Aviation Navigation 15WCC14L / Version 002 17 May 2010

SECTION I. All Courses Including This Lesson Task(s) Taught(*) or Supported

ADMINISTRATIVE DATA
Course Number Version Course Title

102-15W10

002

Unmanned Aircraft System (UAS) Operator Common Core

Task Number

Task Title

011-600-0125 (*) Reinforced Task(s) Academic Hours

Task Number

INDIVIDUAL Perform Unmanned Aircraft System (UAS), Flight Procedures

Task Title

The academic hours required to teach this lesson are as follows:

Resident Hours/Methods

Test Test Review Total Hours: Test Lesson Number

25 hrs 0 hrs 0 hrs 25 hrs

Hours

/ Conference / Discussion

Lesson No.

Testing
(to include test review)

3 hrs
Lesson Title

25 mins

15WCC17T version 002

Prerequisite Lesson(s) Clearance Access

Lesson Number

None

Security Level: Unclassified Requirements: Students must posses a SECRET Clearance prior to attending this course.Unmanned Aircraft Systems Training Battalion (UASTB) Assistant Security Manager (ASM): "I have conducted a security review of this Lesson Plan (LP) and associated training materials on 20 may 10 and have verified that the LP contains the correct classification markings."UASTB Information Information Assurance Security Officer (IASO): I have conducted a security review of the electronic LP and associated training materials on 18 May 10 and have verified that the LP is approved to be posted to electronic media (e.g., CD-ROM or diskette and the Web, if required)." FD7. This product/publication has been reviewed by the product developers in coordination with the Ft. Huachuca foreign disclosure authority. This product is NOT releasable to students from foreign countries.

Foreign Disclosure Restrictions

References

Number

Title

Date

Additional Information

000001 000003 AR 95-23 FAA-CT-8080-2E

SEP 102-15W10 - CC

SEP 102-ASI7D

SEP 102-ASI7E (15W10)

JEPPESEN PRIVATE PILOT MANUAL 2009 FAR/AIM UNMANNED AIRCRAFT SYSTEM FLIGHT REGULATIONS Computer Testing Supplement for Recreational Pilot and Private Pilot Student Evaluation Plan (SEP) for 102-15W10, UAS Operator Common Core Student Evaluation Plan (SEP) for 102-ASI7D, Shadow RQ-7B UAS Operator Student Evaluation Plan (SEP) for 102-ASI7E, Hunter RQ-5B UAS Operator

07 Aug 2006 31 Dec 2004

01 Feb 2006

15 Apr 2009

12 Aug 2008

Student Study Assignments

Student will have read Chapter 8, Section C, pages 8-50 through 8-67 in the Jeppesen Private Pilot Manual.

Instructor Requirements Additional Support Personnel Requirements

One (1) Army Basic Instructor Course Graduate, minimum Federal Aviation Administration Advanced Ground Instructor (AGI) Certification.
Stu Ratio

Name

Qty

Man Hours

Bus Driver (Enlisted) Computer Tech Support Person (Civilian)

1 1

3 hrs 25 mins 1 hr

Equipment Required for Instruction

Id Name

Stu Ratio

Instr Ratio

Spt

Qty

Exp

5820-01-014-5446 VCR 5820-01-028-3907 TV RCA 25" 5836-01-408-4665 PROJECTOR, VIDEO (INFOCUS LITEPRO 550) 6130-01-T08-0958 POWER SUPPLY UPS 6730-00-577-4812 SCREEN, PROJECTION 6730-01-T08-5506 Projector OH Elmo 7021-01-T08-3628 Computer, Dell, P4 7110-00-T81-1805 DRY ERASE BOARD

Yes Yes Yes Yes Yes Yes Yes Yes

1 1 1 1 1 1 1 1

No No No No No No No Yes

7510-01-316-6213 ERASER, WHITEBOARD 7520-01-186-3605 MARKER ASSORTMENT, TUBE TYPE (DRY ERASE) *HUA-UAV-007 SMART Board interactive whiteboard Model Number 680 (Mfg. Smart Technologies) *HUA-UAV-031 Classroom Size E6-B with base Plate *HUA-UAV-032 HSI Training Aid, C.R.A.F.T. *HUA-UAV-033 VOR Training Aid, From Top to Bottom *HUA-UAV-041 Approach Plate (Chicago- O'Hare Int), ILS RWY 9R, Sport's Pilot Store, Product # 7492A *HUA-UAV-042 Approach Plate (Chicago- O'Hare Int), RNAV (GPS) RWT-4R, Sport's Pilot Store, Product # 7492A *HUA-UAV-056 12" Wooden Airplane, Cabana # 4238 *HUA-UAV-057 Instruments Flight, (Magnetic Compass, Turn & Bank Indicator, Altimeter 3 hands, Altimeter 2 Hands, Altitude Digitizer, VOR Indicator, ADF Receiver) * Before Id indicates a TADSS Materials Required

