CFI Flashcards
Laws of learning
R: Readiness E: Exercise E: Effect P: Primacy I: Intensity R: Recency
Basic Med
- No more than 6k
- No than 5 pax
- No more 6 seat aircraft
- Not for hire (can cfi)
- Must have drivers license
- Under 18000
PPL requirements:
61.109
-40 hrs
-20 flight training w/cfi
3 xcountry
3 instrument
3 night (10 landings) (100 mile xcountry)
3 hrs in the last 2 calendar months
-10 hrs solo
5 xcountry (150 nm 3 points)
3 takeoffs and landings at controlled
Four levels of learning:
R: Rote
U: understanding
A: Application
C: Correlation
1552.3
TSA endorsement
Must keep a copy of documents for 5 yrs.
Make an endorsement in both student and instructor logbook.
61.87 (b)
Presolo knowledge test
61.87 (n)
Solo endorsement
- immediately prior to first solo
- good for 90 days
- must be done by THE cfi
61.93 (b)
Within 25 nm other airport solo
61.93 (c)
Cross country solo
- must be done by THE cfi
61.93 (c)(3)(ii)
Additional cross country solo
- ensure original 90 day endorsement is still current
- ensure cross country planning is solid
61.87 (p)
Second solo in endorsement 90 calendar days later, not same date 3 months later.
- by THE cfi
Defense mechanisms:
D- Denial: don’t accept reality R- Repression: F: Fantasy D: Displacement R: Rationalization C: compensation P: Projection R: Reaction Formation
Teaching process:
P: Preparation
P: presentation
A: Application
R: Review
Characteristics of Effect critiques
F: Flexible A: Acceptable S: Specific T: Thoughtful C: Comprehensive O: Objective C: Constructive O: Organize
Purpose: determine how student is progressing.
61.35
PPL Knowledge test.
61.103 (f)
- certified person is prepared for the required practical test/ flight proficiency
61.39 (a)(6) (I)
Practical test endorsement
8 on pylons
- Premanuever checklist
- Clearing turns
- Clean configuration
- Pivotal altitude GS2/11.3 (enter @2200 rpm)
- Select pylons 1/2 mile apart
- Enter maneuver at 45 to downwind
- Maintain line of site( if it moves forward pitch down, pitch up if back)
- 3-5 seconds flat between two points
- Exit maneuver at entry heading
Short field landing
- Approach checklist
- Slow to 85 before entering pattern
- Before landing checklist
- Abeam touchdown 1500 rpm flaps 10, 75 knt
- Flaps 20 70knts on base
- Full flaps and 62knts when landing guaranteed
- Close throttle, flare, no floating,
- Flaps up max braking
V speeds
Vne: 163
Vno: 129
Va: 92
Vfe: 110
85
Vso: 47
Vs1: 52
Vx: 60
Vy: 75Chandelles
- Clearing turns
- 100 knts 2200 rpm
- Premanuever check, clean configuration
- Choose reference off wing
- 30 degree bank
- Full throttle increase pitch to 10-12 at 90 (constant bank, changing pitch)
- 90-180 constant pitch rolling out bank
- 180 point level wings just above stall
- No loss of altitude
AV1ATE
Annual VOR: 30 days 100 hr if for hire Altimeter/pitot static: 24 months Transponder: 24 months ELT: 12 months, 1 hr of use, 1/2 battery life
Preflight action
NWKRAFT
Notams Wx Known atc delays Runway lengths Alternates Fuel requirements Takeoff/landing distance
Blocked pitot/static system
If just the pitot tube then
- airspeed drops to zero
If pitot, drain hole and static
-changes of airspeed will not be indicated
If pitot and drain hole but static is not blocked
- airspeed will act as an altimeter
If pitot is open but static is blocked
-airspeed will indicate slower if above where the source became blocked and faster if below.
91.117
Aircraft speed
Under 10k 250kts indicated
Unless otherwise authorized no person may operate below 2500 AGL within 4 nm of a class C or D primary airport with indicated over 200 kts
Underlying B or through VFR corridor through at more than 200 kts
91.119
Min safe altitudes
Congested: 1000 above highest point within horizontal radius of 2000.
Other than congested: 500 unless sparsely populated.
Anywhere: an altitude allowing if engine fails and emergency landing without undue hazard
Cloud clearances:
B: 3 miles clear of clouds
C, D: 3 miles vis, 1000 above, 500 below, 2000 horizontal.
E: below 10k: “3-152”
Above 10k: 5 miles vis, 1000 above, 1000 below, 1 mile horizontal.
G:
At night “3-152”
Day above 1200: “1-152”
Day below 1200: 1 mile clr of clouds
Why people forget
Fading
Interference
Repression
Retrieval failure
Positive static stability
Initial tendency to return to original state of equilibrium.
-Most desired
Negative static stability
Initial tendency to continue away from original equilibrium once disturbed.
Neutral static stability
Initial tendency to stay in new condition after equilibrium is disturbed.
