Learning & Human Factors Flashcards

Question 1

Q

2.1.1 LEARNING FACTORS

1. READINESS

Factor
Tired, Sick, Distracted
Inspired the Interest
- Attention Getting
- Review
- What is Required
- Reasons for Learning
- Where this Lesson or Skill fits into the “big picture”

Answer

A

FACTOR
- Make sure that students are ready to learn
  - Mentally
  - Physically
  - Emotionally
TIRES, SICK, DISTRACTED
- At home or at work
- May lack the interest and motivation necessary to learn
- Sometime you can’t really do something, but you can inspire interest
INSPIRED THE INTEREST
- Use an Attention Getting opening to begin your lesson
- Review any previous lesson need to know before starting new material
  - Periodic review are important to improve level of retention
- Tell the student what is required during the lesson and how you are going to shwo then that they have
  - Developped the skill, or
  - Gained the knowledge
- Give the student several reasons for learning
  - Tell them what the benefit is of having this knowledge or skill
- The the students where this lesson or skill fits into the big picture” and perhaps
  - Relate the lesson to something that the student has done in the past

Question 2

Q

2.1.1 LEARNING FACTORS

2. PRIMACY

Factor
Stressful Stituations
Demonstrations
Mistakes
Forced Approach Demonstration

Answer

A

FACTOR
- Teach or Present new knowledge or skills correctly the first time
STRESSFUL SITUATIONS
- Pilots tend to fall back on what they learn first
- This make very important to teach knowledge or skill correctly the first time
DEMONSTRATIONS
- Student are always watching
- Will expect the instructor to do things correctly
- Avoid talking while giving demonstrations
  - Allow yourself to concentrate
MISTAKES
- Never let the students make mistakes during initial training
- You should stop them and teach the skill correctly
  - They do not practice the incorrect procedure
FORCED APPROACH DEMONSTRATION
- Fly it correctly
- Student might try to imitate what you have done
  - Including any errors you made

Question 3

Q

2.1.1 LEARNING FACTORS

3. RELATIONSHIP

Factor
Learning Improves
Forced Approach

Answer

A

FACTOR
- During lessons, material sould be presented in order or increasing difficulty so that the student can relate to something that they already know
LEARNING IMPROVES
- When student s understand the relationship between
  - What thay have already learned and know
  - And what they are learning now
FORCED APPROACH
- Relate to power off approaches that you previously did at the airport
- Learn the skill as an extension of something that they already comfortable with
- As opposed to something totally knew and unknown

Question 4

Q

2.1.1 LEARNING FACTORS

4. EXERCISE

Factor
Practice
Understand the subject
Evaluating

Answer

A

FACTOR
- Engage the students with a meaningful mental or physical activity to maintain an interest and improce learning
PRATICE
- Encourage students to practice the skills thay have learned by
  - Having them do dual or solo
  - Asking to solve hypothetical problems
  - To explain something to you
- Perfect practice makes perfect, but the practice must be
  - Relevant, and
  - Engaging
UNDERSTAND THE SUBJECT
- Basic knowledge is good
- It is more important for the student to understand the subject so that they will be able to
  - Remember
  - Apply the knowledge at a later time
EVALUATING
- Why and How questions are the most important for evaluating understanding of a subject

Question 5

Q

2.1.1. LEARNING FACTORS

5. INTENSITY

Factor
Being Enthusiastic
Voice
Aids
Tailoring

Answer

A

FACTOR
- Intense situations are remembered for a long time, so use realistic or exciting situations when giving instruction
BEING ENTHUSIASTIC about the topic you are teaching will
- Transfer to the students
- Making the lessons more interesting
VOICE
- Vary the rate, pitch and loudness
- Keep the students awake
AIDS
- Use realistic training aids
- Simulator
TAILORING
- You must tailor the exercise to the particular student
- Avoid scare the student
- Be sure they are ready, as exemple do not teach spins before the student is ready

Question 6

Q

2.1.1 LEARNING FACTORS

6. EFFECT

Factor
Positive Reinforcment
Expectations
Divisions

Answer

A

FACTOR
- Wheter a student has a good or bad feeling about the training experience will affect how the learn. If a student has a good experience they will learn better
POSITIVE REINFORCMENT
- Will allow student
  - To Feel successful
  - Try their best if they feel that there will be a good outcome
- Negative reinforcment
  - Not be used
  - Student may feel like they can’t accomplish anything and may become dejected
EXPECTATIONS
- Too high may lead to the student feeling inferior as they me be unable to measure up your standards the first time they do the xercise
DIVISIONS
- Divide the exercise into smaller segments
  - Student can feel success as they master each segment
  - Until thy finally are able to put it all together

Question 7

Q

2.1.1 LEARNING FACTOR

7. RECENCY

Factor
Curve of remembering
Periodic Reviews

Answer

A

FACTOR
- Things learned last will be remembered longtest, so reiview the key points and objectives at th end of the lesson
CURVE OF REMEMBERING
- You forget more and more as the time passes since the training
- Putt a review or a test at the end of the lesson can leave the knowledge or skills fresh in the student’s mind
PERIODIC REVIEWS
- Important in keeping up skills
- Exemple review engine-out procedures and short-field landing technics before asking to land in a short field after an engine failure

Question 8

Q

2.1.1 LEARNING FACTORS

REVIEW

Best Time for a Review
Initial Training
Review 2 days
Review 7 days
Review 28 days
Rate of forgetting

Answer

A

BEST TIME FOR A REVIEW
- Student are able to remember the lesson material
- To bring the student back to 100% you should conduct a review
  - 1-2 days
  - 7 days
  - 28 days
INITIAL TRAINING
- 100 % at Initial training
- 70 % after 2 days with no review
- 45% afert 7 days with no review
- 30% after 28 days with no review
REVIEW 2 DAYS
- 100% after the review 2 days
- 70% after 7 days of initial traing with a review at 2 days
- 58% after 28 days of initial training with no more review
REVIEW 7 DAYS
- 100% after the review 7 days
- 78% after 28 days of initial training with no more review
REVIEW 28 DAYS
- 100% after the review 28 days
- Final review is 100%
RATE OF FORGETTING
- Highest 1-2 days after the initial, student will remember about 70%
- Long term retention will be higher if you have had a review

