FUNDAMENTALS OF INSTRUCTION

REFERENCE: AC 60-14.

 

Lesson #1. THE LEARNING PROCESS Index

OBJECTIVE: You will learn how to give instruction regarding the learning process.

CONTENT: Exhibit instructional knowledge of the elements of the learning process by describing:

________ (1) The Definition Of Learning - A definable, observable, measurable change in behavior as a result of experience. (The behavior can be physical and overt, or it can be intellectual, attitudinal, and not easily seen.)

________ (2) Characteristics Of Learning - Purposeful, comes through experience. (No two people have the same experience. Previous experience conditions a person to respond to some things, and ignore others.) Multifaceted (Verbal, conceptual, perceptual, motor, problem solving, emotional.) Learning is an active process. Student must react and respond. (Response can be outward, or only inward, emotional or intellectual.)

________ (3) The Practical Application Of The Laws Of Learning - Readiness: When students are ready to learn, they meet the instructor at least half way. Exercise: Learning continues every time practice occurs. Students must see that this process is directed toward some goal. Effect: Based on emotional reactions. Better to tell students that problem or maneuver is within their capability. Primacy: First impression. Teach it right the first time. More difficult to "unlearn". Intensity: Student learns more from the real thing. Be creative, exciting, imaginative. Recency: Often determines the relative positions of lectures within course. Things most recently learned are best remembered.) My First Job as CFI

________ (4) Factors Involved In How People Learn - 75% of knowledge acquired through sight. Use graphics, show what you mean with visual aid. Perception is the basis for all learning. Perception is affected by physical organic needs, goals & values, self concept, time and opportunity, recognition of the element of threat (fear adversely affects perception). Insights: (grouping perceptions into meaning) Evoking insights is the instructor's major responsibility, by pointing out interrelationships, providing a secure and non-threat environment, and helping student acquire and maintain favorable self-concept. Motivation: The dominating force governing progress. Negative or positive motivations. Positive motivation is essential. Slumps in learning often due to slumps in motivation.

________ (5) Recognition And Proper Use Of The Various Levels Of Learning -Rote (Ability to repeat back without understanding what has been done.) Understanding (The achievement of consistency) Application (Can the student use what has been learned? Positive transfer may now occur if instruction is continued, and not interrupted at this point.) Correlation (The ability to combine relationships of one task with those of an unrelated one e.g., to explain helicopter torque effect after learning about airplane torque.

________(6) Principles That Are Applied In Learning A Skill - Desire: Relate the lesson objective to student's intentions and needs, building on the student's natural enthusiasm. Pattern to Follow: Give a clear impression of what the student is to do, have a model to follow. Perform the Skill: Coordination between muscle and visual and tactile senses. Knowledge of results: Show the standard against where students can compare their results. Do Not Allow The Practice Of Mistakes. Progress Pattern: The plateau. Duration and Organization of Lesson: Caution against too much too soon. Evaluation Vs. Critique: Practical suggestions more valuable than a grade. Observations are a basis from which to make constructive criticism. Application: Learn the skill so well, that it is habitual. 2-Recognize situations where it is appropriate to use the skill. Apply the skills on the job.

________ (7) Factors Related To Forgetting And Retention - Nothing is forgotten, just unavailable for recall. Praise stimulates remembering. Recall is promoted by association. Favorable attitudes aids retention. Learning with all our senses is most effective. Meaningful repetition aids recall: 3 or 4 repetitions provide maximum retention, after which rate of learning falls off rapidly.

________ (8) How Transfer Of Learning Affects The Learning Process - Except for certain inherent responses, all new learning is based on previously learned experience. Transfer is positive or negative. Need to know past experience, what has already been learned, for meaningful sequences. Each phase should help the student learn what is to follow. 1-Plan for transfer as a primary objective. 2-Make certain that students understand what is learned, for later application. 3-Overlearning is appropriate. Avoid rote learning, it does not foster transfer. 4-Provide meaningful learning experiences to build confidence. 5-Use training materials that make relationships clear.

