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The exact formatting and layout of the print books is maintained (text, images, margins, page breaks, etc.). Not recommended for small screens (phones) which require you to zoom in and pan around to see the full page. Easily viewed on both small and large screens. Text, images, and pages will adapt or reflow to fit the screen size of the device, so zooming is not necessary to read. Text size can be adjusted in your ebook reader app.Kindle - Amazon.com's proprietary ebook format; requires Amazon Kindle device or Kindle Reading App installed on another device to view. Please note that your review may be used by ASA for promotional purposes. Organized so each chapter can be used as a stand-alone reference for a particular phase of instruction, allowing it to serve as a “how to teach” guide on topics including: fundamentals of flight instruction (FOI), presolo instruction, first solo to the private certifi cate, advanced VFR instruction, introduction to aerobatic instruction, and instrument instruction. The book also features a comprehensive spin syllabus, material on multi-engine airplanes, instructing international students, teaching ground school, and setting up tests. His son, William C. Kershner, was soloed by his father, and holds Flight Instructor and Airline Transport Pilot certificates. He has flown 22 types of airplanes in his over 15,000 hours of flight time, ranging from Cessna 150s to Boeing 777s. All rights reserved. His books are easy and fun to read and filled with all of the best information. I continue to recommend his books to anyone learning to fly, and have bought quite of few of them over the years to give to aspiring pilots. The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Used: GoodCustomer service is our top priority!Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
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In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Register a free business account To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. T 5.0 out of 5 stars He explains things in terms students can understand, a real help to instructors. Those who say his jokes are a bit dated are right, but it adds to the enjoyment of the reading. Like picking up a conversation with an old friend. Highly useful, and highly recommend.There aren't too many books out there on how to be a successful flight instructor and this is a really good one.He frequently references this manual as he continues his training. Thank you very much.But Kerschner, may he rest in peace, understands airplanes and he understands airmen as do few others. I heartily commend his knowledge and wisdom to airmen and instructors at all levels. (I've been doing this for half a century.)From first flight to solo to cross country to advanced checkouts it is all here. This is real world information you will refer to before going to the airport to teach. It's not really a guide to get you to pass the FAA checkride, it's a guide for teaching actual students. Covers the technical and personal side of flight and instructing.Very well organized step by step instruction.Page 1 of 1 Start over Page 1 of 1 In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Edited by William K. Kershner's son, William C.
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Kershner, this manual is organized so that each chapter serves as a stand-alone reference for a particular phase of instruction, allowing each to be used as “how to instruct” guides on topics such as fundamentals of flight instruction (FOI), presolo instruction, first solo to the private certificate, advanced VFR instruction, introduction to aerobatic instruction, and instrument instruction. The book also features a comprehensive spin syllabus, material on multi-engine airplanes, instructing international students, teaching ground school, and setting up tests as well as providing teaching tips and common student errors including: Fundamentals of Flight Instruction (FOI) Presolo First Solo to the Private Certificate Complex Single-Engine Airplanes Light Twins Spins Aerobatics Instruments With over six decades of experience as pilot-in-command in more than 100 types and models of airplanes, Bill Kershner was FAA General Aviation Flight Instructor of the Year in 1992, and named Elder Statesman of Aviation in 1997. He was inducted into the Flight Instructor Hall of Fame in 1998. His son, William C. Kershner, was soloed by his father, and holds Flight Instructor and Airline Transport Pilot certificates. He has flown 22 types of airplanes in his over 10,000 hours of flight time, ranging from Cessna 150s to Boeing 777s. COVID-19 Update.Organized so each chapter can be used as a Teaching tips and common student errors provided for: His books are easy and fun to I continue to recommend his I cannot think of any other books on aviation Organized so each chapter can be used as a Teaching tips and common student errors provided for: His books are easy and fun to I continue to recommend his I cannot think of any other books on aviation I was disappointed that it was not updated with information on GPS navigation and approaches.