Yes Yes

1 1

Yes Yes

No

No

No No No No

1 1 1 1

No No No No

No

No

No No

2 4

No No

Instructor Materials: Jeppesen Private Pilot Manual, FAA-CT-8080-2E Computer Test Supplement, PowerPoint Presentation, Federal Aviation Regulation/Aeronautical Information Manual, Army Regulation 95-23, Phoenix and Seattle Sectional Maps, E6B Flight Computer, Calculator, Aviation Plotter, Pen or Pencil. Student Materials: Jeppesen Private Pilot Manual, FAA-CT-8080-2E Computer Test Supplement, Federal Aviation Regulation/Aeronautical Information Manual, Army Regulation 9523, Phoenix and Seattle Sectional Maps, E6B Flight Computer, Calculator, Aviation Plotter, Pen or Pencil.

Classroom, Training Area, and Range Requirements Ammunition Requirements Instructional Guidance

GEN INSTRUCTION BLDG, 720 SF, 20 PN

Id

Name

Exp

Stu Ratio

Instr Ratio

Spt Qty

None NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material.

Proponent Lesson Plan Approvals

Name

Rank

Position

Date

Isaak, David G. Swann, Robert Weiss, Kevin M. Westby, Bruce Rossman, Charles

CTR YA-02 SFC YA-02 YC-02

Author CRS MGR UASTB ASM UASTB IASO UASTB STS

19 May 2010 11 May 2010 20 May 2010 18 May 2010 24 May 2010

SECTION II.

INTRODUCTION

Method of Instruction: Conference / Discussion Instructor to Student Ratio is: 1:20 Time of Instruction: 5 mins Media: Large Group Instruction
Motivator

When you plan a long trip in your car, you probably make some rough estimates about how far you can drive in a day, where you intend to stop for meals, and where you will spend the night. With service stations every few miles, you may not worry about how far you can travel between fuel stops. The only times the wind becomes a concern are when blowing snow or dust makes driving difficult. By necessity, flight planning is more demanding and requires a certain degree of precision. The consequences of sloppy planning are seen in news reports of airplanes that make forced landings after running out of fuel and airliners that mistakenly land at the wrong airports. Flight computers were created to help pilots manage a variety of calculations. As with any new tool, becoming proficient with our flight computer will take some practice, but the time you invest in learning to use it will pay off in quick, easy, and accurate computations.
NOTE: Inform the students of the following Terminal Learning Objective requirements. At the completion of this lesson, you [the student] will: Action: Conditions:

Terminal Learning Objective

Demonstrate the use of common aviation navigation tools. Given a classroom environment and classroom instructions. Jeppesen Private Pilot Manual, Student Handout, Aviation Plotter, Federal Aviation Administration Computer Testing Supplement (FAA CT- 8080-2E),Charts, E6B Flight Computer, pencils, scratch paper, and calculator. Implement the use of common aviation navigation tools IAW AR 9523 and Jeppesen Private Pilot Manual.

Standards:

Safety Requirements Risk Assessment Level Environmental Considerations

NONE Low - , IV, D

NOTE: It is the responsibility of all Soldiers and DA civilians to protect the environment from damage.

Evaluation

Your knowledge of this subject will be evaluated during an end of section exam (15WCC17T).

