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Learning & Human Factors Flashcards

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”
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​
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2
Q

2.1.1 LEARNING FACTORS

2. PRIMACY

  • Factor
  • Stressful Stituations
  • Demonstrations
  • Mistakes
  • Forced Approach Demonstration
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
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3
Q

2.1.1 LEARNING FACTORS

3. RELATIONSHIP

  • Factor
  • Learning Improves
  • Forced Approach
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
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4
Q

2.1.1 LEARNING FACTORS

4. EXERCISE

  • Factor
  • Practice
  • Understand the subject
  • Evaluating
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
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5
Q

2.1.1. LEARNING FACTORS

5. INTENSITY

  • Factor
  • Being Enthusiastic
  • Voice
  • Aids
  • Tailoring
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
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6
Q

2.1.1 LEARNING FACTORS

6. EFFECT

  • Factor
  • Positive Reinforcment
  • Expectations
  • Divisions
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
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7
Q

2.1.1 LEARNING FACTOR

7. RECENCY

  • Factor
  • Curve of remembering
  • Periodic Reviews
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
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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
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
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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
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
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10
Q

2.1.2 MAINTAINING STUDENT LEARNING

PLATEAU OF THE LEARNING CURVE

  • Plateau
  • Cause by
  • Improvment
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
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11
Q

2.1.2 MAINTAINING STUDENT LEARNING

SKILL REGRESSION SHOWN ON THE LEARNING CURVE

  • Regression
  • Cause by
  • Goal
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
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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
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
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13
Q

2.1.3 ORAL QUESTIONS

GROUND RULES FOR GOOD QUESTIONS

  • Easy to understand
  • Complex words
  • Focus on key points
  • How and Why
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
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14
Q

2.1.3 ORAL QUESTIONS

GROUND SCHOOL CLASS OR GROUP OF STUDENTS

  • 5 Steps
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
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15
Q

2.1.3 ORAL QUESTIONS

HOW TO DEAL WITH QUESTIONS FROM STUDENTS

  • Encouragment
  • Feedback
  • Interaction
  • Delaying
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
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16
Q

2.1.3 ORAL QUESTIONS

WHY STUDENTS ASK QUESTIONS

  • Unclear
  • Lost
  • Importance
  • Unrelated
  • 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
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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
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
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18
Q

2.1.4 TEACHING METHODS

TOOLBOX

  • Knowing more than one method
  • Two primary methods
    • Demonstration - Performance
    • Developmental
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
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19
Q

2.1.4 TEACHING METHODS

THRESHOLD KNOWLEDGE TEST (TKY)

  • Already know
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
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20
Q

2.1.4 TEACHING METHODS

THE DEMONSTRATION-PERFORMANCE METHOD OF TEACHING

  • Explanation
  • Demonstration
  • Student performs and Instructor supervises
  • Evaluation
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
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21
Q

2.1.4 TEACHING METHODS

THE DEVELOPMENTAL TEACHINH METHOD

  • Guidance
  • Work best with
  • Learning factors
  • Explanation
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
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22
Q

2.1.4 TEACHING METHODS

TIME FRAME FOR GROUND LESSONS

  • Lesson time
  • Segment
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
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23
Q

2.1.4 TEACHING METHODS

VISUAL AIDS

  • Decide the instruction first
    • Select the visual aids
  • Learning from
  • Possible visual aids
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
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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
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
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25
Q

2.1.6 PHASES OF TEACHING

GROUND SCHOOL

  • What is ground school
  • Instructor rating
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
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26
Q

2.1.6 PHASES OF TEACHING

PREPARATORY GROUND SCHOOL

  • Preparatory ground instruction
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
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27
Q

2.1.6 PHASES OF TEACHING

PRE-FLIGHT BRIEFING

  • When
  • 3 key factors
  • Additional information relevant to the flight
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
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28
Q

2.1.6 PHASES OF TEACHING

IN-FLIGHT INSTRUCTION

  • When
  • Having control
  • Thaught order
  • Fault analysis
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
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29
Q

2.1.6 PHASES OF TEACHING

POST-FLIGHT DEBREIFING

  • When
  • 4 key factors
    • Ask
    • Give
    • See
    • Overview
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
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30
Q

2.1.7 LESSON PLANS

SET A PLAN

  • Logical
  • 3 key sections
    • Review and consolidation
    • Exercices related
    • Consolidation
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
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
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
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
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
33
Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

BASIC IDEA

  • Weak students
  • Strong, over-confident student
A
  • WEAK STUDENTS
    • Develop the basics
    • Move through the material a little slower
  • STRONG, OVER-CONFIDENT STUDENT
    • Work harder
    • Take more responsability
34
Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

NERVOUS OR LACKING CONFIDENCE

  • Try this
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
35
Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

OVER-CONFIDENT OR CONCEITED STUDENT

  • Try this
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
36
Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

TENDS TO FORGET THE MATERIAL EASILY

  • Try this
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
37
Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

INCONSISTENT

  • Try this
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
38
Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

SLOW STARTER

  • Try this
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
39
Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

FAST STARTER

  • Try this
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
40
Q

2.1.8 TECH FOR DEALING WITH INDIVIDUAL STUDENTS

IMMATURE STUDENT

  • Try this
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
41
Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

