Copyright All Rights Reserved Cirrus Design Corporation 4515 Taylor Circle Duluth, MN 55811

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2 Copyright All Rights Reserved Cirrus Design Corporation 4515 Taylor Circle Duluth, MN 55811

3 Cirrus Pilot Training Course Introduction... 3 To the Pilot in Training (PT) who uses this syllabus... 3 To the Flight Instructor who uses this syllabus... 4 To the Flight School Operator who uses this syllabus... 5 More on Using This Syllabus... 5 The Use of Decision Making Scenarios in Flight Training... 6 The Pilot In Training Plays a Role in Grading the Lesson... 7 The Format of Each Lesson... 7 Syllabus Shuffle... 7 The Cirrus Pilot Training Course and Syllabus... 8 The Course and Syllabus... 9 Regulations... 9 FITS Terminology... 9 Training Philosophy Teaching Methods Developing Scenario-Based Training Single-Pilot Resource Management The SRM Decision Process Learner Centered Grading Strand One Getting Started Introduction to the Airplane and Fundamentals Of Flight How The Airplane's Systems Work School Shopping Basic Aerodynamics Hail Damage Survey Flight Car Parts Delivery The Rules of Flight Breakfast Fly-in Aerial Survey Anniversary Dinner The Business Proposal Red Cross Volunteer Visit a Potential Customer Proficiency Flight Pre-Solo Written Exam First Solo Flight Progress Flight Strand Two Staying Proficient Navigation Essentials Golf Trip Multiple Destination Cross Country Business Meeting Go Visit Your Mother! Get Back for the Ball Game Getting Ready to Fly in the Dark Special Date Proficiency and Avoiding Hazards at Night Cross Country Progress Check Strand Three Airspace and Radio Communications Drop Off a Computer for Repair Pick Up Repaired Computer Manufacturing Plant The Science Fair Awards Banquet Table of Contents P/N

4 Cirrus Pilot Training Course Table of Contents Strand Four IFR Departure and Arrival Attitude Instrument Flying Reunion Flight VFR Cross Country Block The Architectural Prints VFR Cross Country Block The Journalist Flight College Recruiting Trip Strand Check Flight Strand Five IFR Flight Planning and Holding Patterns FAA Safety Seminar Weather Review and Alternate Airports Avionics Repair Station Flight Solo/PIC Cross Country Block Daughter s Spring Break Trip Final VFR Cross Country Block Pick Up Business Equipment Instructor Guided Scenarios The Real Estate Class The Party The BCS game The Family Reunion Private Pilot Knowledge Review Private Pilot Skills Review Practical Test Review Flight IFR Knowledge Review Final Flight Test Review Learner Centered Grading Sheets P/N

5 Cirrus Pilot Training Course Introduction To the Pilot in Training (PT) who uses this syllabus Intro To the Pilot in Training (PT) who uses this syllabus The Cirrus SR20 and SR22, along with a handful of other modern, technically advanced aircraft, have transformed how pilots utilize their personal airplanes. New technologies and cutting-edge pilot information systems have altered the general aviation landscape, allowing pilots of modern aircraft like the Cirrus to achieve from their aircraft levels of utility, capability, and safety that were unheard of barely ten years ago. As such, it was necessary that a pilot training solution be developed to coincide with these expanded capabilities. This new course would not only teach the mechanics of flight, but it would also focus on teaching pilots to manage aircraft systems and to comprehend and apply the plethora of flight information now available to pilots of aircraft equipped with integrated flight decks and FMS (Flight Management Systems). This course, a blending of the Private and Instrument Pilot courses, is a product of next-generation training philosophies developed in conjunction with NASA SATS (Small Aircraft Transportation System) studies. The syllabus takes a three-tiered approach to pilot development. The first facet of this new training approach is called scenario-based training. With scenario-based training, your pilot studies gain the context of real-world operations and real-world problem solving. These contextual exercises finely hone a pilot's crucial, decision making process. Scenario-based training is the cornerstone of the FAA's FITS program - a partnership between FAA, academia, and the aviation industry to increase the safety of pilot training while making it more relevant to how pilots fly once licensed. The next new aspect of this training method is the extent to which you're involved in the process of your learning. With your instructor, you'll track and evaluate your progress and evolution as a pilot, you'll debrief and discuss issues that come up during training, and they'll solicit your input and address any question. Dubbed Learner Centered Grading, it's also central to Scenario-based training. With the implementation of integrated flight decks, autopilots, FMS systems, and satellite downlink weather information, the pilots of Cirrus aircraft have at their fingertips more information than many airline pilots have in big jets. How does a private pilot learn to manage this information and not become overwhelmed? This is addressed by the third tenet of this training course - SRM, Single-pilot Resource Management. SRM teaches a pilot how to safely and effectively manage the information and expanded capability of aircraft like the Cirrus. The utility and capability of aircraft like the Cirrus can only be fully realized by a pilot who is instrument rated. By blending the private and instrument courses into one syllabus, this course will prepare you to be a complete pilot, knowledgeable in all your aircraft's systems, since you'll have used them from the beginning, in a curriculum that has given these systems, and their use, a context. Use this syllabus as a guide to the elements of your training and you'll see, as you progress, what might seem esoteric now will all of a sudden have much more meaning. By progressing through each chapter with your instructor, you'll be closer to realizing your dream, and we welcome you on this great adventure. See you in the sky. P/N

6 Intro To the Flight Instructor who uses this syllabus To the Flight Instructor who uses this syllabus Cirrus Pilot Training Course Welcome to the next generation in flight instruction. This training manual and syllabus, which combines the Private Pilot and Instrument Pilot curricula into one course, incorporates new training philosophies designed to maximize the potential for the primary student to emerge from this training regimen as a more complete, new pilot. Nevertheless, you, the instructor, are integral to your student's success. This manual will provide you with the tools necessary to ensure your success as a team. This course is designed with several new and unique components, and with a certain flexibility to minimize the impact of weather delays on training. While early in the student's career, you're not going to launch into an IFR lesson on a day with a low ceiling, but after the student builds a solid foundation of basic airmanship, this course will allow you, at your discretion, to cater individual lessons to the weather conditions present on the day of training. If IFR conditions are forecast or present, with this course, it's within your prerogative to switch to an IFR lesson and make up the VFR lesson when conditions allow. Visual and Instrument training flight time minimums per the Federal Aviation Regulations remain unchanged. Also new is the opportunity for the instructor to customize the scripted scenarios presented in this course to make the scenarios more relevant to your local training environment and the individual experiences of your student. Since this course was designed around the capabilities and modern features available to pilots of the Cirrus SR line of aircraft, the course gives a new context to both visual and instrument exercises, and blends them into a more seamless training agenda. It teaches the primary student how to harness and digest all the information available to them. So while it is possible to teach the primary student to fly in a Cirrus aircraft with the power reduced to mimic speeds commonly seen in basic trainers, and perhaps while not utilizing both Garmin GNS 430s and all the pages available on the multifunction display, it's well proven that the pilot who completely understands their aircraft and all its capabilities is a safer pilot. Indeed, with the typical student pilot renting trainers with varying equipment and knobology, it's not uncommon for a renter pilot to not be familiar with the operation of the differing GPS navigators, autopilots, and other avionics they'll encounter in any given rental aircraft. With each lesson you'll also find a corresponding Learner Centered Grading sheet. These are designed to facilitate a more thorough and unbiased debriefing, and are to be reviewed and then completed separately by both instructor and student, who will then compare notes and discuss items and issues where there is any discrepancy between the forms. This will help foster a more honest assessment of progress and, of course, success. Scenario-based training doesn't really lend itself to an A through F grading system, so each task in this course has instead a desired outcome, and uses a series of keywords to effect and assess progress - Describe, Explain, Practice, Perform and Manage/Decide. This syllabus describes the use of this new technique. Like many other training syllabi, one lesson doesn't always equate to one flight. While this course is designed to minimize the probability of repeat lessons, progress is based on competency and there will be instances that task and skill reinforcement will be necessary before progressing to the next lesson. In the textbook appendix, you'll find a section called, Notes to the instructor. Contained in this section are notes you'll find helpful for each lesson in the course. Does the student need a specific logbook endorsement to complete this lesson? What prerequisite instruction does the FAA require for the student to progress to a specific lesson and its tasks? Use these notes as a guide and feel free to add to them as necessary to cater to the needs of your student. 4 P/N

7 Cirrus Pilot Training Course To the Flight School Operator who uses this syllabus Since this is a blended course, at some point in training your student will meet Private Pilot minimums but remain a student pilot. And since there is no blended checkride available, yet, students of this course will, therefore, be required to take and pass two checkrides - Private Pilot, Airplane first, and then Instrument Pilot, Airplane. It's an exciting time in aviation. Airframe manufacturers are incorporating more and more sophisticated and capable avionics and safety systems into their products. This course represents a new evolution, and a new vanguard in pilot training. To the Flight School Operator who uses this syllabus The Cirrus Combination Private Pilot and Instrument Rating course is not your traditional pilot training. You and your instructors will need to embrace the tenets of scenario-based training, Learner Centered Grading and Single-pilot Resource Management, but in the end you will produce pilots who are more safe and more competent decision-makers. Depending on your circumstances you can make adjustments to this course. The course does not assume that your flight school has an approved Flight Training Device (FTD) but if you do, you can use it within this course. The FAA allows up to 20 hours of instrument flight training to be completed in an approved FTD [regulation 61.65(e)]. This means you could remove 20 hours of airplane lessons and replace it with 20 hours of FTD lessons. This, of course, would make the course less expensive and add more flexibility. This course could also be approved under a Part 141 Air Agency Certificate. If you already hold a Part 141 Pilot School Certificate, you could add this course to your existing training course outline. This could add additional benefits for your students in the area of VFR cross country training. Using Part 61 alone, the students in this syllabus must acquire a minimum of 50 hours of solo/pic cross country time (a cross country is a non-stop flight of at least 50 nm), but there is no such 50-hour cross country requirement in the Instrument Rating coursework of Part 141, Appendix C. Using Part 141 you could eliminate many of the VFR cross country block or time-building lessons. The syllabus would then truly become a competency-based curriculum. If your school is not already a Part 141 school, you could submit this syllabus together with a Training Course Outline that you develop and become a Part 141 school in order to take advantage of these student benefits. Put the potential savings from part 141 together with an FTD and the student's time to train and cost to train would drop significantly, which would be a great selling point for your facility. The research indicates that students, who complete his/her training in less time and with less money, do so with less frustration and become life long customers! More on Using This Syllabus This Combination Private Pilot and Instrument Rating Syllabus is unique in several ways that you should be familiar with as you use the syllabus to acquire the FAA Private Pilot Certificate and Instrument Rating. First, it is a syllabus that uses real world scenarios as the foundation of the training. This syllabus contains all of the elements of an FAA/Industry Training Standards (FITS) accepted training method. Flight maneuvers are still a vital part of flight training and flight maneuvers are a part of this syllabus, but real world scenarios are used to enhance the pilot's decision making skills. The syllabus presents situations and circumstances that private pilots face every day as learning experiences and lessons. The primary tenet of FITS training is that you prepare for the real world of a private pilot, by acting as a private pilot while in training. Therefore, throughout the syllabus, the PT will take on different tasks or jobs just as if he/she were already a private pilot. The second important unique feature of this syllabus, and of FITS training, is that it is all competency based. The times Intro P/N

8 The Use of Decision Making Scenarios in Flight Training Cirrus Pilot Training Course Intro shown in each lesson are target times and should not be considered the minimum or maximum ground/flight time for the lesson. When the PT meets or exceeds the desired outcome of a particular skill area in the syllabus, he/she moves on regardless of how much time it takes to reach that point of mastery. This means that each lesson does not necessarily equal one flight. It may take several flights before the PT masters the elements of the lesson and is ready to move on to the next lesson. Consequently, the amount of total flight hours a PT has when the syllabus is completed may be more or less than the minimum times under current aviation regulations. The Use of Decision Making Scenarios in Flight Training The PT, in this syllabus, is the student pilot or pilot applicant seeking the Private Pilot and Instrument Rating. Thus, the PT will be the pilot learning how to develop and use effective scenario-based learning. The PT will be asked to assume various pilot situations and asked to use and develop aeronauticaldecision making skills in the various situations. In other words, the PT will be placed in a pilot situation where the PT will be expected to use a problem solving process to solve the problem or task presented in the scenario. The following discussion addresses how the CFI could use the decision making scenario method. For years, good flight instructors have incorporated some form of scenariobased learning into their flight training. Usually during a flight the CFI would tell the PT that something has occurred, such as deteriorating weather, an aircraft malfunction, or air traffic delay. The PT is to assume that the occurrence is actually real and to act accordingly. The PT might decide to divert to a different airport after the CFI tells him/her that the weather at his/her destination is poor. The PT may decide to change from the original plan and flies to a different airport. The difference between that and FITS is that FITS also incorporates the consequences of the failure to arrive at the originally planned airport. If a PT decides to fly to an alternate airport instead of the original destination because the CFI makes up a story that the weather is bad, then that alone does not consider the consequences of that decision. What if, rather than a training flight, the flight to the original destination was to deliver a human organ for transplant the decision to divert to an alternate airport could have the consequence of the patient dying that was awaiting the transplant. If the pilot understood that his/her decision has actual life or death consequences, then the decision to divert will be more difficult. In the real world, these are the type of decisions a pilot faces everyday so in this syllabus we train the pilot to be ready to make those decisions. For these reasons, most of the lessons in this syllabus are actual missions that carry with them actual reasons for the flight and actual consequences for the decisions the pilot will make. The lessons are not scripted to the point that every outcome is known in advance. The PT and flight instructor must be flexible enough to accept this fact. Different PTs will make different decisions, and these different decisions will alter the outcome of each flight. Using real world scenarios as part of flight training does not in any way diminish the need for pilots to also have good stick and rudder skills. Pilots will always need the skills, for instance, to land in a crosswind (although enhanced decision making skills will prevent him/her from attempting a dangerous crosswind landing in the first place!). The lessons in this syllabus therefore are all part mission training and part maneuvers training on a sliding scale. None of the lessons in this syllabus are 100 percent mission and none are 100 percent maneuvers. The amount that any lesson is mission-based or maneuver-based is determined by the completion standards of that lesson. 6 P/N

9 Cirrus Pilot Training Course The Pilot In Training Plays a Role in Grading the Lesson Again, the PT will learn how to use Learner Centered Grading through instruction and through participation in a Learner Centered Grading process during the course of this training. Learner Centered Grading means that after each flight, the PT and instructor will have a discussion of the items that were encountered on the flight and each will evaluate the items. The PT will judge her/his own performance. The instructor, likewise, will judge the PT's performance and then the PT and instructor will compare evaluations. There will be items that both the PT and instructor will agree were performed well and others that both agree could use improvement. Inevitably, the PT and instructor's evaluations will disagree. This will be a great opportunity to discuss alternate methods, solutions, and techniques that could have been used by the PT to have produced a more favorable outcome to the lesson. Mission-based flight lessons can have multiple outcomes that are correct. The PT and instructor will discuss if the outcome of the flight was a safe outcome which is the primary concern of any flight. Beyond the basic safety of the flight, the PT and instructor will discuss if the outcome could have been even better optimized. The instructor will use a rubric to grade the lessons based on what is an unacceptable outcome, versus a range of possible acceptable outcomes. This rubric is part of each Learner Centered Grading sheet. Every lesson on this course has a specific Learner Centered Grading sheet in the appendix of the syllabus. The Format of Each Lesson Each lesson in this syllabus will have the same format. The PT and instructor should read through the format information before the flight and as preparation for the flight. Each lesson will consist of: Strand and Lesson Number Lesson Title Designation as a Dual or Solo Flight Lesson, or Ground Lesson The Scenario of the Lesson Scenario Objectives Elements of the Lesson Notes to the PT Completion Standards Training Time Tracking Block What do you Think? questions Get Ready for the Next Lesson tips Learning Objectives/Desired Outcome/Grade Sheet (in appendix) Notes to the Instructor (in margin, Instructor Edition only) Syllabus Shuffle This Cirrus Combination Private Pilot and Instrument Rating course has one more unique feature. It contains five learning strands. The PT does not have to complete each lesson in sequence within a strand. The syllabus is designed to be shuffled and to allow maximum flexibility to meet training constraints. There are some prerequisite lessons that must follow in a particular order, but most lessons can come in any order within each strand. If an instructor and PT had previously completed Lesson 4 and are scheduled for Flight Lesson 5, but the weather at the destination prevents that lesson, the instructor could switch and conduct Lessons 6 through 10. A diagram of each strand and each lesson of the strand is on the following page. The Pilot In Training Plays a Role in Grading the Lesson Intro P/N

10 Intro The Cirrus Pilot Training Course and Syllabus The Cirrus Pilot Training Course and Syllabus Cirrus Pilot Training Course Strand 1 Strand 2 Strand 3 Strand 4 Strand 5 Lesson 1 Ground Lesson Lesson 2 Dual Flight Lesson Lesson 3 Ground Lesson Lesson 4 Dual Flight Lesson Lesson 5 Ground Lesson Lesson 6 Dual Flight Lesson Lesson 7 Dual Flight Lesson Lesson 8 Dual Flight Lesson Lesson 9 Dual Flight Lesson Lesson 10 Dual Flight Lesson Lesson 11 Dual Flight Lesson Lesson 12 Dual Flight Lesson Lesson 13 Dual Flight Lesson Lesson 14 Dual Flight Lesson Lesson 15 Dual Flight Lesson Lesson 16 Dual Flight Lesson Lesson 17 Dual/Solo Flight Lesson 18 Dual Flight Lesson Lesson 19 Solo Flight Lesson Lesson 20 Ground Lesson Lesson 21 Dual Flight Lesson Lesson 22 Ground Lesson Lesson 23 Dual Flight Lesson Lesson 24 Solo Flight Lesson Lesson 25 Solo Flight Lesson Lesson 26 Ground Lesson Lesson 27 Dual Flight Lesson Lesson 28 Dual Flight Lesson Lesson 29 Dual Flight Lesson Lesson 30 Ground Lesson Lesson 31 Dual Flight Lesson Lesson 32 Solo Flight Lesson Lesson 33 Solo Flight Lesson Lesson 34 Solo Flight Lesson Lesson 35 Solo Flight Lesson Lesson 36 Ground Lesson Lesson 37 Dual Flight Lesson Lesson 38 Dual Flight Lesson Lesson 39 Solo Flight Lesson Lesson 40 Dual Flight Lesson Lesson 41 Solo Flight Lesson Lesson 42 Dual Flight Lesson Lesson 43 Dual Flight Lesson Lesson 44 Dual Flight Lesson Note 1: This syllabus does not assume the use of an approved Flight Training Device (FTD), but if an FTD is used in conjunction with this syllabus, 20 hours [(61.65 (e)] that are listed here as Flight Lesson can be substituted for FTD Lessons. The instructor could make these replacements in strands 4 and 5. Note 2: If this syllabus is submitted and approved under Part 141, the Solo/PIC Cross Country time can be reduced potentially eliminating one or more of the VFR Cross Country Block lessons Lesson 45 Ground Lesson Lesson 46 Dual Flight Lesson Lesson 47 Dual Flight Lesson Lesson 48 Dual Flight Lesson Lesson 49 Solo Flight Lesson Lesson 50 Dual Flight Lesson Lesson 51 Solo Flight Lesson Lesson 52 Dual Flight Lesson Lesson 53 Dual Flight Lesson Lesson 54 Dual Flight Lesson Lesson 55 Dual Flight Lesson Lesson 56 Dual Flight Lesson Lesson 57 Dual Flight Lesson Lesson 58 Ground Lesson Lesson 59 Dual Flight Lesson Lesson 60 Dual Flight Lesson Lesson 61 Ground Lesson Lesson 62 Dual Flight Lesson 8 P/N

11 Cirrus Pilot Training Course The Course and Syllabus This syllabus is an FAA Industry Training Standards (FITS) accepted training method and is unique in several ways. First, it is a syllabus that uses real world scenarios as the foundation of the training. Flight maneuvers are still a vital part of flight training and flight maneuvers are a part of this syllabus, but the use of real world scenarios is used to also enhance the pilot's decision making skills. The syllabus presents situations and circumstances that pilots face everyday as learning experiences and lessons. The primary tenet of FITS training is that you prepare for the real world of flying by acting as a pilot while in training. Therefore, throughout the syllabus, the PT will take on different tasks or jobs just as if he/she was already a certificated pilot. The second important unique feature of this syllabus and of FITS training is that it is all competency based. When the PT masters a particular skill area in the syllabus, he/she moves on regardless of how much time it takes to reach that point of mastery. This means that each lesson does not necessarily equal one flight. It may take several flights before the PT masters the elements of the lesson and is ready to move on to the next lesson. Consequently, the amount of total flight hours a PT has when the syllabus is completed may be more than the minimum times listed throughout the syllabus. Please note that FITS training is conducted under the current FAR's. Although philosophically, FITS is competency based, many training organizations must still require their students to meet the FAA minimum training hours. Courses under 14 CFR Part 142 and section (d) may be approved to train to competency and not require a minimum number of hours. Regulations This syllabus is adaptable to 14 CFR Parts 142, 141, or 61. Please refer to the appropriate regulations for your specific curriculum requirements. FITS Terminology Automation Bias The relative willingness of the pilot to trust and utilize automated systems. Automation Competence The demonstrated ability to understand and operate the automated systems installed in the aircraft. Automation Management The demonstrated ability to control and navigate an aircraft by means of the automated systems installed in the aircraft. Automated Navigation Leg A flight of 30 minutes or more conducted between two airports in which the aircraft is controlled primarily by the autopilot and the on board navigation systems. Automation Surprise Occurs when the automation behaves in a manner that is different from what the operator is expecting. Candidate Assessment A system of critical thinking and skill evaluations designed to assess a PT's readiness to begin training at the required level. Critical Safety Tasks/Events Those mission related tasks/events that if not accomplished quickly and accurately may result in damage to the aircraft or loss of life. Data Link Situational Awareness Systems Systems that feed real-time information to the cockpit on weather, traffic, terrain, and flight planning. This information may be displayed on the PFD, MFD, or on other related cockpit displays. Emergency Escape Maneuver A maneuver (or series of maneuvers) performed manually or with the aid of the aircraft's automated systems that will allow a pilot to successfully escape from an unanticipated flight into Instrument Meteorological Conditions (IMC) or other life-threatening situations. The Course and Syllabus Intro P/N

12 FITS Terminology Cirrus Pilot Training Course Intro IFR Automated Navigation Leg A leg flown on autopilot beginning from 500 ft AGL on departure (unless the limitations of the autopilot require a higher altitude) until reaching the decision altitude or missed approach point on the instrument approach (unless the limitations of the autopilot require a higher altitude). If a missed approach is flown, it will also be flown using the autopilot and onboard navigation systems. Light Turbine TAA Jet or turboprop Technically Advanced Aircraft (TAA) certified for single-pilot operations, weighing 12,500 lbs or less, that may be equipped with cabin pressurization, and may be capable of operating in Class A airspace on normal mission profiles. Mission Related Tasks Those tasks required for safe and effective operations within the aircraft's certificated performance envelope. Multi-Function Display MFD Any display that combines primarily navigation, systems, and situational awareness information onto a single electronic display. Primary Flight Display (PFD) Any display that combines the primary six flight instruments, plus other related navigation and situational awareness information into a single electronic display. Proficiency-Based Qualification Aviation task qualification based on demonstrated performance rather than other flight time or experience. Scenario-Based Training SBT is a training system that uses a highly structured script of real world experiences to address flight training objectives in an operational environment. Such training can include initial training, transition training, upgrade training, recurrent training, and special training. The appropriate term should appear with the term Scenario-Based, e.g., Scenario-Based Transition Training, to reflect the specific application. Simulation Training Only Any use of animation and/or actual representations of aircraft systems to simulate the flight environment. PT interaction with the simulation and task fidelity for the task to be performed are required for effective simulation. Single-Pilot Resource Management (SRM) The art and science of managing all resources (both on board the aircraft and from outside sources) available to a single pilot (prior to and during flight) to ensure the successful outcome of the flight is never in doubt. Technically Advanced Aircraft (TAA) A general aviation aircraft that contains the following design features: Advanced automated cockpit with equipment such as an MFD or PFD, or other variations of a glass cockpit, or a traditional cockpit with GPS navigation capability, moving map display and autopilot. It includes aircraft used in both VFR and IFR operations, with systems certified to either VFR or IFR standards. TAA's may also have automated engine and systems management. VFR Automated Navigation Leg A leg flown on autopilot from 1,000 ft AGL on the departure until entry to the 45-degree leg in the VFR pattern. 10 P/N

13 Cirrus Pilot Training Course Training Philosophy FITS Training is a scenario-based approach to training pilots. It emphasizes the development of critical thinking and flight management skills, rather than traditional maneuver-based skills. The goal of this training philosophy is the accelerated acquisition of higher-level decision making skills. The following are such skills that are necessary to prevent pilot-induced accidents: FITS Training Goals Higher Order Thinking Skills Aeronautical Decision Making Situational Awareness Pattern Recognition (Emergency Procedures) and Judgment Skills Automation Competence Planning and Execution Procedural Knowledge Psychomotor (Hand-Eye Coordination) Skills Risk Management Task Management Controlled Flight into Terrain (CFIT) Awareness Previous training philosophies assumed that newly certified pilots generally remain in the local area until their aviation skills are refined. This is no longer true with the advent of Technically Advanced Aircraft (TAA) like the Cirrus. The Cirrus offers superior avionics and performance capabilities that allow us to travel faster and further than their predecessor aircraft. As a result, a growing number of entry-level pilots are suddenly capable of long distance, high speed travel and its inherent challenges. Flights of this nature routinely span diverse weather systems and topography requiring advanced flight planning and operational skills. Advanced cockpits and avionics, while generally considered enhancements, require increased technical knowledge and finely tuned automation competence. Without these skills, the potential for an increased number of pilot-induced accidents is increased. A different method of training is required to accelerate the acquisition of these skills during the training process. Research has proven that learning is enhanced when training is realistic. In addition, the underlying skills needed to make good judgments and decisions are teachable. Both the military and commercial airlines have embraced these principles through the integration of Line Oriented Flight Training (LOFT) and Cockpit Resource Management (CRM) training into their qualification programs. Both LOFT and CRM lessons mimic real life scenarios as a means to expose pilots to realistic operations and critical decision making opportunities. The most significant shift in these programs has been the movement from traditional maneuver-based training to incorporate training that is scenario-based. Maneuver-based training emphasizes the mastery of individual tasks or elements. Regulations, as well as Practical Test Standards (PTS), drive completion standards. Flight hours and the ability to fly within specified tolerances determine competence. The emphasis is on development of motor skills to satisfactorily accomplish individual maneuvers. Only limited emphasis is placed on decision making. As a result, when the newly trained pilot flies in the real world environment, he/she is inadequately prepared to make crucial decisions. Scenario-Based Training (SBT) and Single-Pilot Resource Management (SRM) are similar to LOFT and CRM training. However, each is tailored to the pilot's training needs. These techniques use the same individual tasks that are found in maneuver based training, but script them into scenarios that mimic real life cross country travel. By emphasizing the goal of flying safely, Training Philosophy Intro P/N

14 Teaching Methods Cirrus Pilot Training Course Intro the PT correlates the importance of individual training maneuvers to safe mission accomplishment. In addition, the instructor continuously interjects What If? discussions as a means to provide the trainee with increased exposure to proper decision making. Because the What If? discussions are in reference to the scenario, there is a clear connection between decisions made and the final outcome. The What If? discussions are designed to accelerate the development of decision making skills by posing situations for the PT to consider. Once again, research has shown these types of discussions help build judgment and offset low experience. Questions or situations posed by the instructor must be open-ended (rather than requiring only rote or one-line responses). In addition, the instructor guides the PT through the decision process by: 1) Posing a question or situation that engages the PT in some form of decision making activity. 2) Examining the decisions made. 3) Exploring other ways to solve the problem. 4) Evaluating which way is best. For example, when the PT is given a simulated engine failure, the instructor might ask questions such as, What should we do now? Or, Why did you pick that place to land? Or, Is there a better choice? Or, Which place is the safest? Or, Why? These questions force the PT to focus on the decision process. This accelerates the acquisition of improved judgment, which is simply the decision making process resulting from experience. It is not innate. All of our life experiences mold the judgment tendencies we bring to our flight situations. By introducing decision making opportunities into routine training lessons, we speed up acquisition of experience, thus enhancing judgment. Teaching Methods Scenario-Based Training (SBT) For Scenario-Based Training (SBT) to be effective, it is vital that the PT and the instructor communicate thoroughly before each training flight. Prior to the flight, the instructor will brief the scenario to be planned. The instructor will review the plan and offer guidance on how to make the lesson more effective. Discussion, in part, will reflect ways in which the instructor can most effectively draw out a PT s knowledge and decision processes. This enables the instructor to analyze and evaluate the PT s level of understanding. After discussion with the instructor, the PT will plan the flight to include: Purpose of flight Route to be flown Applicable NOTAMS Scenario destination(s) Desired PT learning outcomes Desired level of PT performance Desired level of automation assistance Possible in-flight scenario changes (during later stages of the program) With the guidance of the instructor, the PT should make the flight scenario as realistic as possible. This means the PT will know where he/she is going and what will transpire during the flight. While the actual flight may deviate from the original plan, it allows the PT to be placed in a realistic scenario. Consider the following example: The instructor provides a detailed explanation on how to control for wind drift. The explanation includes a thorough coverage of heading, speed, angle of bank, altitude, terrain, and wind direction plus velocity. The explanation is followed by a demonstration and repeated practice of a specific flight maneuver, such as turns around a point or S turns across the road, until the maneuver can be consistently accomplished in a safe and effective manner within a specified limit of heading, altitude, and airspeed. At the end of this lesson, the PT is only capable of performing the maneuver. 12 P/N

15 Cirrus Pilot Training Course Teaching Methods Now, consider a different example: The PT is asked to plan for the arrival at a specific uncontrolled airport. The planning should take into consideration the possible wind conditions, arrival paths, airport information and communication procedures, available runways, recommended traffic patterns, courses of action, and preparation for unexpected situations. Upon arrival at the airport the PT makes decisions (with guidance and feedback as necessary) to safely enter and fly the traffic pattern. This is followed by a discussion of what was done, why it was done, the consequences, and other possible courses of action and how it applies to other airports. At the end of this lesson the PT is capable of explaining the safe arrival at any uncontrolled airport in any wind condition. The first example is one of traditional learning, where the focus is on the maneuver. The second is an example of scenario-based training, where the focus is on real world performance. Many developers of flight training have built on the former option. Traditional training methods in many instances are giving way to more realistic and fluid forms of learning. The aviation industry is moving from traditional knowledge-related learning outcomes to an emphasis on increased internalized learning in which learners are able to assess situations and appropriately react. Knowledge components are becoming an important side effect of a dynamic learning experience. Reality is the ultimate learning situation and SBT attempts to get as close as possible to this ideal. In simple terms, SBT addresses learning that occurs in a context or situation. It is based on the concept of situated cognition, which is the idea that knowledge cannot be known and fully understood independent of its context. In other words, we learn better the more realistic the situation is and the more we are counted on to perform. Michael Hebron, a well-known golf instructor, suggests that there is little the expert can do in the way of teaching the learner particular motions of the golf swing. Instead, learning has to be experiential and feedback based; only a handful of basic principles are involved. The same goes, he says, for any and all kinds of learning. It's about learning, not about golf. SBT is similar to the experiential model of learning. The adherents of experiential learning are fairly adamant about how people learn. They would tell us that learning seldom takes place by rote. Learning occurs because we immerse ourselves in a situation in which we are forced to perform. We get feedback from our environment and adjust our behavior. We do this automatically and with such frequency in a compressed time frame that we hardly notice we are going through a learning process. Indeed, we may not even be able to recite particular principles or describe how and why we engaged in a specific behavior. Yet, we are still able to replicate the behavior with increasing skill as we practice. If we could ask baseball slugger Mark MacGuire to map out the actions that describe how he hits a home run, he would probable look at us dumbfounded and say, I just do it. On the other hand, Mark MacGuire could most likely describe in detail the characteristics of every baseball diamond he has played in as well as the strengths, weaknesses, and common practices of every pitcher he faced. Intro P/N

16 Intro Developing Scenario-Based Training Developing Scenario-Based Training Cirrus Pilot Training Course SBT best fits an open philosophy of blended and multiple learning solutions in which change and experience are valued and the lines between training and performance improvement are blurred. For SBT to be effective it must generally follow a performance improvement imperative. The focus is on improved outcomes rather than the acquisition of knowledge and skills. Success requires a blended, performance-based, and reinforced solution. An athletic exercise such as basketball might prove to be a very good example. Clearly, the team's objective is to win, which means scoring more points than the other team. That's the performance objective. Each member of the team also has personal performance goals. The coach can stand at a blackboard and explain defensive and offensive diagrams with players, the rules of the game, and so forth. By doing that, he has identified a set of learning subjects (rules and play patterns) that are best delivered in a traditional fashion. On the other hand, the application of these subjects and the level of proficiency required in their use can only be learned on the court. The scenario in this example is a scrimmage. During a typical scrimmage, experienced players are mixed with non-experienced players and matched against a similarly constituted practice team. The two teams play a game, and the coaches stop the action at appropriate intervals to offer feedback. Learning takes place in a highly iterative fashion often without the player realizing that specific bits of learning are taking place. The scrimmage provides a player with the opportunity to make several decisions, engage in complex and fast-paced behaviors, and immediately see impact. The coach may have some general ideas of basketball in mind and perhaps some specific learning objectives for the day, but in most cases does not know precisely which of them will be addressed during the scrimmage that depends on the flow of practice. Similarly, most flight training consists of both kinds of subjects: those amenable to traditional instructional design techniques and those better approached through SBT. Neither is all that useful without the other. Before a learner can engage in a scenario, he/she needs some basic subject knowledge and skill. However, the strongest adherents of the scenario-based approach suggest very little subject knowledge is needed in order to take advantage of SBT. The main point is that knowledge without application is worth very little. The first step in the scenario design process is to engage a number of subject matter experts (SME) in a series of discovery sessions and interactive meetings for the purpose of identifying issues and learning objectives including higherlevel and performance objectives. With clearly identified learning objectives and appropriate techniques, where to use the information can be specified. In the basketball example, players need some rudimentary knowledge of the game and basic skill in order to make the practice session efficient and effective. Consequently, the required knowledge and skill objects need to be integrated into the actual sessions of practice. So, like a train pulling a number of boxcars, a traditional piece of learning precedes or is integrated into a scenario, with the scenario dictating what information is covered in the traditional piece. If, as described in the scrimmage session above, you don't precisely know what will come up in the practice, you shouldn't waste time in the traditional preparation. It's more efficient to share very basic principles and devote your resources to preparing to teach any situation that may arise. What is important, however, is to establish the boundaries of the scenarios. These are done using performancebased learning objectives (Internalized Responses) as opposed to knowledgebased learning objectives, and are worded as performance objectives rather than skill-based behavior objectives. For example, in the traditional, more repetitive, intensive flight training sessions, objectives are knowledge-based and tend to be specific and limited. On the 14 P/N

17 Cirrus Pilot Training Course Developing Scenario-Based Training other hand, in scenario-based training we are simply trying to determine whether the learner has the minimum necessary knowledge/skill to qualify for the scenario. With scenario-based objectives, we are looking for performance behaviors and indicators of internalized responses, which are usually situational recognition indicators. We can see this clearly illustrated in an automobile driver-training example below. The traditional behavior (skill) objective is knowledge-based and the SBT performance objective is performance-based (responses which are situational recognition indicators). Driving Learning Objectives Intro Knowledge Traditional Behavior (Skill) Drive an automatic shift car on a county road over a three mile route with one RR crossing and two full stops. Maneuver the automobile into a normal parallel parking space between two other cars. Internalized Response Performance Know what a stop sign and a railroad crossing sign look like and what they mean. Describe the correct parallel parking procedure. Scenario- Based Appropriately apply the rules of the road for driving in the local area in moderate traffic. Determine the shortest route and apply the appropriate procedures for driving in heavy and complex traffic conditions. Drive from your garage to the shopping center on the same side of town. Drive from your garage to a specified address in another town over 50 miles away on the Interstate and an expressway system. Scenario design sessions should resemble focus groups in which participants work through a series of issues, from broad scenario outlines to very specific scenario details. Direct participants to address two general areas: content and style. Sessions to determine content usually ask participants to: Share experiences about the subject event Describe desirable outcomes Share best practices or known instances of consistent achievement of the desired outcomes Create indicators of successful outcomes Create strategies expected to lead to successful outcomes Establish descriptions of successful and unsuccessful performance behaviors related to these strategies (note that outcome measures and performance behaviors will constitute the evaluative criteria for assessing performance in the scenario) After the content discussion, ask participants to review the look, feel, and flow of the scenario. This is much like the process used for instructional design. Develop a storyboard with a general beginning and end, using the boundaries established earlier. Talk through the scenario in the session and, through iteration, create a flow script from the results. P/N

18 Developing Scenario-Based Training Cirrus Pilot Training Course Intro Scenarios are meant to be real situations. In an ideal world, an assessment team would evaluate behavior and agree on several critical performance dimensions. The key indicators should come from instructors, in which they also create strategies expected to lead to successful outcomes and establish descriptions of successful and unsuccessful performance behaviors. Outcome measures and performance behaviors will constitute the evaluative criteria for assessing performance in the scenario. Examples of indicators of successful outcomes are whether an airplane arrived and was secured at the destination airport and how safe were all aspects of the flight or were there any regulatory violations. Strategies are clusters of internally consistent behaviors directed toward the achievement of a goal. Performance behaviors are the key behaviors in those strategies. Establishing these dimensions should be a group process and is usually completed in the subject matter expert design session. Review, obtain learner feedback, and revise. All learning, even the most traditional, is iterative. The key to creating a useful scenario is to see it as a learning experience for the designers as well as the learners. This means that results and comments about the learning experience are shared with the SMEs and the designer so that they can review and modify the scenarios as necessary. Obtain open-ended qualitative data from the learner and the Flight instructor about the experience and review the data with the SMEs and the designer. Based on this kind of feedback, scenarios can be revised to better target the learner population. That process mirrors the original design steps. There are some cautions, however, in the revision process. First, there is an old saying: It doesn't take a cannon to blow away a tin can. Basically, revisions should not needlessly complicate the scenario or the technology needed to employ it. It is crucial to weigh the risks of complication against the genuine learning needs. Before any revision, affirm the original purpose statement and the categorization of learning elements. Also, do not let principles and main points become diluted by revisions. It is tempting to add more items and nuances in a scenario, but doing so further complicates the learning process. Save complexity for a full-scale capstone experience. Remember, adding an item in traditional learning complicates the learning process in a linear fashion. In scenarios, complication grows nonlinearly with the addition of learning items. So, beware. A rule of thumb is to reduce rather than increase principles and main points in a revision. Always review success and failure paths for realism. Remember that any change in a scenario item complicates all items on the path following it. Any time a decision node is altered, chances are that the decision nodes and information items following it must change. With every revision, follow and ensure the consistency of associated paths. Finally, remember that traditional learning elements should service the scenario-based learning elements, which are situated in a real context and based on the idea that knowledge cannot be known and fully understood independent of its context. It is essential to place boundaries around scenarios to make the transitions between scenarios and traditional learning as efficient as possible. 16 P/N

19 Cirrus Pilot Training Course Developing Scenario-Based Training The Main Points Scenario-based training (SBT) is situated in a real context and is based on the idea that knowledge cannot be known and fully understood independent of its context. SBT accords with a performance improvement and behavior change philosophy of the learning function. SBT is different from traditional instructional design and one must be aware of the differences to successfully employ SBT. All learning solutions should employ both traditional and scenario-based training. Traditional learning elements should service the scenario-based training elements. It is essential to place boundaries around scenarios to make the transitions between scenarios and traditional learning as efficient as possible. Use interactive discovery techniques with subject matter experts (SMEs) and designers to establish the purpose and outcomes of scenarios create the scenarios and appropriate strategies and performance behaviors, and develop learner evaluation criteria. SBT occurs by following success and failure paths through a realistic situation. Typically, these paths must be limited to stress the main learning objective. Otherwise the scenario can become too complex and unwieldy. Open-ended qualitative learner feedback is key to successful scenario revision, but revisions should not further complicate the scenario unless highly justified. Kindley, R. (2002). Scenario-Based E-Learning: A Step Beyond Traditional E- Learning. Retrieved 02/02/05 from may2002/kindley.html. Intro P/N

20 Intro Single-Pilot Resource Management Single-Pilot Resource Management Cirrus Pilot Training Course The art and science of managing all the resources (both onboard the aircraft and from outside sources) are available to a single-pilot (prior to and during flight) to ensure that the successful outcome of the flight is never in doubt. Most of us remember a favorite instructor from our past that showed us the best way to solve in-flight problems and unforeseen circumstances. The FITS team has combined much of this collective (CFI) body of knowledge with some innovative teaching methods to give pilots practical tools to teach aeronautical decision making and judgment. It is called Single Pilot Resource Management (SRM). SRM includes the concepts of Aeronautical Decision Making (ADM), Risk Management (RM), Task Management (TM), Automation Management (AM), Controlled Flight Into Terrain (CFIT) Awareness, and Situational Awareness (SA). SRM training helps the pilot maintain situational awareness by managing the automation and associated aircraft control and navigation tasks. This enables the pilot to accurately assess and manage risk and make accurate and timely decisions. This is what SRM is all about, helping pilots learn how to gather information, analyze it, and make decisions. Teaching pilots to identify problems, analyze the information, and make informed and timely decisions is one of the most difficult tasks for instructors. By way of comparison, the training of specific maneuvers is fairly straightforward and reasonably easy to understand. We explain, demonstrate, and practice a maneuver until proficiency is achieved. We are teaching the PT what to think about each maneuver and sign him/her off when he/she demonstrates proficiency. Teaching judgment is harder. Now we are faced with teaching the PT how to think in the endless variety of situations he/she may encounter while flying out in the real world. Often, he/she learns this by watching instructors. The PT observes reactions, and more importantly, actions, during flight situations and he/she often adapts the styles of the instructor to his/her own personality. The SRM scenarios, developed by the FITS team, incorporate several maneuvers and flight situations into realistic flight scenarios. The scenarios are much like the Line Oriented Flight Training (LOFT) employed by the major corporate and airline training organizations for years. Pilots in training may range from 100-hour VFR-only pilots, all the way to multi-thousand hour ATP s. The strength of this format is that the participants learn not only from their flight instructor, but from each other as well. The collective knowledge of many pilots, when guided by an experienced CFI, is much greater than the knowledge of each participant, including the flight instructor. In these scenarios, there are no right answers, rather each pilot is expected to analyze each situation in light of his/her experience level, personal minimums, and current physical and mental readiness level, and make his/her own decision. 18 P/N