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I think the ADF section could be eliminated (yes I know Alaska and Canada still use them) and be replaced with some information on glass cockpits and the ADS -B technology. This is still a great book for instructors to use. I was disappointed that it was not updated with information on GPS navigation and approaches. I think the ADF section could be eliminated( yes I know Alaska and Canada still use them) and be replaced with some information on glass cockpits and the ADS -B technology. This is still a great book for instructors to use. Very thorough. Even as a 17,000 airline captain and former Air Force instructor pilot, I figured I could use a little help in teaching the basics the civilian way, and this book was exactly what I was looking for. You can't find a better instructor than Kershner. I remember reading some of his excellent books early in my flying career, so I knew this one wouldn't let me down. Each topic is covered from numerous angles including the students view, the instructors view, and even the engineers view. This combination gives one a very good understanding of the topic and how to go about teaching it. Capt. Ben C. Being a new CFI I found I needed some help in how to teach my students. It's the closest thing I have to a mentor. I was disappointed that it was not updated with information on GPS navigation and approaches. It's the closest thing I have to a mentor. Generally we only send one email per month and never more than two. Each mailing includes instructions for removal from our list. All Rights Reserved. Specifically written to cover the content and sequential layout of flight training sections in the UK PPL Syllabus and the UK Assistant Flying Instructor Syllabus. It is primarily for the use of flying instructors undergoing training, but also when they are obtaining experience in the instructional role. You can buy a printed version of this guide by calling 0800 GET RULES (0800 438 785) or order online, www.vertia.co.nz (external link).
For rotary, see the Helicopter flight instructor manual. Briefings. This lesson is not for operational slow flight, but aims to improve the students’ awareness of the characteristics of flight at slow airspeeds and provides practise in maintaining balanced flight at those airspeeds. It is another important coordination exercise, reinforces the lessons learnt during Straight and level at varying airspeeds, and is good preparation for the stalling lessons and for the takeoff and landing phase of circuit training. Objectives To slow the aeroplane and maintain straight and level at low airspeed (1.2V S ). To maintain straight and level at low airspeed in various configurations. To maintain a constant altitude while turning at low airspeed. To return to normal operating airspeeds. From the Straight and level lesson, lift is primarily controlled by varying either angle of attack or airspeed. As lift must equal weight to maintain level flight, as the airspeed decreases the angle of attack must increase.The controls will be sluggish and not as responsive as they would be at a higher speed and the reduced slipstream will require balancing with rudder. Revise the effect of low airspeeds on control input and response. As was seen in the turning lesson a slower speed produces more adverse yaw. Airmanship Revise the 20 degree visual scan technique as introduced in the Medium, climbing and descending turns lesson. Take into account the high nose attitude. HASELL checks are carried out before stalling and aerobatics, and are introduced in this lesson. H H eight (not altitude) Not less than 2500 feet above ground level. Some organisations stipulate a height greater than 2500 feet agl, consult with your CFI. A A irframe State the configuration to be used. S S ecurity No loose articles, harnesses secure. There should be no loose articles in the cockpit at any time because of the potential for jammed controls. Explain that harness security is a good aviation practice consideration.
E E ngine Temperatures and pressures normal, mixture rich, fuel sufficient and on fullest tank. Fuel pumps operated in accordance with operator procedures. This is a routine systems scan to ensure everything is normal, before and during the exercise. L L ocation Not over a populated area and clear of known traffic areas, including airfields. L L ookout Carry out a minimum of one 180-degree, or two 90-degree, clearing turns, to ensure other traffic will not result in conflict. Aeroplane management The use of smooth but positive throttle and control movements should be stressed. Even though more positive movement of the controls will be required there is no need to be aggressive with the controls. Revise why carburettor heat may need to be used. Be aware that operating at low airspeeds may raise engine operating temperatures. Consider the position of the aeroplane three dimensionally within the training area. Consider the warning symptoms of the approaching stall and be constantly aware of the aeroplane’s configuration and flight phase. Human factors There is a high level of concentration needed in this exercise, and is therefore quite a demanding lesson. The high nose attitudes will be unfamiliar to the student. Air exercise Straight and level at low airspeed Using the flight manual, or by conducting a stall, determine 1.2V S A reference altitude is nominated and a reference point selected. The resultant pitch change and yaw must be compensated for. Ensure smooth throttle movements are used. A A ttitude With the elevator, adjust the attitude to maintain level flight. The airspeed will decrease gradually. As the airspeed decreases the aeroplane’s nose will want to pitch down, requiring subtly increasing back pressure on the control column to maintain the altitude. The wings should be kept level in relation to the horizon, and rudder adjusted to keep straight on the reference point. T T rim Promptly and accurately.