________ (9) How The Formation Of Habit Patterns Affects The Learning Process - Insist on correct techniques and procedures from the onset of training to provide proper habit patterns. Master the basics. Easier than correcting faults later. This is the building block approach - each simple task is performed acceptably and correctly before the next task is introduced.

COMPLETION STANDARDS: You will be able to explain specific elements about the learning process and how each of those elements relate to a period of instructional activity.

 

 

Lesson #2. THE TEACHING PROCESS Index

OBJECTIVE: You will learn how to give instruction regarding the teaching process.

CONTENT: Exhibit instructional knowledge of the elements of the teaching process by describing:

________ (1) The Preparation Of A Task For An Instructional Period

________ (2) The Presentation Of Knowledge And Skills, Including The Methods Which Are Suitable In Particular Situations

________ (3) The Application By You, Of The Knowledge And Skills Presented By The Instructor

________ (4) Review Of The Material Presented And The Evaluation Of Student Performance And Accomplishment

COMPLETION STANDARDS: You will be able to explain specific elements about the learning process, and how each of these elements relate to a period of instructional activity.

 

 

Lesson #3. TEACHING METHODS Index

OBJECTIVE: You will learn how to give instruction regarding teaching methods.

CONTENT: Exhibit instructional knowledge of the elements of teaching methods by describing:

________ (1) The Organization Of A Task - Introduction: Attention (tell a story, or ask a question that helps relate the lesson topic to the welfare of the group.) - Motivation (Offer specific reasons for students to be familiar with topic. Appeal personally to students.) - Overview (Clear, concise presentation of objective and key idea. Good visual aid to focus student's attention on lesson objective.) Development: Chronological, Simple to complex. Known to unknown. Most frequently to least frequently used. Conclusion: Retrace important elements of the lesson. (no new ideas should be introduced here.)

________ (2) The Lecture Method (used primarily to introduce students to a new subject. Valuable for summarizing ideas. Valuable for showing relationship between theory and practice, and reemphasizing main points. Lecture method is adaptable, may be combined with other methods.) - Illustrated Talk (reliance on visual aids.) - Briefing (present concise array of facts.) - Formal Speech (inform, persuade, entertain.) - Teaching Lecture (helps students reach desired learning outcomes. 1. Determine method of development. 2. Establish objective and desired outcomes. 3. Research the subject. 4. Organize material. 5. Plan productive classroom activities. Assume that students may neither believe or understand any point without expert testimony, or meaningful examples. Use personal ideas and concepts concerning the chosen subject. Rehearse to build self-confidence. have another instructor critique practice presentation, and evaluate adequacy of materials and visual aids. Use simple speech, clarify technical terms. Vary sentence lengths. Best delivery is speaking extemporaneously from a mental or written outline. This reflects the instructor's personal enthusiasm and is more flexible than other methods, and is likely to hold the interest of the students.)

________ (3) The Guided Discussion Method (Opposite of lecture method, draws out from students. relies on students for ideas, opinions and info. For use in classrooms, preflight and postflight after students have gained some knowledge and experience. Instructor encourages questions. The more intense the discussions, the greater the learning.) Use of Questions (Overhead: directed to entire group, gets discussion going. Rhetorical: Instructor answers rhetorical questions. Used in lecture more than in guided discussions. Direct: Response from a specific individual. Reverse, & relay: Reverse back to student, relay back to entire group for answer. Planning a guided discussion:

1. Select a topic students can profitable discuss.

2. Establish a specific lesson objective and desired learning outcomes.

3. Conduct adequate research.

4. Organize main and subordinate points in logical sequence.

5. Plan at least one lead-off question for each desired learning outcome. (Lead-off questions start w/'how" or "why".) Student Preparation: Students should be made aware of lesson objective, and prepare. If facing "cold" students, instructor should give a brief general survey of the topic during the introduction. Never ask students to discuss a subject without some background on the subject. Guiding a Discussion: Introduction (Attention, motivation, key point overview. Each student should be given opportunity to discuss various aspects of the subject.) Discussion: (be patient, let students figure out answer. Use interim summary to keep students on track. Record and show ideas, facts and relationships, and progress on chalkboard or flip chart.) Conclusion (Summary with a practical application, such as tell a brief story.)