Instructional Lead-In

In this age of electronics, it seems were becoming more and more dependent on electrical devices to do

our daily work. In flight planning, there are small flight calculators available that perform almost all the flight planning functions that we as pilots require for pre-planning and in-flight calculations. During this block of instruction, were going to learn to use the E6B mechanical flight computer, a manually operated piece of equipment that doesnt require batteries, can be operated with one hand, is easy to read, and is not affected by electrical requirements. SLIDE 1 AVIATION NAVIGATION When you plan a long trip in your car, you probably make some rough estimates about how far you can drive in a day, where you intend to stop for meals, and where you will spend the night. With service stations every few miles, you may not worry about how far you can travel between fuel stops. The only times the wind becomes a concern are when blowing snow or dust makes driving difficult. By necessity, flight planning is more demanding and requires a certain degree of precision. The consequences of sloppy planning are seen in news reports of airplanes that make forced landings after running out of fuel and airliners that mistakenly land at the wrong airports. Flight computers were created to help pilots manage a variety of calculations. As with any new tool, becoming proficient with our flight computer will take some practice, but the time you invest in learning to use it will pay off in quick, easy, and accurate computations. SLIDE 2 OBJECTIVE Action: Demonstrate use of common aviation navigation tools. Condition: Given a classroom environment and classroom instructions. Jeppesen Private Pilot Manual, Student Handouts, Aviation Plotter, Federal Aviation Administration Computer Testing Supplement (FAA CT-8080-2E), E6B Flight Computer, Calculator, Pen or Pencil, scratch paper. Standard: Implement the use of common aviation navigation tools IAW AR 95-23 and Jeppesen Private Pilot Manual. SLIDE 3 ADMINISTRATIVE DATA Safety Considerations: None Risk Assessment Level: Low Environmental Considerations: None Evaluation: Student checks, end of section exam. SLIDE 4 AGENDA For this class we will be going over different navigation tools. For part one of this class we will be covering the E6B flight computer which can do different types of conversions, figure time-speeddistance, fuel consumption, wind correction angles, multi-part problems, and convert CAS/IAS to TAS. You will also be learning about the aviation plotter which is used to determine distance and the true course.

SECTION III.

PRESENTATION

1.

Learning Step / Activity 1. Navigation Part I: Navigation Tools Method of Instruction: Instructor to Student Ratio: Time of Instruction: Media: Conference / Discussion 1:20 9 hrs Large Group Instruction

The information in this learning step has been Excerpted from "Jeppesen Private Pilot Manual" by permission of Jeppesen Sanderson Inc. Copyright 2001 Jeppesen Sanderson, Inc. Instructor Note: This presentation is organized to introduce a specific operation or function of the E6B mechanical flight computer, work several simple problems demonstrating its use, then having the students work progressively more complex problems with the same method. Working this way, the instructor will progress through all the basic operations of the mechanical flight computer. Finally, the instructor presents the students with a variety of problems where the student must select the proper method and procedure to solve the problem. SLIDE 5: E6B MECHANICAL FLIGHT COMPUTER The E6B can do an amazing amount of things, one of which is converting temperatures. If you will look at the bottom of the computer side there is a temperature scale, one side of the scale is Fahrenheit and the other is Celsius. To convert from one to the other find the temperature you have, making sure you are reading the right side of the scale and then staying in the same spot read the other side of the scale. Now lets do some practice problems. (Instructor Note use the big classroom E6B to demonstrate to students) SLIDE 6: E6B MECHANICAL FLIGHT COMPUTER Your E6-B Flight Computer has two main parts the computer side and the wind side. On the computer side which we are going to work with now, you have the speed index which is identified by the black arrow. The outer scale is the A scale, which does not move. The outer portion of the rotating azimuth is the B scale and the inner portion is the C scale. We do want to watch out for scale changes and using a sanity check is a good idea when calculating numbers. Example on the A scale look at the scale change between 25 and 30. There are also many different quick reference formulas located on different areas of the E6B, we want to pay close attention to these as they help guide us through the many calculations we will be doing. SLIDE 7: E6B MECHANICAL FLIGHT COMPUTER To convert nautical miles to statute miles rotate your B scale nautical mile value and put it underneath NAUT on your A scale. Next look underneath STAT on the A scale and read your value on the B scale. To convert statute to nautical, rotate your B scale statute mile value and put it underneath STAT on your A scale. Next look underneath NAUT on the A scale and read your value on the B scale.