21 Cirrus Pilot Training Course Single-Pilot Resource Management Single-Pilot Resource Management (SRM) Intro Performance The training task is: Task Management (TM) Standards The PT will: Prioritize and select the most appropriate tasks (or series of tasks) to ensure successful completion of the training scenario. Conditions The training is conducted during: Note: All tasks under SRM will be embedded into the curriculum and the training will occur selectively during all phases of training. SRM will be graded as it occurs during the training scenario syllabus. Automation Management (AM) Program and utilize the most appropriate and useful modes of cockpit automation to ensure successful completion of the training scenario. Note: All tasks under SRM will be embedded into the curriculum and the training will occur selectively during all phases of training. SRM will be graded as it occurs during the training scenario syllabus. Risk Management (RM) and Aeronautical Decision Making (ADM) Consistently make informed decisions in a timely manner based on the task at hand and a thorough knowledge and use of all available resources. Note: All tasks under SRM will be embedded into the curriculum and the training will occur selectively during all phases of training. SRM will be graded as it occurs during the training scenario syllabus. Situational Awareness (SA) Be aware of all factors such as traffic, weather, fuel state, aircraft mechanical condition, and pilot fatigue level that may have an impact on the successful completion of the training scenario. Note: All tasks under SRM will be embedded into the curriculum and the training will occur selectively during all phases of training. SRM will be graded as it occurs during the training scenario syllabus. Controlled Flight Into Terrain (CFIT) Awareness Understand, describe, and apply techniques to avoid CFIT encounters: a. During inadvertent encounters with IMC during VFR flight. Note: All tasks under SRM will be embedded into the curriculum and the training will occur selectively during all phases of training. SRM will be graded as it occurs during the training scenario syllabus. b. During system and navigation failures and physiological incidents during IFR flight. The 5P Check SRM sounds good on paper. However, it requires a way for pilots to understand and deploy it in their daily flights. This practical application is called the Five Ps (5Ps) The 5Ps consist of the Plan, the Plane, the Pilot, the Passengers, and the Programming. Each of these areas consists of a set of challenges and opportunities that face a single pilot and each can substantially increase or decrease the risk of successfully completing the flight based on the pilot's ability to make informed and timely decisions. The 5Ps are used to evaluate the pilot's current situation at key decision points during the flight, or when an emergency arises. These decision points include, pre-flight, pre-takeoff, hourly or at the midpoint of the flight, pre-descent, and just prior to the final approach fix or landing. The 5Ps are based on the idea that the pilots have essentially five variables that impact his/her environment and that can cause the pilot to make a single critical decision, or several less critical decisions, that when added together can create a critical outcome. P/N

22 Single-Pilot Resource Management Cirrus Pilot Training Course Intro The authors of the FITS concept felt that current decision making models tended to be reactionary in nature. A change has to occur and be detected to drive a risk management decision by the pilot. For instance, many pilots ascribe to the use of risk management sheets that are filled out by the pilot prior to takeoff. These catalog risks that may be encountered that day and turn them into numerical values. If the total exceeds a certain level, the flight is altered or cancelled. Informal research shows that while these are useful documents for teaching risk factors, they are almost never used outside of formal training programs. The number of pilots who use them before each and every flight approaches zero. The 5P concept is an attempt to take the information contained in those sheets, and in the other available models, and operationalize it. The 5P concept relies on the pilot to adopt a scheduled review of the critical variables at points in the flight where decisions are most likely to be effective. For instance, the easiest point to cancel a flight due to bad weather is before the pilot and passengers walk out the door and load the aircraft. So the first decision point is pre-flight in the flight planning room, where all the information is readily available to make a sound decision, and where communication and FBO services are readily available to make alternate travel plans. The second easiest point in the flight to make a critical safety decision is just prior to takeoff. Few pilots have ever had to make an emergency take-off. While the point of the 5P check is to help you fly, the correct application of the 5Ps before takeoff is to assist in making a reasoned go/no-go decision based on all the information available. That decision will usually be to go, with certain restrictions and changes, but may also be a no-go. The key point is that these two points in the process of flying are critical go/no-go points on each and every flight. The third place to review the 5Ps is at the mid point of the flight. Often, pilots may wait until the ATIS is in range to check weather, yet at this point in the flight many good options have already passed behind the aircraft and pilot. Additionally, fatigue and low altitude hypoxia serve to rob the pilot of much of his/her energy by the end of a long and tiring flight day. This leads to a transition from a decision making mode to an acceptance mode on the part of the pilot. The last two decision points are just prior to descent into the terminal area and just prior to the final approach fix as preparations for landing commence. Most pilots execute approaches with the expectation that they will land out of the approach every time. A healthier approach requires the pilot to assume that changing conditions (the 5Ps again) will cause the pilot to divert or execute the missed approach on every approach. This keeps the pilot alert to all manner of conditions that may increase risk and threaten the safe conduct of the flight. Diverting from cruise altitude saves fuel, allows unhurried use of the autopilot, and is less reactive in nature. Diverting from the final approach fix, while more difficult, still allows the pilot to plan and coordinate better, rather than executing a futile missed approach. Now lets look in detail at each of the Five Ps. The Plan The Plan can also be called the mission or the task. It contains the basic elements of cross country planning, weather, route, fuel, publications currency, etc. Unlike RM sheets that pilots fill out before a flight, the plan should be reviewed and updated several times during the course of the flight. A delayed takeoff due to maintenance, fast moving weather, and a short notice Temporary Flight Restriction (TFR) may all radically alter the plan. Several excellent flight planning software packages are available that automates this process, allowing the pilot additional time to evaluate and make decisions. Some include real-time and graphical TFR depictions. The plan is not just about the flight plan, but the 20 P/N

23 Cirrus Pilot Training Course Single-Pilot Resource Management entire day s events surrounding the flight and allowing the pilot to accomplish the mission. The plan is always being updated and modified and is especially responsive to changes in the other four remaining P s. If for no other reason, the 5P check reminds the pilot that the day's flight plan is a living document, subject to change at any time. Obviously the weather is a huge part of any plan. The addition of real-time data link weather information gives the TAA pilot a real advantage in inclement weather, but only if the pilot is trained to retrieve and evaluate the weather in real-time without sacrificing situational awareness. And of course, weather information should drive a decision, even if that decision is to continue on the current plan. Intro The Plane Both the plan and the plane are fairly familiar to most pilots. The plane consists of the usual array of mechanical and cosmetic issues that every aircraft pilot, owner, or operator can identity. However, with the advent of the Technically Advanced Aircraft (TAA), the plane has expanded to include database currency, automation status, and emergency backup systems that were unknown a few years ago. Much has been written about single-pilot IFR flight both with, and without, an autopilot. While this is a personal decision, it is just that, a decision. Low IFR in a non-autopilot equipped aircraft may depend on several of the other P s we will discuss. Pilot proficiency, currency, and fatigue are among them. The TAA offers many new capabilities and simplifies the basic flying tasks, but only if the pilot is properly trained and all the equipment is working as advertised. This is an area all pilots are learning more and more about each day. Technically Advanced Aircraft (TAA), especially when used for business transportation, expose the pilot to more high altitude flying, long distance and endurance, and more challenging weather simply due to their advanced capabilities. The traditional IMSAFE checklist is a good start. However, each of these factors must be taken in consideration of the cumulative effect of all of them together and the insidious effects of low altitude hypoxia. An informal survey of TAA pilots show that almost half fly with pulse oxymeters to display the effects of low altitude hypoxia in a graphic manner. The combination of a late night, pilot fatigue, and the effects of sustained flight above 5,000 feet may cause pilots to become less discerning, less critical of information, less decisive, and more compliant and accepting. Just as the most critical portion of the flight approaches (for instance a night instrument approach, in the weather, after a four hour flight) the pilot's guard is down the most. The 5P process emphasizes that the pilot recognize the physiological situation he/she is placing his or herself in at the end of the flight, before he/she even takes off, and continue to update his/her condition as the flight progresses. Once identified, the pilot is in an infinitely better place to make alternate plans that lessen the effect of these factors and provide a safer solution. The Passengers One of the key differences between CRM and SRM is the way passengers interact with the pilot. In the airline industry the passengers have entered into a contractual agreement with the pilots company with a clearly defined set of possible outcomes. In corporate aviation, the relationship between crew and passengers is much closer, yet is still governed by a set of operating guidelines and the more formal lines of corporate authority. However, the pilot of a highly capable single-engine aircraft has entered into a very personal relationship with the passengers, in fact, they sit within an arm s reach all of the time. P/N

24 Single-Pilot Resource Management Cirrus Pilot Training Course Intro It may be easy, especially in business travel, for the desire of the passengers to make airline connections or important business meetings to enter into the pilot's decision making loop. If this is done in a healthy and open way, it is a very positive thing. However, this is not always the case. For instance, imagine a flight to Dulles Airport and the passengers, both close friends and business partners, need to get to Washington D.C. for an important meeting. The weather is VFR all the way to southern Virginia then turns to low IFR as the pilot approaches Dulles. A pilot employing the 5Ps approach might consider reserving a rental car at an airport in northern North Carolina or southern Virginia to coincide with a refueling stop. Thus, the passengers have a way to get to Washington, and the pilot has an out to avoid being pressured into continuing the flight if the conditions do not improve. Passengers can also be pilots. The old joke says that when four CFIs board a light general aviation aircraft, a NOTAM should be posted. There is some truth to this. If no one is designated as pilot in command and unplanned circumstances arise, the decision making styles of four self confident CFIs may come into conflict. Another situation arises when an owner-pilot flies with a former CFI in the right seat on a business trip. Unless a clear relationship is defined and briefed prior to the flight, the owner-pilot may feel some pressure to perform for the Individual Learning Manager (possibly beyond his or her capability), and the Individual Learning Manager may feel inhibited from intervening in small decisions until it is clearly evident that the pilot is making poor decisions. This is actually a CRM situation and requires clear pre-flight understanding of roles, responsibilities, and communication. Non-Pilots can also cause the pilot to review the SRM process. The Pilot Pilots need to be aware that non-pilots may not understand the level of risk involved in the flight. There is an element of risk in every flight. That's why SRM calls it risk management not risk elimination. While a pilot may feel comfortable with the risk present in a night IFR flight, the passengers may not and may manifest this during the flight. The human reaction to fear and uncertainty is as varied as the shapes of our ears. Some become quiet, some talk incessantly, and in extreme cases anger and fear are strongly manifested. This may be the last thing the pilot needs to deal with while shooting the ILS to 400 feet and a mile visibility at midnight. The Programming A pilot employing SRM should ensure that the passengers are involved in the decision making and given tasks and duties to keep them busy and involved. If, upon a factual description of the risks present, the passengers decide to buy an airline ticket or rent a car, then a good decision has generally been made. This discussion also allows the pilot to move past what he or she thinks the passengers want to do and find out what they actually want to do. This removes a load of self-induced pressure from the pilot. The TAA adds an entirely new dimension to the way general aviation aircraft are flown. The Glass Cockpit, GPS, and Autopilot are tremendous boons to reduce pilot workload and increase pilot situational awareness. And frankly, the programming and operation of these devises is fairly simple and straightforward. However, unlike the analog instruments they replace, they tend to capture the pilot's attention and hold it for long periods of time (like a desktop computer). To avoid this phenomenon, the pilot should plan in advance when and where the programming for approaches, route changes, and airport information gathering should be accomplished as well as times it should not. Pilot familiarity with the equipment, the route, the local air traffic control environment, and his/her own 22 P/N

25 Cirrus Pilot Training Course Single-Pilot Resource Management capabilities vis-à-vis the automation should drive when, where, and how the automation is programmed and used. The pilot should also consider what his/ her capabilities are in response to last minute changes of the approach (and the reprogramming required) and ability to make large-scale changes (a re-route for instance) while hand flying the aircraft. Since formats are not standardized, simply moving from one manufacturer's equipment to another should give the pilot pause and require more conservative planning and decisions. Intro P/N

26 Intro The SRM Decision Process The SRM Decision Process Cirrus Pilot Training Course The SRM process is simple. At least five times, before and during the flight, the pilot should review and consider the Plan, the Plane, the Pilot, the Passengers, and the Programming and make the appropriate decision required by the current situation. It is often said that failure to make a decision is a decision. Under SRM and the 5Ps, even the decision to make no changes to the current plan, is made through a careful consideration of all the risk factors present. Example of Single-Pilot Resource Management The teaching of SRM is best accomplished in a seminar environment. Recently, the authors conducted a set of classroom seminars that presented real-time flight scenarios to a room full of qualified pilots of varied experiences. The first scenario presented was a night MVFR/IFR flight from St. Augustine Florida to Washington Dulles Airport. The original plan called for a non-stop flight with a 45-minute fuel reserve. The plane was a well-equipped TAA with a minor navigation light problem that delayed departure by an hour. The passengers were one pilot and one non-pilot. The non-pilot seemed nervous about the trip and a little ill. Both passengers needed to get to Washington DC for an important meeting the next day. The pilot had spent a full day at a flight refresher clinic, including a two-hour flight and a three-hour class, and felt reasonably refreshed at the 5 PM departure time. And finally, the GPS/MFD, the programming, combination looked like it would make the flight a snap. However, there were questions about the currency of the database that required the pilot's attention. The discussion that followed revolved around the reliability of the weather data, the fatigue of the pilot landing at Dulles at 9 PM, alternate ways to get the passengers to their meeting, minimum requirements for aircraft night flight, and a more complete understanding of the benefits and challenges posed by GPS programming and database currency. The 5Ps ensured that each pilot looked at the entire picture prior to making the critical decisions that would lay the groundwork for success or failure over four hours later in Washington. Predictably, the destination weather deteriorated slowly as the flight proceeded northbound. The pilot's fatigue level, low altitude/long duration hypoxia, a succession of minor annoyances caused by the airplane and the passengers, began to become a factor. Again, the pilots applied the 5Ps, and many decided to land short of Washington Dulles, check the weather, and secure a rental car as a backup for the Monday morning meeting (in fact many decided this prior to takeoff). For the purposes of the discussion, this aircraft was equipped with a ballistic parachute system. For those that proceeded to Dulles, the scenario ended with a spatial disorientation incident at 1500 feet, 10 miles short of the airport caused by pilot fatigue, latent hypoxia, and failure to use the autopilot. For many, it was the first time they had considered all the options available, and the criticality of quick and accurate decisions. In the background, another Individual Learning Manager began calling out altitudes and speeds as the aircraft descended to the ground, providing an added dose of realism and pressure. Should the class initiate an unusual attitude recovery, and if it did not work should they attempt another? How much will the passengers help or hinder the pilots thought processes? When, and how, should the ballistic parachute system be deployed, and what are its limitations? This scenario sparked questions about the capabilities and limitations of the autopilot, cockpit automation, and the parachute system. More importantly, it caused the pilots in the room to examine how they should gather critical information, assess the risks inherent in the flight, and take timely action. All agreed that a few accurate decisions before and during the early part of the flight reduced the risk to pilot and passengers. 24 P/N

27 Cirrus Pilot Training Course Learner Centered Grading All these questions were discussed in a lively thirty minute session following the scenario. In this type of SBT, the group discussion is just as important as the actual situation, for it is during the discussion that the pilots are most ready to learn, and begin to develop a mental model of how they might react to situations. Instead of encountering a once in a lifetime, life or death, situation alone on the proverbial dark and stormy night; the participants could examine how the situation had developed, understand the options available to him/her, and begin to develop a general plan of action well ahead of time. Learner Centered Grading The third component of the FITS training method, following each flight scenario, is to use the concept of Learner Centered Grading. Learner Centered Grading includes two parts: learner self assessment and a detailed debrief by the instructor. The purpose of the self assessment is to stimulate growth in the learner's thought processes and, in turn, behaviors. The self assessment is followed by an in-depth discussion between the instructor and the PT which compares the instructor ratings to the PT s self assessment. To improve learning, it is recommended that learners prepare to learn from his/her experiences both before and after key events. This preparation should increase learning and enhance future performance. Pre-briefs are essential for setting goals. During key events, especially those that require high levels of attention, there may be little time for learning; most individuals allocate the bulk of their cognitive resources to performing the actual task. However, they may also dedicate some cognitive resources to self-monitoring, learning, and correction. How facilitation and feedback occur is important to the learning process. In order for feedback to be useful for both informational and motivational purposes, it should be designed systematically. For example, the facilitator (flight instructor) should avoid lecturing the learner, and should withhold his/her observations and opinions of the exercise until the learner has given his/her opinion. The use of closed-ended questions may stymie the usefulness of the feedback process as well, as they encourage one-word yes/no types of answers that do not elicit opinions of performance or suggestions for improvement. It is more effective to use open-ended questions that probe the learner to assess his/her own performance. Allotting enough time for the feedback is also important. Debriefs that are rushed often turn into one-way lectures due to time constraints. Referring to prior pre-briefs when conducting subsequent debriefs provides a sense of continuity, reliability, and consistency, all of which are desirable attributes of a feedback source. Reminding learners of goals and lessons learned from prior exercises helps him/her plan for future events. Learners may also be more receptive to feedback during a debrief if they were appraised of the goal criteria in a pre-brief. The FITS approach utilizes scenarios to teach Single-Pilot Resource Management (SRM) while simultaneously teaching individual tasks such as landings and takeoffs. The authors quickly realized that this required a new approach to the PT s performance measurement. Traditional grading approaches are generally teacher centered and measure performance against an empirical standard. The following is an example of a traditional flight syllabus. Intro P/N

28 Learner Centered Grading Cirrus Pilot Training Course Intro A Traditional Grading Scale Excellent: the PT has performed in an excellent manner Good: the PT has exceeded basic requirements Satisfactory: the PT has met basic standards Marginal: the PT has failed to perform the task standards Unsatisfactory: the PT has demonstrated significant performance difficulties A Traditional Lesson Lesson Tasks Lesson Sub Tasks Lesson Grading Flight Planning Flight Planning Weight and Balance and Aircraft Performance Calculations U, M, S, G, E U, M, S, G, E Normal Pre-Flight and Cockpit Procedures Normal Pre-Takeoff Checklist GPS/Avionics Programming MFD /PFD Setup U, M, S, G, E U, M, S, G, E U, M, S, G, E This type of grading scale is in wide use throughout the aviation training industry. While it appears to be based on published standards, in reality it is often used as a tool to determine PT progress and provide motivation. Thus, on the first lesson a PT may receive an Excellent grade for attempting to plan the flight and accomplishing the weight and balance with a few minor errors. However, by the third flight, that same performance may only earn a Satisfactory grade due to lack of PT progress (note that while performance remained the same, the grade changed). Additionally, the flight instructor awards the grade based on his/her observation of the PT's performance. This observation, while accurate, may not be based on an understanding of the PT's level of knowledge and understanding of the task. Lastly, the PT has been conditioned since grade school to look at grades as a reward for performance and may feel that there is a link between grades earned and his/her selfesteem. In reality, none of this aids PT performance in any meaningful way. The Learner Centered Grading approach addresses the above concerns. First, the grade is now a Desired Scenario Outcome. These outcomes describe PT learning behavior in readily identifiable and measurable terms. They reflect the PT's ability to see, understand, and apply the skills and tasks that are learned in the scenario. For instance, a PT who can explain a successful landing has achieved the basic level of competence to begin the learning process. Once the PT can explain the effect of crosswind and speed reduction on rudder effectiveness, he/she has achieved a level of learning that will allow for meaningful Practice. The Perform level denotes unsupervised practice and self-correction of errors. These grades are equally applicable to the first scenario to the last since they are not lesson dependent. The grade of Manage/ Decide is used solely for SRM grading and the grade of Perform is used solely for task grading. A PT who is becoming proficient at aeronautical decision making and risk management would be graded first at the Explain level, then at the Practice, and finally at the Manage/Decide level. A Manage/Decide or Perform grade does not describe perfection. Rather, these 26 P/N

29 Cirrus Pilot Training Course Learner Centered Grading grades simply show a proficient pilot who corrects his/her own errors so that the outcome of the flight is never in doubt. Realistically, this is the performance level we desire. All pilots make mistakes; it is in learning to identify and correct mistakes that they become proficient pilots. Desired Outcomes The objective of scenario-based training is a change in the thought processes, habits, and behaviors of the PT during the planning and execution of the scenario. Since the training is learner centered, the success of the training is measured in the following desired PT outcomes. (a) Maneuver Grades (Tasks) Describe: at the completion of the scenario, the PT will be able to describe the physical characteristics and cognitive elements of the scenario activities. Instructor assistance is required to successfully execute the maneuver. Explain: at the completion of the scenario the PT will be able to describe the scenario activity and understand the underlying concepts, principles, and procedures that comprise the activity. Significant instructor effort will be required to successfully execute the maneuver. Practice: at the completion of the scenario the PT will be able to plan and execute the scenario. Coaching, instruction, and/or assistance from the CFI will correct deviations and errors identified by the CFI. Perform: at the completion of the scenario, the PT will be able to perform the activity without assistance from the CFI. Errors and deviations will be identified and corrected by the PT in an expeditious manner. At no time will the successful completion of the activity be in doubt. ( Perform will be used to signify that the PT is satisfactorily demonstrating proficiency in traditional piloting and systems operation skills.) Not Observed: Any event not accomplished or required. (b) Single-Pilot Resource Management (SRM) Grades Explain: the PT can verbally identify, describe, and understand the risks inherent in the flight scenario. The PT will need to be prompted to identify risks and make decisions. Practice: the PT is able to identify, understand, and apply SRM principles to the actual flight situation. Coaching, instruction, and/or assistance from the CFI will quickly correct minor deviations and errors identified by the CFI. The PT will be an active decision maker. Manage/Decide: the PT can correctly gather the most important data available both within and outside the cockpit, identify possible courses of action, evaluate the risk inherent in each course of action, and make the appropriate decision. Instructor intervention is not required for the safe completion of the flight. Not Observed: Any event not accomplished or required. Grading will be conducted independently by the PT and the instructor, and then compared during the post-flight critique. Learner Centered Grading (outcomes assessment) is a vital part of the FITS concept. Previous syllabi and curriculum have depended on a grading scale designed to maximize PT management and ease of instructor use. Thus the traditional: excellent, good, fair, poor or exceeds standards, meets standards, needs more training often meet the instructor's needs but not the needs of the PT. The Learner Centered Grading described above is a way for the instructor and PT to determine the PT's level of knowledge and understanding. Perform is used to describe proficiency in a skill item such as an approach or landing. Manage-Decide is used to describe proficiency in the SRM area such as ADM. Intro P/N

30 Learner Centered Grading Cirrus Pilot Training Course Intro Describe, explain, and practice are used to describe PT learning levels below proficiency in both. Grading should be progressive. During each flight, the PT should achieve a new level of learning (e.g. flight one, the automation management area, might be a Describe item by flight three a Practice item, and by flight five a Managedecide item. An Example of Learner Centered Grading Immediately after landing, and before beginning the critique, flight instructor Linda asks her PT Brian to grade his performance for the day. Being asked to grade himself is a new experience but he goes along with it. The flight scenario had been a two-leg IFR scenario to a busy class B airport about 60 miles to the east. Brian had felt he had done well in keeping up with programming the GPS and the MFD until he reached the approach phase. He had attempted to program the ILS for runway 7L and had actually flown part of the approach until ATC asked him to execute a missed approach. When he went to place a grade in that segment he noticed that the grades were different. Instead of satisfactory or unsatisfactory he found, Describe, Explain, Practice, and Perform. He decided he was at the Perform level since he had not made any mistakes. When Linda returned, Brian discovered that she had graded his flight as well, with a similar grade sheet. Most of their grades appeared to match until the item labeled programming the approach. Here, where he had placed a Perform Linda had placed an Explain. This immediately sparked a discussion. As it turned out, Brian had selected the correct approach, but he had not activated it. Before Linda could intervene, traffic dictated a go-around. Her explain grade told Brian that he did not really understand how the GPS worked and he agreed. Now, learning could occur. In the following table, the desired outcome denotes a PT near the beginning of training and the grades reflect proficiency of the PT to an expected level of performance in each of these areas. These grades are not self-esteem related since they do not describe a recognized level of prestige (such as A+ or Outstanding ), rather a level of performance. You can't flunk a lesson. However, you can fail to demonstrate the required flight and SRM skills. By reflecting on the lesson and grading his/her own performance, the PT becomes actively involved in the critique process. PT participation in the process also reduces the self-esteem issue. But most importantly, this establishes the habit of healthy reflection and self-criticism that marks most competent pilots. Learner Centered Scenario Grading-Desired Outcome Scenario Activities Scenario Sub Activities Desired Scenario Outcome Flight Planning Normal Pre-Flight and Cockpit procedures Scenario Planning Weight & Balance and Performance Calculations Pre-flight SRM Briefing Decision Making and Risk Management Normal Pre-Takeoff Checklist Procedures GPS Programming MFD Setup PFD Setup Perform Perform Perform Explain/Practice Perform Explain/Practice Practice Explain/Practice Engine Start and Taxi Procedures Engine Start Taxi SRM/Situational Awareness Perform Perform Explain/Practice 28 P/N

31 Cirrus Pilot Training Course: Lesson 1 Strand One Lesson 1: Getting Started Ground Lesson Lesson Time: Approximately 3.0 hours Conducted in Two or More Sessions Overview You are a student pilot beginning your training to become a Private Pilot with an Instrument Rating; its more than that. You are going to train in one of the most advanced aircraft that has ever been built The Cirrus. In the 1990's it would have been impossible to have this technology available to people who were just learning to fly. The technology that did exist in aircraft then were utilized by only airline and military pilots not beginners. Today we are the beneficiary of a true revolution in general aviation.the new technologies that now are available in the Cirrus aircraft mean that pilots of today are much more than just stick and rudder operators, we must become information and systems managers. The Cirrus aircraft offers a level of information and safety that pilots only a short time ago could only have dreamed of but there can be a gap between the available safety that the Cirrus offers and the actual safety that a pilot enjoys. To narrow that gap and take the fullest advantage of today's technology, pilots must understand how their technology works and how to apply it in the real world. The first lesson of your adventure in the Cirrus Combination Private Pilot and Instrument Rating Syllabus is to work on the ground to become familiar with the airplane's systems, the technology available, and the way in which this syllabus will be taught. If you have not already done so, read the section in the introduction section of the syllabus that explains the FAA's Industry Training Standards (FITS). FITS is a new way to teach general aviation pilots to fly and we think that this method matches perfectly with the new technology of the Cirrus aircraft. The instructor will explain your role before, during, and after each lesson with Learner Centered Grading. Then, it's on to the airplane's technology itself. The term Technically Advanced Aircraft (TAA) is defined as an aircraft that has a Global Positioning System (GPS), a computerized moving map that uses the GPS and an autopilot. Your Cirrus airplane is therefore a super TAA! It will become very important that you learn how the systems operate and how to use them. Research has shown that a little time on the ground learning the systems is paid back several times over in reduced time in the air learning and increased safety while in the air. It is just like any new software program you get you need a little time getting comfortable. Your instructor will help you get comfortable by getting time with the system. This practice could be on a computer, in a flight simulator, in the actual airplane, or all three. Let's get started! Lesson Objective The purpose of this lesson is to provide the PT with an overview of the Combination Private Pilot and Instrument Rating Course (Airplane), the method of training that will be used, and the technology that is specific to the Cirrus aircraft. This lesson will also include discussions on the use and understanding of the Private Pilot Certificate, Private Pilot Airplane Practical Test Standards, and the Instrument rating Airplane Practical Test Standards and the Safety Policies and Procedures. Getting Started Strand 1: Notes to Instructors The goals of Strand 1 include the basics of flight and getting familiar with the airplane. Since the airplane is a TAA another goal is to become familiar with the systems of the airplane. Basic attitude instrument flying is introduced in Strand 1 and this is different than what you would see in a traditional syllabus. The Private and Instrument Combination syllabus however takes advantage of the Cirrus high tech systems that tend to blend VFR and IFR. We want the student to learn all the capabilities of the airplane from the start without separating out VFR capabilities from IFR capabilities. The major goal of Stand 1 is have the student meet all the requirements of and fly solo. Lesson 1: Getting Started This is your first time with the student for what we hope will be a long term relationship, so do everything you can to put the student at ease. It took a lot of courage for him/her to make a final decision to get started. Many have waited years for the opportunity, so do a great job. Avoid a lot of the aviation jargon that we are so proud of explain the terms that you use. Don't assume that the student knows the terms in advance. Students are often reluctant to ask many questions, so try to answer their questions before they ask with thorough discussions of everything. Spend some time discussing the FITS method and the whole idea of the Scenario-Based Training. Explain the Learner Centered Grading concept and how you both will use the Learning Objectives / Desired Outcomes Grade Sheet at the end of each lesson. Discuss with the student about how the course and lessons work. Proceeding from one lesson to the next is based on how quickly he/she learns and masters the elements of each lesson. For that reason one lesson is not always equal to one flight. Students all learn at different paces. Some students may take three flights to complete one lesson, others may have met the completion standards of a lesson in 30 minutes and so you move on to elements of the next lesson. Talk about the unique feature of this course that allows you to shuffle the lessons. Many lessons do follow in a sequence where the learning of the next lesson relies on the skills mastered in a previous lesson, but there is flexibility. If a student is planning to take a VFR solo flight on a Saturday, but the forecast doesn't look like that is possible, switch over and conduct an IFR lesson from another part of the course. The lessons do not follow a strict order, especially in the middle and later strands, so use 1 P/N

32 Getting Started Cirrus Pilot Training Course: Lesson 1 1 good judgment and avoid delays in the Completion Standards student's training by making progress somewhere in the syllabus every chance you can. Plan on spending time with the student and the airplane's computer systems. Use whatever resources your flight school has available: online tutorials, computer programs, flight training devices, and/or the actual airplane. A very effective way to get past the knobology learning curve is to hook up the airplane to ground power and sit with the actual equipment learning its tricks. Don't fly too early before this important step is taken. The frustration level is high and the safety margin is low when you jump in the airplane right away and expect the student to hunt and peck unfamiliar buttons and knobs while everything else about a first flight is also going on. If possible, take advantage of a day when the weather will not allow a flight anyway. Invite the student out to the airport, pull the airplane in a hangar (again if that is possible) and conduct a cockpit and systems familiarization lesson and a pre-flight inspection lesson. This will really pay off when the weather is suitable and these vital but preliminary tasks are complete. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The PT will understand the basic outline of the Private Pilot Certification Course, the role of the Safety Policies and Procedures, and the Aviation Safety Program within his/ her training. Additionally, the PT will be able to identify major components of the aircraft and aircraft systems including the use of the advanced technology systems. Part One: Introduction to Scenario-Based Training Purpose: The purpose of this lesson is to introduce to the PT to the method of training used in this course. Once flight training was just a series of maneuvers that had little (if any) real world application. The FAA Industry Training Standards (FITS) is a program that uses three specific tenets: Scenario-Based Training, Learner Centered Grading, and Single-Pilot Resource Management. The FITS method of training and the high technology of the Cirrus airplane is a perfect match. In the information age we must train like we fly and fly like we train. Part Two: Introduction to the Cirrus Equipment Purpose: The purpose of this lesson is to introduce the PT to what the technology is. The intended applications of the equipment, as well as its limitations will also be introduced. What is a PFD? The Primary Flight Display is the product of a true revolution in general aviation. The PFD replaces the round dial gauges that were in use since the 1920's. What is the MFD? The Multi-Function Display is a technological advancement that provides a display that integrates many of the navigation needs in an easy and suitable package. Not only does the MFD provide the pilot with map displays, but it can also alert the pilot to traffic, terrain, and weather information. One of the primary applications of the MFD is to improve a pilot's situational awareness. The MFD can track and identify other aircraft with the proper equipment, as well as help maintain situational awareness. Another application of the MFD is to aid a pilot in navigation. With this system pilots can access accurate moving map displays along their intended flight path. In addition, other pertinent information to the flight may be displayed such as weather along the route, terrain that may be encountered, and traffic. The MFD is not designed nor is it intended to replace the pilot's responsibility to maintain situational awareness. The pilot will still be responsible for maintaining separation from other aircraft. The MFD is another form of navigation aid but does not provide conflict resolution for weather, traffic, or terrain. Part Three: Equipment sometimes called Knobology Purpose: The purpose of this is to introduce the PT to the primary components involved with the equipment. Hard Keys: These are the keys that possess designated functions that do not change with the menu or programming features being accessed. The manufacturer of the equipment designates which keys are hard keys and what function they will perform. Typically hard keys can only access one function, regardless of what menu or function is currently in use. Soft Keys: Soft Keys also contain designated functions, but the functions will change depending upon the menu item or function that is currently being accessed. 30 P/N

33 Cirrus Pilot Training Course: Lesson 1 Function: Shows the available functions. Menu/Enter: Menu options that are typically available include moving map displays, flight planning, and barometric pressure setting for the aircraft s current location. This key shows the options for each function. Displays: Displays typically pair with information contained in the data card and GPS systems. Displays can be as detailed as airport maps to assist the pilot taxiing at an unfamiliar airport to a terrain map comparable to the pilot's choice of a VFR chart or low level Instrument chart. Line Select: The selection of line items typically involves the use of the Soft Keys. The line items will vary from one menu to the next, and dependent upon the menu being accessed, the key used to select a line item will vary. Part Four: Flight Planning Purpose: The purpose of this lesson is to introduce the PT to the basic steps required in programming a flight plan into the equipment. This lesson will not address each individual step involved in planning a flight from beginning to end, but those items that the equipment will need for the most basic flight plan. Proper pre-flight planning and briefing procedures are necessary for any flight. After having completed weight and balance, fuel computations, and estimated time en route in the pre-flight, this information will need to be programmed into the computer system onboard the aircraft. While programming the route of flight, communication and navigation frequencies should also be entered to aid the pilot in reducing his/her workload during the flight. This reduced workload is intended to enhance the pilot's situational awareness during the flight. Part Five: Terminology Purpose: The purpose of this lesson is to introduce the PT to the manufacturer-specific terminology used with their equipment. Part Six: Symbology Purpose: The purpose of this lesson is to introduce the PT to the most common visual features and symbology used by MFD equipment. It is important to note that some visual alerts will vary not only in color, but by the actual symbol used from one manufacturer to the next. Part Seven: Data Card Purpose: The purpose of this lesson is to introduce the PT to the function and importance of the Data Card to the system. The Data Card contains information such as map data, and should be checked for currency. Much like VFR or Instrument charts, Data Cards do expire and must be kept current to ensure the pilot has the most up to date and correct information available. Check with the individual manufacturer to locate information regarding the expiration date or status of the Data Card. The Data Card can be easily removed and installed on most systems. A typical configuration consists of a data card ejector button. After the data card has been released, pull it straight out of the slot. When installing the new data card do not touch the connector end of the card, push the data card straight into the slot until it is flush or slightly recessed with the face plate. Getting Started 1 P/N

34 Getting Started Cirrus Pilot Training Course: Lesson 1 1 Part Eight: Privileges of a Private Pilot with Instrument Rating Purpose: The purpose of this lesson is to introduce the PT to the privileges of becoming a Private Pilot with an Instrument Rating. The Cirrus airplane and the Private Pilot Certificate with an Instrument Rating open the door to point-to-point travel that will be beneficial to your business, your family, your freedom, your life style, and your fun. FLIGHT / GROUND TIME RECORD LESSON #1 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 3.0 Grd Trng Total Flight This Lesson Previous Lesson 0.0 New Total Planned Total 3.0 What Do You Think? You now have seen the technological wonder that is a Cirrus airplane. Jot down the three most interesting things you learned from Lesson 1. Get ready for Lesson 2 The next lesson is the first flight in the Cirrus airplane and it is sure to be memorable. It may seem that many things are going on all at the same time and all too fast to take in that is a normal feeling on a first flight. You will be able to get the most out of this flight if you look over and practice normal checklists from the Cirrus Pilot's Operating Handbook. You should also review the syllabus for Lesson Two content including taxiing or surface operations, including runups; effect and use of controls; straight and level, climbs, turns, and descents; aerodynamics demonstration. Use these resources: Pilot's Operating Handbook, Flight Operations Manual, and Airplane Checklist. 32 P/N

35 Cirrus Pilot Training Course: Lesson 2 Lesson 2: Introduction to the Airplane and Fundamentals Of Flight Dual Flight Lesson Lesson Time: 1.0 hour Flight Training / 1.0 hour Ground Training Scenario You and a friend want to go to a town nearby to see your daughter play in the state softball tournament. Your plan is to land two hours before game time in order to allow enough time for lunch. Scenario Objective The purpose of this lesson is to introduce the airplane cockpit and fundamental flight maneuvers. In addition, the PT will practice normal checklist procedures. Key Elements of the Lesson Use of checklists Pre-flight inspection of the airplane Cockpit and systems familiarization Engine Start procedures and safety Taxiing Takeoff and climb The Four Fundamentals of Flight: Climbs, Turns, Descents and Straight and Level Navigating to the baseball game Traffic Pattern Landing Engine shutdown procedures and safety Notes to PT The first flight is always a rush of information. At times it will feel that things are happening faster than you can keep up with - but that feeling will pass as you get comfortable and familiar with what is going on. Your Instructor will do most of the work this time, but this lesson is not a ride. You are going to actually fly the airplane - probably more that you originally thought. Don't get overwhelmed because you don't need to know everything there is to know all at once. Relax and have some real fun flying an airplane that others only dream of! Completion Standards The instructor will guide the student through a pre-flight airplane inspection and cockpit familiarization. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and when the PT is able to conduct normal checklist procedures with little input from the instructor. Introduction to the Airplane and Fundamentals Of Flight Lesson 2: Notes to Instructors Conduct the first flight much as you would any introductory lesson. Select a nearby airport, 25 nm or less that can be used as the destination of the baseball game in the scenario. Pre-flight Discussion Discuss the scenario and how normal operations such as checklist usage and basic flight maneuvers are used on dayto-day flights like this one. Ask the student to locate your destination airport on a map and give basic navigation ideas on how to get there. Can we follow a highway? Ground Ops: Show the student how to input a basic flight plan in the GPS. Guide the student through normal checklist procedures. Home airport Departure: Conduct a normal takeoff and climb, show the effects of coordinated and uncoordinated climb. Level off and Cruise: Level off at a suitable altitude that gets you going toward the destination airport, do the cruise checklist, and trim. Discuss how to maintain straight and level flight. Show effects of elevator input and discuss aircraft stability Show effects of turns (shallow, medium, and steep) and how to keep those turns level. Use visual landmarks on the ground (highways, rivers, lakes, etc) to help navigate to the destination airport. This will require the student to look outside the airplane. Discuss the importance of a visual scan of the sky and the see-andavoid concept. Approach and Arrival at Destination Airport: Start the descent checklist, get ATIS, and contact approach if applicable. Show effect of descent with and without power. Enter the traffic pattern and talk about the legs of the pattern Add flaps on final and discuss effects of each additional setting. Make a normal full stop landing. Taxi to the ramp and complete all appropriate checklists. Emphasize that the mission is complete we made a routine flight from A to B and are now headed to the baseball game. On the return flight use the GPS to help navigate back home. Have the student practice the Four Fundamentals: climbs, turns, descents, and straight and level. 2 P/N

36 Introduction to the Airplane and Fundamentals Of Flight Cirrus Pilot Training Course: Lesson 2 2 FLIGHT / GROUND TIME RECORD LESSON #2 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Give three descriptive words that explain your first flight. Here is one to start with: Wow! Get Ready for Lesson 3 In the next lesson you will get to know your airplane even better. It is very important in such an advanced airplane to understand how everything works. Review the syllabus for the elements of Lesson 3 and study the Pilot's Operating Handbook. 34 P/N

37 Cirrus Pilot Training Course: Lesson 3 Lesson 3: How The Airplane's Systems Work Ground Lesson Lesson Time: 2.0 hours Lesson Objective Introduce PT to aircraft systems and emergency procedures. Key Elements of the Lesson Aircraft systems Engines and power plant Ignition systems Fuel systems Propellers Electrical system Autopilot Pitot static system Gyroscopic instruments Primary Flight Display Multi-Function Display Magnetic compass The CAPS System The AmSafe System Partial panel, loss of primary instruments Recovery from unusual attitudes Engine power loss, full or partial Notes to PT Many students come to flight training with a basic understanding of how things work and they are fascinated by parts and systems and how it all works together. Other students are not. Some students can take a carburetor apart and put it back together blindfolded and others can't remember which side of their car the gas goes in. Either way, developing a working knowledge of the airplane's systems will make your flying more enjoyable and safe. Please ask questions on this lesson more than others; your instructor will pace this lesson to what you already know and what you still need to know. It is also a great idea to get to know the people that maintain the airplane. Spend some time looking over their shoulders and asking questions. Completion Standards The PT will demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering instructor's questions on lesson content. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. How The Airplane's Systems Work Lesson 3: Notes to Instructors Plan on spending time in this ground lesson that matches the student's needs. As it says in the notes to students, there will be a wide variety of background knowledge on mechanical systems that students bring. Some can troubleshoot complicated systems and have been doing so there entire lives while others don't know which end of the screwdriver to use. Be patient. We know that systems knowledge now will make it easier for the student to understand what is going on and ultimately the students will be more safe. 3 P/N

38 How The Airplane's Systems Work Cirrus Pilot Training Course: Lesson 3 3 FLIGHT / GROUND TIME RECORD LESSON #3 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 Grd Trng Total Flight This Lesson Previous Lesson New Total Planned Total What Do You Think? List at least five items that were learned today from Lesson Three (3) that you never knew before: Get Ready for Lesson 4 Lesson Four will deal with the airplane s weight and balance calculations as well as its performance. Take a look at the Pilot Operating Handbook and find information together with the charts that go with weight and balance calculations and performance tables. Pick three family members and fill out the weight chart you will see in the next lesson. 36 P/N

39 Cirrus Pilot Training Course: Lesson 4 Lesson 4: School Shopping Dual Flight Lesson Lesson Time: 1.5 hours Flight Training / 1.0 hour Ground Training Scenario You and three family members are planning on flying to a nearby city and shop for the upcoming school year at an outlet mall. The plan is to fly to the airport where a friend will meet you and take you to the mall. Family Member s Coming On Trip Name/Relation Weight in lbs Scenario Objective The purpose of this lesson is to introduce the student to pre-takeoff procedures and raise awareness of risk assessment. Key Elements of this Lesson Obtaining weather information Calculating weight and balance for the airplane Predicting the performance of the airplane Using the autopilot properly Decision making, situational awareness, and dealing with Risk Factors Notes to the PT This scenario is typical of how the airplane can be used to make best use of your time, but there are some hidden factors within this scenario. Work with your instructor to calculate the weight and balance of the airplane with you and three family members. Then consider the weight of the airplane after your school shopping spree. After you make your purchases you will have to carry those packages home in the airplane and those packages will weigh something. How much additional weight can you carry home? Will you need to buy fuel for the return trip? If not, the airplane will already weigh less on the flight home can the weight of the fuel that was burned offset the weight of the packages? Completion Standards The instructor will guide the student through weather briefings, pre-flight planning, and risk assessment. This lesson will be complete when the PT a) is able to meet the desired outcomes indicated by the Learner Centered Grade sheet for this lesson, b) is able to calculate weight and balance and aircraft performance with assistance from the instructor, and c) has completed personal minimums based on risk assessment. School Shopping Lesson 4: Notes to Instructors Using the scenario, walk the student through proper pre-flight planning. Select an airport that is approximately 25 nm away from the home airport. Weather Briefings (Outlook and Normal) Discuss what action might be taken if you knew about this flight several days before the trip. If you wanted a briefing the night before, which type would you request, and how? Have the student obtain a weather briefing over the phone from a pre-flight briefer. Weight and Balance Assign an aircraft tail number and have the student calculate a weight and balance using estimated family member weights. Discuss the CG envelope and how they can add, remove, or shift weight to get the aircraft within limits. Have the student calculate how much additional weight can be added to the airplane and where it could be placed for the return trip. Will we have to add fuel in order to get home? If not, can the weight of the fuel that was burned on the way to the destination be replaced by the weight of school clothes on the way home? The reason for the flight is to go school shopping, so just how much extra weight can be purchased at the outlet mall? Performance Have the student calculate appropriate performance numbers and discuss variables that might affect that performance. For example: If the wind was 230 at 12, how will our takeoff and landing distances change? What if the elevation was 4730 ft MSL? What if the temperature is 30 C? Be sure to discuss with the student the accuracy of performance calculations, and how manufacturers calculate performance. Risk Assessment Discuss proper risk assessment and the factors that might influence his/her decisions. For example, if the sky is overcast at 1500 ft, with 7 SM visibility, how will this affect his/her go/no-go decision? Would their risk assessment change if a good airline pilot friend (with lots of B-777 experience) was going to make the trip with him/her? If this airline pilot friend was pressing you to go, how might that affect your decision-making? Introduce the student to risk assessment tools such as the PAVE acronym and Personal Minimums. Hazardous Attitudes Use NTSB accident reports, other incident reports, or personal experiences 4 P/N