________ (4) The Demonstration-Performance Method Five phases: (1) Explanation, (2) Demonstration, (3) Student Performance, (4) Instructor supervision, and (5) Evaluation.

________ (5) Programmed Instruction (Tutorial in nature, such as computer tutors, or slide/tape presentations. Student responds to each increment of challenging instruction, and gets immediate response. Uses reinforcement and repetition. Makes learning like playing a "game".

________ (6) Audio-Visual Instruction (Can be replayed as often as needed, soundtrack valuable alone, without images.)

COMPLETION STANDARDS: You will be able to explain specific elements about teaching methods, and how each of these elements relate to a period of instructional activity.

 

 

Lesson #4. EVALUATION Index

OBJECTIVE: You will learn how to give instruction regarding evaluation.

CONTENT: Exhibit instructional knowledge of the elements of evaluation by describing:

________ (1) The Purpose Of Evaluation (Defining, measuring, observing & judging new behavior. Seeing, quizzing, or testing.)

________ (2) The Characteristics Of Effective Oral Questions Prepare the questions in advance. Place questions in the lesson plan. Good questions have only one correct answer. They must apply to the subject of instruction. Are brief and concise. Centers only on one idea. Presents a challenge. Uses good English.

________ (3) Types Of Oral Questions To Avoid "Do you understand?" "Have you any questions?" Avoid puzzles, too large questions, toss-ups, bewildering, and especially "catch" questions.

________ (4) Responses To Student Questions Must be clearly understood by instructor. Determine if the student's request for information is satisfied. Tell students to re-introduce certain inappropriate questions later on in the training.

________ (5) Characteristics And Development Of Effective Written Tests should be: Reliable, Valid, Comprehensive and Discriminating. Supply-type Test Items: (student supplies written answers) Pro: Are useful in measuring the student's general knowledge of an area. Con: Cannot be graded with uniformity. Evaluates ability to write, instead of specific knowledge of area. Places a premium on neatness and penmanship. Time consuming. Selection-type Test Items: (Matching choices & Multiple Choice) Pro: Highly objective. Time efficient. Can test many areas of knowledge in a given time. Can compare student accomplishment with different instructors. Well adapted to statistical item analysis. Con: Easier to cheat on. True-False Test Items are best constructed (1) With only one idea in each statement. (2) Avoiding use of negatives. (3) Avoiding involved statements. (4) Use terms which mean the same to all students, (5) Avoid absolutes, such as (all, every, only, no and never) Similarly, avoid statements with "some" "any" and "generally" because these provides clues to the correct answer. (6) Avoid patterns in the sequence of correct responses. (6) Make statements brief, about the same length. Pro: T/F have a wide range of usage. Well adapted to facts and details. Con: T/F Have a higher probability of guessing. Can be misused by making answers wrong from the insertion of negatives.

________(6) Characteristics And Uses Of Performance Tests, Specifically, The FAA Practical Test Standards: Performance testing is a sampling process. If students demonstrate the ability to perform selected parts of a skill, it is assumed that they will be able to perform the entire skill. Desirable in evaluating training that involves an operation, a procedure or a process.

COMPLETION STANDARDS: You will be able to explain specific elements about evaluation, and how each of these elements relate to a period of instructional activity.

 

Lesson #5. FLIGHT INSTRUCTOR CHARACTERISTICS AND RESPONSIBILITIES Index

OBJECTIVE: You will learn how to give instruction regarding flight instructor characteristics and responsibilities.

