Workbook

CFI Boot Camp - Flight Instructor

Workbook

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 Foreword
Workbook
This workbook is used in the Live and online course at CFI Boot Camp located at the
Palo Alto Airport in Palo Alto, California (cfibootcamp.com)
There WILL be errors in the workbook as this is the first production version. To make it
fair, if you send me any errors you find, I will send you the next version in iBook or
Kindle for FREE. Just send me an email with the corrections to:
[email protected]
Now, on with the current workbook: It is intended to fill in the blanks in the areas of
knowledge a person studying for their Flight Instructor Certificate must know and
master.
Most of the available training materials for Flight Instructor training are centered upon
giving you information with some limited quizzing. Other efforts include oral exam
guides filled with questions, answers, explanations and cited references.
This workbook is meant to provoke thought and consolidate information that you have
learned and are learning. It is built in several parts. In most chapters there will be study
questions that are meant to be answered as you read a particular chapter in a book or
watch a video- also, in some chapters, you’ll find scenario-based stories that need you
to solve a problem buried within. Finally, in every chapter, there are multiple-choice
questions to assess what you have learned. Through many of the chapters you will also
find word-matching exercises to wire the right order of things in your brain-there are
also crossword puzzles and word puzzles to help build your vocabulary and
understanding in key areas. The scenarios and questions in the Fundamentals of
Instructing chapters are oriented to align with the Aviation Instructor’s Handbook
chapter by chapter.
You will also find several flow charts that I designed to walk you through some of the
most important steps a flight instructor has to do with regards to pilot training. These
include; Soloing a student, letting them fly to other airports, determining what is
needed to allow them to make cross-country flights; and there is even one to show you
what to do to add a rating or category to an existing pilot certificate.
At the end of the book you’ll also find a complete syllabus, organized for you to use as
an independent instructor; and there is yet another section with a complete set of
lesson plans that will integrate the syllabus to the lesson plans.
All in all, this is a powerful book that will help you master the material that gives so
many such a hard time when studying for this certificate. I have been working on this
workbook for a long time- it’s been in my brain for years but finally it’s come out and
now can be read and used by everyone.
No matter where you are studying, which flight instructor you use or what other
courseware you are using, this workbook will be your guide to understanding and re-
enforcing what you know, and will help master the content by actually using it.

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 Using the Lesson Plans
Workbook
The bulk of this work was finished up while I have been visiting Coos Bay Oregon
sitting in an RV in a marina called Charleston-it’s a working fishing town, and I am here
waiting for a very bad storm to come and go over the next day and a half. Fortunately,
I upload all of my work to the cloud for safe keeping-I always write best when it’s
raining, so I’m ready to finish this now.
- Mike Shiflett (Coos Bay, Oregon – September 27, 2013 6:39pm)
Update:
The workbook has been updated to version 2.0, today August 26, 2016. It has new
images, updated flow chart, updated lesson plans that include the new ACS elements
on knowledge, skill and risk management. I also included selected ground training
lesson plans on airspace, aerodynamics and more.
This version of the workbook has been in testing at CFI Boot Camp as well as other
large schools to make it the strongest asset that you have while training for your Flight
Instructor certificate.
I’m also happy to say that we have also ported the entire workbook to both the iBook
and Kindle formats so you can get it from either the Apple store or Amazon.
- Mike Shiflett (CFI Boot Camp Campus, Palo Alto, CA – August 26, 2016)
Special thanks to:
This work is dedicated to many people. First there are my numerous CFI students who
taught me what is important to teach them- Thank you Kedar and Kendall for your
extended efforts in making your lesson plans and questions into a part of this.
Second, I want to thank Darlene Dunning at CSL San Jose for her words of wisdom and
brilliant outlook on me. It helped me focus and get the job done.
Last, thanks to the full classes we have at CFI Boot Camp. Each class lets me update
the workbook with better content and to fix any errors you find.
If you can find the time, join us for a live class. Its super fun and packed with content.
Cfibootcamp.com.

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 Table of Contents
Workbook
Foreword ....................................................................................................................... 2
Instructions ................................................................................................................... 9
Fundamentals of Instructing ........................................................................................ 10
Chapter 1 – Human Behavior ...................................................................................... 11
Instructions .............................................................................................................. 11
Human behavior: Study questions ........................................................................... 12
Human behavior: Scenario questions ...................................................................... 15
Human behavior: Assessment questions................................................................ 16
Chapter 1 – Human behavior - Answer key ............................................................. 19
Answers to study questions.................................................................................. 19
Answers to scenario questions............................................................................. 19
Answers to assessment questions ....................................................................... 20
Chapter 2 – The Learning Process ............................................................................ 21
Instructions .............................................................................................................. 21
The Learning process: Study questions................................................................... 22
The learning process: Scenario questions ............................................................... 28
The learning process: Assessment questions ......................................................... 34
Chapter 2 - The learning process - Answer key ....................................................... 36
Answers to study questions................................................................................. 36
Answers to scenario questions............................................................................. 37
Answers to assessment questions ....................................................................... 39
Chapter 3 – Effective Communication ......................................................................... 40
Instructions .............................................................................................................. 40
Effective communication: Study questions ............................................................. 41
Effective communication: Scenario questions ........................................................ 44
Effective communication: Assessment questions ................................................... 45
Chapter 3 – Effective communication - Answer key ............................................... 48
Answers to study questions................................................................................. 48
Answers to scenario questions............................................................................ 48
Answers to assessment questions ...................................................................... 48
Chapter 4 – The Teaching Process ............................................................................ 49
Instructions ............................................................................................................ 49

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 Table of Contents
Workbook
The teaching process: Study Questions .................................................................... 50
The Teaching Process: Scenario Questions.............................................................. 53
The Teaching process: Assessment Questions ......................................................... 53
Chapter 4 – the teaching process - Answer key ........................................................ 55
Answers to study questions.................................................................................... 55
Answers to scenario questions............................................................................... 55
Answers to assessment questions ......................................................................... 55
Chapter 5 – Assessment ............................................................................................... 57
Instructions ................................................................................................................ 57
Assessment: Study questions .................................................................................... 58
Assessment: Scenario questions ............................................................................... 62
Assessment - Assessment questions ........................................................................ 64
Chapter 5 – Assessment - Answer key ...................................................................... 65
Answers to study questions.................................................................................... 65
Answers to scenario questions............................................................................... 65
Answers to assessment questions ......................................................................... 66
Chapter 6 – Planning Instructional Activity .................................................................... 67
Instructions ................................................................................................................ 67
Planning instructional activity: Study questions ......................................................... 68
Planning instructional activity: Scenario questions .................................................... 71
Planning instructional activity: Assessment questions ............................................... 72
Chapter 6 – Planning instructional activity - Answer key ........................................... 73
Answers to study questions.................................................................................... 73
Answers to scenario questions............................................................................... 73
Answers to assessment questions ......................................................................... 73
Chapter 7 – Instructor Responsibilities and Professionalism......................................... 74
Instructions ................................................................................................................ 74
Instructor responsibilities and professionalism: Study questions ............................... 75
Instructor responsibilities and professionalism: Scenario questions .......................... 78
Instructor responsibilities and professionalism - Assessment questions ................... 79
Chapter 7 – Instructor responsibilities and professionalism - Answer key ................. 80
Answers to study questions.................................................................................... 80
Answers to scenario questions............................................................................... 80
Answers to assessment questions ......................................................................... 80

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 Table of Contents
Workbook
Chapter 8 – Techniques of Flight Instruction ................................................................. 81
Instructions ................................................................................................................ 81
Techniques of flight instruction: Study questions ....................................................... 82
Techniques of flight instruction: Scenario questions .................................................. 85
Techniques of flight instruction: Assessment questions ............................................ 87
Chapter 8 – techniques of flight instruction - Answer key .......................................... 89
Answers to study questions.................................................................................... 89
Answers to scenario questions............................................................................... 89
Answers to assessment questions ......................................................................... 90
Chapter 9 – Aerodynamics ............................................................................................ 91
Instructions ................................................................................................................ 91
Aerodynamics: Study questions ................................................................................ 92
Aerodynamics: Scenario questions ........................................................................... 95
Aerodynamics: Assessment questions ...................................................................... 95
Chapter 9 – Aerodynamics - Answer key................................................................... 96
Answers to study questions.................................................................................... 96
Answers to scenario questions............................................................................... 96
Answers to assessment questions ......................................................................... 96
Chapter 10 – Regulations and Endorsements............................................................... 97
Instructions ................................................................................................................ 97
Regulations and endorsements: Study questions ...................................................... 98
Regulations and endorsements: Scenario questions ............................................... 101
Regulations and endorsements: Assessment questions ......................................... 105
Chapter 10 – Regulations and endorsements - Answer key .................................... 108
Answers to study questions.................................................................................. 108
Answers to scenario questions............................................................................. 108
Answers to assessment questions ....................................................................... 112
Chapter 11 – Airspace................................................................................................. 113
Instructions .............................................................................................................. 113
Airspace: Assessment questions ............................................................................. 114
Chapter 11 – Airspace - Answer key ....................................................................... 116
Answers to assessment questions ....................................................................... 116
Chapter 12 – Airworthiness Requirements .................................................................. 117
Instructions .............................................................................................................. 117

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 Table of Contents
Workbook
Airworthiness requirements: Scenario questions ..................................................... 118
Airworthiness Requirements – Assessment Questions ........................................... 120
Chapter 12 – Airworthiness requirements - Answer key .......................................... 122
Answers to scenario questions............................................................................. 122
Answers to assessment questions ....................................................................... 123
Chapter 13 – Performance and Limitations ................................................................. 124
Instructions .............................................................................................................. 124
Performance and limitations: Scenario questions .................................................... 126
Chapter 13 – Performance and limitations - Answer key ......................................... 128
Answers to scenario questions............................................................................. 128
Chapter 14 – Operation of Systems ............................................................................ 129
Instructions .............................................................................................................. 129
Operation of systems: Scenario questions .............................................................. 130
Chapter 14 – Operation of systems - Answer key ................................................... 132
Answers to scenario questions............................................................................. 132
Chapter 15 – Aeromedical Factors .............................................................................. 134
Instructions .............................................................................................................. 134
Aeromedical Factors: Scenario questions ............................................................... 135
Aeromedical Factors: Assessment questions .......................................................... 140
Chapter 15 – Aeromedical factors - Answer key...................................................... 142
Answers to scenario questions............................................................................. 142
Answers to assessment questions ....................................................................... 142
Chapter 16 – Night Operations .................................................................................... 143
Instructions .............................................................................................................. 143
Night Operations: Assessment questions ................................................................ 144
Chapter 16 – Night operations - Answer key ........................................................... 146
Answers to assessment questions ....................................................................... 146
Chapter 17 – High-Altitude Operations........................................................................ 147
Instructions .............................................................................................................. 147
High-altitude operations: Assessment questions ..................................................... 148
Chapter 17 – High-altitude operations - Answer key ............................................... 150
Answers to assessment questions ....................................................................... 150
Chapter 18 – Airplane Weight and Balance ................................................................ 151
Instructions .............................................................................................................. 151

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 Table of Contents
Workbook
Airplane Weight and Balance: Assessment questions ............................................. 152
Chapter 18 – Airplane weight and balance - Answer key ........................................ 154
Answers to assessment questions ....................................................................... 154
Chapter 19 – CFR 14 and Publications ....................................................................... 155
Instructions .............................................................................................................. 155
14 CFR and Publications: Assessment questions ................................................... 156
Chapter 19 – 14 CFR and Publications - Answer key .............................................. 158
Answers to assessment questions ....................................................................... 158
Flow Charts for Specific Operations ............................................................................ 159
Instructions .............................................................................................................. 159

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 Instructions
Workbook

This workbook is intended to help you, the Flight Instructor student, apply and, when
possible, correlate the large amount of information necessary to study for the Initial
Flight Instructor practical test.
Although the workbook is primarily written for Initial Flight Instructor Airplane Single
Engine students for land planes, much of the workbook can be used for other Flight
Instructor ratings or initial certifications.
In particular, the Fundamentals of Instructing are relevant to all Initial Flight Instructor
category and classes, regardless of which you are pursuing.
Part of the problem when studying is that there is a lot of reading and study to be
done, and the only assessments currently available, until now, are the FAA Knowledge
Test questions for Flight Instructor Airplane, and the Fundamentals of Instructing. This
workbook allows you to study in a more intelligent way by providing thought-
provoking study questions to use before and as you study a topic. After you’ve
answered the study questions and read the material, there are scenario questions to
help you apply what you’ve just learned. Finally, there is an assessment of each topic
with multiple choice, fill in the blank, and matching questions to test that you know the
material.
The workbook contains study questions, scenarios and assessments for each ground
area in the Flight Instructor Airplane Practical Test Standard. The concentration of
questions, scenarios and assessments is around the more difficult subjects like the
Fundamentals of Instructing, and Regulations and Endorsements.
The Fundamentals of Instructing section of this workbook follows the Aviation
Instructors’ Handbook Chapter by Chapter. You should read the study questions first
and attempt to answer any that you already know. Then, as you read the chapter,
complete the questions when that topic is reached. This helps create more than one
neural pathway to your brain to help you learn and remember. After you read the
chapter and have completed the study questions, use the Scenario questions to help
you grasp key concepts by using that information to solve the scenario. Finally, take
the assessment test for that chapter and see how you are doing.
For the other technical subject areas in the Practical Test Standard, the study questions
don’t follow a particular book as there are several from which the information comes.
The idea is to study the topic from the relevant FAA Handbooks by using the study
questions and scenarios. The assessment will then help you determine whether you
have mastered the material.

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 Fundamentals of Instructing
Workbook

The workbook is aligned with the Aviation Instructors Handbook (FAA-H-8083-9).

Every chapter in the handbook is represented in the workbook. You should read the
study questions before reading the chapter, then as you read the chapter complete
these questions- this helps you remember what you’ve read.
After reading the chapter in the handbook and completing the study questions, try to
solve the scenario questions in the workbook. You will most likely need to refer back to
the chapter to solve some of them-this will put the FOI into practical use and help you
understand the key concepts more clearly.
Finally, when you’ve completed the chapter reading in the handbook, and the study
questions and scenario questions from the workbook, answer the assessment questions
in the workbook-this will help you understand what you have retained and what areas
you need to re-visit in the handbook.

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 Chapter 1
Human Behavior
Workbook
Chapter 1 – Human Behavior
Instructions

In this chapter there are study questions, scenarios and assessment questions. As you
read the chapter and take notes, answer the study questions to help drive some of the
key points home. After that, try to answer the scenarios so that you can apply this new
knowledge. Finally, do the assessment questions to see how you’ve understood the
material in this chapter.
At the end of the study questions there is a “Think about the following….”
section. Here you will find some thought-provoking questions or proposed
situations that will cause you to think more deeply about the contents of the
chapter.

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 Chapter 1
Human Behavior
Workbook
Human behavior: Study questions
1. Complete the pyramid of Maslow’s hierarchy of needs from the bottom to the top.
2. Helen is a new student pilot. She is anxious when she flies with Larry about practicing
stalls. Larry recognizes that this is a (circle one) normal/abnormal reaction to stress.
3. Consider the differences in motivation between Theory X and Theory Y.
4. Which of these theories tends to infer that humans are generally self-motivated and not
lazy?
5. Think about when defense mechanisms are automatically activated in the mind. It is when
the brain can’t solve the problem or can’t ____________.

Think about the following:

 Put yourself in an instructional moment with a student in the air. Imagine that
they are not doing well at the maneuver you have just taught them. Try to
verbalize each defense mechanism the student may try to use. When thinking
about how they will react, keep in mind that they are actually displaying a
defense mechanism to you.

 Think about a job you have or had and which theory (X, or Y) your manager used
in motivating you to do something. Was it necessary at the time, or would the
other theory have worked on you given your situation and motivation at that
moment?

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 Chapter 1
Human Behavior
Workbook
Connect The Matching Pairs By Drawing A Line Between Them:

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 Chapter 1
Human Behavior
Workbook
Teacher’s Answer Sheet

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 Chapter 1
Human Behavior
Workbook
Human behavior: Scenario questions
1. Matt has a friend, Fred, who also wants to learn to fly. Matt brings Fred to introduce him
to Larry, Matt’s instructor. Matt and Larry are making a flight so that Matt can practice
stalls. Fred goes along on the flight with Matt and Larry. During the flight Fred is fine until
Matt performs a power-on stall. The wing dropped and Fred got nervous and made an
unsettling sound from the back seat. The flight is terminated early so that Fred will feel
more comfortable. This flight was to both let Matt practice stalls and to introduce Fred to
flying. It seems to have failed at both due to the instructor not thinking about Maslow’s
hierarchy of needs. Where did it go wrong with Fred?
2. In order for Fred to progress he needs help to lose his fear of performing stalls.
Everything is fine until he actually tries to stall the airplane. He freezes up and can’t go on.
It’s as if he forgets how to do the procedure at that moment. What theory of forgetting is
he most likely experiencing?
3. Matt is being evaluated today on how he meets the Private Pilot Practical Test Standards
on steep turns. It’s a little turbulent, considered by most pilots to be light. Nigel, the
instructor performing the evaluation, tells Matt to perform a 360°turn to the left, roll out,
and then perform a 360° turn to the right. Matt enters the turn and loses 250 feet during
the first turn, and then loses 300 feet on the turn to the right, but rolls out on heading
correctly. Nigel informs Matt that the altitude tolerances were exceeded in both turns.
Matt says “I could have held altitude perfectly if it hadn’t been for the turbulence”. Nigel
determines the turbulence is not causing Matt to lose altitude, but rather Matt’s lack of
elevator backpressure. What defense mechanism is Matt displaying?
4. Fred is up for his evaluation on steep turns with Nigel, the evaluation instructor. During
the steep turns Fred loses 300 feet in both directions, and misses the roll-out, heading in
both directions by 20°. After the maneuver is over Fred quickly offers this statement about
his performance: “My steep turns aren’t the best, but I’m dead-on with slow flight. I’m
kind of happy about that because I’ll be using slow flight when I land the plane, but won’t
need to worry much about steep turns”. What defense mechanism is Fred displaying to
Nigel?
5. After more instruction, Fred is again being evaluated on steep turns with Nigel. This time
Fred performs better, but still is almost 200 feet off the altitude in the steep turn to the
left. This time Fred says to Nigel: “I wish I had an instructor who could really teach me
steep turns. My CFI is the lowest level CFI the school has. No wonder I can’t do a steep
turn to the right”. What defense mechanism is Fred displaying to Nigel?
6. Back at the flight school Fred is daydreaming about how awesome his steep turns are
going to be this time around. He knows that he needs to get past this evaluation to be
recommended for the Private Pilot Practical Test. He knows he is supposed to read up on
the aerodynamics of turning flight that his instructor assigned yesterday for the lesson
later on today; but Fred is picturing how he passes the Private Pilot Test, and takes up his
student pilot friend David for a flight. What defense mechanism is Fred displaying?

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 Chapter 1
Human Behavior
Workbook
7. Fred is angry about not passing the evaluation because of his performance on steep
turns. Nigel says that Fred only needs to bring that task to standards and he will be
recommended for the Private Pilot Practical Test, but for now he has not passed the
steep turns section of the evaluation. Fred wants to voice his displeasure about this
to Nigel, but fears Nigel may make him do even more tasks next time if he says
anything. So Fred goes back to his room and yells at his roommate. What defense
mechanism is Fred showing now?
8. Helen is learning about power-on stalls today. In the air Larry demonstrates a few to
her, and notices that she appears very anxious. When Larry tells Helen to perform a
power-on stall herself, she begins by verbalizing the procedure in an effort to
maintain her self-control. As the stall occurs she starts laughing a little while saying
“it’s stalling now, it’s stalling now”. Helen is having a(n) (circle one) normal /
abnormal reaction to stress.
9. Charles is being evaluated by Nigel for an Instrument Rating. Larry tells Nigel that
he thinks Charles is too dependent upon the GPS and the VOR approach; he should
turn it off and have Charles fly the approach using two VORs. During the flight,
Nigel has Charles set up for the VOR approach. As Charles starts the turn to the final
approach segment, Nigel switches off the GPS. Charles rolls the wings level and
begins yelling at Nigel saying, “OK, I see how it is. Larry is setting me up to fail with
you. He continues to voice his anger at Nigel and Larry until they get back to the
flight school. Charles is demonstrating a (n) (circle one) normal / abnormal reaction
to stress.
10. One difference between an adult learner and a younger learner is that the adult
learner wants learning to be (circle one) non-personalized / problem-oriented and
the younger learner may need (circle one) (structured training / non-structured
training).

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 Chapter 1
Human Behavior
Workbook
Human behavior: Assessment questions
1. Fred continues to struggle with steep turns. He confides in Nigel that he really doesn’t
care how people think of his performance doing them. What defense mechanism is Fred
displaying?
2. Which statement is true regarding a student's normal reaction to stress?

A. Students tend to over-cooperate.

B. Students tend to be angry at their instructor.

C. Students begin to respond rapidly and exactly within the limits of their experience
and training.

3. When a student feels afraid of performing stalls, what part of Maslow’s Hierarchy of needs
is not being met?
A. Physiological needs
B. Safety and security
C. Self-actualization
4. Defense mechanisms are hard to self-realize because they tend to operate:
A. on a conscious level.
B. on a theoretical level.
C. on a sub-conscious level.
5. With regards to human behavior and motivation, Theory Y says that:
A. People need to be under threat of punishment to do good work.
B. People are inherently lazy.
C. People exercise self-direction if committed to the goals.
6. When a student is showing marked changes in mood, the flight instructor can assume the
student is responding how to stress?
A. Abnormally
B. Normally
C. Neither of the above

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 Chapter 1
Human Behavior
Workbook
7. Anxiety can be countered by:
A. having the student ignore their fears.
B. citing unhappy consequences so that they face their fears.
C. reinforcing the positive aspects of flying, and teaching them to cope with their fears.
8. Theory X, with regards to human behavior, is most aligned with which statement?

