. Adjust pitch attitude/angle of attack for minimum drag and maximum acceleration
5. Accelerate to recommended liftoff airspeed
6. On liftoff, adjust pitch attitude for VX until obstacles cleared or if no obstacles an altitude at least 50
AGL is obtained
7. Retract flaps and gear (if retractable) when well clear of obstacles and best rate of climb has been
established
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Shows knowledge of the elements related to short field takeoff and maximum performance climb
b) Position the flight controls for the existing wind conditions, set flaps as recommended
d) Applies brakes (if appropriate) while advancing the throttle smoothly to takeoff power
e) Lifts off at the recommended airspeed, and accelerates to recommended obstacle clearance airspeed
VX
f) Establishes a pitch attitude that will maintain the recommended obstacle clearance airspeed, or VX 5
knots (private: +10/ 5) until the airplane is 50 feet above the surface
g) After clearing the obstacle, establishes the pitch attitude for VY accelerates to VY, and maintains VY, 5
knots, during the climb
h) Retracts the landing gear, if appropriate and flaps after clear of any obstacles or as recommended by
manufacturer
i) Maintains takeoff power and VY 5 knots to a safe maneuvering altitude
j) Maintains directional control and proper wind drift correction throughout the takeoff and climb

b) Failure to position the airplane for maximum utilization of available takeoff area
c) Improper initial positioning of flight controls and wing flaps
No aileron deflection for crosswind
flaps not set as recommended
d) Improper power application
e) Inappropriate removal of hand from throttle. Hand should always remain on throttle during
maneuvers such as takeoff, landing, slow flight, etc.
f) Poor directional control
g) Improper use of brakes
Failure to hold brakes until full power is developed and engine instruments are checked
Failure to remove feet from brakes during takeoff roll
h) Improper pitch attitude during liftoff
Too much pitch too soon
Forcing the airplane off the runway; airplane lifts off at too slow an airspeed causing it to stall
back on the runway
i) Failure to establish and maintain proper climb configuration and airspeed
Retracting flaps/landing gear before clear of obstacle
Not maintaining best angle of climb prior to flaps/gear retraction
j) Drift during Climb
k) Improper use of checklist
Soft Field Takeoff and Climb

Lesson Plan
Objectives:
To operate the airplane off an unimproved surface such as grass, soft sand, mud, snow, or rough terrain, etc.
Procedure:
1. Wing Flaps should be lowered prior to starting the takeoff roll

2. Taxi the airplane at as fast a speed as possible, consistent with safety and surface conditions. Avoid
making sharp turns, using brakes, and any other action which might bog the airplane down
3. The airplane should be kept in continuous motion with sufficient power while lining up for takeoff roll
4. As the airplane is aligned, apply power smoothly to maximum allowable power
5. As the airplane accelerates, enough elevator back pressure should be applied to reduce the weight
supported by the nose wheel
6. Maintaining a nose high attitude throughout the takeoff run sufficient to relieve the main gear of
progressively more and more weight. This will minimize drag caused by surface irregularities or adhesion
7. As the airplane becomes airborne, lower pitch attitude slightly to gain additional airspeed while in ground
effect
8. Accelerate to VX with obstacle or VY without obstacle before leaving ground effect
9. Continue climb at VX or VY as appropriate
10. Retract the wing flaps and/or landing gear when clear of obstacles
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Exhibits knowledge of the elements related to soft field takeoff and climb
b) Position the flight controls for the existing conditions, and to maximize lift as quickly as possible
while advancing the throttle smoothly to takeoff power
d) Establishes and maintains a pitch attitude that will transfer the weight of the airplane from the wheels to
the wings as rapidly as possible
e) Lifts off at lowest possible airspeed and remains in ground effect while accelerating to VX or VY, as
appropriate
f) Establishes a pitch attitude for VX or VY as appropriate, and maintains selected airspeed 5 knots (private:
+10/ 5) during climb
g) Retracts landing gear, if appropriate and flaps after clear of any obstacles or as recommended by the
manufacturer
h) Maintains takeoff power and VX or VY 5 knots to a safe maneuvering altitude
i) Maintains directional control and proper wind drift correction throughout the takeoff and climb
j) Completes appropriate checklists
b) Improper initial positioning of flight controls and wing flaps
No aileron deflection for crosswind
flaps not set as recommended
c) Hazards of allowing the airplane to stop on the takeoff surface prior to initiating takeoff aircraft may not
have enough power to begin takeoff roll again
d) Improper power application
e) Inappropriate removal of hand from throttle. Hand should always remain on throttle during maneuvers
such as takeoff, landing, slow flight, etc.
f) Poor directional control
g) Improper use of brakes
Failure to hold brakes until full power is developed and engine instruments are checked
Failure to remove feet from brakes during takeoff roll
h) Improper pitch attitude during liftoff
Too much pitch too soon
Forcing the airplane off the runway; airplane lifts off at too slow an airspeed causing it to stall back
on the runway
i) Failure to establish and maintain proper climb configuration and airspeed
Retracting flaps/landing gear before clear of obstacle
Not maintaining best angle of climb prior to flaps/gear retraction
Not remaining in ground effect while accelerating to VX or VY as appropriate
j) Drift during Climb
k) Improper use of checklist
Normal or Crosswind Approach and Landing

Lesson Plan
Objectives:
To establish an angle of descent and airspeed that will permit the airplane to reach the desired
touchdown point at an airspeed which will result in a minimum floating just before touchdown.
Procedure:
1. Establish a normal traffic pattern, corrected for wind drift as necessary

2. At midfield, on downwind, complete the pre landing checklist (GUMPS)
3. Abeam the touchdown point on downwind, reduce power
4. Maintain the altitude and level pitch attitude to momentarily reduce airspeed
5. Lower Flaps to 10 and Retrim the airplane
6. Establish initial approach speed (1.4 x VSO) Retrim the airplane, if necessary
7. At an approximate 45 point from the landing threshold, turn base
8. Extend second notch of flaps
9. Lead turn to final to roll out on runway extended centerline
10. Once the field is assured, extend final flaps
11. Simultaneously adjust power and pitch to control descent. Power for altitude, pitch for airspeed.
12. As the airplane approaches the runway and landing is assured, slowly close throttle and start landing
flare about 5 feet above the runway
13. Continue to apply back pressure as the airplane decelerates (controls will become less effective as
the airplane slows)
14. Land on main wheels first
Crosswind
Approach &
Landing:
1. Use same procedures used for a normal approach

2. On final, lower the upwind wing as necessary to control lateral drift over the extended runway
centerline
3. Use opposite rudder to align the longitudinal axis of the airplane with extended runway centerline
4. Maintain and adjust the control deflections as necessary to track the extended centerline
5. As airspeed slow during the roundout and flare, control deflections must be increased as necessary to
obtain the desired necessary effect
6. After touchdown, slowly increase aileron deflection into the crosswind to assist in directional control
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(7 minutes)
(13 minutes)
(40 minutes)
(15 minutes)
a) Shows knowledge of the elements related to normal and crosswind approach and landing
b) Considers the wind conditions, landing surface, obstructions, and selects a suitable touchdown point
c) Establishes the recommended approach and landing configuration and airspeed and adjusts pitch and
power as required
d) Maintains a stabilized Approach and recommended airspeed, or in its absence, not more than 1.3 VSO,
5 knot, with wind gust factor applied (private is allowed +10/ 5 knots)
e) Makes smooth, timely, and correct control application during the roundout and touchdown
f) Touches down smoothly at approximate stalling speed
g) Touches down at or within 200 feet beyond a specified point, with no drift, and with the airplanes
longitudinal axis aligned with and over the runway center/landing path (private is allowed 400 feet)
h) Maintains crosswind correction and directional control throughout the approach and landing
sequence
i) Completes appropriate checklist
Common
Errors:
a) Improper use of landing performance data and limitations. Not calculating landing distances correctly
b) Failure to establish the approach and landing configuration at the appropriate time or in the proper
sequence. Not following established procedure
c) Failure to establish and maintain a stabilized approach:
Not establishing correct airspeeds for downwind, base, and final segments
Not adjusting power and pitch attitude as necessary to control airspeed and rate of descent
Not using flaps as necessary to control speed and rate of descent
Not correcting for wind drift on downwind, base and final
d) Inappropriate removal of hand from throttle. Not keeping hand on throttle for power increases and
reductions
e) Improper techniques during roundout and touchdown:
Rounding out too late resulting in, if not corrected, a hard landing followed by a bounce and a
stall and another hard landing
Rounding out too high resulting in, if not corrected, an eventual loss in airspeed followed by a
high sink rate and a hard landing
Rounding out and ballooning down the runway; usually caused by misjudging the rate of
descent and overcontrolling
Rounding out and floating down the runway; usually caused by excessive airspeed on final
approach
Touchdown followed by a bounce as a result of an excessive rate of descent on final
Touchdown with the aircraft drifting sideways as a result of not applying enough wing low into
the crosswind
Touchdown in a crab as a result of allowing a wing to rise on roundout or in flare
f) Poor Directional control after touchdown
Allowing a wing to rise after touchdown
Allowing touchdown while in a crab
Over controlling with rudder
Ground loop: may be caused by a crosswind or overcontrolling airplane; this problem can be
significant in Tailwheel aircraft
g) Improper use of brakes:
Not using aerodynamic braking
Excessive use of brakes
Skidding the tires
Slip to a Landing
Lesson Plan
Objectives:
To instruct the student in how to dissipate altitude without increasing the airplanes speed.
Procedure:
1. Reduce power to idle

2. The wing on the side toward which the slip is to be made should be lowered by use of ailerons
3. Simultaneously, the airplanes nose must be yawed in the opposite direction by applying opposite
rudder so that the airplanes longitudinal axis is at an angle to its original flight path
4. The degree to which the nose is yawed in the opposite direction from the bank should be such that
the original ground track is maintained
5. The pitch should be adjusted as necessary to maintain the appropriate airspeed
6. Discontinuing the slip is accomplished by leveling the wings and simultaneously releasing rudder
pressure while readjusting pitch attitude to normal glide attitude
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(7 minutes)
(13 minutes)
(40 minutes)
(15 minutes)
a) Shows knowledge of a forward slip to a landing
b) Considers wind conditions, landing surface and obstructions, and selects the most suitable
touchdown point
c) Establishes slipping attitude at the point from which a landing can be made using recommended
approach, landing configuration and airspeed; adjusts pitch attitude and power as required
d) Maintains ground track aligned with runway centerline and airspeed which results in minimum float
during roundout
e) Makes a smooth, timely and correct control application during recovery from the slip, roundout and
touchdown
f) Touches down smoothly at approximate stalling speed, at or within 400 feet beyond a specified point,
with no side drift, and with the airplanes longitudinal axis aligned with and over runway centerline
g) Maintains crosswind correction and directional control throughout approach and landing
h) Completes appropriate checklist
a)Improper use of landing performance data and limitations:

Not calculating landing distances correctly
Performing a slip with flaps in an airplane in which operation is prohibited
b) Failure to establish approach and landing configuration at the appropriate time or in the proper
sequence. Not following established procedure.
c) Failure to maintain a stabilized slip:
Not reducing power

Not applying sufficient aileron and rudder to establish forward slip
Not maintaining equal amounts of aileron and rudder input
Not maintaining a safe airspeed while in slip
d) inappropriate removal of hand from throttle. Not keeping hand on throttle for power increases and
reductions
e) Improper technique during transition from the slip to the touchdown:
The longitudinal axis of the airplane is not aligned with the runway centerline as a result of not
allowing sufficient time between recovery from a slip and touchdown
Underestimating rate of sink during slip and landing hard
f) Poor directional control after touchdown:
Overcontrolling with rudder
Ground Loop: may be caused by a crosswind or overcontrolling airplane; this problem can be
Skidding the tires
Go Around/Rejected Landing
Lesson Plan
Objectives:
For the pilot to learn when to go around from a rejected landing, and to recognize the need for a go
around early.
Procedure:
1. Make the decision to go around as early as possible

2. Simultaneously increase pitch attitude to stop the descent and apply takeoff power
3. If the aircraft has been trimmed for the approach, expect to hold considerable forward elevator
pressure to maintain a safe climb attitude
4. After the descent has been stopped, the landing flaps may be partially retracted or placed in the
takeoff position, as recommended by the manufacturer
5. Roughly retrim the aircraft to relieve control pressure
6. Establish a best angle (VX) or best rate (VY) of climb as appropriate
7. Retract the landing gear when a positive rate of climb has been established
8. Retrim aircraft
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(7 minutes)
(13 minutes)
(40 minutes)
(15 minutes)
a) Shows knowledge of the elements related to a go around/rejected landing
b) Makes a timely decision to discontinue the approach to landing
c) Applies takeoff power immediately and transitions to climb pitch attitude for VY, and maintains VY 5
knots (private: +10/ 5)
d) Retract flaps as appropriate
e) Retracts landing gear if appropriate after a positive rate of climb is established
f) Maneuvers to the side of runway/landing area to clear and avoid conflicting traffic
g) Maintains takeoff power and VY 5knots to a safe maneuvering altitude
h) Maintains directional control and proper wind drift correction throughout the climb
a) Failure to recognize a situation where a go around/rejected landing is necessary. Not recognizing

unsafe conditions that warrant a go around
b) Hazards of delaying a decision to go around/rejected landing. Not making a decision until the last
minute can make the go around an unsafe procedure
c) Improper power application
Not applying full power
Failure to remove carburetor heat
Failure to adjust propeller to a low pitch/high RPM first

Power application not smooth
d) Failure to control pitch attitude.
On initial power application, not controlling the sharp nose up attitude that will occur
Not establishing the pitch attitude for best angle or best rate of climb
e) Failure to compensate for torque effect: not correcting for torque effect in climb
f) Improper trim procedure: not initially re trimming aircraft to relieve heavy control pressure
g) failure to maintain recommended airspeed; not establishing and maintaining best angle or best rate
of climb as appropriate
h) Improper wing flaps or landing gear retraction procedure:
Not retracting flaps, retracting flaps all at once or too soon, considering altitude
Retracting the landing gear before a positive rate of climb has been established
i)
Failure to maintain proper track during climb out; allowing aircraft to drift due to crosswind or
poor heading control
j) Failure to remain well clear of obstructions and other traffic; in a conflict with departing traffic exists,
not banking away from and establishing a parallel to runway leg, to keep the traffic in sight. Not
listening for and reacting to traffic advisories.
Short Field Approach and Landing

Lesson Plan
Objectives:
To establish an angle of descent and airspeed that will permit the airplane to reach the desired
touchdown point at an airspeed which will result in a minimum floating just before touchdown.
Procedure:
1. Establish a normal traffic pattern, but flown at 10 knots slower on downwind, base, and final
4. Maintain the altitude and level pitch attitude momentarily to dissipate airspeed
7. At an approximate 45 point from the landing threshold (30 point for a short field with obstacle),
turn base
8. Extend second notch of flaps, Retrim the airplane, and apply wind drift correction
10. Extend final flaps on final
11. Simultaneously adjust power and pitch attitude to control rate of descent. Power for altitude, pitch
for airspeed.
12. If landing over a 50 ft. obstacle, when clear, adjust pitch attitude slightly to establish rate of descent.
Dont reduce power until in ground effect.
13. If landing with no obstacle, adjust descent angle to land just inside of the desired touchdown point
14. After landing, identify and retract flaps, and apply maximum braking and full elevator back pressure
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(7 minutes)
(13 minutes)
(40 minutes)
(15 minutes)
a) Shows knowledge of the elements related to a short field approach and landing
c) Establishes the recommended approach and landing configuration and airspeed and adjusts pitch and
power as required
f) Touches down smoothly at minimum control airspeed
g) Touches down at or within 100 feet beyond a specified point, with no drift, minimum float and with
the airplanes longitudinal axis aligned with and over the runway center/landing path(private is allowed
200 feet)
h) Maintains crosswind correction and directional control throughout the approach and landing
sequence
i) Applies brakes as necessary, to stop in the shortest distance consistent with safety. Completes
appropriate checklist
Common
Errors:
Not reducing as necessary to control rate of descent
If short field over an obstacle: when clear of obstacle, reducing power resulting in possible stall;
diving for runway resulting in excessive airspeed and floating
Not correcting for wind drift on downwind, base, and final
d) Improper technique in use of power, wing flaps, and trim:
Not using pitch and power to control airspeed and rate of descent
Not extending flaps as necessary
Not trimming aircraft for appropriate airspeed
e) Inappropriate removal of hand from throttle. Not keeping hand on throttle for power increases and
reductions
f) Improper techniques during roundout and touchdown:
descent and overcontrolling
approach
g) Poor Directional control after touchdown
Ground loop: may be caused by a crosswind or overcontrolling airplane; this problem can be
Skidding the tires
Soft Field Approach and Landing

Lesson Plan
Objectives:
To land on an unimproved surface, keeping the weight supported by the wings as long as possible.
Procedure:
1. Establish a normal traffic pattern

4. Maintain altitude and level pitch attitude momentarily to dissipate airspeed
7. At an approximate 45 point from the landing threshold (30 point for a short field with obstacle),
turn base
8. Extend second notch of flaps, Retrim the airplane, and apply wind drift correction
10. Extend final flaps on final
11. Simultaneously adjust power and pitch attitude to control rate of descent. Power for altitude, pitch
for airspeed.
12. Touchdown at lowest possible airspeed with the airplane in a nose high pitch attitude
13. After the main wheels touch the surface, hold sufficient back elevator pressure to keep the nose
wheel off the ground until it can no longer aerodynamically be held off the surface
14. Gently lower the nose wheel to the surface
15. A slight addition of power during and immediately after the touchdown will aid in easing the nose
wheel down
16. Avoid use of brakes
17. Increase power, as necessary, to keep the airplane moving and from becoming stuck in the surface
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(7 minutes)
(13 minutes)
(40 minutes)
(15 minutes)
a) Shows knowledge of the elements related to a soft field approach and landing
c) Establishes the recommended approach and landing configuration and adjusts pitch attitude and
power as required
f) Maintains crosswind correction and directional control throughout the approach and landing
g) Touches down softly, with no drift, and with the airplanes longitudinal axis aligned with the landing
surface
h) Maintains proper position of flight controls and sufficient speed to taxi on soft surface
Common
Errors:
Not reducing as necessary to control rate of descent
Not correcting for wind drift on downwind, base, and final
d) Failure to consider the effect of wind and landing surface:
Not inspecting area first to determine landing surface
Not considering the effect of a headwind in slowing the airplanes forward speed on touchdown
e) Improper technique in use of power, wing flaps, and trim:
Not using pitch and power to control airspeed and rate of descent
Not extending flaps as necessary
Not trimming aircraft for appropriate airspeed
f) Inappropriate removal of hand from throttle. Not keeping hand on throttle for power increases and
reductions
g) Improper techniques during roundout and touchdown:
descent and over controlling
approach
h) Failure to hold back elevator pressure after touchdown. Not maintaining sufficient back elevator
pressure to keep weight off of the nose wheel and prevent a heavy load on the nose gear causing the
nose wheel to dig in
i) Closing the throttle too soon after touchdown:
Not maintaining some power to increase elevator effectiveness so the weight may be kept off of
the nose wheel as long as possible
Not maintaining some power to keep the aircraft moving and prevent it from becoming stuck
j) Poor Directional control after touchdown
Ground loop: may be caused by a crosswind or over controlling airplane; this problem can be
k) Improper use of brakes:
Skidding the tires
Power Off 180o Accuracy Approach and Landing

Lesson Plan
Objectives:
To instill in the pilot the judgment and procedures necessary for accurately flying the airplane without
power to a safe landing.
Procedure:
1. Establish a normal traffic pattern