Question 9

Q

2.1.2 MAINTAINING STUDENT LEARNING

LEARNING CURVE SHOWING HOW SKILLS DEVELOP WITH CONTINUED PRACTICE

New Skill Introduced
Skill is Perfected
Integrate other Skills
Outside Factors
- Personnal Distraction
- Loss of motivation
- Missed Lessons

Answer

A

NEW SKILL INTRODUCED
- Fast learning, advances fairly quickly
SKILL IS PERFECTED
- Learning slows as the student becomes fairly competant and trying to perfect the skill
INTEGRATE OTHER SKILL
- Once the skill has been learnid
- Learning increases again as the student is able to integrate it with others things that they have learned
OUTSIDE FACTORS affect how quicly a student learns
- PERSONNAL DISTRACTION
  - From home, owrk or other that compete with your student’s attention
- LOSS OF MOTIVATION
  - From personnal distraction, but also
  - Student does not see the purpose of mastering some skill
  - Student does not see any success or improvment in their flying and become discouraged
- MISSED LESSONS
  - 2 or 3 weeks between traing session
  - Low recollection of previous lesson
  - Significant amout of time spent reviewing old lesson
  - Can occur when
    - Student or instrcutor cancels
    - Aircraft is unserviceable
    - Weather conditions restricts
    - Might be a good challenge during winter

Question 10

Q

2.1.2 MAINTAINING STUDENT LEARNING

PLATEAU OF THE LEARNING CURVE

Plateau
Cause by
Improvment

Answer

A

PLATEAU
- Student’s skill neither improves or degrades with continued pratice
CAUSE BY
- Often cause by having a basic skill required for the maneuver that was not learned adequatly
IMPROVMENT
- Rate of learning improves once the basic skill is perfected

Question 11

Q

2.1.2 MAINTAINING STUDENT LEARNING

SKILL REGRESSION SHOWN ON THE LEARNING CURVE

Regression
Cause by
Goal

Answer

A

REGRESSION
- Student’s skill get worse over the time, instead of improving
CAUSE BY
- Often from an incorrect skill or habit that was learned previously
- Do not let the student carry on practicing incorrectly or it will become even harder to correct in the future
- Also, if too much focus is placed on one thing, the rest of student flying can degrade
GOAL
- Student will often feel discouraged if they plateau ou regress
- It is important to overcome their problem areas asap

Question 12

Q

2.1.3 ORAL QUESTIONS

GOOD QUESTIONS

Promote mental activity
Get the student interested
Guide their thought processes
See what they have learned

Answer

A

PROMOTE MENTAL ACTIVITY
- Get the student to think and even reason out the answer to your question
GET THE STUDENTS INTERESTED
- Keep them that way
- Take part of the lesson
- Prevnt glazed look in their eyes from boredom
GUIDE THEIR THOUGHT PROCESSES
- Point students in the right direction when they are trying to solve a difficult problem
- Can be use to highlight the things that you want them to remember most
SEE WHAT THEY HAVE LEARNED
- Allow the instructor to make sure that the students
  - Are keeping up with the lesson, or
  - A review is needed

Question 13

Q

2.1.3 ORAL QUESTIONS

GROUND RULES FOR GOOD QUESTIONS

Easy to understand
Complex words
Focus on key points
How and Why

Answer

A

EASY TO UNDERSTAND
- Make it easy to understnd
- try not to be ambiguous
COMPLEX WORDS
- Do not use big, complex words
- You are not rying to show off
FOCUS ON KEY POINTS
- Focus on the key points of your lesson
HOW AND WHY
- Questions thought provoking
- Student are challenge
- Best for evaluating understanding
- Avoid true/false/yes or no
  - They do not really make the student think

Question 14

Q

2.1.3 ORAL QUESTIONS

GROUND SCHOOL CLASS OR GROUP OF STUDENTS

5 Steps

Answer

A

STEP 1
- Start by asking the question
STEP 2
- Give the class time to think about their answer
  - Forces everyone to try to solve the problem
  - As they don not know who will be asked to give the answer
STEP 3
- Then randomly pick a student to answer the question
  - Important student could not guess who will be asked next
  - Do not play favorite
  - Avoid group answer
    - You can not tell who got the answer right or wrong
STEP 4
- Listen the answer
  - Make sure that is correct
  - Let the student know they got it right
    - Learning factor of effect
  - Or where they went wrong
    - Perhaps ask a follow up question in the right direction, or
    - Ask another student for the answer
STEP
- Do not repeat the answer
  - If the answer was too quiet
    - Ask the student to repeat themselves a bit louder

Question 15

Q

2.1.3 ORAL QUESTIONS

HOW TO DEAL WITH QUESTIONS FROM STUDENTS

Encouragment
Feedback
Interaction
Delaying

Answer

A

ENCOURAGMENT
- Students questions at any time the students think of it
FEED BACK
- Provide a valuable tool for helping
  - To clear up misunderstanding, and
  - Showing where the students are having difficulty
INTERACTION
- Students take part of the lesson
DELAYING
- The point ma be forgotten
- Question left unasked
- Missing a valuable learning opportunity