A. Work is as natural as play and rest.

B. People have a dislike for work and will avoid it whenever possible.
C. People love to work but not to have fun.

9. Which statement is true regarding adult learners?

A. They are not goal-oriented.
B. They are goal-oriented.
C. They do not need to control the stop/start time or pace of a lesson.
10. Which of these statements is true regarding normal reactions to stress?
A. Students think rationally, act rapidly and are extremely sensitive to all of their
surroundings.
B. Students become irrational, act slowly, and are not aware of their surroundings.
C. Students think rationally, act very slowly, and are extremely sensitive to all of their
surroundings.

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 Chapter 1
Human Behavior
Workbook

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 Chapter 1
Human Behavior
Workbook
Chapter 1 – Human behavior - Answer key
Answers to study questions

Physiological, Safety, Love and

belonging, Self-esteem, Self-actualization (REF: 1-1)
Normal (REF: 1-1)
Theory Y (REF: 1-6)

Escape (REF: 1-6)

Answers to scenario questions

1. Fred did not feel adequate safety or securit (REF: 1-3)

2. Repression (REF: 1-7)

3. Rationalization (REF: 1-7)

4. Compensation (REF: 1-7)

5. Projection (REF: 1-7)

6. Fantasy (REF: 1-7)

7. Displacement (REF: 1-7)

8. Abnormal (REF: 1-9)

9. Abnormal (REF: 1-9)

10. problem-oriented / structured training (REF: 1-10)

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 Chapter 1
Human Behavior
Workbook
Answers to assessment questions
1. Reaction formation (REF: 1-7)

2. C (REF:1-9)

3. B (REF: 1-4)

4. C (REF: 1-8)

5. C (REF 1-6)

6. A (REF:1-9)

7. C (REF: 1-8)

8. B (REF:1-5)

9. B (REF: 1-10)

10. A (REF: 1-9)

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 Chapter 2
The Learning Process
Workbook
Chapter 2 – The Learning Process
Instructions

In this chapter there are study questions, scenarios and assessment questions. As you
read the chapter and take notes, answer the study questions to help drive some of
the key points home. After that, try to answer the scenarios so that you can apply this
new knowledge. Finally, do the assessment questions to see how you’ve understood
the material in this chapter.

At the end of the study questions there is a “Think about the following….”
section. Here you will find some thought-provoking questions or proposed situations
that cause you to think more deeply about the contents of the chapter.

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 Chapter 2
The Learning Process
Workbook
The Learning process: Study questions
1. Which theory of learning suggests that behavior can be predicted based upon past
punishments and rewards?
2. Which form of learning theory is often used to modify unwanted behavior such as
smoking?
3. To effectively utilize HOTS with a student in an area where the student may have only
rote knowledge, the instructor should draw on the student’s _____________ to allow
access for advanced concepts to be formed.
4. In order to develop ADM, or Higher Order Thinking Skills, the instructor should use (circle
one) Application Learning / Scenario-Based Training / Rote Learning) methods.
5. Knowing the goals and values of a student allows the instructor to understand that those
things that are more highly valued and cherished are sought_________ by the student,
whereas those with less value and importance are not.
6. Helen struggles with her fear of stalls. During her practice her perceptual field narrows
such that she only sees the nose drop and nothing else. Larry sees that this narrowing of
her perceptual field affects her _________ ___ ____________ due to the element of
threat.
7. Perceptions are more than just what is activated in the five senses. They also involve a
person __________________ to sensations.
8. Insights involve the ___________of perceptions into meaningful wholes.
9. Insights almost always occur whether or not instruction is provided however by teaching
the ___________ of perceptions as they occur, the instructor further develops the
student’s __________.
10. Acquiring knowledge happens in what order?
(Arrange in order: Concept Learning, Memorization, Understanding)
11. When a student reads about aircraft systems, and perhaps takes a ground school course
or video lesson, that student can usually proceed to the first three levels in the cognitive
domain; Knowledge, Comprehension, and Application but to achieve Analysis, Synthesis
and ___________, the instructor must use higher-_______-_________ ________. To
accomplish this, the instructor creates relevant ____________.
12. What Domain of Learning is characterized by remembering specific facts, or content
knowledge and concepts that help intellectual abilities and skills?

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13. When a learner participates in their instruction, understanding the value of what they are
learning aligns the training into their own belief system and then ______________ it, they
are using the (circle one) cognitive / affective /psychomotor domain of learning.
14. Learning style is an individual’s preference for understanding e__________ and
c________________ them into knowledge. (Choose from: expressions, experiences,
events; correcting, changing).
15. One characteristic of a(n) (circle one) visual / auditory / kinesthetic learner is that they do
not generally take notes well.
16. A (n) (circle one) visual / auditory / kinesthetic learner learns better when the instructor
explains thing by demonstrations.
17. The three stages of acquiring a skill are Cognitive, A_________, and Au___________.
18. When a student is practicing a maneuver they are storing that skill via practice. When
they move from performing memorized steps and can assess their progress along the
way and make adjustments, they are at the ___________ stage of acquiring the skill.
19. The stage of acquiring a skill that is based on factual knowledge is called the __________
stage (for example, when a student performs a flight maneuver by memorized steps and
is often unaware of his/her progress or performance).
20. Matt is stuck on climbs at constant airspeeds during his Private Pilot training. He did fine
up to this point, and seems to have leveled off on his ability to perform. Larry, his
instructor, has seen this many times before and recommends that Matt (circle one) keeps
trying at a faster pace / keeps trying at a slower pace / tries some other task for a while.
21. Place the levels of learning in the correct order: Understanding, Rote, Correlation,
Application.
22. Matt shows up for his lesson and is talking on his phone while Larry is trying to describe
what they will do on this flight lesson. What law of learning is Larry neglecting?
23. Matt has trouble remembering V-speeds for the 172. He has flown the 152 so much that
those speeds are quickly recalled, but the ones for the 172 are harder to master. Larry,
his instructor, simply says to just add 5 knots to all of the speeds for the 152, and you’ll
be within a knot or two for the speeds for the 172. Matt can immediately recite all of the
V speeds for the 172 now. What memory aid has Larry used?
24. Instructors can cause a _____________ p__________ by repeating any task too many times
without giving the student a break from the task.

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25. Practice comes in three varieties: Deliberate, Bl_________ and R__________.
26. If information is in short-term memory but not coded, consolidated or rehearsed, it will
begin to fade in approximately (circle one)10 / 30 / 60 seconds.
27. It is important to know that LTM (Long-Term Memory) (circle one) is / is not an exact
recall of events.
28. The ability to retrieve information is primarily based upon how often the information has
been used, or its f__________y, and how long ago the information was last used, or
re__________.
29. Recall failure is when there is a failure of the individual to recall a memory quickly. It can
be caused because sometimes individuals don’t e_______ information well, and thus it
doesn’t move to _______ -term ________.
30. When stimuli from the senses arrive to the brain where do they first land? (Circle one)
Short-term memory / Long-term memory / Sensory memory.
31. Sensory memory decides what stimulus from the senses is relevant at the moment. It
keeps what it thinks is important and (circle one) stores / discards what is not important at
the moment.
32. Helen is getting ready for an evaluation flight that will include a review of the V-speeds
for her airplane. Her instructor, Larry, has Helen cite the speeds in order as they appear
on the airspeed indicator, from slowest speed to fastest speed, then cite the V-speeds
that are not marked on it last. Larry asks Helen to continue to repeat the speeds while
visualizing their location on the airspeed indicator for the next 20 minutes. Larry has
cleverly combined both m________ re___________ with s___________ so that Helen has a
better chance of remembering the V-speeds.
33. Transfer of learning is broadly defined as the ability to apply k________ and procedures
learned in one context to new ___________.
34. Transfer of knowledge can be accomplished better through the use of ________
-based t________.
35. Transfer of knowledge is enhanced when proper habit ________ is fostered from the
beginning.
36. Transfer of knowledge depends upon the ability of the student to apply knowledge or
procedures learned in one context to a- ____ context.

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Think about the following:

 Think about a training event where you would need to rely on behaviorism theory rather
than cognitive theory. How would this lesson design be different than one that relied on
cognitive theory?

 Look back into your past and see if you have ever recalled a memory that when
verbalized to another person, had a different recall of the event.

 Think about an element of teaching that would allow you to test each level of learning.
For example, you could administer a multi-choice test to test the rote level
understanding of the student.

 Consider how you will use blocked practice and when you will use deliberate practice.
Try to use an example of a student who needs to learn steep turns, and see in what
situations you would use blocked practice over deliberate practice.

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Connect the matching pairs by drawing a line between them:

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The learning process: Scenario questions
1. When Matt is pre-flighting the airplane, he has trouble opening and closing the
door on the 172 that he will be flying. His instructor shows him how to use the door
latch assembly, and tells him to be sure that the pin in the door is pushed in, as this
can slip. On the next preflight some days later, Matt approaches the airplane to
close the door. Matt knows he needs to close the door but can’t remember what to
do with the pin and the assembly. This means that Matt (circle one) has/has not
changed his behavior as a result of his experience with his instructor.
2. The flight instructor showed Matt how to latch the door properly but failed to
actually let Matt try it for himself. This put Matt at which level of learning?
3. Matt’s flight instructor used a law of learning properly in teaching Matt about the
door. The instructor didn’t just describe how to latch the door or write out a
procedure on the white board; he actually used the door from the airplane Matt
would be flying. Which law of learning did he use correctly?
4. Matt’s instructor also violated several laws of learning. Matt was not allowed to
practice what he had just learned-What law of learning was violated?
5. Fred decided to join Larry as a student and learn to fly. Larry was careful to be sure
that Fred had an overall “big picture” understanding of what they were going to do
before actually talking about a particular lesson. In each lesson Larry made sure that
Fred could repeat what Larry said to him about a procedure and also that Fred knew
why or how the procedure should be used. What level of learning does this imply
that Fred is at before he actually goes out to try the maneuver?
6. After the flight with Matt practicing stalls with Fred in the back, the instructor asked
Fred why he had got nervous. Fred indicated that he doesn’t like to see things one
step at a time, but likes to see the overall idea first then drill down later. What kind
of learner could Fred be? (circle one) Holist or Serialist.
7. It’s been a while since Matt has done slow flight. He has really been practicing steep
turns, and practicing stalls a lot in the past few weeks. Matt and his instructor Larry
go out for a flight that Matt thought would consist of steep turns and stalls. Instead,
Larry had Matt perform slow flight. Matt didn’t do so well and was discouraged.
What law of learning did Larry not implement correctly?
8. Matt’s instructor shows Matt again how to latch the door properly. He demonstrates
how to do it, and then has Matt explain what is being done while he does it again.
Next he watches Matt latch the door as Matt describes how to check that the pin is
engaged properly, and finally he tells Matt that he did it correctly, and offered a
better way to hold on to the door while Matt was doing it. The instructor used a
teaching technique that is usually used to teach a pilot a new maneuver or
operation. What is this technique called?

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9. Fred was so afraid of performing stalls because of that flight he had with Matt and Larry
when he was just thinking about learning to fly. Now that stalls are the lessons to master,
Fred is having a hard time. He can recite the correct indications of a stall and how to
recover, and he can also understand why a stall occurs and how to recover, and what is
happening aerodynamically. At what level of learning is Fred?
10. Now that Fred is not struggling with steep turns, he is happy that he doesn’t need to go
through a memorized step-by-step process. He can pretty much do a steep turn on
demand and even switch frequencies on the radio while he’s doing it. This is a clear
indication that Fred is at the _________- ________ stage of acquiring a skill.
11. Larry wants to develop an automatic response in Matt’s coordination when rolling into
turns, in particular steep turns. He knows that today’s session is just about improving
today’s performance to give Matt a little more confidence. He knows that the type of
practice he will be having Matt do today won’t improve his concept learning or retrieval
from memory, but he just needs to get Matt enough practice to get an automatic
response to the roll in to turns. What kind of practice will Larry do with Matt?
12. Today Matt is going to practice landings with Larry. Today the goal is to get Matt landing
on the main wheels and not flat like he’s been doing. During this practice Matt won’t be
introduced to any new concepts. What type of practice will Larry choose with Matt today?
13. Now that Matt is landing fine, Larry wants Matt to have practice doing a variety of landing
events like full stop landings, go-arounds, and touch-and-go’s. He even plans to leave the
pattern with Matt to fine off his steep turns, and then return to the airport for a little more
practice. He is sure that Matt will be able to better see the similarities and differences in
the types of landings after the session. What type of practice is Larry using in this case
with Matt?
14. Matt is trying to understand how to perform steep turns. His instructor, Larry, takes Matt
out to the practice area and has Matt perform a steep turn. During the maneuver Larry is
describing how to coordinate the airplane, how additional lift is causing more load factor,
and how Matt is not holding altitude, bank angle, or airspeed. Larry then takes control
and says that they will need to go back to the airport because the steep turns were not
satisfactory for today. Larry should have offered up a short __________ on what was
wrong as Matt performed the maneuver, focusing on only one or two items at a time.
Larry should have also given Matt time for _____________ practice, and at the end of the
session Larry should have ______________ the performance rather than just terminating
the lesson.
15. Before Larry, Matt’s instructor, took him on as a student, he interviewed Matt and found
out that he was already flying a Cessna 152 with a previous instructor. With this
knowledge Larry gave Matt the checklist for the Cessna 172, and asked Matt to pre-flight
the airplane, and he would be there to answer any questions Matt had. Because Matt had
already pre-flighted a 152, Larry was relying on the similarity of the two airplanes. What
type of transfer of learning was he relying on?

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16. Multitasking is the simultaneous execution of ______ or more tasks.

17. Multitasking involves two different abilities that are a _______ -switching and s_______
performance.
18. Helen is having trouble with basic instrument flying. She can hold altitude during straight
and level flight, but in turns she loses 400 or more feet. Larry notices that during the turn
she appears to be staring at the heading indicator, especially as the desired heading
approaches. Larry determines that Helen’s problem is __________ on a single flight
instrument.
19. A pilot who is passively monitoring an engine indicating system knows that it’s not that
common for something to show abnormally. The pilot needs to be on guard for
in_______. The pilot may become bored or think that the task doesn’t deserve their
attention.
20. Helen is on a training flight with Larry. Larry asks Helen to perform a power-off stall.
Helen goes right into slow flight without even thinking, and holds heading and altitude
and airspeed well within the evaluation standards. What kind of error has Helen made by
performing slow flight instead of a power-off stall?
(Circle one) Slip / Mistake.
21. Larry gives Helen another chance at performing the power-off stall. Helen can’t
remember when to add power in this maneuver. She is pretty sure it’s when you raise the
nose of the airplane into the stalling attitude, so she sets up for the stall and has the
airplane at approach speed. She raises the nose of the airplane into the stalling attitude
then adds full power. Larry takes control of the airplane and reviews the procedure with
Helen again. Helen learns that power is added to minimize altitude, and is done as the
wing is being unstalled. What kind of error has Helen made this time? (Circle one) Slip /
Mistake.
22. To help avoid mistakes or slips on preflight, Larry has Helen approach the airplane and
walk around it the same way each time. He has her use the checklist after each major
section, then place it on the pilot seat until the next section is done. Larry is helping
Helen avoid mistakes and slips by developing r_________. He is also reducing the chance
of errors by having her use the checklist, which serves as a reminder.
23. Larry is working with Dale, his Commercial Pilot student in the Piper Arrow today. Larry
knows that he must get Dale to always remember to lower the landing gear, and to
ensure that it is down before landing. During the pattern practice Larry points out places
and times where forgetting or being distracted are likely. By doing this Larry is raising
aw___________ for Dale in those places, thereby lowering the chance of a mistake or slip.

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24. Larry has another interested potential student at the front desk ready to start
flight training. Larry introduces himself and goes to a briefing room to get to know Fred,
the new student. Larry asks Fred “Why do you want to learn how to fly?” He follows up
with “How do you see yourself using this after your training is completed?” Larry is
drilling down to one of the main things instructors need to know about their students to
make learning happen. Listen to Fred’s two different answers then decide why Larry
asked the questions:
Fred number one says, “I’ve always wanted to learn, and I really like the technical stuff
anyway”. He goes on to say “I’ll be wanting to make long trips with my friends to shorten
the time it takes to get places”.
Fred number 2 says “Well, I get extra credit in school and get out of taking a science
class if I at least get to solo. My dad said he would pay and really wants me to be a
success at this.” He then says “I really just want to probably get to solo. I just see it as an
accomplishment but I don’t plan to fly much after training”.
Larry asked these questions to check on the students' _____________ to learn to fly, which
drives the entire course of training for a student.

25. Now that Matt can pre-flight the 172, it’s time for Larry and Matt to taxi out to the run-up
area. Larry notices that as the airplane is turned Matt first tries to use the control wheel to
make the turn rather than his feet. This is most likely due to what transfer of learning from
his experience driving a car? (Circle one) Positive /Negative
26. Helen is still terrified of power-on stalls. She had a lesson yesterday and didn’t follow the
procedure, and the airplane ended up in a spin. Larry recovered and demonstrated a few
more power-on stalls to Helen before heading home. On the ground, Larry asked Helen
to describe how the airplane got into the spin, and what she remembered about the
flight controls and airplane's movements. Helen couldn’t remember anything due to the
forgetting theory of _________, which Larry was quick to pick up on. He knows that Helen
cannot proceed if power-on stalls are still scaring Helen to the point of forgetting.
27. Fred is back to the helicopter training again. He’s frustrated with his inability to be able
to hover. He thinks he will never get it. His instructor François asks Fred to repeat back
what he just said about small movements on the cyclic. Fred seems to have not learned
this due to a problem with his retention of learning, stemming from the way he feels
about everything. François takes note of this and attributes the problem with learning to
Fred's inability to have a favorable ___________ towards the lesson today.
28. Fred is finding the hovering a little easier today, because he had a great day and was
looking forward to the lesson. During the training, François asks Fred to listen to the
sound of engine and notice the sway of his body. Fred had not noticed this before, as he
was mainly using just his eyes to see what was happening. François knew that Fred was
not using all of his ____________to gain fuller understanding and a greater sense of recall.

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29. When Larry discovers that Matt doesn’t like the syllabus and step-by-step approach Larry
is taking with his flight training, Larry quickly comes to the conclusion that Matt’s learning
style differs from his. He learns that Matt needs more action, excitement and adventure
than just step-by-step approaches to learning. With this in mind Larry does what?
A. Insists on following the syllabus
B. Uses the syllabus but not in the order the lessons are organized
C. Creates scenarios for Matt.
30. Helen has finally gotten over her fear of power-on stalls. She found it comforting to chair-
fly the procedure and visualize it. Larry wants to be sure that Helen remembers the
procedure and recovery, and capitalizes on this by saying to Helen “You did great today.
It was really good to see you get over your fear of stalls and watch how you recovered
just as you are supposed to. Great job today, Helen”. Larry helped Helen retain what she
had learned by giving her __________, which makes recall more likely due to the positive,
more pleasurable response.
31. Dale is having trouble balancing the written checklist in the traffic pattern and verifying
the gear is down. He can’t seem to keep up with everything going on, but knows he must
complete the checklist before he commits to landing. Larry offers Dale another kind of
checklist. It is a verbal one called GUMPS, which means, Gas, Undercarriage, Mixture,
Propeller, and Seatbelts. Dale recognizes this kind of memory aid as being called what?
32. Helen is struggling with making good decisions in regards to when to go around during
landing practice. Larry has been using the “Drill and Practice” approach, and telling
Helen when to go around. Helen is confused about when to make the decision for herself.
Larry sees an opportunity for Helen to learn, and during this particular landing flare, Larry
tells Helen that there is a dog on the runway. Helen looks but sees no dog. Larry insists
it’s there but offers up nothing else. Helen decides to go around. What has Larry just
done?
A. Used a rote response in Helen to go around
B. Used a method within HOTS
C. Achieved only an understanding level of learning with Helen
33. Larry is about to teach a lesson to a student on how an NDB works. He hasn’t taught this
for years. As he prepares he struggles with recalling information from memory. This is
most likely due to the for_________ing of the memory because it wasn’t used for a long
time.
34. Fred is so excited about aviation that he has decided to take helicopter lessons and
airplane lessons at the same time. During an approach to landing in the helicopter he is
unsure if he is to approach at 60 knots or if he needs to flare. What theory of forgetting is
Fred suddenly the victim of?

A. Repression
B. Fading
C. Interference

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35. Roger is a commercial pilot student of Larry. Roger can’t seem to get chandelles and
lazy eights as they appear similar, but require very different control forces and timing.
Like the good instructor Larry is, he separates lazy eights and chandelles, and only works
on one or the other in a lesson, but not both. There seems to be a ____________ transfer
of learning between the maneuvers.
36. Larry feels that Fred, his student, is struggling in his flight training. He often shows up
late and sometimes not at all. Most of the time, any reading or homework Larry assigns
goes undone and Larry needs to do it with Fred at the flight school. His father pays for
Fred’s flying and wants Fred to be an airline pilot like he is, so Fred can fly as often as he
wants. What is likely happening here?What key characteristic of learning is obviously
missing?

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The Learning process: Assessment questions
1. Which learning theory is based upon the mental events of the learner such as
problem solving, decision-making, and awareness?
2. Constructivism holds that learners actively build or construct knowledge and skills
based upon their experiences. This leads to thinking related to decision making,
judgment and critical thinking. Which part of aviation training relies on
constructivism to be effective:
A. Performance of a steep turn
B. Aeronautical decision-making
C. Memorization of memory items in a checklist.
3. When a student has willingness to pay attention to your instruction they are
engaging in what domain of learning? (Circle one) Cognitive / Affective /
Psychomotor
4. When a student is performing a maneuver in flight they are engaging in what
domain of learning? (Circle one) Cognitive / Affective / Psychomotor
5. With regards to the characteristics of learning, when a student is learning one thing
and by doing so learns other things, which characteristic is more clearly at work
here? (Circle one) Purposeful / a result of experience / multifaceted.
6. Which is not a characteristic of learning? (Circle one) Purposeful / a result of
expression / multifaceted / an active process.
7. When a student is aware that something is wrong but not sure what, the flight
instructor (circle one) should / should not make the student aware of their progress
and be (circle one) told / not told right after the mistakes are made.
8. Practice helps improve performance. The power law proves this by showing that
the speed of performance of a task improves at a power of the number of times
the task is performed, until the student reaches a learning ______________. At this
point, improvement in performance lessens or stops for a while, then resumes.
9. Understanding may be improved by reading with study questions rather than
simply ____________ text and then answering questions later.
10. Remembering after training is (circle one) enhanced / not enhanced with frequent
use.
11. Shorter and properly spaced study sessions produce better results in terms of
memory than by ______________, meaning to bunch all of the study time into a
single session or a very large session.
12. Remembering after training is (circle one) enhanced/not enhanced by waiting until
the flight review to refresh information like airspace.