CONTENT: Exhibit instructional knowledge of the elements of flight instructor characteristics and responsibilities by describing:

________ (1) Major Considerations And Qualifications Which Must Be Included in Flight Instructor Professionalism: Sincerity - Acceptance of the student -Personal Appearance & habits - Demeanor - Safety practices & accident prevention - Proper language - self-improvement - Making flying a pleasurable experience (Plan of action, positive student-instructor relationship, present info. & guidance effectively - transfer responsibility to student as learning occurs, evaluate student learning and teacher effectiveness) Provide adequate instruction - Demand adequate standard of performance - Emphasize the positive.

________ (2) Role Of The Flight Instructor As A Practical Psychologist, including The Understanding Of: Anxiety, (Emphasizing the benefits and pleasurable experiences) Stress, (Where the student thinks rapidly, acts rapidly, and is extremely sensitive at all aspects of his surroundings. May include sweating, inappropriate reactions, changes in mood, or severe anger) and, Psychological Abnormalities (refer the abnormal student to another instructor, or coordinate an informal meeting with the FAA or with a medical examiner)

________ (3) Flight Instructor's Responsibility With Regard To Student Pilot Supervision And Surveillance (Observing unsafe or inept students, give good advice, refer to accident prevention specialist)

________ (4) Flight Instructor's Authority And Responsibility For Endorsements And Recommendations (FAR part 61, AC 61-65)

________ (5) Flight Instructor's Responsibility in The Conduct Of The Biennial Flight Review (According to the individual's flying experience, especially recent experience. Private or commercial practical test standards, as appropriate. Analysis, evaluation & judgment.)

COMPLETION STANDARDS: You will be able to explain specific elements about flight instructor characteristics and responsibilities, and how each of these elements relate to a period of instructional activity.

 

Lesson #6. HUMAN FACTORS Index

OBJECTIVE: You will learn how to give instruction regarding human factors

CONTENT: Exhibit instructional knowledge of the elements related to human factors by describing the:

________ (1) Control Of Human Behavior (Douglas McGregor, MIT Expenditure of physical energy at work is as natural as play and rest. (1) Average human being does not inherently dislike work, unless work is a form of punishment - (2) A Human being will exercise self-direction and self-control in the pursuit of goals to which committed - (3) Commitment relates directly with the person's achievement, the most significant is probably the satisfaction of ego - (4) Average human being learns not only to accept, but to seek responsibility - (5) High imagination, creativity and ingenuity in the solution of common problems are widely, not narrowly distributed in the population - (6) Under the conditions of modern life, the intellectual potentials of the average human are only partially used.)

________ (2) Development Of Student Potential (Student is a vast, untapped potentiality. Instructor's ingenuity must be used in discovering how to realize the potentials of the student. The student is raw material, the instructors have the responsibility for controlling it, shaping and directing it. How to develop the student's potential depends on the instructor's knowledge of the student's needs, drives and desires they continually try to satisfy in one way or another.)

________ (3) Relationship Of Human Needs To Behavior And Learning (Physical, safety, social, egotistic, self-fulfillment)

________ (4) Relationship Of Defense Mechanisms To Student Learning (Rationalization, Flight, Aggression, Resignation)

________ (5) Relationship Of Defense Mechanisms to Pilot Decision Making (Defense mechanisms involve self-deception and distortion of reality. Operate on an unconscious level, and are not subject to conscious checks and controls.)

________ (6) General Rules Which A Flight Instructor Should Follow During Student Training To Ensure Good Human Relations (Keep students motivated - Keep students informed - Approach students as individuals - Give credit when due - Criticize constructively - Be consistent - Admit Errors)

COMPLETION STANDARDS: You will be able to explain specific elements about human factors and how each of these elements relate to a period of instructional activity.

 

 

Lesson #7. PLANNING INSTRUCTIONAL ACTIVITY Index

OBJECTIVE: You will learn how to give instruction regarding planning instructional activity.

CONTENT: Exhibit instructional knowledge of the elements related to the planning of instructional activity by describing the:

________ (1) Development Of A Course Of Training: Determination of Standards and Objectives (do not limit objectives to minimum standards). Identification of Blocks of Learning (units of learning that can be measured and evaluated. Progressively smaller blocks, i.e., (1) Solo (2) cross-country and (3) Application for Checkride. Smaller blocks define what to do for Solo, for example. Blocks should have a Challenge, provide a reasonable return in accomplishment for training, provides measurable objectives.