SLIDE 8: E6B MECHANICAL FLIGHT COMPUTER Here we are going to practice converting between nautical and statute. Example 1: Rotate your B scale to put 40 underneath STAT and read nautical miles underneath NAUT on the B scale. The answer is 34.9 nautical miles. SLIDE 9: E6B MECHANICAL FLIGHT COMPUTER Time, speed, and distance relationships are probably the most frequent problems you will solve with your computer. If you know two of these variables, you can quickly find the third. For time, speed, and distance problems, the A scale is for distance and rate, the B scale represents time in minutes, the C scale represents time in hours. (Note: For time speed and distance you have the quick reference formula on the face of the rotating azimuth.) SLIDES 10: E6B MECHANICAL FLIGHT COMPUTER For this example we are flying a distance of 450NM and traveling at 90KTS. We need to solve for time. (How long will it take us?) To solve for this rotate the rate arrow to 90kts on the A scale. Now, lets do a sanity check, there is no number 450 on the E6B. Take a look at 45 on the A scale this is representative of .45, 4.5, 45, 450, 4500, etc. They are all multiples of ten, so when we are doing these conversions if we convert one number we must apply that conversion to the other numbers. Now that we have found 45 on the A scale which is representative of 450NM, to solve for time just look directly below 45 on the B scale. Ok, now another sanity check. On the B scale it says 30 we know that traveling 90KTS and going 450NM will not take 30 minutes. But lets multiply thirty times ten, the end result is 300 minutes or look directly below that on the C scale and we notice it is exactly five hours. Which if you multiply 60 minutes times five hours you will come up with 300 minutes. SLIDE 11: E6B MECHANICAL FLIGHT COMPUTER Now that we understand the formula lets try another one. On this problem we need to solve for distance, we know that our distance (or answer) is on the A scale. Line up your speed index/ rate arrow with 120 or 12 and find three hours and ten minutes on your C scale and read your distance directly above on the A scale which should be 379NM. SLIDE 12: E6B MECHANICAL FLIGHT COMPUTER On this problem we will be solving for rate, so our answer will be over the rate arrow. Find 280NM on youre A scale and line up four hours and twenty minutes on the C scale with 280NM and look where your rate arrow is pointing and your answer will be 64.8 KTS. SLIDE 13: E6B MECHANICAL FLIGHT COMPUTER Fuel consumption problems are similar to time, speed, and distance problems. The difference is that the speed index will indicate gallons per hour, and the A scale is used to represent gallons of fuel consumed instead of distance traveled. Again we have a quick reference formula on the face of the rotating azimuth. Our airplane burns eight gallons an hour, that is our rate. Rotate your index arrow to eight on the A scale, remember multiples of ten. On the A scale find 32, which is our total fuel consumption. The amount of time we can fly with this much fuel is shown on the C scale which reads four hours.

SLIDE 14: E6B MECHANICAL FLIGHT COMPUTER To solve for total gallons needed to complete the flight, we will line up the rate arrow under ten on the A scale. Next, we need to find two hours and thirty-five minutes on the C scale and read total gallons required directly above it on the A scale. The answer is 25.8 gallons required. SLIDE 15: E6B MECHANICAL FLIGHT COMPUTER Here we will be solving for how many gallons per hour we are burning. On the C scale find three hours and thirty minutes and line it up under forty-two gallons on the A scale. The rate arrow should be pointing at 12 for 12 gallons an hour. SLIDE16: E6B MECHANICAL FLIGHT COMPUTER Again to solve for rate of fuel burn or GPH, find one hour and twenty minutes on the C scale and rotate it under 18.5 on the A scale. Find your burn rate over the index arrow which should be 13.9 GPH. SLIDE 17: E6B MECHANICAL FLIGHT COMPUTER Students will practice and solve the following problems, and we will review each problem one at a time. SLIDE 18: E6B MECHANICAL FLIGHT COMPUTER Students will practice and solve the following problems, and we will review each problem one at a time. SLIDE 19: E6B MECHANICAL FLIGHT COMPUTER Students will practice and solve the following problems, and we will review each problem one at a time. SLIDE 20: E6B MECHANICAL FLIGHT COMPUTER Have you ever heard the phrase, the shortest distance between two points is a straight line. When flying in the wind, we want to fly that straight line, and the wind side of the E6B helps us determine what heading correction is needed to fly that straight line. From previous classes we have already established that air is a very thin fluid, this fluid is not stationary and is constantly moving. The airplane is moving though this ocean of air and the moving air mass affects the airplanes speed and path across the ground. The wind side of the E6B allows you to correct for the effect the air will have on your airplane. SLIDE 21: E6B MECHANICAL FLIGHT COMPUTER If you try to go straight across a river, your boat will reach the shore somewhere downstream of the dock, because the water itself is moving downstream with the current. If you always point the boat directly at the dock your path will be a curve. To go straight to the dock, you must compensate for the current by pointing the boat upstream at an angle as you cross. But how would you know how much to angle the