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Chapter 2 - The learning process - Answer key
Answers to study questions

1. Behaviorism (REF: 2-3)

2. Behaviorism theory (REF: 2-3)

3. Experiences (REF: 2-6)

4. Scenario-Based Training (REF: 2-6)

5. sought after (REF: 2-7)

6. Ability to perceive (REF: 2-7)

7. giving meaning (REF: 2-7)

8. groupings (REF: 2-8)
9. relationships / Insights (REF: 2-8)
10. Memorization, Understanding, Concept Learning (REF: 2-8)
11. Evaluation / order thinking skills / scenarios (REF: 2-14)

12. Cognitive (REF: 2-12)

13. internalizes / affective (REF: 2-14)

14. experiences / changing (REF: 2-17)

15. auditory (REF: 2-19)

16. kinesthetic (REF: 2-19)

17. Associative / Automatic) (REF: 2-20)

18. Associative (REF: 2-20)

19. Cognitive (REF: 2-20)

20. keeps trying at a slower pace (REF: 2-21)

21. Rote, Understanding, Application, Correlation .(REF: 2-12)
22. Readiness (REF: 2-10)
23. Association / Primacy, Recency (REF: 2-35)
24. learning / plateau (REF: 2-21)

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25. Blocked / Random (REF: 2-22)
26. 30 (REF 2-32)
27. is not (REF: 2-33)
28. frequency / recency (REF: 2-34)
29. encode / long-term memory (REF: 2-34)
30. Sensory memory (REF: 2-32)
31. Discards (REF: 2-32)
32. meaningful repetition / association (REF: 2-35)
33. knowledge / contexts) (REF: 2-36)
34. scenario / training (REF: 2-36)
35. formation (REF: 2-37)
36. new (REF: 2-36)

Answers to scenario questions

1. Not (REF: 2-2)
2. Understanding (REF: 2-12)
3. Intensity (REF: 2-10)
4. Exercise (REF: 2-10)
5. Understanding (REF: 2-12)
6. Holist (REF: 2-18)
7. Effect (REF: 2-10)
8. Demonstration Performance Method
9. Understanding (REF: 2-12)
10. Automatic Response (REF: 2-20)
11. Blocked (REF: 2-22)
12. Deliberate (REF: 2-22)
13. Random (REF: 2-22)
14. Critique / Additional / Continued (REF: 2-23)

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15. Positive Transfer (REF: 2-36)
16. Two (REF: 2-24)
17. Attention / Simultaneous (REF: 2-24)
18. fixation (REF: 2-26)
19. inattention (REF: 2-26)
20. Slip (REF: 2-28)
21. Mistake (REF: 2-28)
22. Routines (REF: 2-29)
23. awareness (REF: 2-29)
24. motivation (REF: 2-29)
25. Negative (REF: 2-36)
26. Repression (REF: 2-35)
27. attitude (REF: 2-35)
28. senses (REF: 2-35)
29. C
30. Praise (REF: 2-35)
31. Mnemonic (REF: 2-35)
32. B (REF: 2-4)
33. forgetting (REF: 2-34)
34. C (REF: 2-35)
35. Negative (REF: 2-36)
36. Motivation (REF: 2-29)

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Answers to assessment questions
1. Cognitive Theory (REF: 2-3)

2. B (REF: 2-4)

3. Affective (REF: 2-14)

4. Psychomotor (REF: 2-15)
5. Multifaceted (REF: 2-17)
6. A result of expression (REF: 2-15)
7. Should / told (REF: 2-21)
8. Plateau (REF: 2-21)
9. Reading (REF: 2-37)
10. Enhanced (REF: 2-38)
11. Cramming (REF: 2-37)
12. Not enhanced (REF: 2-38)

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 Chapter 3
Effective Communication
Workbook
Chapter 3 – Effective Communication
Instructions

In this chapter there are study questions, scenarios and assessment questions. As you
read the chapter and take notes, answer the study questions to help drive some of the
key points home. After that, try to answer the scenarios so that you can apply this new
knowledge. Finally, do the assessment questions to see how you’ve understood the
material in this chapter.
At the end of the study questions there is a “Think about the following….”
section. Here you will find some thought-provoking questions or proposed situations
that cause you to think more deeply about the contents of the chapter.

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 Chapter 3
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Effective communication: Study questions
1. The difference between hearing and listening can be summarized by saying
"listening is h________ with comp________.
2. The three elements of effective communication are: __________, ________, and
________________
3. During role playing the intent is to give the student a general description of the
situation and then the student must ___________ this new skill or knowledge to
perform the role.
Think about the following:

 Think back on a situation where someone was describing something to you and
was surprised when your vision of what it was they were describing was
markedly different from what they were trying to convey.

 When you are listening to someone, have you ever thought about how you
were going to respond to some of the points they were making rather than
listening?When you rebutted or responded to those, points how did the person
feel about how you understood their point of view?

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 Chapter 3
Effective Communication
Workbook
Connect the matching pairs by drawing a line between them:

Chapter three - Effective

Communication

1. The person who is speaking - - Lack of common experience

2. The person who is listening - - Paraphrasing

Simple oral and visual codes used by the

3.
Source - - Symbols

4. Communications skill can be developed by - - Source

Sender using unfamiliar terminology to

5.
the student - - Open ended questions

Using descriptions like fast, big, tall to

6.
mean something specific - - Role Playing

7. Listening is - - Scenario based training

Questions that start with what or why are

8.
typically - - Hearing with comprehension
A technique to use to determine if both
9. instructor and student understand - - Overuse of abstractions
something in the same way
Moving from theory to practical
10. implementation of an idea can be - - Receiver
accomplished by

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 Chapter 3
Effective Communication
Workbook

TEACHER ANSWER SHEET

Chapter three - Effective

Communication

1. The person who is speaking Source

2. The person who is listening Receiver

3. Simple oral and visual codes used by the Source Symbols

4. Communications skill can be developed by Role Playing

5. Sender using unfamiliar terminology to the student Lack of common experience

Using descriptions like fast, big, tall to mean something

6.
specific Overuse of abstractions

7. Listening is Hearing with comprehension

8. Questions that start with what or why are typically Open ended questions

A technique to use to determine if both instructor and student

9.
understand something in the same way Paraphrasing

Moving from theory to practical implementation of an idea can

10.
be accomplished by Scenario based training

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 Chapter 3
Effective Communication
Workbook
Effective communication: Scenario questions
1. Nigel is holding a beginning aviation class. He has ten students in the class from varying
backgrounds. He begins the class by telling the students that their first encounter with the
airplane will be during the pre-flight. He goes on to say that this will start with a checklist
and it will direct them to the empennage of the airplane first, where they will discover
what the elevator is for. Immediately, Nigel notices that he has lost everyone’s attention.
The students are looking at each other shrugging over what Nigel is saying. It’s clear that
Nigel discovered a barrier to effective communication when he didn’t remember to
consider the students’ lack of ____________ ex______.
2. Nigel is talking to his new class about a new aircraft that has just arrived on the field. He is
hoping that this knowledge will cause a conversation about how the new Cessna 172
G1000’s are like to fly. Nigel says that there just arrived a new aircraft that has all the bells
and whistles. He says that this thing needs to be seen to be appreciated and that
everyone may get a chance to fly it. Everyone is excited and starts imagining what this
new aircraft is. Nigel lets everyone get excited about it and then announces that the class
would go out to the flight line and see this new arrival. When they get outside some of
the students ask,
“where is it”, even though the New Cessna 172 is sitting right in front of them on the
ramp. Glen speaks out first and says, “There is no Cirrus out here”, while Becky says, “I
don’t see any helicopters here at all, what gives?” Barry says, “He see’s it and is happy
the Cessna is here for him to try”. In communicating with the class, Nigel again has failed
to effectively communicate. What barrier to effective communication has Nigel missed
this time?
A. Overuse of abstraction
B. Confusion between the symbol and the symbolized object
C. Interference
3. Sally is taking her first lesson today. Larry tells her that she will be working on getting a
Private Pilot Certificate and that he has an Airline Transport Certificate. Sally says to Larry,
“Wow that’s cool. What airline do you fly for?” Larry looks confused then understands. “I
don’t work for an airline Sally, I just have a license that would allow me to fly an airplane
with more than 19 seats”. When Sally first heard Larry say he had an Airline Transport
Certificate she thought that meant he was an airline pilot. This barrier to effective
communication caused by Larry was due to:
A. interference
B. confusion between the symbol and the symbolized object
C. lack of Common Experience
D. both B and C

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 Chapter 3
Effective Communication
Workbook
4. Helicopter he is unsure if he is to approach at 60 knots or if he needs to flare.
What theory of forgetting is Fred suddenly the victim of?
A. Repression
B. Fading
C. Interference
5. Words, as the engine noise in the cockpit is high. Eventually, Nigel reaches over and
lowers the landing gear. After landing Nigel asks Dale why he didn’t respond to his
question about the beeping noise. Dale says he didn’t hear it because it was so noisy.
Nigel again failed to effectively communicate due to:
A. lack of common experience
B. overuse of abstractions
C. interference

6. At the run-up Larry is describing how to set up a flight plan with the GPS. Matt
has never used a GPS and has not read about it, or any terms specific to its use, or how it
operates. What barrier to effective communication did Larry seem to have forgotten for
the moment?

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 Chapter 3
Effective Communication
Workbook
Effective communication: Assessment questions
1. What is an example of a symbol with regards to the communications process?
A. Language
B. The source’s thoughts
C. The student’s lack of common experience
2. With regards to the communications process, what is a channel?
A. A method the receiver uses to relay information to the source
B. A visual, auditory, or kinesthetic perception
C. A means of transmitting the symbols so as not to be confused with something else
3. One method of modifying the symbols so that they are more clear to your listener is to
A. Use different descriptions as the conversation is going along
B. Wait until the end of the conversation to solicit feedback to what you said
C. Solicit feedback so you can modify the symbols as needed
4. An important reason that you should not use abstractions when communicating is that:
A. Abstract words stand for ideas that cannot be directly experienced.
B. Abstract words are random ideas that cannot be experienced.
C. Abstract words create mental images of what is to be experienced.
5. Multi-tasking causes what in terms of effective communications?
A. Interference
B. A more developed communication
C. A better perception of the event or discussion

6. A technique of good listening is to

A. listen for the main idea of the conversation.
B. listen for areas to refute later.
C. concentrate on recording or remembering facts.
7. Which of the following statements are true about listening?
A. Most people can talk faster than they can listen
B. Most people can listen faster than they can talk
C. Most people listen and talk at the same speed
8. What is an advantage of using an open-ended question during oral quizzing?
A. It allows for a specific answer that the instructor can evaluate..
B. It allows for shorter answers.
C. It allows for full, meaningful answers.

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 Chapter 3
Effective Communication
Workbook
9. What is an advantage of using an open-ended question during oral quizzing?
A. It allows for a specific answer that the instructor can evaluate..
B. It allows for shorter answers.
C. It allows for full, meaningful answers.
10. When using any type of question, the question should center on:

A. Multiple ideas
B. A combination of ideas that are related
C. One idea
11. When the flight instructor is giving ground instruction, who is the source?

A. The student
B. The instructor
C. The symbols

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 Chapter 3
Effective Communication
Workbook

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 Chapter 3
Effective Communication
Workbook
Chapter 3 – Effective communication - Answer key
Answers to study questions

1. Hearing / comprehension (REF: 3-8)

2. Source / Symbol / Receiver (REF: 3-2)
3. Apply (REF: 3-7)

Answers to scenario questions

1. Common experience (REF: 3-4)

2. A (REF: 3-5)

3. D (REF: 3-4)

4. C (REF: 3-6)

5. Lack of common experience (REF: 3-4)

Answers to assessment questions

1. A (REF: 3-2)
2. B (REF: 3-3)
3. C (REF: 3-3)
4. A (REF: 3-5)
5. A (REF: 3-6)
6. A (REF: 3-9)
7. B (REF: 3-9)
8. C (REF: 3-9)
9. C (REF: 3-10)
10. B (REF: 3-2)

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 Chapter 4
The Teaching Process
Workbook
Chapter 4 – The Teaching Process
Instructions

In this chapter there are study questions, scenarios and assessment questions. As you
read the chapter and take notes, answer the study questions to help drive some of the
key points home. After that, try to answer the scenarios so that you can apply this new
knowledge. Finally, do the assessment questions to see how you’ve understood the
material in this chapter.
At the end of the study questions there is a “Think about the following….”
section. Here you will find some thought provoking questions or proposed situations
that cause you to think more deeply about the contents of the chapter.

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 Chapter 4
The Teaching Process
Workbook
The teaching process: Study Questions
1. When a point the instructor is trying to get across is complex and difficult to put into words,
the instructor should use some form of __________ aid such as a model, cutaway, or
animation.
2. A person who is an expert in a specific area of knowledge is commonly called a subject
_________ ___________.
3. Performance-based objectives ensure that a student (circle one) will / will not progress to
the next stage of training.
4. When an instructor creates something that does not have more than one right answer,
does not offer an obvious answer, does not promote errors, and promotes decision
making, this is called Sc_______ __________ _________.
5. Place the five essential phases of the Demonstration Performance Method of teaching in
order from first to last: Evaluation, instructor supervision, explanation, student
performance, demonstration.
Think about the following:

 Pick a ground topic and then imagine yourself teaching this lesson to a student.
What instructional aids would it be appropriate to use, and what would not be
readily available at the school or location where you would do the lesson?

 Think about an emergency you want to teach a student in flight. Create a

scenario on a lesson where the student would need to recognize, correct and
evaluate the effectiveness of their solution.

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 Chapter 4
The Teaching Process
Workbook
The Teaching Process

13 4 9 3

16

10

15 12

Across Down
1. The teaching delivery method that is best suited for 3. A well question has how many correct answers?
large groups. 4. A document that describes what will be taught in a
2. A step in the Demonstration-Performance method of single instructional period
teaching 7. An essential teaching skill. Abbreviated.
5. A series of steps that leads to the satisfaction of a 8. An abbreviation for a type of training that uses real
goal or certificate life problems or events for a student to solve
6. An abbreviated term for a document that a pilot must 9. One type of skill that is encompassed by HOTS
be tested to for a certificate or rating 12. A teaching skill that measures how a student is
7. The order in which to make a lesson that ends with performing
complex 13. Writing standards to evaluate a student's level of
10. Using instructional aids increases this in a student learning is most difficult in this domain of learning
13. Normally, aviation teaching inspires to teach at what 16. Which delivery method uses lecture but then
minimum level of learning? actively integrate students into the learning
15. When organizing material, the instructor uses this process
element to give specific reasons for doing something

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 Chapter 4
The Teaching Process
Workbook
TEACHER ANSWER SHEET

The Teaching Process

8
S

13 4 9 3
A P P L I C A T I O N

16
F E D N D

10
F S M L E A R N I N G

7
S I M P L E S S

15 12
M C M O T I V A T I O N C

E T N S U

I S S

6
V P T S E S

1
L E C T U R E L S I

A S O

2
E V A L U A T I O N M N

5
C O U R S E O F T R A I N I N G

Across Down
1. The teaching delivery method that is best suited for 3. A well question has how many correct answers?
large groups. 4. A document that describes what will be taught in a
2. A step in the Demonstration-Performance method of single instructional period
teaching 7. An essential teaching skill. Abbreviated.
5. A series of steps that leads to the satisfaction of a 8. An abbreviation for a type of training that uses real
goal or certificate life problems or events for a student to solve
6. An abbreviated term for a document that a pilot must 9. One type of skill that is encompassed by HOTS
be tested to for a certificate or rating 12. A teaching skill that measures how a student is
7. The order in which to make a lesson that ends with performing
complex 13. Writing standards to evaluate a student's level of
10. Using instructional aids increases this in a student learning is most difficult in this domain of learning
13. Normally, aviation teaching inspires to teach at what 16. Which delivery method uses lecture but then
minimum level of learning? actively integrate students into the learning
15. When organizing material, the instructor uses this process
element to give specific reasons for doing something

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 Chapter 4
The Teaching Process
Workbook
The Teaching Process: Scenario Questions
1. Larry is going to talk about how to configure the G1000 for IFR flight in a lesson he wants
to give. He finds out that a lot of people really want to hear this, not just his student.
What type of teaching method should Larry use to get his message out to all who want to
show up?
2. Bob has just taught his student how to perform a power-off stall. He hands the controls
over to the student and has the student demonstrate a power-off stall. The student does
it mostly correctly. Bob decides to use a time-honored training method to get the
student proficient at performing the maneuver. He decides that the D_______ and
P_______ method will work for this situation.
3. Bob is completing his lesson plan on steep turns for his lesson tomorrow. He forgets an
important concept while he’s creating. The next day he gives the lesson and the student
is showing signs of confusion. Bob starts by talking about load factor and how
maneuvering speed will change with weight. Bob forgets to introduce new concepts to
students by going from s________ to c____________.
4. Larry is a little disappointed that only two people showed up to his G1000 IFR lesson
presentation. He is relieved in a way that he won’t just present the material to a large
group of people and not be able to assess if they actually learned anything. To see that
the two students actually learn what Larry is teaching, Larry decides to change his
teaching method to ______________ __________.

The Teaching process: Assessment Questions

1. Which of the following are considered essential teaching skills?
A. The ability to create lesson plans rather than purchasing them
B. The ability to assess the student
C. The ability to implement curriculum using custom made lesson plans
2. Which is an example of a course of study with reference to education?
A. A lesson plan
B. A series of lesson plans that are integrated into a syllabus
C. A complete series of studies leading to the attainment of a goal
3. The criteria with reference to a performance based objective would be:
A. The standards that measure the accomplishment of the objective
B. The standards that measure the decision making of the pilot
C. The standards that measure the differences between the decision making and
accomplishment of the objective

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 Chapter 4
The Teaching Process
Workbook
The Teaching process: Assessment Questions
1. Which of the following are considered essential teaching skills?
A. The ability to create lesson plans rather than purchasing them
B. The ability to assess the student
C. The ability to implement curriculum using custom made lesson plans
2. Which is an example of a course of study with reference to education?
A. A lesson plan
B. A series of lesson plans that are integrated into a syllabus
C. A complete series of studies leading to the attainment of a goal
3. The criteria with reference to a performance based objective would be:
A. The standards that measure the accomplishment of the objective
B. The standards that measure the decision making of the pilot
C. The standards that measure the differences between the decision making and
accomplishment of the objective

4. While creating a lesson plan the instructor should present information to the student by
following which order?
A. From present to past
B. From least frequently used to most frequently used
C. From past to present

5. Which training delivery method is best suited for large groups?

A. Guided discussion
B. Demonstration performance
C. Lecture

6. Which statement is true regarding a good scenario?

A. It has only one correct answer.
B. It requires decision-making capabilities to be demonstrated.
C. It offers an obvious answer.

7. With regards to e-learning, what is a consideration the instructor must consider?

A. There is no need to provide additional ground instruction if e-learning has been
accomplished by the student and assessed by the e-learning system.
B. Expectations the student will be able to perform a task based upon using e-learning
C. Both A and B

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 Chapter 4
The Teaching Process
Workbook
8. What is the last step in the Demonstration-Performance method of instruction?
A. Student practice
B. Demonstration
C. Evaluation
9. What is the primary reason to use instructional aids when teaching a student?

A. The retention rate is higher when this is done.

B. The instructor can relate the material in a more realistic way to the student.
C. Both A and B.
10. Which statement is true regarding using Test Preparation Material that is commercially
available for preparing for FAA knowledge tests?
A. Students may be able to pass the FAA knowledge test but fail to learn critical
information.
B. Students who pass the FAA knowledge test can be considered proficient in those
aeronautical knowledge areas without further testing.
C. Students cannot pass the FAA knowledge test without using this additional material.

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 Chapter 4
The Teaching Process
Workbook

Chapter 4 – the teaching process - Answer key

Answers to study questions
1. Instructional (REF: 4-28)
2. Matter Expert (REF: 4-2)

3. Will (REF: 4-5)

4. Scenario-Based Training (REF: 4-17)

5. Explanation, demonstration, student performance,

instructor supervision, evaluation (REF: 4-21)

Answers to scenario questions

1. Lecture (REF: 4-10)
2. Drill, Practice (REF: 4-21)
3. Simple, Complex (REF: 4-9)

4. Discussion Method (REF: 4-13)

Answers to assessment questions

1. B (REF: 4-3)
2. C (REF: 4-4)
3. A (REF: 4-6)
4. C (REF: 4-9)
5. C (REF: 4-10)
6. B (REF: 4-17)
7. B (REF: 4-18)
8. C (REF: 4-21)
9. C (REF: 4-23)
10. A (REF: 4-29)

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 Chapter 4
The Teaching Process
Workbook

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 Chapter 5
Assessment
Workbook
Chapter 5 – Assessment
Instructions

This chapter contains study questions, scenarios and assessment questions. As you are
reading the chapter, answer the study questions. After that, try to answer the
scenarios. This allows you to apply your knowledge of the chapter. Finally, do the
assessment questions to test your understanding of the chapter's contents.

