Scenerios

Question 1

Use VX to give me an example of how your student could demonstrate each level of learning.

Answer 1

Rote level of learning definition of VX

Understanding explain VX

Application. perform a VX

Correlation: A few days later, after practicing a simulated engine failure, if he pulls up into the VX

Question 2

2. This is the fifth time you’ve reviewed steep turns with your student, Katy, but she still doesn’t “get it.” Her steep turns are getting worse rather than improving. What will you do?

Answer 2

Katy in a learning plateau
She can benefit from a break.
move her to another place in the syllabus

Question 3

3. Your student has rushed from work to the airport and received a speeding ticket along the way. He also says that he must finish today’s lesson on time, as his wife is mad at him for not getting the yard mowed yesterday. How will you conduct his lesson?

Answer 3

Student is not ready to learn because he has too much on his mind.
cancel the lesson, but he might not want to cancel after all of his effort to get to the airport.
Include less content (make it a review lesson)
or teach risk management and the “I’M SAFE” checklist.

Question 4

4. Considering Maslow’s hierarchy of needs, how will you meet the needs of your student?

Answer 4

physiological needs by giving her a tour of the facility,

security and safety perform a thorough preflight inspection with a review of the maintenance discrepancy system for fixing items.

belonging by introducing her to others around the airport

self-esteem by praising her in public and correcting her in private, and by posting her solo photo on the flight school website.

Self-actualization by continuously raising the bar

Question 5

How will you change your normal instructional style for a student who consistently exhibits resignation?

Answer 5

Resignation is a hazardous attitude.
opportunities to be successful and continuously remind her of her successes.

I’ll build her confidence by incorporating small challenges that she can conquer,

She will need a more detailed, all-inclusive checklist.

I’ll encourage her to create workable tools to help her remain organized in the cockpit.

At some point, after I’ve earned her trust, we’ll discuss all of the hazardous attitudes and their antidotes so that she’ll develop self-sufficiency and self-confidence.

Question 6

When it’s time to move on to a new job, what will you do as a professional instructor for the students who are left behind?

Answer 6

ample warning so they can mentally prepare for the change.

review each student’s logbook and endorsements to

make sure that everything is up-to-date and properly completed.

I will attempt to locate another instructor to refer my students.

Question 7

During the engine run-up you notice that one magneto has no apparent drop in RPM. What is the probable cause and what will you do?

Answer 7

either a failure in the mag switch
or a problem with a grounding wire on the magneto. It could indicate that the engine is running on one mag or it could be the inability to turn a mag off.

Apply no-go situation.

Question 8

How would your student detect an electrical failure and what actions would you expect him to take?

Answer 8

ammeter discharging.
low voltage readout on the GPS.

master switch off for 2 or 3 seconds and then back on,
review the POH checklist for other possible actions.

If the electrical system has failed:
on the ground: return to the flight school
in flight: turn off all unnecessary electrical items to preserve battery power and land as soon as practical:

If in the traffic pattern/practice area,: I want him to land at our home airport and prepare for possible light gun signals from the tower.
If on cross country, he should land at the next planned destination and call me. He should know not to take off again until he talks to me.

Question 9

A student provides his own Cessna 152 for private pilot training. As the instructor teaching in this plane, how will you ensure that it is airworthy?

Answer 9

verify airworthiness certificate
check the inspection status of the annual, emergency locator transmitter (ELT), and transponder check.
check the status of any reoccurring ADs and inoperative equipment.
Through pre-flight inspection

Question 10

In the event that the student provides his own training airplane, what are your responsibilities and the responsibilities of the student pertaining to maintenance?

Answer 10

The student as the owner/operator is responsible for having the repairs done.

If the student is not a current, certificated pilot, then as the instructor I am also the pilot-in-command and am responsible for ensuring that repairs are done and properly documented.

As an instructor, I am also responsible for knowing what to look for and helping the student to learn how to be a responsible aircraft owner.

Question 11

It’s 4:30 p.m. on Friday. The maintenance shop is closed for the weekend. Your student reports the aircraft’s cigarette lighter (12V power source) is INOP. What will you do?