boat before starting out? This is the basic problem we will solve on the wind side of the E6B. SLIDE 22: E6B MECHANICAL FLIGHT COMPUTER Now lets cover some basic definitions we will be using while using the wind side of the E6B. Airspeed: The velocity at which the aircraft is moving through the air. Groundspeed: The velocity at which the aircraft is moving across the ground. Wind Correction Angle (WCA): The difference between the heading of an airplane and the desired course. SLIDE 23: E6B MECHANICAL FLIGHT COMPUTER Headwinds reduce your groundspeed and tailwinds increase your groundspeed. SLIDE 24: E6B MECHANICAL FLIGHT COMPUTER Crosswind component alters the aircrafts ground track. SLIDE 25: E6B MECHANICAL FLIGHT COMPUTER The wind side of the E6B allows us to find out how much of an angle into the wind we need to fly and it also tells us what are ground speed is. Now lets go over some of the parts of the wind side. At the very top is the True Index, in the center is a grommet, on the inside is a rotating azimuth plate, and there is the sliding scale. SLIDE 26: E6B MECHANICAL FLIGHT COMPUTER There are only two rules to remember when working the E6B. Rule number one, when all else fails, read the instructions! Rule number two if it still doesnt work, follow!! You will find the instructions located at the top of the sliding scale. Follow them step by step and you wont get it wrong. SLIDE 27: E6B MECHANICAL FLIGHT COMPUTER Now lets work on these practice problems. If the wind is blowing from 240 degrees at 30 knots, you have a TAS of 90 knots, and a true course of 148 degrees, how much of a wind correction angle do you need and how fast will you be covering the ground? Step number one Set the wind direction under the True Index. Step number two mark the wind velocity up from center grommet. Step three, rotate the azimuth plate until the True Course is under the True Index. Step four slide the wind velocity mark that you made to the TAS. You can now read your ground speed under the grommet and your wind correction angle will be read between the center line and the wind velocity mark. Work each of the following problems the same way.

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SLIDE 28: E6B MECHANICAL FLIGHT COMPUTER What if you know your WCA and you know your GS but you want to know where the wind is blowing from and how fast? Well, the E6B can do that for you. Just work it backwards. 1. Place true course under the true index. 2. Place the grommet over the ground speed. 3. Place a wind mark at the intersection of the WCA and the TAS. 4. Rotate the azimuth until the wind mark is aligned with the center line. 5. Read the wind velocity up from the grommet. 6. Read the wind direction under the index. SLIDE 29: E6B MECHANICAL FLIGHT COMPUTER Work the practice problems shown on the slide one at a time, ensuring all students stay with the problems and obtain correct answers within 2 digits. SLIDE 30: E6B MECHANICAL FLIGHT COMPUTER Now that we have learned how to do several different things with the E6B lets now put some of these things together and work some multi-part problems. Do not be scared when you see these problems. There is nothing in them that you have not learned how to do. First off have a game plan! Next figure out what they are asking you and what the ultimate goal of the problem is. Figure out what information you already have and then decide what you need. Organize your by making a chart and then finally start filling in the blanks and the next thing you know you will have the answer. SLIDE 31: E6B MECHANICAL FLIGHT COMPUTER Lets go over what each space on this chart is for. TC stands for True Course. CAS stands for Calibrated Airspeed. WV and the @ sign stand for Wind Velocity and Direction. GS stands for Ground Speed. CD is for Compass Deviation, CH for Compass Heading, and TAS for True Airspeed. SLIDE 32: E6B MECHANICAL FLIGHT COMPUTER WCA stands for Wind Correction Angle, TH for True Heading, PA for Pressure Altitude, and ETE for Estimate Time Enroute. SLIDE 33: E6B MECHANICAL FLIGHT COMPUTER MV is for Magnetic Variation, OAT for Outside Air Temperature, Fuel Reqd for Fuel Required, and GPH as we all know stands for Gallons per Hour. SLIDE 34: E6B MECHANICAL FLIGHT COMPUTER Work out this problem, if you have any questions do not hesitate to ask one of the instructors for help. Flying a true course of 070, you are having to hold a true heading of 078. Your true airspeed is 100 kts. It took you 35 minutes to fly 52 nm. What is the wind? If your aircraft burns 8.0 gph, how much fuel will you have consumed?