Question 16

Q

2.1.3 ORAL QUESTIONS

WHY STUDENTS ASK QUESTIONS

Unclear
Lost
Importance
Unrelated
Answer

Answer

A

UNCLEAR
- Unclear about something that you have just explained
LOST
- Totally lost, or
- Have previously learned something incorrectly
  - Which you have just by giiving the correct explanation
- They are now confused and looking for clarification
IMPORTANCE
- They understand the material, but
- Want to know why it is important for them to know
UNRELATED
- They want to kow about something unrelated to the lesson
ANSWER
- Often one ask a questions, while many other wondering the same thing
- Ensure to answer the entire class
  - Do not focus on the person who asked the question
  - Make eye contact with severals individuals
    - Makes sure everyone benefit from the question et the answer
    - Maintain their interest while you give answer

Question 17

Q

2.1.3 ORAL QUESTIONS

HOW DO YOU ANSWER

Explain differently
See if another student can answer
Do not bluff
Question totally unrelated

Answer

A

EXPLAIN DIFFERENTLY
- From how you first taught it
  - Students may not accept the first explanantion
  - Repeating the same thing is less likely to help
- Try to use example
  - Provide a new approach to the subject
SEE IF ANOTHER STUDENT CAN ANSWER
- This get the whole class thinking
DO NOT BLUFF
- If you do not know the answer
  - If not student may not thrust you again
  - Create very poor learning environment
- Admit that you do not know
  - Find the answer as sonn as you get opportunity
  - Be sure to let the class know what answer is
    - Not only that answer the question but shows that you care about material and your student’s learning
QUESTION TOTALLY UNRELATED
- To what you are teaching
- Defer the question until after the lesson
- Do not want to distract and lose their focus

Question 18

Q

2.1.4 TEACHING METHODS

TOOLBOX

Knowing more than one method
Two primary methods
- Demonstration - Performance
- Developmental

Answer

A

KNOWING MORE THAN ONE METHOD
- Like having more than one toll in your toolbox
- Allows for more variety in your teaching
  - Best adapt to the
    - Situation
    - Student
TWO PRIMARY METHODS
- DEMONSTRATION-PERFORMANCE
  - Most useful to kown
  - Can be use successfully to teach almost anything
  - Learn it first
- DEVELOPMENTAL

Question 19

Q

2.1.4 TEACHING METHODS

THRESHOLD KNOWLEDGE TEST (TKY)

Already know

Answer

A

ALREADY KNOW
- When you begin to teach something new
- Need to fond how much your students know
  - Do not want to re-teach something they find it easy
    - Waste time
    - Boring
  - Do not want to teach above their comprehension level
    - Confused
    - Likely lose interest
- Oral or written test
  - TKT
  - All you need to start a lesson

Question 20

Q

2.1.4 TEACHING METHODS

THE DEMONSTRATION-PERFORMANCE METHOD OF TEACHING

Explanation
Demonstration
Student performs and Instructor supervises
Evaluation

Answer

A

EXPLANATION
- Prepare the student mentally
  - About to see and do
  - Learninf factors of readiness and relationship
DEMONSTRATION
- What they are expected to do
  - Learning factor of primacy
  - Will try to copy what you have done
  - Make sur demo has no mistake
- Better visualize what they will be trying to do as they prepare for the next lesson
STUDENTS PERFORMS ANS INSTRUCTOR SUPERVISES
- Student tries to perform the exercise
  - With help from you, or
  - At least close supervision
- Do not let the student make any majors errors
  - Stop and correct them
    - Learning factor of primacy
  - Break the exercise into smaller, more manageable segments
    - Student can master the skill a little bit at a time
      - Learning factor of effects
  - Give them plenty of time to practice the skill
    - Give help if they need it
    - Give the same or more time to practice as it took to learn the skill in the first place
EVALUATION
- When you find out if the student can do the xercise correctly without help
- Do not make any comments, sounds, gesture
  - But observe closely what they do
    - Provide effective fault analysis
    - Once they have finished the exercise
- Be clear about
  - What youexpect the student to do
  - Only interrupt them if safety becomes a factor
- Evaluation stage will indiate
  - To move onto something else, or
  - Review or more trainig necessary

Question 21

Q

2.1.4 TEACHING METHODS

THE DEVELOPMENTAL TEACHINH METHOD

Guidance
Work best with
Learning factors
Explanation

Answer

A

GUIDANCE
- Guide the student to the correct solution by
  - Asking them questions based on previously learned material
  - With enough information provided
  - So that they will be able to solve the problem, or give suggestions
WORK BEST WITH
- Small groups or individuals
- Require active participation of all the students
LEARNING FACTORS
- Exercise
- Give you direct feedback
  - On what the student are struggling with
  - And what they understand
EXPLANATION
- Use to provide a base knowledge
- And the that method is use to help engage the student’s mind

Question 22

Q

2.1.4 TEACHING METHODS

TIME FRAME FOR GROUND LESSONS

Lesson time
Segment

Answer

A

LESSON TIME
- Try to keep lessons to less than 2 hours
  - Otherwise the students will
    - Fatigue
    - Lose interest
    - Not learn efficiently
SEGMENT
- Break the lesson in the 10 minutes segments
  - When presenting new material
  - Give some sort of introduction to the new segment
  - Explain how it relates to the previous segment
- More important is the more time you should focus on it
  - Allow the student to maintain a high level of focus on each segment as it is relatively short
  - Prepare and motivates them to learn the material by telling them
    - How it relate to their flight training

Question 23

Q

2.1.4 TEACHING METHODS

VISUAL AIDS

Decide the instruction first
- Select the visual aids
Learning from
Possible visual aids

Answer

A

DECIDE THE INSTRCUTION FIRST
- Then SELECT THE VISUAL AIDS
  - Not the other way around
LEARNING FROM
- 75 % of learning from seeing
- 13 % of learning from hearing
POSSIBLE VISUAL AIDS
- Chalk board or overboard projector
- Videos
- Photographs
- Actual aircraft and components
- Models of aircraft
- Use imagination but be sure
  - the aid itself does not distrct the point you are trying to teach