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 Chapter 5
Assessment
Workbook
Assessment: Study questions
1. A critique that is objective focuses on the student and is not subject to the instructor's
b______es or personal o______________.
2. With regards to written assessments, a test that has reliability means the degree the test
results are co______________ with repeated measurements.
3. When using a rubric for measuring the performance of a student with regards to a
maneuver or procedure grade, the “Perform” stage means that the student:
A. can execute the scenario, but may need coaching from the instructor.
B. Can explain and understand the principles of the scenario, but will need instructor
coaching or intervention.
C. Can execute the scenario without instructor coaching or intervention.
4. Criterion-based objectives need to state the be_________ expected, the conditions
under which the be_________ will be performed and the cr_______ that must be met.
5. An example of a criterion referenced test would be a p__________ t______ performed by
a pilot examiner.
6. A critique may be done in what way?
A. Orally
B. Written
C. Both
7. To be effective a question should center on (circle one) (only one / more than one) idea?
8. Which is true regarding the differences between a fact question and a HOTS question?
A. A HOTS question is based on memory or recall.
B. A Fact question requires the person to combine knowledge of facts.
C. A HOTS question involves “Why” or “How”.
9. “How do you take-off and land an airplane?” is an example of what kind of question to
be avoided?
A. Toss-up
B. Puzzle
C. Oversize

10. Which form of assessment uses a Rubric as a guide to score performance?

A. Traditional
B. Authentic
C. Combined

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 Chapter 5
Assessment
Workbook

Think about the following…

 Where would it have been better to have not had a grade for a maneuver or scenario
you were doing in flight training?

 How would this have affected your outlook on how you were doing, or would a grade
been the best choice?

 As a flight instructor at a non-academy school, you will probably be using oral

quizzing as the main method of evaluating aeronautical knowledge. How will you
ensure that by orally quizzing a student you are not also giving away the answer?How
will you differentiate an evaluation question versus a teaching question where the
nature of the question is to help the student key into the right answer?

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 Chapter 5
Assessment
Workbook
Assessment

13 8 14 4

1 11

12 7

5 3 9

10

Across Down
1. A type of assessment used to assess student 3. This type of assessment usually lends itself better to
knowledge or skills prior to instruction written tests
2. An instructor should never rely on his position to 4. A characteristic of a good test that detects
satisfy this characteristic of an effective differences between students
assessment 7. A type of question where the student feels they are in
5. A type of assessment used for real-world scenarios a battle of wits with the instructor
6. A step in collaborative assessment where the 8. A characteristic of a good written test that provides
student is encouraged to ask what they would consistent results
have done differently at key points 11. A type of critique where the student critiques
9. In authentic assessment, performance assessment personal performance
dimensions are contained with this 12. How do you rebuild an engine is an example of
10. This abbreviation for an evaluation standard used which type of question to avoid
to test students is an example of a Criterion- 14. When, in the four steps, should you determine the
referenced assessment item level of the learning objectives when choosing an
13. A type of assessment where the instructor is effective assessment method
asking questions to the student

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 Chapter 5
Assessment
Workbook
TEACHER ANSWER SHEET

Assessment
13 8 14 4
O R A L F D
1 11
E D I A G N O S T I C
12 7
L O R E S T

I V S L C R
5 3 9
A U T H E N T I C F R U B R I C

B R R I C

I A S M K

L D I I
6
I I Z R E C O N S T R U C T

T T E A
10
Y I P T S

O I

N O
2
A C C E P T A B L E N

Across Down
1.. A type of assessment used to assess stude 3.. This type of assessment usually lends itself better
knowledge or skills prior to instruction written tests
2.. An instructor should never rely on his position 4.. A characteristic of a good test that detec
satisfy this characteristic of an effective differences between students
assessment 7.. A type of question where the student feels they are
5.. A type of assessment used for real-world scenari a battle of wits with the instructor
6.. A step in collaborative assessment where t 8.. A characteristic of a good written test that provid
student is encouraged to ask what they would consistent results
have done differently at key points 11.
1. A type of critique where the student critiq
9.. In authentic assessment, performance assessme personal performance
dimensions are contained with this 12.
2. How do you rebuild an engine is an example
10.
0. This abbreviation for an evaluation standard u which type of question to avoid
to test students is an example of a Criterion- 14.
4. When, in the four steps, should you determine
referenced assessment item level of the learning objectives when choosing an
13.
3. A type of assessment where the instructor effective assessment method
asking questions to the student

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 Chapter 5
Assessment
Workbook
Assessment: Scenario questions
1. Larry is evaluating Dale's performance today on a scenario of smoke in the cockpit he has
just given him. After Dale decides what actions need to be taken to work through the
scenario, he implements them with a little coaching from Larry, and awaits Larry’s grading
of his performance. Larry says that he is at the pr_________ level of performance. Larry
used a r_______ to decide where to place Dale.
2. Nigel is giving an evaluation, or assessment, of Larry’s student Dale on performing
Power-off 180 Accuracy Landings. During the flight Nigel combines an emergency gear
extension with the power-off 180 landing, and tells Dale that a go-around is not possible.
Dale comes up short and adds power to make the runway. On the ground, Nigel tells
Dale that the maneuver was not satisfactory. Dale rebuffed Nigel’s comments and went
on to tell him how the evaluation was not fair. Nigel failed to deliver on a key
characteristic of an effective assessment. To Dale, the instructor’s action was not
______________.
3. Mark is a new instructor at “Remarkable Flight Training, Inc.” He has three Private Pilot
ground school classes running at the same time at the school. There are ten people in
each class. Mark needed to write new written tests for the school as the other tests were
based upon outdated information. Mark makes his test multiple choice. At the end of
module one, Mark gives his test to the first class. They score 30 percent, the second class
scores 80 percent, and the last class scores 50 percent. The problem of these scores is
either with Mark's teaching the material differently in each class, with the students in one
of the classes getting the information and the others not, or it is because Mark didn’t
follow a characteristic of a good written test. He knows it is not a good test because it is
fails to be r ______.
4. During a debriefing of a flight with Dale, Larry asks him to reflect on what was the most
important thing he learned that day? He then goes on to ask him to relate lessons
learned on this flight to other experiences. Larry is using a c__________ assessment so
that Dale is self-assessing.
5. Larry is giving a flight review to Mark, the new CFI at “Remarkable Flight Training”. Larry
is avoiding asking Mark “what questions” because he knows that these types of fact-
based questions are based upon memory or __________.
6. Larry needs to evaluate Matt’s decision-making ability for how to enter the traffic pattern
at a non-towered airport. During their flight there is a lot of traffic at the airport and pilots
are using multiple runways, some just for crosswind practice. Matt listens to what is going
on at the airport and makes a decision as to how he will enter the pattern. Larry really
wanted to be able to give Matt a letter grade, like A, B, C, D or F, but because Matt was
making decisions and there was no right or wrong runway to use Larry feels he is unable
to assign a letter grade. What other kind of assessment can Larry use to evaluate Matt's
overall performance?

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 Chapter 5
Assessment
Workbook
7. During a recent flight Larry flew with Dale to work on emergencies. Dale has
been doing great at procedural flying and complying with the emergencies
given to him in fight. Today, Larry places the airplane at around 3,000 feet and
equal gliding distance to four local airports. Not only does this scenario test
Dale's ability to use his checklist, but it also offers him the ability to m_____
dec________. This allows Larry to pick an assessment method that will test his
maneuver grade and decision- making capability and outcome.

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 Chapter 5
Assessment
Workbook
Assessment - Assessment questions
1. A critique of a student’s performance is best performed
A. after the student has had time to replay the flight and think about it.
B. just prior to the next flight.
C. immediately after the performance.
2. Instead of “what” questions, Larry decides to ask Mark HOTS questions, which involve
questions starting with the words ______ or _____, and require Mark to combine
knowledge of facts to answer them.
3. A letter grade would be associated with (circle one) traditional / authentic assessment?
4. The type of assessment more suited for evaluating a scenario would be (circle one)
traditional / authentic?
5. Traditional / authentic (circle one) assessment is more likely to be used to evaluate a
student at the rote and _____________ levels of learning.
6. During the early phases of flight training, ______________ assessment is usually not as
useful as __________ assessment, because the student doesn’t have enough information
about the concepts to participate fully.
7. What method of authentic assessment is appropriate to use right after a flight in which
flight maneuvers were being evaluated to a standard?
A. Collaborative
B. Group
C. Extensive
8. When developing a test, an instructor should list the ___________ that give the best
indication of achievement of the objective.
9. An example of a criterion-based assessment item is:
A. the Practical Test Standards.
B. a rubric that does not provide a letter grade.
C. the Student pilot section of the Federal Aviation Regulations that address which
maneuvers are required to be taught prior to solo.
10. When a question centers on only one idea, and is limited to Who, What, When, Where,
How or Why, and not a combination, it is not a (circle one) fact / HOTS type of question.

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 Chapter 5
Assessment
Workbook
Chapter 5 – Assessment - Answer key
Answers to study questions
1. biases, opinions (REF: 5-3)
2. consistent (REF: 5-4)
3. C (REF: 5-6)
4. Behavior, behavior, (REF: 5-8)
criteria
(REF: 5-9)
5. practical, test
(REF 5-9)
6. C
(REF: 5-11)
7. only one
(REF: 5-10)
8. C
(REF: 5-11)
9. C
(REF: 5-2)
10. B

Answers to scenario questions

1. practice /rubric) (REF 5-7)

2. Acceptable (REF: 5-3)

3. Reliable (REF: 5-4)
4. collaborative (REF: 5-5 and 5-6)
5. recall (Ref 5-10)
6. Authentic (REF: 5-5)
7. make decisions (REF: 5-6)

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 Chapter 5
Assessment
Workbook
Answers to assessment questions
1. C (REF 5-9)

2. Why / How (REF 5-10)

3. Traditional (REF: 5-4)

4. Authentic (REF: 5-5)

5. Understanding (REF: 5-4)

6. Authentic / Traditional (REF: 5-4)

7. A (REF: 5-5)

8. Indicators (REF5-8)

9. A (REF: 5-9)

10. Fact (REF: 5-10)

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 Chapter 6
Planning Instructional Activity
Workbook
Chapter 6 – Planning Instructional Activity
Instructions

This chapter has study questions, scenarios, and assessment questions. Use the study
questions to help you concentrate on the reading material. Work through the study
questions as you read the chapter. When you’re done reading the chapter and have
completed the study questions, proceed to the scenarios. These scenarios will help you
apply what you have learned and identify any deficient areas. Do the assessment
questions last to see how well you understand this chapter.
At the end of the study questions there is a “Think about the following….”
section. Here you will find some thought-provoking questions or proposed situations
that cause you to think more deeply about the contents of the chapter.

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 Chapter 6
Planning Instructional Activity
Workbook
Planning instructional activity: Study questions
1. A course of training may include a cur________ for a set of courses, syll______or training
course outline.
2. Larry is organizing his lesson plans into syllabus. He intends to include these with other
material to become a c_______of__________ that will lead his students to completing the
Private Pilot Certificate.
3. Aviation training involves two types of objectives: performance-based and _________-
based.
4. Larry wants to test Dale's decision-making abilities using decision- __ ______ testing. He
does this by not focusing on flight maneuvers per se, but by creating s__________.
5. A lesson plan is defined as an organized outline for (circle one) single / multiple
instructional periods.
6. A good lesson plan should fall into the four steps of the teaching process. Arrange the
steps in the correct order: Presentation, Preparation, Application, Review and Evaluation)

Think about the following….

 When you have your first Private Pilot student, how will you know where to start
and when to end the training? What sequence of lessons will you use to get
your student from start to finish. What already available products can or will you
use?

 When using the lesson plans in this workbook, how will you use them to make
them personal to your teaching style? What extra content might you think about
including?

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 Chapter 6
Planning Instructional Activity
Workbook
Connect the matching pairs by drawing a line between them:

Planning Instructional Activity

A method that builds on previous

1.
knowledge - - Teaching process

This includes a summary of the course of

2.
training in it - - Syllabus

When a syllabus can be adapted to

3.
weather variations it is said to be - - SBT

Ground training and classroom training

4.
focus on what domain of learning - - Flexible

Safety is most associated with what

5.
domain of learning - - Lesson Plan

When a student is performing a skill

6.
which domain of learning is being used - - Cognitive

An organized outline designed for a single

7.
instructional period - - Building-Block
Lessons that provide students with a
8. variety of situations to develop their - - Psychomotor
decision making skills are called
A well designed lesson plan includes
9.
instructional steps which align to the - - Single pilot resource management

ADM and risk management for the

10.
General Aviation pilot can also be called - - Affective

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 Chapter 6
Planning Instructional Activity
Workbook
TEACHER ANSWER SHEET

Planning Instructional Activity

1. A method that builds on previous knowledge Building-Block

2. This includes a summary of the course of training in it Syllabus

When a syllabus can be adapted to weather variations it is

3.
said to be Flexible

Ground training and classroom training focus on what domain

4.
of learning Cognitive

5. Safety is most associated with what domain of learning Affective

When a student is performing a skill which domain of learning

6.
is being used Psychomotor

7. An organized outline designed for a single instructional period Lesson Plan

Lessons that provide students with a variety of situations to

8.
develop their decision making skills are called SBT

A well designed lesson plan includes instructional steps

9. Teaching process
which align to the

ADM and risk management for the General Aviation pilot can
10.
also be called Single pilot resource management

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 Chapter 6
Planning Instructional Activity
Workbook
Planning instructional activity: Scenario questions
1. Mark is making progress with getting lesson plans and a syllabus for his private pilot
ground school. He knows that he needs to have lessons that teach airspace on the
ground, which concentrate on the _________ domain of Learning.
2. Nigel is excited to be setting up a new area in the school that will have a small wind
tunnel where students can really explore how the wing flies. They will be able to change
the wind speed and the wings' angle of attack and see what happens. Nigel knows that
this area of the school will concentrate on the ___________ domain of learning.

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 Chapter 6
Planning Instructional Activity
Workbook
Planning instructional activity: Assessment questions
1. Mark also knows he needs to have lessons to test ADM which are associated with the
_____________ domain of learning.
2. When an instructor constructs a real-world event for the student to solve and make
decisions about the instructor (circle one) is / is not using a traditional lesson plan.
3. A _______ _____ is an outline for a single instructional period.
4. A flight lesson concentrates on the cognitive/affective/psychomotor domain of learning.
5. A ground training lesson concentrates on the (circle one) cognitive /affective /
psychomotor domain of learning.

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 Chapter 6
Planning Instructional Activity
Workbook
Chapter 6 – Planning instructional activity - Answer key
Answers to study questions
1. curriculum / syllabus) (REF: 6-2)
2. course of training (REF: 6-2)
3. decision (REF: 6-9)
4. based / scenarios (REF: 6-9)
5. single (REF: 6-6)
6. Preparation, Presentation, Application, Review
and Evaluation (REF: 6-8)

Answers to scenario questions

1. Cognitive (REF 6-5)

2. Psychomotor (REF 6-5)

Answers to assessment questions

1. Affective (REF: 6-5)

2. is not (REF: 6-10)

3. lesson, plan (REF: 6-6)

4. Psychomotor (REF: 6-5)

5. Cognitive (REF: 6-5)

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 Chapter 7 Instructor
Responsibilities and Professionalism
Workbook
Chapter 7 – Instructor Responsibilities and Professionalism
Instructions

This chapter contains study questions, scenarios, and assessment questions. Use the
study questions to help you concentrate on the reading material. Work through the
study questions as you read the chapter. When you’re done reading the chapter and
have completed the study questions, proceed to the scenarios. These scenarios will
help you apply what you have learned and identify any deficient areas. Do the
assessment questions last to see how you understand this chapter.
At the end of the study questions there is a “Think about the following….”
section. Here you a thought provoking situation that may cause you to think more
deeply about the contents of the chapter.

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 Chapter 7 Instructor
Responsibilities and Professionalism
Workbook
Instructor responsibilities and professionalism:
Study Questions
1. When a student is making slow progress due to discouragement and lack of confidence
the instructor should allow the student incremental success by setting ___________ sub-
goals
2. Instructors need to appreciate that the Practical Test Standards are a (circle one)
teaching / testing standard and not a (circle one) teaching / testing standard.
3. One way to minimize student’s frustrations is to keep the student ______
4. An instructor can demonstrate professionalism by having a good d________, being a
_______ of the student, and being s__________.
5. The decision to solo a student is generally made when c__________ performance is seen
by the instructor from the student from pre-flight to engine start to _______ _________
(circle one) with / without needing the instructor’s assistance.

Think about the following:

 Imagine yourself as an instructor with your first student. Considering the area you
are located in and the environment (61 or 141), how will you address each area
of professionalism listed in Chapter 7?

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 Chapter 7 Instructor
Responsibilities and Professionalism
Workbook
Connect the matching pairs by drawing a line between them:

Instructor Responsibilities and

Professionalism
A standard of performance used to
1. measure readiness of a pilot for a - - Practical Test
certification test

2. A way to minimize student frustrations - - Sincerity

One responsibility of the instructor with

3.
regards to their student pilots is - - Practical Test Standard

One aspect of instructor professionalism

4.
directed toward a student is - - Continuing education

5. A type of aviation written exam - - Pilot supervision

The name of the evaluation of a pilot for a

6.
pilot certificate or rating by a DPE - - Minimize student frustrations

7. Motivating the student can help to - - Knowledge test

One way professional development can

8.
be achieved by the instructor is - - Keep students informed

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 Chapter 7 Instructor
Responsibilities and Professionalism
Workbook

TEACHER ANSWER SHEET

Instructor Responsibilities and

Professionalism

A standard of performance used to measure readiness of a

1.
pilot for a certification test Practical Test Standard

2. A way to minimize student frustrations Keep students informed

One responsibility of the instructor with regards to their

3.
student pilots is Pilot supervision

One aspect of instructor professionalism directed toward a

4.
student is Sincerity

5. A type of aviation written exam Knowledge test

The name of the evaluation of a pilot for a pilot certificate or

6. Practical Test
rating by a DPE

7. Motivating the student can help to Minimize student frustrations

One way professional development can be achieved by the

8.
instructor is Continuing education

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 Chapter 7 Instructor
Responsibilities and Professionalism
Workbook
Instructor responsibilities and professionalism:
Scenario Questions
1. Nigel is in a hurry today. He missed his lunch and has two more flights lined up for later
in the afternoon. He has to make a quick flight with Matt to evaluate his landings. Nigel
and Matt rush out to the airplane while Nigel is briefing him on the way. Nigel does a
quick pre-flight to speed up the process and has Matt perform two take-offs and
landings. On the second landing, Matt realizes he is too low and adjusts the attitude of
the airplane and power setting, but the airplane is close to the ground and not
stabilized. Matt announces he is going around. Nigel says, “I have the flight controls”
takes control of the airplane and then lands instead of letting Matt go around. After the
flight Matt felt like everything was hurried and he didn’t get anything out of it. Nigel is
now guilty of not providing a________ i________.
2. Matt has been using Nigel to continue his flight training while Larry, Matt’s primary
instructor is on a corporate flight. Matt has been on five flights with Nigel, and each time
Nigel has shown genuine interest in Matt's press. Matt, however, has no idea what he’s
going to do in the next lesson. He is frustrated because Nigel has (circle one) been
consistent / approached Matt as an individual / not kept Matt informed.
3. Dale is practicing chandelles with Larry today. Larry suspects that Dale can perform the
chandelles but doesn’t fully understand the principles and objectives involved around
the use of rudder. He thinks Dale is applying rudder at a specific point or points but not
actively coordinating the airplane. What should Larry do?
A. Continue training and see what happens
B. Conclude the lesson as successful
C. Try some take-offs and landings with turns to the crosswind to see how Dale uses the
rudder in those operations
4. Nigel wants to improve his professionalism. He decides to take a FIRC (Flight Instructor
Refresher Clinic) even though he is not due for renewal of his flight instructor certificate.
By taking the FIRC, Nigel is engaging himself into c ____________ Education that helps
him in his Professional d_____.
5. Larry, the instructor, was brought up with a particular political view. His student, Fred,
has an exactly opposite view. Larry needs to demonstrate his professionalism in what
way?

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 Chapter 7 Instructor
Responsibilities and Professionalism
Workbook

Instructor responsibilities and professionalism :

Assessment Questions
1. Professional flight instructors demonstrate their professionalism by (circle one) ridiculing
the student / demanding unreasonable progress / setting the student up for failure /
admitting errors.
2. One way an instructor can help minimize student frustrations is
A. to point out small errors the students are making
B. to try to provide motivation
C. to continue to repeat the lesson until the area is learned fully.
3. An instructor who criticizes and perhaps ridicules a student is
A. showing non-sincerity towards the student
B. not showing a good demeanor
C. not accepting the student
4. With regards to professionalism of the flight instructor, when a consistent mood and
behavior is shown, this is called having a good
A. conduct
B. demeanor
C. sincerity
5. When endorsing a student, AC61-65 appendix 1 has common endorsements to use. If
the instructor doesn’t use these endorsements, as a minimum the instructor needs to cite
the appropriate ________ that has been completed.

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 Chapter 7 Instructor
Responsibilities and Professionalism
Workbook
Chapter 7 – Instructor responsibilities and professionalism -
Answer key
Answers to study questions

1. Smaller (REF: 7-2)

2. Testing / teaching (REF: 7-3)
3. Informed (REF: 7-4)
4. Demeanor / Accepting / Sincere (REF: 7-8)
5. Consistent / Engine shutdown / Without (REF: 7-5)

Answers to scenario questions

1. Adequate / Instruction (REF: 7-2)

2. Not kept Matt informed (REF: 7-4)
3. C (REF: 7-8)
4. Continuing / Development (REF: 7-9)
5. By being accepting of the student

Answers to assessment questions

1. admitting errors (REF: 7-7)

2. B (REF: 7-4)
3. C (REF: 7-7)
4. B (REF: 7-8)
5. FAR (REF: 7-9)

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 Chapter 8
Techniques of Flight Instruction
Workbook

Chapter 8 – Techniques of Flight Instruction

Instructions

This chapter contains study questions, scenarios, and assessment questions. Use the
study questions to help you concentrate on the reading material. Work through the
study questions as you read the chapter. When you’re done reading the chapter and
have completed the study questions proceed to the scenarios. These scenarios will help
you apply what you have learned and identify any deficient areas. Do the assessment
questions last to see how you understand this chapter.