Maintain straight and level flight at the nominated airspeed, adjust power as necessary to maintain height and apply the mnemonic LAI. L L ookout In a scan loop, look out to the left (port) and scan 20 degrees for 2 seconds from left to right, passing over the nose of the aircraft. A A ttitude Ensure the attitude is correct and, more importantly, constant. When the outside scan is complete, scan inside. I I nstruments The instruments are scanned to confirm accurate flight. If a constant altitude is not being maintained, use power as required and adjust attitude to maintain the nominated airspeed. If the correct power setting is maintained the aeroplane will maintain level flight, and if the wings are level and balance maintained the aeroplane will remain straight. Turning at low airspeed Lift will need to be increased in the turn and this will produce an increase in drag. Power will need to be increased to combat the drag and maintain the nominated airspeed. Revise adverse yaw from the Medium, climbing and descending turns lesson. Adverse yaw is countered with rudder applied in the direction of the roll, maintain balance. At low airspeeds the ailerons will need to be deflected further to achieve the same roll rate as at higher airspeeds. This will significantly increase the induced drag and require more rudder to negate the adverse yaw. Returning to normal cruise To regain normal cruise, the mnemonic PAT is used. Because of inertia, power leads the sequence to arrest any descent resulting from lowering the attitude. P P ower Carburettor heat COLD (if applicable), and smoothly increase power to full power. Correct the resultant yaw with rudder and the pitch up with elevator while: A A ttitude Gradually lowering the nose and holding the level attitude. Maintain wings level with aileron, and balance with rudder (as airspeed increases). T T rim Remove obvious loads.
When flaps have been raised (if applicable) and normal cruise airspeed achieved, set cruise power, and confirm straight and level is maintained. Airborne sequence On the ground Ask the student to do the preflight inspection, and then to come to you afterwards if they have any questions. Introduce more radio work, and ask the student to call and complete the checklists. The exercise The student should be able to complete the takeoff by themselves. On the way out to the training area, there is opportunity to practise climbing and turning. The student then enters straight and level from the climb and is talked through the HASELL checks. The student should practise after each demonstration. Demonstrate turning (at up to 20 degrees angle of bank) including reversing the turn direction, followed by student practise. Allow the student to regain normal cruise, while talking them though the process. Establish the aeroplane in the approach configuration in a descent at 1.2V S. Then establish the aeroplane in a climb, thereby simulating the go around. On the way back to the aerodrome, discuss some more radio calls, and talk them through rejoining the circuit. After flight The next lesson will be Basic stalling, ask the student to read up on this. Provide the student with a copy of the checklists and ask them to start learning the correct responses for the checklist items. Inform them that you will expect them to know the checklists from memory before they do their first solo flight, and the first step to memorising them is to learn the correct responses. A thorough understanding of the primary and secondary effects of control inputs is the basis of all future flying. It is important that the student understands and has the opportunity to practise these effects. As this is commonly the first formal preflight briefing, a short explanation of the sub-headings should be included, as well as the normal introduction. The Airmanship section covers good aviation practice.
This lesson does not aim to teach the student to fly, that will come over the next few lessons. This lesson focuses primarily on each control, how it works, and how it is related to other controls. As a consequence this lesson may seem less coordinated than normal. Primary flight controls are the elevator, ailerons and rudder. When these are deflected in flight the aeroplane moves about one or more of its three axes. The student needs to know what effect these controls have on the aeroplane’s flight path in order to accurately manoeuvre the aeroplane. They also need to see the effect of moving each of these primary flight controls individually, so that any unwanted secondary effect can be countered through coordinated use of the primary flight controls. Ancillary controls are the throttle, flap and trim. The student needs to know how to operate each of these correctly and what effect their operation will have on the flight of the aeroplane. A clear understanding of the effect of using these controls is important, and then with practise, any adverse effect can be countered. Objective To operate the primary control surfaces and to experience the feel and observe the first aerodynamic effect on the aeroplane in flight. To operate the primary control surfaces and observe the further (or secondary) aerodynamic effects on the aeroplane in flight. To operate the ancillary controls and to experience the feel and observe the effect on the aeroplane in flight. Principles of flight Primary controls Describe how the aeroplane is controlled on the ground (see Taxiing lesson). Speed is controlled by the hand operated throttle and the main wheel-brakes, while direction is controlled by the use of the pedals linked to the steerable nosewheel. Identify on your aeroplane which controls are dual, and which are not. Introduce the terms lift and aerofoil. Describe how lift is produced, with reference to Bernoulli, in the simplest possible terms.