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SLIDE 35: E6B MECHANICAL FLIGHT COMPUTER Work out this problem, if you have any questions do not hesitate to ask one of the instructors for help. What is the estimated time en route for a 258 nm trip under the following conditions: True course is 312, winds are 025 @ 18 kts, true airspeed is 90 kts. SLIDE 36: E6B MECHANICAL FLIGHT COMPUTER Work out this problem, if you have any questions do not hesitate to ask one of the instructors for help. How much fuel will be consumed on a 320 nm trip under the following conditions: Winds 150 @ 24 kts, true course 132, true airspeed 92 kts, fuel consumption 6.8 gph. SLIDE 37: E6B MECHANICAL FLIGHT COMPUTER Work out this problem, if you have any questions do not hesitate to ask one of the instructors for assistance. How much fuel will you consume in a 480 nm flight under the following conditions: Winds 320 @ 22; true course 168, True airspeed 105, and the plane burns 10.5 gallons per hour? SLIDE 38: E6B MECHANICAL FLIGHT COMPUTER As we all know by now the airspeed indicator works on air pressure. We also know that air pressure is affected by altitude and temperature. The E6B can make the adjustments necessary for you to convert from CAS/IAS into TAS. SLIDE 39: E6B MECHANICAL FLIGHT COMPUTER To convert from CAS to TAS first find the conversion window on your E6B, next put the Pressure Altitude under the temperature, then find CAS on the B scale and read TAS on the A scale. TAS is always on the A scale and CAS is always on the B scale. If you forget just look at your E6B and somewhere on there it will tell you. SLIDE 40: E6B MECHANICAL FLIGHT COMPUTER Practice the following problems converting CAS to TAS. Make sure and ask the instructors if you have any questions or problems. SLIDE 41: E6B MECHANICAL FLIGHT COMPUTER So lets talk about Electronic Flight Computers. There are a ton of them available made my many different manufacturers, they all do about the same thing, they are all a little bit different from each other. However they all run on batteries, which have a tendency to go bad at the worst possible time. SLIDE 42: NAVIGATION PLOTTER There are many different makes and models of plotters out there. They all do the same thing though. They are used to measure distance and to find true course (TC). SLIDE 43: NAVIGATION PLOTTER When using the plotter for determining true course always develop a sanity check. Ask yourself if I am flying from point A to point B what quadrant must I be in. Am I

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heading northwest, northeast, southeast, or southwest. If you come up with an answer that does not fall within the quadrant you know you must be in then it is time to try again. Always ask yourself does this make sense. SLIDE 44: NAVIGATION PLOTTER To use the plotter first you line up the straight edge between the two points you want to measure. Slide the plotter along this line until the center grommet is over a lone of latitude or longitude (Longitude is easier) and read the degrees where the line exits the protractor. Always always always check your result with sanity!!! SLIDE 45: NAVIGATION PLOTTER Using the yellow book and plotter determine the true course for these problems. If you have any questions or need help do not hesitate to ask an instructor. SLIDE 46: NAVIGATION PLOTTER Do not use the navigation plotter to determine distance in the yellow test supplement book. The maps in the Yellow book are not to scale and you will not get accurate measurements. Use the scale give for each individual map and a piece of paper to measure distance in the yellow book. SLIDE 47: SUMMARY For Navigation Part 1 we have discussed different navigation tools. We talked about the E6B flight computer and how to do conversions, time-speed-distance, fuel consumption, wind correction angles, multipart problems, and converting from CAS/IAS to TAS. We also learned how to use the Aviation Plotter for measuring distance and determining true course. SLIDE 48: QUESTIONS Are there any questions over what we have covered?

2.