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 Chapter 8
Techniques of Flight Instruction
Workbook

Techniques of flight instruction: Study questions

1. As a practical flight instructor strategy it’s important to remind the student and always
demonstrate "A___ _________, Navigate and ___________" during flight.
2. Arrange the correct order for the Demonstration-Performance training delivery method:
Explanation phase, student performance and instructor supervision phases, evaluation
phase, demonstration phase.
3. Match the Telling and Doing Technique of Preparation, instructor tells/instructor does,
student tells / instructor does, student tells / student does, student does /instructor
evaluates, with the Traditional Teaching Process in the correct order: P_________,
Presentation, ________, ______and ___________.
4. During Barbara’s first flights, Larry was introducing new maneuvers to her by showing her
the indications of the flight instruments first and then using outside references. This
technique is called I______ Flight _________.

Think about the following…

 Reflecting back on your flight training, when was the Demonstration-

Performance training delivery method used effectively, and when was it not?

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 Chapter 8
Techniques of Flight Instruction
Workbook
13 15
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11 7

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2.. In the demonstration-performance delivery meth 1.. An obstacle to learning caused by the students fea
when the instructor shows a maneuver to the 4.. When a student fails to see the reason f
student this is what stage? preliminary flight training they may be exhibiting
3.. Purposefully dropping a pencil and asking a stude what obstacle to learning?
to pick it up is an example of what flight instruction 6.. When an instructor has made inadequa
technique preparation for a lesson the student may exhibit
5.. Errors in timing may be attributed to what obstacle what obstacle to learning?
learning 7.. The portion prior to flight in the Demonstratio
8.. This air carrier rule states that flight crew membe Performance delivery method
should refrain from non-essential activities during 9.. This method of instruction combines outsi
critical phases of flight references with reference to flight instruments
11.
1. When an instructor should de-brief a student af 10.
0. An assessment type made of standards
their first solo performance modified to the student's experience
12.
2. Instructors teach their students to land within w or stage of development
portion of the runway before a mandatory go 15.
5. An internal cockpit resou
around is required
13.
3. The "I can do it" hazardous attit
14.
4. The hazardous attitude antidote "Not so fast, th
first"

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 Chapter 8
Techniques of Flight Instruction
Workbook
TEACHER ANSWER SHEET

Techniques of Flight Instruction

13 15
M A C H O

11 7
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9
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8 4 10
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5 1
F A T I G U E N P M

3
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6
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14
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2.. In the demonstration-performance delivery meth 1.. An obstacle to learning caused by the students fea
when the instructor shows a maneuver to the 4.. When a student fails to see the reason f
student this is what stage? preliminary flight training they may be exhibiting
3.. Purposefully dropping a pencil and asking a stude what obstacle to learning?
to pick it up is an example of what flight instruction 6.. When an instructor has made inadequa
technique preparation for a lesson the student may exhibit
5.. Errors in timing may be attributed to what obstacle what obstacle to learning?
learning 7.. The portion prior to flight in the Demonstratio
8.. This air carrier rule states that flight crew membe Performance delivery method
should refrain from non-essential activities during 9.. This method of instruction combines outsi
critical phases of flight references with reference to flight instruments
10.
0. An assessment type made of standards
performance modified to the student's experience
or stage of development
15.
5. An internal cockpit resou

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 Chapter 8
Techniques of Flight Instruction
Workbook

Techniques of flight instruction: Scenario questions

1. Helen is on a mission to solo. She has mapped out everything she needs to do to
accomplish that task. During flight Larry notices that Helen’s performance suffers due to
the obstacle to learning that Helen is exhibiting. Larry recognizes this as _____________
2. Larry knows that Barbara, her Private Pilot student, has a newborn and it’s keeping her up
quite a lot. Barbara was hoping to solo before the new baby but didn’t have quite
enough time to do it. During the lesson today on normal landings, she consistently misses
the point to flare, even though she had been doing this well before the new arrival. Errors
in timing are common for someone suffering from _________, and are contributing to
become an obstacle to learning for Barbara today.
3. After Nigel has demonstrated a lazy eight, Nigel wants Dale to take control of the
airplane and perform the maneuver. Nigel says to Dale, “You have the flight controls”.
Dale takes the controls and says __ _____ ___ _____ ________, and Finally Nigel says “You
____ the ______ controls.
4. Nigel decides he want to test Dale in his ability more thoroughly today in a variety of
circumstances. Nigel concludes that he can include realistic __________, as it will truly test
whether Dale has mastered the task.
5. During his turn from base to final, Nigel yells out “There’s a rabbit on the back seat”.
Dale is frightened but doesn’t look towards the back as he learned to
"aviate first". Nigel was hoping to ___ _______, Dale but instead of doing that he just
scared him.
6. Larry wants this flight with Matt to be about take-offs and landings. Matt wants to do
what he’s heard of as being called “Touch and Go’s”. Larry knows that the FAA
recommends that all student flights involving landings in an aircraft should be ______ -
______ landings.
7. A new pilot at “Remarkable Flight Training”, flight school, Barry, is asking to be checked
out to fly the school's Pressurized Cessna 210. After reviewing his logbook and finding
that he has no high-performance time or pressurization experience, Nigel informs Barry
that he would need a substantial amount of time to complete the checkout due to his
inexperience in the airplane. Barry is immediately on the defensive and says “Well,
there’s nothing in the FARs to say I can’t just go buy one and fly it right now if I wanted
to”. Nigel kindly points out to Barry that he would need to get a high-performance and
complex endorsement as a minimum before he could fly it, even if it was his own. Nigel
says “There is always some kind of little rule to get in the way of me doing anything”.
Nigel determines that Barry is exhibiting one of the five hazardous attitudes, _____-
_______

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 Chapter 8
Techniques of Flight Instruction
Workbook
8. Matt is almost ready for his Private Pilot practical test. He is on a cross-country flight with
Nigel to see how he’s doing. Nigel notices that Matt has the CTAF Frequency for the
airport, already got the weather and has begun to complete the descent checklist well in
advance of getting to the destination. Nigel is happy to see Matt prepared, and knows
that as he enters the traffic pattern the work Matt has done will pay off with less
w___________ at critical moments.
9. Larry knows that Matt loves NASCAR. So after Matt has demonstrated he can land the
airplane, Larry asks Matt to perform another few landings. Larry now begins to ask Matt
about the NASCAR season, and who he thinks has the best shot to win. What is Larry
doing by asking Matt about NASCAR?

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 Chapter 8
Techniques of Flight Instruction
Workbook
Techniques of flight instruction: Assessment questions
1. When an instructor needs to explain the preliminary steps in flight training one at a time
with clearly stated goals for each step the instructor is trying to overcome which obstacle
to learning?
A. Unfair treatment
B. Impatience
C. Fatigue
2. Which statement is true regarding the positive exchange of the flight controls?
A. It is a two-step process
B. It is a three step process
C. The number of steps vary depending upon the situation
3. Asking a student to reset a clock or get something in the back seat can be a useful
technique in flight training. Assuming the clock reset and item in the backseat was not
really needed by the instructor, what is the instructor trying to create for the student?
A. Distraction
B. Demonstration of moving around in the cockpit
C. Task concentration
4. Integrated flight instructor refers to flight instruction during which?
A. The flight instruments are prioritized for maintaining or achieving the desired
outcome
B. The visual reference and corresponding flight instruments are both used to achieve
the desired outcome
C. The visual reference is prioritized in maintaining or achieving the desired outcome
5. After a student has completed a scenario based training lesson the instructor should use
what assessment technique during the de-briefing?
A. Instructor-led
B. Group-led
C. Collaborative
6. When a flight instructor signs a recommendation for a practical test using an airman
application or IACRA, how long is the recommendation valid for?
A. 30 days
B. 60 days
C. Two calendar months

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 Chapter 8
Techniques of Flight Instruction
Workbook
7. The FAA recommends that when practicing landings with students that the landings be:
A. Varied from touch and goes to full stop landings to develop proficiency
B. Full stop or stop and go landings
C. Full stop landings
8. “It won’t happen to me”, is related to which hazardous attitude?
A. Impulsivity
B. Invulnerability
C. Macho
9. When the student has reached too high a workload the student should:
A. speed up their thinking process
B. slow down
C. lower their expectations
10. The Demonstration Performance Method of teaching is used for the mastery of mental
or physical skills that are primarily:
A. kinesthetic
B. visual
C. involving the cognitive domain of learning

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 Chapter 8
Techniques of Flight Instruction
Workbook
Chapter 8 – techniques of flight instruction - Answer key
Answers to study questions

1. Aviate / Communicate (REF: 8-2)

2. Explanation phase, demonstration phase,
student performance and instructor supervision
phases, evaluation phase (REF: 8-6)

3. Preparation / Review / Evaluation) (REF: 8-7)

4. Integrated / Instruction) (REF: 8-10)

Answers to scenario questions

1. Impatience (REF: 8-3)

2. Fatigue (REF: 8-4)
3. I have the flight controls / have /
flight /controls (REF: 8-9)

4. Distraction (REF: 8-10)

5. Distract (REF: 8-10)

6. Full stop (REF: 8-13)

7. Anti-authority (REF: 8-17)

8. Workload (REF: 8-20)

9. Creating a distraction (REF: 8-9)

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 Chapter 8
Techniques of Flight Instruction
Workbook

Answers to assessment questions

1. B (REF: 8-3)
2. B (REF: 8-9)
3. A (REF: 8-10)
4. B (REF: 8-10)
5. C (REF: 8-12)
6. B (REF: 8-13)
7. C (REF: 8-13)
8. B (REF: 8-17)
9. B (REF: 8-20)
10. A (REF: 8-6)

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 Chapter 9
Aerodynamics
Workbook
Chapter 9 – Aerodynamics
Instructions

The aerodynamics chapter in this workbook should be used in conjunction with both the
FAA Handbooks Pilot’s Handbook of Aeronautical Knowledge (FAA-H-8083-25B ) and
the Airplane Flying Handbook. Use the study questions in this workbook when reading
the Aerodynamics chapters in the FAA handbooks to help you hone in on key points.
Finally, take the assessment and see what areas you still need help with.

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 Chapter 9
Aerodynamics
Workbook
Aerodynamics: Study questions
1. Consider how you will present the principles of aerodynamics to your students. How
many lessons will you have and how long will they be?
2. Considering that the FAA reference material is not engineering and mathematics-based,
the discussions of aerodynamics by using simple explanations may not be 100 percent
technically correct. In fact, in a few cases it may be wrong, yet when the pilots uses this
information while flying they will correlate the information quickly and will not make an
aerodynamic error when operating an airplane. Knowing this is true, how will you explain
to your students that if it’s made more complicated it will be more factually correct, but
you may not be able to grasp the principles quickly or apply them quickly in the airplane?
3. If you were to teach aerodynamics in four lessons, which are:
A. How a wing generates lift and drag;
B. Stability;
C. Load factor and maneuvering speed;
D. Turning flight; Climbing / descending, and Straight flight,
in which order would you teach, them and why?

4. What is your understanding of how induced drag is caused, and how does it
“tilt” the lift vector backward to cause drag?

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 Chapter 9
Aerodynamics
Workbook
Aerodynamics Vocabulary
Horizontal
Parasite Drag Lift Fuselage Wake Turbulence
Component
Positive Static
Center of Gravity Dihedral Center of Pressure Spiral Instability
Stability
Rudder Elevator Aileron Anti Servo Tab Stabilator
Induced Drag Horizontal Stabilizer

1. assln tiplaibiyitr S _ i r _ _ _ _ _ _ a

2. red adducing _ _ _ _ c e _ _ _ a _

3. lbekuecwneatur _ _ k _ _ _ r _ _ l _ _ _ e

4. ta disparager _ _ _ _ s _ _ _ D _ _ g

5. ah riddle _ _ h _ _ r _ _

6. flit _ _ _ t

7. stfroue rnrsee cep _ e _ t _ _ _ f

8. crrfvgoteieatyn _ _ _ _ _ _ _

9. asi aisoit ypettvtbitiscl _ _ s _ t _ _ _ _ _ a _ _ c

10. zneasotiltr rzhoiliba _ _ _ _ _ o _ _ _ _

11. ae revolt _ _ e v _ _ _ _

12. alienor _ _ l e _ _ _

13. er rudd _ u _ _ _ r

14. it ablators S t _ _ _ _ _ _ o _

15. tai bevatrons _ n _ _ _ _ r _ _

16. glue safe _ u _ e _ _ _ _

17. zrolotnato mpenionch _ _ _ _ _ o _ t _ _

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 Chapter 9
Aerodynamics
Workbook
Aerodynamics Vocabulary TEACHER ANSWER SHEET

Horizontal
Parasite Drag Lift Fuselage Wake Turbulence
Component
Positive Static
Center of Gravity Dihedral Center of Pressure Spiral Instability
Stability
Rudder Elevator Aileron Anti Servo Tab Stabilator
Induced Drag Horizontal Stabilizer

1. assln tiplaibiyitr S p i r a l I n s t a b

2. red adducing I n d u c e d

3. lbekuecwneatur W a k e T u r b u l e

4. ta disparager P a r a s i t e D r a g

5. ah riddle D i h e d r a l

6. flit L i f t

7. stfroue rnrsee cep C e n t e r o f P r e s s u r e

8. crrfvgoteieatyn C e n t e r o f G r a v i t y

9. asi aisoit ypettvtbitiscl P o s i t i v e S t a b i l i t y

10. zneasotiltr rzhoiliba H o r i z o n t a l S t a b i l i z e r

11. ae revolt E l e v a t o r

12. alienor A i l e r o n

13. er rudd R u d d e r

14. it ablators S t a b i l a t o r

15. tai bevatrons A n t i S e r v o

16. glue safe F u s e l a g e

17. zrolotnato mpenionch H o r i z o n t a l

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 Chapter 9
Aerodynamics
Workbook
Aerodynamics: Scenario questions
1. Matt also notices at the airshow that when the performer is pulling out of a loop near the
ground, the airplane doesn’t change direction all of a sudden. It appears that the plane's
nose is higher than the path the airplane is flying. Larry explains that this is because the
________ _____ can’t change suddenly or the airplane will reach the critical angle of
attack and stall. Instead the pilot must change the ________ __ _______ slowly enough to
allow the airplane to keep changing its relationship to the _______ _________ without
stalling.
2. Matt just saw his first airshow. He noticed that when the performer banked the airplane
or pointed it in a particular direction it seemed to just stay there. Matt asked his
instructor Larry if there were any differences in this type of airplane compared to the
airplane he is flying. Larry said the aerobatic airplane has ________ static and
_________dynamic stability in both roll and pitch; while the Cessna 172 has __________
static and ___________ dynamic stability, which makes his Cessna easier to fly because it
is more stable.

Aerodynamics: Assessment questions

1. In order to maintain positive dynamic stability in an airplane the center of __________ on
the airfoil must always be behind the center of ________.
2. An increase in airflow over the top part of a cambered airfoil causes ________ pressure to
be on top of the airfoil.
3. The aerodynamic forces seen by the ball moving on the inclinometer in the airplane
represent what two aerodynamic forces?
4. If an airplane is skidding around a turn then the ____________ force is greater than the
_____________ force.
5. The most efficient way for a pilot to increase lift on an airfoil is by changing the ________
__ ___ ______.

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 Chapter 9
Aerodynamics
Workbook
Chapter 9 – Aerodynamics - Answer key
Answers to study questions

1. Probably four sessions: 1) Lift/Drag, 2) Stability, 3) Turning, Climbing, Descending, and

Straight and Level Flight, and 4) Maneuvering Speed and Load Factor. Each would be
about an hour long.
2. The information in the handbooks give a basic understanding of aerodynamics in a form
that most people can understand. While it may not be 100 percent correct, if the person
uses the principles learned through the handbook they will not place the airplane into an
aerodynamically bad situation because of their understanding of the handbook.
3. A, B, D, C
4. The wingtip vortices at the end of the wingtips push down against the airflow on the
bottom of the wing, causing the lift to be directed slightly rearward.

Answers to scenario questions

1. relative wind / angle of attack / relative wind

2. neutral / neutral / positive / positive

Answers to assessment questions

1. pressure / gravity
2. lower
3. CF / CP
4. centripetal / centrifugal
5. velocity of the air

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 Chapter 10
Regulations and Endorsements
Workbook
Chapter 10 – Regulations and Endorsements
Instructions

Read the Federal Aviation Regulations in sections. If you are using a paper copy of the
regulations, take the time to cross out regulations that do not apply to you or to what
you will be teaching. Use a wide-tipped pen or permanent marker to “X” across
irrelevant regulations in Part 61. This helps you to focus on the regulations that do
matter to you while you are studying.
Consider that regulations common to all pilots are located below 61.83 such as the
requirement for a flight review, recency of experience, medical certificates, etc. They
are not repeated under the sections for Private Pilot, Commercial Pilots etc.
Appreciate the fact that when you can’t find a regulation and you are looking in a Sub-
part such as Private Pilots, Commercial Pilots, Flight Instructors and so on, it’s probably
in the regulations below 61.83, the common regulations.
Read the regulations starting at 61.1 and finish at the end of the Student Pilot section.
Use the study questions in this workbook to help center your learning.
When you’re ready, solve the scenario questions by referring to the regulations. There
are a lot of scenarios that are designed to have you research the correct regulation or
regulations and apply your knowledge to an action. There is a large section focusing on
student pilot authorizations, and plenty of scenarios involving pilots with different
categories of pilot certificates seeking a category that you can provide training for.
At the end of the workbook there are several flow charts to help you decide what is
necessary to do for a student pilot or other pilots in training with respect to the
regulations. If you get stuck in a scenario, try using the flow charts to help point you to
the right action and regulation.
When you’re done with the scenarios, take the assessment to find out how you’re doing
at retaining this information.

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 Chapter 10
Regulations and Endorsements
Workbook
Regulations and endorsements: Study questions
1. Define the general information contained within FAR Part 1, 61, 91 and 119 in a
paragraph or two.
2. In FAR Part 61, describe where the common core regulations that apply to all pilots are
located. For example, Recency of Experience requirement applies to all pilots so this
requirement is not re printed in the Private, Recreational, Sport, Commercial and ATP
sections in Part 61. Instead it is located in a place where other similar regulations that
apply to all pilots reside.
3. Regulations regarding student pilot solo training and operations appear in 61.87.
However, authorizations to fly to other airports within 25 NM appear in the Solo cross-
country flight requirements (FAR 61.93). What is your opinion about why this is so?
4. Pilots who hold a category and class rating and want to add an additional class rating at
the same grade (Private, Commercial), do not need to meet the aeronautical experience
requirements for that grade again. A pilot who does not hold the category or grade must
meet the aeronautical experience requirements. FAR Part 61.63 addresses these two
differences. Using two of your own examples, describe how you will use this FAR to
determine whether a potential student needs or doesn’t need to meet the aeronautical
experience requirements.

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 Chapter 10
Regulations and Endorsements
Workbook
Federal Aviation Regulations
2

3 1 17

9 13

6 7 12 14

16

11 15

10 4

Across
1.. Anything with a FAA or oth
Government Registration marking Down
4.. The distance a pilot must fly more 2.. An airplane with one engi NINETY AIRCRAFT
than, to meet an aeronautical
3.. An airplane with more than o SINGLE-ENGINE THREE
experience requirement for
engine SOLO COMMERCIAL
Private, Instrument or Commercial
7.. The time from the end of eveni TWENTY-FIVE SUNSET
6.. The minimum age a person can
civil twilight until the beginning of ONE SEVENTEEN DUAL
to solo an airplane
morning civil twilight FIFTY MULTI-ENGINE
8.. An fixed wing aircraft with an engi
10.
0. Instruction received by NIGHT TWO AIRPLANE
9.. Sole occupant of an aircra authorized flight instructor SIXTEEN
11.
1. Minimum number of years a fli 12.
2. Instrument training time for t
instructor must keep certain certificate MUST be given by a
records 16.
6. One hour after this time to
flight instructor with an Instrument
13.
3. Which FAR part is primarily hour before sunrise a pilot can
rating on their flight instructor
define definitions? become current to carry
certificate
15.
5. The number of days a stud passengers at night
14.
4. The distance, over which
pilot may fly solo before another 17.
7. The minimum number of hour
student pilot must have an
endorsement is required to fly flight instructor must provide
endorsement for each solo cross
solo again. cross country instruction on a
country flight
16.
6. The minimum age a person flight during the day for a
be to be issued a private pilot Commercial Pilot in training
certificat

e
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 Chapter 10
Regulations and Endorsements
Workbook
Teacher’s Answer Sheet
TEACHER ANSWER SHEET

Federal Aviation Regulations

2
S

3 1 17
M A I R C R A F T

U N W

9 13
S O L O G O N E

T L

6 7 12 14
S I X T E E N C T

- - I O W

16
E E G M S E V E N T E E N

N N H M U N

11 15
G G T H R E E N I N E T Y T

I I R S Y

N N C E -

10 4
E E D F I F T Y F

U A I

8
A I R P L A N E V

L E

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 Chapter 10
Regulations and Endorsements
Workbook
Regulations and endorsements: Scenario questions
1. Matt will be taking a passenger at night and needs to be sure that he is current to carry a
passenger at night. He goes to the airport and does three take-offs and landings just
after sunset, and completes all three take-offs and three landings to a full stop in 20
minutes. What is the latest time Matt can have a passenger in the airplane with him on
the following day?
2. Lisa has a Cessna Citation type rating, and is a commercial pilot with airplane single and
multi-engine land class ratings. She wants to take a few passengers on a personal flight
in a Beechcraft Duchess, a piston multi-engine training airplane that weighs about 4,500
pounds. She has not flown the Duchess in over a year, but has flown the Citation and
made ten take-offs and landings at night just the other day. What must Lisa do to be able
to take passengers in the Duchess?
3. Lisa has both a Citation 510 and a Gulfstream 550 type rating. She has over ten take-offs
and landings in the Citation over the past two days, and now needs to fly the Gulfstream
550 with passengers. What, if anything, must Lisa do before carrying the passengers in
the Gulfstream 550?
4. Charlie needs a flight review. He has a Private Pilot certificate with an airplane single-
engine land class rating. He has access to a tailwheel airplane that his friend owns, but
Charlie does not have a tailwheel endorsement. He has flown the tailwheel airplane quite
a lot and has had a lot of instruction in it, but never got the endorsement. Can Larry, the
instructor he will meet today, give Charlie a flight review in this tailwheel airplane?
5. Charlie has a private pilot certificate with airplane category and single-engine land class
rating. He needs a complex endorsement to fly the flight school Piper Arrow II. He meets
with Larry, a flight instructor, to talk about what will be required. Charlie tells Larry that
he needs all of the PIC time he can get, and asks Larry if he will be able to log PIC time
while he is training in the complex airplane, or must he wait until Larry gives him an
endorsement to act as pilot-in-command of a complex airplane. What does Larry tell
Charlie?
6. Matt, Larry’s student pilot, is ready to solo. Larry is out on a corporate flight and has Bob,
another flight instructor, fly with Matt and get him ready for his solo flight. Larry has
given Matt all of the instruction required and has given Matt the Aeronautical Knowledge
test, but has not graded it or gone over it with Matt. Larry asks Bob to do that and to do
any training required to solo Matt while he is away. Bob reviews each flight operation
required for solo flight, and determines that Matt is ready to solo. Bob needs to endorse
the Student Pilot Certificate and endorse Matt’s logbook for solo flight. What else does
Bob need to do to solo Matt?
7. Fred, Larry’s other student, has really accelerated his training and has passed his friend
Matt in the training process. Fred has already soloed and has

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 Chapter 10
Regulations and Endorsements
Workbook
completed all of his instruction in cross-country flight training. Larry has endorsed his
student pilot certificate for solo flight in a Cessna 172, and has also endorsed it for
cross-country flight in the airplane category. Larry made a logbook endorsement,
saying that all of the cross-country training was also completed. Larry is out on his
corporate flight and wants Bob to meet with Fred to let him go on a cross-country flight
while he is away. What must Bob do to let Fred fly a cross-country flight, assuming the
endorsements are correct and he also has a current solo endorsement?