For example, if the speed of the airflow is increased the pressure will be reduced and the effectiveness increased, and vice-versa.For example, the lateral axis, the elevator and the word pitch could all be coloured purple. Start with the elevator, as this is the easiest to describe. Then cover the ailerons and the rudder. If the student has difficulty understanding Bernoulli, angle of attack or pressure, state that movement of the controls deflects the airflow and the tail is pushed up or down as applicable (Newton’s third law). The effect of moving the elevator is to pitch the aeroplane. The effect of moving the ailerons is to roll the aeroplane. This banks the aeroplane left or right. The effect of moving the rudder is to yaw the aeroplane. This moves the aeroplane’s nose left or right. Slipstream should be described as the spiral column of air being forced back by the propeller and the primary controls it affects should be pointed out. It should be noted that slipstream is present whenever the propeller is rotating, regardless of the aeroplane’s speed. The comparison of standing behind the aeroplane, compared with standing at the wingtip, may help the student visualise the effect of this airflow. This highlights that ailerons are unaffected by slipstream. As the aeroplane spends most of its time in cruise, the manufacturer offsets the tail fin, or the thrust line, to negate the resultant yawing tendency. Therefore, at any power setting other than normal cruise, and at any time the power changes, the aeroplane will want to yaw, and compensating rudder inputs are required. Ancillary controls Briefly describe the throttle and its direct connection to the propeller and its effect on the aeroplane’s speed. Explain that power is increased by moving the lever (or plunger) forward and decreased by moving the lever rearwards. Discuss the purpose of trim and how it works.
State that most training aeroplanes are fitted with trim tabs to provide sufficient force to hold the primary control surface in the desired position. Emphasise that they are not used to alter the primary control surface’s position, they are a pilot aid only. You could also note that trim tabs may be provided on all three primary controls. Describe where the flaps are located on the aeroplane, how they are operated, how they work (electrically or manually), and the various positions to which they can be selected.Commonly, in high-wing aeroplanes, the nose pitches up with application of flap, and on low-wing aeroplanes the nose pitches down. The reverse occurs in each case when flap is raised, but importantly all aeroplanes will sink when flap is raised. Describe the actual pitch changes the student will observe as a result of using the flap, and the consequent trim changes that will be required. The structural airspeed limit for flap extension, and the normal operating range, white arc, should be explained. Inertia Because an aeroplane has mass (weight) it is subject to inertia. Explain in very basic terms that inertia is the tendency of a body to remain in its current state. If it has stopped on the ground it will take more power to get it moving than to keep it moving. If you want to decrease the speed in flight, the aeroplane will not slow down instantly, but gradually decelerate. This must be taken into account when changing the speed or the direction of the aeroplane. Airmanship Knowing who is physically flying the aeroplane is critical. Aircraft that appear above the horizon are higher, aircraft on the horizon are at the same level, and aircraft below the horizon are lower. Distance is judged from the known size of the object and is prone to perception errors. For example, a Boeing 747 at 10 miles can look like a Cherokee 140 at 2 miles. The aeroplane is manoeuvred in the air by visual reference to the horizon and ground features.
Visual flight rules mean that cloud must be avoided and the ground or water kept in sight at all times. When you get into the air, point out some major features in your local area, as well as the approximate directions of north, south, east and west, and where your aerodrome is located. Over subsequent briefings the various aspects of VFR flight will be discussed. It is vital that you demonstrate compliance with the various VFR requirements. I’M SAFE The I’M SAFE checklist should be introduced for the student to complete before leaving home for their next lesson. I I llness Do not fly when feeling unwell as this will not only degrade the learning experience but affect all phases of flight. M M edication How will the effects of medication be altered by the flight environment, for example, altitude. In addition, why is medication being taken, am I unwell. Do I need to consult an AME. S S tress This takes up valuable space in the short-term memory. Getting into an aeroplane straight after an argument or with other personal worries affects your information processing capabilities. A A lcohol Even in small amounts, alcohol adversely affects brain functioning. Mixed with altitude and the dynamic three-dimensional environment of aviation, it is deadly. Safe periods of abstinence before flight vary with the individual and the amount consumed. F F atigue This affects not only motor skills but also mental skills. Adequate rest is essential for quality information processing and decision making. E E ating A balanced diet and drinking water at regular intervals to prevent dehydration is important. In addition, the I’M SAFE checklist should be prominently displayed in the briefing room for quick reference before flight. Give a brief explanation of the purpose of the engine controls. Discuss the sense of movement of these controls. Throttle The use of smooth throttle operations should be emphasised.