Learning Step / Activity 2. Navigation Methods: Pilotage and Dead Reckoning Method of Instruction: Instructor to Student Ratio: Time of Instruction: Media: Conference / Discussion 1:20 5 hrs Large Group Instruction

SLIDE 1: Title slide, Navigation Part II, Navigation Methods SLIDE 2: Agenda In this block we will go over some definitions and concepts, pilotage, dead reckoning, principles of flight planning, and flight planning exercises. SLIDE 3: DEFINITIONS AND CONCEPTS

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Pilotage: Navigating by visual landmarks. Dead Reckoning: Navigation based on calculations of time, speed, distance, and direction. Leg: A section of a flight plan between two checkpoints. SLIDE 4: DEFINITIONS AND CONCEPTS True Airspeed: Speed at which the aircraft is moving through the air. Groundspeed: Speed at which the aircraft is moving across the ground. SLIDE 5: DEFINITIONS AND CONCEPTS Course: A line or path along the ground. Heading: The direction an aircraft is pointing. Isogonic Line: Lines traced on the surface of the globe or upon a chart connecting places at which the deviation of the magnetic needle from the meridian or true north is the same. Magnetic Variation: The difference between true north and magnetic north at any point on the earth. SLIDE 6: DEFINITIONS AND CONCEPTS True Course: The angle between the longitudinal axis of an airplane and a true meridian. True Heading: True course adjusted for wind. Magnetic Course: True course adjusted for magnetic variation. Magnetic Heading: Magnetic course adjusted for wind. Compass Heading: Magnetic heading corrected for compass deviation. SLIDE 7: DEFINITIONS AND CONCEPTS To keep the skies safe and organized the FAA has established VFR Cruising Altitudes. The Altitude chosen is based on a magnetic course. If flying on a course of 000 (360) to 179 degrees then select an odd thousand altitude plus 500 feet AGL ( 3500, 5500, 7500, 9500, 11500.. ). If on a magnetic course of 180 to 359 degrees then select an altitude that is even thousands plus 500 feet AGL( 4500, 6500, 8500, 10500.. ). During daylight hours one must have a minimum of thirty minutes of fuel reserve remaining after landing at ones first point of intended touchdown. And forty-five minutes for night time operations. SLIDE 8: PILOTAGE AND DEAD RECKONING Pilotage is navigating solely by reference to landmarks outside the airplane. When choosing a landmark, you want to make sure it is unmistakable and also have a back up nearby to verify the correct landmark. Your altitude and your confidence level will determine how far apart your landmarks will be. Your landmarks are used to keep track of your progress along your flight. It is also used for correcting your heading for your mistake or the different wind direction then was forecast. SLIDE 9: PILOTAGE AND DEAD RECKONING Dead reckoning is navigation by the calculation of time, speed, distance and direction. It is common practice to use a combination of Pilotage and Dead Reckoning.

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SLIDE 10: PILOTAGE AND DEAD RECKONING Six tools are employed when navigating by a combination of Pilotage and Dead Reckoning. The E6B computer enables calculations for time, wind correction and fuel requirements. The plotter is used to find distance and true course. Flight Service Stations can be communicated with to obtain weather information, NOTAMS and the filing and closing of flight plans. Sectional charts are employed to navigate a route, show landmarks and the degree of magnetic variation. The Airport/Facilities Directory communicates information about airports. SLIDE 11: PILOTAGE AND DEAD RECKONING When flight planning you want a way to keep everything organized. The easiest way to achieve this is by using a navigation log and a flight plan. The navigation log breaks the flight down to leg. There is a row for each leg. In these row you will find a place for your course, VFR cruising altitude, wind direction and velocity, TAS, TC, WCA, TH, variation, MH, deviation, CH, distance, ground speed, ETA,ETE, AND fuel. You will also see a spot to enter in the ATE and ATA. These two spot are meant to be filled out in the air so you can keep track of your progress and also to check you calculation you made. There is also a spot for you to enter in all of the frequencies that you plan on using in your flight. Also there is a spot for you to record the ATIS information. On the top you will find a place for you to put down any notes you feel that is important to the flight. A flight plan is recorded with a Flight Service Station (FSS). Upon receipt a record is created which includes data of ones destination, route of flight, arrival time and the number of people on board the aircraft. Once airborne the Flight Plan is opened and thereafter ones estimated arrival time is monitored. Any deviation of route or intention causing fifteen minutes further from ones purported arrival time, then the nearest FSS office must be contacted to advise. If after arriving and neglecting to contact FSS within thirty minutes to close the Flight Plan, then the Flight Service Station will initiate search and rescue operations. Although not required by the FAA, filing a Flight Plan is earnestly recommended. The flight plan is used to organize the information that you are going to tell the FSS when you call them to open the flight plan. It contains 17 different boxes. Box 1 is where you put what type of flight VFR, IFR, or DVFR. Box 2 is your planes tail number. Box 3 is the make of aircraft and what type of equipment that is in the aircraft. Box 4 is your true airspeed. Box 5 is you departure point. Box 6 is where you put down the time you think or want to takeoff. Box 7 is where you put you cruising altitude. If you have more than one altitude you are going to fly at put down in box 7 your initial altitude. Box 8 you put down your route. Box 9 should be your destination airport and citys name. Box 10 is your est. time in route in hours and minutes. Box 11 is for remarks. Box 12 is total fuel on board in hours and minutes. Note that it should be at the least 30 min more fuel then total time enroute for day flights. Box 13 is for your Alternate airport. Box 14 is where your name address telephone number and aircrafts home base. And last not but least you have a spot for you to put the name of the FSS that you need to call to close your flight plan. You need to close it with in 30