________ (2) Content And Use Of A Training Syllabus: Blocks of learning in the most efficient order. Flexible, used as a guide.

________ (3) Purpose, Characteristics, Proper Use, And Items Of A Task Plan: An organized outline for each instructional period. It should be written, regardless of the instructor's experience. Another instructor should be able to take the plan, and conduct the lesson. It shows what to do, and in what order to do it. Purpose: To assure that each student receives the best possible instruction under the existing conditions. Characteristics: Unity (limited objectives). Content (new material related to the previous lesson, including a review of earlier sessions.) Scope (to master only a few principles and skills at a time. Too much equals confusion. Too little means inefficiency.) Practicality (lessons planned for the aircraft will differ from those planned for the classroom.) Relation to course of training (Each lesson's relation to the course objectives are clear to the student.) Instructional Steps (each lesson falls into the 4 steps of the teaching process; preparation, presentation, application, and review and evaluation.) Proper Use: Familiarity with the plan. The plan is a framework. Students have a right to expect the instructor gives the same attention to teaching that they give to learning. Lesson plan is not a substitute for thinking. Instructors should always know more than they have time to teach. Adaptable. It may have to be modified in flight, due to student's deficiencies in knowledge or lack of mastery. In some cases the plan has to be abandoned in favor of a review. Revise the plan periodically due to changes in regulations, manuals, state-of-the art. Items include Objectives, Elements, Schedule, Equipment, Instructor's actions, Student's actions and Completion standards.

________ (4) Flexibility Features Of A Course Of Training, Syllabus, And Task Plan Required To Accommodate Students With Varying Backgrounds, Levels Of Experience, And Ability: It may be preferable to skip to an entirely different part of a syllabus, when the completion of a scheduled lesson is impossible, rather than proceed to the next block, which may be predicated completely on skills to be developed during the lesson being postponed.

COMPLETION STANDARDS: You will be able to explain specific elements about planning instructional activity, and how each of these elements relate to a period of instructional activity.

 

 

TECHNICAL SUBJECT AREAS

REFERENCES: AC 61-21, AC 67-2, AC 61-23, AC 90-48, AIM, Pilot's Operating Handbook or FAA Approved Airplane Flight Manual, AC 91-23 FAR PART 61 & 91; NTSB Part 830, AC 00-2, AC 61-65.

 

Lesson #8. AEROMEDICAL FACTORS Index

OBJECTIVE: You will learn how to give instruction regarding aeromedical factors.

CONTENT: Exhibit instructional knowledge of the elements related to aeromedical factors by describing:

________ (1) How To Obtain An Appropriate Medical Certificate

________ (2) How To Obtain A Medical Certificate In The Event Of A Possible Medical Deficiency: (The flight instructor should encourage the person considering flight training to obtain an appropriate medical certificate from an Aviation Medical Examiner before training is started. In the event a person's eligibility to hold a medical certificate is questionable, the flight instructor should be aware that some physical handicaps do not always prohibit activity as pilot of an aircraft. The flight instructor should advise such a person that assistance in obtaining a medical certificate is available through the cooperation of the medical examiner and the local FAA Flight Standards District Office. However, this assistance is available only when requested specifically by the person seeking the medical certificate.)

________ (3) Hypoxia, Its Symptoms, Effects, And Corrective Action.

________ (4) Hyperventilation Its Symptoms, Effects, And Corrective Action

________ (5) Middle Ear & Sinus Problems; Causes, Effects & Corrective Action

________ (6) Spatial Disorientation, Causes, Effects, & Corrective Action

________ (7) Motion Sickness, Its Causes, Effects, And Corrective Action

________ (8) The Effects Of Alcohol & Drugs, And Their Relationship To Safety.

________ (9) Carbon Monoxide Poisoning, Its Symptoms, Effects, And Corrective Action

________(10) The Effect of Nitrogen Excess During Scuba Dives And How This Affects A Pilot During Flight

COMPLETION STANDARDS: You will be able to explain specific elements about aeromedical factors, and how each of these elements relate to a period of instructional activity.