As a guide it should take three seconds to move the throttle from fully CLOSED to fully OPEN, and vice versa. Demonstrate an appropriate grip on the throttle. Mixture IN or OUT, UP or DOWN. Explain the type of control and that when the mixture control is pulled fully out the fuel supply is cut off from the engine. This will be demonstrated when you shutdown at the end of the lesson. Leaning the mixture will be covered in later lessons. Carburettor heat UP or DOWN, IN or OUT. The purpose of the carburettor heat control should be covered. Briefly outline the reasons and conditions for carburettor ice forming, the symptoms of its formation, and the cure. In addition, the reason for applying carburettor heat before closing the throttle, and the conditions under which carburettor ice is most likely to form, should be described. Introducing warm air into the carburettor alters the mixture, so is not normally used at high power settings. Discuss when you would use carburettor heat on the ground, and the precautions you need to take while doing so. Temperature and pressure gauges Such as oil, cylinder and fuel, have a normal operating range depicted by a green arc. Red lines indicate operating limits, yellow arcs the cautionary ranges, and often white lines or arcs for other purposes (refer Flight Manual). The importance of monitoring temperatures and pressures for normal readings should be explained. It may sometimes be normal to taxi with oil temperature below the green range (see Flight Manual). On the other hand, it would not be normal to see the oil temperature near the top of the green range after a prolonged descent, even though it’s in the green. Human factors Describe the VFR see-and-be-seen principle and the importance of a good lookout. Discuss the limitations of vision, especially on lookout effectiveness. Stress the need to move the head to see around the cabin structures, so that a thorough lookout can be achieved.
Discuss the limitation of the visual system when attempting to detect small stationary objects and alternatively the ability of peripheral vision to detect movement. Discuss the effects of information overload in relation to human information processing capabilities and the effect on performance. As this is the student’s first flight it is a busy and new experience. Future lessons build on those before them and the stress reduces. The benefits of regular practise and the use of a checklist should be encouraged to help with both of these. Air exercise Describe the method of taxiing the aeroplane under its own power, stopping and turning. Basic flight training is based on the concept of attitude flying by visual reference. It is important to introduce the student to the concept of attitude, being the relationship between the nose (or instrument panel) and wings, and the horizon. Discuss in simple terms how the primary controls are used. It is what the student sees as a result of control movement that is important, for example, easing back on the control column pitches the nose up. Emphasise the association between control movement and the natural sense, for example, rotating the control column to the right will cause the aeroplane to roll to the right. In flight these movements are related to the horizon and confirmed with reference to the instruments. These movements rotate the aeroplane about its axes in a natural sense and always have the same effect relative to the pilot, for example, even when banked rudder will still yaw the nose to the pilot’s left or right, but up or down in relation to the horizon. Further effects The emphasis here is on aerodynamic effects, sometimes known as aerodynamic cross coupling. When a control movement is made on its own, movement initially occurs around one axis, followed by an undesired movement about another axis. The main point is that these effects only occur when the control is used on its own.
There is no further or secondary effect of elevator. When aileron is used on its own, the aeroplane will roll, slip and then yaw towards the lower wing. When rudder is used on its own, the aeroplane will yaw, skid and then roll in the direction of yaw. In both cases, if the controls are left alone, the aeroplane will enter a spiralling descent. The initial slip or skid can be demonstrated with a model as it may be difficult to detect in the air, but the secondary effect will be clearly seen. The balance ball will indicate these effects, but you may not wish to draw the student’s attention to this instrument yet. It should be emphasised that these further or undesirable effects of ailerons and rudder can be eliminated through coordination of these controls, and will be dealt with in later lessons. In this lesson, your purpose is to demonstrate these secondary effects, and as a consequence aspects of this lesson are uncoordinated. Airspeed Discuss the effect of airspeed on the feel of the controls, the aeroplane response rate, and the amount of movement needed to change the flight path. Commonly, the analogy of holding your hand out the car window and moving it from horizontal to vertical at various speeds is used to describe this effect. At low airspeeds, typically with a high nose attitude, the controls are easy to move, are less effective and require large movements to bring about a change of flight path. They feel sloppy. At high airspeeds, typically with a low nose attitude, the controls are harder to move, very effective and require only small movements to bring about a change of flight path. They feel firm. Slipstream At high power the slipstream is increased, and the elevator and rudder are more effective; conversely, at idle power they are less effective. Because the ailerons are situated outside the slipstream their effectiveness does not change with increasing or decreasing slipstream.