Answer 11

My INOP checklist is:

Is there an approved MEL? On this plane, there is not.
Is the INOP item on the required VFR day or night equipment list? (TOMATOFFLAAMES) The cigarette lighter is not.
Is it on the VFR Type Certificate? It is not.
Is it on the Kinds of Operation List (Usually Chapter 2 in the POH)? The cigarette lighter is not.
Is there an Airworthiness Directive requiring the equipment? There is none.
Can I operate the aircraft safely without it? In my opinion, yes I can.
I could remove it or placard it. I will placard it and we will fly but the INOP equipment must be fixed at least with the next scheduled inspection.

Question 12

12. What factors will you take into consideration when choosing an area to practice maneuvers?

Answer 12

area away from low clouds; busy airspace and congested areas; and airports, VORs, or other areas where traffic converges.

with good landmarks, ground references, and emergency landing areas.

I’ll also look for a place not too far from the airport so that the student doesn’t waste time getting to and from the practice area.

Question 13

As the instructor, what specific steps will you take in collision avoidance during training?

Answer 13

clean the windshield

recommend that the student use goggles rather than a big hood.

I’ll make sure not to get so occupied inside the cockpit

observe the student’s collision avoidance techniques

continually remind him to look outside to scan for traffic or other potential collision threats.

Question 14

How could you demonstrate longitudinal stability to a student while in the air?

Answer 14

trim the airplane to straight and level flight and remove both hands from the control wheel, and point out how the airplane remains (on average) in the straight and level attitude.

Then without re-trimming, I would pull the nose up a bit, maybe to a cruise climb attitude, and observe.

I’d point out to the student how the airplane continues to porpoise but that each oscillation gets smaller until the aircraft has returned itself, once again, to straight and level flight.

Question 15

How will you explain to your student the concept of zero fuel weight?

Answer 15

Zero fuel weight is the weight of an aircraft with all of the useful load not including the weight of the fuel on board.

It is a payload limitation placed on the aircraft by the manufacturer.

The airplane without fuel cannot be loaded to more than its zero fuel weight, or another way to say it is that all weight over the zero fuel weight must be fuel.

Question 16

17. Your student, Katy, can’t choose between a sport pilot and a recreational pilot certificate. What will you tell her?

Answer 16

I’ll tell her that she can start training before choosing.

it’s easier to make a decision after training begins.

In this case, would she rather be limited to flying only a light sport airplane or limited to flying within 50 NM from her airport?

I’ll also explain that she can achieve any rating, and with additional training can have privileges upgraded or limitations removed.

Question 17

Katy returns from the Aviation Medical Examiner (AME) saying that she was found ineligible due to color blindness. The AME suggested she obtain a SODA. What will you do?

Answer 17

I can help Katy by explaining the Statement of

Demonstrated Ability (SODA) and the process for getting one, and by making contact with the FSDO.

They will conduct an evaluation for the issuance of her SODA, but I would go with her for general support.

Question 18

When flying straight and level, Katy has great trouble holding a heading. What advice will you give her to become more consistent on heading control?

Answer 18

I will suggest that she pick a landmark out ahead, on the horizon, in the direction she wants to fly and keep the airplane pointed toward that landmark.

This will do 2 things: keep her going straight and keep her head up and outside of the cockpit.

Question 19

Katy appears very anxious about stalls and has even cancelled two previously scheduled lessons knowing that stalls were on the agenda. What will you do?

Answer 19

I will confirm her fear and share how I didn’t used to like stalls either.

I’ll build her trust by reaffirming that I would never do anything to scare her.

I will make sure my first demonstration in the plane is a very gentle, straight ahead, power-off stall with a clean break.

I’ll delay the recovery from the stall to show her that she still has control (the falling leaf maneuver).

I’ll just take it one step at a time until her anxiety eases.

Question 20

Upon recovery from a stall, Katy applied full power and the aircraft rolled abruptly to the left. What is the likely reason for this, and the corrective action to avoid this in the future?

Answer 20

Katy probably applied full power before breaking the stall.

Her sudden application of full power—torque and P-factor—caused a left-turning tendency.

To avoid this in the future, I’ll ensure that Katy separates the actions, first lowering the angle of attack to break the stall

then applying power to minimize altitude loss in the recovery.