 

 

Lesson #9. VISUAL SCANNING AND COLLISION AVOIDANCE Index

OBJECTIVE: You will learn how to give instruction regarding visual scanning and collision avoidance.

CONTENT: Exhibit instructional knowledge of the elements of visual scanning and collision avoidance by describing:

________ (1) Relationship Between A Pilot's Physical Or Mental Condition And Vision

________ (2) Various Environmental Conditions That Degrade Vision

________ (3) Various Optical Illusions

________ (4) "See And Avoid" Concept

________ (5) Practice Of "Time Sharing" Of Attention Inside And Outside The Cockpit

________ (6) Proper Visual Scanning Technique

________ (7) Relationship Between Poor Visual Scanning Habits And Increased Collision Risk

________ (8) Proper Clearing Procedures

________ (9) Importance Of Knowing Aircraft Blind Spots

________(10) Relationship Between Aircraft Speed Differential And Collision Risk

________(11) Situations Which Involve The Greatest Collision Risk

COMPLETION STANDARDS: You will be able to explain specific elements about visual scanning and collision avoidance, and how each of these elements relate to a period of instructional activity.

 

 

Lesson #10. USE OF DISTRACTIONS DURING FLIGHT TRAINING Index

OBJECTIVE: You will learn how to give instruction regarding the use of distractions during flight training.

CONTENT: Exhibit instructional knowledge of the use of distractions during periods of flight by describing:

________ (1) Flight Situations Where Pilot Distraction is a Cause Factor Related To Stall/Spin Accidents

________ (2) Selection of Realistic Distractions for Specific Flight Situations

________ (3) Relationships between Division of Attention and Flight Instructor Use of Distractions

________ (4) Difference Between Proper use of Distractions and Harassment

COMPLETION STANDARDS: You will be able to explain specific elements about the use of distractions during flight training, and how these distractions can strengthen pilot training and evaluation.

 

Lesson #11. PRINCIPLES OF FLIGHT Index

OBJECTIVE: You will learn how to give instruction regarding the principles of flight.

CONTENT: Exhibit instructional knowledge of the elements of principles of flight by describing:

________ (1) Airplane And Airfoil Design Characteristics

________ (2) The Forces Acting On An Airplane In Various Flight Maneuvers

________ (3) Airplane Stability And Controllability

________ (4) Torque Effect And Correction

________ (5) Load Factors And VG Diagram

________ (6) Wingtip Vortices And Precautions To Be Taken

________ (7) Stall And Spin Awareness

COMPLETION STANDARDS: You will be able to explain specific elements about the principles of flight, and how these elements relate to a period of instructional activity.

Lessons #12-13-14. ELEVATORS, AILERONS & RUDDER; TRIM DEVICES; WING FLAPS

Index

OBJECTIVE: You will learn how to give instruction regarding the elevators, ailerons, rudder, trim devices and wing flaps.

CONTENT: Exhibit instructional knowledge of the elements related to elevators, ailerons, rudder, trim devices & flaps by describing the:

________ (1) Purpose Of Elevators, Aileron, Rudder, Trim Devices and Wing Flaps

________ (2) Location, Attachments And System Of Control

________ (3) Direction Of Movement Relative To Airflow and/or Primary Control Surface

________ (4) Effect On Airplane Control

________ (5) Proper Technique For Use

COMPLETION STANDARDS: You will be able to explain specific elements about the elevators, ailerons, rudder, trim devices and wing flaps, and how these elements relate to a period of instructional activity.

 

Lesson #15. AIRPLANE WEIGHT AND BALANCE Index

OBJECTIVE: You will learn how to give instruction regarding airplane weight and balance.