3. Abeam the touchdown point on downwind, reduce power to idle
4. Pitch and trim the airplane for best glide
5. Start an initial turn toward the runway
6. Add flaps as necessary
7. Touchdown at your point no more than 200ft from the targeted touchdown point
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(7 minutes)
(13 minutes)
(40 minutes)
(15 minutes)
a) Shows knowledge of the elements related to a power off 180 accuracy approach and landing
c) Positions airplane on downwind leg, parallel to landing runway, and not more than 1,000 feet AGL
d) Abeam the specified touchdown point, closes throttle and establishes appropriate glide speed
e) Completes final airplane configuration
f) Touches down in normal landing attitude, at or within 200 feet beyond the specified touchdown point
g) Completes the appropriate checklist
a) Failure to establish approach and landing configuration at proper time or in proper sequence not
establishing pitch, power and trim at key points; prematurely extending flaps or delaying flap extension
b) Failure to identify the key points in the pattern not recognizing key point on downwind, or 45key
point on base leg
c) Failure to establish and maintain a stabilized approach airspeed too fast or too slow on final; not
determining and establishing the necessary descent rate resulting in being too high or too low on final
d) Failure to consider the effect of wind and landing surface delaying turn to base resulting in
excessively low final; turning base too early resulting in an excessively high final; no consideration of
effect of runway surface (rough or soft)
e) Improper use of power, wing flaps, or trim not reducing power; retracting or extending flaps to
reach desired spot; neglecting use of trim after power reduction and configuration changes
f) Improper procedure during roundout and touchdown starting roundout too late in an effort to land
on desired spot; pulling the elevator control back too early in an effort to stretch a glide to reach the
desired spot
g) Failure to hold back elevator pressure after touchdown not using aerodynamic braking to shorten
the landing roll
h) Poor directional control after touchdown careless use of rudder excessive use of brakes control
direction; no use of aileron
i) Improper use of brakes excessive use of braking to stop at desired point
Area of Operations VIII

Task A: Straight and Level Flight
Objective. To determine that the applicant:
1. Exhibits instructional knowledge of the elements of straight and level flight by describing
a. Effect and use of flight controls
b. The integrated flight instruction method
c. Outside and instrument references used for pitch, bank, and power control; the crosscheck and
interpretation of those references; and the control procedure used.
d. Trim procedure
e. Methods that can be used to overcome tenseness and over controlling
2. Exhibits instructional knowledge of common errors related to straight and level flight by describing
a. Failure to crosscheck and correctly interpret outside and instrument references
b. Application of control movements rather than pressures
c. Uncoordinated use of flight controls
d. Faulty trim procedure
3. Demonstrates and simultaneously explains straight and level flight from an instructional standpoint
4. Analyzes and corrects simulated common errors related to straight and level flight
Task B: Level Turns
1. Exhibits instructional knowledge of the elements of level turns by describing
d. Trim procedure
2. Exhibits instructional knowledge of common errors related to level turns by describing
d. Faulty altitude and bank control
3. Demonstrates and simultaneously explains level turns from an instructional standpoint
4. Analyzes and corrects simulated common errors related to level turns
Task C: Straight Climbs and Climbing Turns
1. Exhibits instructional knowledge of the elements of straight climbs and climbing turns by describing
d. Trim procedure
2. Exhibits instructional knowledge of common errors related to straight climbs and climbing turns by describing
3. Demonstrates and simultaneously explains straight climbs and climbing turns from an instructional standpoint
4. Analyzes and corrects simulated common errors related to straight climbs and climbing turns
Task D: Straight Descents and Descending Turns
1. Exhibits instructional knowledge of the elements of straight descents and descending turns by describing
d. Trim procedure
2. Exhibits instructional knowledge of common errors related to descents climbs and descendng turns by
describing
e. Failure to clear engine and use carburetor heat, as appropriate
3. Demonstrates and simultaneously explains straight descent and descending turns from an instructional
standpoint
4. Analyzes and corrects simulated common errors related to descent climbs and descending turns
Straight and Level Flight

Lesson Plan
Objectives:
To learn the proper use of controls for maneuvering the airplane, to attain the proper attitude in
relation to the horizon by use of inside and outside references, and to emphasize the importance of
dividing attention and constantly checking all reference points.
Procedure:
1. Select some portion of the nose as a reference point, and keep that point fixed on the horizon
2. Cross check this position against the flight instruments
3. Select two or more outside visual reference points directly ahead of the airplane, to form points in an
imaginary line, to help the pilot track along that line
4. Reference instruments to make sure youre maintaining constant direction
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Failure to cross check and correctly interpret outside and instrument references. Fixating on
instruments inside instead of using a combination of inside and outside references
b) Application of control movements rather than pressures use of jerky control movements instead of
smooth control pressures
c) Uncoordinated use of flight controls not applying right rudder to compensate for torque effect in
straight and level flight
d) Faulty trim technique
Failure to trim the aircraft
Excessive use of trim
Using trim as a primary flight control
Trimming the aircraft before establishing pitch attitude and power setting
Level Turns
Lesson Plan
Objectives:
To change or return to a desired heading, involves coordination of all three flight controls aileron,
rudder, and elevator.
Procedure:
1. Roll into a banked attitude by coordinating use of ailerons and rudder in the direction of turn
2. When the desired angle of bank is obtained, neutralize the ailerons and rudder to maintain bank
3. Back pressure must be applied in the turn to compensate for the loss of vertical lift and to maintain
altitude
4. Roll out of the turn by applying coordinated aileron and rudder pressure in the opposite direction of
the turn until level attitude is reached. As the angle of bank is decreased the elevator should be
released smoothly as necessary to maintain altitude.
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
c) Uncoordinated use of flight controls
Initially too much bank or rudder when establishing the turn
Slipping or skidding during the turn
d) Faulty attitude and bank control
Excessive or insufficient back pressure resulting in a gain or loss of altitude
Bank angle varies due to lack of division of attention between inside and outside references
Straight Climbs and Climbing Turns

Lesson Plan
Objectives:
To learn the proper use of the controls for maneuvering the airplane, to attain the proper attitude in relation
to the horizon by use of inside and outside references, and to emphasize the importance of dividing attention
and constantly checking all reference points.
Procedure:
1. Establish a climb by applying back pressure on the elevator to increase pitch attitude. Simultaneously
establish the desired bank angle if performing a climbing turn.
2. Apply full power and establish pitch attitude for the climbing airspeed (VY)
3. Cross check the airspeed indicator with the position of the airplanes nose in relation to the horizon as well
as the attitude indicator
4. Trim the aircraft for this attitude/airspeed
5. Use right rudder to correct for torque effect
6. Maintain a constant heading by cross checking visual references as well as instrument references.
Maintain wings level while cross checking heading indicator, attitude indicator, turn coordinator. If
performing a climbing turn, maintain visual references as well as instrument references.
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Failure to cross check and correctly interpret outside and instrument references. Fixating on instruments
inside instead of using a combination of inside and outside references
Not compensating for torque effect in climb
d) Faulty attitude and bank control
Straight Descents and Descending Turns

Lesson Plan
Objectives:
To learn the proper use of the controls for maneuvering the airplane, to attain the proper attitude in
relation to the horizon by use of inside and outside references, and to emphasize the importance of
dividing attention and constantly checking all reference points.
Procedure:
1. Maintain a level pitch attitude to reduce airspeed to the recommended glide speed
2. Establish the desired bank angle if performing a descending turn
3. Allow the pitch attitude to decrease as necessary to maintain best glide speed
4. When Airspeed is stabilized, the aircraft should be retrimmed
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
Initially too much bank or rudder when establishing the turn
d) Faulty Trim technique
e) Failure to clear engine and use carburetor heat, as appropriate
Area of Operations IX
Task A: Steep Turns
1. Exhibits instructional knowledge of the elements of steep turns by describing
a. Relationship of bank angle, load factor, and stalling speed
b. Overbanking tendency
c. Torque effect in right and left turns
d. Selection of a suitable altitude
e. Orientation, division of attention, and planning
f. Entry and rollout procedure
g. Coordination of flight and power controls
h. Altitude, bank, and power control during the turn
i. Proper recovery to straight and level flight
2. Exhibits instructional knowledge of common errors related to steep turns by describing
a. Improper pitch, bank, and power coordination during entry and rollout
b. Uncoordinated use of flight controls
c. Improper procedure in correcting altitude deviations
d. Loss of orientation
3. Demonstrates and simultaneously explains steep turns from an instructional standpoint
4. Analyzes and corrects simulated common errors related to steep turns
Task B: Steep Spirals
1. Exhibits instructional knowledge of the elements of steep spirals by describing
a. Selection of entry altitude
b. Entry airspeed and power setting
c. Selection of a proper ground reference point
d. Division of attention and planning
f. Maintenance of constant radius around selected point
g. Maintenance of constant airspeed throughout maneuver
2. Exhibits instructional knowledge of common errors related to steep spiral by describing
a. Improper pitch, bank, and power coordination during entry or completion
c. Improper planning and lack of maintenance of constant airspeed and radius
d. Failure to stay oriented to the number of turns and rollout heading
3. Demonstrates and simultaneously explains a steep spiral from an instructional standpoint
4. Analyzes and corrects simulated common errors related to steep spirals
Task C: Chandelles
1. Exhibits instructional knowledge of the elements of chandelles by describing
b. Entry airspeed and power setting
c. Division of attention and planning
d. Coordination of flight controls
e. Pitch and bank attitudes at various points during the maneuver
f. Proper correction for torque in right and left turns
g. Achievement of maximum performance
h. Completion procedure
2. Exhibits instructional knowledge of common errors related to chandelles by describing