While the ACS/PTS requires that the student simultaneously lower the nose and apply power, the student can’t always meet practical test standards in the introductory lesson of the maneuver.

I’ll take it one step at a time until she gets it.

Question 21

Have you prepared a pre-solo knowledge exam that you will ask your students to complete before initial solo?

Answer 21

Show the examiner your prepared pre-solo knowledge exam

Question 22

Many places in Federal Aviation Regulations require that the instructor determine “that the student is proficient to operate the aircraft safely.” How will you do this?

Answer 22

consistently perform maneuvers correctly

when he makes mistakes, he catches and fixes them without my intervention.

He is able to prioritize tasks and maintain situational awareness.

By this point, the student should no longer need much help from me.

Question 23

What criteria will you use to determine that Katy is ready for first solo?

Answer 23

lesson where she conducted landings without any help whatsoever from me.

I would be completely hands-off and not say a word.

I consider this lesson a practice session for her being in the airplane solo.

I also want to know that she has good airspeed control and will make a prompt decision to go-around if needed.

Question 24

Regulations say that a soloing student may not operate in a manner contrary to limitations placed in the logbook by an authorized instructor. What limitations will you put in your student’s logbook?

Answer 24

I’ll include limitations based on the ceiling, visibility, and winds. Those limitations might be different for solo flight in the traffic pattern versus practice area or solo cross-countries.

I’ll also limit the use of distracting electronic devices (MP3 players, cameras, etc.).

And I’ll require that the student and I meet at the airport to formally dispatch each flight so that I can supervise his flight preparations.

Question 25

Katy has been studying the Knowledge Exam Guide and asks you for an endorsement to take the FAA Knowledge Exam. What will you do?

Answer 25

My endorsement certifies that I find her prepared to pass the test so I must first determine that she is ready. I would orally quiz her on several test questions or give her a written exam that I created to establish that she is ready to pass the FAA exam. If she answers at least 80% of my questions correctly, then I would consider her ready to pass the FAA’s exam and I would provide her with an endorsement.

Question 26

Daren’s original instructor endorsed his initial solo but has since moved out of state. Daren is asking you to renew his solo authorization for an additional 90 days. You’ve never flown with him. What will you do?

Answer 26

I will not give a solo endorsement renewal if I haven’t flown with him.

We’ll have to go fly together so I can evaluate Daren’s readiness for solo flight.

Besides, it looks like Daren needs a new instructor—maybe he’ll hire me!

Question 27

Tonight is Daren’s first dual night flight. What are the key issues that you will teach him?

Answer 27

Lesson plan specifically for night flight.

It breaks down each phase of flight

reviews the differences between day and night flying techniques.

It also includes terrain and obstacle awareness, visual illusions, preservation of night vision, airport and aircraft lighting, and FARs pertaining to night flight.

Question 28

During Daren’s night cross-country, he abruptly pulled the aircraft nose up and rolled to the right. Why did this happen and what is the corrective action to avoid this in the future?

Answer 28

Daren probably had spatial disorientation with an optical illusion from the lights on the ground.

The way to avoid this in future flights is to emphasize a higher reliance on cross-checking instruments during night flight.

Question 29

At one point during Daren’s dual cross country, you feel that he is lost. What will you do?

Answer 29

use guided discussion in such a way that he can discover for himself that he is lost (he might already know it) and I will hint that now is the time to use his skills to get unlost.

I’ll ask him to pinpoint his position on the chart, and to verify his position with radials or landmarks.

I’ll give him time to think and to develop a plan and make a decision on how to get back on course.

He is an advanced student; his ADM is part of his training. I want to see his ability to make decisions like this so that I have confidence to send him on solo cross-country.

Question 30

Daren is a large guy. During dual cross-country flights he found the C-152 too uncomfortable. He is requesting to upgrade to the C-172 for solo cross-country and the remainder of his training. How will you proceed?

Answer 30

Daren will have to earn solo authorization in the C-172.

pre-solo knowledge exam on the C-172,

evaluate him as he performs the required pre-solo maneuvers in the C-172,

Then the procedures required before solo cross-country must be completed by Daren in the C-172 (for example, C-172 aircraft performance charts).

And, of course, Daren must demonstrate that he is proficient to operate the C-172 safely.