40 School Shopping Cirrus Pilot Training Course: Lesson 4 4 to relate how hazardous attitudes influence aeronautical decision making. Abbreviated Briefing Once the discussion of pre-takeoff procedures is complete, simulate the need for an up-date on the current weather. What type of weather briefing should we ask for? Discuss the advantages of an abbreviated briefing, then have the student obtain one. FLIGHT / GROUND TIME RECORD LESSON #4 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Three things I learned from Lesson 4 that I did not anticipate: Get Ready for Lesson 5 Lesson 5 is a ground session on basic aerodynamics. Read up on the forces acting on an airplane in-flight. What is the science behind what allows an airplane to fly? 38 P/N

41 Cirrus Pilot Training Course: Lesson 5 Ground Lesson Lesson Time: 2.0 hours Objective Lesson 5: Basic Aerodynamics Introduce PT to basic aerodynamics and private pilot ground reference maneuvers. Key Elements of the Lesson Basic Aerodynamics Four forces of flight Stability (three axes of flight, center of gravity, longitudinal, lateral, directional stability) Stalls Slow flight Spin awareness Left turning tendencies Load factor Turning flight Ground effect Ground Reference Maneuvers Rectangular course Turns around a point S-turns Notes to the PT All the lessons are important, but none more so than learning the science behind what allows an airplane to fly and all the factors pertaining to turns, forces in-flight, and stalls (loss of lift). Ask many questions. Draw some diagrams of the forces acting on an airplane in-flight. Use a model airplane and walk around the room to act out the Ground Reference maneuvers. Completion Standards: The PT will demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering instructor's questions on lesson content. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. Basic Aerodynamics Lesson 5: Notes to Instructors Aerodynamics can be tough to teach, especially to those who have not been good at or interested in physics. Use many visual aids, diagrams, illustrations, and real world applications of the principles involved with the forces on the airplane in-flight, turns, stalls, and spins. 5 P/N

42 Basic Aerodynamics Cirrus Pilot Training Course: Lesson 5 5 FLIGHT / GROUND TIME RECORD LESSON #5 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson Grd Trng Total Flight New Total Planned Total What Do You Think? I thought I knew why an airplane flies, but here are three misconceptions that I corrected from what I learned in Lesson 5: Get Ready for Lesson 6 In Lesson Six you will get a look at the utility of your airplane. We often combine flight skills with useful purposes. Read about GPS navigation and airport traffic patterns. 40 P/N

43 Cirrus Pilot Training Course: Lesson 6 Lesson 6: Hail Damage Survey Flight Dual Flight Lesson Lesson Time: 1.5 hours Flight Training / 1.0 Ground Training Scenario You are a crop insurance claims adjuster and a client of yours has had hail damage to a field in a nearby town. You will fly to the town and while en route you will survey his field by air to assess the damage. After discussing the claim with the client, you will return. Scenario Objective The purpose of this lesson is to review the listed maneuvers and procedures in an aircraft and introduce the elements associated with conducting flight within airport traffic patterns and approach to landings. Key Elements of the Lesson Navigation to a farmer's field for aerial inspection Use of the Autopilot Operating the airplane at a safe altitude while maneuvering Traffic Pattern entries Wake Turbulence Avoidance Wind Shear Avoidance Introduction to an Instrument Approach Landing practice Notes to the PT This flight is great because it combines so many skills that you have, up until now, worked on individually. To inspect a farmer's field you must be able to maneuver the airplane safely by using objects on the ground. This can be difficult if it is windy. The wind will try to push you away from the object, but pilots must fly as if they can see the wind or at least its effects. The wind correction skills needed to conduct Ground Reference maneuvers are the same skills needed to fly an airport traffic pattern after all the runway is an object on the ground that we must maneuver around and to. Finally on this lesson we see the great capability of your airplane to fly even without visual reference to the ground by introducing an Instrument Approach. This first Instrument Approach will probably still be done visually so you can see how it works, but soon you will do it without looking! Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and when the PT a) can track a straight line and conduct traffic pattern procedures with instructor guidance, b) is able to conduct normal checklist procedures with little input from the instructor, c) is able to maintain directional control at all times during the takeoffs and landings with instructor guidance, d) is able to identify and avoid areas of possible wake turbulence and windshear with instructor guidance, e) maintains continuous vigilance for other aircraft with extra precautions taken in areas of congested traffic, f) is able to maintain altitude ±250 feet, airspeed ±20 knots, heading ±30 degrees, and roll out on headings within ±30 degrees of that desired while conducting fundamental flight maneuvers. Hail Damage Survey Flight Lesson 6: Notes to Instructors Select an airport that is approximately 25 to 30 nm from the departure/home airport. Also select a point on the chart (a grass runway is great for this) that can serve as the farmers field to be inspected. The farmer's field needs to be close to the destination airport. The flight over the farmer's field is actually a Ground Reference maneuver. When teaching Ground Reference maneuvers emphasize the reason that we do these maneuvers in the first place: (1) to gain perspective and be able to judge distances from approximately 1,000 feet AGL - like the height of a typical traffic pattern, (2) to learn to divide our attention inside the airplane to maintain altitude and outside the airplane to maintain the proper distance from the ground reference, and (3) to compensate for wind drift. Have the student walk around the room with an airplane model and act out these maneuvers. Ground Ops Guide the student through obtaining a weather brief, pre-flight planning, and risk assessment. Discuss the scenario during the pre-flight discussion, showing where the hail-damaged field is (possibly a grass runway). Show the student how to obtain info on their planned destination using the AFD. Leg 1: Departure - Destination Departure Conduct a normal takeoff and climb out. En Route Review basic aircraft handling introduced in Lesson 2. After level off, discuss and demonstrate how to track a straight line to the farmer's field (appropriate point on map). Discuss scanning techniques and how to avoid other aircraft. Pretend you see an aircraft converging straight on challenge student to take appropriate action. Discuss aerodynamic effects of whatever maneuver was executed. Once over the target field, make several turns to survey suspected damage and practice aircraft maneuvering. Perform a Turn Around a Point maneuver over the field. Tempt the PT into flying too low hopefully the PT will over rule you and remain at a safe altitude. Proceed to destination. Destination Airport Listen to the ASOS and CTAF. Discuss current traffic and weather situation. Complete the appropriate pattern entry and full stop landing. If time allows, taxi to the ramp for validation of scenario. Observe other aircraft in the pattern and discuss separation standards and wake turbulence separation. Taxi out for takeoff and practice normal takeoff and landings while time and fuel permit. 6 P/N

44 Hail Damage Survey Flight Cirrus Pilot Training Course: Lesson 6 6 Demonstrate and discuss methods for wake turbulence avoidance. Leg 2: First Destination Departures Conduct a normal takeoff and climb out. En route Practice maneuvers previously introduced as per the syllabus to ensure student understanding. On the way home demonstrate the Autopilot and discuss its features. When listening to ATIS, simulate a gusty wind condition. Discuss techniques for dealing with gusty winds and wind shear. Home Airport Demonstrate a non-precision instrument approach back into the home airport. Use whatever approach is available, but a GPS approach is best since the student will have already been using the GPS for point-to-point navigation on this lesson and previous lessons. Fly the approach without any view-limiting device. Have the student see the inbound course and its relationship with the runway visually this will make it easier later to visualize what is going on when he/she is under the hood or in actual clouds. This is a first introduction to an instrument approach, but it should be a natural progression in using the GPS. Make a landing or practice a goaround and then remain in the traffic pattern for more landing practice. Fly the second pattern as though gusty winds and wind shear actually exist. Also simulate the need to follow a large airliner on final; reinforce the appropriate methods for avoiding wake turbulence. Post-Flight Debrief Discuss accomplishment of the hail survey mission to put all maneuvers and activities in the proper context. FLIGHT / GROUND TIME RECORD LESSON #6 Dual Solo PIC What Do You Think? List three things that are really important to keep in mind while doing Ground Reference maneuvers: Get Ready for Lesson 7 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total Lesson 7 starts putting elements from different lessons together. Practice your Weight and Balance calculations and your navigation skills for the next flight. 42 P/N

45 Cirrus Pilot Training Course: Lesson 7 Lesson 7: Car Parts Delivery Dual Flight Lesson Lesson Time: 1.5 hours Flight Training / 1.0 hour Ground Training Scenario A friend of yours from a nearby city is an avid car collector. In order to have his 1966 Ford Mustang in tip-top shape, he needs a new transmission bell housing. You have volunteered to pick one up for him and deliver it to a nearby city airport where he will be waiting for you. The bell housing weighs 220 pounds and is split in the middle (each half weighs 110 lbs). It is up to you to decide if you can carry it and where you will put it in the aircraft. During your pre-flight planning, you discover several NOTAM's for the airport. Apparently a telecommunications company has strung a temporary cable 1000 feet from the approach end of the runway. The cable is approximately 50 feet in the air, which means it protrudes through your normal VFR glide path. Also, there are several 300 ft cranes at the other end of the runway that are involved in the construction. They are not highly visible, and you are not certain of their exact location, so a normal climb out may not clear them sufficiently. Scenario Objective The purpose of this lesson is to identify criteria of a stabilized approach, when a go-around procedure is required, and introduce elements associated with maximum performance climbs and slips to landings. In addition, the student will practice airport traffic patterns, landings, and fundamental flight maneuvers. Elements of this Lesson Maximum Performance Climb Stabilized Approach to Land Slip to Land and Go-Around (Rejected Landing) Weight and Balance Calculations Decision Making skills Notes to the PT This scenario presents some real world challenges for you to think about and safely over come. The wire over one end of the runway and the cranes at the other will require you to alter your normal approach, landing and takeoff procedures. Also, will the added weight of the cargo (bell housing) be possible to carry? If not, then there is no reason to make this flight! Completion Standards This lesson will be complete when the PT a) is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) can describe the criteria of a stabilized approach c) can identify when a go-around is required and promptly conduct that procedure, d) is able to conduct normal checklist procedures with little input from the instructor, e) is able to maintain directional control at all times during the takeoffs and landings, f) is able to conduct forward and side slips with instructor guidance, g) is able to maintain altitude ±250 feet, airspeed ±20 knots, heading ±30 degrees and roll out on headings within ±30 degrees while conducting airport traffic patterns, and h) is able to maintain airspeed ±20 knots during climbs and climbing turns. Car Parts Delivery Lesson 7: Notes to Instructors Select an airport approximately 35 nm from the home airport. Pre-flight Brief Discuss with the student where the bell housing could be carried and how to secure it properly Leg 1: Departure - Destination Ground Ops Monitor the student during his/her preflight; try to give as little input as possible. Quiz the student on aircraft/ engine components. Departing Normal takeoff and cruise climb (appropriate target IAS) should be conducted for correlation with future V Y climb comparisons. En route to Destination Practice maneuvers and fundamentals of flight as necessary to promote skill acquisition. Destination Airport Discuss the location of power lines and cranes. Reiterate challenges they present and how a forward slip could be used after clearing this obstacle. VFR patterns should be flown with a high final until clearing power line, then slip to normal glide path, so as to land in the normal touchdown zone. Landing should be to a full stop, with a taxi to the ramp to unload the parts (this will add to the realism). Provide scenario related questions for the student to contemplate don't accept one-word answers draw them out on his/her reasoning. This helps develop decision making ability. For example: Do you think we should unload these parts and keep the engine running to save time? During taxi out for takeoff, discuss obstacles at the departure end and the proper procedure used to clear them. Conduct a normal takeoff with a max angle climb at V X due to the obstacles. Practice normal and crosswind landings emphasizing the use of slips for crosswind and glide path corrections. Also emphasize the importance of a stabilized approach, recognition of the need for a go-around, and proper goaround procedures. Leg 2: Destination to Home Depart Simulate a situation which would require a max rate climb at V Y. For example: You have to expedite your climb because a crop duster wants to begin spraying a field below you near the airport. Point out the difference in climb rate at V Y versus 7 P/N

46 Car Parts Delivery Cirrus Pilot Training Course: Lesson 7 7 the cruise climb conducted out of home airport. En route Practice forward slips, side slips, and other maneuvers needing review. Home Airport Additional emphasis on slips, max performance climbs, and go-arounds. Post-Flight Debrief- Ask the student to identify some situations where he/she would use a forward slip and side slip. Ask him/her to identify some situations which would require a go-around. Critique student's performance and assign next lesson's scenario. FLIGHT / GROUND TIME RECORD LESSON #7 Dual Solo PIC What Do You Think? How would adding luggage to the airplane affect the distance the airplane can fly? Remember fuel weighs something too and we must consider that weight in our plans. Get Ready for Lesson 8 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total The next lesson will take a look at the regulations of flight. Reading the Code of Federal Regulations (CFR) is not easy. The regulations are written by lawyers for lawyers. Sometimes it's hard to understand the gist of the regulation. Ask yourself when reading regulations, Just what problem were they trying to solve when they wrote this law? If that answer is not clear, then talk to your flight instructor for some interpretation and translation of the law. 44 P/N

47 Cirrus Pilot Training Course: Lesson 8 Ground Lesson Lesson Time: 1.0 hour Objective Lesson 8: The Rules of Flight The purpose of this lesson is to teach the PT the regulations in Parts 61 and 91 that are applicable to Student Pilots and to solo flight. In addition to the Federal regulations that apply, the PT will also be knowledgeable of local practices at the home airport. Key Elements of the Lesson Requirements for solo flight General limitations on Student Pilots Medical Certificates Class and duration Right-of-way rules Traffic Pattern operations and Local Pattern Altitudes Local radio frequencies Radio Communication requirements and practices Best Practices at the home airport Practice Area Locations Notes to the PT Learning about regulations is one of the least interesting requirements of flying. The Federal Aviation Regulations are found in what is call the Code of Federal Regulations section 14. Within section 14 are many chapters or parts. The parts that this lesson focuses on are Part 61, which is the Certification of Pilots and Flight Instructors and Part 91, Flight Rules. Both of these are vital to your knowledge of how to get a pilot's license and how to fly safely while sharing the air with other aircraft. Unfortunately the regulations (sometime called the regs for short) are written by lawyers for lawyers, and this can make them difficult to read and harder to understand. After reading the regs for a while you start getting a talent for cutting away the legal jargon and being able to understand the actual meaning and reason for that particular reg. Reading the regs may not be exciting, but these rules of the air are essential to our safety and this information will be part of your upcoming Pre-Solo Written Exam! Completion Standards This lesson will be complete when the PT a) is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) can explain Federal regulations that apply to Student Pilots, c) can explain applicable flight rules, d) can explain local traffic procedures including radio procedures, traffic pattern legs, entry, and altitude, and e) can explain the best practices established at the home airport. The Rules of Flight Lesson 8: Notes to Instructors Read the notes to the PT. It is a primer on how to read regulations and an argument that even though reading the regs is boring, knowing the regs is vital to our safety. When you go over these rules, don't just read the regs, but instead help the PT interpret them and get to their true intention. Also include a discussion of how the regs are applied at your home airport as well as local information and practices. This lesson should also be a prep for the Pre-Solo Written Exam. 8 P/N

48 The Rules of Flight Cirrus Pilot Training Course: Lesson 8 FLIGHT / GROUND TIME RECORD LESSON #8 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 1.0 Grd Trng Total Flight 8 This Lesson Previous Lesson New Total Planned Total What Do You Think? Give two examples of how the rules of flight are similar to the rules of the road and give two examples of how they are different. Get Ready for Lesson 9 Review basic aerodynamics, especially the Loss of Lift maneuver that we call stalls. The reason we talk about stalls and practice them is so we can recognize if/when one ever happens and since we can recognize them, we can quickly recover from them. We never want a stall to catch us by surprise. Your instructor will also talk about spin awareness. 46 P/N

49 Cirrus Pilot Training Course: Lesson 9 Lesson 9: Breakfast Fly-in Dual Flight Lesson Lesson Time: 1.5 hours Flight Training / 1.0 Ground Training Scenario There is an EAA pancake breakfast/fly-in at an airport in a nearby small town today. You and your non-pilot friend decide to attend. Expect a lot of aircraft to be in the vicinity of this airport during the event. Just prior to the flight, your buddy, who is a big sailboat fan, asks you if it would be possible to overfly the boat race that is taking place on a lake along the way. You don't see any problem accommodating his request. Scenario Objective The purpose of this lesson is to raise awareness of spins, recognize and recover from stalls, and practice steep turns. The student will also practice maneuvers listed as review. Key Elements of the Lesson Steep Turns Stall Recognition and Recovery Stall Demonstrations: Power on and Power off Landing practice Decision Making, Situational Awareness, Risk management Notes to the PT I hope that you can actually fly to an Experimental Aircraft Association (EAA) flyin breakfast for this lesson or if not on this lesson, then someday. The EAA holds these fly-ins all over the country on Saturday mornings and the food is not that bad. On the day of these fly-ins the airport traffic pattern will be very busy and you will really need to keep your eyes outside. This lesson presents some of the challenges that would arise when flying in busy airspace. Sometimes you must reduce the airplane's speed to fit into the flow of traffic. Other times you must make 360 degree turns to provide spacing. When we think about an airplane, we naturally think about going fast, but this lesson is all about how the airplane acts when it is slow. The control of the airplane's airspeed is very important, because after all it is the forward speed that creates our lift. Pilots who master the control of airspeed early in training usually have fewer problems later on. There are very few things we do with an airplane (especially landing) that do not require excellent airspeed control. This lesson is really the bridge to all the next steps in your flight training put another way, this lesson is crucial to moving on. Ask many questions and be eager to tackle the challenges of this lesson. Completion Standards This lesson will be complete when the PT is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) conduct normal checklist procedures without input from the instructor, c) recognize when a stall is occurring and promptly conduct the proper recovery procedure, d) limit loss of altitude during stall recovery to 250 feet, e) maintain altitude ±250 feet, airspeed within ±20 knots, heading within ±30 degrees, and f) roll out on desired headings within ±30 degrees while practicing steep turns and other maneuvers. Breakfast Fly-in Lesson 9: Notes to Instructors Pre-Flight Brief Discuss the scenario with the student. What are some considerations when operating around the small airport? Do you expect extra traffic in the pattern? How will you avoid this traffic? How is this going to change/affect your pattern entry and operation? What about the boat race are there any special considerations there? Leg 1: Departure - Destination Ground Ops Allow the student to do entire pre-flight without instructor guidance (this instills a sense of responsibility and the need to know ). Ask questions such as: What would we do if the entire wing was covered with frost? What if the brake temperature indicator was black? The student should be able to start the aircraft and maneuver to the runway with little or no instructor guidance. Departure Conduct a normal/crosswind takeoff and VFR departure. Allow the student to do all checklists and radio calls en route to the practice area with little or no prompting as a means to emphasize the importance of learning them. Area Work Once established in the practice area in level flight, call out simulated traffic at 11:00 and 2:00 (obviously headed to the Fly-in as well). Ask the student how to obtain additional spacing on those aircraft. Suggest that slowing down is one method, and ask the student to slow down to minimum practical air speed. Encourage student to fly slower and slower to experience approaching stall and full stall indications. Instruct student to recover by simply reducing angle of attack. Repeat as appropriate. Continue toward the area of the lake. Discuss other methods to gain spacing on traffic. When nearing the lake, your friend would like to take pictures for his website. Ask questions to stimulate thought: Is there any maneuver that would allow your friend to take pictures without the wing being in the way? Demonstrate and practice steep turns. More questions: The camera your friend is using does not have a very good zoom capability; What is the lowest altitude we could legally do this maneuver over the boats? Are you comfortable with that altitude? Why? Actually take a camera with you (or use your phone) and play the role of the friend who wants some shots of the lake. Pick a road or other surface to set up for a simulated approach and landing. A straight road can be used to simulate a runway. Select an altitude that will allow for a stall and recovery at a safe altitude 9 P/N

50 Breakfast Fly-in Cirrus Pilot Training Course: Lesson 9 9 (1500 ft AGL or higher). Enter downwind and fly a normal traffic pattern using the road as the runway. Conduct a normal approach and landing over the road, adding flaps and configuring the aircraft for landing at the appropriate points. After turning a simulated final, enter a power off stall and recover. Practice stalls and other maneuvers as necessary to increase student proficiency, then proceed to airport. Destination Airport Remind student of potential traffic in the pattern. Conduct a normal pattern entry into airport. Ask questions to stimulate thought: What radio calls should we make, and where? What is a good altitude to over-fly? Is there any way we could figure out which runway is in use without over-flying? Which is Runway XX? How do you determine runways? On downwind, tell the student that another aircraft just conducted a full stop landing and will have to back-taxi on the runway to get to the ramp. What should we do to our pattern? Conduct a full stop landing and taxi to the ramp completing all appropriate checklists. Emphasize mission accomplished everything that happened is how it might really be! Get ready for some flapjacks. It would be even better if the destination airport actually had a place to eat! Leg 2: Destination - Home Departing to Destination Conduct additional pattern work as necessary to increase proficiency in pattern operations. Depart toward the practice area when complete. Once established, simulate a thin cloud layer ahead. Should we go above it or below it? If we go above it, how will we get into the home airport? Let's go above it. What airspeed will get you above it in the least distance? Climb at V X and once established, encourage the student to gradually increase climb angle until the aircraft stalls and recover. Now tell your student you have changed your mind let's go below it. But expedite descent because the cloud layer is fastapproaching. Allow the student to experience the Yellow Arc (if able). Continue to home airport and conduct pattern practice as appropriate. Taxi-back and Shutdown Tell the student, Secure the aircraft I'll see you inside. Leave the student to do the post-flight a pilot has to be responsible. Go into the building, but come back with an excuse for returning to the aircraft to follow up on procedures. Post-Flight Debrief Have the student critique their performance, lessons learned, and areas for improvement. FLIGHT / GROUND TIME RECORD LESSON #9 Dual Solo PIC What Do You Think? Friends often ask you to do things in the airplane that they may not know are dangerous like flying too low over a sailboat race. Part of a pilot's job is to sometimes say no to requests from friends and family. If you had to tell a friend that you could not do something he/she was asking you to do in an airplane, what would you say to them? Get Ready for Lesson 10 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total Continue thinking about the traffic pattern and the potential hazards that exist when many planes get close together around an airport. Think of the Ground Reference maneuvers that we do away from the airport as the minor leagues and the traffic pattern the major leagues. Ball players must hone their skills in the minors so they will be ready for the majors! 48 P/N

51 Cirrus Pilot Training Course: Lesson 10 Lesson 10: Aerial Survey Dual Flight Lesson Lesson Time: 1.2 hours Flight Training / 1.0 Ground Training Scenario You are employed by an aerial survey company that uses onboard sensors to map property boundaries. This requires the pilot to fly the aircraft accurately over prominent landmarks at a precise altitude while correcting for winds. Some survey tasks require you to orbit over a specific landmark and maintain a constant radius from the landmark. There may be other survey aircraft working the same area, so it is important to be heads-up and prepared to take evasive action if necessary. Note: a commercial pilot certificate is typically required for this position; however, the pilot skills needed to do this job are the same flight skills a private pilot will need in traffic pattern operations. Your job today is to survey a road intersection at a certain lat/long position and the borders of the section that surround that ground reference. Because of the equipment on board the aircraft, your fuel is somewhat limited, so plan to gas-up at an airport near the survey site between missions. Scenario Objective The purpose of this lesson is to introduce the student to the elements associated with ground reference maneuvers and practice review maneuvers with guidance from the instructor. Elements of this Lesson Ground Reference Maneuvers Rectangular Course S-Turns Across a Road Turns Around a Point Fuel management Single-Pilot Resource Management Landing Practice Notes to the PT Being able to pilot the airplane by using objects and references on the ground is one of the essential skills of a pilot. After all, the runway is an object on the ground and we must learn to maneuver around the runway, line up on the runway, and land on the runway every time. The Ground Reference Maneuvers all have three things in common: (1) They help new pilots learn perspective. Most people don't know what things look like from 1,000 feet up so they need to develop judgment on distance when viewed from that vantage point. Your instructor will probably have you fly Ground Reference Maneuvers at the same attitude above the ground that your home airport's traffic pattern is flown. This is on purpose to help you develop the judgment to tell when you are too far or too close to the runway on downwind and in the turns of the traffic pattern. The airport's traffic pattern is the ultimate Ground Reference Maneuver, so practicing these maneuvers is the same as practicing for the traffic pattern. (2) These maneuvers help pilots to divide their attention. By now you have seen that the job of piloting does require you to do, or at least monitor, many things at once. Pilots invented the idea of multi-tasking before that word was ever coined. Ground Reference Maneuvers require you to maintain a set distance from objects on the ground, but at the same time you must fly the airplane at a constant altitude. This means you will constantly be looking outside at the object and inside at the altitude. This ability to maintain awareness inside and outside Aerial Survey Lesson 10: Note to Instructors Pre-flight Brief Select a location for the survey. Give the student only latitude and longitude coordinates and allow him/her to find the location themselves on the chart. Select a location about 25 nm from the home airport, but nothing too easy to see from afar. The location should require some chart reading and GPS skills to find. Discuss with the student how to verify fuel loads with less than full tanks, and techniques for navigating to the survey area. Verify their plotting of the survey location and discuss any problems they might have had. Leg 1: Home to Location of Survey Ground Ops The student should be able to do all preflight and ground checklist procedures without assistance. Show how to use the GPS to create a user waypoint for the survey area. Departure to Survey Area Normal takeoff and climb out. Practice syllabus maneuvers previously introduced. Once in the Survey Area Identify ground reference and surrounding section boundaries. Introduce techniques for tracking the section lines around the target area (rectangular course), how to orbit directly over the survey point while maintaining a constant radius (turns around a point), and how to acquire multiple survey plots over a roadway (S-turn along a road). Challenge the student to determine wind direction based on required corrections. Ask the student what fuel state would necessitate proceeding to nearby town. En route to Nearby Town When time and fuel conditions require, proceed to the nearby airport. Once established at cruise altitude, simulate a traffic avoidance maneuver requiring a steep turn. Once accomplished, allow student to practice several steep turn maneuvers for skill development, as necessary. Nearby Town Airport Allow student to initiate and execute proper pattern entry procedures and radio calls. Practice normal and crosswind landings emphasizing use of slips for crosswind and glide path corrections. Also emphasize importance of stabilized approach, recognition of the need for a go-around, and proper goaround procedures. Initial landing at the airport should be a full stop/taxi back simulating the need for refuel. Simulate 10 P/N

52 Aerial Survey Cirrus Pilot Training Course: Lesson pulling up to a fuel pump, and discuss associated hazards. Leg 2: Nearby Town to Home Departure Simulate the need to climb immediately after takeoff to clear another area being surveyed just off the departure end of the runway. Task the student to choose the most appropriate climb (V X or V Y ). En route to Home Practice maneuvers needing review as necessary. Home Airport Additional emphasis on lesson maneuvers, as time permits. While in the traffic pattern, correlate techniques practiced in the area (rectangular course, steep turns, etc) with VFR pattern techniques. Post-Flight Brief Have the student critique individual performance. is critical. You will use this skill every time you fly and your safety depends on it. (3) These maneuvers teach pilots to maneuver despite the wind. The wind will always try to carry your airplane in a direction you don't want to go, so pilots must compensate for this by using crab angles when flying straight and level and varying bank angles when in turns. One simple fact of flying is that airplanes do not always go in the direction that they are pointed. This becomes very important in the traffic pattern. Picture two airplanes on a downwind leg. The lead airplane is not correcting for wind very well and allows the airplane to drift into a very wide downwind. The trailing airplane is doing an excellent job of controlling for wind and maintains a tight downwind leg. When the lead airplane turns on the base leg it will be farther out and essentially cross the path of the trailing airplane this could cause the airplanes to get too close together all because of wind drift. You can see that learning and practicing to fly the airplane as if you could see the wind is very important. Completion Standards This lesson will be complete when the PT is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) conduct normal checklist procedures without input from the instructor, c) conduct the review maneuvers with little input from the instructor, d) maintain directional control at all times during the takeoffs and landings, e) conduct a stabilized approach with instructor guidance, f) recognize and adjust for the effects of wind drift on the aircraft's flight path, g) identify appropriate areas to conduct maneuvers at low altitudes, h) maintain altitude ±250 feet, roll out heading ±20 degrees, bank angle ±10 degrees and airspeed ± 10 kts. FLIGHT / GROUND TIME RECORD LESSON #10 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Maneuvering close to the ground can teach us skills that we will use later in our flying. Name three important skills that can be learned from Ground Reference Maneuvers: Get Ready for Lesson 11 Review the syllabus description for the next lesson. Think about the idea of personal minimums. An experienced pilot may be able to fly safely in conditions that would not be safe for a less-experienced pilot that is because the experienced pilot has different personal minimums. If there is a 15 knot crosswind at the airport on the day of an important flight some pilots will takeoff safely while others should stay on the ground. Knowing your own personal minimums and adjusting them as you gain experience is part of becoming a safe pilot. This does get complicated when there is outside pressure to complete a flight when you know the conditions would challenge your personal minimums. Think about this problem as you prepare for the next lesson. 52 P/N

53 Cirrus Pilot Training Course: Lesson 11 Lesson 11: Anniversary Dinner Dual Flight Lesson Lesson Time: 2.0 hours Flight Training, 0.8 Instrument / 1.0 Ground Training Scenario You and your spouse have a special restaurant. It's special because it was the scene of your first date. That date was years ago now and you have moved to another city. You have an anniversary coming up so you both think it would be a great idea to fly back to that city and have dinner at that restaurant. You both make arrangements to get off from work early and meet at the airport. You have thought of everything you made reservations at the restaurant, you have a rental car waiting, you even ordered flowers for the table now you just have to get there on time. The weather for the afternoon departure is good VFR but the forecast for this evening calls for deteriorating weather and storms after midnight. No problem, you should be back in plenty of time. Scenario Objective The purpose of this lesson is to practice making safe decisions under pressure and utilizing your skills and the capabilities of your airplane to accomplish an important flight. Elements of this Lesson Weather planning VFR navigation to the dinner IFR navigation to get home Instrument approach demonstration Personal Minimums Decision Making, Risk Management Notes to the PT When you started flying lessons, you probably had a flight like the one in this lesson in mind. The airplane is more than just a method to have the fun and freedom of flight, it is a tool for business and pleasure travel. This lesson sets up a scenario that is very typical for pilots. Pilots want to use their skills and their airplane to do things that are not otherwise possible given time constraints that we all face. This lesson allows you to be in charge the instructor will not help or assist you very much for the first leg of the flight. It's up to you to get a weather briefing, dispatch the airplane, conduct the pre-flight inspection, start, taxi, takeoff, and navigate to the destination. Your instructor will be there, but try not to rely on him/her take control. The return flight will be a great challenge and a lot of fun. You are simulating a return flight home in instrument conditions. Your instructor will talk you through the procedure to get an IFR clearance which will allow you to fly the airplane in actual clouds. We will simulate the clouds by using a hood or other view-limiting device. This allows you to see the flight deck but not the outside world because in actual clouds you can't see anything anyway. On a previous lesson you flew a non-precision approach while looking outside. This time you will fly the approach without looking outside. Your instructor will have you put on the view-limiting device as you enter the simulated clouds and take it off when you descend out of the clouds. The simulated clouds for this lesson will be approximately 1,500 feet above the ground. Talk to your instructor about personal minimums. Personal minimums are the weather minimums that you would feel comfortable flying in. At the end of this course it will be legal for you to fly when the clouds and visibility are very low but that may not be safe right at first. Your personal minimums will be Anniversary Dinner Lesson 11: Notes to Instructor Select an airport that is approximately 50 nm away from the home airport (You don't have to play the role of the spouse in the scenario!). Take a view limiting device with you on the flight. Leg 1: Departure - Destination VFR Leg Plan on letting the PT do most of the tasks on his/her own: pre-flight, start, taxi, takeoff, and navigation to the destination airport. Ground Ops Monitor the student during their preflight; try to give as little input as possible. Quiz the student on aircraft/ engine components. Departure Normal takeoff and cruise climb. En route to Destination Allow the PT to program the GPS navigation systems and conduct the VFR leg with as little assistance as possible. Discuss the weather forecast and the potential need to return home IFR. Destination Airport Allow the student to transition from the en route phase of flight to the traffic pattern with little assistance. He/she should plan ahead and allow space to position themselves for the proper traffic pattern entry, rather than being surprised by the airport and arriving at the wrong altitude and in the wrong position. Take advantage of the actual wind on the day of this lesson. If there is a suitable crosswind, you could remain in the traffic pattern for several crosswind landings. Leg 2: Destination to Home While at dinner the clouds formed a ceiling at approximately 1,500 AGL and these clouds extend over the area of the return flight. Demonstrate to the PT how an IFR leg would be conducted to get home. You could actually file a return flight IFR flight plan. Departure If you actually did file an IFR flight plan, go ahead and obtain the clearance on the ground or in-flight, but do so before climbing above 1,500 feet that is where the simulated clouds are located. If you did not actually file IFR, discuss how the IFR clearance would be received at that location and simulate the clearance. En route Home Have the PT wear a view limiting device at all times when above 1,500 AGL on the return leg. Use the autopilot, but also 11 P/N

54 Anniversary Dinner Cirrus Pilot Training Course: Lesson allow the PT time to hand-fly the airplane en route home. Home Airport Have the PT fly the airplane (hand-fly and/or autopilot) while you talk him/her through a non-precision instrument approach. This will be the first time they will have done this without visual reference, but you can recall that this procedure was done on a previous lesson. When the airplane descends below 1,500 feet AGL have the PT remove the view-limiting device and land visually. Post-Flight Debrief Talk to the student about the VFR leg. This is a time to build confidence in all that has been previously learned. You can point out that you did not assist very much on that leg and that he/she managed everything himself/herself. Then talk about the IFR leg. The PT should understand that he/she is working to be able to conduct precisely this type of flight on their own and in actual IFR conditions. Discuss the concept of Personal Minimums and suggest that the flight you just conducted is probably close to what a new pilot's personal minimums should be: 1,500 ceiling and better than three miles visibility. higher than the legal minimums at first, and then with practice and experience you can lower your personal minimums although they may never be as low as what is legal. In this business, being legal does not guarantee safety. Completion Standards This lesson will be complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and while on the IFR leg is able to maintain altitude ±200 feet, airspeed ±20 knots, heading ±30 degrees, roll out on headings within ±30 degrees while conducting airport traffic patterns/instrument approaches, and is able to maintain airspeed ±20 knots during climbs/climbing turns. FLIGHT / GROUND TIME RECORD LESSON #11 Dual Solo PIC What Do You Think? As long as the pilot exercises good decision making skills, the airplane can be used for many trips like this anniversary trip. Can you list three other family trips you will make? Get Ready for Lesson 12 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Study the aircraft systems and review the airplane's emergency procedures. Total Flight Planned This Lesson Previous Lesson New Total Planned Total P/N

55 Cirrus Pilot Training Course: Lesson 12 Lesson 12: The Business Proposal Dual Flight Lesson Lesson Time: 1.5 hours Flight Training / 1.0 hours Ground Training Scenario You and your business partner have an important presentation to make today in a nearby city. You both had planned on driving to the meeting together, but a last minute change to the proposal has created a change in your travel plans. Your partner will drive to the meeting as planned, but you will stay back to fix the proposal and then fly to the meeting. Your partner has agreed to pick you up at the airport at 4:00 sharp, the meeting is set for 4:30. That is a tight schedule, but if all goes according to plan it should work out. You successfully make the needed changes to the proposal and head to the airport. Weather for the route is 4000 ft broken with isolated rain showers. When you look out the window, the sun is poking through the clouds here and there across the whole area, with some scattered areas of virga, and the winds are out of the south at 10 kts. There are no NOTAMs affecting your flight. When you arrive at the aircraft you discover that it was not serviced after the last flight and there is only 15 gallons total in the airplane now. The fuel truck people have already gone home, so you can't get any additional fuel added at home. Where will you get fuel on this flight? How do you know you'll be able to get fuel there? Scenario Objective The purpose of this lesson is to introduce the student to abnormal situations and malfunctioning equipment and to allow the student to deal with these situations when there are time pressures present. Elements of this Lesson Knowledge of aircraft systems Abnormal situations Aircraft system malfunctions Emergencies Decision Making Risk Management Single-Pilot Resource Management Situational Awareness Notes to the PT We never expect to have things go wrong in-flight, but nevertheless we plan and practice for the day when something does go wrong. Dealing with abnormal situations, malfunctioning equipment, and emergency situations is the greatest challenge that any pilot will face. It pays to be ready. Go back over the airplane systems that were discussed in a previous lesson. Knowing how your systems work is the key to doing the right thing when the systems stop working properly. You must be able to diagnose the situation and then come up with the appropriate plan for that specific situation. Your instructor will present several abnormal situations, malfunctions, and emergencies on this lesson, so review your emergency procedures and checklists and be ready! Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, and to use The Business Proposal Lesson 12: Notes to Instructor Pre-flight Discussion Discuss Dispatch Risk Assessment with the student. Ask the student to identify the potential hazards of this flight and how the risks associated with those hazards might be reduced or eliminated. Things like: Late afternoon flight, what if it gets dark? Are you concerned about the rain showers? How would you avoid them at night? Do you feel pressure to meet your business partner at 4:00 sharp? Is there a way you could reduce that pressure? Are you happy with the gas situation? Does it present a risk? Allow the student to explain his/her personal minimums and whether or not the flight scenario is within those minimums. Ask the student to explain how to use the aircraft checklist and why he/she considers it a good tool to use. What portions are important to memorize and why? Have the student write down, from memory, the emergency action items for the emergency checklists used today. Encourage the student to identify other information that is important in an emergency but not included in the memory items of the checklist. Leg 1: Departure - Destination Engine start Engine backfires, but does not start. Another pilot starts waving at you frantically. You then notice smoke curling up from below the engine cowling. What will you do? Why? After executing the proper procedure, ask the student, now what? (Would you egress, stay in aircraft? How far away would you egress? Encourage the student to take the scenario all the way to conclusion). Engine Run-up and Pre-takeoff When you move the ignition key to the right magneto, rpm drops 225. Is this within limits? Which mag is malfunctioning? What are you going to do? Will the aircraft fly with the mag like this? What would happen if this mag got worse? What do you look at during takeoff to ensure the engine is running properly? What might be the indications of an engine failure? Departure Give Engine Low Oil Pressure immediately after brake release. (Hopefully the student aborts. If not, give engine failure on climb out.) En route Give the student an abnormally high amp reading. Ask him/her to describe what this signifies. Then simulate a faint odor of burning insulation. Smoke appears to be coming from behind the circuit breaker panel. Ask student to 12 P/N

56 The Business Proposal Cirrus Pilot Training Course: Lesson evaluate what most likely is happening. What are the risks associated with this situation? What will you do? When you arrive at the destination and while safely on the downwind leg, reduce the engine to idle and simulate an engine-out situation. Now what? Make as normal a glide as possible to a power off landing on the runway. Discuss the most frequent causes of engine failure (fuel starvation is number one). Allow the student to take situation to a conclusion, including discussion of what to do after landing. Heroically, after all this, the student delivers the business proposal and makes the presentation! Leg 2: Return Takeoff Catastrophic Engine failure after V R. What are your priorities when something like this happens? (Save yourself first, then the aircraft, etc.) What are some of the worst things you could envision happening in this situation (like losing control of the aircraft, stall/spin, colliding with major obstacle, etc.)? What pilot actions would prevent these bad things from happening? If time permits: partial power loss after takeoff (Mag failure, fuel contamination, induction ice, etc.) Depending on severity, the student might land straight ahead, or maneuver back to runway. What if engine operation had gotten worse would your decision still be a good one? Subsequent takeoff - normal. En route to Home Airport Alt 1 light illuminates. Ask the student to explain what this means and the appropriate actions. Will you continue home or look for an intermediate airport? Why? Which do you consider the safest course of action? While continuing to the selected airport, you suddenly hear a loud bang, followed by severe engine roughness. Tell the student you see flames billowing from under the engine cowling. Ask the student to evaluate what he/she thinks has happened, and what the correct procedures will be. What is the worst thing that could happen with this scenario? Reduce the engine to idle. Allow the student to take the situation to a conclusion. Have the student select a field for a potential off-airport landing. Maneuver and set up as if you will actually land in the field. Take care to do this at a safe altitude and watch for obstructions in the vicinity. Make a goaround at a safe altitude. Post-Flight Brief Allow the student to evaluate his/her performance, discuss lessons learned, and what he/she would do differently. his/her knowledge of aircraft systems to meet the challenges of abnormal situations and malfunctioning equipment. FLIGHT / GROUND TIME RECORD LESSON #12 Dual Solo PIC What Do You Think? As long the pilot exercises good decision-making skills, the airplane can be used for many trips like this business trip. Can you list three other business trips you will make? Get Ready for Lesson 13 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total Read over the elements of lesson 13. The next lesson is a blend of challenges: a tight time schedule, navigation skills, and the potential hazard of gusty winds - challenges that pilots typically face. Review the airplane's emergency procedures and think through what you would do if something unplanned or abnormal happened. 58 P/N

57 Cirrus Pilot Training Course: Lesson 13 Lesson 13: Red Cross Volunteer Dual Flight Lesson Lesson Time: 1.3 hours Flight Training / 1.0 Ground Training Scenario You are a volunteer for your local Red Cross. A blood drive has just been conducted at a college in your home town and you have been asked to fly a portion of the blood donation to a hospital in another city. The blood donation is temperature sensitive and it is critical that you make the delivery within two hours after pickup. The outbound portion of the flight presents no weather problems, but the winds are forecast to increase for your return flight with light to moderate turbulence. Both your local airport and the destination airport are forecasting winds of 15kt with gusts to 25. Scenario Objective The purpose of this lesson is to practice the planning and execution of a flight while under time pressures and to review the listed maneuvers and procedures in an aircraft and introduce the elements associated with power-off and zero flap landings. Key Elements of the Lesson Review abnormal and emergency procedures Navigation skills The ability to plan and execute a flight on a tight time schedule Landing Practice including a no-flap landing Decision Making Single-pilot Resource Management Notes to the PT This lesson is another opportunity to hone your skills in the areas of takeoff, climb, cruise, navigation, approaching an airport, traffic pattern entry and landings. It will also be an exercise in confidence building and in facing unexpected challenges. Completion Standards This lesson is complete when the PT is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) conduct normal checklist procedures without input from the instructor, c) identify abnormal and emergency procedures, d) practice the proper corrective measures with little input from the instructor, e) maintain directional control at all times during the takeoffs and landings, f) conduct a stabilized approach with little input from the instructor, g) accomplish power-off and zero flap landings with limited instructor guidance and touchdowns should be within 500 feet of the desired point, and h) maintain altitude ±200 feet, roll-out heading ±20 degrees, ±10 degrees of desired bank, and airspeed ±10 knots during all other maneuvers. Red Cross Volunteer Lesson 13: Notes to Instructor Select an airport that is approximately 100 miles away, but have an alternate airport along the way. Student will land at an en route airport due to engine failure. Leg 1: Departure - Destination Ground Ops Let the student handle the entire ground ops without any assistance. This will enforce the student's need to take charge and make decisions. While taxiing out, simulate an illuminated Low Voltage Light, and during run-up check a mag that drops 225 rpm. Also, during taxi, query the student on location of the wind socks, and simulate a strong/gusty wind condition. Ask the student how takeoff techniques should be modified for this condition. Takeoff Takeoff simulating gusty wind conditions. En route Have the student climb to a suitable cruise altitude and provide assistance to get on-course to destination with a local airport as an intermediate check point. Once on course, simulate strange aircraft noise/vibration, and ask student to slow down to a slow flight airspeed to evaluate the vibration. Ask the student to make several shallow turns at this airspeed. Then have the student slow even more to experience the indications of imminent stall. Once complete, continue toward destination. Approaching Intermediate Airport Simulate indications of impending engine failure at 4500 ft. Assist student in evaluating the situation and taking proper actions to land safely at intermediate airport. Take the situation to conclusion, including a discussion of Okay, you made it safely onto the runway now what? (i.e. aircraft is dead on the runway, now what are you going to do? Where might you get assistance? Can you reach anybody on the radio? Is there any guidance in the aircraft POH? What do we do with this blood donation?) NOTE: As much as practical, let the student come up with the solutions. Takeoff from Intermediate Airport Traffic permitting, practice another power-off landing requiring a slip, then introduce a zero flap landing. Challenge the student to think of a situation which might require a zero flap landing. Practice multiple patterns as time permits, with both stop-and-go's and goaround's. 13 P/N