a. Improper pitch, bank, and power during entry or completion
c. Improper planning and timing of pitch and bank attitude changes
d. Factors related to failure in achieving maximum performance
e. A stall during the maneuver
3. Demonstrates and simultaneously explains chandelles from an instructional standpoint
4. Analyzes and corrects simulated common errors related to chandelles
Task D: Lazy Eights
1. Exhibits Instructional knowledge of the elements of lazy eights by describing
b. Selection of suitable reference point
c. Entry airspeed and power setting
d. Entry procedure
e. Orientation, division of attention, and planning
g. Pitch and bank attitudes at key points during the maneuver
h. Importance of consistent airspeed and altitude control at key points during the maneuver
i. Proper correction for torque effect in right and left turns
j. Lop symmetry
2. Exhibits instructional knowledge of common errors related to lazy eights by describing
a. Poor selection of reference points
c. Unsymmetrical loops resulting from poorly planned pitch and bank attitude changes
d. Inconsistent airspeed and altitude at key points
e. Loss of orientation
f. Excessive deviation from reference points
3. Demonstrates and simultaneously explains lazy eights from an instructional standpoint
4. Analyzes and corrects simulated common errors related to lazy eights
Steep Turns
Lesson Plan
Objectives:
To develop smoothness, coordination, orientation, division of attention, and control techniques while
executing a high performance turn
Procedure:
1. Perform clearing turns and make a traffic call (for OU practice area)
2. Establish specific heading (into the wind)and altitude (no lower than 1,500 feet AGL)
3. Roll into a 50 bank to the left while maintaining altitude with necessary back pressure; keep the
plane coordinated with using aileron and rudder and add power to maintain airspeed as
necessary
4. Complete the 360 turn to the left (lead your roll out by half your bank angle, 25)
5. Decrease throttle and back pressure as you roll out to counter the increased performance and
ballooning tendency, as lift increases
6. Roll into a turn to the right at 50 of bank while maintaining altitude with necessary back pressure;
keep the plane coordinated with using aileron and rudder and add power to maintain airspeed
as necessary
7. Complete the 360 turn to the right (lead your roll out by half your bank angle, 25)
8. Decrease throttle and back pressure as you roll out to counter the increased performance and
ballooning tendency, as lift increases
9. Use the horizon and glare shield/cowling to maintain pitch attitude
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Shows knowledge of the elements related to steep turns
b) Establishes the manufacturers recommended airspeed or if one is not stated a safe airspeed not to
exceed VA
c) Rolls into a coordinated 360 steep turn with at least a 50 bank, followed by a 360 steep turn in the
opposite direction
d) divides attention between airplane control and orientation
e) maintains the entry altitude, 100 feet, airspeed 10 knots, bank 5 and rolls out on the entry
heading 10
Common
Errors:
a) Improper pitch, bank, and power coordination during entry and rollout
Increasing pitch attitude before establishing bank angle with resulting gain in altitude
Not releasing back pressure in recovery with resulting gain in altitude
Not enough or too much bank
Not use of power to assist in maintaining altitude
b) Uncoordinated use of flight controls. Slipping or skidding through maneuver; a skid is common in
turns to the right
c) Inappropriate control applications not making the necessary minor adjustments in altitude and bank
throughout maneuver resulting in the need for major adjustments
d) Improper technique in correcting altitude deviations not reducing bank angle first before increasing
back pressure when trying to correct for loss of altitude
e) Loss of Orientation the initial heading from which the maneuver began is forgotten and/or the
reference point can no longer be found
f) Excessive deviation from desired heading during rollout
Not Planning for rollout
Not leading the heading to be rolled out on by half the amount of bank in degrees
Steep Spiral
Lesson Plan
Objectives:
To improve pilot techniques for power off turns, wind drift control, planning, orientation, and division of
attention. It is most practical application is providing a procedure for dissipating altitude while
remaining over a selected spot in preparation for landing, especially for emergency forced landings.
Procedure:
1. Perform clearing turns and make a traffic call (for OU practice area)
2. Select an altitude that will allow you to complete at least three 360 turns
3. Select a suitable point over which you will perform the maneuver
4. Enter the maneuver on the downwind
5. Initial turn should be the steepest gradually shallowing out bank, bank angle is not to exceed 60
6. Adjust turns as necessary to remain over the point
7. On each upwind the engine is allowed on clearing burst (advance the throttle and then retard the
throttle)
8. Exit the maneuver after 3 complete turns have been completed, and return to straight and level flight
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Shows knowledge of the elements related to a steep spiral
b) Selects an altitude sufficient to continue through a series of at least three 360 turns
c) Selects a suitable ground reference point
d) Enters the maneuver on a downwind heading
e) Applies wind drift correction to track a constant radius circle around selected reference point with
bank not to exceed 60 at the steepest point in turn
f) Divides attention between airplane control and ground track, while maintaining coordinated flight
g) maintains the specified airspeed, 10 knots, rolls out toward object or specified heading 10.
a) Improper pitch, bank and power coordination during entry or completion not establishing
appropriate pitch, airspeed, and power setting for glide; exceeding 60 of bank during turns; not clearing
engine during maneuver
b) uncoordinated use of flight controls inadvertently slipping or skidding the airplane during turns
c) Improper Planning and lack of maintenance of constant airspeed and radius not maintaining
constant airspeed as bank is increased and decreased in turns; not recognizing and correcting for wind
drift. Failure to hold airspeed constant will cause the radius of turn and necessary angle of bank to vary
excessively
d) failure to stay oriented to the number of turns and the rollout heading not remaining aware of
number of turns prior to 1,000 feet, or rollout to define object or specified heading
Chandelles
Lesson Plan
Objectives:
To develop the pilots coordination, orientation, planning, feel for maximum performance flight, and
positive control techniques at varying airspeeds and attitudes.
Procedure:
1. Perform clearing turns and make a traffic call (for OU practice are)
2. Establish proper heading and altitude (no lower than 1,500ft. AGL with the wind 90o to your left)
3. Select a 90o reference point
4. Establish a 30o bank turn to the left, apply full power, and smoothly apply back pressure to increase
pitch attitude at a constant rate and attain highest pitch attitude as 90o of the turn has been completed
5. When the turn progresses through 90o from the original heading begin rolling out bank at a constant
rate while maintaining pitch attitude
6. As wings become level at the 180o point the pitch attitude should be held momentarily to maintain
altitude
7. Gradually lower the nose as airspeed builds, and maintain altitude
8. Once the airplane has built enough speed repeat the maneuver to the opposite direction
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Exhibits knowledge of the elements related to chandelles
b) Selects as altitude that will allow the maneuver to be performed no lower than 1,500 AGL
c) Establishes the recommended entry configuration, power, and airspeed
d) Establishes the angle of bank at approximately 30o
e) Simultaneously applies full power and pitch to maintain a smooth coordinated climbing turn to the
90o point with a constant bank
f) Begins a coordinated constant rate rollout from the 90o point to the 180o point maintaining power
and a constant pitch attitude
g) Completes rollout at the 180o point, 10 14st above stall airspeed, and maintaining the airspeed
momentarily avoiding a stall
h) Resumes straight and level flight with minimum loss of altitude
a) Improper pitch, bank, and power coordination during entry and rollout
Initial pitch up attitude to quick resulting in the aircraft approaching stall speed before 180 of
direction change has occurred
Initial pitch up attitude too slow resulting in completion of maneuver at an airspeed well above
the stall speed
Initial bank angle exceeded resulting in completion of maneuver at an airspeed well above the
stall speed
Initail bank angle too shallow resulting in the aircraft approaching stall speed before 180 of
direction change has occurred
Failure to add full power at the start of maneuver
b) Uncoordinated use of flight controls not using enough rudder to compensate for torque effect
c) Improper planning and timing of pitch and bank attitude changes
d) Factors related to failure in achieving maximum performance
Not maintaining appropriate bank angles during the maneuver
Not maintaining appropriate pitch attitudes during the maneuver
Not planning ahead
e) A stall during the maneuver
Usually occurs in the last 90 of the turn due to poor planning
At the completion of the maneuver the airspeed should be just above the stall speed
f) Excessive deviation from desired heading during the completion allowing the heading to drift due to
lack of torque correction
Lazy Eights
Lesson Plan
Objectives:
To develop the pilots feel for varying control forces, and the ability to plan and remain oriented while
maneuvering the airplane with positive, accurate control.
Procedure:
1. Perform clearing turns and a traffic call (for OU practice area)

2. Establish specific heading and altitude (no lower than 1,500 AGL)
3. Pick a prominent reference point and plan to perform the maneuver into the wind (left) to prevent
drift from the training area. The reference point should be at 45o, 90o and 135o.
4. Establish maneuvering speed or manufacturers recommended speed
5. Start the maneuver from level flight with a gradual climbing turn toward reference points
6. At 45o point: maximum pitch up, bank 15o
7. At 90o point: bank 30o, minimum airspeed, maximum altitude, level pitch attitude
8. 135o point: maximum pitch down, bank 15o
9. 180o point: level flight entry, entry airspeed, altitude same as entry altitude
10. Perform the maneuver back to the other direction
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Shows knowledge of the elements related to lazy eights
b) Selects an altitude that will allow the task to be performed no lower than 1,500 AGL
c) Establishes the recommended entry configuration, power, and airspeed.
d) Maintains coordinated flight through the maneuver
e) Achieves the following throughout the maneuver
Approximately 30o at the steepest point
Constant change of pitch and roll rate
Altitude tolerance at 180o points, 10 feet from entry altitude
Airspeed tolerance at 180o point, 10 knots from entry airspeed
Heading tolerance at the 180o point, 10o
f) continues the maneuver though the number of symmetrical loops specified and resumes straight and
level flight
a) Poor selection of reference points
Not selecting a reference point that is readily seen
Picking a reference point that is too close
b) Uncoordinated use of flight controls
Due to decreased airspeed, considerable right rudder pressure must be gradually applied to
counteract torque at the top of the eight in both right and left turns
More right rudder pressure will be required during the climbing turn to the right than to the left
because more torque correction is needed to prevent yaw from decreasing the rate of turn
In the left climbing turn the torque will tend to contribute to the turn consequently less rudder
pressure is needed
c) Non symmetrical loops resulting from poorly planned pitch and bank attitude changes
Initial pitch attitude too quickly in the climbing turn resulting in the airplane stalling before
reaching the 90o point
Initial pitch attitude too slow in the climbing turn resulting in the airplane reaching the 90o point
without attaining the minimum airspeed
Initial bank angle excessive resulting in the airplane reaching the 90o point before minimum
airspeed is reached
Allowing the pitch attitude in the last 90o of turn to become excessively low resulting in
exceeding the initial entry airspeed and/or altitude
d) Inconsistent airspeed and altitude at key points not planning ahead
e) Loss of orientation
Poorly selected reference point not readily seen
Student not looking outside enough; poor division of attention
f) Excessive deviation from reference points not planning ahead
Area of Operations X
Ground Reference maneuvers
Task A: Rectangular Course
1. Exhibits instructional knowledge of the elements of a rectangular course by describing
a. How to select a suitable altitude
b. How to select a suitable ground reference with consideration given to emergency landing areas
c. Orientation, division of attention, and planning
d. Configuration and airspeed prior to entry
e. Relationship of a rectangular course to an airport traffic pattern
f. Wind drift correction
g. How to maintain desired altitude, airspeed, and distance from ground reference boundaries
h. Timing of turn entries and rollouts
i. Coordination of flight controls
2. Exhibits instructional knowledge of common errors related to a rectangular course by describing
a. Poor planning, orientation, or division of attention
b. Uncoordinated flight control application
c. Improper correction for wind drift
d. Failure to maintain selected altitude or airspeed
e. Selection of a ground reference where there is no suitable emergency landing are within gliding distance
3. Demonstrates and simultaneously explains a rectangular course from an instructional standpoint
4. Analyzes and corrects simulated common errors related to a rectangular course
Task B: S Turns Across a Road
1. Exhibits instructional knowledge of the elements of a S turns across a road by describing
b. How to select a suitable ground reference line with consideration given to emergency landing areas
e. Entry procedure
g. Tracking of semicircles of equal radii on either side of the selected ground reference line
h. How to maintain desired altitude and airspeed
i. Turn reversal over the ground reference line
j. Coordination of flight controls
2. Exhibits instructional knowledge of common errors related to a S turns across a road by describing
a. Faulty entry procedure
b. Poor planning, orientation, or division of attention
c. Uncoordinated flight control application
d. Improper correction for wind drift
e. An unsymmetrical ground track
f. Failure to maintain selected altitude or airspeed
g. Selection of a ground reference line where there is no suitable emergency landing are within gliding
distance
3. Demonstrates and simultaneously explains a S turns across a road from an instructional standpoint
4. Analyzes and corrects simulated common errors related to a S turns across a road.
Task C: Turns around a point
1. Exhibits instructional knowledge of the elements of a turns around a point by describing