Question 24

Q

2.1.5 FAULT ANALYSIS

FAULT ANALYSIS

Part of the training process
In the air
On the ground
Positove reinforcement
Identify major weeknesses and suggest corrections
Be carefull

Answer

A

PART OF THE TRAINING PROCESS
- Let the student what they have done well (strenghts)
- Where specifically they need to improve (weakenesses)
- Suggestions on how to improve their weak performance
IN THE AIR
- Identify major strenghts
- Identify a (1) major weakness
- Suggest how the student can correct that weakness
ON THE GROUND
- Identify major strenghts
- Identify at most 3 major weakness
- Suggest how the student can correct those weaknesses
POSITIVE REINFORCEMENT
- Identify strenghts
- Let them know they are making progress
- Motivate them and build their confidence
IDENTIFY MAJOR WEEKNESSES AND SUGGEST CORRECTIONS
- They know what they did wrong and why it was wrong
- Important to provide a specific suggestion
BE CAREFULL
- Stressing every little mistake will overload and discourage
- Focus on the major errors that will yield the most improvment when corrected
- Small errors will be corrected once the major have been dealt with and overcome
- Learning is a process
  - takes times
  - Be patient
  - Do not expect a perfect performance right away

Question 25

Q

2.1.6 PHASES OF TEACHING

GROUND SCHOOL

What is ground school
Instructor rating

Answer

A

WHAT IS GROUND SCHOOL
- Classroom based instruction
- To a group os student
- Covers items in the Study and reference guide
  - Prepare the student to the written exam
- Should be organised so that
  - The relevant material is covered first before
    - Being covered during preparatory ground instruction, or
    - The pre-flight briefing
INSTRUCTOR RATING
- Anyone can give instruction
  - Get approval from Chief Flying Instructor
- Except toward instructor rating
  - Only Class 1 instructors

Question 26

Q

2.1.6 PHASES OF TEACHING

PREPARATORY GROUND SCHOOL

Preparatory ground instruction

Answer

A

PREPARATORY GROUND INSTRUCTION
- Classroom based instruction
- Normally 1-to-1 instruction
  - Sometimes a group of student
- Covers how to do an air exercise
  - Therory cover in ground school
- It given when introducing a new exercise
  - Ideally not more than 1 day in advance the flight

Question 27

Q

2.1.6 PHASES OF TEACHING

PRE-FLIGHT BRIEFING

When
3 key factors
Additional information relevant to the flight

Answer

A

WHEN
- Before EVERY student flight
  - DC and SOLO
- 1-to-1 instruction
  - Separate from
    - Ground school
    - Preparatory ground instruction
3 KEY FACTORS must be discussed
- So that the student is ready
  - Learning fator od readiness
- What exercices will be performed
- How to perform those exercices
- Any relevant safety considerations
ADDITIONAL INFORMATION RELEVANT TO THE FLIGHT
- Should be reviewed with the student
  - Wx, Notams, aerodrom conditions
  - Aircraft informations, fuel on board, any malfunctions
  - Expected take-off and landing time
  - Route of flight and details related to airspace or pratice areas
  - In what order the exercices will be performed

Question 28

Q

2.1.6 PHASES OF TEACHING

IN-FLIGHT INSTRUCTION

When
Having control
Thaught order
Fault analysis

Answer

A

WHEN
- Directly after the pre-flight briefing
- Try to do everything as briefed
HAVING CONTROL
- I have control, you have control
- Do not follow along controls
  - Student think you are helping or doing the flying
  - Your hands and feet will interfere with normal control pressures
    - Slow learning
- Be ready to take controls immediately
  - Important on take-off and landing
THAUGHT ORDER
- Review the main point of exercise
- Give a perfect demonstration
  - Learning factor of primacy
- Get the student to try to fly the exercise
  - Or a smaller portion
  - Take control immediately, and provide fault analysis if you see any major errors
    - Learning factor of primacy
- Give a perfect demonstration of air exercise that will be practiced in the next session
  - Student get an accurate mental image while they are preparing the lesson
FAULT ANALYSIS
- Always take control of the aircraft so that the student does not have to divide their attention between flying and what you are saying

Question 29

Q

2.1.6 PHASES OF TEACHING

POST-FLIGHT DEBREIFING

When
4 key factors
- Ask
- Give
- See
- Overview

Answer

A

WHEN
- Done after EVERY student flight
  - DC or SOLO
- 1-to-1 instruction focused on the flight just completed
4 KEY FACTORS
- Student can learn from the experience, and
- Have it fresh in their mind for the next lesson
  - Learning factor recency
- ASK
  - How the felt they performed on
    - The flight overall
    - Particular exercise
- GIVE
  - Your own thoughts on their
    - Strenghts
    - Weaknesses
    - Suggest thing they could do to improve their performance
- SEE
  - If the studeant has any question
  - Answer them all
- OVERVIEW
  - Brief overview of what next lesson
  - Give homework or reading assignments
    - Student can prepare mentally for the upcoming lesson

Question 30

Q

2.1.7 LESSON PLANS

SET A PLAN

Logical
3 key sections
- Review and consolidation
- Exercices related
- Consolidation

Answer

A

LOGICAL
- Have your lesson proceed in a logical manner
  - Need a plan before you begin
- Important during air instruction
  - Make effective way to aircraft use
  - Make a point to write down eah lesson
3 KEY SECTIONS
- REVIEW AND CONSOLIDATION
  - Of previous leesons
  - May be done on the way to practice area
- EXERCICES RELATED
  - To your primary lesson objective
  - What skill are you trying to teach
- CONSOLIDATION
  - Both current and previous lessons
  - With a brief introduction or demonstration of the skill to be covered in the next lesson

Question 31

Q

2.1.7 LESSON PLANS

WHAT TO INCLUDE IN YOUR LESSON PLAN

Objective
Pre-flight breifing
Review and consolidtion
Primary lesson
- Air exercices
- Expected level of skill
Consolidation
Safety factors
Post-flight debriefing
Remember