8. Fred, Larry’s student pilot, wants to practice take-offs and landings at Half Moon Bay
airport, which is about 20 miles from his home airport of Palo Alto. He has already soloed
and has been endorsed for solo flight on both his Student Pilot Certificate and his
logbook. Larry is fine with Fred going to Half Moon Bay on his own, but doesn’t have
time to fly with Fred to actually go there. Can Larry give Fred an endorsement to go to
Half Moon Bay airport without flying with him there?
9. Fred really wants to go to the Byron airport to practice take-offs and landings. Byron
airport is 35 miles from Fred’s home base, Palo Alto airport. Fred has soloed but not yet
started on cross-country training. Larry decides to make a flight with Fred from the Palo
Alto airport to the Byron airport, and then back to Palo Alto airport. While at Byron, Fred
makes three take-offs and landings with Larry. Larry shows Fred how to enter and exit the
traffic pattern, and finds Fred proficient and safe to go to Byron. Assuming Larry will
make the correct endorsements, what, if any, additional training will Fred need to make
this flight?
10. Fred wants to go on a cross-country fight solo. He has completed all of the training
requirements and has proposed a flight that will take him airport-hopping. He will start at
Palo Alto airport, then fly to Livermore, a distance of about 18 miles. From there he will
fly to Byron airport, which is about 17 miles further; and then to Stockton airport which is
49 miles from Palo Alto airport; and finally he will land in Modesto airport, which is about
60 miles from Palo Alto airport. He wants to go back the same way he came with
landings at each of those airports again. He figures this will take him about four hours.
Can Fred log solo cross-country time for this trip for the entire four hours?
11. Matt is getting ready to solo. He has done quite a lot of training previously in a 152 with
his instructor Larry, and has also done some flights in a 172. Larry looks through Matt's
logbook and sees that some of the pre-solo required flight training tasks were done in
the 152 and some in the 172, but not everything was done in the 172 he is intending to
solo Matt in. Does Larry need to repeat what was done in the 152 in the 172 before he
can solo Matt?
12. Matt has finally soloed in a Cessna 172. Because he had flown the Cessna 152 before, he
asks Larry what he needs to do to solo the 152. Larry informs Matt that he can go ahead
and solo the 152 as he has time in it, and it’s basically a similar make and model as the
172. What, if anything, does Matt need in order to solo the 152?

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 Chapter 10
Regulations and Endorsements
Workbook
13. Virginia has a Commercial Pilot certificate with a rotorcraft category and Helicopter class
rating. She has 300 hours of rotorcraft time with 150 hours as Pilot-in-Command. She also
has 20 hours of instrument training time in a helicopter. She does not have an instrument
rating. She comes to Larry asking what it would take to have an Airplane category and
single-engine land class rating added to her pilot certificate. She does not intend to get
an instrument rating, as she is considering crop dusting as a career. What minimum time
will Virginia need in a single-engine land airplane?
14. Matt has taken a break from flying just after he soloed. He comes back to the airport 120
days since the last day he flew. Larry is on vacation and recommends that Bob fly with
Matt. In order for Matt to solo again, what must Bob do?
15. Bob looks at Fred’s Student Pilot certificate and finds that even though Fred has made a
lot of cross-country flights, the endorsement on the Student Pilot certificate under “Cross
Country Endorsements” doesn’t say Cessna 172. What, if anything, does Bob or Fred
need to do?
16. Tracy has a Commercial Pilot certificate with an airplane multi-engine land class rating.
She also has an instrument rating airplane rating. She has Private Pilot privileges in a
single engine land airplane. She wants to have single engine land airplane privileges on
her Commercial Pilot certificate. She is a little reluctant to start training because of all of
the dual and solo cross-countries she is going to have to make to accomplish this. Larry
explains to Tracy what must be done. What does Larry tell Tracy?
17. Fred wants to get as much cross-country PIC time as he can because he is looking to
complete an ATP in a multi-engine airplane in a few months. He currently has a
Commercial Pilot certificate with single- and multi-engine land class ratings and an
instrument rating. He heard that once he has a Commercial Pilot certificate, anytime he
flies more than 50 NM from his original point of departure counts towards the cross-
country time for the ATP. Larry looks at Fred’s logbook and sees that he has a lot of
flights prior to the Commercial checkride that were over 50 NM from the original point of
departure; but there were no landings on those flights except back at the original airport.
What does Larry conclude about the cross-country time credit before Fred had passed
the Commercial pilot checkride?
18. Olan has a Private Pilot certificate with an Airplane Single-Engine Land Class rating, but
no Instrument rating. He has more than enough time to qualify for the Commercial Pilot
certificate with an Airplane Single-Engine Land Class rating in terms of total time. Larry is
working with Olan to fulfill the requirements, and sees that they have completed the
dual-day and dual-night cross-country flights. Olan has already fulfilled the solo cross-
country flight requirement of over 300 NM, but has not done the night solo. To save time
and money Olan suggests to Larry that they do five hours of instrument training at night
so that the night solo time or acting as pilot-in-command time allowed in the regulation
can be met. The other five hours they could do separately to meet the ten hours of
instrument time he

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 Chapter 10
Regulations and Endorsements
Workbook
needs because he doesn’t hold an instrument rating. What does Larry tell Olan
about this plan?
19. Matt is back to flying and is continuing his solo work. He is able to fly now from Mesa Del
Rey airport, a non-towered airport where he now lives. He knows that the airspace around
the airport is Class G up to 1,200 feet AGL. As there can is no terrain close to the airport
and he likes to fly in the morning when there can be lower visibilities, he asks Larry to
allow him to solo with as little as two miles visibility. He is operating only in the pattern
and there are no clouds, etc. Larry thinks it sound reasonable as long as he stays only in
the pattern, and Matt keeps within half a mile of the airport all the time anyway. Larry
looks into this proposal and delivers the news to Matt. What news did Larry deliver?
20. Fred was reading the FARs last night and got a little nervous when it said that he needed
to have three hours of flight by reference to the flight instruments to qualify for the Private
Pilot certificate. He knows that Larry, his CFI, does not have the Instrument Airplane rating
on his flight instructor certificate. He points this out to Larry, and Larry responds to Fred’s
concerns in what way?
21. Wolfgang has a German Private Pilot Certificate and a medical that is valid. He arrives at
Larry’s flight school and wants to fly US-registered airplanes using his German Pilot
certificate. What does Larry tell Wolfgang to do prior to letting him fly the school's
airplanes?
22. Wolfgang has been flying for over a year at Larry’s flight school using the information
Larry gave him about how he could fly US-registered airplanes. Wolfgang is getting
married and will be living permanently in the US from now on. He inquires as to how to
“convert” his German License into a US one. What does Larry say to Wolfgang about this?
23. Fred wants to be able to fly to Livermore airport and practice take-offs and landings
without having to ask Larry, his flight instructor, each time. Fred flies from the Palo Alto
airport, and Livermore airport is about 17 NM away. Can Larry authorize Fred to fly to
Livermore airport repeatedly? What, if anything, does Larry have to do to authorize this?
24. Larry wants to solo his new student Barney, but does not want Barney to fly if the wind is
greater than 10 knots. How can Larry legally restrict Barney from flying if the wind is
greater than 10 knots?
25. Fabio’s Flight Instructor certificate is about to expire. The certificate is for Airplane Single
Engine. He wants to train and test for the addition of Instrument Airplane on his instructor
certificate. During his training his flight instructor certificate expires. What must he do in
order to get back his Airplane Single Engine privilege and add on the Instrument Airplane
rating.
26. The FAA is looking into a runway incursion that your student from years ago has just
made. You recommended the student for his Private Pilot practical test four years ago.
What records do you need to show the FAA?

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 Chapter 10
Regulations and Endorsements
Workbook
27. Fred is now a private pilot with an airplane single-engine land class rating. He wants to
be able to fly tailwheel airplanes. He just bought a Globe Swift tailwheel airplane, which
Larry knows is a problem to try to do three-point landings in. It stalls abruptly and its
design is better suited for wheel landings all the time. Fred really wants to use the Globe
Swift for the training, but Larry won’t do three-point landings in the airplane. Can Larry
endorse Fred for acting as pilot-in-command to fly tailwheel airplanes without doing
three-point landings?
28. Larry really wants for Collin to become a flight instructor. Collin approached Larry about
doing his training for his Initial Flight Instructor certificate. They are both at a flight
school without an approved course for flight instructor. Larry has been an instructor for a
little over a year, and has done four Private Pilots, two Instrument Ratings, and five
Commercial Pilot certificates. He has even done a Flight Instructor Instrument Airplane
added rating. Can Larry do Collin’s training, or does Collin need to look elsewhere?
29. Unfortunately, Matt failed his Private Pilot Airplane Single-Engine Land practical test.
The notice of disapproval was issued for runway incursions.. Brad retrains Matt by giving
him ground training, and then evaluates him on the ground by oral quizzing. Brad thinks
that flying with Matt is unnecessary, and is ready to recommend Matt for the retest. Does
Brad have to fly with Matt prior to endorsing him for the re-test, assuming Brad gave the
original endorsement?
30. Bob wants to fly a pressurized airplane that has a service ceiling of 23,000 feet. He
comes to Larry to get a High Altitude Endorsement, because he will be acting as pilot-in-
command of this airplane. What, if anything, does Larry need to do for Bob to act as PIC
of this airplane?

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 Chapter 10
Regulations and Endorsements
Workbook
Regulations and endorsements: Assessment questions
1. Matt wants to add more night-time to his experience, so he wants to know when is the
earliest time he can begin logging night-time. Larry, his instructor, tells Matt that in order
to log night-time, the current time must be between the end of _________ __________
____________and the beginning of ___________ __________________________.
2. In order for a flight instructor to authorize solo flight what must the flight instructor do?
A. Administer a knowledge test
B. Personally administer a knowledge test and review any incorrect answers
C. Insure that the knowledge test has been administered by any flight instructor and any
incorrect answers reviewed
3. If a pilot wants to add a class rating to a category they already have on their pilot
certificate at the same grade (Private, Commercial), what flight training must be
completed?

A. The minimum number of hours prescribed in the aeronautical experience

requirements for a certificate at that same grade
B. Does not need to meet the aeronautical experience requirements for that
grade
C. Must take a knowledge test and also meet the aeronautical experience
requirements for that grade.

4. In order for an instructor to authorize solo flights to another airport within 25 miles of the
airport where the student has already soloed the flight instructor must:
A. Fly to and from that airport on the route that will be used by the student, practice
takeoffs and landings, and practice entering and exiting the traffic pattern
B. Fly to the airport and back
C. There is no requirement to fly with the student to the other airport
5. In order to authorize flights more than 25 NM from the airport where the student has
been authorized to solo, the flight instructor must:
A. Fly to and from that airport on the route that will be used by the student, practice
takeoffs and landings, and practice entering and exiting the traffic pattern
B. Insure the student has a current solo endorsement for make and model of the aircraft
to be flown then give an endorsement to fly to that airport
C. Complete the cross country training requirements before any authorization can be
made

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 Chapter 10
Regulations and Endorsements
Workbook
6. How long must a flight instructor keep records for any student whom they authorized solo
flight?
A. One year
B. Three years
C. Five years
7. How long is a student pilot certificate valid for?
A. It does not expire
B. Two calendar years
C. 60 months if under 40 and 24 months if over 40, after the month of the date of the
examination
8. When authorizing a student pilot for solo flight the instructor endorses the students logbook
for:
A. model of airplane including the type.
B. make and model of the airplane.
C. category of aircraft (Airplane, Rotorcraft, Glider etc.)
9. When is a high performance endorsement required?
A. To act as pilot in command of an airplane with over 180 hp
B. To act as pilot in command of any airplane with a single powerplant of over 200hp
C. To act as pilot in command of a turbine powered airplane or Jet powered airplane
only
10. Which statement is true regarding a flight review?
A. It is not required for a current flight instructor
B. It is not required if a pilot passes a practical test for another pilot certificate or rating
C. It is always required for any pilot

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 Chapter 10
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Chapter 10 – Regulations and endorsements - Answer key
Answers to study questions

1. FAR Part 1 is for definitions, FAR 61 are rules for pilots, flight instructors and ground
instructors, and FAR 91 are General Operating Rules, basically the rules of the air.
2. Duration of medical certificates, change of address, flight review requirements,
offenses involving alcohol and more are located in the beginning sections of FAR part
61.
3. It is put in the cross country training requirement because if you are going to have a
student fly within 25 you first need to know that after 25nm the cross country training
requirements must be completed. So that is way this regulation is in the cross country
section.
4. In the case of a person wanting to add a single-engine class rating to their existing
Private Pilot Certificate with an airplane category, the CFI needs only to train to
proficiency. There is no knowledge test required, but there is a practical test. In the
case of a pilot who wants s commercial pilot certificate with an airplane single-engine
land-class rating and has an airplane single-engine class rating with an airplane
category at the private pilot level, all items in the commercial pilot section must be
done. There is also a knowledge test and a practical test.
Answers to scenario questions

1. One hour after sunset. He didn’t complete the recency of experience requirements for
carrying passengers at night. Everything was performed before one hour after sunset
- (REF: 61.57)
2. Nothing, she is current by regulation
- (REF: 61.57)
3. Make at least 3 takeoffs and landings in the Gulfstream. Each type rating requires
currency in that specific airplane)
- (REF: 61.57)
4. Yes, Charlie is rated in an airplane, which a tailwheel airplane is; however without a
tailwheel endorsement he may not act as pilot in command of it. As long as he can
demonstrate safe operating of the airplane and comply with the other flight review
requirements, it is fine
- (REF: 61.56), (REF: 61.51), (REF: 61.31)
5. He may log the time as PIC. Because he is rated in an airplane he may log PIC by being
the sole manipulator of the flight controls; however he may not act as PIC until he has
the endorsement, meaning he can’t be the final authority in the airplane)
6. - (REF:61.51, REF: 61.31)

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 Chapter 10
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6. Larry must administer and review the incorrect answers with Matt even though it was
given prior. The instructor soloing the student must administer and review the test
- (FAR: 61.87(b))
7. Bob must review the flight planning and attest that Fred can make the trip safely under
the known conditions. He needs to give Fred an endorsement for the solo flight. He
does not need to have flown with Fred.)
- (REF: 61.93(c))
8. No. Larry must fly over the route in both directions and practice take-offs and landings
and entering and exiting the traffic pattern there
- (REF: 91.93(b))
9. Larry would need to complete the cross country training and endorse Fred’s logbook
for Cross country in the airplane category and then make a logbook endorsement for
cross country training completion. Larry would then need to place an additional
endorsement for repeated cross country flights to Byron
- (REF: 91.93(b)(2))
10. Yes. As long as Fred lands at a point over 50 NM from the original point of departure,
it doesn’t matter if any leg is over 50 NM. That requirement is only for one cross-
country for aeronautical experience for the private pilot.
- (REF: 61.1 and 91.109)
11. No. The regulations allow for training toward meeting the solo requirements in a
similar make and model aircraft, but the solo can only be for a specific make and
model, in this case the Cessna 172.
- (REF: 61.87(c)(2))
12. Matt needs another endorsement on his students logbook for a Cessna 152. Solo
endorsements are for a specific make and model. Larry must make the endorsement
prior to Matt soloing the Cessna 152.
- (REF: 61.87(n))
13. She needs a minimum of 50 hours of time in an airplane.
- (REF: 61.129 (a) (2) (i))
14. Bob must fly with Matt and ensure that he is safe and proficient in the make and
model of airplane to be soloed. He also needs to endorse Matt’s logbook to say that
he has given the training within the 90 days preceding the date of the solo flight
- (REF: 61.87(n)(2)

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 Chapter 10
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15. Nothing. The endorsement on the student pilot certificate for cross-country is for
category and makes no mention of make and model.
- (REF: 61.93(c)(1))
16. She need not meet the aeronautical experience requirements of 61.129 again. As she
is staying within the grade of certificate, in this case Commercial, she just needs to
meet the proficiency requirements of 61.63.
- (REF: 61.63)
17. As long as Fred made a flight over 50 NM from the original point of departure, the
time counts. There is no requirement to hold a Commercial pilot certificate for this
time to start being applicable. The regulation 61.1 states that for meeting an
aeronautical experience requirement for Private, Instrument or Commercial, the flight
must be more than 50 NM from the original point of departure, and a landing must be
made. It goes on to say that for ATP the flight must be over 50 NM, but no landing is
mentioned. Since this is for ATP, any previous time counts.
- (FAR: 61.1)
18. Olan can’t combine the dual and solo requirements together. The 5 hours of night
solo or performing the duties of pilot in command can’t be combined with a dual
requirement.)
- (REF: 61.129)
19. A student pilot may not fly solo during the day unless the flight visibility is at least
three statue miles)
- (REF: 61.89(a)(6))
20. He tells Fred that he doesn’t need to be an instrument flight instructor in this case
because he is giving training to control and maneuver the airplane solely by reference
to the flight instruments, and not providing instrument instruction.
- (FAR 61.109(a)(3))
21. Wolfgang needs to get a US pilot certificate issued to him on the basis of his foreign
pilot license.
- (REF: 61.75)
22. There is no conversion process except for Canadian Licenses in some cases. In
Wolfgang’s case he will need to ensure that all of his flight time and instruction from
Germany meet the requirements of part 61.Larry will need to compare everything and
list the items that were not performed or were not logged with regard to how he met
the requirement in Germany. They will then need to do those items as well as have
three hours of instruction in preparation for the practical test within the previous two
calendar months. He will also need to take the Private Pilot Airplane knowledge test
and the practical test.
- (REF: 61.109)

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 Chapter ..
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23. Larry needs to fly to and from Livermore airport over the route the solo flights will be
flown. While at Livermore they must practice take-offs and landings, and entering and
exiting the traffic pattern. Larry will need to ensure that Fred has a current 90-day
endorsement, has been endorsed on his students logbook for the specific make and
model airplane, and then place an endorsement in Fred’s logbook for flights to
another airport within 25 NM. This endorsement does not expire, and Fred can make
the flight as many times as he wants as long as the 90-day endorsement is valid.
- (REF: 61.93(b)(1)

24. Larry can place limitations in Barney’s logbook as part of the solo endorsement.
- (REF: 61.89 (a) (8)
25. Fabio just needs to pass the test for the Instrument rating additional rating. He can
take the test with an expired flight instructor certificate. Once he passes the test, all
privileges on this flight instructor certificate are reinstated.
- (REF: 61.199)
26. None. You only need to keep required records for three years
- (REF: 61.189)
27. The regulation does not specifically define three-point landings as being required. The
regulation addresses wheel landings, and normal and crosswind take-offs and
landings, so Larry could endorse him.
- (REF: 61.31(i)
28. Collin will need to look elsewhere. Collin has not been an instructor for the 24 months
required, and may not have the 200 hours of airplane instruction.
- (REF: 61.195(h)(2)
29. Brad does not necessarily need to fly with Matt. The requirement is only that the
additional flight or ground instruction was given, and that he feels Matt is prepared to
pass the retest.
- (REF: 61.49)
30. Nothing. The endorsement for additional training required for operating pressurized
aircraft capable of operating at high altitudes only applies to those aircraft with a
service ceiling or maximum operating altitude, whichever is lower, above 25,000 MSL.
- (REF: 61.31(g))

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 Chapter
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Answers to assessment questions

1. Evening civil twilight / morning civil twilight) (REF: FAR Part 1)
2. B (REF: 61.87(b))
3. B (REF: 61.63)
4. A (REF: 61.93(b)(1))
5. C (REF: 61. 93(b)(2))
6. B (REF: 61.189)
7. C (REF: 61.19)
8. B (REF: 61.87(n))
9. B (REF: 61.31(f))
10. B (REF: 61.56)

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 Chapter 11
Airspace
Workbook
Chapter 11 – Airspace
Instructions

This chapter contains only assessment questions. It is recommended that you study the
Federal aviation regulations and Aeronautical Information Manual before you start the
assessment questions.