Dynamic stability
How the system responds over time:
Oscillatory- smooth bowl and a marble. Positive dynamic is best
Neutral or divergent oscillations is dangerous and cause structural failure.
Lateral stability about the longitudinal axis.
Dihedral: Angie of wings are slanted from root, plane side slips to level. Low wing has higher AOA causing plane to level.
Sweepback: increased dihedral to achieve stability.
Keel Effect: lateral wind on side of AC straightens.
Directional stability about the vertical axis
Vertical fin Weather veins the airplane.
Drag
Induced: byproduct of lift
-acts rearward and parallel to the relative wind
Parasite:
- form: caused by separation of airflow from surface structure
- interference: varied air currents mix with one another
- Skin friction
Required equipment for day and night VFR
ATOMATOFLAMES
FLAPS
A- airspeed T- tach (for each engine) O- oil pressure gauge M- manifold pressure gauge A- altimeter T- temp gauge O- oils temp
F- fuel gauge L- landing gear position indicator A- anti collision lights M- magnetic compass E: ELT S- safety belts
F- fuses L- landing light A- anti collision light P- position lights S- source of electricity
Kinds of equipment list
KOEL
Lists the manufacturer requires based on type of flight (VFR, day, night, IFR)
Qualities of a professional flight instructor
H: Helps student learn E: Emphasizes the positive M: minimizes student frustration P: provide adequate instruction S: standards of performance S: Safety
Minimizing student frustration
M: motivate students A: approach students as individuals G: give credit when due B: be consistent A: admit errors C: criticize constructively K: keep students informed
Barriers to effective communication
C: confusion between symbol and symbolized objects
O: overuse of abstractions
I: Interference
L: lack of common experience
Lesson plan purpose
C: Consideration given to each part R: related lesson to objective A: assured wide selection of material P: provides an outline G: gives confidence to the instructor A: aids in sequence learning P: provides uniformity
3 P’s in aeronautical decision making.
Perceive
Process
Perform
Inflight and landing illusions
The leans: abrupt correction of bank entered too slowly can feel like you’re leaning the opposite direction.
Somotogravic illusion:
Rapid acceleration tiring takeoff, feels likes you’re nose up, deceleration does the opposite.
Landing illusions:
Runway width illusion: narrow runway can create illusion of being high. Wider is the opposite.
Sloping runway: upsloping makes you feel low. Opposite with downsloping.
Featureless terrain: gives illusion that you’re too high.
Maslows hierarchy:
- Physiological
- Safety and security
- Love and belongingness
- Self-esteem
- Self-actualization
5 P’s
ADM
Single pilot
Plan Plane Pilot Passengers Programming
Detonation and preignition
Detonation is and explosion rather than a controlled burn.
Preignition is lighting before the spark plug lights, caused by a hot spot or carbon deposit.
IMSAFE
Illness Medical Stress Alcohol Fatigue Emotion
PAVE
Pilot
Airplane
Environment
External
Professionalism
S: Sincerity
A: acceptance on student
D: Dimeanor
S: Safety
A: Appearance
P: proper language
S: Self improvement
Flight instructor responsibilities
Physiological obstacles:
- fear of small planes
- strange noises
- motion sickness/g forces
Ensuring student ability:
- before allowing solo student must provide consistent ability to perform maneuvers.
- provide adequate flight and ground instruction
What is learning?
A change in behavior as a result of an experience.
Behaviorism vs Cognitive theory
Behaviorism: explains human behavior entirely in terms of measurable responses to stimuli. Based on past rewards and punishments.
Cognitive theory: focus on what’s going on inside the mind. Cognition is the proceeds of knowing, perceiving, problem solving, decision making, etc. related to intellectual activities.
Characteristics of learning:
RAMP
R: Result of an experience
A: active process
M: multi faceted
P: purposeful
Factors that affect perception
G: goals and values P: physical organism S: self concept E: element of threat T: time and opportunity
Ways to help with memory
A: All sensations M: mnemonics P: praise F: favorable attitudes A: associations M: meaningful repetition
Domains of learning
Cognitive: knowledge
Affective: emotions/attitude
Phsychomotor: skills
Types of effective oral questions
PBCACA
P: presents a challenge B: brief and concise C: clear and definite A: applies to subject C: centered on one idea A: adapted to student
Types of questions to avoid
P: puzzle O: oversize T: toss up B: bewilderment I: irrelevant T: truck
Cross control stall
- Must recover above 1500 AGL
- Premanuever check
- Clear area
- Close throttle
- Maintain altitude
- Don’t extend flaps
- Roll into medium bank
- Excessive rudder pressure to inside of turn
- Bank held constant by applying opposite aileron
- All pressures increased until stall occurs
- Recovery by releasing pressures and applying power as necessary.
CE:
Failure to establish proper config.
Failure condition that accurately demonstrates danger.
Failure to recognize stall
Student emotional reactions:
Anxiety.
Normal reactions to stress: respond rapidly and exactly within limits of their training.
Abnormal reactions to stress: may be absent, random/illogical, extreme overcooperation, inappropriate laughter/singing.