Answer

A

OBJECTIVE
- Every fligth should have an objective
  - What should be learned at the end of the lesson
  - Standard of completion
    - So you can evaluate student performance
PRE-FLIGHT BRIEFING
- Items to be cover
REVIEW AND CONSOLIDATION
- Previous lessons
- Enroute to practice area
PRIMARY LESSON
- AIR EXERCICES
  - To be flown
- EXPECTED LEVEL OF SKILL
  - For each exercise
    - Familiarization and demonstration
    - Demonstration and practice
    - Supervised practice
    - Review
    - Solo practice
CONSOLIDATION
- Previous and current lesson
- Preview of the next lesson
  - Returning of practice area
SAFETY FACTORS
- Key safety factors
- e.g. minimum altitudes
POST-FLIGHT DEBRIEFING
- Key points
- Preview of the next lessen
- Any study assigment
REMEMBER
- A lesson plan does not cover one air exercise
- You have a primary couple of air exercise
  - You need to give specific attention
- Try to integrate specific air exercise into the overall flight by avoiding wasting aircraft time
  - Taking the opportunity to practice previously skills
  - Crosswind take and landings
  - Visual navigation to/from pratice area
  - Slow flight
  - Radio navigation

Question 32

Q

2.1.7 LESSON PLAN

SAMPLE PLAN LESSON

Lesson Objective
Key Safety Itmes
Pre-Flight Breifing
Consolidtion of previous exercises-Enroute to Practice Area
Primary Lesson Exercises
Consolidation of Lesson & Preview of Next Lesson - Returning from Practice Area
Post-flight debriefing

Answer

A

LESSON OBJECTIVE :
- Student to demonstrate
  - Basic climbs
  - Basic descents
  - Climbs and descents in a turn
KEY SAFETY ITEMS :
- Minimum altitudes
- Fuel required
- Fuel/oil status of aircraft
- Lookout for other aircraft
PRE-FLIGHT BRIEFING:
- Review of
  - Basic attitudes and movements
  - Straight and level flight
  - Basic turning flight
- Introduction of
  - Climb and descent
  - Power setting
  - Control inputs
  - Aircraft performance
CONSOLIDATION OF PREVIOUS EXERCICES - ENROUTE TO PRACTICE AREA :
- Pre-flight inspection
- Taxi
- Take-off
- Basic navigation to practice area
- Straight and level flight
- Level turns
PRIMARY LESSON EXERCICES :
- Basic climbs & descent beginning from straight and level flight
  - Give demonstration
    - APT to climb
    - PAT to descend
  - Student attempt
    - APT to climb
      - Lookout
      - Attitude
      - Airspeed control
      - Heading control
      - Give fault analysis
    - PAT to descent
      - Lookout
      - Attitude
      - Airspeed control
      - Heading control
      - Give fault analysis
  - Student to practice until reasonably competent
    - Level turn to remain in pratice area
- Climbing an descending turns:
  - Give demonstration
    - APT to climb
    - PAT to descend
    - Angle of turns
    - Effect of bank on climb and descent rates
  - Student attempt
    - Climbing turn first
      - Lookout
      - APT to climb
    - Then descending turns
      - Lookout
      - PAT to descend
    - Attitude control (pitch and bank)
    - Airspeed and heading control
  - Give fault analysis
  - Student to practice until reasonably competant
CONSOLIDATION OF LESSON & PREVIEW OF THE NEST LESSON - RETURNING FROM PRACTICE AREA
- Basic navigation to the airport
- Straight and level
- Climbs,
- Descents and turns ss required
- Introductory demonstration
  - Best angle
  - Best rate of climbs
  - Range endurance flight
POST-FLIGHT DEBRIEFING :
- Review purpose for, and procedurees to accomplish turns, climbs, descents and climbing and descending turns by questioning students
- Provide fault analysis
  - How to improve performance
- Give brief introduction to
  - Best angle
  - Best rate of climbs
  - Range and endurance flight
- Study assigment for the next lesson

Question 33

Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

BASIC IDEA

Weak students
Strong, over-confident student

Answer

A

WEAK STUDENTS
- Develop the basics
- Move through the material a little slower
STRONG, OVER-CONFIDENT STUDENT
- Work harder
- Take more responsability

Question 34

Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

NERVOUS OR LACKING CONFIDENCE

Try this

Answer

A

TRY THIS
- Go over the basics
  - Be sure is is mastered before moving on
- Be sure to let the student know when they do something corrrectly
- Avoid excessive attitudes, high or lo G until necessary
- You will have to be quite patient as the student’s confidence build

Question 35

Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

OVER-CONFIDENT OR CONCEITED STUDENT

Try this

Answer

A

TRY THIS
- Make the student work harder
  - By giving more difficult problem to solve
  - Closely check their work
- Make sure that you tell them how they are actually doing
  - Give them a chance to prove to you that they are as capable as they say they are
- If their skills does not math their confidence level
  - Have a personnal talk with them
  - Stress the dangers of being over-confident
    - In one’s abilities in an aeroplane

Question 36

Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

TENDS TO FORGET THE MATERIAL EASILY

Try this

Answer

A

TRY THIS
- Be patient and provide more time for a review than you normally do
- Make the pre-flight briefing and post-flight debreifing longer as well
- Finally ask the student to study more on their own

Question 37

Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

INCONSISTENT

Try this

Answer

A

TRY THIS
- Being inconsistent is normal at some point
- If it is excessive
  - Try a different thecnique when instructing, or
  - Even try a different instructor with that student

Question 38

Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

SLOW STARTER

Try this

Answer

A

TRY THIS
- Give less work
- Give more individual instruction to help the student to master the necessary skils one by one
- Be patient with their mistakes
- Ecourage them