CLASSES OF EMOTIONS

  • Flight training
  • 3 classes
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
42
Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

MILD EMOTION

  • Every day
  • Important to flight training
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
43
Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

DISRUPTIVE EMOTIONS

  • Severity
  • Rarety
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
44
Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

STRONG EMOTIONS

  • When
  • Flight training
  • Stress
  • Response
    • Good
    • Bad
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
45
Q

2.1.9 EMOTIONS AND EMOTIONAL ESCAPE MECHANISMS

EMOTIONAL ESCAPE MECHANISMS

  • 5 Mechanisms
    • Projection
    • Rationalization
    • Resignation
    • Flight
    • Aggression
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
46
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

RAIN ON THE WINDSHIELD

  • Causes
  • Pilot reaction
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
47
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

HAZE ON FINAL

  • Causes
  • Pilot reaction
A
  • CAUSES
    • Runway appearing further away than it actually is
  • PILOT REACTION
    • To fly high on the approach
48
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

AN DOWNSLOPE RUNWAY

  • Cause
  • Pilot reaction
A
  • CAUSE
    • Illusion that you are much higher than you are actually are
  • PILOT REACTION
    • Fly a high approach,or
    • Overshoot
49
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

AN UPSLOPE RUNWAY

  • Cause
  • Pilot reaction
A
  • CAUSE
    • Illusion that you are much lower than you are actually are
  • PILOT REACTION
    • Fly a low approach,or
    • Undershoot
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
A
  • CAUSE
    • Illusion that you are much lower than you actually are
  • PILOT REACTION
    • Fly high on the approach
    • Flare high on the landing
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
A
  • CAUSE
    • Illusion that you are much highr than you actually are
  • PILOT REACTION
    • Fly low on the approach
    • Flare low on the landing
52
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

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

  • Pilot reaction
A
  • PILOT REACTION
    • Fly high on the approach
    • Overshoot
53
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

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

  • Pilot reaction
A
  • PILOT REACTION
    • Fly low on the approach
    • Undershoot
54
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

TURNING FROM DOWN WIND TO UP WIND

  • Illusion
A
  • Illusion
    • One of
      • Skidding, and
      • Decreasing airspeed
55
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

TURNING FROM UP WIND TO DOWN WIND

  • Illusion
A
  • Illusion
    • One of
      • Slipping, and
      • Increasing airspeed
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
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
57
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

BLIND SPOT

  • Each eye
  • Field of one eye view is blocked
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
58
Q

2.1.10.1 HUMAN FACTORS - VISUAL ILLUSIONS

LACK OF RELATIVE MOTION

  • Cause
A
  • CAUSE
    • Object that appear fixed may actually converging with your flight path
59
Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

NIGHT ADAPTATION

  • Flying at night
  • Sensors
    • Rods
    • Cones
  • Red light
  • Illusions
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
60
Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

AUTOKINESIS ILLUSION

  • When
  • Effect
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
61
Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

FALSE HORIZON

  • When
  • Effect
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
62
Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

THE “BLACK HOLE” PHENOMENA

  • When
  • Effect
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
63
Q

2.1.10.2 HUMAN FACTORS - NIGHT FLYING

THE SOMATOGRAVIC ILLUSION

  • When
  • Effect
  • Pilot reaction
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
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
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
65
Q

2.1.10.3 HUMAN FACTORS - THE “I’M SAFE” CHECKLIST

ONE’S OWN FITNESS FOR FLIGHT

  • When
  • 6 keys
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
66
Q

2.1.10.4 HUMAN FATORS - HAZARDOUS ATTITUDES

5 HAZARDOUS ATTITUDES

  • Anti-authority
  • Impulsivity
  • Invulnerability
  • Machismo
  • Resignation
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
67
Q

2.1.10.5 HUMAN FACTORS - HYPOXIA

OXYGEN

  • 4 basic steps to get oxygen
  • Categorized of Hypoxia
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
68
Q

2.1.10.5 HUMAN FACTORS - HYPOXIA

HYPOXIC HYPOXIA

  • Cause
  • Effect
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
69
Q

2.1.10.5 HUMAN FACTORS - HYPOXIA

STAGNANT HYPOXIA

  • Cause
  • Effect
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
70
Q

2.1.10.5 HUMAN FACTORS - HYPOXIA

ANAEMIC HYPOXIA

  • Cause
  • Effect
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
71
Q

2.1.10.5 HUMAN FACTORS - HYPOXIA

HYSTOXIC HYPOXIA

  • Cause
  • Effect
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
72
Q

2.1.10.5 HUMAN FACTORS - HYPOXIA

SYMPTOMS OF HYPOXIA

  • First symptom
  • Opposite symptoms
  • Symptoms worsen
  • Night flying
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
73
Q

2.1.10.5 HUMAN FACTORS - HYPOXIA

SOME COMMON CAUSES OF HYPOXIA

  • Altitude
    • Time of useful consciousness
  • Carbon monoxide poisoning
  • Donating blood
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
74
Q

2.1.10.6 HUMAN FACTORS - VESTIBULAR ILLUSIONS

4 TYPES

  • Opposite turning illusion
  • Coreolis illusion
  • The leans
  • The pitch up illusion
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

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