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 Chapter 11
Airspace
Workbook
Airspace: Assessment questions
1. There are five different cloud clearances and visibility requirements that exist for the
different classes of airspace. Which of the following is NOT one of the five?
A. 1 mile clear of clouds
B. 3 miles, 500 feet below, 1,000 feet above and 2,000 feet horizontally
C. 5 miles, 500 feet below, 1,000 feet above and 2,000 feet horizontally
D. 3 miles clear of clouds.
2. In which type of special-use airspace is a clearance required from the authorizing ATC
agency?
A. AWarning areas
B. Alert areas
C. Prohibited areas.
D. Restricted areas.
E. Military operations areas.
3. What is the highest altitude Class G airspace exists assuming an airplane is at least 1,200
feet above ground level?
4. What is the only airspace in which visibility and cloud clearances change from day to
night?
5. Can special VFR be obtained at an airport that has class E designated to the surface? If
so, how? If not, why not?
6. What class of airspace is contained within a Victor Airway?
7. In terms of radio communications requirements, what is required of a pilot prior to
entering Class C airspace?
8. What is the purpose of a control tower at an airport designated with Class G airspace?
9. When operating there, what cloud clearances and visibility requirements must be met?
10. Which of the following would satisfy the requirements of obtaining an ATC clearance
prior to entering Class B airspace?
A. Exchange of call sign with ATC
B. Issuance of a discrete transponder code from ATC
C. ATC’s acknowledgement that the aircraft is in radar contact
D. None of these
E. Any of these.

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 Chapter 11
Airspace
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11. At the Palo Alto Airport, a Class D airport, the tower is in operation and the ATIS reports
a ceiling of 1,000 feet AGL. The pattern altitude is 800 feet AGL. Is special VFR required
to operate in the traffic pattern so that the pilot is not required to be 500 feet below the
ceiling?
12. What is the highest altitude a pilot can fly over non-mountainous areas without an
operating transponder?

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 Chapter 11
Airspace
Workbook
Chapter 11 – Airspace - Answer key
Answers to assessment questions

1. C
2. D
3. 14,500 MSL
4. Class G
5. YES: by contacting the nearest flight service station and obtaining a
clearance
6. Class E
7. Establishing and maintaining two-way radio communications
8. To provide clearances to take-off and land
9. Class G airspace cloud clearances and visibilities
10. D
11. No
12. 10,000 MSL

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 Chapter 12
Airworthiness Requirements
Workbook

Chapter 12 – Airworthiness Requirements

Instructions

This chapter does not contain any study questions. It includes scenario and assessment
questions. It is recommended that you read the Pilot's Handbook of Aeronautical
Knowledge Chapter 9 and the Airplane flying handbook in the section that address
airworthiness of aircraft. Also reading the following Federal Aviation Regulations will
help focus you in the right areas:
FAR:
91.205
91.207
91.213
91.409
91.411
91.413
After you’ve done the reading, try to solve the scenario questions. They will help point
to areas that you still need some work. When you’re ready, try the assessment questions
to see how well you know the information.

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 Chapter 12
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Airworthiness requirements: Scenario questions
1. Jack is a Private Pilot, and left his airplane overnight at Chowchilla airport because of
weather. His home airport is San Carlos Airport, around 80 miles away. He stays in
Chowchilla overnight and gets ready to bring the airport home when he realizes it’s
Monday and it’s the first day of a new month. His annual was due at the end of yesterday,
and now it’s out of annual. How can Jack get his airplane back to San Carlos legally, or
must he do the Annual at Chowchilla?
2. Jack has an inoperative autopilot on his airplane. The autopilot is optional equipment
according to his airplane's equipment list. He finds a mechanic who deactivates the
autopilot and placards the controls INOPERATIVE, and records these actions in the
airplane's airframe logbook. Jack has no intention of ever fixing or removing the autopilot
from his airplane. How long can he operate this airplane under the logbook entry the
mechanic made?
3. Jack wants to change the spark plugs in his tri-pacer to save money. He is unsure if he can
do this or if it requires an A&P. Jack runs into Larry, his old flight instructor, and asks him.
What does Larry tell Jack, and what reference does Larry cite?
4. Jack notices that the ELT battery for his airplane will expire three years to the day from
today. Jack asks his mechanic how often the ELT inspection is required to be done if this
battery is good for three years. What do you think the mechanic said to Jack, and what
reference did the mechanic cite?
5. Jack does not intend to fly above 10,000 feet in his airplane. He has a transponder but
does not want to get it inspected. He just wants to stay below 10,000 MSL. Where can
Jack find out whether he needs to perform the transponder inspection or not? What does
this reference tell him?
6. Jack has been using his airplane for hire. He finds out that it was flown past the
100-hour inspection, but not past any airworthiness directives. The airplane is about 15
miles away, where there is no maintenance. Can Jack fly the airplane or have the airplane
flown these 15 miles back to his home airport? If not, why not?If so, how?
7. Jack’s airplane has no equipment list. He is about ready to take the airplane out for a
flight when he notices that the fuel gauge on the right tank is reading empty, but there is
plenty of fuel in the tanks. Jack determines that the fuel gauge is not working. How can
Jack make his intended flight, or must he ground the flight?
8. Julie has an airplane with two communications radios. She is about ready to make a flight
at her home airport, which is a Class G airport to 1,200 AGL. She is staying in the pattern
today for some landing practice. When she turns on the master switch prior to staring the
engine, she notices that the second radio has failed. It is noisy and has no display of any
digits for frequency information. She determines that she can make the flight without
doing anything about the second radio, because it’s not required for flight anyway. Can
Julie make the flight under her current plan?

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 Chapter 12
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Workbook

9. Julie has just put together and received a FSDO-approved Minimum Equipment
List. She wants to make a flight today and the vertical speed indicator is not
working. How can Julie make the flight using the Minimum Equipment List as
her basis for determining whether the VSI is required or not?

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 Chapter 12
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Workbook
Airworthiness Requirements – Assessment Questions
1. Over which altitude is an operating mode C transponder required?
A. At any altitude
B. At 5,000 feet MSL
C. At 10,000 feet MSL
2. In addition to placarding an instrument inoperative, what other action is required by a
pilot before they can fly an airplane with inoperative instruments and equipment without
an MEL?
A. Remove or deactivate it and, if maintenance is required, make a logbook entry.
B. Remove the instrument and make a maintenance entry.
C. No action other than placarding is required
3. Bob has discovered that the annual for the airplane was due yesterday but needs to fly
the airplane to another airport to get that done. What does Bob need to do in order to
fly to that airport without breaking any rules?
A. Get a mechanic at the present airport to endorse the flight
B. Have a flight instructor make an endorsement for the flight
C. Get a special flight permit
4. If a transponder inspection is required, how long is the inspection valid?
A. 12 months, expiring at the end of the month that it was issued
B. 24 months, expiring at the end of the month it was issued
C. 60 months
5. For how long is an ELT inspection valid?
A. 12 months
B. 6 months
C. 2 years
6. If an oil pressure gauge is inoperative on an airplane the pilot
A. can fly the airplane with it inoperative as long as a maintenance entry from a mechanic
has been made
B. cannot fly the airplane without a special flight permit
C. may fly the airplane to a place where repairs can be made but no further
7. What is a document that does NOT need to be in the airplane while in flight?
A. Registration
B. Airworthiness certificate
C. Certificate of insurance

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 Chapter 12
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8. What is the maximum number of hours that may be flown over a 100 hour inspection?
A. 10
B. 15
C. 5
9. When is a 100 hour inspection required?
A. At all times
B. Anytime the airplane is being used at a flight school
C. Anytime the airplane carrying any person other than a crewmember for hire
10. Jack’s airplane is not certified to fly IFR. Which of the following inspection(s) does Jack
not need for his airplane to be legal to fly VFR.
A. Annual
B. Static System
C. ELT Inspection
D. None of these.

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 Chapter 12
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Workbook

Chapter 12 – Airworthiness requirements - Answer key

Answers to scenario questions

1. Jack will need to get a special flight permit from the FSDO—Local FAA office—where
the airplane is currently located. He will then be able to fly the airplane to the other
airport. (REF: 91.409).
2. It must be repaired, replaced or re-inspected at the next required inspection in
accordance with FAR 91.405(c).
3. Jack can replace the spark plugs in accordance to 43.3 and part 43 Appendix
(C).
4. The ELT battery replacement date and inspection are two different things. The battery
must be replaced after one hour of cumulative use, after 50 percent of its life, if
rechargeable, or at the replacement date indicated on the transmitter and in the aircraft
logbook. The inspection is an operational inspection and is required every year. (FAR
91.207).
5. 91.215 specifies when a transponder is required, in this case it is not below 10,000 feet
MSL. If it is required it must be inspected in accordance with 91.413, every two years).
6. Yes. FAR 91.409 authorizes a person to fly to a facility where maintenance can be
performed up to 10 hours past the 100-hour inspection; however, the hours flown over
must be deducted from the next 100-hour inspection due date.
7. He must ground the flight. FAR 91.205 requires an operable fuel gauge for each tank.
8. No. She would need to comply with FAR 91.213(d) which would require her to remove or
deactivate the radio, placard the controls inoperative and make a maintenance entry if
maintenance was required. The type of airspace she wants to fly in makes no difference
to the aircraft being airworthy or not.
9. She needs to consult the minimum equipment list and look for the VSI. If it is there, she
will see instructions for how to operate the airplane with this instrument inoperative.

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 Chapter 12
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Answers to assessment questions
1. C (REF: 91.215)

2. A (REF 91.213(d))

3. C (REF: 21.197)

4. B (REF: 91.413)

5. A (REF: 91.207(d))

6. B (REF:91.205)

7. C (REF: 91.203)

8. A (REF: 91.409)

9. C (REF: 91.409)

10. B (REF: 91.411)

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 Chapter 13
Performance and Limitations
Workbook

Chapter 13 – Performance and Limitations

Instructions

Because each airplane make and model is different, study and assessment questions are
not included.
Before trying the scenario questions, read the Performance section, Chapter 11, in the
Pilot’s Handbook of Aeronautical Knowledge.

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 Chapter 13
Performance and Limitations
Workbook

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 Chapter 13
Performance and Limitations
Workbook
Performance and limitations: Scenario questions
1. Fred is flying to Lake Tahoe Airport, which is about 7,000 ft. elevation. He remembers from
his ground training that he must fly the same indicated airspeed on landing as he used at
his sea-level altitude-training airport. If he is using the same indicated airspeed that he
used back at his home airport, why are the landing distances at Lake Tahoe Airport, as
indicated in the Pilot Operating Handbook for his airplane, so much greater than at his sea
level airport?
2. Alex is sure that Va goes up with weight, but Bob is not sure. Alex can’t explain it to Bob,
so Bob is looking for an answer. He corners Larry, his flight instructor and asks if it is true
that Va goes up with weight. Larry says this is (circle one) true /false, and says the answer
lies in the angle of attack and indicated stall speeds for different weights while maintaining
level flight.
3. Larry says that the stall speed (circle one) increases/decreases with weight, and the angle
of attack to fly in level flight must (circle one) increase/decrease due to this added weight.
Because the distance between the angle of attack to maintain level flight and the (circle
one) increased/decreased stall speed the airplane can afford to fly (circle one) faster/slower
and not exceed its structural load limits.
4. Bob is flying and is encountering moderate turbulence. There is a pilot report that it is
smooth just a few thousand feet above. Which performance speed should Bob use to
leave this turbulence in the shortest amount of time?
5. Bob has just started flying the flight school's G1000 airplane. On one of the displays Bob
sees a “Wind Arrow” that gives the wind direction and strength. Bob has never seen this
on his round gauge Cessna, because it didn’t have all of the necessary components to
determine it. Which of the following is required to show the wind speed to the pilot?
A. Indicated airspeed
B. True airspeed
C. True airspeed-indicated airspeed and heading
D. Heading
E. Groundspeed.
6. Bob is a little nervous about the take-off roll required in the Cessna 172 he has just
received approval from the flying club to fly. He thinks that with three people, full fuel and
some bags, the take-off roll is nearly 75 percent of the available runway. He decides to
(circle one) increase / decrease fuel to (circle one) shorten / lengthen the take-off roll.
7. Bob has a choice of loading the airplane however he wants to maximize the airspeed of his
airplane. He chooses to load it to the (circle one) forward /rearward / middle center of
gravity limits?
8. On a color-coded airspeed indicator the border between the normal and caution
operating range is called what airspeed?

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 Chapter 13
Performance and Limitations
Workbook
9. If a VOR station’s operation can be likened to the sweeping light beam of a
lighthouse, DME can be described by radar that calculates the ________ the
signal takes to go to the DME station and return, and then gives the distance.
10. Harry is working on his instrument rating and has a question about slant range
and DME. He doesn’t know why, if he is right over the DME station at an altitude
of 6,000 feet AGL, the DME would say 1.0 NM. How does Larry describe slant
range to Harry?
11. Matt is working on cross-country flight and has heard that other student pilot
get flight following for their flights. Larry explains that flight following is a type of
r_________ service that uses the transponder in the airplane and the radio to
give the pilot traffic information on the controller’s w________ availably.
12. Matt is trying to get his portable GPS system to work inside of the flight school
so that he can show the other student pilots how the moving map works. He
can’t seem to get the GPS to show his position. Nigel walks by Matt and
whispers something into Matt’s ear. Matt now knows why it doesn’t work. What
did Nigel say to Matt?
13. Matt is learning all about his GPS system. He notices the letters DTK and TRK
followed by what look to be bearings or headings. He is sure that DTK means
_______ ____, and TRK means ________. He asks Larry what the difference is
between the two terms. What does Larry explain to Matt about this?

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 Chapter 13
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Workbook

Chapter 13 – Performance and limitations - Answer key

Answers to scenario questions

1. Because to get the same indicated airspeed at a high altitude the airplane must be flown
faster through the air – true airspeed- and therefore, because the true airspeed will be
faster the groundspeed will also be faster and thus a longer landing distance is
necessary.
2. true
3. increases / increase / increased / faster.
4. Vy – Best rate of climb speed.
5. C
6. decrease / shorten.
7. rearward
8. Vno – Maximum structural cruising speed.
9. time
10. Slant range is a line drawn from the airplane directly to the ground DME station. If the
airplane is directly over the DME facility at 6,000 feet, this is one nautical mile. A line
drawn from the airplane directly to the station would be straight down in this case. At a
larger distance away, such as 60 miles, the line drawn straight to the station is longer
than the distance from the airplane to the station across the ground, because the
airplane is in the air above the ground. The higher the altitude the greater the error. This
difference is called the slant range.
11. radar / workload.
12. The GPS needs to have a clear view of the sky. The antenna needs to receive satellite
information and can’t do that in a building necessarily.
13. Direct track / track. Direct track is the track that goes directly to the fix or waypoint the
GPS is programmed to go to. TRK is track, and is the course over the ground or track the
airplane is actually flying at the moment.

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 Chapter 14
Operation of Systems
Workbook

Chapter 14 – Operation of Systems

Instructions

This chapter only contains scenario questions. Because the systems are unique to
each airplane, assessment questions and study questions were not included.
Study the Aircraft Systems, Chapter 7, in the Pilot’s Handbook of Aeronautical
Knowledge before you try the scenario questions.

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 Chapter 14
Operation of Systems
Workbook
Operation of systems: Scenario questions
1. Matt is confused. He has been flying a Cessna 172, but is now switching to a Piper Archer.
He is pre-flighting with his instructor Larry and arrives at the tail section. Matt says he’s
pre-flighting the trim tab. Larry tells him its secondary purpose is for elevator trim, but its
primary purpose is to function as an anti-servo tab. Larry asks what the elevator control in
the cockpit would feel like during flight if this tab were missing. Matt says it would feel
just fine, but you couldn’t trim it. Larry corrects Matt by telling him what?
2. Matt is looking at the electrical system diagram for the airplane. He sees a battery master
switch and a starter switch, and sees how the battery is connected to the main bus when
the switch is on. Matt is trying to figure out whether, if he turns the key switch to start with
the master switch in the off position, the starter will engage. Nigel is walking past Matt
and sees that he is questioning himself. Matt decides to ask Nigel to answer the question
he has. You play the part of Nigel and explain what happens.
3. Helen is pre-flighting the club's Cessna 172S model. She comes across the fuel vent for
the fuel tank on the left of the airplane, but she sees no vent for the right tank. Using the
diagram in her POH she finds out that there isn’t a similar vent on the right tank. Now
she’s confused. She knows the purpose of the vent is to allow air to get back into the tank
to replace the fuel as it leaves so the tank doesn’t pressurize and stop fuel from flowing.
She finally sees what she has been missing. What does she see on the fuel system
diagram that makes her understand why a vent on that side in the same place is not
needed?
4. Barbara is flying a round-gauge Cessna 172. She forgets to take the pitot cover off during
the pre-flight, and starts the take-off roll. What can she expect the flight instruments to
show?
5. Bob is also flying a round-gauge Cessna 172 with a single vacuum pump. He knows that
the pump is needed to create suction to power some gyros in the airplane. He’s not sure
which ones, and is also not sure how the pump is powered. He sees his new friend Helen,
whom he stops and asks, “Which flight instruments are powered by the vacuum pump,
and how is the pump powered on this airplane?” Helen says it powers the attitude
indicator and the Turn Coordinator, and it’s powered by electricity. He’s still not sure. Play
the part of Nigel the instructor as Nigel comes over to clear up the confusion. What does
Nigel explain to Helen and Bob?
6. Everyone in the flight school is excited to see the Citation come in and make a stop at the
club. Chuck, the Citation pilot, explains to the students that this airplane has both de-
icing and anti-icing equipment, as he explains how it has a hot-wing system for anti-icing,
and inflatable boots on the tail for de-icing. A few of the student’s voice out loud that
they wish their Cessna 172 had de-icing or anti-icing equipment. He is also an instructor
on Cessna 172s, and tells the students that they too have some anti-icing and de-icing
equipment on their airplanes too—albeit a little limited. What did Chuck tell them they
had for anti-ice and de-icing on their airplanes?

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 Chapter 14
Operation of Systems
Workbook

7. Larry is giving Dale, a new Commercial Pilot student, a demonstration of a constant-

speed propeller system during his first training flight. Larry reaches a safe altitude and
pushes the propeller control to the high RPM setting with full throttle, and starts a climb
at Vx. He shows Dale the rate of climb and then returns to level flight. Next he places the
propeller control into a low-RPM Cruise setting with full throttle, and again pitches up to
Vx, and the airplane is sluggish and doesn’t climb very well. What concept is Larry trying
to teach and develop within Dale's understanding of how a constant-speed propeller
system works and is operated?
8. During the preflight, Helen, Larry’s new Private Pilot student, notices that the trim tab on
the elevator on the Cessna 172 she is flying moves opposite to the way the elevator
moves. She notices that if she pulls the elevator aft the elevator goes up and if she trims
up the trim tab goes down. How does Larry unravel the mystery of the backwards-
running trim tab with Helen?
9. Helen has been studying, and knows that the primary flight controls are Elevator, Aileron
and Rudder. She also read that the flaps were secondary flight controls. She is flying a
Cessna 172S model. She knows that the primary flight controls work through the center
of gravity on the airplane, but isn’t sure about the flaps. She sees Nigel pass the flight
line and stops him to ask. What does Nigel explain to Helen about whether the flaps also
cause the airplane to rotate through the center of gravity?

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 Chapter 14
Operation of Systems
Workbook
Chapter 14 – Operation of systems - Answer key
Answers to scenario questions

1. The Piper Archer uses a horizontal stabilizer, not an elevator. The entire surface rotates
around the hinge point, and as such there is no control feel on the control wheel without
the anti-servo tab. The anti-servo tab is mounted at the trailing edge of the horizontal
stabilizer, and runs across most of its length. It is also connected to the trim wheel in the
airplane and can be moved to provide aerodynamic trim for the pitch axis of the airplane.
The main purpose, however, is to provide feel or aerodynamic feedback to the pilot
through the control wheel.
2. According to the schematic diagrams on most general aviation aircraft —training piston
types — the starter key switch contactor receives power from the main bus. If the main
bus is not powered, as when the master switch is turned off, then the starter contactor
will have no available source of power to deliver to the starter. It isn’t possible to start the
airplane using the key switch if the master switch is turned off.
3. The pilot operating handbook for the Cessna 172S model shows a single vent on the left,
pilot-side fuel tank. Also shown is a tube that connects both tanks together near the top.
This tube allows the vent on the left side to also vent the right tank. The fuel caps are
also vented.
4. The airspeed indicator will show zero during the take-off roll and be unreliable after that
when airborne.
5. In most round-gauge general aviation airplanes the attitude indicator and heading
indicator are powered by the vacuum system. The vacuum pump or pumps are
connected indirectly through gearing to the turning of the engine. This turning spins the
vacuum pump which creates the necessary vacuum pressure for those instruments.
6. The Cessna 172 has carburetor heat or induction air, a heated pitot tube and windscreen
defrost.
7. The angle of attack of the propeller needs to change with the forward speed of the
airplane. If the speed is slow, the angle of attack of the blade must be low so as not to
stall the blade or cause it to take too large a bite of air. As the forward speed increases
the relative wind moves more forward, and so the angle of attack of the blade decreases;
so the blades' angle of attack can afford to coarsen to take a bigger bite out of the air. If
you misuse the propeller control you can cause the blade to take too little or too large a
bite of air, and either speed up or slow down the propeller.

8. The trim tab provides an aerodynamic force in the opposite direction to the elevator
force. The trim wheel causes the trim tab to be moved so that it generates just enough
opposite force to cancel out or remove the control pressures generated by the elevator.
9. The flaps cause the airplane to pitch around the center of gravity as well.

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 Chapter 14
Operation of Systems
Workbook

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 Chapter 15
Aeromedical Factors
Workbook
Chapter 15 – Aeromedical Factors
Instructions

This chapter contains scenario questions and assessment questions. Read Chapter 17 in
the Pilot’s Handbook of Aeronautical Knowledge and they try the scenario problems.
This will help you to apply the information right away. When you’re done with the
scenario questions and the reading, test your overall knowledge by answering the
assessment questions.