Question 39

Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

FAST STARTER

Try this

Answer

A

TRY THIS
- Give them
  - More work
  - Greater responsabilities
  - More difficult assignments
- Make your briefings comprehensive
  - Do not leave anything out
- Watch closely for weak areas
  - Expect the student to become more average after they go Solo

Question 40

Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

IMMATURE STUDENT

Try this

Answer

A

TRY THIS
- Do not give the student the opportunity to dodge their responsabilities
  - Closely check their work
- Let them know what is expected of them and
  - How they are progressing,
  - The reason for their poor progress
- Help and encourage them
  - Set a good example in your attitude
- The student will likelly mature quickly in the flight training environment

Question 41

Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

CLASSES OF EMOTIONS

Flight training
3 classes

Answer

A

FLIGHT TRAINING
- Causes more stress tan everyday life for students
- Can cause strong emotions
  - Can negatively affect their training
3 CLASSES
- Mild emotions
- Strong emotions
- Disruptive emotions

Question 42

Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

MILD EMOTION

Every day
Important to flight training

Answer

A

EVERY DAY
- What we experience every day
- Exemple
  - General satisfactions
  - General dissatisfaction
IMPORTANT TO FLIGHT TRAINING
- Important because they affect motivation
  - If you are not satisfied with your progress or training experience
    - You will likely not want to continue learning

Question 43

Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

DISRUPTIVE EMOTIONS

Severity
Rarety

Answer

A

SEVERITY
- Quite severe
- Disrupt clear thinking
- Generally require the help of a psychiatrist
RARETY
- Quite rare
- You only need to know that they exist

Question 44

Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

STRONG EMOTIONS

When
Flight training
Stress
Response
- Good
- Bad

Answer

A

WHEN
- Not typically experience on an every day basis
FLIGHT TRAINING
- Cause problem in flight traininbecause they cause a lot of stress
STRESS
- Can be dealt with
- But cannot be tolerated for extended period of time
- String emotional stress
  - Can cause extreme nervousness
  - Make unable you to relax
  - Can interfere with eating and sleeping habits
  - Generally makes the person miserable
RESPONSE
- Person expose to such stress will try to reduce it
  - Whether they know that they are or not
- GOOD
  - Directly approach the cause
  - Try to solve the problem
    - Once problem solve, the stress
      - Will go away
      - Learning can continue
  - Can occur for example if you having a difficult time learning how to control your glidepath on final approach
    - Extra study, training and practice will likelly imprive your performance
    - Stress will be relieved
- BAD
  - Avoiding the problem altogether by using emotional escape mechanisims
    - Relieve the stress
    - But learning will suffer
  - Occasional use of esscape mechanisim is normal, but if you notice over-use of the following escape mechanism, you
    - Must take immediate corrective action
    - Before your student’s emotional stress becomes too great

Question 45

Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

EMOTIONAL ESCAPE MECHANISMS

5 Mechanisms
- Projection
- Rationalization
- Resignation
- Flight
- Aggression

Answer

A

5 MECHANISMS
- PROJECTION
  - The student blame others from their
    - Mistakes, or
    - Failures
- RATIONALIZATION
  - They try to find excuses for, or
    - Otherwise justify their failures
- RESIGNATION
  - The student just gives up
- FLIGHT
  - The student removes themselves from the situation, either
    - Physically
    - Mentally
- AGGRESSION
  - The student becomes aggressive or argumentative towards others, to try and relieve the tension

Question 46

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

RAIN ON THE WINDSHIELD

Causes
Pilot reaction

Answer

A

CAUSE
- The runway to look lower than it is,
- Whial a rain shower on final approach can cause the runway lights to look bigger and brighter
PILOT REACTION
- Tending to undershoot on approach

Question 47

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

HAZE ON FINAL

Causes
Pilot reaction

Answer

A

CAUSES
- Runway appearing further away than it actually is
PILOT REACTION
- To fly high on the approach

Question 48

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

AN DOWNSLOPE RUNWAY

Cause
Pilot reaction

Answer

A

CAUSE
- Illusion that you are much higher than you are actually are
PILOT REACTION
- Fly a high approach,or
- Overshoot

Question 49

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

AN UPSLOPE RUNWAY

Cause
Pilot reaction

Answer

A

CAUSE
- Illusion that you are much lower than you are actually are
PILOT REACTION
- Fly a low approach,or
- Undershoot

Question 50

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

LANDING ON A RUNWAY WHICH IS MUCH WIDER THAN YOU TYPICALLY LAND ON

Cause
Pilot reaction

Answer

A

CAUSE
- Illusion that you are much lower than you actually are
PILOT REACTION
- Fly high on the approach
- Flare high on the landing

Question 51

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

LANDING ON A RUNWAY WHICH IS MUCH NARROWER THAN YOU TYPICALLY LAND ON

Cause
Pilot reaction

Answer

A

CAUSE
- Illusion that you are much highr than you actually are
PILOT REACTION
- Fly low on the approach
- Flare low on the landing

Question 52

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

IF THE TERRAIN AROUND THE RUNWAY IS HIGHER THAN THE RUNWAY ITSELF

Pilot reaction

Answer

A

PILOT REACTION
- Fly high on the approach
- Overshoot

Question 53

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

IF THE TERRAIN AROUND THE RUNWAY IS LOWER THAN THE RUNWAY ITSELF

Pilot reaction

Answer

A

PILOT REACTION
- Fly low on the approach
- Undershoot

Question 54

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

TURNING FROM DOWN WIND TO UP WIND

Illusion

Answer

A

Illusion
- One of
  - Skidding, and
  - Decreasing airspeed

Question 55

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

TURNING FROM UP WIND TO DOWN WIND

Illusion

Answer

A

Illusion
- One of
  - Slipping, and
  - Increasing airspeed

Question 56

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

EMPTY FIELD MYOPA

Natural reation of the eye
Objects appearance
Easy way to re-focus

Answer

A

NATURAL REACTION OF THE EYE
- To a lack of stimulus
  - Eye tends to focus 3 to 5 fett away
- Cause when flying in a featureless sky
  - Clear day
  - Hazy day
  - Dark night
OBJECTS APPEARANCE
- Much smaller and thus
- Much further away than they are
EASY WAY TO RE-FOCUS
- Look at the wingtips of the aircraft