CONTENT: Exhibit instructional knowledge of the elements of airplane weight and balance by describing:

________ (1) Airplane Weight And Balance Terms

________ (2) The Effect Of Weight And Balance On Performance

________ (3) Methods Of Weight And Balance Control

________ (4) The Determination Of Total Weight & CG, And The Changes That Occur When Adding, Removing Or Shifting Weight

COMPLETION STANDARDS: You will be able to explain specific elements about airplane weight and balance, and how these elements relate to a period of instructional activity.

 

Lesson #16. NAVIGATION AND FLIGHT PLANNING Index

OBJECTIVE: You will learn how to give instruction regarding navigation and flight planning.

CONTENT: Exhibit instructional knowledge of the elements of navigation and flight planning by describing the:

________ (1) Terms Used In Navigation

________ (2) Features Of Aeronautical Charts

________ (3) Importance Of Using Proper And Current Aeronautical Charts

________ (4) Identification Of Various Types Of Airspace

________ (5) Method Of Plotting A Course, The Selection Of Fuel Stops And Alternates, And Appropriate Actions In The Event Of Unforeseen Situations.

________ (6) Fundamentals Of Pilotage And Dead Reckoning

________ (7) Fundamentals Of Radio Navigation

________ (8) Diversion To Alternate

________ (9) Lost Procedures

________(10) Computation Of Fuel Consumption

________(11) Importance Of Preparing And Properly Using A Flight Log

________(12) Importance Of A Weather Check And The Use Of Good Judgment in Making A "Go/No-Go" Decision

________(13) Purpose Of, And Procedure Used In, Filing A Flight Plan

COMPLETION STANDARDS: You will be able to explain specific elements about navigation and flight planning, and how these elements relate to a period of instructional activity.

 

Lesson #17. NIGHT OPERATIONS Index

OBJECTIVE: You will learn how to give instruction regarding night flight operations.

CONTENT: Exhibit instructional knowledge of the elements of night flight operations by describing:

________ (1) Factors Related To Night Vision

________ (2) Disorientation And Night Optical Illusions

________ (3) The Importance Of Assuring That The Airplane's Windshield And Windows Are Clean

________ (4) The Proper Adjustment Of Interior Lights

________ (5) The Importance Of Having A Flashlight With A Red Lens

________ (6) The Night Preflight Inspection

________ (7) Engine Starting Procedures, Including The Use Of Position And Anti-Collision Lights Prior To Start

________ (8) Taxiing And Orientation On An Airport

________ (9) Takeoff And Climb-Out

________(10) Inflight Orientation

________(11) The Importance Of Verifying The Airplane's Attitude By Reference To Flight Instruments

________(12) Recovery From Critical Flight Attitudes

________(13) Emergencies (Electrical failure, engine malfunction, and emergency landings.)

________(14) Traffic Patterns

________(15) Approaches And Landings With And Without Landing Lights

________(16) Go-Arounds

COMPLETION STANDARDS: You will be able to explain specific elements about night flight operations, and how these elements relate to a period of instructional activity.

 

Lesson #18. HIGH ALTITUDE OPERATIONS Index

OBJECTIVE: You will learn how to give instruction regarding the elements of high altitude operations.

CONTENT: Exhibit instructional knowledge of the elements related to High Altitude Operations by describing:

________ (1) Regulatory requirements for the use of oxygen

________ (2) Physiological hazards associated with high altitude operations

________ (3) Characteristics of a pressurized airplane and various types of supplemental oxygen systems

________ (4) Importance of "aviators breathing oxygen"

________ (5) Care and storage of high pressure oxygen bottles

________ (6) Problems associated with rapid decompression and corresponding solutions

COMPLETION STANDARDS: You will be able to explain specific elements about High Altitude Operations, and how these elements relate to a period of instructional activity.

Lesson #19. FEDERAL AVIATION REGULATIONS Index

OBJECTIVE: You will learn how to give instruction regarding certain Federal Aviation Regulations.