58 Red Cross Volunteer Cirrus Pilot Training Course: Lesson Leg 2: Intermediate to Home The student will return to the home airport the blood donation has exceeded its time limit! Normal Takeoff and Departure Once in the area, practice stalls, slow flight, steep turns, and aerodynamics demonstration in a maneuvers format. Challenge the student to navigate to home without instructor assistance. Once established, simulate fuel starvation allow the student to handle ensuing power-off situation. If the student follows appropriate procedures to re-establish fuel supply, engine power is regained. If appropriate steps are not followed, allow power-off scenario to continue to setting up for an emergency landing. Home Traffic Pattern Practice normal, no-flap, and power-off landings as time permits. When after landing and clear of the runway, simulate a situation where the left brake has failed. Allow the student to experience the difficulty of taxiing with one brake inoperative and discuss the hazards associated with taxiing into a congested area with this situation. Ask the student to analyze how he/she might handle this situation for real. Post Flight Debrief Allow the student to critique performance and identify areas for improvement. FLIGHT / GROUND TIME RECORD LESSON #13 Dual Solo PIC What Do You Think? When you take on a challenge like delivering a Red Cross Blood donation, people will depend on you and be very disappointed if you are unable to complete the flight. This situation can place pressure on a pilot and lead him/her to make unsafe decisions but remember a pilot must learn to say no even when others would be disappointed or even angry at you. Name three situations that would have caused you to cancel this flight even though people were depending on you. Get Ready for Lesson 14 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total The skills needed to fly around an airport's traffic pattern and the skills needed to navigate between airports must be blended. Some pilots have been so caught up with just getting to another airport that they forgot that they must also descend and maneuver the airplane into a position to enter the pattern. If you simply fly over the airport without any anticipation of arrival then you can become a collision hazard. Think about various maneuvers you will have to use to get into the traffic pattern depending on the angle that you approach the airport and the runway that is in use. 62 P/N

59 Cirrus Pilot Training Course: Lesson 14 Lesson 14: Visit a Potential Customer Dual Flight Lesson Lesson Time: 1.5 hours Flight Training / 1.0 Ground Training Scenario You are flying to a neighboring manufacturing facility to meet with a company which is a potential customer for a patent that you hold. A division manager from the company has been visiting your shop and will ride with you to the neighboring manufacturing facility. Once at the facility, the CEO will meet you at the airport. Obviously, you wish to impress your passenger and the CEO with your professionalism both in the air, and on the ground. Scenario Objective The purpose of this lesson is to apply knowledge learned in previous lessons and practice crosswind landings with little instructor input. Key Elements of the Lesson Radio Communications Transition from home airport to cruise Transition from cruise to destination airport Crosswind landings Single-pilot Resource Management Personal Minimums Notes to the PT This flight is specifically focussed on your precision. The scenario has you traveling with a representative of a company that you are trying to conduct business with. You want to portray an attitude of confidence and that you really know what you are doing. Essentially this is a review of everything you have done so far and the chance to improve and display your skills and knowledge. Completion Standards This lesson is complete when the PT is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) identify and promptly conduct go-around procedures, c) conduct checklist procedures with no input from the instructor, d) maintain altitude ±150 feet, roll out on headings within ±20 degrees, ±10 degrees of desired bank, and airspeed ±10 knots, e) maintain directional control at all times during the takeoffs and landings, f) conduct a stabilized approach without instructor guidance, and g) accomplish landings with little instructor guidance and touchdowns should be within 500 feet of the desired point. Visit a Potential Customer Lesson 14: Note to Instructors Select an airport that is approximately 25 to 35 nm away from the home airport. You should include on this flight anything that you feel is a weak area for the student or anything that needs further confidence building. This could include slow flight and stalls, ground reference maneuvers, steep turns, and/or any emergency procedures. Leg 1: Departure - Destination Ground Ops Allow the student to conduct pre-flight, run-up and taxi procedures without any instructor assistance. While taxiing from the ramp, simulate a situation with a fuel truck parked too close to the taxi line. Let student devise corrective action. Takeoff Normal takeoff. Once airborne, tower requests that you expedite climb to avoid a helicopter traveling east-west off the departure end of the runway. (This should require climb at V X, see if student realizes this.) En route Assist the student in establishing initial nav leg to the destination airport. Have the student point out landmarks for the primary choke points for VFR traffic returning to your home airport. Simulate a situation where Departure Control calls out opposite direction traffic at your altitude allow the student to decide what to do. Destination Airport Conduct standard pattern entry with normal landing to a full stop. Pull into ramp parking to simulate scenario completion. Allow the student to critique performance would the CEO be impressed? Leg 2: Destination - Departure Subsequent Takeoff Practice normal, no-flap, and power off landings emphasizing stabilized approach and proper decisions regarding go-arounds. If other aircraft are in the traffic pattern, simulate that one is a B-727 and ask the student to demonstrate proper wake turbulence avoidance procedures. Simulate encounter with wind shear on short final. Normal Takeoff and Departure procedures Challenge the student to find his/her own way back to your local airport and follow normal traffic pattern entry procedures. Traffic Pattern Local Airport If conditions permit, simulate engine failure upon initial arrival into traffic pattern. Encourage the student to simulate appropriate emergency radio 14 P/N

60 Visit a Potential Customer Cirrus Pilot Training Course: Lesson 14 calls. After landing, have the student explain post-landing intentions following the power-off landing. Conduct pattern work as necessary to increase student skill. Post-Flight Brief Enable the student to critique his/her performance and identify areas needing further improvement prior to first solo. FLIGHT / GROUND TIME RECORD LESSON #14 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? You have made great progress to this point and have learned a good deal about the airplane, aerodynamics, navigation, and the advanced systems of the Cirrus. You have also learned that pilots also need decision skills and resource management skills. Write out your own definition of Single-Pilot Resource Management (SRM): Get Ready for Lesson 15 Review the airplane's landing procedures, speeds, flap settings, and traffic pattern operations. Get ready for practice that will increase your skills. 64 P/N

61 Cirrus Pilot Training Course: Lesson 15 Lesson 15: Proficiency Flight Dual Flight Lesson Lesson Time: 1.5 hours Flight Training / 1.0 Ground Training (This lesson could be accomplished in two flights) Objective The purpose of this flight is to allow the PT additional practice, as needed, with takeoff, traffic pattern operations, collision avoidance, coordinated use of pitch and power to accomplish speed changes, use of flaps, setting up a stabilized approach, approach speed control, flare, and touchdown. In addition, the student should have practice with diagnosing faulty approaches and making the decision to reject the landing and go-around. Elements of this Lesson Normal traffic pattern operations including collision avoidance techniques Proper speed changes on the downwind leg Proper use of flaps Establishing a stabilized approach Flare and touchdown Recognizing a faulty approach and taking timely corrective actions Rejected landing and go-around Radio communications Judgment and Decision Making Notes to the PT Up until now the landings that you have made have, for the most part, taken place at the end of a leg flown from another airport. This lesson gives you the opportunity to work on your landings. The value of repeated landings with your instructor is that when small but necessary changes are needed to improve your landings, it s best to do another landing quickly so you can try out your instructor's suggestions right away. That is why you probably will not leave the traffic pattern on this lesson. Think of this lesson as a graduation of sorts everything you have worked on so far must come together on this lesson: ground reference maneuvers, speed control, radio communications, division of attention, collision avoidance, and landings. This lesson may or may not take more than one flight session. The key here is to consistently display your ability to make safe landings and when faulty approaches do occur that you are making timely corrections to fix the problem including the decision to reject the landing and go-around. This is the final set of flights before your first solo flight. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and is consistently flying the proper traffic pattern, controlling airplane speed, setting up stabilized approaches, and making safe landings. Proficiency Flight Lesson 15: Note to Instructors One of the lessons learned from previous use of the Combination Private /Instrument Syllabus was that often students need additional landing practice to be fully prepared for the first solo flight. By this lesson the student has accumulated about 18 to 25 landings, but because of the scenario approach, most of these landings occurred at the end of a leg from another airport. Students do need some repeated landings so that they can make small but necessary adjustments in approach speed, flare, and touchdown. Use this lesson to hone these skills down to a point where the student is near or at the first solo level. 15 P/N

62 Proficiency Flight Cirrus Pilot Training Course: Lesson 15 FLIGHT / GROUND TIME RECORD LESSON #15 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Finish this sentence: The biggest difference between a really good landing and a really poor one is. Get Ready for Lesson 16 The next lesson is a ground lesson. At the end of the lesson you will take the required pre-solo written exam. The exam must ask you questions from three main topic areas: Parts 61 and 91, the airplane you will fly on the solo flight, and the airport environment in which the solo flight will take place. Study the regs, your Pilot Operating Handbook and your local airport airspace and procedures. 66 P/N

63 Cirrus Pilot Training Course: Lesson 16 Lesson 16: Pre-Solo Written Exam Ground Lesson Approximately 1.5 hours Ground Lesson to Review for and Take the Pre-solo Written Exam Objective The purpose of this lesson is to review the appropriate Federal Aviation Regulations Parts 61 and 91 which apply to student pilot operations, review the airplane operations and procedures, review the local airspace and procedures and complete the pre-solo written exam. Key Elements of the Lesson Preparation for the Pre-Solo Written Exam Taking the Pre-Solo Written Exam Notes to the PT The Federal Aviation Regulations part require that before you can fly an airplane in solo flight you take a knowledge test. The test must be administered by your flight instructor. Many flight schools have a standard pre-solo test, while others allow individual instructors to make their own test. It can be a take home or open book test. The areas that the test must cover are: questions about Parts 61 and 91 that apply to Student Pilots, questions about the airplane that you will fly solo in, and questions about the airport where you will fly solo. This could include traffic pattern altitudes, radio frequencies, collision and wake turbulence avoidance, and any procedures that are unique to your airport. There is no minimum passing score for the pre-solo test. The law only requires that you and your instructor go back over the test together and correct any missed questions so that your knowledge of the material is ultimately 100 percent. After the test, your instructor will make an endorsement in your pilot's logbook attesting to the fact that you have taken the test, and that you have reviewed the test with your instructor. Completion Standards The instructor will guide the student through the appropriate material which apply to student pilot operations. This lesson will be complete when the student is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) explain, through the use of the federal regulations, how to plan a safe solo local flight, c) explain the airplane s operation including speeds, weight and balance, safety precautions and emergency procedures, d) explain the local airspace, traffic pattern and procedures in which a solo flight will be conducted, and e) satisfactorily complete a written test on solo flight. The written test will be corrected to 100 percent by the instructor. Pre-Solo Written Exam Lesson 16: Note to Instructors As you know, requires you, as the authorized instructor, to administer the Pre-solo written exam. Your school may already have a standard exam that is given to all students, or you may need to develop one of your own. In either case, the test must cover three broad areas: 1. The applicable regulations in parts 61 and 91. Ask questions about General Limitations on Student Pilots and then many questions from the flight rules area. 2. The specific make and model airplane to be flown in solo flight. Ask questions about the airplane's speeds, weight and balance, systems, emergency procedures, etc. 3. The specific area that the solo will take place. Ask questions about the airspace involved, radio frequencies and procedures, traffic patterns, wake turbulence avoidance, and anything unique about the airport. The test can be a take home and/or open book, but we highly suggest that it not be an oral exam. There is no minimum score to pass the test, but you are required to go back over the test and correct any questions that are missed. The theory is that if the student took the test a second time they would get a 100 percent. It is important that you have a written record that the test was taken and the answers corrected unless it's a written test, you would have no record. After administering, grading, and reviewing the test, place the following endorsement in the student's logbook: Pre-solo aeronautical knowledge: section 61.87(b). I certify that (First name, MI, Last name) has satisfactorily completed the pre-solo knowledge exam of section 61.87(b) for the (make and model aircraft). [date] J. J. Jones CFI Exp This endorsement is from the appendix of Advisory Circular 61.65E titled Certification: Pilots and Flight and Ground Instructors. The E version of this AC came out on November 29, 2005 and was current at the time of this writing, but you will want to check frequently to ensure you have the correct endorsement from the most current version of AC P/N

64 Pre-Solo Written Exam Cirrus Pilot Training Course: Lesson 16 FLIGHT / GROUND TIME RECORD LESSON #16 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 1.5 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total What Do You Think? Preparing to fly an airplane solo takes both knowledge and skill. Now that you have taken the pre-solo written exam and gone over the answers with your instructor, what three things stand out as the most important items of knowledge? Get Ready for Lesson 17 The next lesson may or may not be the day that you fly the airplane for the first time alone. Many factors will have to be in place before your instructor will have the confidence to send you on a solo flight. One of those factors is you. On the next lesson you will need to take your time through the pre-flight inspection and checklists. Be meticulous and do your job like you have for every other lesson. If you seem hurried or distracted you will not earn your instructor's confidence. The other big factor is the weather and specifically the wind. The day you fly alone for the first time should have little or no wind and little or no crosswind. Neither you nor your instructor can control that, so be flexible. However when showing up at the airport don t forget to have your Student Pilot Certificate and Pilot Logbook with you! 68 P/N

65 Cirrus Pilot Training Course: Lesson 17 Lesson 17: First Solo Flight Dual/Solo Flight Lesson Lesson Time: 1.5 hours Flight Training / 1.0 Ground Training Note: Supervised solo flight will be a minimum of 0.5 hours. There is no scenario for today's flight. Congratulations you are approaching the FIRST SOLO!!! You have taken the first big step to becoming a certified pilot. Have fun and fly safe. Carefully read the Notes to the PT below. Objective The purpose of this lesson is to apply previously learned elements to show that the student can conduct a safe solo flight in the airport traffic pattern. In addition, he/she shall conduct a SUPERVISED solo flight. Key Elements of the Lesson Review elements as necessary as determined by the instructor Notes to the PT Needless to say this is a big lesson, but don't get ahead of yourself. Just because you have arrived at Lesson 17 does not necessarily mean you will solo today. Everything will have to be perfect before a solo flight can be conducted. The wind will have to be light, the traffic will have to be sparse, and you will have to be mentally prepared. Go about your business today like every other flight. Be careful, don't hurry through checklists, and be meticulous about everything just as you always should. You and your instructor will fly for a while before a final decision is made about your first solo flight. You will need to display consistent smooth approaches and landings. It will be natural to be disappointed if for some reason your instructor does not feel that the time is right, but follow his/her advice. When the time is right, it will feel right. When you fly solo for the first time it will happen only after many landings where the instructor did not coach you at all. After a while it will be like the instructor is not there, so when he or she is actually not there during your first solo flight it should really not be much different that previous lessons except the airplane will be lighter! Before you takeoff on your first solo your instructor will sign the back of your Student Pilot Certificate. You cannot fly solo without the certificate and the signature with you in the airplane. Your instructor will also add a solo endorsement in your pilot's logbook. Completion Standards This lesson is complete when the PT is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) can control the airplane as sole manipulator, exercise judgment, and apply aeronautical knowledge with the successful outcome of a maneuver or procedure never seriously in doubt, c) complete all maneuvers and procedures to the segment's completion standards, and d) accomplish the first supervised solo flight in the traffic pattern. First Solo Flight Lesson 17: Note to Instructor Read the Notes to the PT for this lesson. Great care was taken in these notes to help the student understand that just because he/she has arrived at Lesson 17 does not automatically mean he/she will solo that day. Everything must be near perfect for a first solo. The wind must be calm or light right down the runway. There can be little or no distractions and you have to get the sense that the student is mentally prepared. They can't seem rushed, distant, or scattered. Fly with the student in the traffic pattern for three to five landings on the day you are contemplating the first solo. If he/she is not ready, then the flight can be listed as another session of Lesson 15. The following is a list of all the instruction areas that you must have taught before the first solo. Not only must you have taught these areas, but you must have seen the student perform in these areas and in your judgment he/she is safe and proficient in these areas. You must also have logged these areas in the student's logbook. Putting together all the elements of the first 16 lessons of this syllabus should cover all the areas listed below from but go back and make sure! The areas that are required to have been taught, and the student is safe and proficient in, are in Here are those areas for a solo flight in a single-engine airplane: (d) Maneuvers and procedures for pre-solo flight training in a singleengine airplane. A student pilot who is receiving training for a single-engine airplane rating or privileges must receive and log flight training for the following maneuvers and procedures: 1.Proper flight preparation procedures, including pre-flight planning and preparation, powerplant operation, and aircraft systems 2.Taxiing or surface operations, including runups 3.Takeoffs and landings, including normal and crosswind 4.Straight and level flight, and turns in both directions 5.Climbs and climbing turns 6.Airport traffic patterns, including entry and departure procedures 7.Collision avoidance, windshear avoidance, and wake turbulence avoidance 8.Descents, with and without turns, using high and low drag configurations 9.Flight at various airspeeds from cruise to slow flight 17 P/N

66 First Solo Flight Cirrus Pilot Training Course: Lesson Stall entries from various flight attitudes and power combinations with recovery initiated at the first indication of a stall, and recovery from a full stall; 11.Emergency procedures and equipment malfunctions 12.Ground reference maneuvers 13.Approaches to a landing area with simulated engine malfunctions 14.Slips to a landing 15.Go-arounds After the final decision has been made to allow the student to solo, you must do two things. Sign the back of the Student Pilot Certificate where indicated the student must take the certificate and your signature with him/her in the airplane and you must endorse the student's logbook. This is the endorsement from AC61-65E for the first solo: Pre-solo flight training: section I certify that (First name, MI, Last name) has received the required presolo training in a (make and model aircraft). I have determined he/she has demonstrated the proficiency of section 61.87(d) and is proficient to make solo flights in (make and model aircraft). /s/ [date] J. J. Jones CFI Exp FLIGHT / GROUND TIME RECORD LESSON #17 Dual Solo PIC What Do You Think? Is it possible to explain in words the feeling of flying an airplane solo for the first time? Here are a few to get you started but you should add to these: AMAZING A DREAM COME TRUE One More Item Checked off of my Life's To-Do List! Get Ready for Lesson 18 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total Your next flight will be flown with an instructor that is not your own instructor. Progress flights are conducted by different instructors under the theory that a different set of eyes might see things missed before. Don't worry about the progress flight however it s all to make you a better, safer pilot. Look over regulation 61.87(d) for the items on the progress flight. 70 P/N

67 Cirrus Pilot Training Course: Lesson 18 Lesson 18: Progress Flight Progress Flight Dual Flight Lesson Lesson Time: Oral Exam 1.0 hour / Flight Test 1.5 hours There is no scenario for this progress assessment other than the problems/ scenarios the chief pilot or check pilot might present you with. The key to successful progress assessment outcomes is to study and have confidence in your abilities. Your instructor would not have put you in for this progress assessment if he/she thought you weren't ready. Have fun and good luck! Scenario Objective The Chief flight instructor or his designee shall evaluate the student's ability to manage a local solo flight while operating an airplane safely as pilot in command. Key Elements of the Lesson All topic areas listed in 61.87(d) Notes to the PT By now you have become very familiar with your own instructor so it s always a little nerve racking to fly with someone else, but there is nothing on this flight that you have not already done time and time again. You may be somewhat nervous about this flight, but that is all right. In fact, the ability of flying well when you are nervous is a necessary pilot skill so overcoming your nervousness and doing your best is just part of the process of becoming a competent pilot. Relax and show him/her what you can do! Completion Standards Oral Exam This lesson will be complete when the PT is able to a) correlate Safety Policies and Procedures and applicable regulations to student pilot solo flights b) list and explain the v-speeds and emergency procedures, c) compute weight and balance calculations, and d) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. Flight Exam This lesson will be complete when the PT is able to a) operate within local safety policies and procedures, and applicable regulations, b) display the knowledge and ability to operate the airplane as pilot in command for local solo flights, and c) is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The student will demonstrate satisfactory knowledge of 14 CFR Part 61 and 91 that are applicable to student pilots. The demonstration will include satisfactory completion of a written examination administered by the instructor who is to endorse the student's pilot certificate for solo flight. The written examination will include questions on applicable regulations, flight characteristics, and operational limitations of the make and model of airplane being utilized. Acceptable performance guidelines for maneuvers and procedures in this segment are: 1. The student will perform the proper sequential procedures outlined in the checklist for pre-flight inspection and power plant operations. 2. The student will demonstrate adequate directional control, use proper control deflections for wind, and use a safe taxi speed while maneuvering on the ground. The student will also demonstrate the proper sequential procedures as outlined in the checklist for pre-takeoff procedures. 18 P/N

68 Progress Flight Cirrus Pilot Training Course: Lesson During normal and crosswind takeoffs, the student will maintain adequate directional control, use power properly, use proper control deflections, and lift off at a safe airspeed. 4. While in a climb, the student will maintain airspeed within ±5 knots and use proper corrections for left turning tendencies. 5. When in straight and level flight, the student will maintain altitude within ±150 feet, heading within ±15 degrees, and airspeed within ±10 knots. 6. The student will be able to establish appropriate bank attitudes for turns while maintaining altitude within ± The student will demonstrate proper use of power to establish a descent while maintaining airspeed within ±10 knots. 8. During flight at various airspeeds and configurations, the student will maintain altitude within ±150 feet, heading within ±15 degrees, and airspeed within ±10 knots. While conducting flight at slow airspeeds, the student will maintain altitude within ±150 feet and heading within ±20 degrees. 9. The student will recognize indications of imminent and full stalls and take prompt positive control action for recovery. Directional control will be maintained within ±30 degrees of desired heading and altitude loss should not exceed 250 feet during stall recovery. 10. The student will demonstrate proper use of the radio without instructor assistance. 11. During ground reference maneuvers, the student will fly a predetermined ground track, understand the effects of wind, correct for wind drift, maintain altitude within ±150 feet, airspeed ±10 knots, and maximum bank of 45 degrees. 12. During emergencies, the student will show increasing proficiency in following the manufacturer's published recommended procedures while maintaining safe control of the airplane. 13. The student will maintain continuous vigilance for other aircraft with extra precautions taken in areas of congested traffic. The student will identify conditions and locations in which wing tip vortices and wind shear may be encountered and adjust the flight path to avoid these areas. 14. When operating in the traffic pattern, the student will use proper traffic pattern entry and departure procedures. The student will maintain the recommended traffic pattern altitude within ±150 feet, recommended airspeed within ±5 knots, and correct for wind drift. The student will also demonstrate proper sequential procedures as outlined in the checklist for pre-landing and landing procedures. 15. When executing go-arounds, the student will maintain safe control of the aircraft at all times while following the manufacturer's recommended procedures. 16. During normal and crosswind landings, the student will make smooth, timely, and correct control application during the final approach and transition from approach to landing rollout. He/she will touch down smoothly at approximate stalling speed, at or within 500 feet beyond a specified point, with no appreciable drift, and the airplane longitudinal axis aligned with the runway centerline. The student will maintain directional control, increasing aileron deflection into the wind, as necessary, during the after landing roll. The student will follow proper sequential procedures outlined in the checklist for after landing, engine shutdown, and securing. 72 P/N

69 Cirrus Pilot Training Course: Lesson 18 Progress Flight FLIGHT / GROUND TIME RECORD LESSON #18 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? It is time to celebrate. You have accomplished what so many have wished to do but never actually completed. Welcome to the Cirrus Pilot club! FLIGHT / GROUND TIME RECORD Summary of Strand 1 Planned Strand 1 Actual Total Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Get Ready for Strand Two and Lesson 19 Review the syllabus for contents of Lesson 19. You will compute takeoff and landing data for short field and soft field takeoffs and landings and start learning about the maximum performance of the airplane when operating at short runways and/or soft airstrips. P/N

70 Progress Flight Cirrus Pilot Training Course: Lesson P/N

71 Cirrus Pilot Training Course: Lesson 19 Strand Two Lesson 19: Staying Proficient Solo Flight Lesson Lesson Time: 1.0 hours Flight Time / 0.5 Ground Training Scenario You have an important flight planned for next week, but you have been busy at work and have not flown on a very regular basis over the last month. You want to be at the top of your game for next week s flight so you decide to do some practice this week. You will fly solo, under the supervision of your instructor, out to a pre-determined practice area and work on your flight maneuvers. Scenario Objective The purpose of this lesson is to gain additional proficiency with flight maneuvers and gain confidence in solo flight. Key Elements of the Lesson Normal takeoff and climb Navigation to the pre-determined practice area Steep turns Slow flight and stalls Ground reference maneuvers Traffic pattern entry Normal landing Pilot judgment and planning Notes to the PT The first solo was great, but you probably remained in the traffic pattern for the entire flight and were never out of the instructor s sight. This flight allows you to depart the traffic pattern and get the feel that you are really on your own. Discuss with your instructor the location of the practice area that you will fly to and the maneuvers that should be practiced. You will need to do an excellent job of watching for other traffic on this lesson because there will be two less eyes in the airplane and you will be exiting and entering what could be a busy traffic pattern. This will also be the first time you have flown the airplane alone without having flown with the instructor first on the same day. Have fun with this lesson you have really accomplished something when you can depart and arrive at the airport on your own safely. Completion Standards This lesson will be complete when the PT is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) safely operate an airplane as pilot in command for local solo flight, c) perform all maneuvers and procedures to meet or exceed standards outlined in the pre-solo segment completion standards, and d) maintain altitude within ±150 feet, heading within ±20 degrees, and airspeed within ±10 knots. Staying Proficient Lesson 19: Note to Instructors This is the second solo flight, but it's the first time the PT will leave the traffic pattern and return solo and it's the first time that the PT will have flown solo without flying with you first on the same day. If the weather is not suitable for this flight, shuffle this lesson. Go onto another lesson like the next one which is a ground lesson, rather than completely canceling the session. Discuss with the student which practice area you would like him/her to fly to and the maneuvers you want him/her to practice. Talk about traffic pattern departure and arrival and even though it's just the practice area, you know students have gotten turned around doing maneuvers and could not find their way back. For this reason make sure they can use the Direct To button! 19 P/N

72 Staying Proficient Cirrus Pilot Training Course: Lesson 19 FLIGHT / GROUND TIME RECORD LESSON #19 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? This lesson is really the first time many pilots feel like they are really making progress because they flew on their own away from the airport. You had to deal with getting out of, and then back into, the airport safely. You had to constantly watch for traffic since there were fewer eyes in the airplane to help look out. You improved your flying skills with various maneuvers. What was the most impressive thing about this flight for you? Get Ready for Lesson 20 You are getting ready to go places so read about basic VFR navigation. You will need a Sectional Chart, a navigation plotter, a flight computer, and the Cirrus Pilot s Operating Handbook. 76 P/N

73 Cirrus Pilot Training Course: Lesson 20 Ground Instruction Lesson Time: 2.0 hours Scenario Lesson 20: Navigation Essentials You are planning for a flight of approximately 75 nm. Your flight instructor will select an airport. You plan this flight just as if you are going to actually make the flight, but today is a practice ground session for the actual flight later. You will need a Sectional Chart, navigation plotter, flight computer, and your Cirrus Pilot s Operating Handbook. On this proposed flight you will carry your instructor and two sets of golf clubs. Scenario Objective The purpose of this lesson is to introduce the student to airplane performance and basic VFR navigation. Key Elements of the Lesson Acquiring real-time weather information including winds and temperatures aloft Reading the Sectional Chart including Latitude and Longitude locations, chart symbols, and terrain features Selecting the best altitude based on terrain, wind, and hemispheric rules Calculating climb performance: time, distance and fuel burn in the climb Calculating the Gallons per Hour (GPH) while in level cruising flight Selecting VFR checkpoints and measuring the distance between checkpoints Determining Indicated Airspeed (IAS), Calibrated Airspeed (CAS), True Airspeed (TAS), and Groundspeed (GS) Determining True Course (TC), True Heading (TH), Magnetic Heading (MH), and Compass Heading (CH) Determining how long the flight will take Determining how much fuel is required for the flight including VFR fuel reserves Preparing and filing a VFR Flight Plan Notes to the PT This lesson presents the mechanics of basic navigation. The Cirrus airplane and its systems can do much of the calculations for you that you will do manually here, but it is essential that you know how the speeds, headings, gallons, and performance numbers come from. Having this working knowledge of how to answer such basic questions as, How long will it take to get there? and, How much fuel should we take? and, Are we there yet? will be a skill you will use over and over again. Completion Standards The instructor will guide the PT through the elements associated with aircraft performance and basic navigation. This lesson will be complete when the student is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) compute aircraft performance, c) plan a basic VFR flight using a navigation log, and d) plan and file a VFR Flight Plan. Navigation Essentials Lesson 20: Note to Instructors This lesson could take more time that is indicated in the syllabus and you may even need to split this into two sessions depending in the student. Everything basic to VFR navigation is included in this ground session: TC, FD report, WCA, TH, Variation, MH, Deviation, CH, IAS, CAS, TAS, GS, Climb Performance, Top-of-climb, GPH, Fuel computation, VFR checkpoints, distance between checkpoints, time between checkpoints, fuel used between checkpoints, fuel reserves, and the VFR Flight Plan. The scenario asks you to select an airport that is approximately 75 miles away and plan the entire trip as if you were actually going to make this flight. On lesson 21 you will actually fly this trip, so this is ground practice for the next flight. Use the Cirrus POH for the climb and cruise fuel numbers as well as the CAS chart for the airplane. Use the actual airplane's deviation and actual Winds and Temperatures Aloft (FD) that are present at the time of the lesson. Use some type of navigation log or record to record all your information and to have it handy inflight. Take a look at the airplane's weight and balance information in the POH and calculate the weight and balance problem using actual weights for student, instructor, and golf clubs. This ground school lesson will fulfill part of the requirements that are ultimately needed to send a student on a solo cross country flight (e) says we must teach: 1. Use of aeronautical charts for VFR navigation using pilotage and dead reckoning with the aid of a magnetic compass 2. Use of aircraft performance charts pertaining to cross country flight 3. Procurement and analysis of aeronautical weather reports and forecasts, including recognition of critical weather situations and estimating visibility while in-flight Send the student home with a different sample problem to work on you could use the return flight back home as homework. Students usually need several tries at working the complete, from start to finish, navigation plan, so that is why this may require two ground sessions. 20 P/N

74 Navigation Essentials Cirrus Pilot Training Course: Lesson 20 FLIGHT / GROUND TIME RECORD LESSON #20 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total What Do You Think? What if the weight of the airplane plus the weight of the fuel plus the weight of the two people plus the weight of the two sets of golf clubs ended up weighing more than the airplane can carry? What could you do about it? You can t reduce the weight of the actual airplane, you shouldn t leave any passengers at home, and if you left the golf clubs behind you would have nothing to play with when you got to the course. The only variable that could be reduced is the weight of the fuel. But wouldn t taking off with less fuel than full tanks reduce your range? When you trade the weight of fuel for the weight of golf clubs would you ever have to make an intermediate fuel stop? Get Ready for Lesson 21 Review the syllabus for Lesson 21 content. In Lesson 21 we will use what we learned in Lesson 20 to go play a round of golf. That s a great reason to learn how to navigate! 78 P/N

75 Cirrus Pilot Training Course: Lesson 21 Lesson 21: Golf Trip Dual Flight Lesson Lesson Time: 2.0 hours Flight Training / 1.0 Ground Training Scenario You and your instructor are actually going to fly the trip that you planned in Lesson 20. The plan is to fly approximately 75 miles to an airport for a golf game. The VFR navigation plan you completed in Lesson 20 will have to be calculated again using today s actual weather but part of your plan from Lesson 20 can still be used like the True Course, VFR checkpoints you selected, and the distance between those checkpoints. But because the wind is most likely different than on the day you worked on Lesson 20, your ground speed, time between checkpoints, and fuel burned will be different. Also, you must plan accurately but quickly. If it takes too long to calculate the plan, then it could be that the wind changes by the time you get on the flight and everything would be incorrect and you could miss your tee time. Scenario Objective The purpose of this lesson is to allow the PT to plan and execute a VFR cross country flight. The PT should be able to calculate basic navigation and airplane performance numbers and file a VFR flight plan. The PT should then be able to use the navigation logs in-flight to safely and accurately fly to the destination airport and return. The outbound leg should rely on VFR navigation: pilotage and dead reckoning alone. The return leg can blend VFR navigation with Radio and GPS navigation. Key Elements of the Lesson VFR basic navigation as presented in Lesson 20 Planning and executing a VFR cross country Filing, activating, and closing a VFR Flight Plan Notes to the PT On this flight you put into practice what you have learned to this point about airplane performance and navigation. You and your instructor have made many trips to different airports, but this flight should be the longest yet. The FAA considers any flight to another airport that is farther away than 50 nautical miles as a cross country. There are several requirements for you to fly dual and eventually solo cross country flights in order to qualify for the Private Pilot Certificate with the Instrument Rating. This flight gets you started toward meeting that requirement. Completion Standards This lesson is complete when the PT a) is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) can explain the steps in the basic navigation process and make accurate and timely calculations, and c) successfully navigates using basic pilotage and dead reckoning alone on the outbound leg and blends basic VFR navigation with Radio and GPS navigation on the return leg. Golf Trip Lesson 21: Notes to Instructor This flight should be to the same airport that was the destination during ground Lesson 20. The student should replan the basic VFR navigation using the actual conditions of the day of the flight. Figure in the weight of the golf clubs in your pre-flight weight and balance calculations and think about adding actual weight or have the student bring their actual golf clubs for this trip! He/she may as well learn how to pack golf clubs now since he/she probably will do it on their own later. You have flown with this student on many flights to other airports, but this probably will be the first that actually qualifies as a cross country flight more than 50 nm. FAR requires you to do both ground training and flight training with the student before he/she can go on a solo cross country. Lesson 20 plus the teaching you do before Lesson 21 should qualify to meet the ground school requirement. Lesson 21 and others to follow will qualify to meet the dual cross country flight instruction requirement (e) lists all the topic areas that we must teach the student and log in the student's logbook before we can send him/her on a solo cross country flight in a singleengine airplane. Here is the complete list, including some ground school items given in Lesson 20 that you should work on with the student on Lesson 21 and other dual cross country lessons: Solo cross country flight requirements. (e) Maneuvers and procedures for cross country flight training in a singleengine airplane. A student pilot who is receiving training for cross country flight in a single-engine airplane must receive and log flight training in the following maneuvers and procedures: 1.Use of aeronautical charts for VFR navigation using pilotage and dead reckoning with the aid of a magnetic compass. 2.Use of aircraft performance charts pertaining to cross country flight. 3.Procurement and analysis of aeronautical weather reports and forecasts, including recognition of critical weather situations and estimating visibility while in-flight. 4.Emergency procedures. 5.Traffic pattern procedures that include area departure, area arrival, entry into the traffic pattern, and approach 6.Procedures and operating practices for collision avoidance, wake turbulence precautions, and windshear avoidance 21 P/N

76 Golf Trip Cirrus Pilot Training Course: Lesson Recognition, avoidance, and operational restrictions of hazardous terrain features in the geographical area where the cross country flight will be flown. 8.Procedures for operating the instruments and equipment installed in the aircraft to be flown, including recognition and use of the proper operational procedures and indications. 9.Use of radios for VFR navigation and two-way communications. 10.Takeoff, approach, and landing procedures, including short-field, softfield, and crosswind takeoffs, approaches, and landings. 11.Climbs at best angle and best rate. 12.Control and maneuvering solely by reference to flight instruments, including straight and level flight, turns, descents, climbs, use of radio aids, and ATC directives. FLIGHT / GROUND TIME RECORD LESSON #21 Dual Solo PIC What Do You Think? Not long ago airplanes did not have GPS systems and colorful electronic moving maps. How do you think the introduction of these technologies has changed flight training? Is it easier? Is it harder? Or is it just different? Get Ready for Lesson 22 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total Read about Class D and C airspace Review Weight and Balance calculations from the Cirrus POH Read about required airplane inspections Read part (d) and learn about flying with inoperative or missing equipment Read part a) and learn about pilot recent experience requirements 80 P/N

77 Cirrus Pilot Training Course: Lesson 22 Lesson 22: Multiple Destination Cross Country Ground Instruction Lesson Time: 2.0 hours Scenario You and two friends are planning to travel from your local airport today to several destinations around the region. You plan to depart around 11:00 a.m. and fly to an airport about 100 miles away to have lunch. After lunch, which will take approximately two hours, you will continue on your trip to a third location about 75 miles for some late afternoon and evening shopping. After having dinner you will leave your two friends and return home by yourself at night. One of the airports that this plan involves will have a Class D airspace and one will have a Class C airspace (If possible). Leg 1: Home base to first destination. Depart home at 11:00 am local time. Leg 2: First destination to second destination. Depart first destination at 15:00 local time. Leg 3: Second destination to home. Depart second destination at 21:20 local time. Weight and Balance Information: Use actual airplane data for planning purposes. Your friends weigh 170 lbs and 129 lbs respectively. One has 35 lbs of baggage; the other has 40 lbs of baggage. Your bag weighs 25 lbs. Aircraft Information: Assume the following information has been extracted from the appropriate log. Today s date is 7/27/08. The Cirrus airplane you are flying was built in Last 100 Hour inspection was , current tach time is Last Annual inspection was 9/02/07. Last transponder check was 12/05/ 06. Last Pitot Static check was 10/03/06. Last VOR Check was 4/07/08. ELT was temporarily removed on 7/17/08 due to an unreliable signal. Placard in cockpit reads NO ELT. Aircraft does not have a MEL. Pilot Information: Received Private/Instrument SEL Rating on 4/04/07 and has a second class medical certificate issued on 06/14/07. Recent flight experience (log book entries) is as follows: Date Route Land AC type AC ID Total Description 12/2/07 MBT-M02 1 SR20 N22CD 1.2 hrs Took Bob Flying 2/9/08 MBT-CHA 1 SR20 N789F 1.8 hrs Business Trip to CHA 2/14/08 MBT-TYS 1N SR20 N789F 2.0 hrs Return Trip fast airplane 2/27/08 MBT-BWG 3 SR20 N224G 1.5 hrs Fun Flight with Wife 3/5/08 MBT-THA 2 SR20 N224G 1.4 hrs Fun Flight with Joe 5/9/08 MBT-CSV 2 SR20 N hrs Lunch with Jim 5/19/08 MBT-BNA 1 SR20 N222MT 1.1 hrs Flight to Class C 6/6/08 MBT-TRI 1 SR20 N789F 1.8 hrs Business trip to Tri-Cities 6/14/08 TRI-MBT 1 SR20 N789F 1.9 hrs Return trip bad turbulence Multiple Destination Cross Country Lesson 22: Note to Instructors By this lesson the student should be able to gather real time weather information and conduct the planning for a VFR flight without much assistance from you. To begin this lesson allow the student to work a three-leg plan with airports of Class D and Class C airspace. You could have the student do the planning on their own prior to the lesson, but he/she should use the actual winds that are present at the time they make the plan. Start off your discussion about the required inspections use the given information in the scenario. Then discuss the regulations pertaining to inoperative or missing instruments and equipment. Assuming the airplane you are training in does not have a Minimum Equipment List (MEL), use the four-step test of Here is that regulation reference with indications made for the four-step test: Inoperative instruments and equipment. (d) Except for operations conducted in accordance with paragraph (a) or (c) of this section, a person may takeoff an aircraft in operations conducted under this part with inoperative instruments and equipment without an approved Minimum Equipment List provided- (2) The inoperative instruments and equipment are not- (i) Part of the VFR-day type certification instruments and equipment prescribed in the applicable airworthiness regulations under which the aircraft was type certificated; (ii) Indicated as required on the aircraft's equipment list, or on the Kinds of Operations Equipment List for the kind of flight operation being conducted; (iii) Required by or any other rule of this part for the specific kind of flight operation being conducted; or (iv) Required to be operational by an airworthiness directive; and (3) The inoperative instruments and equipment are- (i) Removed from the aircraft, the cockpit control placarded, and the maintenance recorded in accordance with 43.9 of this chapter; or (ii) Deactivated and placarded Inoperative. If deactivation of the inoperative instrument or equipment involves maintenance, it must be accomplished and recorded in accordance with part 43 of this chapter; and- 22 P/N

78 Multiple Destination Cross Country Cirrus Pilot Training Course: Lesson (4) A determination is made by a pilot, who is certificated and appropriately rated under part 61 of this chapter, or by a person, who is certificated and appropriately rated to perform maintenance on the aircraft, that the inoperative instrument or equipment does not constitute a hazard to the aircraft. Once it has been determined that the airplane is good-to-go, determine if the pilot is good-to-go. Discuss the recent experience requirements that pilots must comply with: Recent flight experience: Pilot in command. a) General experience. (1) Except as provided in paragraph (e) of this section, no person may act as a pilot in command of an aircraft carrying passengers or of an aircraft certificated for more than one pilot flight crew member unless that person has made at least three takeoffs and three landings within the preceding 90 days, and- (i) The person acted as the sole manipulator of the flight controls; and- (ii) The required takeoffs and landings were performed in an aircraft of the same category, class, and type (if a type rating is required), and, if the aircraft to be flown is an airplane with a tail wheel, the takeoffs and landings must have been made to a full stop in an airplane with a tail wheel. Key Elements of the Lesson Practice VFR Navigation Planning Weight and Balance calculations Aircraft Logbooks and Required Aircraft Inspections Recent Pilot Experience Procedures for flying to and from an airport with Class C or D Airspace Notes to the PT This ground lesson incorporates many elements that the pilot must deal with on any routine flight. Your instructor will have you plan this three-leg VFR cross country flight using actual winds for the day you work on this lesson as well as calculate the weight and balance using the information above. After you have the basic plan completed, your instructor will discuss the airplane inspections and equipment that are required for this flight. Then the two of you will talk your way through the flight. Your home airport may already be inside Class C or D airspace, but if not this discussion will help you learn the unique requirements of these airspace types and what to expect when flying in and out. Completion Standards This lesson is complete when the PT a) is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) can quickly yet accurately calculate a VFR cross country flight using basic navigation skills, c) can accurately calculate the weight and balance for the airplane, d) can verify that an airplane has had the required inspections, and e) determine if the airplane is legal to fly with inoperative or missing instruments or equipment. FLIGHT / GROUND TIME RECORD LESSON #22 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total What Do You Think? We have discussed Personal Minimums before, but usually it meant personal weather minimums. In this lesson we took a look at all the items that must be prepared for and/or checked before flight. Should personal minimums also include a length of time available before the flight that would allow the pilot the time needed to check all these items? Get Ready for Lesson 23 Your airplane has some amazing capabilities. Among these is the ability to safely fly even without being able to see out or see the ground. The problem is that pilot skills must be raised to take advantage of the airplane s capabilities. Pilots should be prepared to avoid encounters with low visibility and clouds until they are ready. For the next lesson read about the illusions of flight that can confuse any pilot. 82 P/N