b. How to select a suitable ground reference line with consideration given to emergency landing areas
e. Entry procedure
g. How to maintain desired altitude, airspeed, and distance from reference point
h. Coordination of flight controls
2. Exhibits instructional knowledge of common errors related to a Turns around a point by describing
d. Improper correction for wind drift
e. Failure to maintain selected altitude or airspeed
f. Selection of a ground reference line where there is no suitable emergency landing are within gliding
distance
3. Demonstrates and simultaneously explains a turns around a point from an instructional standpoint
4. Analyzes and corrects simulated common errors related to turns around a point.
Task D: Eights on pylons
1. Exhibits instructional knowledge of the elements of eights on pylons by describing
a. How to determine the approximate pivotal altitude
b. How to select a suitable pylons with consideration given to emergency landing areas
e. Relationship of groundspeed change to performance of the maneuver
f. Pilots line of sight reference to the pylon
g. Entry procedure
h. Procedure for maintaining line of sight on the pylon
i. Proper planning for turn entries and rollouts
j. How to correct for wind drift between pylons
k. Coordination of flight controls
2. Exhibits instructional knowledge of common errors related to a eights on pylons by describing
d. Use of an improper line of sight reference
e. Application of rudder alone to maintain line of sight on the pylon
f. Improper planning for turn entries and rollouts
g. Improper correction for wind drift between pylons
h. Selection of pylons where there is no suitable emergency landing are within gliding distance
3. Demonstrates and simultaneously explains a eights on pylons from an instructional standpoint
4. Analyzes and corrects simulated common errors related to eights on pylons.
Rectangular Course
Lesson Plan
Objectives:
Develop division of attention between the flight path and ground references, while controlling the
airplane at low altitudes and watching for aircraft in the vicinity. To develop recognition of drift toward
or away from a line parallel to the intended ground track.
Procedure:
1. Perform clearing turns and a traffic call (call for OU practice area)
2. Establish an altitude 600 to 1,000 feet AGL (500 feet above obstructions)
3. Select a square or rectangular field, the sides of which are approximately 1 mile in length
4. Enter a left or right pattern, 45 to the downwind leg, at an appropriate distance (approximately
mile) from field boundaries. Maneuver as necessary to maintain a uniform distance from field
boundaries
5. the bank in each of the turns should be adjusted to compensate for wind drift
Upwind to crosswind: shallow bank, increasing to medium, and less than 90 of turn
Crosswind to downwind: Increasing to steepest bank necessary and more than 90 of turn
Downwind to crosswind: Steepest bank necessary, decreasing to medium, and more than 90 of
turn
Crosswind to upwind: Medium bank, decreasing to shallow, and less than a 90 turn
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Shows knowledge of the elements related to rectangular course
b) Selects a suitable reference area
c) Plans the maneuver so as to enter a left or right pattern, 600 1,000 feet AGL at an appropriate
distance from the selected reference area, 45 to the downwind leg
d) Applies adequate wind drift correction during straight and turning flight to maintain a constant
ground track around the rectangular reference area
e) Divides attention between airplane control and the ground track while maintaining coordinated flight
f) Maintains altitude, 100 feet; maintains airspeed 10knots
a) Poor planning, orientation, or division of attention:

Not planning ahead
Fixating on the field and forgetting to look for other traffic
Not selecting a proper distance from the field boundary
b) Uncoordinated flight control application:
Turns are uncoordinated due to preoccupation with the maneuver
Not dividing attention correctly

c) Improper correction for wind drift:
Failure to recognize or not correcting wind drift
No crab on straight and level segments, which results in drifting toward or away from field
Not using correct bank angles in turns
Not turning the airplane when abeam the corners; instead the student turns the airplane when
the wingtip is abeam the corner
d) Failure to maintain selected altitude or airspeed. Loss or gain in altitude due to lack of division of
attention
e) Selection of a ground reference where there is no suitable emergency landing area within gliding
distance. Poor planning when selecting area for maneuver
S Turns
Lesson Plan
Objectives:
To develop the ability to compensate for wind drift during turns, orient the flightpath with ground
references, and divide the pilots attention while controlling the airplane at a relatively low altitude.
Procedure:
3. Select a straight ground reference line or road that lies 90 to the direction of the wind
4. Approach the road from the upwind side on a downwind heading and when directly over the road,
roll into the first turn which should be the steepest
5. As the airplane gradually turns back into the wind, begin to shallow the bank angle so as to arrive over
the road as the wings roll level
6. When directly over the road roll into the next turn, using a shallow bank initially (upwind), then
gradually increasing bank to the steepest (downwind)
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) shows knowledge of the elements related to S Turns
b) Selects a suitable ground reference line
c) Plans the maneuver so as to enter at 600 1,000 feet AGL, perpendicular to the selected reference line
d) Applies adequate wind drift correction to track a constant radius turn on each side of the selected
reference line
e) Reverses the direction of turn directly over the selected reference line
f) Divides attention between airplane control and the ground track while maintaining coordinated flight
g) Maintains altitude, 100 feet; maintains airspeed 10 knots.
a) Faulty entry technique
Entering upwind
Not clearing the area
Entering at an improper altitude
b) Poor planning, orientation, or division of attention:
Appropriate bank angles used too soon or too late due to lack of planning
Forgets wind direction in relation to location
Not dividing attention inside and outside equally
c) Uncoordinated flight control application. Not dividing attention inside and outside resulting in
uncoordinated turns
d) Improper correction for wind drift:
Forgetting where wind is in relation to the airplane;

Not sure when to use steep and shallow bank angles
e) A non symmetrical ground track: not compensating for the wind, especially on the upwind side
f) Failure to maintain selected altitude or airspeed. Not dividing attention inside and outside resulting in
a loss or gain in altitude
g) Selection of a ground reference line where there is no suitable emergency landing area within gliding
distance not planning ahead
Turns Around a Point

Lesson Plan
Objectives:
To develop the ability to subconsciously control the at a relatively low altitudes, dividing attention
between the flight path and ground references, and watching for other air traffic in the vicinity
Procedure:
3. Select a prominent point on the ground
4. Enter the maneuver on the downwind at a distance equal to the desired radius of turn
5. Roll into a bank when abeam reference. If any significant wind is present this will be the steepest
bank in the maneuver (highest ground speed)
6. Decrease the bank angle as the aircraft turns into the wind (low ground speed
Downwind turn: Steepest bank
Downwind to crosswind: gradually decrease to medium bank
Crosswind to upwind: gradually decrease from medium to shallow bank
Upwind to crosswind: Gradually increase from shallow to medium bank
Crosswind to downwind: Increase from medium to steep bank
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) shows knowledge of the elements related to Turns around a point
b) Selects a suitable ground reference point
c) Plans the maneuver so as to enter at 600 1,000 feet AGL, at an appropriate distance from the
reference point
d) Applies adequate wind drift correction to track a constant radius turn around the selected reference
point
e) Divides attention between airplane control and the ground track while maintaining coordinated flight
f) Maintains altitude, 100 feet; maintains airspeed, 10 knots

Entering upwind
Not clearing the area
Entering at an improper altitude
Not using the steepest bank on initial turn from downwind
Appropriate bank angles used too soon or too late due to lack of planning
Forgets wind direction in relation to location
c) Uncoordinated flight control application. Not dividing attention inside and outside resulting in
uncoordinated turns
d) Improper correction for wind drift:
Forgetting where wind is in relation to the airplane;
Not sure when to use steep and shallow bank angles
e) Failure to maintain selected altitude or airspeed. Not dividing attention inside and outside resulting
in a loss or gain in altitude/airspeed
f) Selection of a ground reference point where there is no suitable emergency landing area within gliding
distance not planning ahead
Eights On Pylons
Lesson Plan
Objectives:
To develop the ability to maneuver the airplane while dividing attention between the flight path and
maintaining a pivotal position on selected pylons on the ground
Procedure:
2. Establish an approximate pivotal altitude
3. Select 2 points on the ground along a line that lies 90o to the wind. The points should be prominent
and adequately spaced to provide planning for the turns (approximately 3 5 seconds straight and level
flight)
4. Begin the maneuver by flying diagonally crosswind between the pylons to a point downwind from the
first pylon so that the first turn can be made into the wind
5. As the airplane approaches the pylon a turn should be started by lowering the wing to place the
pilots line of sight reference on the pylon
6. As the airplane heads into the wind the groundspeed decreases, and consequently, the pivotal
altitude is lower and the airplane must descend to hold the reference line on the pylon
7. As the turn progresses on the upwind side of the pylon, the wind becomes more of a crosswind and
drifts the airplane closer to the pylon. Since a constant distance is not required no correction should be
applied
8. With the airplane drifting closer to the pylon, the angle of bank must be increased to hold the
reference line on the pylon
9. If the reference line appears to move ahead of the pylon the pilot should increase altitude
10. As the airplane turns toward a downwind heading, the rollout from the turn should be started to
allow the airplane to proceed diagonally to a point on the downwind side of the second pylon
11. The rollout must be completed in proper crab angle to correct for wind drift so that the airplane will
arrive at a point downwind from the second pylon
12. Upon reaching second pylon a turn in the opposite direction by lowering the upwind wing to again
place the pilots line of sight reference on the pylon
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) shows knowledge of the elements related to eights on pylons
b) Determines the approximate pivotal altitude
c) Selects suitable pylons that will permit straight and level flight between pylons
d) Enters the maneuver at the appropriate altitude and airspeed and at a bank angle of approximately
30o to 40o at the steepest point
e) Applies the necessary corrections so that the line of sight reference line remain on the pylon
f) divides attention between accurate coordination airplane control and outside references
g) Holds pylon using appropriate pivotal altitude avoiding slips and skids
Common
Errors:

Poor pylon selection
Not entering by flying diagonally crosswind between pylons
Not clearing the area; not entering at pivotal altitude
Not planning for changes in groundspeed
Losing the pylon
Forgetting wind direction in relation to location
c) Uncoordinated flight control application
Attempting to hold a pylon by use of rudder
Not dividing attention inside and outside resulting in uncoordinated turns
d) Use of an improper line of sight reference; not using a line of sight reference parallel to lateral axis of
the airplane
e) Application of rudder alone to maintain the line of sight on pylon:
When reference line moves ahead of pylon, the pilot will tend to press the inside rudder to yaw
the wing backwards
When the reference line moves behind the pylon, the pilot will press the outside rudder to yaw
the wing forward
f) Improper timing of turn entries and rollouts:
Rolling in too soon or rolling out too late
Rolling in should be started just before the reference line reaches the pylon
The rollout should be started to allow the airplane to proceed diagonally to a point on the
downwind side of the second pylon
g) Improper correction for wind drift between pylons not compensating for wind drift between pylons.
The distance from the second pylon will not equal the distance from the first pylon
h) Selection of pylons where there is no suitable emergency landing area within gliding distance not
planning ahead
Area of Operations XI
Task A: Maneuvering During Slow Flight
Objective: To determine that the Applicant:
1. Exhibits instructional Knowledge of the elements of maneuvering during slow flight by describing
a. Relationship of configuration, weight, center of gravity, maneuvering loads, angle of bank, and power to
flight characteristics and controllability
b. Relationship of the maneuver to critical flight situations, such as go around
c. Performance of the maneuver with selected landing gear and flap configurations in straight and level flight
and level turns
d. Specified airspeed for the maneuver
f. Trim technique
g. Re establishment of cruise flight
2. Exhibits instructional knowledge of common errors related to maneuvering during slow flight
a. Failure to establish specified gear and fap configuration
b. Improper entry technique
c. Failure to establish and maintain the specified airspeed
d. Excessive variations in altitude and heading when a constant altitude and heading are specified
e. Rough or uncoordinated control technique
f. Improper correction for torque effect
g. Improper trim technique
h. Unintentional stalls
i. Inappropriate removal of hand from throttle
3. Demonstrates and simultaneously explains maneuvering during slow flight from an instructional standpoint
4. Analyzes and corrects simulated common errors related to maneuvering during slow flight
Task B: Power On Stalls
1. Exhibits instructional knowledge of the elements of power on stalls, in climbing flight (straight or turning), with
selected landing gear and flap configurations by describing
a. Aerodynamics of power on stalls
b. Relationship of various factors such as landing gear and flap configuration, weight, center of gravity, load
factor, and bank angle to stall speed
c. Flight situations where unintentional power on stalls may occur
d. Entry technique and minimum entry altitude
e. Performance of power on stalls in climbing flight (straight or turning)
g. Recognition of the first indications of power on stalls
h. Recovery technique and minimum recovery altitude
2. Exhibits instructional knowledge of common errors related to power on stalls, in climbing flight (straight or turning),
with selected landing gear and flap configurations by describing
a. Failure to establish the specified landing gear and flap configuration prior to entry
b. Improper pitch, heading, and bank control during straight ahead and turning stalls
c. Improper pitch and bank control during turning stalls
d. Rough or uncoordinated control procedure
e. Failure to recognize the first indications of a stall
f. Failure to achieve a stall
g. Improper torque correction
h. Poor stall recognition and delayed recovery
i. Excessive altitude loss or excessive airspeed during recovery
j. Secondary stall during recovery
3. Demonstrates and simultaneously explains power on stalls, in climbing flight (straight or turning), with selected
landing gear and flap configurations, from an instructional standpoint
4. Analyzes and corrects simulated common errors related to power on stalls, in climbing flight (straight or turning),
with selected landing gear and flap configurations
Task C: Power Off Stalls
1. Exhibits instructional knowledge of the elements of power off stalls, in descending flight (straight or turning), with
selected landing gear and flap configurations by describing
a. Aerodynamics of power off stalls
b. Relationship of various factors, such as landing gear and flap configuration, weight, center of gravity, load
factor, and bank angle to stall speed
c. Flight situations where unintentional power off stalls may occur
d. Entry technique and minimum entry altitude
e. Performance of power off stalls in descending flight (straight or turning)
g. Recognition of the first indications of power off stalls
h. Recovery technique and minimum recovery altitude
2. Exhibits instructional knowledge of common errors related to power off stalls, in descending flight (straight or
turning), with selected landing gear and flap configurations by describing
a. Failure to establish the specified landing gear and flap configuration prior to entry
b. Improper pitch, heading, and bank control during straight ahead stalls
c. Improper pitch and bank control during turning stalls
d. Rough or uncoordinated control technique
e. Failure to recognize the first indications of a stall
f. Failure to achieve a stall
g. Improper torque correction
h. Poor stall recognition and delayed recovery
i. Excessive altitude loss or excessive airspeed during recovery
j. Secondary stall during recovery
3. Demonstrates and simultaneously explains power off stalls, in descending flight (straight or turning), with selected
landing gear and flap configurations, from an instructional standpoint
4. Analyzes and corrects simulated common errors related to power off stalls, in descending flight (straight or turning),
with selected landing gear and flap configurations
Task D: Crossed control Stalls
1. Exhibits instructional knowledge of the elements of crossed control stalls, with landing gear extended by describing
a. Aerodynamics of crossed control stalls
b. Effects of crossed controls in gliding or reduced airspeed descending turns
c. Flight situations where unintentional crossed control stalls may occur
d. Entry procedure and minimum entry altitude
e. Recognition of crossed control stalls
f. Recovery procedure and minimum recovery altitude
2. Exhibits instructional knowledge to common errors related to crossed control stalls, with the landing gear extended
by describing
a. Failure to establish selected configuration prior to entry
b. Failure to establish a crossed control turn and stall condition that will adequately demonstrate the hazards of
a crossed control stall
c. Improper or inadequate demonstration of the recognition and recovery from a cross control stall
d. Failure to present simulated instruction that emphasizes the hazards of a cross control condition in a gliding
or reduce airspeed condition
3. Demonstrates and simultaneously explains a crossed control stall, with the landing gear extended, from an
4. Analyzes and corrects simulated common errors related to a crossed control stall with the landing gear extended
Task E: Elevator Trim Stalls
1. Exhibits instructional knowledge of the elements of Elevator trim stalls, in selected landing gear and flap
configurations by describing
a. Aerodynamics of elevator trim stalls
b. Hazards of inadequate control pressures to compensate for thrust, torque, and up elevator trim during go
around and other related maneuvers
c. Entry procedure and minimum entry altitude
d. Recognition of elevator trim stalls
e. Importance of recovering from an elevator trim stall immediately upon recognition
2. Exhibits instructional knowledge to common errors related to elevator trim stalls, in selected landing gear and flap
a. Failure to present simulated student instruction that adequately emphasizes the hazards of poor correction
for torque and up elevator trim during go around and other maneuvers
b. Failure to establish selected configuration prior to entry
c. Improper or inadequate demonstration of the recognition and recovery from a elevator trim stall
3. Demonstrates and simultaneously explains elevator trim stalls, in selected landing gear and slap configurations, from
an instructional standpoint
4. Analyzes and corrects simulated common errors related to a elevator trim stalls in selected landing gear and flap
configurations
Task F: Secondary Stalls
1. Exhibits instructional knowledge of the elements of Secondary stalls, in selected landing gear and flap configurations
by describing
a. Aerodynamics of secondary stalls
b. Flight situations where secondary stalls may occur
c. Hazards of secondary stalls during normal stall or spin recovery
e. Recognition of secondary stalls
2. Exhibits instructional knowledge to common errors related to secondary stalls, in selected landing gear and flap
a. Failure to establish selected configuration prior to entry
b. Improper or inadequate demonstration of the recognition and recovery from a secondary stall
c. Failure to present simulated student instruction that adequately emphasizes the hazards of poor procedure
in recovering from a primary stall
3. Demonstrates and simultaneously explains secondary stalls, in selected landing gear and slap configurations, from an
4. Analyzes and corrects simulated common errors related to a secondary stalls in selected landing gear and flap
configurations
Task G: Spins
1. Exhibits instructional knowledge of spins by describing
a. Anxiety factors associated with spin instruction
b. Aerodynamics of spins
c. Airplanes approved for spin maneuver based on airworthiness category and type certificate
d. Relationship of various factors such as configuration, weight, canter of gravity, and control coordination to
spins
e. Flight situations where unintentional spins may occur
f. How to recognize from imminent, unintentional spins
g. Entry procedure and minimum entry altitude for intentional spins
h. Control procedure to maintain a stabilized spin
i. Recovery procedure and minimum recovery altitude for intentional spins
2. Exhibits instructional knowledge of common errors related to spins by describing
a. Failure to establish proper configuration prior to spin entry
b. Failure to achieve and maintain a full stall during spin entry
c. Failure to close throttle when a spin entry is achieved

d. Failure to recognize the indications of an imminent, unintentional spin
e. Improper use of flight controls during spin entry, rotation, or recovery
f. Disorientation during a spin
g. Failure to distinguish between a high speed spiral and a spin
h. Excessive speed or accelerated stall during recovery
i. Failure to recover with minimum loss of altitude
j. Hazards of attempting to spin an airplane not approved for spins
3. Demonstrates and simultaneously explains a spin (one turn) from an instructional standpoint
4. Analyzes and corrects simulated common errors related to spins
Task H: Accelerated Maneuver Stalls
1. Exhibits instructional knowledge of the elements of accelerated maneuver stalls, by describing
a. Aerodynamics of accelerated maneuver stalls
b. Flight situations where accelerated maneuver stalls may occur
c. Hazards of accelerated amneuver stalls during normal stall or spin recovery
e. Recognition of accelerated maneuver stalls
2. Demonstrates and simultaneously explains accelerated maneuver stall, from an instructional standpoint
3. Exhibits instructional knowledge to common errors related to accelerated maneuver stalls, by describing
a. Failure to establish proper configuration prior to entry
b. Improper or inadequate demonstration of the recognition and recovery from an accelerated maneuver stall
c. Failure to present simulated student instruction that adequately emphasizes the hazards of poor procedure
in recovering from an accelerated stall
a. Analyzes and corrects simulated common errors related to accelerated stalls.
Slow Flight
Lesson Plan
Objectives:
to develop the pilots sense of feel and ability to use the controls correctly, and to improve proficiency in
performing maneuvers in which very low airspeeds are required. Pilots must develop this awareness in
order to avoid stalls in airplanes they may fly at slower airspeeds such as in takeoff, climb, and landing
approach.
Procedure:
1. Establish a specific heading no lower than 1,500 feet AGL