CONTENT: Exhibit instructional knowledge of the elements related to Federal Aviation Regulations by describing:

________ (1) Availability And Method Of Revision Of FARs

________ (2) The Purpose And General Content Of FAR Part 61

________ (3) The Purpose And General Content Of FAR Part 91

________ (4) The Purpose And General Content Of NTSB Part 830

COMPLETION STANDARDS: You will be able to explain specific elements about Federal Aviation Regulations, and how these elements relate to a period of instructional activity.

Lesson #20. USE OF MINIMUM EQUIPMENT LIST Index

OBJECTIVE: You will learn how to give instruction regarding the elements of using an approved minimum equipment list.

CONTENT: Exhibit instructional knowledge of the elements related to use of minimum equipment lists, by describing:

________ (1) Aircraft that require use of a minimum equipment list

________ (2) Airworthiness limitations imposed on aircraft operations with inoperative instruments or equipment

________ (3) Requirements for letter of authorization from FAA district office

________ (4) Supplemental type certificate

________ (5) Instrument and equipment exemptions

________ (6) Special flight permit

(7) Procedures for deferring maintenance on aircraft without an approved minimum equipment list

COMPLETION STANDARDS: You will be able to explain specific elements about an Aircraft Minimum Equipment List, as related to a period of instructional activity.

 

Lesson #21. PUBLICATIONS Index

OBJECTIVE: You will learn how to give instruction regarding publications intended for the benefit to persons involved in flying activities.

CONTENT: Exhibit instructional knowledge of the elements related to flight information publications, advisory circulars, practical test standards, pilot operating handbooks, FAA approved airplane flight manuals and the airman's information manual by describing:

________ (1) The Purpose And General Content Of The Airman's Information Manual.

________ (2) The Availability, Purpose And General Content of Flight Information Publications

 

________ (3) The Availability, Purpose And General Content of Advisory Circulars

________ (4) The Availability, Purpose And General Content of Practical Test Standards

________ (5) The Availability, Purpose And General Content of Pilot Operating Handbooks

________ (6) The Availability, Purpose And General Content of FAA Approved Flight Manuals

COMPLETION STANDARDS: You will be able to explain specific elements about publications related to flight activities, and how these elements relate to a period of instructional activity.

 

Lesson #22. NATIONAL AIRSPACE SYSTEM Index

OBJECTIVE: You will learn how to give instruction regarding the national airspace system.

CONTENT: Exhibit instructional knowledge of the elements of the national airspace system by describing the:

________ (1) General dimension of airspace segments

________ (2) Operating limitations associated with uncontrolled, controlled, special use, and other airspace

COMPLETION STANDARDS: You will be able to explain specific elements about the national airspace system, and how these elements relate to a period of instructional activity.

 

Lesson #23. LOGBOOK ENTRIES AND CERTIFICATE ENDORSEMENTS Index

OBJECTIVE: You will learn how to give instruction regarding logbook entries and certificate endorsements.

CONTENT: Exhibit instructional knowledge of the elements related to logbook entries and certificate endorsements by describing the:

________ (1) Required Logbook Entries For instruction Given (FAR 61.189)

________ (2) Required Student Pilot Certificate Endorsements, Including The Appropriate Logbook Entries (61.87 for pre-solo written, pre-solo training, 90 day solo endorsement; landings & TO at another airport within 25 NM; each Solo X-C; repeated solo X-C not more than 50 NM, solo within TCA airspace; or to/from airport within TCA; 61.107 for private flight proficiency, 61.109 for private pilot aeronautical knowledge.)

________ (3) Preparation Of A Recommendation For A Pilot Practical Test Including The Appropriate Logbook Entries (AC 61.65C)

________ (4) Required Endorsement Of A Pilot Logbook For The Satisfactory Completion Of A Biennial Flight Review (AC 61.65C)

________ (5) Required Flight Instructor Records (Type & date of each solo endorsement; Name of each person for whom you have signed a certification for written, flight or practical test, kind of test, date of certification, and result of test. Keep record for 3 years.)

COMPLETION STANDARDS: You will be able to explain specific elements about logbook entries and certificate endorsements, and how these elements relate to a period of instructional activity.

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Certified Flight Instructor