79 Cirrus Pilot Training Course: Lesson 23 Lesson 23: Business Meeting Dual Flight Lesson Lesson Time: 1.5 hours, 0.5 Instrument / 1.0 Ground Instruction Scenario You have an important business meeting at a nearby airport today. Your boss has advised that if you don t attend this meeting, the company will miss an opportunity to make a lot of money. So there is no question about it you have to be there. A series of recent torrential rains have left most of the rivers and streams in the local area near or at flood stage. Due to this fact, there are numerous road closures and impassable bridges which would significantly lengthen the driving time to the destination. Therefore, as a newly certificated pilot, you elect to fly. You arrange for a taxi to pick you up at the airport at a specific time for the meeting in town. The weather for today looks to be VFR, but the forecasts call for the conditions to get worse through the afternoon. Scenario Objective The purpose of this lesson is to review maneuvering solely by reference to flight instruments, ATC directives and emergency procedures applicable to instrument flight to facilitate aeronautical decision-making, and situational awareness in an airplane. In addition, the student will practice takeoffs and landings. Key Elements of the Lesson VFR flight planning and navigation to the destination airport VFR Flight Plan preparation, filing, activating and canceling Proper use of the Autopilot Encounter with instrument flight conditions on the return home 180-degree escape from instrument conditions Unusual attitude recovery Notes to the PT You should be getting very quick but very accurate with your VFR basic navigation planning by now. This trip is very important because it leads up to a solo cross country flight, so you will need to be sharp and instill confidence in the instructor. The instructor will select an airport that is approximately 75 miles from your home airport. Your goal on this flight is to be precise with your plan and your flying. On the leg home the instructor will simulate instrument conditions. This will give you the opportunity to practice with a view limiting device and learn about the illusions and dangers of flying in the clouds if not proficient and prepared. The instructor will introduce Unusual Attitude Recovery. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and can plan and execute a VFR cross country flight to an airport approximately 75 miles from the home airport and manage the VFR Flight Plan. The PT will also be able to hold altitude to within 200 feet of assigned and heading to within 10 degrees while simulating IFR conditions. Business Meeting Lesson 23: Note to Instructors Pre-flight Brief Discuss lesson scenario. Have the student evaluate and suggest ways to manage the risks. Ask questions to stimulate thought, such as: Can this flight be done legally? Can this flight be done safely? How will the ceilings and visibility affect your normal procedures? Ask him/her how he/she will find a small airport identifier. Leg 1: Departure - Destination Ground Ops With minimal instructor assistance, have the student tune, identify, and set-up the appropriate NAVAIDs for the flight. Depart Explain that water from the recent flooding has rendered much of the runway useless. Select a point where the water begins. Hopefully, the student will choose to do a short field takeoff. Fly a normal departure procedure. En Route Outbound Allow the student to navigate to the destination airport with little or no assistance from you. Destination Airport Explain to the student that it looks like mud was left on the runway from the retreating flood waters. Ask questions to stimulate thought, such as: Do you think we should land there? How can we figure out if the runway surface is usable? What type of landing should we do? Execute a soft field landing and taxi to the ramp completing all necessary checklists for completion of the scenario. Leg 2: Destination to Home En Route to Home Ask questions to stimulate thought, such as: How can we figure out what the weather is like at home? If home was reporting 2 SM visibility, could we still land there? What type of clearance would we have to get? Who would we get that clearance from? As he/she continues toward home, make comments such as: It's getting hard to see very far ahead, The visibility is definitely getting worse; and I can't see the ground anymore. At this point put the hood on the student and tell him/her they just entered the clouds. Let the student come up with a solution. Hopefully he/she elects to do a 180- degree emergency turn. Practice flight by reference to the instruments and unusual attitudes as necessary to increase student understanding and skill. For unusual attitudes, have the student put their head down and respond to your 23 P/N

80 Business Meeting Cirrus Pilot Training Course: Lesson basic flight instructions. Take him/her into an unusual attitude. This will give the student a chance to experience illusions. Home Airport Practice short and soft field takeoffs and landings as necessary to increase student skill and understanding. Post-Flight Brief Allow the student to critique his/her own performance. Have him/her discuss any illusions they might have felt during unusual attitudes. Stress that the instruments are their best source of information during IMC operations. At the completion of this lesson you should have met (or are very near) the 3.0 hours of dual cross country training that will later be required to meet checkride requirements. Here is the regulation that lets us know that: Aeronautical experience. (1) Three hours of cross country flight training in a single-engine airplane. FLIGHT / GROUND TIME RECORD LESSON #23 Dual Solo PIC What Do You Think? Several years ago a study was conducted that placed non instrument proficient pilots in the clouds to see what would happen. Every pilot in the study eventually lost control of the airplane with the average time-to-loss being just less than three minutes. But that study was conducted before autopilots were installed in light airplanes. Is it still important for pilots to be able to hand-fly in the clouds even though we have autopilots now? Get Ready for Lesson 24 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total Read section C paragraph 1 and section C paragraph 2 and learn about the logbook endorsements that your instructor will be making in your logbook for the next lesson. 84 P/N

81 Cirrus Pilot Training Course: Lesson 24 Lesson 24: Go Visit Your Mother! First Solo Cross Country Lesson Time: 2.0 Flight Time / 1.0 Ground Instruction Scenario You are conducting a solo flight to a nearby airport to visit your mother that is living in the nearby city s assisted living home. Fortunately you could not have asked for a better day to fly. The weather is good VFR and is forecasted to stay that way. Scenario Objective The purpose of this lesson is to have the student fly solo back to an airport that he/she previously flew to with the instructor. Key Elements of the Lesson Gathering weather information VFR flight planning VFR Flight Plan management Flying a solo flight to an airport that is approximately 75 miles from the home airport Notes to the PT Learning to fly has several major milestones and among these is the first solo cross country. You wanted to fly so that you could travel for business and pleasure, so this is the first flight when you are really doing that. The key here will be to go about the business of weather gathering, flight planning, and conducting the pre-flight inspection as you always do carefully. Don t let the excitement of this flight get you in a hurry. Take your time. You will have to plan ahead for this flight since it must be flown in daylight. You and your instructor will make a target departure time if you are not off by that time, considering the length of the trip, then you may have to cancel the flight and disappoint your mother. Nobody wants to do that, so plan ahead and without rushing, get off on time. Your instructor will most likely send you back on this solo flight to the place you went dual on the previous lesson. This means that you will be more familiar with the traffic pattern entry and airport. Call your instructor on the cell phone when you land at the destination. During that call you can discuss anything that could delay your flight or any other unforeseen factors. This is one of the most important and satisfying lessons of the entire syllabus, so have some fun with it. Completion Standards This lesson is complete when the PT a) is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) is able to gather real-time weather and apply that to VFR flight planning, c) can fly out and back to an airport that is approximately 75 nm away from the home airport in solo flight, d) and can manage a VFR Flight Plan in both directions. Flight Plan management includes filing, activating, and closing the flight plan. Go Visit Your Mother! Lesson 24: Note to Instructors This is the first solo cross country flight. It is recommended that you have the student repeat a flight to the same airport as in Lesson 23, but this time he/ she goes alone. Sending the student back to the same airport that you have just been with him/her will make it less nerve racking for the student since he/ she will at least be familiar with the destination. Make sure you have covered all the required training topics and have logged these topics in the student's logbook. You can review those 12 topic areas by looking back at Lesson 21. Before the flight you will need to make (at least) three endorsements. Endorsement Number One You must endorse saying that you have given instruction in those 12 topic areas of Here is that regulation: (b) Authorization to perform certain solo flights and cross country flights. A student pilot must obtain an endorsement from an authorized instructor to make solo flights from the airport where the student pilot normally receives training to another location. A student pilot who receives this endorsement must comply with the requirements of this paragraph. And here is the endorsement you would place in the student's logbook: Initial solo cross country flight: section 61.93(c)(1). I certify that (First name, MI, Last name) has received the required solo cross country training. I find he/she has met the applicable requirements of section 61.93, and is proficient to make solo cross country flights in a (make and model aircraft). /s/ [date] J. J. Jones CFI Exp Endorsement Number Two Endorsement number one just stipulates that the student has received the training, but to send him/her on an actual cross country flight another endorsement is required. Here is the regulation that requires a separate endorsement for each and every solo cross country: (c) Endorsements for solo cross country flights. Except as specified in paragraph (b)(2) of this section, a student pilot must have the endorsements prescribed in this paragraph for each cross country flight: (1) Student pilot certificate endorsement. A student pilot must have a solo cross country endorsement from the authorized instructor who conducted the training, 24 P/N

82 Go Visit Your Mother! Cirrus Pilot Training Course: Lesson and that endorsement must be placed on that person's student pilot certificate for the specific category of aircraft to be flown. (2) Logbook endorsement. (i) A student pilot must have a solo cross country endorsement from an authorized instructor that is placed in the student pilot's logbook for the specific make and model of aircraft to be flown. (ii) For each cross country flight, the authorized instructor who reviews the cross country planning must make an endorsement in the person's logbook after reviewing that person's cross country planning, as specified in paragraph (d) of this section. The endorsement must- (A) Specify the make and model of aircraft to be flown; (B) State that the student's pre-flight planning and preparation is correct and that the student is prepared to make the flight safely under the known conditions; and (C) State that any limitations required by the student's authorized instructor are met. And here is the endorsement that you would place in the student's logbooks for this particular flight on this particular day. Solo cross country flight: section 61.93(c)(2). I have reviewed the cross country planning of (First name, MI, Last name). I find the planning and preparation to be correct to make the solo flight from (location) to (destination) via (route of flight) with landings at (name the airports) in a (make and model aircraft) on (date). (List any applicable conditions or limitations.) /s/ [date] J. J. Jones CFI Exp Endorsement Number Three The last thing that is required is a cross country endorsement of the Student Pilot Certificate. The signed Student Certificate and the signed logbook must go with the student on the flight. This needs to be flown completely in daylight so make sure the student departs with enough time to get home safely before dark. Have the student get into the habit of calling you on his/her cell phone upon landing at every destination while flying solo cross country. FLIGHT / GROUND TIME RECORD LESSON #24 Dual Solo PIC What Do You Think? The first solo flight was a really big experience, but so is the first solo cross country flight. Most pilots report that although it was exciting, the first solo cross country flight was a different experience than the first solo flight. How was it different in your case? Get Ready for Lesson 25 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total The next flight lesson is another solo cross country flight. Discuss with your instructor which airport will be used and talk about actually planning some of the flight in advance. You can calculate mileage, True Course, and select VFR checkpoints before the day of the flight. Then on the day of the flight you have this information ready. You would still have to apply the wind and weather conditions to your flight planning for the day of the flight, but you can get to the airplane faster. 86 P/N

83 Cirrus Pilot Training Course: Lesson 25 Lesson 25: Get Back for the Ball Game Solo Flight Lesson Lesson Time: 2.5 Flight Time / 0.5 Ground Time Scenario You will be conducting a solo cross country flight of at least 75 to 100 nautical miles. The reason for your flight is to drop off some sealed bids. The bids must make it to the destination on time or your company will not be considered for a large construction contract. Your mission is to gather weather information and complete the necessary pre-flight planning for your assigned route, navigate safely and efficiently, and return to you home airport as close as possible to your ETA. Your instructor will also give you a pre-set departure time that you must adhere to. The reason you are on such a tight time schedule is that you must also get back in plenty of time to see your son start his first game for the high school basketball team. You have been playing basketball with this kid in your driveway since he was not much taller than the ball, so there is absolutely no way you will miss this game! This is a classic job versus family scenario, but using the Cirrus can you do both and pull it off? Scenario Objective The purpose of this lesson is for the student to conduct a solo day VFR cross country flight, but to do so with time pressures. Key Elements of the Lesson Gathering weather information VFR flight planning VFR Flight Plan management Operating the radio with proper phraseology Flying a solo flight to an airport that is approximately 75 to 100 miles from the home airport Notes to the PT When planning VFR cross country flights we have always said that you should not allow yourself to get in a hurry but this scenario presents many time pressures. You will know the airport of destination before the day of this flight. Your instructor will set a time limit from the time you arrive at the airport to the time you takeoff. Between those times you must take your partially prepared flight planning and apply that day s wind and weather. To meet the deadlines you must work quickly, but you cannot sacrifice speed for accuracy. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and when the PT successfully plans the flight with speed and accuracy and completes a solo cross country flight within the time deadlines of the flight. Get Back for the Ball Game Lesson 25: Note to Instructors Both lessons 24 and 25 are solo cross country flights. They are both out and back trips of about the same distance. The difference between lesson 24 and 25 is time pressure. The day before the flight, or sooner, discuss the airport of destination. This may be an airport that he/she has never been to before. Set an appointment time for the flight on the day of the flight. When the student arrives on the day of the flight, set time benchmarks for the flight. Give the student a departure time and a return home time. In this scenario the time at both ends of the flight are critical. Do not give him/her extra time to plan if they arrive at the airport later than the appointment time. Be ready to cancel this flight if the student cannot depart on time. You should also be very attentive to the student while they are preparing for the flight. Before this lesson the time was not as critical. The pressure of time may force the student to rush through the planning and pre-flight. Be ready to step in and point this out. Getting into the air when you are unprepared for flight can be dangerous this is a central theme of this lesson so watch out for missed steps and an overall lack of attention to detail as the student gets ready. Talk to the student about the go/no-go decision. Ask what type of weather/wind would cause this flight to be cancelled. You will need to verify that the student is carrying his/her Student Pilot Certificate. You sign him/her off for solo cross country on the back of this certificate on lesson 24, so that should still be good. You will have to place another endorsement in the student's logbook for this particular flight on this particular day. Have the student call you on your cell phone when he/she is at the destination and before he/she returns home. 25 P/N

84 Get Back for the Ball Game Cirrus Pilot Training Course: Lesson 25 FLIGHT / GROUND TIME RECORD LESSON #25 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Did the family pressure to make this flight on a tight time schedule change how you did things on this lesson? Can you see how such pressure might lead a safe pilot to do some unsafe or at least hurried things? Get Ready for Lesson 26 The next lesson is a ground lesson on flying at night. Hardly anything is more fun than flying on a clear night, so this will be worth preparing for. Discuss with your instructor the material that you should use to prepare for this ground lesson P/N

85 Cirrus Pilot Training Course: Lesson 26 Lesson 26: Getting Ready to Fly in the Dark Ground Lesson Lesson Time: 1.5 Ground Instruction Objective Introduce PT to night operations and aeromedical factors. Key Elements of the Lesson Night operations Aircraft lights Airport lighting Airport selection (fuel, hours of operation) AFD Fuel requirements Cockpit management Pilotage and dead reckoning at night (it s different than in the day!) Route selection Emergencies Recommended personal equipment Aeromedical factors Night vision Visual illusions Disorientation Spatial disorientation Night scan Hypoxia and how it can be worse at night Hyperventilation Alcohol/drug awareness Motion sickness Decompression sickness Supplemental oxygen requirements Stress/fatigue Notes to the PT Really study for this ground lesson and ask many questions because not only is this information vital for flight at night, it is also vital for instrument flight. In some countries flight at night is considered to be flying on instruments. Completion Standard This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering the instructor s questions on lesson content. Getting Ready to Fly in the Dark Lesson 26: Note to Instructors Night ground session. Use the Key Elements of the Lesson section as your guide to discuss both night operations and aeromedical factors. The next lesson is set up as a night cross country flight and Lesson 28 is a flight that focuses on night landings. Feel free to trade Lessons 27 and 28 if the weather does not allow a cross country flight (Lesson 27) or if you feel the student would benefit more with the landings lesson first. If you plan to go to lesson 27 next, then select an airport that is greater than 50 miles away and ask the student to do VFR flight planning in preparation for that flight. 26 P/N

86 Getting Ready to Fly in the Dark Cirrus Pilot Training Course: Lesson 26 FLIGHT / GROUND TIME RECORD LESSON #26 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 1.5 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total What Do You Think? What does it mean when we say, The airplane doesn t know its dark. Get Ready for Lesson 27 Take in everything you learned in this ground lesson and get ready to apply it to one of the most interesting and enjoyable lessons of all night flying! Make sure you talk with your instructor about any special equipment you will need for the next flight, like a flashlight P/N

87 Cirrus Pilot Training Course: Lesson 27 Lesson 27: Special Date Dual Flight Lesson At Night Lesson Time: 2.0 Flight Instruction / 0.5 Ground Instruction Scenario You have decided to take your spouse on a special date! This date includes a moonlit flight over your house, followed by a landing at a nearby town for a romantic dinner at a fancy restaurant. Your house is located approximately two miles south of town so the plan is take off, fly over the house, and then proceed on course to the destination. Scenario Objective The purpose of this lesson is to introduce the student to the fundamentals of night operations and the differences between daytime and nighttime navigation. Key Elements of the Lesson Pre-flight Inspection at night Locating points on the ground at night VFR navigation at night Illusions of flight that occur at night VFR Flight Plan management Notes to the PT Flying at night is a great experience, but remember that the airplane does not know that it is dark. It will fly the very same. The difference lies with the pilot. Issues of depth perception and illusions that occur at night can be real problems at night. The part of the human eye that sees at night requires more oxygen than the parts we use in the daylight. Discuss this issue with your instructor. Also, VFR navigation is quite different in the dark. On a dark night you probably won t be able to see powerlines, rivers, and hill-tops. Instead select airports, interstate highways (you won t see the road but you will see a stream of red lights going away and a stream of white lights coming toward you), and towns. The part of the flight where you fly over your house will be different and you should fly higher over it that you might in the day. Note: Your instructor may switch Lesson 27 for Lesson 28 and do these in reverse order. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, can apply knowledge from the previous ground lesson, and complete a VFR night, dual cross country flight. Special Date Lesson 27: Note to Instructors Lesson 26 was the ground school prep for this flight so you may not need much ground time, but you should follow the student around during the night pre-flight inspection and show him/her the way in which to check position lights, anticollision lights and cockpit lighting. This flight should be to an airport that is more than 50 miles away. This lesson should meet the requirements of (1)(2)(i): Aeronautical experience. (i) One cross country flight [at night] of over 100 nautical miles total distance; First fly to a spot that you designate as the location of the pilot's house it could be his/her actual house or somewhere else. Point out the differences between VFR day and VFR night when it comes to selecting checkpoints, staying higher above the surface and spotting other traffic. Ground Ops Guide the student through the pre-flight discussion items listed in the syllabus. Ask questions to stimulate thought, such as: How long should we wait to let our eyes adapt to the night? What do you think will be the greatest difference between night and day flying? What illusions should we watch out for? If we spot another aircraft, and only see a red light on its wing, what does that mean? Who has the right-of-way? Pre-flight Discuss and demonstrate with the student the differences between a night and day pre-flight. Ask questions to stimulate thought, such as: Should we check the lights any differently than we do during the day? What color flashlight do you think would be best to use? Why? Leg 1: Home - Dinner Ground Maneuvering Discuss and demonstrate with the student the proper taxi procedures at night. Ask questions to stimulate thought, such as: Should we taxi with our landing light on the whole time? Why? What should we do if an aircraft pulls off the runway in front of us with its landing light on? Why? Departure Execute a normal takeoff and climb. En route Perform all maneuvers listed in the syllabus after entering the practice area. 27 P/N

88 Special Date Cirrus Pilot Training Course: Lesson Attempt to identify the location of the house. Be sure to ask the student to compare his/her visual cues during the day, versus his/her visual cues at night. Discuss how individual maneuvers differ at night (compared to day). Destination Airport The student should enter the pattern with little instructor guidance. Ask questions to stimulate thought, such as: How can we identify the airport? If the light near the windsock was burned out, how could we figure out which runway to use? If the runway lights are too bright, how do we turn them down? Conduct a full stop landing and taxi to the ramp completing all necessary checklists for validation of the scenario. Leg 2: Depart - Destination Conduct a normal takeoff. Practice landings in the pattern as necessary to increase student proficiency, then depart for home. En route Home Ask questions to stimulate thought, such as: If we lost our engine right now, what would you do? Is it better to land in an unlit area, or a lighted area? What do you think of night flying? Home Airport Student should enter the pattern with little or no instructor assistance. Encourage him/her to make the decisions. Practice landings as necessary to increase student understanding. FLIGHT / GROUND TIME RECORD LESSON #27 Dual Solo PIC What Do You Think? You are on final approach to a runway at night. The approach crosses over a highway that is lined with street lights. As you get closer and lower to the runway, the street lights start to twinkle rather than have a steady light. Could it be that you are so low that tree branches and wires are passing between you and the street light making them appear to brighten and darken? Twinkling stars seen in the sky on a night flight are just part of what makes flying at night so much fun. Could twinkling lights seen on the ground be cause for an immediate go-around? Get Ready for Lesson 28 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total Read about illusions while landing at night and think about what you would do if while on a night flight, the landing light burned out. Also take a look in the regulations under part (2) and read about all the requirements to fly at night. 92 P/N

89 Cirrus Pilot Training Course: Lesson 28 Lesson 28: Proficiency and Avoiding Hazards at Night Dual Flight Lesson at Night Lesson Time: 1.0 hour Flight Time / 0.5 Ground Instruction Scenario Next week you have a planned vacation trip. The trip will probably require you to occasionally fly after dark, so you want to be sharp and also legal to fly at night. You ask your instructor to fly with you tonight so you can gain night currency for the trip and be ready to deal with unexpected situations at night. Scenario Objective The purpose of this lesson is to have the PT gain the skills necessary to land safely and confidently at night. The student should also meet the requirements of FAR (2) at the conclusion of the lesson. Note: FAR (2) requires 3 hours of night flight training that includes one cross country flight (at least 100 miles round-trip) and 10 takeoff and landings to a full stop. Key Elements of the Lesson Currency to fly at night Runway illusions at night Airport lighting Night landings Unexpected situations at night such as the loss of the landing light Unexpected situations at night such as the loss of cockpit lighting Notes to the PT If your instructor elected to switch Lesson 28 with Lesson 27, then this is your first experience at night. Read some of the Notes to the PT from Lesson 27 and learn about some of the differences that are involved in the night flight. On this lesson you will make several night landings including some with and without the landing light and cockpit lighting. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and is able to safely and confidently make landings at night with and without the landing light and cockpit lighting. The PT will be able to explain how a pilot remains current at night. Proficiency and Avoiding Hazards at Night Lesson 28: Note to Instructors If you did lesson 27 prior to lesson 28 then you have already made some night landings with the student. The goal of this lesson is, in part, to meet the following regulation: Aeronautical experience. (2) Except as provided in of this part, 3 hours of night flight training in a single-engine airplane that includes- (ii) 10 takeoffs and 10 landings to a full stop (with each landing involving a flight in the traffic pattern) at an airport. The PT should complete lesson 28 with 3.0 hours or more night hours and 10 or more full stop landings. In addition you should introduce potentially hazardous night operations, such as landing without a landing light. Also discuss with the student the laws pertaining to recent flight experience and how this rule has different sections for day and night is the rule: Recent flight experience: Pilot in command. (a) General experience. (1) Except as provided in paragraph (e) of this section, no person may act as a pilot in command of an aircraft carrying passengers or of an aircraft certificated for more than one pilot flight crew member unless that person has made at least three takeoffs and three landings within the preceding 90 days, and- (i) The person acted as the sole manipulator of the flight controls; and- (ii) The required takeoffs and landings were performed in an aircraft of the same category, class, and type (if a type rating is required), and, if the aircraft to be flown is an airplane with a tailwheel, the takeoffs and landings must have been made to a full stop in an airplane with a tailwheel. (2) For the purpose of meeting the requirements of paragraph (a)(1) of this section, a person may act as a pilot in command of an aircraft under day VFR or day IFR, provided no persons or property are carried on board the aircraft, other than those necessary for the conduct of the flight. (b) Night takeoff and landing experience. (1) Except as provided in paragraph (e) of this section, no person may act as pilot in command of an aircraft carrying passengers during the period beginning 1 hour after sunset and ending 1 hour before sunrise, unless within the preceding 90 days that person has made at least three 28 P/N

90 Proficiency and Avoiding Hazards at Night Cirrus Pilot Training Course: Lesson 28 takeoffs and three landings to a full stop during the period beginning 1 hour after sunset and ending 1 hour before sunrise, and- (i) That person acted as sole manipulator of the flight controls; and- (ii) The required takeoffs and landings were performed in an aircraft of the same category, class, and type (if a type rating is required). FLIGHT / GROUND TIME RECORD LESSON #28 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Someday you will takeoff in the daylight, but land after dark. Or you might fly to a destination airport in the day, but fly home that night. Should we check landing lights and airplane position lights for proper operation even on daytime flights? Get Ready for Lesson 29 The next lesson is a progress check with a different instructor. You have completed a progress check before, so you know what to expect. You will be asked to plan and execute a VFR cross country flight but you have been doing that now for several lessons. Show him/her you can do it again! P/N

91 Cirrus Pilot Training Course: Lesson 29 Lesson 29: Cross Country Progress Check Dual Flight Lesson Lesson Time: Oral Exam 1.5 hours / Flight Test 1.5 hours, 0.2 Instrument Scenario The check pilot will present the PT with a scenario that will be used as part of the stage check. The key to successful stage check outcomes is to study and have confidence in your abilities. Your instructor would not have put you in for this stage check if he/she thought you weren t ready. Scenario Objective Another different instructor shall evaluate your ability to a) manage the elements associated with a day solo cross country flight, b) explain selected tasks from the Private Pilot PTS, and c) conduct flight maneuvers and procedures covered in a cross country segment. Key Elements of the Lesson Thoroughly answer questions regarding VFR navigation and regulations Plan and execute a VFR cross country flight Operate the radio with proper phraseology Proper use of the autopilot Conduct flight maneuvers Perform accurate takeoff and landings Notes to the PT This is your second progress check so you know what to expect as you fly with a different instructor. Communicate with that instructor before the day of the flight and find out what, if any, pre-flight planning that is expected. In the oral exam portion of the check, just answer the questions the best way you can, but don t try to make up an answer that you are not sure of. Sometimes the best answer is I don t know. Of course, after the training you have gone through to this point it is unlikely you will actually have to say I don t know. Study and be ready. Completion Standards To the check instructor: Oral Exam This lesson is complete when the PT is able to: 1. Meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson 2. Plan a VFR cross country within Federal Regulations, Safety Policies and Procedures, and the aircraft capabilities 3. Explain selected tasks from the Private Pilot PTS Flight Exam This lesson is complete when the PT is able to: 4. Meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson 5. Manage a VFR cross country as pilot in command while maintaining his/her altitude within ±200 feet and heading within ±15 degrees 6. Perform radio navigation, pilotage and dead reckoning 7. Conduct flight maneuvers and procedures while maintaining altitude within ±150 feet, heading within ±15 degrees and airspeed ±10 knots Cross Country Progress Check Lesson 29: Note to Instructors To the Primary Instructor Work with the check instructor and the student to arrange the day and time of the Strand Check. Determine if the check instructor wants the student to plan anything in advance and if so pass on that information to the student. To the check instructor Oral Exam: This lesson is complete when the student is able to: 1. Meet the desired outcomes of the Learner Centered Grade sheet 2. Plan a VFR cross country within Federal Regulations, Safety Policies and Procedures, and the aircraft capabilities 3. Explain selected tasks from the Private Pilot PTS Flight Exam: This lesson is complete when the student is able to: 4. Meet the desired outcomes listed on the Learner Centered Grading sheet 5. Manage a VFR cross country as pilot in command while maintaining their altitude within ±200 feet and heading within ±15 degrees 6. Perform radio navigation, pilotage and dead reckoning 7. Conduct flight maneuvers and procedures while maintaining altitude within ±150 feet, heading within ±15 degrees and airspeed ±10 knots 8. Maintain directional control at all times during takeoffs and landings 9. Perform landings with touchdowns at or within 250 feet of the desired point 29 P/N

92 Cross Country Progress Check Cirrus Pilot Training Course: Lesson Maintain directional control at all times during takeoffs and landings 9. Perform landings with touchdowns at, or within, 250 feet of the desired point FLIGHT / GROUND TIME RECORD LESSON #29 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? By now it should be clear that flying to different airports will always require two sets of skills. One set is the ability to plan and navigate, use the radio, calculate weight and balance, and use current weather information. The other set of skills involves your ability to make decisions. Sometimes the proper decision is to cancel a flight even if that decision is unpopular. At this point in your training, are your decision skills as proficient as your navigation skills? Get Ready for Strand 3 and Lesson 30 The lesson after the progress flight is a ground session in airspace, airspace rules, and radio communications. These are topic areas that traditionally give students problems, so study the material that your instructor suggests and have plenty of questions ready when the next lesson starts. Summary of Stage 2 and Stage 1 and 2 combined. 29 FLIGHT / GROUND TIME RECORD Planned Strand 2 Actual Strand 2 Actual Strand 1 Actual Total Planned Total Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Strand 2 Summary Night Ldgs Grd Trng Total Flight P/N

93 Cirrus Pilot Training Course: Lesson 30 Strand Three Lesson 30: Airspace and Radio Communications Ground Lesson Lesson Time: 2.0 hours Objective Emphasize considerations necessary for safe flight. Continued cross country flight planning to include radio communications and ATC services. Key Elements of the Lesson Airport Facilities Directory Controlled and Uncontrolled (Class G and E) airspace Class D airspace and radio communications Class C airspace and radio communications Class B airspace and radio communications Communication with Flight Service Stations in-flight Runway incursion avoidance Wake turbulence avoidance Radar and ATC services METARS TAFS PIREPS Wind / temperature aloft Area forecast Airmets, sigmets, convective sigmets Notes to the PT This ground lesson is designed to help you understand the different types of airspace and the proper way to operate within them. Depending on the type of airspace that is present at your home airport, you may have had experience with one or more of these already. The best way to picture these airspace types is to take out your sectional chart and look at some examples. Historically weather information, airspace, and radio communications are difficult topics so you should ask questions anytime something is not completely clear. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The PT will demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering instructor s questions on lesson content. Airspace and Radio Communications Strand 3: Note to Instructors The major goal for Strand Three is to allow the student to gain cross country experience, including solo experience. The strand also includes flights into airspace that is a greater challenge than seen before with emphasis on congested airports and radio communications. At the time of this writing, 50 hours of cross country time is required for the instrument rating (61.65). In order for the student to accumulate that much cross country time within the syllabus and be eligible for the Instrument Rating Practical Test at the end, we must monitor the student s cross country time carefully. Remember 61.1 defines a cross country that can later be used toward qualifying for the IFR checkride as a flight that is non-stop of at least 50 nautical miles. Lesson 30 is a ground lesson that contains three very important topics: weather information, airspace, and radio communications. Since these three topics have historically given students problems, be ready to expand this into more than one session. Get some actual METARS and TAFS and show the student how to interpret them. Get the sectional chart out when discussing airspace types so you can show examples. Do some role playing to demonstrate the radio communications procedures (ATIS, Approach Control, Tower, Ground going inbound and ATIS, Clearance Delivery, Ground, Tower, and Departure going outbound) 30 P/N

94 Airspace and Radio Communications Cirrus Pilot Training Course: Lesson 30 FLIGHT / GROUND TIME RECORD LESSON #30 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total What Do You Think? To really understand the airspace system, pilots must think in 3D because after all, we fly in three dimensions. When you look across a Sectional Chart can you see the mountains popping up off that page and the river valleys digging down into the table? Can you see the invisible boundary line that exists up in the air between Class G and Class E? Can you visualize the actual shape of a Class D or Class C airspace? Get Ready for Lesson 31 Use the information from the Lesson 30 ground lesson to prepare for Lesson 31. In Lesson 31 you and your instructor will fly together to an airport that is busier that you may be used to. Your instructor will select the destination probably a Class C airspace. Study the airspace and the radio communications that are required P/N

95 Cirrus Pilot Training Course: Lesson 31 Lesson 31: Drop Off a Computer for Repair Dual Flight Lesson to Congested Airspace Lesson Time: 2.0 Flight Instruction / 1.0 Ground Instruction Scenario You are a small business owner and one day the computer that holds all your billing records crashes. You must retrieve this information in order send out the proper bills and in turn make your payroll. You have several people in your hometown take a look at the computer. The report is that the hard drive is damaged and the information is probably lost forever. You are referred to an individual in another city who is known as a genius of computer repair. This guy is your last hope. You make arrangements to take the computer to him in hopes that he can perform a computer miracle. You and your instructor will fly to a Class C airport to drop off the computer (Lesson 31) then on your next flight you will return to that same airport solo (Lesson 32) and pick up the computer that by then has hopefully been repaired. Note: The destination airport should have a higher airspace classification that the home airport. The classification on this lesson should be at least Class C. This flight may or may not be greater than 50 nautical miles, depending on the proximity of the Class C airspace to the home airport however, a flight of greater than 50 miles would be beneficial. Scenario Objective The objective of this flight is to allow the PT the experience of flying in congested airspace with a greater degree of radio communications. At the conclusion of this lesson the PT should be prepared to repeat this flight solo. Key Elements of the Lesson Communication with Air Traffic Control Approach Control Tower Ground Clearance Delivery ATIS RADAR services Complying with ATC instructions Congested airspace operations Proper use of the Autopilot Collision avoidance Wake turbulence avoidance Situational Awareness Notes to the PT Your home airport may already be a Class D or Class C (maybe even a Class B) airspace and therefore you may already be familiar with the procedures of these types. This lesson is designed to have you gain experience in more congested airspace than maybe you already have had. Your instructor will select the airport of destination and then you must put into practice all you have learned so far especially ground lesson 30. Going to an airport that is busier than you are used to is a real challenge, but once you have accomplished this, you are on your way to really operating in the national airspace system. The next lesson is a repeat of this lesson but next time you go solo. Drop Off a Computer for Repair Lesson 31: Note to Instructors Lesson 31 and 32 go together. Lesson 31 is a dual flight into congested airspace and Lesson 32 is a solo flight back to the same airport. This flight should represent a step up in challenge above the home airport and should be to at least a Class C airspace. If your home airport is a Class G, E, or D, then plan on going to a Class C. If you are already in a Class C, then plan to fly to another Class C. Sending a student pilot into a Class B airspace would be at your discretion. If a Class B were selected because of its proximity to your home airport, make sure that it is not on the list of Class Bs that prohibit student pilots! This flight may or may not be a cross country flight of over 50 nm depending on your proximity to the nearest Class C airspace but it would be better if it was greater than 50 nm so that lesson 32 can add to the students cross country total you be the judge. At the conclusion of Lesson 31, you need to be confident that the student can repeat the flight solo on the next lesson. This is a lesson that could require more than one flight to complete if the student was just not ready to make the solo flight again you be the judge. 31 P/N

96 Drop Off a Computer for Repair Cirrus Pilot Training Course: Lesson 31 Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. This lesson is complete when the PT can maintain situational awareness while flying into and back out of an airport inside congested airspace. This lesson is complete when the PT is competent to repeat the lesson solo. FLIGHT / GROUND TIME RECORD LESSON #31 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? If you were able to fly to an airport on this flight that has a greater level of congestion than the airport you are training at, then this was probably an eyeopening flight. You probably spoke to many different air traffic controllers. List the order in which you contacted each controller and what was each controller s role? Get Ready for Lesson 32 On the next lesson you will retrieve the computer that you dropped off in Lesson 31, but this time you will go alone. Go back over the steps of Lesson 31 in your mind. If you have any questions about the procedure required to get into and back out of a larger airport, make sure to discuss it with your instructor P/N

97 Cirrus Pilot Training Course: Lesson 32 Lesson 32: Pick Up Repaired Computer Solo Flight Lesson to Congested Airspace Lesson Time: 2.0 hours Flight Time / 0.5 Ground Instruction Scenario You get some great news. The computer expert was able to restore your computer s hard drive and retrieve all your vital billing records! The billing cycle starts tomorrow, so you need to pick the computer up today. You will return to the airport where the computer was dropped off and pick it up but this time you will make the flight solo. Scenario Objective The purpose of this lesson is for the student to conduct a solo day VFR cross country flight into congested airspace that is of a higher classification than the home airport. Key Elements of the Lesson Go/no-go Decision Communication with Air Traffic Control -Approach Control -Tower -Ground -Clearance Delivery ATIS RADAR services Complying with ATC instructions Proper use of the Autopilot Congested airspace operations Collision avoidance Wake turbulence avoidance Situational Awareness Single Pilot Resource Management Notes to the PT Like every other flight, you should be careful and meticulous when it comes to preparation, planning, checklists, and radio procedures. Flying into congested airspace with confidence is a skill that you will rely on for years to come, so follow the ATC procedures that you have learned and make this a great flight. Completion Standards This lesson is complete when the PT is able to a) meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, b) safely completes a flight into and back out of an airspace type that is more stringent than the home airport preferably a Class C, c) conducts the flight with good situational awareness of other aircraft in the area, d) meets all of ATC s expectations, and e) exercises good Single Pilot Resource Management. This lesson should yield at least one full stop landing at an airport with an operating control tower. Pick Up Repaired Computer Lesson 32: Note to Instructors As with all solo flights you want to ensure that the student is mentally prepared for the flight. He/she should not be overly nervous, excited, or rushed. Make sure their basic VFR navigation planning is not overlooked in all the excitement about going alone to a larger airport. You will need to make additional endorsements in the student's logbook for this flight: If the airport is greater than 25, but less than 50 nautical miles away use this endorsement: Solo cross country flights not more than 50 nm from the point of departure: section 61.93(b)(2). I certify that (First name, MI, Last name) has received the required training in both directions between and at both (airport names). I have determined that he/she is proficient of section 61.93(b)(2) to conduct repeated solo cross country flights over that route, subject to the following conditions: (List any applicable conditions or limitations.) /s/ [date] J. J. Jones CFI Exp If the airport is farther away than 50 nautical miles use this endorsement: Solo cross country flight: section 61.93(c)(2). I have reviewed the cross country planning of (First name, MI, Last name). I find the planning and preparation to be correct to make the solo flight from (location) to (destination) via (route of flight) with landings at (name the airports) in a (make and model aircraft) on (date). (List any applicable conditions or limitations.) /s/ [date] J. J. Jones CFI Exp And in addition to one of the above endorsements, if you are sending the student into Class B airspace you will also need these endorsements: Solo flight in Class B airspace: section 61.95(a). I certify that (First name, MI, Last name) has received the required training of section 61.95(a). I have determined he/she is proficient to conduct solo flights in (name of Class B) airspace. (List any applicable conditions or limitations.) /s/ [date] J. J. Jones CFI Exp Solo flight to, from, or at an airport located in Class B airspace: section 61.95(a) and section (b)(1). 32 P/N

98 Pick Up Repaired Computer Cirrus Pilot Training Course: Lesson 32 I certify that (First name, MI, Last name) has received the required training of section 61.95(a)(1). I have determined that he/she is proficient to conduct solo flight operations at (name of airport). (List any applicable conditions or limitations.) /s/ [date] J. J. Jones CFI Exp FLIGHT / GROUND TIME RECORD LESSON #32 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? One of the great things about flight training is that you can never completely script or predict what will happen on any given flight. What happened on this flight that was unexpected and how did you handle it? Get Ready for Lesson 33 Completion of Lesson 32 should really be a confidence builder. At this point you have flown cross country flights, flown into congested airspace, flown at night and flown on instruments. Now it is time to extend your range. The next several flights will build your experience with longer flights that will include various airspace types P/N

99 Cirrus Pilot Training Course: Lesson 33 Lesson 33: Manufacturing Plant Solo Flight Lesson Lesson Time: 3.0 hours Flight Time / 0.5 Ground Training Scenario You are the owner of a company that produces parts for the auto industry. You have manufacturing plants in two cities, but your home office is in a third city. You get word on a Monday morning that one of your plant s assembly lines has shut down and production has halted. The reason is that a machine used in the manufacturing process has broken down and needs a particular replacement part to resume operation. That is the bad news. The good news is that your other plant has the replacement part. You will need to fly to the first city to pick up the part, and then fly on to the second city to deliver the part and get the production line going again before flying home. Scenario Objective The purpose of this lesson is for the student to conduct a solo day VFR cross country flight that has two destination airports a triangle flight with at least one airport having either a Class D or Class C airspace. Each leg of the trip should be greater than 50 nm and therefore the total distance should be greater than 150 nm. This will meet the requirements of (a)(5)(ii). Key Elements of the Lesson Weather information gathering and use Go/no-go Decision VFR navigation planning VFR Flight Plan management Radio Communications Landing at an airport with an operating Control Tower Proper use of the Autopilot Situational Awareness Single-pilot Resource Management Notes to the PT This flight is a triangle. Each leg needs to be greater than 50 nm and at least one of the airports needs to have an operating control tower. This is the first cross country trip you have taken that was not just an out-and-back trip. You will need to make a full stop landing at each point. When you plan for a triangle, the wind will be significantly different, relative to your course, for each leg. You will need to get an early start, because this flight should be conducted all in the daylight. Since you do have three different legs, it will require some additional planning time, so do as much as you can ahead of time and arrive at the airport in plenty of time to get all the planning complete. Completion Standards This lesson will be complete when the PT successfully flies a three-leg solo cross country with at least one landing at an airport with an operating control tower, and meets the desired outcomes indicated on the Learner Centered Grading sheet for this lesson. The student should display confidence, situational awareness, single-pilot resource management, and be able to assess risk. Manufacturing Plant Lesson 33: Note to Instructors This lesson should meet the requirement for a three-leg trip, where the total distance is 150 nm and at least one leg is 50 nm. For the purpose of adding to the student's cross country total, go ahead and make sure than all three legs are greater than 50 nm. Here is the regulation: Aeronautical experience. Private Pilot. (5)(ii) One solo cross country flight of at least 150 nautical miles total distance, with full stop landings at a minimum of three points, and one segment of the flight consisting of a straight line distance of at least 50 nautical miles between the takeoff and landing locations. Select at least one airport that has an operating control tower so either a Class D or C and of course you will need to make the logbook endorsement, but this time with all three airports: Solo cross country flight: section 61.93(c)(2). I have reviewed the cross country planning of (First name, MI, Last name). I find the planning and preparation to be correct to make the solo flight from (location) to (destination) via (route of flight) with landings at (name the airports) in a (make and model aircraft) on (date). (List any applicable conditions or limitations.) /s/ [date] J. J. Jones CFI Exp P/N

100 Manufacturing Plant Cirrus Pilot Training Course: Lesson 33 FLIGHT / GROUND TIME RECORD LESSON #33 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Longer flights mean that more time elapses between your pre-flight weather briefing and the time you are actually in the air. This means that the weather forecasted for your flight could change during the flight and be very different than you predicted. On this three-leg flight did you have to adjust for changes in the wind or weather that took place while you were in flight? Get Ready for Lesson 34 The next lesson is the longest straight line distance that you have flown so far. The flight is approximately 250 nm total distance. Discuss with your instructor the actual airport of use and practice your ability to read METARs and TAFs. Remember, the more time that is needed to complete the flight, the greater the possibility that the weather will change P/N