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 Chapter 15
Aeromedical Factors
Workbook
Aeromedical Factors: Scenario questions
1. On a flight over the mountains, John, a passenger in the airplane, tells Kelly, the pilot,
that he is getting a headache. As the flight progresses, he says that his lips are feeling
numb. Kelly tells John that he is _________________ and that she will ______________ to a
different altitude for a while.
2. During a very turbulent flight Kelly notices that her passenger, John, is quite nervous. He
is sweating a little and having trouble talking. His breathing is becoming shallow and he
continues to become more nervous. Kelly begins having John begin talking slowly to
control his breathing. She tells him that he is __________________, and that if he can slow
his breathing rate, the symptoms will pass.
3. Kelly is making a flight across a large valley, and she flies below 2,000 feet because there
is no terrain, it’s smooth and it’s winter. She doesn’t want to fly so high that the heater
will not be able to keep up. During the flight, John tells Kelly that he feels light headed
and a bit nauseous. Kelly also notices that she is beginning to feel strange too. She
decides to land at the airport a few miles ahead as a precaution. After landing, the
symptoms are still present. She concludes that the problem is ___________ ___________
___________, probably caused by a problem with the aircraft’s _____________.
4. Kelly wants to go to a party at her friend's house tonight. She has a flight in the morning.
She wants to drink a few glasses of wine with her friend at the party. She is deciding at
what point she can take the last drink and still be legal to fly. Kelly remembers that her
BAC can’t be more than 0.04 percent, and she can’t be under the influence, but she
struggles to remember the time she must wait from her last drink to flying. Sally, another
pilot at the party, tells Kelly that she must wait at least __________ hours.
5. Brian is flying a round gauge Cessna 152 on a flight across lake Pontchartrain on his way
to New Orleans lakefront airport. As the flight progresses, the mist over the water causes
the horizon to fade and he notices that because he is over water there are no land
features. A moment later, the horizon is gone and the visibility is very low. Brian
remembers that he must trust his flight instruments and ignore his body senses, because
he is experiencing __________ __________.
6. Kelly is starting the descent from 10,500 feet to land at an airport that is at sea level. She
notices that the airport is a little closer than she planned, and will need to descend at a
higher rate than normal. She notices that John is looking uncomfortable. She asks him if
there is a problem and he says that there is pressure in his ears. Kelly knows that this is a
m_______ e________ aeromedical factor, and she should _________ descending for a
while, or maybe even climb to help John out.

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 Chapter 15
Aeromedical Factors
Workbook
7. Kelly is flying at 2,000 feet again today. She went to the party where she had a few
glasses of wine, and waited for over the time that was required for her to be legal to fly
today. John was also at the party, and was drinking more than usual. He told Kelly before
the flight that he had a few too many last night, but still wanted to go with her to the
New Orleans lakefront airport today to see Bourbon Street. As the flight continued, John
began to be a little confused and had trouble lifting a bag to Kelly from the back seat.
Kelly knows that John is suffering from ______________ and gives John __________ until
they can find a place to land.
8. Kelly is taking John for another flight. She is picking him up from the Key West Airport in
Florida and will fly him back to New Orleans after a weeklong vacation. Upon landing at
the airport, John is waiting and happy to see her and go back home. Kelly asks how his
vacation was. He tells here it was great and that yesterday he did something he had
always wanted to do. He went Scuba diving. Kelly knows that John must now wait for
between 12 and 24 hours to avoid getting the _________ , which is a result of
___________ excess in the blood.
9. Kelly decides to show John some steep turns on their fun flight on Saturday in the local
area then decides to practice some power-on stalls and do S-Turns across a road, at
around 600 feet. It’s a little turbulent today and after a while John is silent. She looks at
him and he is sweating and begins to complain that he is feeling sick. Kelly knows now
that she over did it and John is _______ _______.
10. Kelly looks like she is overly concerned about something. As she flies, John notices that
she is losing concentration at times, and is slow about responding to radio calls. He
remembers that she had a work deadline that was going to be due today. He thinks that
Kelly is suffering from either s________ or f__________.

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 Chapter 15
Aeromedical Factors
Workbook
Aeromedical Factors
19 17 13

5 1 14

12

20

8 4

11

6 7

2 15

16 9

CHRONIC TINGLING
EUSTACHIAN TUBE
SCUBA CYANOSIS
MOTION PRESSURE
Across Down DESCEND FEAR CLIMB
2.. Caused by a lack of availab 1.. Caused by a lack of Carbon Dioxi SINUS EUPHORIA
oxygen 3.. A type of sport that requires a pers HYPERVENTILATION
3.. Caused by not having a reliab to wait some number of hours RAPID FAR
horizon or ground features to tell before flying DEHYDRATION EIGHT
which way is up 4.. The minimum number of hours th FATIGUE HYPOXIA
5.. Lack of necessary water must have expired after consuming SPATIAL-DISORIENTATION
electrolytes alcohol until flying
6.. A clinical symptom of Hypox 9.. A type of sickness due to confusi
7.. Cavities in the facial skelet between the visual and kinesthetic
references. 15.
5. When a passenger is in pain due
8.. A tube that connects the inner e
12.
2. A type of stress that is long t middle ear pressure, one solution is
to the throat
to cause the airplane to
11.
1. One cause is a lack of sl 13.
3. The difference of what between
14.
4. One solution to Hypoxia is side of the ear drum and the other 16.
6. One symptom of Hyperventilation
that causes pain visible breathing that it
cause the airplane to
19.
9. Hyperventilation can be caused
17.
7. This is a symptom of a l
a person experiencing what
stage in Hypoxia
emotion?
19.
9. When a person is experienc
20.
0. A person who is Hypoxic may
motion sickness, they should be
they are experiencing what in the
instructed to look where
extremities?
(Near/Far)

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 Chapter 15
Aeromedical Factors
Workbook
TEACHER ANSWER SHEET
Aeromedical Factors
19 17 13
F A R E U P H O R I A

E R

5 1 14
D E H Y D R A T I O N D E S C E N D

12
C Y R S

20
H P T S

8 4
R E U S T A C H I A N T U B E

O R N R I

11
N V F A T I G U E E G

I E L H

6 7
C Y A N O S I S S I N U S T

T N

2 15
H Y P O X I A G C

16 9
L R M L

3
S P A T I A L - D I S O R I E N T A T I O N

C T P T M
CHRONIC TINGLING
U I I I B
EUSTACHIAN TUBE
B O D O SCUBA CYANOSIS
A N N MOTION PRESSURE
Across Down DESCEND FEAR CLIMB
2.. Caused by a lack of availab 1.. Caused by a lack of Carbon Dioxi SINUS EUPHORIA
oxygen 3.. A type of sport that requires a pers HYPERVENTILATION
3.. Caused by not having a reliab to wait some number of hours RAPID FAR
horizon or ground features to tell before flying DEHYDRATION EIGHT
which way is up 4.. The minimum number of hours th FATIGUE HYPOXIA
5.. Lack of necessary water must have expired after consuming SPATIAL-DISORIENTATION
electrolytes alcohol until flying
6.. A clinical symptom of Hypox 9.. A type of sickness due to confusi
7.. Cavities in the facial skelet between the visual and kinesthetic
8.. A tube that connects the inner e references. 15.
5. When a passenger is in pain due
to the throat 12.
2. A type of stress that is long t middle ear pressure, one solution is
13.
3. The difference of what between to cause the airplane to
11.
1. One cause is a lack of sl
14.
4. One solution to Hypoxia is side of the ear drum and the other 16.
6. One symptom of Hyperventilation
that causes pain visible breathing that it
cause the airplane to
19.
9. Hyperventilation can be caused
17.
7. This is a symptom of a l
a person experiencing what
stage in Hypoxia
emotion?
19.
9. When a person is experienc
20.
0. A person who is Hypoxic may
motion sickness, they should be
they are experiencing what in the
instructed to look where
extremities?
(Near/Far)

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 Chapter 15
Aeromedical Factors
Workbook
Aeromedical Factors: Assessment questions
1. When a person is breathing shallowly and rapidly the most likely cause is

A. hypoxia.

B. hyperventilation.

C. spatial disorientation.

2. When a person shows signs of blue lips or bluish tints in the finger nails, this is probably
caused by
A. hyperventilation.

B. motion sickness.

C. hypoxia.

3. When there is a loss of the horizon or distinguishable ground features, a pilot many
become
A. motion sick.

B. hypoxic.

C. spatially disoriented.

4. At low altitudes and in turbulent conditions, if a passenger complains that they feel strange
it is probably the result of
A. motion sickness.

B. hyperventilation.

C. hypoxia.

5. A pilot who has job that requires shift work, work at changing hours over a period of time,
may suffer from
A. acute fatigue.

B. chronic fatigue.

C. hypoxia.

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 Chapter 15
Aeromedical Factors
Workbook

6. Carbon monoxide poisoning can display many of the same symptoms as

A. hyperventilation

B. SCUBA diving nitrogen excess

C. hypoxia

7. A pilot flying a non-pressurized airplane that is descending quickly may cause what
aeromedical condition in their passengers?
A. Hypoxia

B. Spatial disorientation

C. Middle-ear pressure

8. A pilot who has not drunk water for an extended period of time may exhibit what symptom?

A. Rapid, shallow breathing

B. Confusion

C. Blue lips

9. what should you advise students about obtaining a medical certificate in the event of a
possible medical deficiency?
A. Advise the student to not take an FAA medical exam.

B. Advise the student to gather information on FAA’s website about required

documentation and then see an Aviation Medical Examiner.
C. Advise them to obtain a medical certificate from their family Physician even if they are
not an Aviation Medical Examiner.
10. The Alcohol BAC a pilot cannot exceed and still fly with is

A. 0,08 percent.

B. 0.04 percent.

C. percent.

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 Chapter 15
Aeromedical Factors
Workbook

Chapter 15 – Aeromedical factors - Answer key

Answers to scenario questions

1. hypoxic, descend
2. hyperventilating
3. Carbon, monoxide, poisoning, heater
4. eight
5. spatial, disorientation
6. middle, ear, stop
7. dehydration, water
8. bends, nitrogen
9. motion sick
10. stress, fatigue)

Answers to assessment questions

1. B
2. C
3. C
4. A
5. B
6. C
7. C
8. B
9. B
10. B

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 Chapter 16
Night Operations
Workbook

Chapter 16 – Night Operations

Instructions

This chapter contains assessment questions to test your understanding of night

operations. Read the section in the Airplane Flying Handbook on night flying, and
then answer the assessment questions to test your overall knowledge of this area.

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 Chapter 16
Night Operations
Workbook

Night Operations: Assessment questions

1. A recommended technique to see objects better at night is to
A. use off-center viewing.
B. look directly at the object.
C. look at the object with only one eye.
2. How should the lights in the cockpit should adjusted when flying at night?
A. As bright as possible
B. To the minimum level necessary
C. To the mid-range of the brightness
3. The part of the eye where focused light from the cornea lands is called what?
A. The fovea
B. The iris
C. The retina
4. Taxiway edge lights are what color?
A. Red
B. Green
C. Blue
5. Why is a white-lensed flashlight not recommended for use in the cockpit during flight?
A. It is too bright and cause night vision to deteriorate
B. It is not bright enough for use in the cockpit
C. It washes out certain colors on an aeronautical chart
6. Which receptors are primarily used in the periphery of vision?
A. Rods
B. Cones
C. Cornea
7. Which statement is true regarding night vision?
A. Night vision is not affected by bright lights.
B. Night vision takes a very short time to regain.
C. Night vision takes a long time to regain.

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 Chapter 16
Night Operations
Workbook
8. What color lights border the runway threshold when approaching a runway to land at
night?
A. Red
B. Green
C. White
9. A night-time illusion that could cause a pilot to think that the airplane is straight and
level when it is really in a bank is called what?
A. Auto kinesis
B. Elevator Illusion
C. False horizon
10. The primary structures in the eye responsible for color vision are
A. rods
B. cones
C. cornea

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 Chapter 16
Night Operations
Workbook

Chapter 16 – Night operations - Answer key

Answers to assessment questions

1. A
2. B
3. C
4. C
5. A
6. A
7. C
8. B
9. C
10. B

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 Chapter 17
High Altitude Operations
Workbook
Chapter 17 – High-Altitude Operations
Instructions

This chapter contains assessment questions to test your understanding of high-

altitude operations. Read the section in the Pilot’s Handbook of Aeronautical
Knowledge, Chapter 7, and FAR 91.211. After reading, answer the assessment
questions to test your overall knowledge of this area.

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 Chapter 17
High Altitude Operations
Workbook
High-altitude operations: Assessment questions
1. What aeromedical factor is present at high cabin altitudes?
A. Hyperventilation
B. Hypoxia
C. Spatial disorientation
2. What is one type of oxygen system that does not pressurize the pilot’s lungs as it is used?
A. Pressure demand
B. Continuous flow
C. Neither A nor B
3. In a pressurized aircraft, which statement is true when the aircraft is pressurized?
A. The pressure outside of the airplane is greater than the pressure inside of the
airplane.
B. The pressure outside of the airplane is lower than the pressure inside of the airplane.
C. There is no difference in pressure between outside and inside of the airplane.
4. In piston-powered aircraft, what is the source of pressurization?
A. A pump turned by exhaust gasses
B. An electric pump in the airplane
C. The fuel system
5. Above which cabin pressure altitude must passengers be provided with supplemental
oxygen?
A. 12,500 MSL for over 30 minutes
B. 14,000 MSL
C. 15,000 MSL
6. How long will oxygen be available to passengers and the crew in the cabin in a
pressurized airplane that is pressurized?
A. Until the oxygen bottle is depleted.
B. It is always available as long as the cabin is pressurized.
C. Only for as long as stated in a chart in the POH for a given altitude and number of
passengers and crew.
7. Which statement is true regarding time of useful consciousness?
A. The time increases with altitude.
B. The time decreases with altitude.
C. The time is not important until passing 40,000 feet.

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 Chapter 17
High Altitude Operations
Workbook
8. If rapid decompression is detected in the cabin the pilot should
A. Maintain the current altitude
B. Attempt to re pressurize first then descend if not successful
C. Begin an emergency descent to an altitude not requiring pressurization
9. With regards to pressurization of an aircraft, what is the meaning of differential
pressure?
A. The difference in pressure between the outside and inside of the cabin
B. The difference in pressure that the pump is able to provide
C. The amount of pressure measured at two different places within the cabin
10. Above which cabin pressure altitude must the crew use supplemental oxygen
at all times?
A. 12,500 MSL
B. 14,000 MSL
C. 15,000 MSL

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 Chapter 17
High Altitude Operations
Workbook

Chapter 17 – High-altitude operations - Answer key

Answers to assessment questions

1. B
2. B
3. B
4. A
5. C
6. B
7. A
8. C
9. A
10. B

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 Chapter 18
Airplane Weight and Balance
Workbook

Chapter 18 – Airplane Weight and Balance

Instructions

This chapter contains assessment questions to test your understanding of weight

and balance. Read the section in the Pilot’s Handbook of Aeronautical Knowledge,
Chapter 10. After reading, answer the assessment questions to test your overall
knowledge of this area.

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 Chapter 18
Airplane Weight and Balance
Workbook

Airplane Weight and Balance: Assessment questions

1. Longitudinal imbalance will cause what?
A. One wing to be heavier than the other
B. Either tail- or nose-heaviness
C. The center of gravity to move along the lateral axis
2. Operating an airplane out of balance will require the pilot to use excessive trim. This
causes what?
A. Less aerodynamic drag
B. Increased primary control travel distance in the direction the trim is applied
C. Decreased primary control travel distance in the direction the trim is applied
3. Loading an airplane with an aft center of gravity produces what?
A. Light control forces
B. Heavy control forces
C. A nose heavy airplane
4. A restricted forward CG limit is necessary to
A. ensure sufficient elevator/control deflection is available when flying at cruise speed.
B. ensure sufficient elevator/control deflection is available when flying at minimum
speed.
C. ensure sufficient elevator/control deflection is available when turning.
5. A lateral fuel imbalance would cause what?
A. A wing to be heavier
B. The center of gravity along the longitudinal axis to move
C. The center of weight of the airplane to change
6. The definition of the term ARM with regards to weight and balance means
A. The weight of the airplane divided by the moment of the airplane
B. The distance from the reference datum line to the item’s CG
C. The moment of the airplane divided by its weight
7. The standard empty weight of an airplane
A. does not include the un-drainable fuel.
B. includes the un-drainable fuel.
C. does not include the un-drainable fuel but does include the oil.

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 Chapter 18
Airplane Weight and Balance
Workbook
8. The term "zero fuel weight" means
A. the weight above which any additional weight must be only fuel.
B. the maximum allowable weight with fuel at minimum.
C. the weight above which any additional weight must only be passengers or
baggage.
9. The term "payload" means
A. the weight of passengers less fuel.
B. the weight of passengers, cargo and baggage.
C. the weight of only the cargo.
10. The two general methods provided to pilots to determine an airplane's weight
and balance are
A. computational and Intuitive method.
B. computational and tabular method.
C. computational and Graph method.

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 Chapter 18
Airplane Weight and Balance
Workbook
Chapter 18 – Airplane weight and balance - Answer key
Answers to assessment questions

1. B
2. C
3. A
4. B
5. A
6. B
7. B
8. A
9. B
10. C

© 2018 - CFI Bootcamp – Miami Beach, FL 33139 | 650-600-1021 | cfibootcamp.com 5

 Chapter 19
CFR 14 and Publications
Workbook

Chapter 19 – CFR 14 and Publications

Instructions

This chapter contains assessment questions to test your understanding of FAA

publications. Read the section in the Pilot’s Handbook of Aeronautical
Knowledge, Chapter 1, and visit the FAA’s website at www.faa.gov to see what
publications are available for pilot and instructors. After visiting and reading the
website, answer the assessment questions to test your overall knowledge of this
area.

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 Chapter 19
CFR 14 and Publications
Workbook
14 CFR and Publications: Assessment questions
1. Where can the pilot access the most current version of the FAA regulations?
A. From a commercial subscription service
B. From the FAA’s website
C. From the government printing office
2. Which part of title 14 CFR addresses General Operating Rules for pilots?
A. FAR PART 91
B. FAR PART 61
C. FAR PART 1
3. What is the name of the publication from the FAA that provides information
about airports and VOR service volumes?
A. The federal aviation regulations
B. The aeronautical information manual
C. Chart Supplements Publication

4. A publication that may be used by the FAA to provide acceptable, clearly

understood methods of complying with regulations is
A. an advisory circular.
B. a NOTAM.
C. Chart Supplements Publication
5. The FAA’s official guide to basic flight information and ATC procedures is called
what?
A. The Pilot’s handbook of Aeronautical Knowledge
B. Chart Supplements Publication
C. The Aeronautical Information Manual
6. What is the purpose of the Practical Test Standards?
A. To provide a teaching standard to the flight instructor
B. To provide advisory guidelines to the DPE for conducting a practical test
C. To provide a mandatory testing standard that a DPE must follow
7. Aeronautical information about the status of a navigational facility would be
located where?
A. Chart Supplements Publication
B. A NOTAM (D)
C. An advisory circular

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 Chapter 19
CFR 14 and Publications
Workbook
8. An example of an FAA flight publication is
A. Chart Supplements Publication
B. a sectional aeronautical chart.
C. the Pilot’s Handbook of Aeronautical Knowledge.
9. An example of an FAA handbook is
A. the airport/facility directory
B. FAA-H-8083-25A
C. the Private Pilot Airplane Single Engine Land Practical Test Standard
10. Which part of title 14 CFR applies to certifications of pilots, flight instructors
and ground instructors?
A. FAR Part 91
B. FAR Part 61
C. FAR Part 23

© 2018 - CFI Bootcamp – Miami Beach, FL 33139 | 650-600-1021 | cfibootcamp.com 5

 Chapter 19
CFR 14 and Publications
Workbook

Chapter 19 – 14 CFR and Publications - Answer key

Answers to assessment questions

1. B
2. A
3. C
4. A
5. C
6. C
7. B
8. B
9. B
10. B

© 2018 - CFI Bootcamp – Miami Beach, FL 33139 | 650-600-1021 | cfibootcamp.com 5

 Flow Charts for
Specific Operations
Workbook

Flow Charts for Specific Operations

Instructions

The flow charts that follow are to help the flight instructor with the specific
actions such as training required, endorsements, or process that the instructor
needs to follow to ensure the correct result.
The flow charts include references to the applicable FAR in most cases, to allow
the instructor to find the appropriate reference quickly.
The flow charts that follow are:
1. Process to solo a student pilot or a pilot who holds another category or
class rating
2. Additional Solo Privileges
3. Solo Cross Country Flight Requirements
4. Additional Category and/or Class Additions
5. TSA Authorizations Requirements and Procedures
6. Operating in the US on a Foreign License – Process

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 Flow Charts for
Specific Operations
Workbook
Process to solo a pilot in an airplane who holds a different
category or class rating

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 Flow Charts for
Specific Operations
Workbook
Additional Solo Privileges

© 2018 - CFI Bootcamp – Miami Beach, FL 33139 | 650-600-1021 | cfibootcamp.com 5

 Flow Charts for
Specific Operations
Workbook
Cross Country Training and Endorsement Requirements

© 2018 - CFI Bootcamp – Miami Beach, FL 33139 | 650-600-1021 | cfibootcamp.com 5

 Flow Charts for
Specific Operations
Workbook
Adding an Additional Category or class Rating to an
existing certificate

© 2018 - CFI Bootcamp – Miami Beach, FL 33139 | 650-600-1021 | cfibootcamp.com 5

 Flow Charts for
Specific Operations
Workbook
TSA Authorization Requirement

© 2018 - CFI Bootcamp – Miami Beach, FL 33139 | 650-600-1021 | cfibootcamp.com 5

 Flow Charts for
Specific Operations
Workbook
Operating in the US on a Foreign License

© 2018 - CFI Bootcamp – Miami Beach, FL 33139 | 650-600-1021 | cfibootcamp.com 5

 Flow Charts for
Specific Operations
Workbook
Qualification to Train First Time CFIs

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 Flow Charts for
Specific Operations
Workbook
Inoperative Instruments and Equipment

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