Question 31

You authorized Daren on a solo cross-country this morning. He is now on the phone, saying that he made an unscheduled landing at XYZ airport to go to the restroom and will now be continuing on his flight from there. What will you say?

Answer 31

I’ll say, “No. You can’t take off. Your cross-country authorization was specific and now you’re at a different airport. We have to get you authorized from your present position to the authorized destination.”

Then, I might be able to work with a local instructor to authorize him or if there is no CFI at that airport, I could talk with

Daren on the phone to review his flight planning and fax a new logbook endorsement.

Question 32

Daren experiences a mechanical failure while on a solo cross-country. A local maintenance technician diagnosed the problem and says the airplane will have to be repaired at another location. What actions are necessary?

Answer 32

A special flight permit must be obtained from the FSDO to fly to the maintenance location.

A certificated pilot must fly the aircraft to maintenance and Daren must be retrieved.

One option is for another pilot and me to fly a second airplane to Daren’s location, and then the pilot takes the aircraft with the special flight permit to maintenance, while Daren and I fly home together in the second airplane.

This assumes Daren is not authorized to solo the second plane, or is not be mentally “up” to finishing his flight.

Question 33

John is enrolled at your flight school. You haven’t flown with him, but you know who he is and have seen him around over the past few months. His regular instructor is not available today and he asks you for permission to solo to the practice area for an hour. What will you do?

Answer 33

I will review his logbook to ensure that it has been endorsed for initial solo and is within 90 days.

I will also look at his logbook to find a renewal of the 90-day solo authorization if necessary.

This assumes that the flight is not at night or in Class B airspace, etc.

Then we’ll discuss where he’s going, what he will be practicing, and what time he will return. If I will not be around, I’ll ask him to call me when he lands so I can supervise his safe return.

If his solo endorsements are not proper or current then I won’t give him permission to solo.

Question 34

Jim has been pursuing flight training at another school but now would like you to finish his training and prepare him for a private pilot checkride. What is your plan?

Answer 34

I would get out the FARs and compare his logbook to the requirements to create a list of outstanding tasks, and do this in front of him so that he understands what I’m doing.

I would review the hours and cross-country destinations.

By looking at the words that describe what was completed during each lesson, I could compare those words to the requirements for pre-solo maneuvers and solo-cross-country requirements.

I would double-check the math on the totals column. I’d also examine his ground training in the same way. I would review his endorsements to make sure they are proper and current and look at his Knowledge Exam Report.

By now, I would know if he meets the age requirement, if he is a U.S. Citizen, and if he has any problem with English.

Once I have a complete picture of what training is still necessary for Jim to meet the requirements, I’d look at the dates of his lessons: How consistent was his training, how old is his training, has he flown recently, etc. This will give me some indication of his proficiency today and how much review time might be needed.

Now I can give him my best estimate of the number of hours and the cost for him to complete his training. Before starting his training, I’ll get a copy of his proof of citizenship.

Once we begin, I can use the list that I made as a checklist of items to complete for his training.

Question 35

In reviewing Jim’s logbook you find flights that were logged as dual but not properly endorsed by an instructor. What will you do?

Answer 35

I will inform Jim that flights that are not properly endorsed will not meet the requirements for required training.

If he is still in contact with the instructor that accompanied him on those dual flights, perhaps he can arrange to get the needed endorsements.

If he can’t obtain the proper endorsements, then the required training must be repeated with me as his instructor so that I can properly endorse it.

Question 36

In preparing Jim for his practical exam, how will you ensure that your copy of the ACS/PTS is still the most current edition?

Answer 36

I would visit www.faa.gov to cross check my ACS/PTS book with the edition and effective date the FAA lists as the most current.

Question 37

Jack has asked you to instruct him for a complex aircraft endorsement. How will you proceed?

Answer 37

In a complex plane, the biggest concern is teaching the student to develop safety habits for the retractable gear.

I have a copy of the Advisory Circular that makes recommendations on transitional training.

I’ll use that recommended training as a basis for making my lesson plan specific to Jack’s airplane.

I’ll also call on another instructor at my airport who is a very experienced instructor and I’ll ask him to mentor me the first time I teach a student for a complex aircraft endorsement.