101 Cirrus Pilot Training Course: Lesson 34 Lesson 34: The Science Fair Solo Flight Lesson Lesson Time: 3.0 hours Flight Time / 0.5 Ground Training Scenario Your brother is the principal of a high school in a city across your state. He is putting on a science fair for his students. Because you are a pilot, he asks you to be one of the science fair speakers and talk to the students about How Airplanes Fly. You will fly over to be the guest speaker and fly home before it gets dark tonight. Scenario Objective The purpose of this lesson is for the student to conduct a solo day VFR cross country flight with a total distance of 250 nm. Key Elements of the Lesson Weather information gathering and use Go/no-go Decision VFR navigation planning VFR Flight Plan management Radio Communications Landing at an airport with an operating Control Tower Proper use of the Autopilot Situational Awareness Single-pilot Resource Management Notes to the PT This will be the longest straight line flight that you have taken so far in your training. You will need good weather for the entire day and so this will be good practice at looking at the weather information and making a smart go/no-go decision. You will also need an early start because you need to be back home before dark. Since it takes longer to fly longer legs, plan on checking the weather again when you arrive at the destination to ensure that the weather is still good and that the winds have not changed. Be ready to make alterations to your VFR flight planning as needed. Completion Standards This lesson will be complete when the PT has flown a total distance of 250 nm on an out-and-back solo cross country flight. The PT should display skill at reading weather products and applying that information to the go/no-go decision. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The Science Fair Lesson 34: Note to Instructors Select an airport that is approximately 125 nm distant from the home airport. That airport may or may not have an operating control tower - that is up to your discretion. One goal of Strand 3 is to have the student finish this strand with at least three landings at an airport that has an operating control tower. Of course, your home airport may have a control tower and getting three landings is not an issue, but take a look at the student's total and make sure we have three before lesson 36. Another cross country endorsement is needed and as always the student must carry his/her signed Student Pilot Certificate and logbook with endorsements along with him/her in the flight. 34 P/N

102 The Science Fair Cirrus Pilot Training Course: Lesson 34 FLIGHT / GROUND TIME RECORD LESSON #34 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Have you heard the phrase, Any wind is a headwind! This idea applies to trips where you fly out and then back along the same course as you did on this lesson. The central question is this, if you have a tailwind on the way outbound and then a headwind on the way back home, does the extra groundspeed of the tailwind make up for the slower groundspeed of the headwind? The answer is no! The extra groundspeed you get with a tailwind does not pay you back for the slower groundspeed you get with a headwind. The reason is because when you are going slower against the headwind, it takes longer to complete the flight so the headwind has a longer time to work against you than the tailwind has to work for you. This fact becomes more apparent on longer flights such as this one. This is why any wind will make the trip longer in total than a flight with no wind thus any wind is a headwind! Did you experience this situation on this 250 mile flight? Get Ready for Lesson 35 The next lesson brings us into a time in the syllabus where your instructor has a great deal of confidence in you. Your instructor will select another airport for you to fly to, but this time the instructor expects you to do pretty much everything when it comes to weather information gathering, planning, and executing the flight P/N

103 Cirrus Pilot Training Course: Lesson 35 Lesson 35: Awards Banquet Solo Flight Lesson Lesson Time: 4.0 hours Flight Time / 0.5 Ground Training Scenario Every year your insurance agency has an awards banquet for the top sales people in the region. This year those top sales persons get an added bonus they get to fly to the awards banquet with you in a Cirrus airplane! You will fly to pick up one salesperson at an airport that is at least 100 miles away from your home airport. Then together you will fly to a second airport, which is at least 100 miles from the first airport, to pickup another salesperson and then fly home for the banquet. Scenario Objective The purpose of this lesson is for the student to conduct a solo day VFR cross country flight with three legs each leg is at least 100nm in distance. Key Elements of the Lesson Weather information gathering and use Go/no-go Decision VFR navigation planning VFR Flight Plan management Radio Communications Landing at an airport with an operating Control Tower Proper use of the Autopilot Situational Awareness Single-Pilot Resource Management Notes to the PT This flight represents the most complex flight to date. It has the longest distance and three legs so it will require advanced planning and an early start. Completion Standards This lesson will be complete when the PT is able to complete a lengthy three-leg cross country flight each leg at least 100nm. The PT should display the ability to plan and conduct flights of this length and complexity with skill and confidence. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. Awards Banquet Lesson 35: Note to Instructors By this time the student should be making all the preparations for flight on his/her own and displaying good confidence in making these solo flights. This flight should have three legs and each leg should be 100 nm in length. Select the airports for this flight that will allow the student to end this phase with at least 16 hours of solo cross country time and at least three landings at an airport with an operating control tower. 35 P/N

104 Awards Banquet Cirrus Pilot Training Course: Lesson 35 FLIGHT / GROUND TIME RECORD LESSON #35 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? A long flight with changing winds and weather, demanding traffic, and complex radio work can tire you out. Did you experience any fatigue on this flight that you had not experienced before? On future flights should you plan for getting plenty of rest before undertaking such a trip? Get Ready for Strand 4 and Lesson 36 The next lesson is a ground lesson on instrument arrival and approaches. So far, we have been flying in good VFR conditions, but one of the great advantages of the Cirrus is that it is a fantastic airplane for use in instrument conditions. In fact, some of the most impressive attributes of a Cirrus are illustrated when using it for flight into IFR. However, to do that we must learn how to operate in the IFR system. The next lessons move us in that direction. Summary of Stand 3 35 FLIGHT / GROUND TIME RECORD Strand 3 Summary Planned Strand 3 Actual Strand 3 Actual Strand 1-2 Actual Total Planned Total Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight P/N

105 Cirrus Pilot Training Course: Lesson 36 Ground Lesson Lesson Time: 2.0 hours Objective Strand Four Lesson 36: IFR Departure and Arrival Introduce the PT to IFR departure and arrival procedures including ATC clearances. Key Elements of the Lesson IFR departure and arrival procedures IFR ATC clearances and IFR Flight Plan management Non-Precision Approaches Precision Approaches Straight-in landing Circle to Land Proper use of the Autopilot Notes to the PT In the Cirrus, you have been exposed to the idea of instrument flight almost from the very beginning, but now it will start being up to you to utilize the Cirrus to its fullest extent. This ground session is vital, not only for preparing for this strand of lessons but for your total understanding of the national airspace system and IFR. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The PT will demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering instructor s questions on lesson content. IFR Departure and Arrival Lesson 36: Note to Instructors The major goal of Strand Four is to allow the student time to become excellent at basic attitude instrument flying and familiar with non-precision and precision instrument approaches. Use your judgment, but take the student into Instrument Meteorological Conditions whenever practical especially toward the end of this strand and in Strand Five. The emphasis in this strand is skill development. The actual applications of instrument skills into IFR flight planning come in Strand Five. This lesson is very close to a traditional instrument procedures ground school. Talk about the difference between VFR and IFR flight plans. Discuss ATC clearances and management of an IFR flight plan. Get out the en route and approach charts, go over symbols, and give examples of how to fly actual approaches. 36 P/N

106 IFR Departure and Arrival Cirrus Pilot Training Course: Lesson 36 FLIGHT / GROUND TIME RECORD LESSON #36 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total What Do You Think? Think about the VFR flight plans you have filed and activated so far in your training. Then think about how the IFR flight plan and the IFR clearance work. How are they alike? How are they different? Get Ready for Lesson 37 Read about the pilot s instrument scan sometimes called the cross check. A lot has been said about the instrument scan pertaining to a glass panel airplane. The truth is that glass does not eliminate the scan, but it is different than when pilots trained using round dials. Nevertheless, there is a real art to taking in information that is presented on the screen and translating that into airplane control. The next lesson will allow you to practice this essential skill P/N

107 Cirrus Pilot Training Course: Lesson 37 Lesson 37: Attitude Instrument Flying Dual Flight Lesson Lesson Time: Several Flights with Approximate Flight Training of 6.0 hours, 5.0 Instrument / 1.0 Ground Training Scenario In the coming week you plan to use the Cirrus to take your friends on a ski trip. In preparation for that flight, you began wondering about what would happen if the autopilot were to fail. In the Cirrus, an Autopilot failure is certainly an abnormal situation, but you want to be ready for anything. You ask your instructor to get you some practice in Attitude Instrument Flying. Scenario Objectives The purpose of this lesson is to give the PT practice and gain proficiency in basic attitude instrument flying without the Autopilot. Key Elements of the Lesson Maintaining aircraft control with no outside visual reference Controlling airplane altitude, heading, and speed Maneuvering with no outside reference: climbs, turns, descents Airspeed changes Spacial Disorientation Demonstration Avoiding Spacial Disorientation Unusual Attitude Recovery Notes to the PT One of the debates in general aviation is about the autopilot. In an automated airplane like the Cirrus, the autopilot is just one of the many tools that a pilot has to use to make a safe flight. But the issue is: if a pilot relies too heavily on the Autopilot, will they be able to control the airplane in the clouds if the Autopilot were to ever fail? The answer needs to be yes! This lesson will allow you to practice hand flying the airplane without outside visual reference and to recover from upsets and unusual attitudes. Even with an operating autopilot much of any flight will still be hand flown, so obtaining and maintaining the skills of basic attitude instrument flying is vital. This lesson will take several flights. Completion Standards This lesson is complete when the PT can control the airplane without any outside visual reference and without aid from the Autopilot. Altitude should be maintained within +/-100 feet. Heading should be maintained within +/-10 degrees. Airspeed should be maintained within +/-5 knots. The PT will be able to recognize unusual attitudes and make safe recoveries back to straight and level flight. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. Attitude Instrument Flying Lesson 37: Note to Instructors Discuss with the student the issues concerning the use of the Autopilot versus hand flying. In an automated airplane like the Cirrus the autopilot is just one of the many tools that we have to make our flight safer but that doesn't mean that it is no longer necessary for the pilot to be proficient at basic attitude instrument flying. Have the student do a series of traditional instrument maneuvers without outside visual reference (airspeed changes, constant rate climbs and descents, constant speed climbs and descents, standard rate turns to heading, climbing turns, descending turns, etc.). Have the student practice until they can meet this lesson's completion standards. This should take several flights and these flights could be intermingled with some of the lessons to come. The student must have at least 40 hours of actual or simulated instrument time before they can complete the course. The approximate five hours of attitude instrument flying here will be important in eventually reaching that total. 37 P/N

108 Attitude Instrument Flying Cirrus Pilot Training Course: Lesson 37 FLIGHT / GROUND TIME RECORD LESSON #37 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Basic Attitude Instrument Flying has been compared to juggling. The pilot must track and control so many things at once and all with accuracy. Pilot s invented multi-tasking long before the general population came up with that term! Does using the Primary Flight Display (PFD) make it easier to fly the airplane without looking outside as opposed to the round dials? If so, is it because of the picture that the PDF displays? Get ready for Lesson 38 Study the procedures for the group of instrument approaches known as nonprecision. Look over actual non-precision instrument approach charts that are for your local area and mentally fly a few of those approaches P/N

109 Cirrus Pilot Training Course: Lesson 38 Lesson 38: Reunion Flight Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.5 Instrument / 1.0 Ground Training Scenario Your class reunion is being held over the weekend at a hotel in a neighboring town. You decide that you would rather fly to the event since the hotel is located on the airport and some of your high school buddies have never seen your new airplane. You decide that you will leave Saturday afternoon before an approaching cold front is due to arrive late Saturday night. Because your new Cirrus has always been in a hanger at night, your plan is to fly to the reunion, attend the event, and return home before the weather turns. The current weather is MVFR and your destination is reporting an overcast layer and light snow flurries. Scenario Objective During this lesson the PT will get to fly at least two non-precision instrument approaches with straight-in landings and/or missed approaches. More important than the actual conduct of the approach will be the management and set-up for it. The PT should be able to recognize the increased difficulty level of the task and take steps to compensate for it. Elements of the Lesson Filing an IFR flight plan Receiving an IFR clearance En route IFR procedures Instrument approach set-up Non-precision approach Landing straight-in from an approach Missed approach Personal minimums go/no-go decision Notes to the PT Plan to arrive early for this lesson so that you and your instructor can prepare an IFR flight plan, file that plan, and allow for enough time for the ATC clearance to be available when you are ready to depart. The plan is to simulate a day with instrument conditions and fly to a nearby airport to show off your new airplane to people who remember you driving a beat-up old car in high school! You should be ready for several different non-precision approaches, but you can t memorize every possible approach, so instead become very familiar with how to find information in an instrument chart for any approach then you will be ready for anything that comes up. Your instructor will handle the radio for the most part of this flight, so concentrate on flying the airplane accurately, programming the automation as needed, and maintaining situational awareness. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The PT should be able to set up the instrument approaches properly using the available automation and hand fly the approach. Additionally, the PT should be able to identify any errors or unsafe practices made during the flight, including Single- Pilot Resource Management (SRM) considerations. The PT should understand Reunion Flight Lesson 38: Note to Instructors You have shown the student instrument procedures and approaches before this lesson and had him/her under the hood for several hours, but this lesson starts bringing things together for the student. Help (or demonstrate) the student to prepare and file an IFR flight plan. Discuss how you will receive the ATC clearance that comes from that flight plan. File two IFR plans one to the destination and a second one to get home. Select an airport that is approximately 25 nm away and that has one or more non-precision approaches (preferably a GPS and/or VOR). Plan to have the student accept the IFR clearance and fly to the destination without outside visual reference. Use a combination of hand flying and autopilot. You should handle most of the radio communications with ATC on this flight and set up the non-precision approach. Eventually we want the student to have had sufficient practice with both vectored approaches and full approaches, so keep some notes on how each approach is entered. Keep the student in the simulated clouds until late into the approach and then talk about how to transition from eyes inside to eyes outside on the runway and traffic avoidance. Make a full stop landing and cancel IFR. Pick up the return clearance and retrace your steps back home again let the student pick up the clearance and do all the flying, you set up the approaches with ATC. Plan on a second non-precision approach back to the home airport. Leave the student in the simulated IFR conditions until he/she reach the MDA. Hopefully this results in another straightin full stop landing. 38 P/N

110 Reunion Flight Cirrus Pilot Training Course: Lesson 38 why those actions were not optimal and what corrective action should have been taken. FLIGHT / GROUND TIME RECORD LESSON #38 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? One thing you will notice is that even though an instrument approach procedure appears to be all planned out, you never seem to fly it the same way twice. This is especially true with the non-precision instrument approaches. One day you may have a strong headwind on final approach which will effect your groundspeed, timing to the final approach point, and the rate of decent needed to get down to the Minimum Descent Altitude. On another day you could have a strong tailwind while flying the same approach. The tailwind will change your strategy for the approach. With a tailwind and faster groundspeed, you will have to descend quicker in order to get down to the MDA in time and you probably will have a higher MDA in anticipation of a circle-to-land maneuver. Can you think of other conditions that might change how the approach is flown from one day to the next? Get Ready for Lesson 39 One of the unique features of the Cirrus Private and Instrument Combination syllabus is the ability to shuffle lessons to meet the needs of students. Lesson 39 is actually a block of VFR solo cross country flights. You and your instructor should work together and plan to complete flights in this block whenever the weather and your schedule permits but on a day when you planned a VFR cross country trip, if the weather is not suitable you could shuffle the lessons and complete Lesson 40 instead. In this way, your training will have minimum delays. So, discuss with your instructor what flight(s) will take place next P/N

111 Cirrus Pilot Training Course: Lesson 39 Lesson 39: VFR Cross Country Block Solo Flight Lessons Lesson Time: 8.5 Flight Training Lesson Objective The purpose of this lesson is for the student to conduct several solo/pic day VFR cross country flights to build confidence and experience. Key Elements of the Lesson Go/no-go Decision Weather information gathering VFR navigation planning VFR Flight Plan management In-Flight weather gathering AIRMETS and SIGMETS Radio Communications Class D and C airspace Proper use of the Autopilot Risk Assessment and Management Single Pilot Resource Management Notes to the PT This lesson will require more than one cross country flight to complete. Work with your instructor and plan several VFR cross country flights in different directions from your home airport. Having more than one plan ready in different directions will save time. If the weather will not allow you to go to one destination then switch to the other rather than canceling the flight all together. Also if no VFR cross country flights are possible on the day you had planned to fly, you can shuffle flight lessons and fly a dual lesson with your instructor Lesson 40 for instance. It may take three different trips, but you need to acquire approximately 8.5 hours of solo/pic cross country time for this lesson and that should bring your overall total of solo/pic cross country time to approximately 25 hours. This is significant because this will place you at the halfway point for the required 50 hours of solo/pic cross country time. Speak with your instructor about selecting some destination airports to be used in this block that would be fun and interesting to visit. VFR Cross Country Block Lesson 39: Note to Instructors This lesson is designed as a solo/pic cross country time builder. Discuss with the student that this lesson will need more than one cross country flight to complete probably three flights. You should provide scenarios for these flights. Have the student plan several VFR cross country flights in different directions from your home airport. Having more than one plan ready in different directions will save time. If the weather will not allow the student to go to one destination, then switch and send the student to another airport rather than canceling the flight altogether. Also, if no VFR cross country flights are possible on the day the student had planned to fly, then shuffle the flight lessons and fly a dual lesson with the student Lesson 40 for instance is next. The student needs to acquire approximately 8.5 hours of solo/pic cross country time for this lesson block and that should bring the student's overall total of solo/pic cross country time to approximately 25 hours. This is significant because this is the halfway point for the required 50 hours of solo/ PIC cross country time. Speak with the student about selecting some destination airports to be used in this block that would be fun and interesting to visit but also well within his/her ability and comfort zone. These are truly supervised solo cross countries. It would be better for the student to divide up these 8.5 hours into shorter cross countries than one really long one - the farther they get from home the harder it is to supervise and the more expensive it gets to retrieve them if they get stranded by weather or maintenance issues! Of course, they will need endorsements for each flight. Note: the syllabus calls for all these flights to be conducted during daylight hours. Since the student is night current following lessons in the last strand, portions of these flights could be conducted at night with the proper endorsements this would be completely up to the discretion of you the instructor, however. 39 P/N

112 VFR Cross Country Block Cirrus Pilot Training Course: Lesson 39 Completion Standards This lesson will be complete when the student is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and safely complete the planned cross country flight. The student s flight instructor will conduct a post-flight discussion and review the flight log to determine that the lesson content and objectives have been met. FLIGHT / GROUND TIME RECORD LESSON #39 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? After completing this VFR cross country block you will have undoubtedly had many great new experiences. Complete these sentences: The coolest thing that happened during these flights was. I really learned a lot when. Get Ready for Lesson 40 The next lesson offers more practice with IFR Flight Plans, ATC clearances, and non-precision approaches. On previous instrument approaches, the conclusion to the approach usually was a straight-in landing after the runway became visible. But what if the only instrument approach at an airport led you to a runway that was not favored by the wind? Your instructor will also introduce the circle-to-land maneuver. Take a look at an approach chart and see how conducting this maneuver would change the MDA P/N

113 Cirrus Pilot Training Course: Lesson 40 Lesson 40: The Architectural Prints Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.5 Instrument / 1.0 Ground Training Scenario You are a contractor and need to pick up some architectural prints in a city approximately 30 miles from your location. Your company needs these prints today or you will loose a large client and the traffic going into the city would prohibit travel by car before close of business. You were planning to fly in that direction to gain some additional IFR experience, so you offer to fly to the closest airport nearest the engineering firm. The weather is IFR with similar conditions at the destination airport. Scenario Objectives This lesson provides the PTs with more exposure to IFR cross country procedures. The overall objective of the flight will be to teach the PT how to safely and effectively manage the procedures and tasks required for the departure, en route, and arrival phases of IFR flight in the National Airspace System. The PT will also be introduced to the circle-to-land maneuver. More important than the PT s execution of each task will be the aeronautical decision making and risk management behavior they demonstrate throughout the flight. The flight is meant to be a simple out and back trip. The intent of which is to allow the PT plenty of time in between each task of the flight so they can experience the flow of a basic IFR cross country. This will give him/her sufficient time to analyze the progress of the flight and use good SRM to successfully accomplish the trip. This flight should help the PT develop a better understanding of the types of situations they will encounter during IFR cross countries and the decisions that will need to be made. Key Elements of the Lesson Filing an IFR Flight Plan Receiving an IFR Clearance En route IFR procedures Instrument Approach set-up Non-Precision Approach Circle-to-land Maneuver Missed Approach Personal Minimums - go/no-go decision Notes to the PT This lesson will provide additional experience for you when it comes to managing an IFR Flight Plan: information gathering, planning, filing the flight plan, and receiving the ATC clearance and the radio procedures that go with it. Your instructor will work with ATC during the flight with one goal being the chance to perform a circle-to-land maneuver. This sounds easy, but in actual fact the circle-to-land is tricky and can be dangerous if you are not very careful. It is always hoped that at the conclusion of an instrument approach, a runway comes into view and we simply proceed to land straight ahead. But sometimes, especially at smaller airports that may only have one instrument approach, the runway that the approach lines you up on is not the runway we can land on because of the wind. This means we have to remain slightly higher than normal (which could keep us in the clouds) and make a low altitude, tight maneuver around the airport in order to get lined up with the favorable runway. Your instructor will give you all the details about the changes this causes to the MDA The Architectural Prints Lesson 40: Note to Instructors Select an airport that is approximately 30 to 40 miles away and file two IFR Flight Plans at the same time one for the trip over and one to come home. Fly in actual IMC if practical. If there is no suitable IMC, then simulate the clouds with a view-limiting device and set a simulated ceiling. Anytime you climb above that simulated ceiling the student should use the device (hood, foggles, etc.) and anytime they descend below they can remove it. Try to select an airport that has a single instrument approach and demonstrate the circle-to-land maneuver. This really means you must stay alert to other traffic since your instrument approach may be against the flow of VFR traffic in the pattern. Discuss in detail the potential hazards of the circle-to-land maneuver. Make a full stop landing and cancel IFR. Over the course of several lessons show the student the different ways in which an IFR clearance can be received. On the return flight of this lesson you may be able to demonstrate how to get the clearance that is a different method than at the home airport: VOR Link, RCO, cell phone, etc. Have the student plan for an instrument approach back into the home airport, but this time when the MDA and/ or the Missed Approach Point is reached, do not indicate that the airplane has descended below the clouds. Have the student execute an unexpected Missed Approach. You could cancel the actual IFR clearance before this or alert ATC of the possibility of a missed approach, followed by another attempt to get home. 40 P/N

114 The Architectural Prints Cirrus Pilot Training Course: Lesson 40 and Missed Approach Procedures. Anytime you have to make a low altitude maneuver it can be hazardous but when you make a circle-to-land you probably will also have low visibility, wind, turbulence and low ceilings to contend with as well. Then there is one other problem; often when pilots descend through the clouds and can see the airport, they tend to let their guard down, thinking that the challenging part of the flight is over. Accidents have happened during the circle-to-land because pilots relaxed and did not give the maneuver full attention. Be careful! Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson, identify any errors or unsafe practices made during the flight, including SRM considerations, and understand why those actions were not optimal and what corrective action should have been taken. Note: The Instructor should take every opportunity to take the student into Instrument Meteorological Conditions (IMC) whenever practical on instrument lessons beyond this point while being cognizant of icing conditions. IMC time is listed here under the column Inst Ref Actual. The syllabus cannot predict how much actual time the students eventually receives, so that number will remain zero in the tracking box however the instructor should keep track of all actual time. All Inst Ref Sim time plus all Inst Ref Actual time must eventually equal 40 hours to meet Instrument Rating minimum requirements (d)(2). FLIGHT / GROUND TIME RECORD LESSON #40 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? When you first came out of the clouds, or when your instructor told you to takeoff the view-limiting device, and you first saw the airport, did you feel yourself letting your guard down a bit? It happens to all pilots. We see the airport and we think that the most challenging part of the flight is over because we are out of IFR and back in VFR. But as instrument pilots we must guard against any letdown. When is it okay for a pilot to let down his/her guard? Probably only after the airplane is tied down or back in the hangar! Get Ready for Lesson 41 Lesson 41 is another block of solo/pic cross country experience. Utilize the unique feature of the Cirrus Private and Instrument Combination syllabus and shuffle lessons as needed. You and your instructor should work together and plan to complete flights in this block whenever the weather and your schedule permits but if on a day when you planned a VFR cross country trip, the weather was not suitable, you could shuffle the lessons and complete Lesson 42 instead. In this way, your training will have minimum delays. So, discuss with your instructor what flight(s) will take place next. 118 P/N

115 Cirrus Pilot Training Course: Lesson 41 Lesson 41: VFR Cross Country Block Solo Flight Lessons Lesson Time: 9.0 Flight Training Objective The purpose of this lesson is for the student to conduct several solo day VFR cross country flights to build confidence and experience. Key Elements of the Lesson Go/no-go Decision Weather information gathering VFR navigation planning VFR Flight Plan management In-Flight weather gathering AIRMETS and SIGMETS Radio Communications Class D and C airspace Proper use of the Autopilot Risk Assessment and Management Single Pilot Resource Management Notes to the PT This lesson is similar to Lesson 39. It will require more than one cross country flight to complete. Work with your instructor and plan several VFR cross country flights in different directions from your home airport. Having more than one plan ready in different directions will save time. If the weather will not allow you to go to one destination, then switch to the other rather than canceling the flight all together. Also, if no VFR cross country flights are possible on the day you had planned to fly, you can shuffle flight lessons and fly a dual lesson with your instructor Lesson 42 for instance. It may take three different trips, but you need to acquire approximately 9.0 hours of solo cross country time for this lesson and that should bring your overall total of solo cross country time to approximately 34 hours. Speak with your instructor about selecting some destination airports that are not too far away, but ones you have not flown to yet. VFR Cross Country Block Lesson 41: Note to Instructors Lesson 41 is another block of flights designed as a solo cross country time builder. Discuss with the student that this lesson will need more than one cross country flight to complete probably three flights. You should provide scenarios for these flights. Have the student plan several VFR cross country flights in different directions from your home airport. Having more than one plan ready in different directions will save time. If the weather will not allow the student to go to one destination, switch and send the student to another airport rather than canceling the flight altogether. Also, if no VFR cross country flights are possible on the day the student had planned to fly, then shuffle the flight lessons and fly a dual lesson with the student Lesson 42 for instance is next. The student needs to acquire approximately 9.0 hours of solo cross country time for this lesson block and that should bring the student's overall total of solo cross country time to approximately 34 hours. Speak with the student about selecting some destination airports to be used in this block that he/she may not have been to yet but also well within his/her ability and comfort zone. These still should be supervised solo cross countries. And as before, it would be better for the student to divide up these 9.0 hours into shorter cross countries than one really long one the farther they get from home the harder it is to supervise and the more expensive it gets to retrieve them if they get stranded by weather or maintenance issues! Of course, they will need endorsements for each flight. Note: The syllabus calls for all these flights to be conducted during daylight hours. Since the student is night current following lessons in the last strand, portions of these flights could be conducted at night with the proper endorsements this would be completely up to the discretion of you the instructor. 41 P/N

116 VFR Cross Country Block Cirrus Pilot Training Course: Lesson 41 Completion Standards This lesson will be complete when the student is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and safely complete the planned cross country flight. The student s flight instructor will conduct a post-flight discussion and review the flight log to determine the lesson content and ensure objectives have been met. FLIGHT / GROUND TIME RECORD LESSON #41 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? After completing this VFR cross country block you will have compiled even more experiences that now you can draw from and learn from. Complete these sentences about the flights you took to complete this lesson: The most challenging airspace I ever flew solo in was. It was the most challenging because. Get Ready for Lesson 42 You have had some good practice so far in the IFR system particularly with IFR flight plan management and non-precision approaches. The next lesson takes another step, this time toward precision approaches. Read all about the Localizer, ILS, LDA, and SDF for next time P/N

117 Cirrus Pilot Training Course: Lesson 42 Lesson 42: The Journalist Flight Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.5 Instrument / 1.0 Ground Training Scenario You are a part-time journalist and write a weekly column for your local newspaper. The governor of your state is giving a policy address today in another city and you want to fly over and cover the event for the paper. The weather is IFR with similar conditions at the destination airport. Scenario Objective This lesson offers additional exposure to IFR cross country procedures to the PT. The PT will also be introduced to localizer approaches in preparation for ILS approaches next lesson. More important than the PT s execution of each task will be the aeronautical decision making and risk management behavior they demonstrate throughout the flight. The flight is meant to be a simple out and back trip to cover a political speech. This flight should help the PT develop a better understanding of the types of situations they will encounter during IFR cross-countries and the decisions that will need to be made. Key Elements of the Lesson Filing an IFR Flight Plan Receiving an IFR Clearance En route IFR procedures Instrument Approach set-up Localizer Approach (LOC, SDF, LDA) Straight-in to Land Missed Approach Personal Minimums go/no-go decision Notes to the PT The Localizer is an electronic navigation aid that is extremely accurate. It is used by itself to provide a non-precision approach or it is used in conjunction with an electronic Glide Slope to provide for a precision approach. The Localizer, LOC for short, is exactly lined up with the runway s centerline. Another version of the Localizer is the Localizer-type Directional Aid LDA. The LDA is exactly the same as the LOC except it is not exactly lined up with a runway s centerline. Yet another version is the Simplified Directional Facility SDF. The SDF is typically aligned with the runway centerline, but it is not quite as narrow or accurate. Your instructor will find an airport with one of these approach types: LOC, LDA, or SDF that is within a reasonable distance. You will file IFR and get some valuable practice. Your instructor will talk to you about bracketing the Localizer. This is a technique that pilots use when flying this very sensitive approach so that they do not overcorrect. The Journalist Flight Lesson 42: Note to Instructors Talk to the student about the Localizer and how it is more sensitive and more accurate than the VOR even though it uses the same receiver as the VOR. Discuss the idea of bracketing the Localizer to prevent over-correcting and flying S turns down the final approach. Select an airport that has either a LOC only, an SDF, an LDA, or an ILS that is approximately 30 to 40 miles away. Let the student handle the IFR flight plan and the flight to the destination. If the airport with the Localizer has a control tower, ask the tower if you can get the option on your approach. If the option is approved, then make a straight-in approach to the Localizer runway and land but make a stop and go. Takeoff again and have the student fly the approach a second time. On the return flight have the student set up an approach back to the home airport. Make a full stop landing after coming out of the actual or simulated clouds. Then do additional approaches as you see the need. 42 P/N

118 The Journalist Flight Cirrus Pilot Training Course: Lesson 42 Completion Standards The PT will have successfully completed this lesson when they can manage the IFR flight plan and practice the Localizer approach without a full-scale needle deflection and when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. FLIGHT / GROUND TIME RECORD LESSON #42 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? The Localizer approach is four times more sensitive than a traditional VOR approach. This is a good thing because with greater accuracy you can fly closer to the ground while still in the clouds and enjoy lower approach minimums but the great sensitivity can cause other problems. Pilots sometimes will chase the needle and end up flying an S turn path back and forth across the Localizer. Did you try to stop this by using the bracketing technique? It does require some mental discipline, but it does work. Get Ready for Lesson 43 The next lesson builds on the work that you and your instructor have just completed in Lesson 42. Lesson 43 adds the use of an electronic Glide Slope and turns the LOC approach into an Instrument Landing System ILS approach. The ILS is a precision approach. Read about the three types of information that an ILS approach offers the pilot: Guidance Information, Range Information, and Visual Information P/N

119 Cirrus Pilot Training Course: Lesson 43 Lesson 43: College Recruiting Trip Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.5 Instrument / 1.0 Ground Training Scenario Your daughter is a high school senior and she has a college visitation trip scheduled. The high school allows students three absences to make these trips and she wants to see the campus of one of the schools on her short list. You plan to take a day off and fly her on this trip. You want to speak to the school s financial aid officer as well! The weather turns out to be IFR conditions on the day of the flight. Lesson Objectives This lesson offers more practice in the IFR environment. The PT will be introduced to Instrument Landing System (ILS) approaches. The student will get exposure to the electronic Glide Slope, ILS marker beacons, precision approach lights and precision runway markings. The PT will see how to transition from the en route phase of flight to the terminal/approach phase using an ILS. As always, it is important that the PT s displays aeronautical decision making and risk management behavior throughout the flight. The flight is meant to be a simple out and back trip to cover a college visitation trip. This flight should help the PT develop a better understanding of the types of situations they will encounter during IFR cross-countries and the decisions that will need to be made. Key Elements of the Lesson Filing an IFR Flight Plan Receiving an IFR Clearance En route IFR procedures Instrument Approach set-up Instrument Landing System ILS -Guidance Information -Range Information -Visual Information Straight-in to Land Missed Approach Personal Minimums go/no-go decision Notes to the PT By this time you should be able to manage the IFR Flight Plan without much help or hesitation. Discuss with your instructor about the destination airport and the ILS to be used. Look over the ILS approach chart in advance and go over all its parts and information. In the last lesson you learned how to stay on a very narrow course by bracketing the Localizer. When flying the ILS you must also stay on an extremely narrow glide slope course and the same technique of bracketing can be used. Your instructor will also discuss Marker Beacons, Light systems, and precision runway markings. College Recruiting Trip Lesson 43: Note to Instructors Lessons 42 and 43 are very similar - and in fact both lessons may be to the same destination airport depending on how available ILS approaches are in your area. Allow the student to handle all the pre-takeoff planning and IFR filing. Let the student fly to the destination without assistance. Help the student when it comes to transitioning from en route to approach phase of flight, but have the student do all the programming. Show how the ground track indicator on the HSI can help compensate for wind while tracking the localizer. Demonstrate the bracketing technique for accurately flying the Glide Slope. Go into actual IFR conditions if practical, otherwise set a simulated ceiling to use with a viewlimiting device. Tell the student that you will let him/her know when they are out from under the clouds and can takeoff the view-limiting device. On at least one occasion, do not tell the student that you out of the clouds throughout the entire approach and force a missed approach procedure. 43 P/N

120 College Recruiting Trip Cirrus Pilot Training Course: Lesson 43 Completion Standards The PT will have successfully completed this lesson when they are comfortable and confident with all phases of IFR flight plan management, and can fly an ILS approach without any full-scale needle deflections. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. FLIGHT / GROUND TIME RECORD LESSON #43 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Most ILS approaches will allow us to get within 200 feet of the ground before we need to make the decision whether to continue or perform the missed approach. That 200-foot mark is the minimum for many ILS approaches, but well below most pilots personal minimums. If you were able to fly IFR by yourself today, what would your personal minimum be for ceiling and visibility? How many ILS approaches do you think you should practice before working your personal minimum down to 800 feet? To 500 feet? To the ILS minimum of 200 feet? Get Ready for Lesson 44 Lesson 44 is a Strand Check on Instrument Approaches. You should be ready to answer questions about IFR Flight Plan Management, en route procedures, radio communications, non-precision approaches, precision approaches, straight-in landing, and circle-to-land. Be ready to fly any approach that the check instructor calls for P/N

121 Cirrus Pilot Training Course: Lesson 44 Lesson 44: Strand Check Flight Dual Flight Lesson Lesson Time: 2.5 Flight Training, 2.0 Instrument / 1.0 Ground Training Scenario The Check Instructor will provide a scenario for this lesson so that the PT can be evaluated on instrument flying skills to this point. Scenario Objective The objective of this lesson will be reached when the PT can manage the flight from start to finish including all the elements listed below. Key Elements of the Lesson IFR cross country planning IFR flight plan management Filing, Receiving the Clearance, and Canceling Attitude instrument flying Proper use of the autopilot En route procedures Radio communications Non-precision approach Precision approach Landing straight-in Circle-to-land Missed approach procedure Single-pilot resource management Notes to the PT Approach this flight just like any other. You understand that the purpose of the Strand Check is to have another instructor identify your areas of strength and weakness. If any weak areas are detected, you and your instructor will have the opportunity to focus on those areas so that by the next time you go on a Strand Check, those areas can be strengths. As always, take everything in this lesson step-by-step and you will do a great job. Completion Standards The PT will have successfully completed this lesson after all elements have been evaluated and are within the tolerances of the most current Instrument Rating, Airplane Practical Test Standards, and meets the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. Strand Check Flight Lesson 44: Note to Instructor To the instructor and check instructor: Your student should be able to perform all the elements of this check flight to the standard of the most current Instrument Rating - Airplane Practical Test. At this point the student has not been exposed to some of the advanced work such as holding patterns and emergency situations, but all the basic flying, radio work, and approaches should be very solid. The emphasis up until now has been on developing the PT's fundamentals, both cognitive and physical. This means that not only should the PT demonstrate the ability to perform each task but they should also be able to manage and apply sound SRM practices prior to, during, and after each task. The desired outcome of all the training conducted so far is to prepare the PT for the more fluid and dynamic environment encountered in IFR cross country operations. Approach this training lesson with that in mind. Based on his/her performance, have they reached a level of learning adequate for the next phase of training? Question the PT in a way that will allow you to determine his/her decision making capabilities and the level of his/ her SRM development. Is the PT planning sufficiently ahead of the airplane and applying good SRM throughout the flight? Has the PT demonstrated the desired performance level for each task covered? The PT should be at the EXPLAIN level for most tasks. Stress to the PT that you will be evaluating him/her in these areas and make sure they approach the training with that in mind. The PT must be aware of the learning progression you are striving for and understand what he/she has to do to achieve it. 44 P/N

122 Strand Check Flight Cirrus Pilot Training Course: Lesson 44 FLIGHT / GROUND TIME RECORD LESSON #44 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Flying instrument approaches has been compared to playing tennis. When a tennis player starts to get good at the game, it is because they can hit all the shots. They can hit the forehand, the backhand, and play the net. But winning at tennis requires more than just hitting the shots it takes strategy and thought. When pilots get good it is because they can fly all the approaches (like hitting all the shots). The pilot can handle the GPS, the VOR, and the ILS approach. But being a true instrument pilot requires more than just flying approaches it takes strategy and thought. At this point in your training are you an approach pilot or a true instrument pilot? The scenario-based training you have undertaken has made every attempt to make you a true instrument pilot and not just an approach pilot but there is still more to learn before you will be a proficient instrument pilot! Get Ready for the Final Strand and Lesson 45 The next lesson focuses on full-blown IFR flight planning. Much goes into making an IFR flight safe so review your IFR en route charts and read about holding patterns. Summary FLIGHT / GROUND TIME RECORD Strand 4 Summary Planned Strand 4 Actual Strand 4 Actual Strand 1-3 Actual Total Planned Total Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Note: The instructor should take every opportunity to take the student into Instrument Meteorological Conditions (IMC) whenever practical on instrument lessons beyond this point. IMC time is listed here under the column Inst Ref Actual. The syllabus cannot predict how much actual time the students eventually receives, so that number will remain zero in the tracking box however the instructor should keep track of all actual time. All Inst Ref Sim time plus all Inst Ref Actual time must eventually equal 40 hours to meet Instrument Rating minimum requirements (d)(2). 128 P/N

123 Cirrus Pilot Training Course: Lesson 45 Strand Five Lesson 45: IFR Flight Planning and Holding Patterns Ground Lesson Lesson Time: 2.0 Ground Training Lesson Objective Introduce PT to IFR flight planning. Key Elements of the Lesson Full IFR cross country flight planning Personal Minimums and go/no-go decisions Route selection Flight information publications Weather considerations Altitude selection Alternate airport determination IFR navigation log IFR flight plan (filing and closing) IFR en route chart symbology IFR instrument approach charts Holding patterns, hold entry, and ATC instructions for holds Notes to the PT This ground lesson will not have completely new topics for you, but it does represent a transition. From this point forward, you should be able to plan IFR flights in their entirety without further assistance from the instructor. You should be able to state your personal minimums at this point and make clear go/no-go decisions based on those minimums. Ask many questions when it comes to the new topic of holding patterns. It pays to actually draw diagrams of the racetrack shaped holding patterns. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The PT will demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering instructor s questions on lesson content. IFR Flight Planning and Holding Patterns Lesson 45: Note to Instructors The first goal of Strand Five is to allow the student, who by this time has very good instrument flying skills, to apply those skills into the airspace system with IFR flight planning. The student will also become proficient in a range of additional instrument skills: holding patterns and hold entries, DME arcs, flight with various malfunctions, partial panel, and emergencies. Make every effort to take the student into actual Instrument Meteorological Conditions whenever practical. Plan IFR cross country flights and actually fly in the clouds every opportunity you get. The Strand ends with preparing the student to complete the course by passing both the Private Pilot Certificate and Instrument Rating Practical Tests. The Strand concludes with a VFR ground review, a VFR flight review, an IFR ground review, and an IFR flight review. This is a ground lesson right after the Strand Four check. The student should be able to plan IFR flights without much assistance, so give the PT a sample problem. Read ahead to Lesson 46 with the thought of having the student plan the flight for Lesson 46 during this ground lesson. Introduce holding patterns. 45 P/N

124 IFR Flight Planning and Holding Patterns Cirrus Pilot Training Course: Lesson 45 FLIGHT / GROUND TIME RECORD LESSON #45 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total What Do You Think? Is a holding pattern just an organized way to waste time? Can you name three situations that could happen that would trigger the need for a pilot to do a holding pattern? Get Ready for Lesson 46 The ground lesson plan that was completed in Lesson 45 could be used by your instructor as the basis for Lesson 46. If that works out, the planning of Lesson 45 will be put into action in Lesson P/N

125 Cirrus Pilot Training Course: Lesson 46 Lesson 46: FAA Safety Seminar Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.7 Instrument / 1.0 Ground Training Scenario You plan on attending a nearby FAA Safety Seminar. You had plans to pickup a friend at a nearby airport and then continue onto to the seminar. Your former instructor at a distant flight school also wishes to attend the same seminar. Since all of the planes at his school have been rented for the day, he asks you if he could tag along and whether you could pick him up at his home field. Although you didn t plan on this second stop before the seminar, you don t mind because it is on the way. There is a non-precision approach available at the first airport and a precision approach available at your destination. The weather is IFR with low ceilings at your arrival airport. Since this is a major event, there is a chance that many aircraft will be flying in to attend, and you feel more confident having a CFI aboard in case of any holding instructions. Scenario Objective This lesson will further develop the PT s IFR cross country skills. The tempo of the flight will be more demanding with the addition of a third leg, and the PT will have the opportunity to practice holding, non-precision approaches, precision approaches, as well as circling and missed approach procedures. It is the intent of this lesson to continue to develop and refine the PT s understanding and implementation of SRM. The additional approach at a third airport will provide the PT with more exposure to the procedures associated with transitioning from the en route phase of flight to the arrival phase. The pilot workload will also increase, forcing the PT to prioritize and manage the flight better to avoid becoming task saturated. The PT s automation management should be discussed and evaluated to point out any omissions or inefficiencies. After this lesson the PT should demonstrate increased proficiency in all phases of flight and be able to take on more and more of the decision making processes. Key Elements of the Lesson IFR flight planning IFR flight plan management Personal Minimums and the go/no-go decision IFR Departure and en route procedures Hold patterns and entry Radio Communications Non-precision approach Precision approach Straight-in Landing Circle-to-Land Single-pilot resource management SRM Notes to the PT This flight will be a great opportunity to display your flight skills and IFR system skills. The key to flying holding patterns and hold entries is in picturing what they should look like before you fly one. Use the Cirrus technology to its fullest here in helping you get a mental image of the holding pattern then just fly into your picture. Also, when flying a published hold remember to look at the GPS and see what it recommends as the best entry as you near the waypoint. FAA Safety Seminar Lesson 46: Note to Instructors This is a three-leg IFR cross country to attend a pilot safety meeting. Plan on a non-precision approach, a precision approach, and a holding pattern demonstration en route. Prior to the flight, review the PT's preflight planning and discuss the anticipated flow of the flight. Briefly cover the departure and arrival procedures associated with each airport the flight is planned to and ask the PT to identify critical transition points along the route and the procedures to be performed when reaching those points. By asking these questions up front you can get the PT focused on the SRM aspects of the flight and have him/her mentally map out the flight before they become involved in its actual conduct. This will help him/her stay ahead of the flight and recognize when he/she is getting behind or when he/she has failed to accomplish a task that should have been completed by a certain point in the flight. It also gives you a better idea of his/her preparedness and lets you know if he/ she are applying the lessons learned from previous flights. Ask him/her how they plan on using any advanced automation systems to alleviate pilot workload and how and when that would be best accomplished. During the flight, remind the PT of the points discussed in the pre-flight briefing. Always question the PT in future tense. This will force him/her to think ahead of the plane and project what they anticipate happening. The PT must think in a cause and effect manner. Stress to him/her that every decision made during the flight eliminates some possibilities and creates new ones. A constant reassessing must take place during the flight so the PT can manage the risk and demonstrate sound aeronautical decision making. The PT should also be demonstrating an increased proficiency in his/her radio communications procedures and should be able to request and receive ATC instructions and clearances without much assistance from you. At this point in his/her training, he/she has performed each task expected of him/her in this flight and you should not have to give much direction in the way of what to say or ask for from ATC. Encourage the PT's non-reliance on you in this area. A good indicator of the PT's confidence is how well he/she handles the communications between themselves and ATC. 46 P/N