Question 57

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

BLIND SPOT

Each eye
Field of one eye view is blocked

Answer

A

EACH EYE
- Each has a blindspot
- Normal binocular, the blindspot never coincide
FIELD OF ONE EYE VIEW IS BLOCKED
- As exemple by a sunshield or window post
- Object in the blindspot of the unobstructed eye will not be detected

Question 58

Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

LACK OF RELATIVE MOTION

Cause

Answer

A

CAUSE
- Object that appear fixed may actually converging with your flight path

Question 59

Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

NIGHT ADAPTATION

Flying at night
Sensors
- Rods
- Cones
Red light
Illusions

Answer

A

FLYING AT NIGHT
- Reduced
  - Visual acuity
  - Color vision
  - Depth perception
- In addition your brain, eyes and other sensors may act to deceive you
  - Either alone, or
  - In a various combinations
SENSORS
- Vision operates using different sensors
- Dark adaptation takes usually 30 minutes
- RODS
  - Primary vision in low conditions
- CONES
  - Primary vision in hight light conditions
RED LIGHT
- May accelerate the night adaptation
- Severly distorts colors (big problem on charts)
  - White light will thus need to be used
  - Keep cockpit illumination at the lowest level
ILLUSIONS
- Autokinesis
- False horizons
- The “black hole” phenomena
- The somatogravic illusion

Question 60

Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

AUTOKINESIS ILLUSION

When
Effect

Answer

A

WHEN
- One focuses on a single light in an area where there are no other references
EFFECT
- Minute involuntary ocular motions cause the light to seemingly move in irregular arcs and can induce vertigo

Question 61

Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

FALSE HORIZON

When
Effect

Answer

A

WHEN
- Flying on clear moonless nights over ruural areas
  - The lights below could blend with stars
  - Making it difficult to make out an actual horizon
- By sloping top clouds
EFFECT
- Lead to spatial disorientation
- Not severe problem around cities
  - Scatered light actually helps to define the real horizon better

Question 62

Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

THE “BLACK HOLE” PHENOMENA

When
Effect

Answer

A

WHEN
- Approching to land at an airport where the approach area consists of featureless terrain and few ground lights
- In rural areas or where the appoach path is over water or open field (specially snow covered)
EFFECT
- Brain tries to maintain a constant angle between
  - The beginning of the runway
  - The end of the runway
  - The eye judges slope by the angle occupied by the runway and the reaction is to try to keep that angle constant as you continue the apporach
- Result in a curved approach instead of
  - A constant angle approach
    - Typically 3 degrees,
    - Which is desirable and standard
    - During the day yhe angle occupied by the runway increase as you continue on the approach
- Ground clearance will obviously be
  - Severely compromise
  - Obstacles likes trees, masts in apprach path the result can be deadly

Question 63

Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

THE SOMATOGRAVIC ILLUSION

When
Effect
Pilot reaction

Answer

A

WHEN
- Result from a rapid acceleration
  - Such as experience during take-off role
EFFECT
- Stimulate the otolith organs in the ears
  - Same way tilting the head backwards
- Create an illusion of bein in a nose-up attitude
  - Specially in situation with good visual reference
PILOT REACTION
- Disoriented after take-off may think he is climbing too fast
  - May push in a nose-low or dive attitude
  - Resulting impact with the terrain
- Particular problem at rural airports on dark nights where one transition from
  - The lit of the runway environment to
  - A dark environment devoid of lights or
  - Other visual cues to one’s attitude

Question 64

Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

TECHNICS FOR STAYING OUT OF DANGER

Day flight techniques
Straight in landing
Rate of descent
Night approach aids
- VASIS & PAP
- Red and white
- Obstacle free
Aiming point
Instrument rating

Answer

A

DAY FLIGHT TECHNIQUES
- Do not forget your day flying techniques
STRAIGHT IN LANDING
- Avoid long final
- Try to join the circuit from above the airfield ang join the mid down-wind
RATE OF DESCENT
- Keep the rate the same as you would do during the day
  - 400-500 fpm at 80-100 kts
  - 320 feet per 1 mile away
NIGHT APPROACH AIDS
- Always make use of the night approach aids
  - VASIS & PAPI’s
    - Do not descent before align with the runway
    - Obstacle near runway threshold are hard to see (trees, masts)
  - RED AND WHITE
    - “Red and white - you are alright”
    - “Red and Red - you could be dead”
  - OBSTACLE FREE
    - Aircraft following the on-slope signal are provided with sage obstruction clearance with 6-9 degrees on either side of the extended centreline out to 4nm from runway threshold
    - Exception noted in CFS
AIMING POINT
- If no night approach aids & runway lenght is not a factor then
  - Aiming touchdown 100 feet or so down the runway
INSTRUMENT RATING
- Get one or at least be current on basic instrument flying

Answer 65

A

WHEN
- Useful tool in managing one’s fitness for flight
- Use at every flight
6 KEYS
- Illness
  - Any impair your physical or mental ability to fly ?
- Medication
  - Any which is not approved for aviation ?
    - Do not overlook over-the-counter medications
- Stress
  - Which level ?
  - Chronic long term stress
  - Acute short term stress
- Alcohol
  - Under the influence and/or drugs ?
  - Minimum 8 hours by key is Under the Influence
- Fatigue
  - Well rested ?
- Eating
  - Keep you adequately nourished during the flight ?
  - High sugar food are notorious for leaving you feeling fatigued and unable to think clearly after only a short period