2. Perform clearing turns and make a traffic call (call for OU practice area)
3. Reduce power from cruise to slow the airplane to gear extension and flap operating range
4. Extend the landing gear, extend flaps to 40o; when extending gear the plane will want to pitch down
so back pressure is needed, when adding flaps in quick succession the plane will want to pitch up do
apply forward pressure to keep the plane in level flight
5. Pitch the airplane for the desired airspeed by applying back pressure, use power to control altitude,
an increase in throttle will be needed
6. Cross check heading indicator, altimeter, airspeed indicator, vertical speed indicator, and outside
references to ensure accurate control of the airplane
7. Right rudder as needed for left turning tendencies
8. Complete right and left turns, climbs, and descents. Turns should be standard rate.
Recovery:
1. Apply full power, and apply forward pressure to keep the nose from pitching up
2. Reduce flaps 10o at a time
3. Maintain heading and altitude
4. Accelerate at altitude and retract landing gear and any remaining flaps
5. Retrim the airplane
Standards:
a) shows knowledge of the elements related to maneuvering during slow flight

b) Selects proper entry altitude
c) Establishes and maintains an airspeed at which any further increase in angle of attack, increase in load
factor, or reduction in power, would result in an immediate stall
d) Accomplishes coordinated straight and level flight, turns, climbs, and descents with landing gear and
flap configurations specified by the examiner
e) Divides attention between airplane control and orientation
f) maintains specified altitude, 50 ft, specified heading 10o, airspeed +5/ 0 knots, and specified angle
of bank 5o.
Common
Errors:
a) failure to establish specific gear and flap configuration

b) Improper entry technique
Difficulty in transition from cruise flight to slow flight
Not increasing back pressure as power is reduced
Increasing back pressure too quickly when power is reduced
As airspeed slows, failure to apply pitch and power to control airspeed and altitude
c) Failure to establish and maintain the specified airspeed not applying correct pitch and power
settings as required; airspeed is usually too high
d) Excessive variations of altitude and heading when a constant altitude and heading are specified
Not dividing attention as necessary
Not cross checking instruments and applying necessary control application
e) Rough or uncoordinated control technique over controlling the aircraft
f) Improper correction for torque effect not recognizing and compensating for torque effect
g) Improper trim technique not trimming aircraft as necessary
h) Unintentional stalls
Not recognizing imminent stall conditions
Over controlling the aircraft resulting in a stall
i)
Inappropriate removal of hand from throttle. Not keeping hand on throttle during maneuver
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
Power On Stalls
Lesson Plans
Objectives:
To familiarize pilot with the conditions that produce stalls, to assist in recognizing a takeoff and
departure stall, and to develop the habit of taking prompt preventive or corrective action
Procedure:
1. Perform traffic call and clearing turns (call for OU practice area)
2. Establish a specific heading and altitude (recovery by 1,500 feet AGL)
3. Establish departure configuration
4. Slow the airplane to departure speed. Reduce power and slowly apply back pressure to maintain
altitude
5. Once at rotation speed, apply full back pressure until it is obviously impossible for the airplane to
maintain and help at that attitude until full stall occurs
Recovery:
1. Immediately reduce pitch attitude

2. Control yawing tendency with rudders
3. Ensure wings are level
4. Establish a positive rate of climb
5. Clean the airplane if necessary
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Shows knowledge related to power on stalls
b) Selects an entry altitude that allows the task to be completed no lower than 1,500ft. AGL
c) Establishes takeoff and departure configuration
d) Transitions smoothly from takeoff or departure attitude to a pitch attitude that will induce a stall
e) Maintains specified heading 5 (10 for private) in straight and level flight, maintains a specified
angle of bank, not to exceed a 20, 10, in turning flight while inducing the stall
f) Recognizes and recovers promptly as the stall occurs by simultaneously reducing the angle of attack,
increasing power to maximum allowable, and leveling the wings to return to a straight and level flight
attitude, with a minimum loss of altitude appropriate for the plane
g) Returns to the altitude, heading, and airspeed specified by the examiner
a) Failure to establish the specified configuration prior to entry

b) Improper pitch, heading, and bank control during straight ahead and turning stalls
Not reducing power initially to slow the airplane to a typical takeoff and departure airspeed
Increasing the pitch attitude too much, too quickly, resulting in an excessively steep nose up
attitude and un unrealistic situation
c) Improper pitch and bank control during turning stalls
Not reducing power initially to slow the airplane to a typical takeoff and departure airspeed
attitude and an unrealistic situation
Not maintaining the specified bank angle
d) Rough or uncoordinated control technique
Not using rudder to assist in maintaining initial directional control
All aileron and no rudder will only aggravate the situation, especially before the wings have had
time to regain sufficient airflow
e) Failure to recognize the first indications of a stall not recognizing initial buffeting and control
ineffectiveness
f) Failure to achieve a stall. Not increasing pitch attitude high enough to induce a stall or initiating
recovery before stall occurs
g) Improper torque correction not correcting for torque with right rudder
h) Poor stall recognition and delayed recovery not reducing back pressure after stall has occurred
i) Excessive altitude loss or excessive airspeed during recovery pitch attitude is reduced to an excessive
nose down attitude or is maintained in a nose down attitude longer than necessary
j) Secondary stall during recovery student hastens recovery by increasing pitch attitude too quickly
Power Off Stalls

Lesson Plan
Objectives:
To familiarize pilot with the conditions that produce stalls, to assist in recognizing a approach and
landing stall, and to develop the habit of taking prompt preventive or corrective action
Procedure:
3. Reduce power and extend landing gear once the appropriate speed has been reached
4. Once within the white arc, begin extending flaps. If flaps are added quickly forward pressure may be
required to prevent excessive altitude from being gained.
5. As airplane slows additional back pressure will be needed to maintain altitude
6. Establish a 500 fpm descent and reduce power to idle
7. smoothly bring nose up until stall occurs
Recovery:
1. Immediately reduce pitch attitude

2. Apply full power and retract one notch of flaps
3. Ensure wings are level and add rudder for torque correction
4. Establish a positive rate of climb
5. Retract flaps incrementally and landing gear
6. return to cruise flight
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Shows knowledge related to power off stalls
b) Selects an entry altitude that allows the task to be completed no lower than 1,500ft. AGL
c) Establishes a stabilized descent in approach or landing configuration, as specified by the examiner
d) Transitions smoothly from approach or landing attitude to a pitch attitude that will induce a stall
e) Maintains a specified heading, 10 in straight and level flight; maintains a specified angle of bank,
not to exceed 20, 5, in turning flight while inducing the stall. (Private standards are 10 from the
specified heading, bank not exceeded by more than 20, and 10 in turning flight)
f) Recognizes and recovers promptly as the stall occurs by simultaneously reducing the angle of attack,
increasing power to maximum allowable, and leveling the wings to return to a straight and level flight
attitude with minimum loss of altitude appropriate for the airplane
g) Retracts the flaps to the recommended setting, retracts the landing gear if retractable after a positive
rate of climb is established
h) Accelerates to VX or VY speed before final flap retraction, returns to the altitude and airspeed
specified by the examiner
Common
Errors:
a) Failure to establish the specified landing gear and flap configuration prior to entry
b) Improper pitch, heading, and bank control during straight ahead and turning stalls
Not reducing power initially to slow the airplane to a typical approach and landing airspeed
attitude and un unrealistic situation
Not maintaining the specified bank angle
c) Rough or uncoordinated control technique
Not using rudder to assist in maintaining initial directional control
All Aileron and no rudder will only aggravate the situation, especially before the wings have had
time to regain sufficient airflow
d) Failure to recognize the first indications of a stall not recognizing initial buffeting and control
ineffectiveness
e) Failure to achieve a stall. Not increasing pitch attitude high enough to induce a stall or initiating
recovery before stall occurs
f) Improper torque correction not correcting for torque with right rudder
g) Poor stall recognition and delayed recovery not reducing back pressure after stall has occurred
h) Excessive altitude loss or excessive airspeed during recovery pitch attitude is reduced to an
excessive nose down attitude or is maintained in a nose down attitude longer than necessary
i) Secondary stall during recovery student hastens recovery by increasing pitch attitude too quickly
Crossed Controlled Stalls

Lesson Plan
Objectives:
Show the effect of improper control technique and emphasizes the importance of using coordinated
control pressures while making turns
Procedure:
3. Reduce power and lower landing gear
4. maintain altitude until airspeed approaches best glide
5. Roll into a medium banked turn
6. use excessive rudder pressure opposite the turn, while holding bank constant
7. increase back pressure until the aircraft stalls
Recovery:
1. Release control pressures and apply full power

2. Ensure wings are level and add rudder for torque correction
3. Establish a positive rate of climb, and retract landing gear
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
The applicant exhibits instructional knowledge of the elements of crossed control stalls, with landing
gear extended, by describing the:
a) Aerodynamics of crossed control stalls
b) Effects of crossed controls in gliding or reduced airspeed descending turns
c) Flight situations where unintentional crossed control stalls may occur
d) Entry procedure and minimum entry altitude
e) Recognition of crossed control stalls
f) Recovery procedure and minimum recovery altitude
Common
Errors:
a) Failure to establish the specified landing gear and flap configuration prior to entry
b) Failure to establish a cross control turn and stall condition that will adequately demonstrate the
hazards of a cross controlled stall
Not reducing power initially to slow the airplane to a typical approach airspeed
Not increasing crossed control pressures enough to induce a stall
Not increasing back elevator pressure enough to induce a stall
c) Improper or inadequate demonstration of the recognition of and recovery from a cross controlled
stall
d) Failure to present simulated student instruction that adequately emphasizes the hazards of a crossed
control condition in a gliding or reduced airspeed condition. Not explaining the what, why, and how
of crossed control stalls adequately
Elevator Trim Stalls