126 FAA Safety Seminar Cirrus Pilot Training Course: Lesson 46 Completion Standards The PT will have successfully completed this lesson after all the elements of the lesson have been flown to the standard of the most current Instrument Rating Airplane Practical Test and is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. FLIGHT / GROUND TIME RECORD LESSON #46 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Can you give an example of how you used the concept of single-pilot resource management to make this flight more safe and under control? Get Ready for Lesson 47 The next lesson is a ground lesson on aviation weather, but this will be more than just how to get the current weather and ready the weather products. This lesson will include how the weather must be used to determine the IFR alternates, if any are required P/N

127 Cirrus Pilot Training Course: Lesson 47 Lesson 47: Weather Review and Alternate Airports Ground Lesson Lesson Time: 2.0 Ground Training Lesson Objective Review and re-enforce weather reports and concepts. Key Elements of the Lesson Aeronautical Information Manual: controlled airspace and cross country flight Weather sources FAA Flight Service Station weather briefing METARs TAFs PIREPs Wind/temperature aloft Area forecast Airmet, Sigmet, and Convective Sigmet Airport Facilities Directory Using the weather information to determine in an IFR alternate is required Selecting a suitable alternate NOTE: Review the weather subjects previously covered. Emphasis shall be placed on IFR weather information and selecting an alternate airport. Notes to the PT The IFR alternate question is really two questions. First you must apply the current weather information with the regulations to determine if an IFR alternate airport is needed to begin with. If an alternate is needed, then you must use current weather information from various airports to determine which airport can be used as an alternate. To do this you will need information about the types of instrument approaches coupled with the weather information to make the correct alternate decisions. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The PT will demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering instructor s questions on lesson content. Weather Review and Alternate Airports Lesson 47: Note to Instructor Don't just review the weather products and how to read them on this lesson use the products to determine the IFR alternate questions. Set up a sample problem for your area. Use the approach charts and Airport Facility Director as well as weather information in your sample. The IFR alternate question is really two questions. First you must apply the current weather information with the regulations to determine if an IFR alternate airport is needed to begin with. If an alternate is needed, then you must use current weather information from various airports to determine which airport can be used as an alternate. To do this you will need information about the airport/type of approaches together with the weather information to make the correct alternate decisions. Walk the student all the way through the problem, up to the point where he/she writes in the alternate airport on the IFR flight plan. 47 P/N

128 Weather Review and Alternate Airports Cirrus Pilot Training Course: Lesson 47 FLIGHT / GROUND TIME RECORD LESSON #47 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total What Do You Think? The decision to select an IFR alternate is sometimes referred to as the rule. Can you give an example of how this rule is applied? Get Ready for Lesson 48 Read and become familiar with the airplane s electrical system and its various parts. In flight, especially IFR flight, we depend on the output of electricity to power important equipment, so it pays to understand how it works and what we can do if there are problems P/N

129 Cirrus Pilot Training Course: Lesson 48 Lesson 48: Avionics Repair Station Flight Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.5 Instrument / 1.0 Ground Training Scenario For some reason, COMM 2 in your new airplane has been causing some minor problems. You contact the manufacturer and they recommend you fly the aircraft to their contracted avionics repair station in the adjacent state. You decide to follow their advice and fly the aircraft to the maintenance station. Before departing you test to make sure all the avionics are working prior to takeoff. At this time, everything is working fine and you elect to proceed. The weather conditions however have not cooperated with you and the flight will be in IFR conditions; you select an alternate with a precision approach should it become required. Scenario Objective This scenario presents more aeronautical decision making challenges than previous flights. One of the objectives of this flight is to increase the PT s ability to recognize and react to system malfunctions and use good SRM to manage the situation as safely as possible. Could the possible reason for a radio issue be an electrical fault somewhere in the system? This scenario will focus on the in-flight loss of the primary alternator. The PT should be able to recognize the risk associated with the loss of the alternator, determine if continuing to the destination is the best course of action, and understand the system implications of losing ALT 1 opposed to ALT 2. All aspects of SRM must be correctly used by the PT to successfully conclude this flight. More than anything else, this flight is an SRM training mission. Key Elements of the Lesson IFR flight planning IFR flight plan management Personal Minimums and the go/no-go decision IFR Departure and en route procedures Hold patterns and entry Radio communications Electrical System malfunctions Emergency Procedures Non-precision approach Precision approach Straight-in Landing Circle-to-Land Single-pilot resource management Notes to the PT In addition to the elements of the flight that you are quite familiar with by now, the instructor will introduce a situation where the airplane s electrical system has a malfunction. The Cirrus is designed with extreme amounts of redundancy, so complete electrical failures are nearly impossible. However, even with a total loss of electricity, the Cirrus will still fly. Alternator failures are the most common problem and understanding how each alternator affects the electrical system is an important aspect of your aircraft system knowledge. Avionics Repair Station Flight Lesson 48: Note to Instructors In this lesson the responsibility of you as the flight instructor is to help the PT react in the correct manner to the events of the flight. Since this is the first time that the PT will be faced with an alternator failure, guide his/her actions and more importantly, help him/her think through the various potential outcomes. Based upon your environment and location, you should determine what systems will malfunction and let the PT handle the response. Help to mold the way the PT uses his/her knowledge and skills in conjunction with all the other resources available to decide on a plan of action that will result in the safest resolution of the situation. Make sure the PT is able to answer why he/she is doing something, not just how they plan on doing it. Address each aspect of SRM, particularly Risk Management, and ask him/her how each malfunction affects the safety of the flight. You want the PT to walk away from this activity better able to apply the Five Ps, recognize abnormal situations, initiate troubleshooting procedures, and make sound decisions based on the proper use of SRM. 48 P/N

130 Avionics Repair Station Flight Cirrus Pilot Training Course: Lesson 48 Electrical problems in-flight can be critical so the pilot s response to these situations must be correct to reduce the potential safety threat. Your instructor will demonstrate and discuss the options that pilots are left with when the electrical system malfunctions or fails. Completion Standards: The PT will have successfully completed this lesson after all the elements of the lesson have been flown to the standard of the most current Instrument Rating Airplane Practical Test and is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. FLIGHT / GROUND TIME RECORD LESSON #48 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Losing an alternator in IMC in most general aviation aircraft can be an emergency. After the battery has dissipated its electrical energy you can be left with nearly nothing. How is the loss of an alternator different in a Cirrus? Would you treat the loss of alternator one differently than the loss of alternator two? If you lost all electrical power what would you do? Here is a hint: never go into the clouds without asking a weather briefer where are the nearest VFR conditions? In an extreme situation would you use CAPS? Discuss some what if situations with your instructor. Get Ready for Lesson 49 Lesson 49 is a VFR cross country block to further build your solo cross country time and experiences. Emphasis is placed on flying in congested airspace, advanced radio communications, and longer duration flights P/N

131 Cirrus Pilot Training Course: Lesson 49 Lesson 49: Solo/PIC Cross Country Block Solo Flight Lessons Lesson Time: Several Flights Adding up to Approximately 8.0 Flight Time Lesson Objective The purpose of this lesson is for the student to conduct several solo/pic day VFR cross country flights to build confidence and experience. Key Elements of the Lesson Go/no-go Decision Weather information gathering VFR navigation planning VFR Flight Plan management In-Flight weather gathering AIRMETS and SIGMETS Radio communications Class D and C airspace Proper use of the Autopilot Risk Assessment and Management Single-pilot resource management Notes to the PT This lesson is similar to previous VFR Cross Country lesson blocks that you have completed. It will require more than one cross country flight to complete. Work with your instructor and plan several VFR cross country flights in different directions from your home airport. Also, if no VFR cross country flights are possible on the day you had planned to fly, you can shuffle flight lessons and fly a dual lesson with your instructor Lesson 50 for instance. It may take three different trips, but you need to acquire approximately 8.0 hours of solo/pic cross country time for this lesson and that should bring your overall total of solo/ PIC cross country time to approximately 42 hours. Speak with your instructor about selecting some destination airports that are not too far away, but that you have not flown to yet. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and safely complete the planned cross country flight. The student s flight instructor will conduct a post-flight discussion and review the flight log to determine if the lesson content and objectives have been met. Solo/PIC Cross Country Block Lesson 49: Note to Instructors Lesson 49 is another block of flights designed as a solo/pic cross country time builder. Discuss with the student that this lesson will need more than one cross country flight to complete probably three flights. You should provide scenarios for these flights. Have the student plan several VFR cross country flights in different directions from your home airport. Having more than one plan ready in different directions will save time. If the weather will not allow the student to go to one destination, switch and send the student to another airport rather than canceling the flight altogether. Also, if no VFR cross country flights are possible on the day the student had planned to fly, then shuffle the flight lessons and fly a dual lesson with the student Lesson 50 for instance is next. The student needs to acquire approximately 8.0 hours of solo/pic cross country time for this lesson block and that should bring the student's overall total of solo/pic cross country time to approximately 42 hours. Speak with the student about selecting some destination airports to be used in this block that he/she may not have been to yet- but also well within his/her ability and comfort zone. These still should be supervised solo cross countries. And as before, it would be better for the student to divide up these 8.0 hours into shorter cross countries than one really long one the farther they get from home the harder it is to supervise and the more expensive it gets to retrieve them if they get stranded by weather or maintenance issues! Of course, they will need endorsements for each flight. Note: The syllabus calls for all these flights to be conducted during daylight hours. Since the student is night current following lessons in the last strand, portions of these flights could be conducted at night with the proper endorsements this would be completely up to the discretion of you the instructor, however. 49 P/N

132 Solo/PIC Cross Country Block Cirrus Pilot Training Course: Lesson 49 FLIGHT / GROUND TIME RECORD LESSON #49 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? After completing the VFR cross country flights contained in Lesson 49 you will have stored up even more and greater experiences. Complete these sentences: During these VFR Cross Country flights the experience that was the most enjoyable was. During these VFR Cross Country flights the experience that was the least enjoyable was. Get Ready for Lesson 50 It s all coming together now. Study IFR flight planning and the regulations that go with it. Study instrument procedures for departure, en route, holding, arrival, and diversion P/N

133 Cirrus Pilot Training Course: Lesson 50 Lesson 50: Daughter s Spring Break Trip Dual Flight Lesson Lesson Time: 2.5 Flight Training, 2.0 Instrument / 1.0 Ground Training Scenario You plan on flying your daughter and her friend to a famous resort town for a spring break trip. You have arranged to pick your daughter s friend up at an airport approximately 25 miles from your home base. The weather looked like it would be fair this morning, but the fog that you thought would not be a factor in planning has been slow to burn off. You elect to conduct the flight IFR and decide to takeoff because the destination airport is forecast to be above approach minimums at your time of arrival. There is only a non-precision approach at the airport where your daughter s friend is located. Your alternate airport does have an ILS should the fog be too thick to land at your planned destination. There are some thunderstorms within the vicinity of the resort town. Scenario Objectives The primary objective of this lesson is to continue developing the PT s SRM knowledge and decision making skills by presenting him/her with abnormal and emergency situations. These should include loss of communication and loss of primary flight instrument indicators. Hypothetical emergencies such as fuel starvation, icing, and electrical equipment failures could also be discussed and/ or demonstrated. It is intended that each situation confronting the PT will require him/her to consider all aspects of SRM to successfully resolve. The emphasis is again on the PT s ability to manage the flight, not just fly it. At this stage the PT should be showing much more independence in the decision making process, especially for normal IFR operations. Some help may be required from the instructor while the PT reacts to the abnormal and emergency situations, but aside from those moments, little guidance should come from the instructor. The PT should also be demonstrating the ability to integrate the capabilities of any advanced automation to reduce pilot workload and gather more information to use in his/her decision making processes. Key Elements of the Lesson Personal Minimums and the go/no-go decision IFR flight planning IFR flight plan management IFR Departure and en route procedures Loss of Communications Electrical System malfunctions Emergency Procedures Non-precision approach Precision approach Straight-in Landing Circle-to-Land Holding Pattern as part of a Missed Approach Single-pilot resource management SRM Notes to the PT There will be a lot going on during this lesson but you have worked your way to this point with hard work, so you should be ready for it. Emergency procedures will dominate this lesson but handling emergencies is the true test of a pilot s Daughter s Spring Break Trip Lesson 50: Note to Instructors This flight should once again be used to develop the PT's SRM skills. Abnormal and emergency scenarios require far more situational awareness, risk management, and decision making considerations than normal operations. It's during these times that a pilot's SRM skills will become so important. During the thunderstorm scenario, discuss the airplane's limitations and its aerodynamic characteristics. Ask the PT to explain the importance of maintaining airplane attitude versus altitude. Discuss relative wind and how it changes during updrafts and downdrafts. Have the PT consider all the risks associated with flying into a thunderstorm and ask him/ her what he/she can do to minimize each one. Make certain the PT understands why each recommended course of action helps to increase the safety of the flight and why other courses of action can actually increase the dangers involved. When asking the PT to react to a hypothetical inadvertent icing encounter, test his/her knowledge of the aircraft systems that can be affected and have him/her verbally go over how each instrument operates and what actions should be taken if the airplane is accumulating ice. Make sure the PT applies the recommended procedures such as turning on any anti-icing or deicing systems, activating any stand-by systems, reporting the situation to ATC and applying good SRM to safely and efficiently removing the airplane from the icing environment. Have him/her also consider other aspects of flying in icing conditions, such as disturbed airflow over the wings and control surfaces, increased weight of the airplane, and potential propeller imbalances. It's important that the PT considers all of the effects icing has on the airplane and not just how it affects the instruments. Only by doing this can he/she use good SRM to minimize the total risk to the flight that the icing presents. One other important result of this flight should be the PT's ability to demonstrate autonomy in the decision making aspects of the cross country flight. If during the approach in the fog scenario, the visibility prohibits a landing, make certain that the PT realizes the different options available including holding and/ or flying to the alternate with a precision approach. Other than the three hypothetical emergencies presented during the flight, the PT will have already performed all of the tasks that make up this mission and should be self reliant when it comes to 50 P/N

134 Daughter s Spring Break Trip Cirrus Pilot Training Course: Lesson talking to ATC, performing the Five Ps, ability to remain safe regardless of what happens around him/her. Also you have briefing each approach, managing the done holding patterns on the way to another airport; but this lesson incorporates automation, and performing each task. the holding pattern into the scenario after a pilot is forced to make a missed approach. You can help the PT when necessary, but emphasize the fact that you will be expecting him/her to make most of the decisions during the flight. Work in a holding pattern that follows a missed approach procedure. Completion Standards The PT should demonstrate the ability to integrate the capabilities of any advanced automation to reduce pilot workload and gather more information to use in his/her decision making processes. Additionally, the PT should be able to identify any errors or unsafe practices made during the flight, including SRM considerations, understand why those actions were not optimal, and what corrective action should have been taken. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. FLIGHT / GROUND TIME RECORD LESSON #50 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? Which presents the greatest challenge and why: A non-precision approach with a crosswind, a high MDA, and a Circle-to-Land maneuver at the end, or a missed approach followed by a holding pattern? What decisions face the pilot in each situation? Get Ready for Lesson 51 The last VFR cross country block. The aviation regulations of part 61 require you to have at least 50 hours of solo/pic cross country time (flights with greater than 50 nm legs) in order to be eligible for the Instrument Rating Airplane Practical Test. After Lesson 51 is complete we will want to turn our attention to the final lessons of the syllabus, so make sure you complete Lesson 51 with at least 50 hours of Solo/PIC cross country time! 140 P/N

135 Cirrus Pilot Training Course: Lesson 51 Lesson 51: Final VFR Cross Country Block Solo Flight Lessons Lesson Time: Several Flights that add up to Approximately 8.0 Flight Time Scenario Objective The purpose of this lesson is for the student to conduct several solo day VFR cross country flights to build confidence and experience. Key Elements of the Lesson Go/no-go Decision Weather information gathering VFR navigation planning VFR Flight Plan management In-Flight weather gathering AIRMETS and SIGMETS Radio communications Class D and C airspace Proper use of the Autopilot Risk Assessment and Management Single-pilot resource management Notes to the PT This lesson is similar to previous VFR cross country lesson blocks that you have completed before but this is the final one. As before it will need more than one cross country flight to complete. If no VFR cross country flights are possible on the day you had planned to fly, you can shuffle flight lessons and fly a dual lesson with your instructor Lesson 52 for instance. It may take three different trips, but you need to acquire approximately 8.0 hours of solo cross country time for this lesson and that should bring your overall total of solo cross country time to at, or more than, 50 hours. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and safely complete the planned cross country flight. The student s flight instructor will conduct a post-flight discussion and review the flight log to determine that the lesson content and objectives have been met. Final VFR Cross Country Block Lesson 51: Note to Instructors Lesson 51 is the final block of flights designed as a solo cross country time builder. The student should end this block with at least 50 hours of solo cross country time. This will meet the requirement of (d)(1): (d) Aeronautical experience. A person who applies for an instrument rating must have logged the following: (1) At least 50 hours of cross country flight time as pilot in command, of which at least 10 hours must be in airplanes for an instrument-airplane rating; You should provide scenarios for these flights These still should be supervised solo cross countries. And as before, it would be better for the student to divide up these 8.0 hours into shorter cross countries than one really long one the farther they get from home the harder it is to supervise and the more expensive it gets to retrieve them if they get stranded by weather or maintenance issues! Of course, they will need endorsements for each flight. Note: The syllabus calls for all these flights to be conducted during daylight hours. Since the student is night current following lessons in the last strand, portions of these flights could be conducted at night with the proper endorsements - this would be completely up to the discretion of you the instructor. 51 P/N

136 Final VFR Cross Country Block Cirrus Pilot Training Course: Lesson FLIGHT / GROUND TIME RECORD LESSON #51 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total What Do You Think? You have now completed all the VFR cross country requirements, but you have also completed many IFR flights to different destinations. You can see now the additional utility that IFR brings to your flying. Can you think of some ways that you will use your airplane in IFR that would not be possible in VFR alone? Get Ready for Lesson 52 Read about Distance Measuring Equipment (DME) arcs and how to fly them. DME arcs are used in many ways by air traffic controllers to set up other instrument approaches and smooth the flow of air traffic. 142 P/N

137 Cirrus Pilot Training Course: Lesson 52 Lesson 52: Pick Up Business Equipment Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.5 Instrument / 1.0 Ground Training Scenario Your company needs to pick up some business equipment from two separate towns and return it to the company by the end of the day. You decide that instead of spending the entire day driving, and possibly missing your dinner engagements with your spouse, you would rather pilot your own plane to accomplish the task. You decide that this may be a good opportunity to test the newly replaced avionics system and battery that was recently installed. You arrange with the other factory representatives involved to meet you at the local airports so that you may retrieve the equipment and return home. The weather has been IFR all day with periods of light rain. Scenario Objectives The emphasis in this flight is the PT s use of automation during cross country operations and the simulation of lost communications procedures. The PT should show a thorough knowledge of the automation features equipped in the airplane and be able to use them in a manner that helps to reduce pilot workload and increase the safety and efficiency of the flight. The PT should be able to navigate using both victor airways and via off airways routes. Additionally, the PT should demonstrate increased proficiency performing DME arcs and approach procedures. If radio communications are lost, the PT should be able to describe to the instructor the steps to take to troubleshoot the problem and what actions will be required of him/her according to the company procedures, manufacturer recommendations, and federal aviation regulations. The PT should demonstrate an adequate level of knowledge of lost communications procedures and be able to apply good SRM to alleviate workload, gather pertinent flight information, and decide on the appropriate course of action for each hypothetical situation presented to him/her by the instructor. Key Elements of the Lesson Personal Minimums and the go/no-go decision IFR flight planning IFR flight plan management IFR Departure and en route procedures DME Arc Loss of Communications Emergency Procedures Non-precision approach Precision approach Straight-in Landing Circle-to-Land Single-pilot resource management SRM Notes to the PT The emphasis in this flight is for you to use automation during cross country operations and to simulate lost communications. The DME arc will also be demonstrated. Pick Up Business Equipment Lesson 52: Note to Instructors This flight will introduce the PT to lost communications procedures. Your job as the flight instructor will be to guide the PT's decision making process by questioning him/her in a manner that requires him/her to explain exactly what route to fly, what altitude to fly, and when to continue beyond a clearance limit. Also discuss the procedures to follow if the pilot is operating in VFR conditions. Try to get the PT to think of alternative ways to make contact with ATC or other entities. Suggest the possibility of using NAVAIDs, attempting radio contact with other aircraft, or attempting contact with a nearby automated flight service station. Although the possibility of a complete communications failure is remote, you want the PT to realize that it can happen and each flight should be approached with that possibility in mind. You also want the PT to feel comfortable and confident in his/her ability to respond to such an emergency if it should arise. One important point to make is that although the PT is unable to communicate with ATC all other aircraft systems are functioning correctly and the plane can still be maneuvered in a normal manner. Unlike some other emergencies such as fuel starvation, icing, electrical equipment failures, communications failures simply require the pilot to understand the nature of the national airspace system and know the procedures to follow when unable to communicate with ATC. Rather than approaching radio communications failure as an emergency, you should have the PT look at it as a test of his/her ability to navigate completely on his/her own. Your job should be to instill in the PT the confidence to react to such a situation in a calm and decisive manner, knowing he/she is following the procedures ATC will expect him/her to follow. The PT and instructor will depart the original airport IFR and proceed to his/ her first destination. During this leg the PT will be expected to utilize all aircraft systems, avionics, and autopilot functions during climb, cruise, descent, and approach. A DME Arc should be performed at the first airport and the PT will execute a coupled ILS approach followed by a landing from a straight-in or circling approach. For the second leg, the PT will again use all automation available in the airplane and depart via a published Departure Procedure. The second destination 52 P/N

138 Pick Up Business Equipment Cirrus Pilot Training Course: Lesson airport will be navigated to via off airways routing. A non-precision approach will be performed at the airport followed by a missed approach. After performing the missed approach the PT will proceed on course for the final leg of the flight and the instructor will advise him/her that there is reason to believe that he/she has suffered a radio failure of some sort. The PT will be expected to troubleshoot the situation using the prescribed procedures. The PT will be informed that he/she is in a lost communications situation and that they should proceed with the rest of the flight accordingly. The instructor should simulate the lost comm. situation as realistically as possible, including unplugging the PT's headset if necessary. The PT will be expected to apply the recommended procedures for such a situation and the instructor will present him/her with a variety of hypothetical situations to test the PT's knowledge of the regulations and required actions to use in each particular circumstance. The instructor will handle all communications for the remainder of the flight. Prior to flying the approach into the final destination airport, the instructor will advise the PT that he/she is ahead of his/her ETA and ask the PT what course of action should be taken. A holding pattern will be requested at an IAF, if possible, and the PT will advise the instructor as to how long they will be required to hold there and what actions they will take to transition to the approach and landing. Even after landing the PT will be expected to continue the flight as though the radios were still inoperable and advise the instructor exactly what actions would be necessary to taxi to the ramp. Completion Standards The PT will have successfully completed this lesson after demonstrating the ability to navigate using both victor airways and via off airways routes. Additionally, the PT should demonstrate increased proficiency performing DME arcs and approach procedures and is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. FLIGHT / GROUND TIME RECORD LESSON #52 Dual Solo PIC What Do You Think? If for some reason your radio transceivers were to fail, (which would be extremely difficult to do with the redundancy Cirrus has engineered) can you think of some other ways to communicate with air traffic control? Could you use your VOR as a link to a Flight Service Station? The FSS does not control traffic, but they can call someone who does! What about just calling WX-BRIEF and talking to FSS on your cell phone? Calling from a cell phone in-flight is against the rules but this is the first rule you would throw out in an emergency! Where should you put your cell phone when you are flying? Get Ready for Lesson 53 X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total Lesson 53 is a time to access all IFR topics so far and to ensure that the student is on the path that will meet all the applicable regulations by the conclusion of the syllabus. On the next flight(s) you will also learn how to fly the airplane safely without the full panel of instruments. 144 P/N

139 Cirrus Pilot Training Course: Lesson 53 Lesson 53: Instructor Guided Scenarios Dual Flight Lesson Lesson Time: See Note Below Scenario The instructor will assign the scenario for these flights or FTD lessons. Each lesson must be in the IFR environment with the PT managing all aspects of the IFR flight. The instructor will introduce flight with less than a full panel (partial panel) of flight instruments and/or screens. Scenario Objectives The PT should be able to manage an IFR flight from start to finish without assistance from the instructor. The instructor will introduce into the flight(s) various unusual and emergency situations, including focus on the loss of the PFD and MFD (or their round dial counterpart if equipped). Key Elements of the Lesson Personal Minimums and the go/no-go decision IFR flight planning IFR flight plan management IFR Departure and en route procedures Flight with the partial or full loss of the electronic flight deck DME Arc Loss of Communications Emergency Procedures Non-precision approach Precision approach Straight-in Landing Circle-to-Land Single-pilot resource management SRM Notes to the PT Have you heard the expression, he threw everything at me but the kitchen sink!? Well that is what this flight(s) will be like. It will be an exercise in keeping your cool and managing a crisis. By now you must think that flying an airplane when everything is working perfectly is easy and you would be right. When all is working great, the pilot s job is fun and easy, but we must be ready for when everything but the kitchen sink hits us too! Completion Standards The PT will have successfully completed this lesson when they can display a thorough knowledge of the automation features equipped in the airplane and be able to use them in a manner that helps to reduce pilot workload and increase the safety and efficiency of the flight especially when faced with malfunctioning instruments and equipment. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and can identify any errors or unsafe practices made during the flight, including SRM considerations, understand why those actions were not optimal, and what corrective action should have been taken. Instructor Guided Scenarios Lesson 53: Note to Instructors Lesson 53 is the point in the syllabus where the student's total amount of the instrument training must be assessed. This syllabus does not assume that a FTD is available for instrument training and that all the instrument training time must be complete in the airplane. If you are working at a flight school with no FTD, or if the student prefers not to use the FTD, then you must provide additional instrument instruction here, so that the student will have a total of 32 hours of instrument instruction at the conclusion of lesson 53. If an FTD is available, you may have been using it all along as a companion to this syllabus. The regulation (61.1) allows instrument time in an approved FTD. If you have such a device available and can conduct training in it (or have been training in it all along) then add together the instrument time in the airplane with the instrument time in the approved FTD so that at the conclusion of lesson 53 the student has a total of at least 32 hours of instrument time. Instrument time in the airplane can either be conducted by using a view-limiting device in VMC or by flying actual instruments in IMC. (d) Aeronautical experience. A person who applies for an instrument rating must have logged the following: (2) A total of 40 hours of actual or simulated instrument time on the areas of operation of this section, to include- Definitions 61.1 (10) Instrument training means that time in which instrument training is received from an authorized instructor under actual or simulated instrument conditions. (16) Training time means training received- (i) In flight from an authorized instructor; (ii) On the ground from an authorized instructor; or (iii) In a flight simulator or flight training device from an authorized instructor. Also verify before completing Lesson 53 that the student has now, or will have, a minimum of 15 hours instrument instruction from an instructor that holds the Instrument Rating on their flight instructor Certificate a CFII. (d) Aeronautical experience. A person who applies for an instrument rating must have logged the following: (i) At least 15 hours of instrument flight training from an authorized instructor in the aircraft category for which the instrument rating is sought. 53 P/N

140 Instructor Guided Scenarios Cirrus Pilot Training Course: Lesson FLIGHT / GROUND TIME RECORD LESSON #53 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned 10.0* * * This Lesson Previous Lesson New Total Planned Total * Note: See the discussion at the beginning of this lesson to explain the asterisk (*). All or part of these hours could be accomplished in an approved FTD, if available. If no FTD is available or desired, then these times are all in the airplane. What Do You Think? Which is the greater challenge? Flying an ILS to minimums in a strong cross wind or flying any approach or instrument procedure with the Loss of the PFD? Get Ready for Lesson 54 Be ready to handle IFR emergencies of different types. It s best to prepare for the next lesson by asking yourself, your instructor, or other pilots some what if questions that pertain to system malfunctions and emergencies. 146 P/N

141 Cirrus Pilot Training Course: Lesson 54 Lesson 54: The Real Estate Class Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.5 Instrument / 1.0 Ground Training Scenario You teach a class in real estate at a community college. You met with your students once per week to prepare them to take the Real Estate Certificate exam. You don t make a lot of money teaching this class, but you really like the students and they have come to depend on you. The class is taught about 50 miles away and usually you drive over and back once a week to meet the class. This week however, you had your own late afternoon real estate closing to attend. Your plan is to leave the closing and fly to the class. You call one of your students to pick you up at the airport. As it turns out, half the class turns out to pick you up and to see your new airplane they are really excited about getting their Real Estate License after seeing what you flew in on! Scenario Objectives The emphasis in this flight is the PT s use of automation during cross country operations and the simulation of emergency situations. The PT should demonstrate an adequate level of knowledge of emergency procedures and be able to apply good SRM to alleviate workload, gather pertinent flight information, and decide on the appropriate course of action for each hypothetical situation presented to them by the instructor. Key Elements of the Lesson Personal Minimums and the go/no-go decision IFR flight planning IFR flight plan management IFR Departure and en route procedures Flight with the partial or full loss of the electronic flight deck DME Arc Loss of Communications Emergency Procedures Non-precisions approach Precision approach Straight-in Landing Circle-to-Land Single-pilot resource management SRM Notes to the PT This lesson involves additional practice dealing with potential emergency situations. Go about the business of preparing for the flight as usual, but be ready to handle just about any approach, any hold, and/or any emergency. Completion Standards The PT will have successfully completed this lesson when potentially dangerous situations are handled with expertise and the safety of the flight is never in doubt. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The Real Estate Class Lesson 54: Note to Instructors This lesson covers several topics and an assortment of approaches. The student should be prepared to handle any approach, and hold, any clearance, and route change, and any emergency situation you want to present. At this point you should have a high degree of confidence in your student - as far as his/ her ability to safely fly in the IFR system is concerned, he/she should be a true instrument pilot by now. 54 P/N

142 The Real Estate Class Cirrus Pilot Training Course: Lesson FLIGHT / GROUND TIME RECORD LESSON #54 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total * What Do You Think? What do you do if you find yourself at an airport that has no direct radio link to ATC, but you need to receive an IFR clearance? The answer depends on the weather. If you can takeoff and climb in VFR conditions to an altitude high enough to get radio reception you could get the IFR clearance in the air. But what if the ceiling and visibility are so low that you can t takeoff in VFR conditions? In that case you would be in the proverbial catch 22. You can t go into the clouds without an IFR clearance, but in this situation you can t get the IFR clearance without getting high enough to make radio contact. Yet you can t get that high because of the clouds. Are you trapped? No, you would use what is called a Clearance Void Time. Talk to your instructor about how it s done, but here is a tip: use your cell phone. Get Ready for Lesson 55 Your experience to this point now allows you to plan, and fly an IFR cross country from start to finish with little or no assistance from your instructor. Discuss with your instructor the airport that will be the destination on the next flight and get as much planning done as early as possible. 148 P/N

143 Cirrus Pilot Training Course: Lesson 55 Lesson 55: The Party Dual Flight Lesson Lesson Time: 3.5 Flight Training, 3.0 Instrument / 1.0 Ground Training Scenario Your father lives about 150 miles away in another city. He is retiring from the company where he has worked for over 35 years. The company president called you to say that the company is planning a surprise party for your father on his last day and invited you and your family over for the celebration. You can t miss this event it will mean a great deal to your father when he sees you at the party but there simply is not enough time to drive. You plan to fly over to the party although the weather forecast is for low IFR conditions on the day of the event. Scenario Objective The emphasis in this flight is the PT s decision making. There would be a lot or pressure to land at the proper airport at the proper time for this event. The PT must deal with these pressures, utilize IFR skills and make safe decision to meet the challenges of this trip. Key Elements of the Lesson Personal Minimums and the go/no-go decision IFR flight planning Alternate Airport Selection IFR flight plan management IFR Departure and en route procedures Emergency Procedures Non-precisions approach Precision approach Straight-in Landing Circle-to-Land Single-pilot resource management SRM Notes to the PT This is a long lesson due to the distance that must be traveled and the weather they you must contend with. Your preparation of the IFR flight plan needs to be meticulous as always but the stakes are high this time. You may need to come up with creative solutions to meet the objectives of this flight. Remember that the objective of this lesson is to meet challenges for training purposes. In the real world, when challenges arise that are outside your envelope of comfort or outside your personal minimums, a no-go decision is the only decision. Completion Standards The PT will have successfully completed this lesson by utilizing all skills and knowledge that have been taught up to this point and to think creatively to achieve safe solutions. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The Party Lesson 55: Notes to Instructor This is an IFR cross country lesson and you will need to select an airport approximately 150 miles away. Script this lesson so that a missed approach is required at the destination city (the city where the surprise party is located) but don't tell the student in advance. Have the student actually figure out what to do when a landing at the destination is not possible. You may divert to the alternate airport as listed on the IFR flight plan or you may divert to a closer airport if practical. Discuss with the student the possibility of landing at a different airport than planned and having to rent a car and drive the rest of the way to the surprise party. 55 P/N

144 The Party Cirrus Pilot Training Course: Lesson 55 FLIGHT / GROUND TIME RECORD LESSON #55 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total * What Do You Think? Flying in Instrument Meteorological Conditions (IMC) requires that the instrument rated pilot file an IFR flight plan and receive an IFR clearance when the flight takes place in controlled airspace. This brings up an interesting question: does that mean that it is legal to fly in IMC without having filed an IFR flight plan and without getting an IFR clearance as long as I don t fly in controlled airspace? Yes. This seems like a loophole in the regulations, but it s true controlled airspace means airspace that is under the jurisdiction of an air traffic controller. In IMC, controllers can only separate aircraft they are working with by virtue of the aircraft s IFR clearance. Of course, in most cases it would be foolish to try and fly in the clouds only in uncontrolled airspace. For most of the country, uncontrolled airspace is down low where terrain and obstructions would make flying in the blind extremely dangerous. This is another example of when pilot judgment must be used. It may be technically legal to fly in IMC close to the ground in uncontrolled airspace, but it is certainly not safe. What does your judgment tell you? Get Ready for Lesson 56 Lesson 56 is the longest and potentially most challenging lesson of your entire training. Work with your instructor in the days leading up to this flight so that you can accomplish as much planning ahead of time as is possible. Here is the regulation that Lesson 56 will satisfy: Aeronautical experience. A person who applies for an instrument rating must have logged the following: (iii) For an instrument-airplane rating, instrument training on cross country flight procedures specific to airplanes that includes at least one cross country flight in an airplane that is performed under IFR, and consists of: 1. A distance of at least 250 nautical miles along airways or ATC-directed routing 2. An instrument approach at each airport 3. Three different kinds of approaches with the use of navigation systems 150 P/N

145 Cirrus Pilot Training Course: Lesson 56 Lesson 56: The BCS game Dual Flight Lesson Lesson Time: 4.0 Flight Training, 3.0 Instrument / 1.0 Ground Training Scenario The day of the big game has arrived. You and two friends are headed to see your alma mater play in its first Bowl Championship Series (BCS) game. You planned your flight last night and although there is a front passing, it s not anticipated to bring a lot of severe weather with it. Because you ve got a bit of baggage and your two friends aren t exactly small people, you ve decided to carry just enough fuel to meet the IFR minimums. Because of this you will be required to make a fuel stop on the way to the game. Scenario Objectives The objective of this lesson is to meet the requirement of FAR 61.65(d)(iii). The cross country planned must be at least 250 nautical miles in distance along airways or ATC-directed routing and should include an instrument approach at three different airports using three different navigation systems. The PT will also be expected to show proficiency in planning and executing the cross country, using all resources at their disposal. Key Elements of the Lesson Personal Minimums and the go/no-go decision IFR flight planning Alternate Airport Selection IFR flight plan management IFR Departure and en route procedures Navigation on and off airways Emergency Procedures Non-precision approach Precision approach Straight-in Landing Circle-to-Lan Single-pilot resource management SRM. Notes to the PT This lesson is sometimes called the long IFR cross country because it meets the requirements of 61.65(d)(2)(iii). The flight must be at least 250 nautical miles in total (round-trip) distance, but it also must be a triangle course. You and your instructor must fly an instrument approach at each airport in the triangle and the instrument approaches must all be different (ILS, GPS, VOR, etc). You must also navigate on-and off-victor airways and use proper radio communication techniques. Pack a lunch. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and accurately complete IFR cross country plans. The completed cross country must be at least 250 nautical miles in distance along airways or ATC-directed routing and should include an instrument approach at three different airports using three different navigation systems. Additionally, the PT should be able to identify any errors or unsafe practices made during the flight, including SRM The BCS game Lesson 56: Note to Instructors Although we are trying to satisfy the requirements of FAR (d)(iii) the PT will not be asked to do anything he/she hasn't done at least a couple of times already. As the instructor you should be able to monitor the PT's performance and assess his/her level of proficiency in each task associated with this flight. Prior to the flight, ask the PT to explain how he/she planned the cross country. Ask specific questions regarding special use airspace, federal airways, IFR en route charts, terminal procedures publications, and instrument approach procedures charts. During the flight confirm that he/she is able to maintain good situational awareness. The PT should be able to make decisions well ahead of time and evaluate several different options available to him/her. Make sure he/she is not overlooking important facts or data and they do not operate the airplane in a reactive manner. Part of staying ahead of the plane and being forward thinking is using the automation installed in the aircraft. Observe the PT's interaction with the avionics and navigation equipment and ask him/her to explain why he/she is using the systems in the manner that they are. Emphasize that good SRM practices can prevent potential problems and will always keep the pilot one step ahead of the plane. Throughout the PT's instrument flight training, continue to encourage the PT to exercise more and more independence in his/her actions so he/she has the self confidence necessary to perform competently in the IFR system. 56 P/N

146 The BCS game Cirrus Pilot Training Course: Lesson 56 considerations, and understand why those actions were not optimal and what corrective action should have been taken. 56 FLIGHT / GROUND TIME RECORD LESSON #56 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total * What Do You Think? The BCS game would probably have been played in a city large enough to have had multiple instrument approaches to its airport. When you have multiple instrument approaches that come in from all directions you would seldom land without favoring wind. If one runway had a strong crosswind, the airport would switch to another runway and start instrument approaches to the runway with more of a headwind for landing. But what about smaller airports where there is only a single instrument approach? In those cases you have no choice but to use the only approach available, even if that meant flying with a tailwind during the approach. Flying the approach with a tailwind usually means ending the approach with a circle-to-land maneuver. But since the circle-to-land maneuvers require you to fly around the airport and line up with the runway on the other end, the MDA is higher. What if you found yourself in a situation where the circling MDA was still in the clouds, while the straight-in MDA was just below the clouds? In that case your choices would be to make a missed approach and probably have to proceed to the alternate airport, or make a straight-in landing with a tailwind. Of course, there is an amount of wind that would make the tailwind landing unsafe but with your instructor you should try a downwind landing sometime. Keep in mind the aircraft limitation prohibiting a landing with a tailwind greater than 10 kts. The downwind landing might be less hazardous than making a missed approach back into icing conditions! Think about what you would do and what your personal minimums for a tailwind landing would be. Get Ready for Lesson 57 Wow, you have come a long way and worked extremely hard but you are on the threshold of accomplishment. The next lesson is the last flight in preparation to complete the entire course! 152 P/N

147 Cirrus Pilot Training Course: Lesson 57 Lesson 57: The Family Reunion Dual Flight Lesson Lesson Time: 2.0 Flight Training, 1.0 Instrument / 1.0 Ground Training Scenario You plan on flying your parents to a family reunion approximately 75 miles from your home base. Your mother has always been a nervous flyer and also has some flu-like symptoms. Since you had planned on flying them for the last few weeks, they decided not to drive. Their attendance is critical as the reunion is in their honor and now it will be too late to make it by automobile. The weather has been IFR all day with thunderstorms approaching your destination airport. These storms are forecasted to not be a factor upon your arrival. Your plan would be to attend the reunion and get your parents back home before nightfall. Scenario Objectives This lesson will force the PT to consider an unplanned diversion while en route. It is the intent of this scenario to evaluate the PT s ability to utilize all resources at his/her disposal while he/she applies sound SRM practices in the cockpit to formulate an alternate plan of action to accomplish the new mission. In addition, the PT should focus on prioritizing the tasks associated with safely conducting instrument approaches, departure procedures, and arrival procedures. During this lesson the PT should be able to perform tasks associated with little or no assistance from the instructor. Key Elements of the Lesson Personal Minimums and the go/no-go decision IFR flight planning Alternate Airport Selection IFR Flight Plan management IFR Departure and en route procedures Navigation on and off airways Emergency Procedures Non-precision approach Precision approach Straight-in Landing Circle-to-Land Single-pilot resource management SRM Notes to the PT In addition to the pressures that can arise from unusual circumstances in flight (loss of communications, loss of flight instruments or screens, electrical system malfunctions, etc) pilots also have to deal with passenger pressures. Passengers can push you to get them where they need to go even when you don t think it is wise or safe. Passengers also have issues in flight they feel sick, they need to go to the bathroom, they are nervous and all of these factors can add to your pressure. Ultimately it s the pilot s job to set all these factors aside and do what is best and safest for the flight. This lesson will give you some practice with passenger pressures! The Family Reunion Lesson 57: Note to Instructors The goal of this flight is to execute a diversion to a planned alternate. The reason for this diversion should be based upon the thunderstorms that are approaching the planned destination airport or some other unseen event due to the local environment. At this stage, the PT should be making all the decisions with the instructor acting as a passenger. There are the three primary skills that you should be looking for regarding the student's progress at this stage in his/her training; his/her ability to interface effectively with the aircraft systems, his/her knowledge of and proficiency in performing departure, en route, and arrival procedures, and his/her ability to apply safe and effective SRM concepts in the conduct of the flight. Good SRM provides the structure and organization to allow the pilot to successfully manage each flight, regardless of the events that should occur during the flight. Continually reiterate this point to the PT. If the PT finds his/her workload increasing beyond what they would normally experience, have them consider if this is a result of extra work or whether it was a failure on his/her part to use good SRM. To help develop task management skills, ask questions such as: Could something have been done earlier to alleviate the number of tasks required to be performed now? Could proactive planning helped? Make sure that you point out where they could have managed his/her resources better to have accomplished a task in an easier, more controlled manner. You can decide how to handle the diversion, whether it should be the result of a sick passenger, or the result of bad weather at the destination. 57 P/N

