Instrument rating instructor requirements 500 PIC with 100 in applicable group Provide type rating training hours 50 total 10 on type Time between spotting a conflicting traffic and taking evasive action 12.5 seconds Angle of attack and induced drag relationship Low speeds wheelbarrowing, one answer was because CL is behind CG, one is because of […]
AIRAT Exam Feedback Read More »
Look in the flight instructor guide, and there is no text on how to make lesson plans. Only guidance material saying, include this or do this to satisfy this learning factor. No templates, nothing. Here, we will go through the basic template of a PGI (preparatory ground instruction) lesson which will allow you to create
What exercises will be covered to a higher degree of proficiency in future Lesson Plans? Why is it important? Ø Learning factor of readiness Ø Ensures students have required background knowledge to gain full benefit from today’s lesson Ø Allows instructor to conduct review if required Ø Can be modified depending on student aptitude and length of time between lessons What does it include? Ø Questions related to material from previous
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This exercise is normally demonstrated and taught following a flight on range and endurance. First demonstrate a perfect approach to landing then have the student do so right after. Normal Landing Initial Approach Turn base and set approach power Set flaps to approach flap Announce approach speed for base leg Final Approach Select touchdown point
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Relate this lesson as much as possible to circuits and incorporate illusions created by drift. When introducing the lesson, try it at the end of a forced approach lesson, after a diversion or when simply navigating to another aerodrome. This can be broken into two parts: unfamiliar aerodrome and unfamiliar surface. Unfamiliar Aerodrome If you
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The illusions created by drift lesson is often omitted in flight training as some instructors think it is boring, they are unsure of how to teach it or they think it is a waste of time. Exercise 20 is a lesson on human factors and is very important to all pilots including instructors. This flight
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When conducting in flight teaching there should never be any doubt as to who has control of the aircraft. As pilot-in-command you will always have final authority as to who has control. To avoid ambiguity, be firm and use statements like “your control” or “I have control.” While the student has control do not “ride”
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The post flight debriefing is an opportunity to review with the student how the flight went. A good idea is always to ask what the student thought of the flight; this will give you an opportunity to see what the student’s thought process is like. If their thoughts on the flight are similar to yours,
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The pre-flight briefing is your opportunity to see of the student is ready for the flight. The easiest way to accomplish this is through proper questioning to see if the student has the required background knowledge to apply in flight. Remember, students learn what they need to do on the ground and they apply this
Pre-Flight Briefing Read More »
Windshear occurs in all directions, but for convenience it is measured along the vertical and horizontal axis, thus becoming vertical and horizontal windshear: Vertical windshear: Variations of the horizontal wind component along the vertical axis, resulting in turbulence that may affect the aircraft airspeed when climbing or descending through the windshear layer. Variations of the