Question 38

Jenny has called you because she is in need of a flight review. How will you proceed?

Answer 38

At www.FAASafety.gov, I printed a booklet titled “Conducting an Effective Flight Review.” I’ll use that as a basis for making my plan.

My basic approach will be to send Jenny to www.FAASafety.gov for the free Flight Review Prep Guide Course, then we’ll do a flight preparation ground session followed by a short cross-country segment including some maneuvers.

The FAA booklet has recommendations for how many hours it may take if she’s not current and needs an extended flight review. I’ll leave her with my recommendations for a plan of continued improvement.

Question 39

Jenny is scheduled to depart this afternoon on a weekend SCUBA vacation and has just found that she needs a flight review. Her vacation is already paid for and she’ll lose her money if she doesn’t go. There is no time to complete the flight review before her departure. She is a longtime good friend and a very experienced pilot. She suggests that you record the flight review in her logbook so she can depart, and then complete the review first thing when she returns, only 2 days from now. How will you proceed?

Answer 39

I can’t endorse a flight review without doing it. It’s not legal, it’s not ethical, and I could lose my certificates.

I would convince Jenny to let me do the minimum flight review requirements of one hour on the ground and one hour in the air.

That’s the minimum I must do to give her the endorsement.

Then we’ll arrange to meet when she gets back to do anything else that is safety related and needs to be done.

Question 40

Mike is requesting training in the FAA Pilot Proficiency WINGS program. How will you proceed?

Answer 40

I’ll sit with Mike in front of the computer and logon to the WINGS website.

Together we can see what level of WINGS he is looking to achieve and the requirements he has to meet.

While there, I’d have him print the lesson plans so I can begin looking at them.

Then we’ll be ready to make appointments and fly.

Question 41

Donna wants you to instruct her for a commercial pilot certificate. She does not have an instrument rating and she understands the limitations placed upon her. What are your limitations in training her?

Answer 41

For the issuance of a commercial pilot certificate she is required to have 10 hours of flight by reference to instruments.

Without having an instrument rating, it’s doubtful that she has that and I can’t give it to her.

By not having a CFII, my limitation is that I can’t do the instrument training for the issuance of a commercial pilot certificate.

Question 42

Bob asks you to conduct training toward his airline transport pilot certificate. Can you do that?

Answer 42

Yes, no, and maybe. Legally, yes, I can do that.

The airline transport pilot (ATP) certificate does not require an endorsement for the checkride and there are no specific training requirements.

But it wouldn’t be smart for me to conduct his training.

I wouldn’t be helping Bob because I don’t have enough experience to guide him.

The best thing I can do for him is to recommend a more experienced instructor.

I may also be able to help by familiarizing him with the training plane (I hold a single engine rating; is Bob training for a SEL ATP?) and local area before turning him over to an experienced instructor for more specific training on ATP-related topics.

Question 43

Will the successful completion of this initial flight instructor practical exam renew your flight review?

Answer 43

No. A flight instructor practical exam is not a pilot practical exam, so it will not apply.

However, I’m sure that I worked enough with the instructor who recommended my practical exam to ask him to endorse a flight review.

Also, if I let the examiner know in advance that I’d like to have a flight review endorsement he’d probably do it (assuming I’m successful in passing the practical exam).

Question 44

When the time comes, which method do you anticipate using to renew your flight instructor certificate?

Answer 44

I prefer to rotate through all of the choices for renewal — they each have a benefit.

Attending a flight instructor refresher course (FIRC) will keep me up-to-date with new trends.

Passing a renewal checkride and even preparing to pass a checkride will keep my flight proficiency top notch.

Renewing through activity means that I’m actively engaged in training and that my students are passing their checkrides, which is really the true test that I’m an effective instructor.

Question 45

The flight school needs to reposition an aircraft to another airport for routine inspection. You have agreed to reposition the aircraft, but are looking for another pilot to fly a second aircraft to return you home. John, a student pilot with a practical exam scheduled next week, volunteers to fly the second aircraft for extra practice before the checkride. How will you proceed?

Answer 45

John can’t fly the second aircraft because he has not yet passed his private pilot checkride.

A student pilot flying a flight school airplane in that way might be considered “in furtherance of business.” We will need to make another plan or find another pilot.