148 The Family Reunion Cirrus Pilot Training Course: Lesson Completion Standards The PT should be able to prioritize the tasks necessary to accomplish this and smoothly coordinate his/her actions in the safest and most efficient way possible. In addition, the PT should be able to perform all tasks associated with departure, en route, and arrival procedures and require little to no assistance from the instructor. This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. FLIGHT / GROUND TIME RECORD LESSON #57 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total * What Do You Think? Back on Lesson 30 you learned about the boundary line between uncontrolled airspace (Class G) and controlled airspace (Class E). You also know that it is only in controlled airspace (Class E, D, C, B, or A) where flying in IMC requires an IFR clearance. Put these two knowledge areas together to figure what you would do in this situation: You are at an airport that does not have controlled airspace at the surface. In other words the surface of the airport is in Class G airspace. You get a Void Time clearance that says: ATC Clears Cirrus 1234A as filed. Climb and maintain 5,000 feet. Enter controlled airspace on a heading of 090 degree. Clearance is void if not off by 45 minutes past the hour, the time now is 35 minutes past the hour. The runway you will takeoff from is Runway 32. This means you will have to takeoff on an approximate heading of 320 degrees, but then make a low altitude turn to 090 degrees before climbing into the overlying controlled airspace. At what MSL altitude must you stay below while making the turn? To answer the question get out your Sectional Chart and select an airport that has Class G airspace at the surface (the majority of airports fit into this category). Assume that the airport you select is the airport you are departing from. Use your airspace knowledge to calculate the MSL altitude of the boundary between Class G and Class E airspace over that airport. That boundary is the MSL altitude that you must stay below while making the turn. In areas of mountainous terrain, could this clearance from ATC be hazardous to you? Get Ready for Lesson 58 Get out your material and refresh your memory on all Private Pilot/VFR topic areas. 154 P/N

149 Cirrus Pilot Training Course: Lesson 58 Lesson 58: Private Pilot Knowledge Review Ground Lesson Lesson Time: 2.0 Hours Objective An end of course review of Private pilot knowledge areas. Key Elements of the Lesson Private pilot knowledge review Certificates and documents Weather information Cross country flight planning Performance and limitations Operation of systems Minimum equipment list Aero medical factors Pre-flight inspection Cockpit management Engine starting Taxiing Before takeoff checks ATC light signals Traffic patterns Airport runway markings and lighting Radio communications / navigation Systems, facilities and radar services Normal and crosswind takeoff and climb Normal and crosswind approach and land Soft field takeoff and climb Soft field approach and landing Short field takeoff and climb Short field approach and landing Forward slip to land Go-around After landing procedures Parking and securing procedures Steep turns Slow flight Power-off stalls Power-on stalls Spin awareness Ground reference maneuvers Straight and level flight Turns to headings Private Pilot Knowledge Review Lesson 58: Note to Instructors This is a review of all private pilot knowledge areas. The student should have taken and passed the Private Pilot Knowledge Test at this point, so you should also go over the test results and ask the student questions from the topics areas missed on the exam. 58 P/N

150 Private Pilot Knowledge Review Cirrus Pilot Training Course: Lesson Constant airspeed climbs and descents Recovery from unusual flight attitudes Pilotage and dead reckoning Navigation systems and radio services Systems and equipment malfunctions Emergency equipment and survival gear Emergency descent Emergency approach and landing diversion Lost procedures Night flight Night preparation Notes to the PT The Cirrus Combination Private Pilot/Instrument Rating syllabus is a blend of VFR and IFR curriculum but this lesson is designed to refresh your memory and give you the opportunity to discuss the private pilot and/or VFR portion of the course. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. The PT will demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering instructor s questions on lesson content. FLIGHT / GROUND TIME RECORD LESSON #58 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson New Total Grd Trng Total Flight Planned Total * What Do You Think? There was probably a gap of time between the day you completed Lesson 58 and the last time you seriously studied the Private Pilot or VFR material. What three topic areas from Lesson 58 did you have the most problem remembering? Get Ready for Lesson 59 Get a copy of the most current Private Pilot Practical Test this is the curriculum for the next lesson. 156 P/N

151 Cirrus Pilot Training Course: Lesson 59 Lesson 59: Private Pilot Skills Review Dual Flight Lesson Lesson Time: 2.0 hours / 1.0 Ground Training Scenario You have a friend that is also a pilot. He is interested in getting an airplane like yours, so he asks you to take him flying and show him the features of your airplane. He wants to see how the airplane performs and maneuvers he wants you to really put the airplane through its paces so he can decide what he thinks. Scenario Objective The objective of this flight is to demonstrate all the Private Pilot / VFR maneuvers that are listed in the current edition of the Private Pilot Practical Test Standard. Key Elements of the Lesson All topics, procedures and maneuvers outlines in the current edition of the Private Pilot Practical Test Standard. Notes to the PT The practical test that is in your future will be in two parts. The regulations say that in order to be eligible for the Instrument Rating Airplane Practical Test, a pilot first must hold the Private Pilot Certificate. This lesson is the mock flight test that will be required to pass the private pilot part. You will need to be ready for any topic, procedure, or maneuver that is in the current edition of the Private Pilot Practical Test Standard. Scenario Completion Standards This lesson is complete when the PT can perform all procedures and maneuvers to the standard indicated in the current edition of the Private Pilot Practical Test Standard and be able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. Private Pilot Skills Review Lesson 59: Note to Instructors This is a mock Private Pilot checkride. The scenario is that your student is demonstrating the performance and maneuvers of the airplane to a friend. You are the friend. Use the current edition of the Private Pilot Practical Test Standard as your guide to the contents of this lesson. 59 FLIGHT / GROUND TIME RECORD LESSON #59 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total * What Do You Think? List three random maneuvers that are included in the Private Pilot Practical Test. After you make your list, give an example of how the skills required to perform the maneuver correctly can translate to real world flight operations. Get Ready for Lesson 60 The next lesson is a Strand Check with another instructor covering all private pilot and VFR topic areas, procedures, and maneuvers. P/N

152 Private Pilot Skills Review Cirrus Pilot Training Course: Lesson P/N

153 Cirrus Pilot Training Course: Lesson 60 Lesson 60: Practical Test Review Flight Dual Flight Lesson Lesson Time: 1.5 Flight Training / 1.0 Ground Training Scenario This lesson is a review lesson. Therefore, all scenarios incorporated on this lesson will be assigned by your check instructor. Scenario Objective The purpose of this lesson is to evaluate the student s ability to perform maneuvers and procedures at the Private Pilot level. Key Elements of the Lesson All topics, procedures and maneuvers outlines in the current edition of the Private Pilot Practical Test Standard. Notes to the PT This lesson is the dry run for the actual practical test. This lesson should help you identify strengths and weaknesses in your knowledge and performance of the private pilot curriculum. Areas that are identified as weaknesses can be corrected before the actual flight test. Completion Standards This lesson is complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson and perform the designated maneuvers and procedures in accordance with the current FAA Private Pilot Practical Test Standards. Practical Test Review Flight Lesson 60: Note to Instructors This is a mock Private Pilot checkride conducted by a check instructor or someone other than the student's regular instructor. Use the current edition of the Private Pilot Practical Test Standard as your guide to the contents of this lesson. Where possible, use scenarios throughout the flight to effectively evaluate the student's ability to make decisions and safely operate the aircraft. 60 FLIGHT / GROUND TIME RECORD LESSON #60 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total * What Do You Think? Which topics, procedures, or maneuvers from the Private Pilot Practical Test presented the greatest challenge to you? These should be where you start your studying for the actual practical test! Get Ready For Lesson 61 Lesson 61 is an oral exam review over the instrument rating curriculum material. P/N

154 Practical Test Review Flight Cirrus Pilot Training Course: Lesson P/N

155 Cirrus Pilot Training Course: Lesson 61 Lesson 61: IFR Knowledge Review Ground Lesson Lesson Time: 2.0 Ground Training Objective An end-of-course review of instrument pilot knowledge areas. Key Elements of the Lesson Instrument Pilot Knowledge Review Weather information Cross country flight planning Operation of systems related to IFR Aircraft flight instruments and navigation Instrument cockpit checks Recovery from unusual flight attitudes ATC clearances Compliance with departure, en route and arrival procedures and clearances Holding procedures Straight and level flight Change of airspeed Constant airspeed climbs and descents Rate climbs and descent Timed turns to magnetic headings Steep turns Intercepting and tracking VOR radials VOR instrument approach procedures ILS approach procedures GPS approach procedures Missed approach procedures Circling approach procedures Landing from straight in or circling approach Loss of communications Loss of attitude gyro and/or heading indicators Post-flight instrument and equipment checks Notes to the PT The second part of the Practical Test will be over the instrument rating airplane knowledge areas. You will need to be ready for any topic, procedure, or maneuver that is in the current edition of the Instrument Rating - Airplane Practical Test Standard. Completion Standards The PT will demonstrate satisfactory knowledge of lesson content and achievement of lesson objectives by active participation in discussion and by correctly answering instructor s questions on lesson content. This lesson is IFR Knowledge Review Lesson 61: Note to Instructors This is a mock oral exam for the Instrument Rating checkride. This is a review of all Instrument rating knowledge areas. The student should have taken and passed the Instrument Rating Knowledge Test at this point, so you should also go over the test results and ask the student questions from the topics areas missed on the exam. 61 P/N

156 IFR Knowledge Review Cirrus Pilot Training Course: Lesson 61 complete when the PT is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. FLIGHT / GROUND TIME RECORD LESSON #61 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Planned 2.0 This Lesson Previous Lesson Grd Trng Total Flight 61 New Total Planned Total * What Do You Think? Many pilots have said that when they learned to fly in a Technically Advanced Aircraft like the Cirrus, that VFR and IFR seemed to blend together. They knew that to get the full benefit of the Cirrus they must fly both VFR and IFR, so it was best to combine the two in the training. Do you agree? Get Ready for Lesson 62 You made it! The next lesson is the last of the entire course and the last before the day you take your oral and flight tests to become a Cirrus Private Pilot with Instrument Rating! Get a copy of the current edition of the Instrument Rating - Airplane Practical Test Standard to prepare, read, and study! 162 P/N

157 Cirrus Pilot Training Course: Lesson 62 Lesson 62: Final Flight Test Review Dual Flight Lesson Lesson Time: 2.0 Flight training, 1.0 Instrument / 1.0 Ground Training Scenario This is a review flight before the end-of-course check ride. All scenarios for this flight should be tailored to the student s individual needs and work should be done on areas needing special assistance or review. This should be a flight with three legs. Scenario Objective The objective of this lesson is to determine that the student is thoroughly prepared for the end-of-course checkride and that they meet Instrument Rating Practical Test Standards for each maneuver performed. Key Elements of the Lesson Single-pilot resource management Risk Management Decision Making All topics, procedures and maneuvers contained within the current edition of the Instrument Rating - Airplane Practical Test Standard Notes to the PT This is the practice run for the final test of the course. This lesson will be given by a check instructor or another instructor other than your own. This lesson prepares for the actual practical test which will be given by a Designated Pilot Examiner. Use this lesson to identify strengths and weaknesses. If any topics, procedures, or maneuvers are determined to be weak, then use this lesson to improve in those areas so that ultimately every area is at or above the standard for the current edition of the Instrument Rating - Airplane Practical Test. Completion Standards The student must demonstrate that they meet the acceptable standards of knowledge and skill of each task within the Instrument Rating Airplane Practical Test Standards and is able to meet the desired outcomes that are indicated on the Learner Centered Grading sheet for this lesson. Final Flight Test Review Lesson 62: Note to Instructors To the check instructor: During this review flight you should not be required to assist the student in any way. It is important for the student to not only demonstrate proficiency in all the tasks, but to show SRM independence. In other words, the student must prove that he/ she not only can perform each task within the standards established by the FAA but they can also manage all aspects of IFR flying without any assistance from his/her instructor. It is this concept of cockpit self-reliance that must be stressed to the student. Let him/her know that it is just as important for him/her to show you that they can conduct the flight free from any help from you as it is to demonstrate they can perform each task to the expected level of performance. His/her ability to safely plan, manage, and execute the mission has been the objective of all the training they've received and that is what you will be looking to see him/her demonstrate. 62 FLIGHT / GROUND TIME RECORD LESSON #62 Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight Planned This Lesson Previous Lesson New Total Planned Total * What Do You Think? The Practical Tests that you will take now will be less challenging than the training you have completed in this syllabus. The standards and expectations of the Cirrus Combination Private and Instrument Course are higher than those of P/N

158 Final Flight Test Review Cirrus Pilot Training Course: Lesson 62 the FAA. Go to these tests with confidence. There is nothing that will be on these tests that you have not already dealt with, thought about, and accomplished before. You are already a Cirrus pilot; the practical test is nothing more than verification and paperwork. Congratulations! Next Flight Private Pilot Practical Test Instrument Rating Practical Test Summary 62 FLIGHT / GROUND TIME RECORD Course Summary Planned Strand 5 Actual Strand 5 Actual Strand 1-4 Actual Total Planned Total Dual Solo PIC X-Country Day Inst Ref FTD Dual Solo Ldgs Act Sim Night Night Ldgs Grd Trng Total Flight * * End-Of-Course Regulations Checklist To meet Private Pilot requirements: 40 hours of flight instruction time 20 hours with an instructor 10 hours solo/pic Three (3.0) hours dual cross country Three (3.0) hours at night with one 100 mile round trip and 10 takeoff and landings full stop Three (3.0) hours instrument time Three (3.0) hours within 60 preparing for the test 10 hours of solo time, including 5.0 hours solo cross country. One of the solo cross country flights must be a triangle course of 150 nm long and each leg at least 50 nm Three (3) solo landings at an airport with an operating control tower To meet Instrument Rating Airplane requirements: 50 hours of solo/pic cross country time 40 hours of actual or simulated instrument time, of which 20 could be in an FTD 15 hours of instrument instruction from a Certified Instrument Flight Instructor: (CFII) One (1) instrument cross country that is a triangle course including 250 nm total distance. An instrument approach must be made at each point and each instrument approach must have different approach systems Three (3) hours within the past 60 day preparing for the test 164 P/N

159 Cirrus Pilot Training Course: Appendix A Appendix A: Learner Centered Grading Sheets Learner Centered Grading Sheets Appendix A contains all Learner Centered Grading (LCG) sheets. After each lesson, two copies of the applicable LCG should be made and the instructor and student should each fill the sheets out. The grading sheets should then be compared and those areas where the instructor s grade and the student's grades differ should be reviewed. In this way the student helps guide the instructor to discuss the items where he/she needs the most help. Each item from the lesson has a desired outcome that will keep the student on pace. The grades used are also different. This program doesn t use grades like A, B, C, D, and F or a numbering system like 1, 2, 3, 4 and 5. Nor does it use Satisfactory or Unsatisfactory. Instead the program employs the descriptors: Describe, Explain, Practice, Perform, and Manage/Decide. See the section on Desired Outcomes in the Frontmatter of this publication for additional information on the descriptors. P/N

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161 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets A1 Cirrus Private Instrument Course Strand 1 - Lesson 1 Ground Lesson Getting Started Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Cirrus Private and Instrument Course Understands the FITS Scenario-based Training Concept and Learner Centered Grading Understands the Concept of Student Led Training Understands the Concept of Learner Centered Grading Understands the Completion Standards for the Course Private Pilot Airplane Practical Test Standards Understands the Role that the Practical Test Standards Have in Training Understands the Use of the Practical Test Standards Through the Application of Certification Scenarios Privileges of an FAA Private Pilot with Instrument Rating Safety Policies and Procedures Understands the Role that the Safety Policies and Procedures Have in Training Properly Applies the Policies and Procedures Through Discussions that Include Scenarios that May Occur in Actual Instrument Flight Training Introduction to Flight Training The Instructor and Student Relationship The Role of the FAA Study Material Study Habits The Importance of Safety Awareness (Ground and Flight) General Health Single-pilot Resource Management The Cirrus Airplane Automation The PFD And MFD Flight Planning Automation Terminology Symbology Data Card P/N

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163 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 2 Dual Flight Lesson Introduction to the Airplane And Fundamentals of Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A2 Pre-flight Discussion Discuss Lesson Objective and Completion Standards Normal Checklist Procedures The Four Fundamentals: Climbs, Turns, Descents and Straight and Level The Scenario of today s lesson Introduction Cockpit familiarization PFD and MFD Avionics Flight and Engine Controls Use of Checklist Engine Start and Warm-up Taxiing and Ground Operations DESRIBE Normal Takeoff and Climb The Four Fundamentals Navigating to the Baseball Game Airport Traffic Pattern Normal Runway Approach and Landing After Landing Procedures The importance of safety awareness on the ground and in the air Engine shutdown procedures Single-pilot Resource Management Post-flight Discussion Student Performance Instructor Performance P/N

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165 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 3 Ground Lesson How the Airplane s Systems Work Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A3 The Cirrus Airplane Systems Engine and Powerplant Ignition System Fuel System Propeller Electrical System Pitot Static System Gyroscopes Magnetic Compass Avidyne Primary Flight Display Avidyne Multifunction Display Autopilot Avionics and Data Link Systems Global Positioning System Collision Avoidance System The CAPS System AmSafe System (airbag and seatbelt) E-TAWS System Ice Protection System Single-pilot Resource Management Unusual Situations Partial or Complete Loss of Instruments Recovery from Unusual Attitudes Partial or Complete Power Loss P/N

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167 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 4 Dual Flight Lesson School Shopping Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A4 Preflight Discussion Discuss the Scenario, Objectives and Completion Standards of the Lesson Prelight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single Pilot Resource Management (SRM) Personal Minimums & Risk Management Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post Flight Procedures and Checklists Introduction Obtaining Weather Information Calculating Weight and Balance Predicting Airplane Performance The proper use of the Autopilot The responsibility of the Pilot in Decision-Making Situational Awareness Single-pilot resource management Post Flight Discussion Student performance Instructor Performance P/N

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169 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 5 Ground Lesson Basic Aerodynamics Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A5 Ground Lesson Discussion Basic Aerodynamics Four Forces of Flight Airplane Stability Airspeed Transitions Slow Flight Loss of Lift and Stalls Spin Awareness Left Turning tendencies G Force Load Factor Turning Flight Ground Effect Introduction to Ground Reference Maneuvers Wind Drift Rectangular Course Turns around a Point S Turns The Airport Traffic Pattern Situational Awareness Single-pilot Resource Management P/N

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171 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 6 Dual Flight Lesson Hail Damage Survey Flight Pre-flight Discussion Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A6 Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Review Cockpit Management EXPLAIN Use of Checklists EXPLAIN Powerplant Operations EXPLAIN Avionics and Automation Operations EXPLAIN Taxiing and Ground Operations EXPLAIN Normal Takeoff and Climb EXPLAIN The Four Fundamentals EXPLAIN Traffic Pattern and Normal Landing EXPLAIN Post-flight Procedures and Checklists EXPLAIN Introduction Basic Navigation (GPS and Chart) Wind Drift Corrections Maneuvering with Reference to Objects on the Ground Airport Traffic Pattern Entry Wake Turbulence and Wind Shear Avoidance Introduction to an Instrument Approach Normal Landing Post-flight Discussion Student Performance Instructor Performance P/N

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173 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 7 Dual Flight Lesson Car Parts Delivery Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN A7 Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN Introduction Maximum Performance Takeoff and Climb Stabilized Approach to Landing Predicting Airplane Performance Slip to Land Go-around (Rejected Landing) Weight and Balance Calculations Single-pilot Resource Management EXPLAIN Post-flight Discussion Student Performance Instructor Performance P/N

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175 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 8 Ground Lesson The Rules of Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion General Limitations for Student Pilots Requirements for Solo Flight Medical Certificates Class and Duration Right-of-way Rules of Flight Traffic Pattern Operations and Local Traffic Pattern Altitude Local Radio Frequencies Radio Communication Requirements Best Practice for the Flow of Air Traffic at the Local Airport Local Practice Area Locations Transitioning Between Airport and Practice areas and Return Traffic Pattern and Normal Landing The Responsibility of the Pilot in Decision Making Situational Awareness Single-pilot Resource Management A8 P/N

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177 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 9 Dual Flight Lesson Breakfast Fly-In Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE A9 Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE Introduction Steep Turns Stall Recognition and Recovery Stall Demonstrations: Power-on-and-off Normal Traffic Pattern Airspeed Transitions in the Traffic Pattern Normal Approach and Landing Single-pilot Resource Management PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE Post-flight Discussion Student Performance Instructor Performance EXPLAIN EXPLAIN P/N

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179 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 10 Dual Flight Lesson Aerial Survey Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson PRACTICE Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management PRACTICE PRACTICE PRACTICE PRACTICE A10 Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE Introduction and Practice Navigating to a Specific Point Turns Around a Point S Turns Across a Road The Proper Use of the Autopilot The Responsibility of the Pilot in Decision Making Fuel Supply Management Single-pilot Resource Management PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE Post-flight Discussion Student Performance Instructor Performance PRACTICE PRACTICE P/N

180

181 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 11 Dual Flight Lesson Anniversary Dinner Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management A11 Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists Introduction Obtaining Weather Information Calculating Weight and Balance VFR Navigation outbound The Proper Use of the Autopilot IFR Navigation to get home Instrument Approach Demonstration Single-pilot Resource Management PRACTICE Post-flight Discussion Student Performance Instructor Performance P/N

182

183 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 12 Dual Flight Lesson The Business Proposal Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management A12 Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists Introduction Application of Airplane Systems Knowledge Abnormal Situations Airplane System Malfunctions Dealing with In-flight Emergencies The Responsibility of the Pilot in Decision Making Situational Awareness Single-pilot Resource Management PRACTICE PRACTICE PRACTICE EXPLAIN PRACTICE PRACTICE PRACTICE Post-flight Discussion Student Performance Instructor Performance P/N

184

185 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 13 Dual Flight Lesson Red Cross Volunteer Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists A13 Introduction and Practice Navigation Skills Abnormal and Emergency Procedures Accuracy Under Time Pressures Landing Practice The Responsibility of the Pilot in Decision Making Situational Awareness Single-pilot Resource Management Post-flight Discussion Student Performance Instructor Performance P/N

186

187 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 14 Dual Flight Lesson Visit a Potential Customer Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists A14 Introduction and Practice Radio Communication VFR Navigation Cross Wind Landing The Proper Use of the Autopilot The Responsibility of the Pilot in Decision Making Personal Minimums Single-pilot Resource Management PRACTICE Post-flight Discussion Student Performance Instructor Performance P/N

188

189 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 15 Dual Flight Lesson Proficiency Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists A15 Introduction Traffic Pattern and Collision Avoidance Proper Use of Flaps and Speed Changes Establishing a Stabilized Approach Normal Landings Recognizing a Faulty Approach and Making Timely Corrective Actions Go-around (Rejected Landing) Pilot Judgment and Decision Making Post-flight Discussion Student Performance Instructor Performance P/N

190

191 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 16 Ground Lesson Pre-Solo Written Exam Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion The regulation that requires a Pre-solo Written Exam (61.87) Knowledge Area: Part 61 Pertaining to Student Pilots Knowledge Area: Part 91 Applicable Flight Rules Knowledge Area: Operations at the Local Airport Knowledge Area: Operation of the Cirrus Airplane Pre-solo Written Exam Administer the Pre-solo Written Exam Complete A16 Grade and Review the Pre-solo Written Exam Student Performance Instructor Performance Complete Exam Review Exam P/N

192

193 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 17 Dual/Solo Flight Lesson First Solo Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists Obtaining Weather Information Calculating Weight and Balance Predicting Airplane Performance The Responsibility of the Pilot in Decision Making Situational Awareness Single-pilot Resource Management A17 First Solo Flight Overall Student Performance P/N

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195 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 1 - Lesson 18 Dual Flight Lesson Progress Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb The Four Fundamentals Traffic Pattern and Normal Landing Post-flight Procedures and Checklists Obtaining Weather Information Calculating Weight and Balance Predicting Airplane Performance The Proper Use of the Autopilot The Responsibility of the Pilot in Decision Making Situational Awareness Single-pilot Resource Management A18 P/N

196

197 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 19 Solo Flight Lesson Staying Proficient Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Review Cockpit Management Use of Checklists Powerplant Operations Avionics and Automation Operations Taxiing and Ground Operations Normal Takeoff and Climb Navigation to a Designated Practice Area Steep Turns Slow Flight and Stalls Ground Reference Maneuvers Traffic Pattern entry Normal Approach and Landing Post-flight Checklists The Responsibility of the Pilot in Decision Making Situational Awareness Single-pilot Resource Management PRACTICE PRACTICE PRACTICE A19 Post-flight Discussion Student Performance Instructor Performance PRACTICE PRACTICE P/N

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199 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 20 Ground Lesson Navigation Essentials Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion Acquiring Real-Time Weather Information EXPLAIN Reading the Sectional Chart EXPLAIN Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules EXPLAIN Calculating Climb Performance EXPLAIN Calculating Fuel Consumption (Gallons per Hour: GPH) EXPLAIN Selecting VFR Navigation Checkpoints EXPLAIN Determining IAS, CAS, TAS, and GS EXPLAIN Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan Diversions to Unplanned Airports The Responsibility of the Pilot for Navigation Decision Making Situational Awareness Single-pilot Resource Management EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN A20 P/N

200

201 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 21 Dual Flight Lesson Golf Trip Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information PRACTICE Reading the Sectional Chart PRACTICE Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE A21 During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE P/N

202

203 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 22 Ground Lesson Multiple Destination Cross Country Flight Planning Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion Acquiring Real-Time Weather Information PRACTICE Reading the Sectional Chart PRACTICE Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules PRACTICE Calculating Climb Performance PRACTICE Calculating Fuel Consumption (Gallons per Hour: GPH) PRACTICE Selecting VFR Navigation Checkpoints PRACTICE Determining IAS, CAS, TAS, and GS PRACTICE Determining TC, TH, MH, and CH PRACTICE Calculating the Time Duration of the Flight PRACTICE Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan Diversions to Unplanned Airports The Responsibility of the Pilot for Navigation Decision Making Situational Awareness Single-pilot Resource Management PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE PRACTICE A22 Introduction Weight and Balance for Cross Country Aircraft Logbooks Required Aircraft Inspections and ADs Recent Pilot Experience Class D Airspace Class C Airspace P/N

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205 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 23 Dual Flight Lesson Business Meeting Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Review Cockpit Management Use of Checklists Normal Takeoff and Transition En Route Proper Use of the Autopilot VFR Flight Plan Management VFR Navigation and Checkpoints Transition From En Route to Traffic Pattern Radio Communication Post-flight Procedures and Checklists A23 Introduction Encounter with Instrument Conditions Flying With a View Limiting Device Basic Attitude Instrument Flying The Proper Use of the Autopilot 180-degree Escape from Instrument Conditions Unusual Attitude Recovery Single-pilot Resource Management Post-flight Discussion Student Performance Instructor Performance EXPLAIN EXPLAIN P/N

206

207 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 24 Solo Cross Country Flight Lesson Go Visit Your Mother! Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan A24 During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management P/N

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209 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 25 Solo Cross Country Flight Lesson Get back for the Ball Game Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan A25 During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management P/N

210

211 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 26 Ground Lesson Getting Ready to fly in the Dark Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion Night Flying What is Considered Night by the FAA Aircraft Lights Airport Selection at Night: Is fuel available After regular business hours? Airport Facilities Directory: AFD Fuel Requirements at Night Equipment needed for Night Flying Cockpit Management at Night VFR Navigation at Night Route Selection at Night Emergencies at Night Preparing and Filing a VFR Flight Plan Ground Lesson Discussion Aeromedical Factors Night Vision Visual Illusions at Night Disorientation Hypoxia and Supplemental Oxygen Hyperventilation Alcohol / Drug awareness Motion Sickness Stress and Fatigue Personal Minimums Pilot Decision Making A26 P/N

212

213 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 27 Dual Flight Lesson at Night Special Date Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints that Can Be Seen at Night Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating fuel reserves at Night Preparing and Filing a VFR Flight Plan A27 During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints at Night Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management P/N

214

215 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 28 Dual Flight Lesson at Night Proficiency and Avoiding Hazards at Night Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Review Cockpit Management at Night Use of Checklists Equipment needed for Night flight Aircraft Lights Taxiing and Ground Operations at Night Normal Takeoff and Climb at Night Collision Avoidance at Night Traffic Pattern and Normal Landing Post-flight Procedures and Checklists A28 Introduction Pilot Recent Experience at Night Runway Illusions at Night Airport Lighting Practice Night Landings to a full stop Unexpected Situations at Night Loss of Landing Light Unexpected Situations at Night Loss of Cockpit Lighting and Panel instruments Single-pilot Resource Management Post-flight Discussion Student Performance Instructor Performance EXPLAIN EXPLAIN P/N

216

217 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 2 - Lesson 29 Dual Flight Lesson Cross Country Progress Check Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan A29 During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management P/N

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219 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 3 - Lesson 30 Ground Lesson Airspace and Radio Communication Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion Airspace and the Airport Facility Directory Controlled and Uncontrolled Airspace (Class G and Class E) Class D Airspace and Radio Communication required Class C Airspace and Radio Communication required Class B Airspace and Radio Communication required Communication with a Flight Service Station while in-flight - various methods Runway Incursion Avoidance Wake Turbulence Avoidance RADAR and Air Traffic Control Services Reading and Using METARS Reading and Using TAFS Reading and Using PIREPS Reading and Using the Winds and Temperatures Aloft Forecast Reading and Using Area Forecasts Predicting Icing Conditions Airmets, Sigmets and Convective Sigmets The Responsibility of the Pilot in Decision Making with Regard to the Weather Situational Awareness Single-pilot Resource Management A30 P/N

220

221 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 3 - Lesson 31 Dual Flight Lesson to Congested Airspace Drop Off a Computer for Repair Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan A31 During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management P/N

222

223 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 3 - Lesson 32 Solo Flight Lesson to Congested Airspace Pick Up Repaired Computer Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan A32 During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management P/N

224

225 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 3 - Lesson 33 Solo Flight Lesson Manufacturing Plant Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan A33 During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management P/N

226

227 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 3 - Lesson 34 Solo Flight Lesson The Science Fair Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management A34 P/N

228

229 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 3 - Lesson 35 Solo Flight Lesson Awards Banquet Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Calculation of Actual Groundspeed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management A35 P/N

230

231 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 36 Ground Lesson IFR Departure and Arrival Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion IFR Departure and Arrival Procedures The Difference Between a VFR and an IFR Flight Plan IFR Clearance Working with Air Traffic Control Between Airports in the En Route Phase of Flight Departure and Arrival Control Air Route Traffic Control Centers Radio Communication with ATC Non-Precision Instrument Approach Precision Instrument Approach Straight-in Landing After an IFR Approach Circle-to-land After an IFR Approach Basic Attitude Instrument Flying and the Proper Use of the Autopilot Reading Instrument En Route Charts Reading Instrument Approach Charts A36 P/N

232

233 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 37 Dual Flight Lesson Attitude Instrument Flying Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion IFR Departure and Arrival Procedures EXPLAIN The Difference Between a VFR and an IFR Flight Plan EXPLAIN IFR Clearance EXPLAIN Working with Air Traffic Control Between Airports in the En Route Phase of Flight EXPLAIN Departure and Arrival Control EXPLAIN Air Route Traffic Control Centers EXPLAIN Radio Communication with ATC EXPLAIN Non-Precision Instrument Approach EXPLAIN Precision Instrument Approach EXPLAIN Straight-in landing After an IFR Approach EXPLAIN Circle-to-land After an IFR Approach EXPLAIN Basic Attitude Instrument Flying and the Proper Use of the Autopilot EXPLAIN Reading Instrument En Route Charts EXPLAIN Reading Instrument Approach Charts EXPLAIN Introduction Maintaining Airplane Control Without Outside Visual References Instrument Reference only (IR) and Without Autopilot PRACTICE Flying with a View Limiting Device PRACTICE Controlling Airplane Altitude, Heading, and Speed With Instrument Reference Only - IR PRACTICE Making airspeed changes IR Spacial Disorientation Demonstration and Recovery PRACTICE PRACTICE A37 Spacial Disorientation Avoidance PRACTICE Unusual Attitude Recovery PRACTICE Post-flight Discussion Student Performance PRACTICE Instructor Performance PRACTICE P/N

234

235 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 38 Dual Flight Lesson Reunion Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance PRACTICE Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Instrument Approach Set-up Non-Precision Approach Landing Straight-in After Approach Missed Approach PRACTICE PRACTICE PRACTICE PRACTICE A38 P/N

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237 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 39 Solo Flight Lessons VFR Cross Country Block Note: This Lesson will require several flights to complete. Make copies of this sheet as needed for each trip. Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Air Traffic Control Communication and Services Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management A39 P/N

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239 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 40 Dual Flight Lesson The Architectural Prints Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance PRACTICE Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Instrument Approach Set-up Non-Precision Approach Circle-to-land After Approach Missed Approach PRACTICE PRACTICE PRACTICE PRACTICE A40 P/N

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241 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 41 Solo Flight Lessons VFR Cross Country Block Note: This Lesson will require several flights to complete. Make copies of this sheet as needed for each trip Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Air Traffic Control Communication and Services Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management A41 P/N

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243 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 42 Dual Flight Lesson The Journalist Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance PRACTICE Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Instrument Approach Set-up PRACTICE Localizer Approach (LOC, SDF, LDA) PRACTICE Straight-in Landing After Approach Missed Approach PRACTICE PRACTICE A42 P/N

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245 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 43 Dual Flight Lesson College Recruiting Trip Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Instrument Approach Set-up PREFORM Instrument Landing System (ILS) Approach PRACTICE Straight-in Landing After Approach Missed Approach PRACTICE PRACTICE A43 P/N

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247 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 4 - Lesson 44 Dual Flight Lesson Strand Check Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Instrument Approach Set-up Non-Precision and Precision Approach Circle-to-land After Approach Missed Approach A44 P/N

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249 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 45 Ground Lesson IFR Flight Planning and Holding Patterns Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion: IFR Cross Country Planning Single-pilot Resource Management (SRM) IFR Personal Minimums and the Go/no-go Decision EXPLAIN IFR Route Selection and IFR En Route Charts IFR Altitude Selection Including MEA, MOCA, MRA, MCA and MAA. IFR Weather Considerations Including Turbulence and icing. IFR Navigation Planning IFR Flight Plan Management Determining if an Alternate Airport is Required on the IFR Flight Plan If an Alternate is Required, How is an Alternate Airport Selected? IFR Fuel Reserves With and Without an Alternate Airport Various Methods of Receiving the IFR Clearance Including Void Times Ground Lesson Discussion Holding Patterns Holding Pattern Layout and Shape Timing the Holding Pattern Flying a Holding Pattern with a Crosswind Understanding ATC Holding Instructions Expect Further Clearance (EFC) Time Holding Pattern Entry Holding Patterns En Route Holding Patterns After an IFR Approach The Proper Use of the Autopilot Single-pilot Resource Management A45 P/N

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251 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 46 Dual Flight Lesson FAA Safety Seminar Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation, Radio Communication and Holding Pattern PRACTICE Instrument Approach Set-up Precision and Non-Precision Approach Straight-in and/or Circle-to-land After Approach Missed Approach to a Holding Pattern PRACTICE A46 P/N

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253 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 47 Ground Lesson Weather Review and Alternate Airports Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion Obtaining Real Time Weather Information Receiving a Weather Briefing from a Flight Service Station: FSS Reading and Using METARS Reading and Using TAFS Reading and Using PIREPS Reading and Using the Winds and Temperatures Aloft Forecast Reading and Using the Area Forecast Airmets, Sigmets, and Convective Sigmets Using the Forecast Weather Information to Determine if an IFR Alternate Is Required If an IFR Alternate is required: Using Forecast Weather Information to Select a Suitable Alternate Airport Single-pilot Resource Management (SRM) IFR Personal Minimums and the Go/no-go Decision The Responsibility of the Pilot in Decision Making Situational Awareness Single-pilot Resource Management A47 P/N

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255 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 48 Dual Flight Lesson Avionics Repair Station Flight Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Holding Pattern While En Route Instrument Approach Set-up Non-Precision Approach Precision Approach Straight-in and/or Circle-to-land After Approach Missed Approach to a Holding Pattern Dealing with an Electrical System Malfunction in IFR Conditions Emergency Procedures PRACTICE PRACTICE A48 P/N

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257 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 49 Solo Flight Lessons Solo/PIC Cross Country Block Note: This Lesson will require several flights to complete. Make copies of this sheet as needed for each trip Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Air Traffic Control Communication and Services Flight into Class D and/or C as Directed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management A49 P/N

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259 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets A50 Cirrus Private Instrument Course Strand 5 - Lesson 50 Dual Flight Lesson Daughter s Spring Break Trip. Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Partial and Complete Loss of Radio Communications Capability in IFR PRACTICE Electrical System Malfunctions PRACTICE IFR Emergency Procedures PRACTICE Instrument Approach Set-up Precision and/or Non-Precision Approach Straight-in or Circle-to-land Approach Missed Approach to a Holding Pattern P/N

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261 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 51 Solo Flight Lessons Final VFR Cross Country Block Note: This Lesson will require several flights to complete. Make copies of this sheet as needed for each trip Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A51 Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading the Sectional Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Climb Performance Calculating Fuel Consumption (Gallons per Hour: GPH) Selecting VFR Navigation Checkpoints Determining IAS, CAS, TAS, and GS Determining TC, TH, MH, and CH Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating Fuel Reserves for the Flight Preparing and Filing a VFR Flight Plan During the Flight Use of Checklists Normal Takeoff and Transition En Route VFR Flight Plan Management Appropriate Use of Autopilot VFR Navigation and Checkpoints Air Traffic Control Communication and Services Flight Into Class D and/or C as directed Transition From En Route to Traffic Pattern Pilot Decision Making Single-pilot Resource Management P/N

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263 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 52 Dual Flight Lesson Pick Up Business Equipment Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A52 Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Instrument Approach Set-up DME Arc PRACTICE Precision and/or Non-Precision Approach Straight-in or Circle-to-land Approach Missed Approach to a Holding Pattern P/N

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265 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 53 Dual Flight Lesson Instructor Guided Scenarios Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A53 Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Flying the Airplane With the Partial Loss of Flight Deck Instrumentation (Partial Panel) PRACTICE Instrument Approach Set-up Precision and/or Non-Precision Approach Straight-in or Circle-to-land Approach Missed Approach to a Holding Pattern P/N

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267 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 54 Dual Flight Lesson The Real Estate Class Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A54 Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Flight with Partial Panel Instruments PRACTICE DME Arc Instrument Approach Set-up Precision and/or Non-Precision Approach Straight-in or Circle-to-land Approach Missed Approach to Holding Pattern P/N

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269 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 55 Dual Flight Lesson The Surprise Party Pre-flight Discussion Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed A55 Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication IFR Emergency Procedures Instrument Approach Set-up Precision and/or Non-Precision Approach Straight-in or Circle-to-land Approach Missed Approach to a Holding Pattern P/N

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271 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 56 Dual Flight Lesson The BCS game Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision A56 Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan Including Alternate Airport selection During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot Radio Communication with ARTCC IFR Navigation On and Off airways Instrument Approach Set-up Precision and Non-Precision Approach Straight-in and Circle-to-land Approach P/N

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273 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 57 Dual Flight Lesson The Family Reunion Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Pre-flight Discussion Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Go/no-go Decision A57 Before Takeoff Acquiring Real-Time Weather Information Reading an Instrument Chart Selecting the Best Altitude Considering Terrain, Wind, and Hemispheric Rules Calculating Fuel Consumption (Gallons per Hour: GPH) Calculating the Time Duration of the Flight Calculating Fuel Required for the Flight Calculating IFR Fuel Reserves for the Flight Preparing and Filing an IFR Flight Plan Including Alternate Airport Selection During the Flight Use of Checklists Receiving an IFR Clearance Transition from Takeoff to En Route Appropriate Use of Autopilot En Route IFR Navigation and Radio Communication Holding Pattern En Route Instrument Approach Set-up DME Arc Precision and/or Non-Precision Approach Straight-in and/or Circle-to-land Approach P/N

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275 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 58 Ground Lesson Private Pilot Knowledge Review Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion Aircraft Certificates and Documents Required Aircraft Inspections Obtaining Weather Information Reading and Using weather products VFR Cross Country Planning Airplane Performance and Limitations Operation of Cirrus Airplane systems Minimum Equipment List Aeromedical Factors Pre-flight inspection Cockpit Management Engine Start and Safety Procedures Taxi and before Takeoff checks ATC Light Gun Signals Airport markings and lighting Normal and Crosswind Takeoff and climb Normal and Crosswind Approach and land Calculating Weight and Balance Max Performance Takeoff and Landings Go-around (Rejected Landing) Steep Turns Slow Flight and various stall demos Diversion and Lost Procedures Recovery from Unusual Attitudes Emergency Descent and Forced Landing System Malfunctions and Emergencies Radio Communication: All Airspace Types RADAR Services In-Flight Communication with FSS National Airspace System Air Traffic Control Night flight preparations Rules of Flight Part 91 Rules of Certification Part 61 Privileges of a Private Pilot Limitations on a Private Pilot Responsibilities of Pilot in Command Single-pilot Resource Management Personal Minimums A58 P/N

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277 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 59 Dual Flight Lesson Private Pilot Skills Review With the PT s personal instructor Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Oral Exam Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations A59 Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management All Topics, Procedures and Maneuvers that are outlined in the most current edition of the: Private Pilot Practical Test Standard Flight Exam All Topics, Procedures and Maneuvers that are Outlined in the Most Current Edition of the: Private Pilot Practical Test Standard Post-flight Discussion Student Overall Performance indecision making P/N

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279 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 60 Dual Flight Lesson Practical Test Review Flight With a Check Instructor Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Oral Exam Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations A60 Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management All Topics, Procedures and Maneuvers that are Outlined in the Most Current Edition of the: Private Pilot Practical Test Standard Flight Exam All Topics, Procedures and Maneuvers that are Outlined in the Most Current Edition of the Private Pilot Practical Test Standard Post-flight Discussion Student s Overall Performance in Decision Making P/N

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281 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 61 Ground Lesson IFR Knowledge Review Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Ground Lesson Discussion Obtaining IFR Weather Information Reading and Using Weather Products IFR Cross Country Planning Alternate Airport selection Operation of Cirrus Airplane IFR Systems Aircraft Flight Instruments Aeromedical Factors Pertaining to IFR Instrument Cockpit Checks IFR Flight Plan IFR Clearance ATC Instructions: Departure (SID), En Route, Holding, and Arrival (STAR) Holding Procedures Basic Attitude Instrument Flying Proper Use of the Autopilot Intercepting and Tracking Radials Instrument En Route Charts Instrument Approach Charts Non-Precision Approach: GPS, VOR, VOR/DME, NDB, LOC, SDF, LDA, ASR Precision Approach: ILS Diversion to an Unplanned Airport Diversion to an Unplanned Approach Recovery from Unusual Attitudes Straight-in Landing at the End of Approach Circle-to-land at the end of an Approach IFR Radio Communication Requirements RADAR Services Missed Approach Including Holding Missed Approach during Circle-to-land Loss of Radio Communication in IFR Loss of Navigation Capability in IFR Partial Loss of Panel Instrumentation Electrical system Malfunctions Privileges of an IFR Rated Private Pilot Personal IFR Minimums Recent Experience to Operate IFR Responsibilities of Pilot in Command Single-pilot Resource Management A61 P/N

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283 Cirrus Pilot Training Course: Appendix A Learner Centered Grading Sheets Cirrus Private Instrument Course Strand 5 - Lesson 62 Dual Flight Lesson Final Flight Test Review Note: This lesson could be flown twice once with the student s assigned instructor and a second with a Check Instructor Desired Outcome Describe Explain Practice Perform Manage/Decide Not Observed Oral Exam Discuss the Scenario, Objectives, and Completion Standards of the Lesson Pre-flight Planning and Preparation Airplane Weight and Balance Considerations Airplane Performance Considerations Single-pilot Resource Management (SRM) Personal Minimums and Risk Management All Topics, Procedures and Maneuvers that are Outlined in the Most Current Edition of the: Instrument Rating- Airplane Practical Test Standard A62 Flight Exam All Topics, Procedures and Maneuvers that are outlined in the most current edition of the: Post-flight Discussion Student s Overall Performance in Decision Making P/N

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