Answer 66

A

ANTI-AUTHORITY
- Being constrained in their actions by a set of rules
- Often helps to think through and understand why the rules are in place
  - Usually rules and procs are logical and helpful
  - Developped to aoid re-occurence of a dangerous situation
IMPULSIVITY
- Doing something, anything as long as
  - It is rarely constructive
  - Specially not in aviation
    - Require evaluation of multiple factors
- Take the time
  - To consider alternatives
  - Think through reasonnable consequences of various course of action
INVULNERABILITY
- We are all vulnerable (see rapport accident)
- Try and read as many of these reports
- Situation may be similar
- Use that knowledge to manage your risk
MACHISMO
- Top Gun or Ace at the Base rarely impress anyone but yourself
- Usually leave people shaking their heads in disbelief or scares the hell out of any passenger
RESIGNATION
- Flying is a no place for fatalistic approach
- Many factors still within our control
- Those which are not can be dealt with trough
  - Sound risk assessement
  - Follow up by decision making
  - Action to provide risk mitigation

Answer 67

A

4 BASIC STEPS TO GET OXYGEN
- Cell of your body requires O2
- Cell to get O2, there are 4 basic steps
  - Sufficient O2 with great enough pressure must enter the lungs
  - The O2 must be absorbed in lungs
  - The O2 must be carried through the body to the organs and tissues
  - The O2 must be transferred from the blood to the cells in the organs and tissues
CATEGORIZED OF HYPOXIA
- By How and Where the transport of O2 to the cells of your body is interrupted
  - Hypoxic hypoxia
  - Stagnant hypoxia
  - Anaemic hypoxia
  - Hystoxic hypoxia

Answer 68

A

CAUSE
- Insufficient O2 at sufficient pressure available in the lungs
- Most common type hypoxia faced by pilots
- Reduction in atmospheric pressure at higher altitude
EFFECT
- The lower atmospheric pressure reduce the partial pressure of th O2 in the air and prevents absorption of O2 into the bloodstream

Answer 69

A

CAUSE
- Blood and thus O2 is prevented from moving throughout the body
EFFECT
- When sitting still long time in the cockpit
- Parts of the body “go to sleep” because pressure points which
  - Result from sitting in one position block off the flow of blood to, for example legs or feet
- May be the High G loading such as those experienced during steep turns or aerobatic manoeuvers
  - Common result of high G may be loss of consciousness because the blood is unable to move to the head and the brain is starved to O2

Answer 70

A

CAUSE
- The blood is unable to absorb and carry the O2 from the lungs to various parts of the body
EFFECT
- For pilots, carbin monoxide poisoning is a very real cause
- Donating blodd or iron deficiency are other causes

Answer 71

A

CAUSE
- Occurs if the cells in the various organs and tissues are unable to absorb O2 properly
EFFECT
- Occurs with alcohol consumption
  - Alcohol in the body reduces the ability of cells to efficiently absorb O2

Answer 72

A

FIRST SYMPTOM
- Euphoria
- Fell quite happy about life instead
  - Of feeling impared
  - Exactly the opposite to what you are as indicated by the list of symptoms
- This one make hypoxia so dangerous
OPPOSITE SYMPTOMS
- Impaired symptoms
- Tingling in your finger and toes
- Numbness
- Dizziness and drowsiness
- Visual impairment
  - Specially at night
- Fatigue
- Headache
- Nausea
- Hunger
- Hot and cold flashes
- Poor Co-ordination and invrease reaction time
- Poor judgment
- Cyanosis
  - Blue fingernails and lips
- Rapid breathing
SYMPTOMS WORSEN
- Your field of vision will narrow, and
- You could progress through unconsciousness to death
NIGHT FLYING
- Degradation of vision
  - Particularly the rods which provide the night vision
  - As low as 5000 ft
  - More ssevere if you are a smoker

Answer 73

A

ALTITUDE
- Hypoxic hypoxia
- Rate at which your symptoms worsen depends on the altitude at which you are flying
TIME OF USEFUL CONSCIOUSNESS
- 10,000 ft : hours
- 18,000 ft : 20 minutes
- 20,000 ft : 5 to 12 minutes
- 25,000 ft : 3 to 5 minutes
- 30,000 ft : 1 to 2 minutes
CARBON MONOXIDE POISONING
- Anaemic hypoxia
- Exhaust gases leaking into the cabin
  - More common in the winter by using cabin heat which draw air around the exhaust
- Odorless ans tasteless
  - Risk mitigate by prevention rather then detection
  - Thorough preflight of the exhaust system
  - Using a carbon monoxide detector
- Suspected
  - Close the heat
  - Increase ventilation flow
  - Descend and land
DONATING BLOOD
- Anaemic hypoxia
- Insufficient haemoglobin to transport O2 to the cells
- Do not fly for at least 48 hours after donating blood

Answer 74

A

OPPOSITE TURNING ILLUSION
- Result from a sustained turn in one direction
  - Fluid to your ears turn in the same direction as the aircraft
- When rate of turn of the airraft is reduced or stopped
  - The fluid continues to rotate resulting
    - A sensation of turning in the opposite direction
- Typical reaction to this are to roll back into the turn in the original direction
COREOLIS ILLUSION
- Occurs when you turn your head when the aircraft is itself in a turn
  - As exemple reach across the instrument panel to operate a switch or bend down to pick up
- Rotation of the fluid in your ears will create the illusion of tumbling from which it is extremely difficult to recover
THE LEANS
- Similar to the opposite turning illusion
- Typically results if the pilot inadvertenly enters a slow turn
  - Exemple while checking a chart
- Unaware of the turn, the sustained gentle turn has started the fluid in the ears rotating
- When the pilot recovers to the level wing, the fluid continues to rotating creating the impression of a trun in the opposite direction despite the fact the wing are level
THE PITCH UP ILLUSION
- Result as an acceleration during an overshoot.
- Danger in condition of low visibility you might inadvertenly lower the nose to level or descending while you should climb to clear terrain