Lesson Plan
Objectives:
Show the importance of making smooth power applications, overcoming strong trim forces, and
maintaining positive control of the airplane to hold safe flight attitudes, and using proper and timely
trim techniques
Procedure:
3. Reduce power, lower landing gear, and add flaps
4. Close throttle
5. Hold altitude until you reach your normal glide speed
6. Trim the airplane as if to land
7. Advance throttle to full. This will make the pitch attitude go up, and the plane yaw to the left.
Recovery:
1. When Stall is imminent, forward pressure must be applied and return the airplane to normal climbing
attitude
2. Adjust trim
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
The applicant exhibits instructional knowledge of the elements of elevator trim stalls, with landing gear
extended, by describing the:
a) Aerodynamics of elevator trim stalls
b) Hazards of inadequate control pressures to compensate for thrust, torque, and up elevator trim
during go around and other related maneuvers
c) Entry procedure and minimum entry altitude
d) Recognition of elevator trim stalls
e) Importance of recovering from an elevator trim stall immediately upon recognition
Common
Errors:
a) Failure to present simulated student instruction that adequately emphasizes the hazards of poor
correction for torque and up elevator trim during go around and other maneuvers. Not explaining the
what, why, and how of elevator trim stalls adequately
b) Failure to establish selected configuration prior to entry
c) Improper or inadequate demonstration of the recognition of and recovery from an elevator trim stall
Not allowing the pitch attitude to increase above the normal climbing attitude
Reducing power during recovery; not maintaining control of aircraft while retrimming and
retracting flaps
Secondary Stalls
Lesson Plan
Objectives:
To aid the pilot in avoiding secondary stalls
Procedure:
Secondary Stalls can be demonstrated during the recovery phase of any the basic stalls. The secondary
stall can be induced by simply pulling the nose up more rapidly than necessary during the recovery from
a full stall.
Recovery:
Lower the nose, and reestablish a positive rate of climb
Schedule:

(15 minutes)
Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
Errors:
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
The applicant exhibits instructional knowledge of the elements of secondary stalls, in selected flap and
landing gear configuration, by describing the:
a) Aerodynamics of secondary stalls
b) Flight situations where secondary stalls may occur
c) Hazards of secondary stalls during normal stall or spin recovery
e) Recognition of secondary stalls
a) Failure to establish selected configuration prior to entry

b) Improper or inadequate demonstration of the recognition of and recovery from a secondary stall.
Not applying sufficient back pressure to induce secondary stall
c) Failure to present simulated student instruction that adequately emphasizes the hazards of poor
procedure in recovering from a primary stall. Not explaining the what, why, and how of secondary
stalls adequately
Spins
Lesson Plan
Objectives:
Learn the cause of a spin and the proper techniques to prevent and/or recover from the spin, mental
anxiety, and many causes of unintentional spins may be removed.
Procedure:
1. Perform clearing turns and a traffic call ( call for OU practice area)
2. Establish appropriate altitude; recommended minimum altitude for recovery 3,500 feet AGL
3. Configure airplane for a power off stall (no flaps)
4. as airplane approaches stall, smoothly apply full rudder in the direction of the desired spin rotation
and continue to apply back elevator to limit the travel. Ailerons should be neutral
5. Maintain full rudder deflection and elevator back pressure throughout the spin
6. Allow the spin to develop (approximately 2 3 rotations)
Recovery:
1. Close throttle
2. Neutralize ailerons
3. Apply full opposite rudder
4. Briskly move the elevator forward to approximately the neutral position
5. Once stall is broken the spinning will stop. Neutralize the rudder when spinning stops
6. When rudder is neutralized, gradually apply enough aft elevator pressure to return to level flight
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Standards:
Common
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
Exhibits instructional knowledge of the elements of spins by describing the:
a) Anxiety factors associated with spin instruction
b) Aerodynamics of spins
c) Airplanes approved for the spin maneuver based on airworthiness category and type certificate
d) Relationship of various factors such as configuration, weight, center of gravity, and control
coordination to spins
e) Flight situations where unintentional spins may occur
f) How to recognize and recover from imminent, unintentional spins
g) Entry procedure and minimum entry altitude for intentional spins
h) Control procedure to maintain a stabilized spin
i) Orientation during a spin
j) Recovery procedure and minimum recovery altitude for intentional spins
Errors:
a) Failure to establish proper configuration prior to spin entry. For establishing configuration
recommended by manufacturer for intentional spins
b) Failure to achieve and maintain a full stall during spin entry. Not maintaining elevator back pressure
after entering the spin resulting in a steep spiral
c) Failure to close throttle when a spin is achieved. Not closing throttle resulting in excessive loss of
altitude
d) Failure to recognize the indications of an imminent, unintentional spin. Uncoordinated flight
combined with a fully stalled condition and use of incorrect aileron and rudder application for recovery
are contributing factors to unintentional spins
e) Improper use of flight controls during entry, rotation or recovery
During entry not applying full rudder in direction of spin
During rotation not applying full elevator back pressure, full rudder and neutralized ailerons
During recovery, not applying full opposite rudder to stop rotation
Not applying sufficient forward elevator to break the stalled condition
Not using coordinated flight controls during recovery
f) Disorientation during a spin. Loss of orientation with the outside reference point used to determine
the number of rotations
g) Failure to distinguish between a high speed spiral and a spin. Not recognizing a high airspeed
(increasing), high rate of descent (increasing), steep spiral condition; the nose of aircraft will not be as
low in a steep spiral
h) Excessive speed or accelerated stall during recovery
After spin recovery, being too cautious in pulling out of dive resulting in excessive airspeed
Applying too much back pressure when recovering, resulting in secondary stall
i) Failure to recover with minimum loss of altitude
Not using correct recovery procedures
Hesitation in applying necessary control applications
j) Hazards of attempting to spin an airplane not approved for spins assuming all airplanes are
capable of recovery from intentional spins
Accelerated Maneuver Stalls

Lesson plans
Objectives:
To aid the pilot in recognizing and avoiding accelerated maneuver stalls
Procedure:
1. Perform clearing turns and traffic call (for OU practice area)

2. Establish specific heading and altitude (recovery by 1,500 feet AGL)
3. From straight and level flight at maneuvering speed or less, the airplane should be rolled into a steep
level flight turn and back elevator pressure gradually applied
4. After the turn and bank are established, back elevator pressure should be smoothly and steadily
increased. The resulting apparent centrifugal force will push the pilots body down in the seat, increase
the wing loading, and decrease the airspeed.
5. After the airspeed reaches the design maneuvering speed of within 20 knots above the unaccelerated
stall speed, back elevator pressure should be firmly increased until a definite stall occurs. These speed
restrictions must be observed to prevent exceeding the load limit of the airplane
6. When the airplane stalls, recovery should be made promptly, by releasing sufficient back elevator
pressure and increasing power to reduce the angle of attack
7. If an uncoordinated turn is made, one wing may tend to drop suddenly, causing the airplane to roll in
that direction. If this occurs the excessive back elevator pressure must be released, power added, and
the airplane returned to straight and level flight with coordinated control pressure
8. The pilot should recognize when the stall is imminent and take prompt action to prevent a completely
stalled condition. It is imperative that a prolonged stall, excessive airspeed, loss of altitude, or spin be
avoided.
Schedule:

Student practice
Equipment:
Instructors
Actions:
Students
Actions:
Elements
to be
covered:
Common
Errors:
(15 minutes)
(20 minutes)
(10 minutes)
(30 minutes)
(15 minutes)
a) Aerodynamics of Accelerated stall maneuvers

b) Flight situations where accelerated stalls may occur
c) Hazards of acelerated stalls during normal stall or spin recovery
e) Recognition of secondary stalls
a) Failure to establish selected configuration prior to entry
b) Improper or inadequate demonstration of the recognition of and recovery from an accelerated

maneuver stall
c) Failure to present simulated student instruction that adequately emphasizes the hazards of poor
procedure in recovering from an accelerated stall

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University of Oklahoma

Certified Flight Instructor

From the Author:

L. Glassy Water Approach and Landing (not covered)

Area of Operations I: Fundamentals of Instructing

Task E: Critique and Evaluation

b. Methods and ground rules for a critique

The Learning Process

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

The Learning Process

i. Cognitive stage learns and does the steps to a skill

Basic elements of communication

The Teaching Process

1. Preparation of a lesson OFGR

5. Performance based objectives

The Teaching Process

1. Material Organization IDC

The Demonstration Performance Method E D SI E

7. Scenario Based Learning

3. Cooperative group learning Method

Conditions & controls

4. Guided discussion method

5. Demonstration Performance Method

6. Computer Based Training Method

7. Problem Based Learning

i. Relates to real world

Critique and Evaluation

Instructor Responsibilities and Professionalism

1. Aviation Instructor Responsibilities

2. Flight Instructor Responsibilities

Flight Instructor Characteristics & Responsibilities

1. Aviation Instructor Responsibilities

2. Flight Instructor Responsibilities in

Planning an Instructional Activity

1. Developing objectives & Standards for a course of training

build towards goal

3. Requirements for developing a training Syllabus GC FP SIA F

Ground Training focus on cognitive

4. Purpose of a lesson plan

Planning an Instructional Activity

2. Theory of building blocks of learning

Blocks need to build towards the goal

3. Requirements for developing a training Syllabus

Ground Training needs to focus on the cognitive

4. Purpose of a lesson plan

Fundamentals of Instruction: The Study Guide

Area of Operations II: Technical Subject Areas

Task E: Airplane Weight and Balance

7. Fundamental concept of cabin pressurization

1. Obtaining an appropriate medical

Obtaining a medical when you have medical deficiencies

Causes, symptoms, corrective action for

i. Your body works off 3 systems.

g. Fatigue and Stress most hazardous to safety

Visual Scanning and Collision Avoidance

1. Relationship between a pilots physical condition and vision

Visual Scanning and Collision Avoidance

1. Relationship between a pilots 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

Dont fixate on instruments