Basic elements of communication.
Communication occurs when ideas/feelings are transmitted
The source: speaker/instructor
-the words you use are important
Symbol: words, signs, oral/visual cues
-determine best symbols to convey message and then watch for feedback and adjust.
Receiver:
- to change behavior you just tailor instruction to the student
Developing communication skills:
RILQ
Role playing
-practice teaching to hone skill
Instructional communication
-Know topic well
Listening
-take notes
Questioning
-ask questions to gauge understanding
Types of practice
Deliberate:
Practice specific areas and receives feedback. Trying to clean up discrepancies between performance and feedback.
Blocked practice:
Practicing same drill until automatic
Random practice:
Mixes up skills and leads to better retention.
Errors
Slips: person means to do one thing and inadvertently does another.
Mistake: plans to do the wrong thing and succeeds.
Reduce: chair fly, take time, check for errors, use reminders (checklist, bug, notebook), develop routines.
Transfer of learning
Positive: learning skill A helps skill B.
- plan for positive transfer
- ensure student know how skill helps others
- maintain HOTS (training based on problems or scenarios)
Negative transfer: learning skill A jury’s skill B
Training delivery methods
- Lecture (new material)
- Guided discussion (gauges knowledge)
- Computer assisted(less manpower, own pace)
- Demonstration performance.(present in classroom, perform in plane)
- Drill and practice.
Assessment
Traditional: written test
Authentic: student asked to perform real world tasks and demonstrate meaningful application of skill
Oral: most common. Indirect and direct questions.
Effective oral: one answer, applies to subject, brief and concise, one idea, limited to one (who, what, when, where, why)
Types of questions to avoid: puzzles, trick, toss-up, oversize, irrelevant, don’t ask if they have questions.
Types of critique
Instructor/student led Student led Small group Individual student to another student Self-critique Written critique
Only critique for 15 mins or so, never more than 30. Keep it concise 4-5 points. Avoid absolute statements.
Professional development
- Keep up on current publications
- continuing education
- maintain current info (PTS, ACS, etc)
Obstacles to learning during flight instruction:
PAAWFI
P: physical discomfort A: Apathy due to inadequate instruction A: Anxiety W: worry or lack of interest F: feeling of unfair treatment I: impatience to proceed to more interesting
Demonstration performance training delivery.
- Explain; discuss lesson objectives completion standards and thorough preflight briefing.
- Demonstration phase
- Student performance and instructor supervision stage
- Evaluation phase
VFR, IFR, etc.
VFR: ceiling greater than 3,000 AGL and greater than 5 statute miles vis.
MVFR: ceiling off 1000-3000 AGL. Vis 3-5 miles.
IFR: 500-999 AGL. Vis 1-3 miles.
LIFR: ceiling less than 500. Vis less than 1 mile.
Principles to risk management
- Accept no unnecessary risk.
- Make risk decisions at the appropriate level.
- Accept risks when the outweigh the costs.
- Integrate risk management into all planning levels.
Hypoxia
Hypoxia: lack of oxygen
Hypemic: lack of blood (carbon monoxide)
Stagnant: blood not flowing
Histotoxic: poison (alcohol, other drugs)
Symptoms: headache, drowsiness, euphoria, impaired judgement, numbness, etc.
Hyperventilation
Loss of carbon dioxide from the body. Symptoms are similar to hypoxia.
Spatial disorientation.
- Visual
- Postural (sensation of motion perceived through nerves, muscles and tendons.
- Vestibular (inner ear)
- Semicircular canals detect angular acceleration. Filled with fluid and in the center is a gelatinous structure resting upon sensory hairs. Three tubes sense pitch, yaw, and roll.
- Otolith organs detect linear acceleration. Gelatinous membrane containing crystals covers sensory hairs. When the crystals move due to gravity the hairs sense that.
Exterior lighting and night ops
Engine running: beacon
Taxi: turn on taxi, nav, position, and anti collision lights.
Crossing runway: all exterior lights
Entering runway for departure: all lights besides landing.
At night: be slightly off centerline so AC can see you.
Takeoff: landing should be turned on when clearance is received.
Be more cautious at night. Taxi slower, look closely at markings.
Load factors:
Normal: 3.8 max
Utility: 4.4 max
Acrobatic: 6 max
Airfoil design characteristics:
Planiform: shape of wing as seen from above.
Taper: ratio of the root chord to the tip chord.
Aspect ratio: divide wingspan by average chord.
Sweep: when line connecting 25% of chord point of the rib isn’t perpendicular to longitudinal axis.
In flight WX
Flight watch 122.2
Airmet: every six hours
- Sierra: mt obscuration
- Tango: Turbulence
- Zulu: icing
Sigmet: nonconvective
- Severe icing, turbulence (not associated with a thunderstorm), sandstorm, volcanic ash.
Convective sigmet:
- severe thunderstorms with surface winds greater than 50 kts, hail bigger than 3/4 inch, tornadoes.
- embedded thunderstorms