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min of your ETA. If you dont then the FSS will think you have crashed and they will start the search and rescue efforts. SLIDE 12: E6B REVIEW Review the E6B Flight Computer and Aviation Plotter SLIDE 13: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of Mercer County Regional Airport and Minot International. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained. Step two: Find the Wind Correction Angle (WCA) with an example of 240 degrees @ 25 knots To determine the WCA one has to use the wind side or the opposite of the computer side of the E6B computer. First, place the wind direction, 240 degrees, under the True Index. Secondly, adjust the slide so that the grommet is over one of the heavy speed arcs (a suggestion is to place the grommet over the 100 mark). Thirdly, make a mark 25 knots up from the grommet; this is called the wind dot. Fourthly, place ones desired course under the True Index. Fifthly, adjust the slide so that the wind dot is on the arc for TAS. Sixthly, Read the groundspeed under the grommet and WCA off the grid. In this illustration the grommet shows the airplanes groundspeed of 139 knots and the wind dot shows how many degrees of WCA must be used to compensate for drift (5 degrees to the right). Step Three: Calculate True Heading. True Heading = True Course +/- the Wind Correction Angle Step Four: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading. Step Five: Calculate the Magnetic Heading Magnetic Heading = True Heading +/- Magnetic Variation SLIDE 14: PILOTAGE AND DEAD RECKONING

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Step one: Find the True Course Align the edge of ones plotter with the locations of Sandpoint l Airport and St. Maries Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained. Step two: Find the Wind Correction Angle To determine the WCA one has to use the wind side or the opposite of the computer side of the E6B computer. First, place the wind direction,215 degrees, under the True Index. Secondly, adjust the slide so that the grommet is over one of the heavy speed arcs (a suggestion is to place the grommet over the 100 mark). Thirdly, make a mark 25 knots up from the grommet; this is called the wind dot. Fourthly, place ones desired course under the True Index. Fifthly, adjust the slide so that the wind dot is on the arc for TAS. Sixthly, Read the groundspeed under the grommet and WCA off the grid. In this illustration the grommet shows the airplanes groundspeed of 139 knots and the wind dot shows how many degrees of WCA must be used to compensate for drift (5 degrees to the right). Step Three: Calculate True Heading. True Heading = True Course +/- the Wind Correction Angle Step Four: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading. Step Five: Calculate the Magnetic Heading Magnetic Heading = True Heading +/- Magnetic Variation SLIDE 15: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of Priest River Airport and Shoshone County Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more

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than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained. Step two: Find the Wind Correction Angle To determine the WCA one has to use the wind side or the opposite of the computer side of the E6B computer. First, place the wind direction,030 degrees, under the True Index. Secondly, adjust the slide so that the grommet is over one of the heavy speed arcs (a suggestion is to place the grommet over the 100 mark). Thirdly, make a mark 12 knots up from the grommet; this is called the wind dot. Fourthly, place ones desired course under the True Index. Fifthly, adjust the slide so that the wind dot is on the arc for TAS. Sixthly, Read the groundspeed under the grommet and WCA off the grid. Step Three: Calculate True Heading True Heading = True Course +/- the Wind Correction Angle Step Four: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Five: Calculate the Magnetic Heading Magnetic Heading = True Heading +/- Magnetic Variation SLIDE 16: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of St. Maries Airport and Priest River Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained. Step two: Find the Wind Correction Angle To determine the WCA one has to use the wind side or the opposite of the computer side of the E6B computer. First, place the wind direction 340 degrees, under the True Index. Secondly, adjust the slide so that the grommet is over one of the heavy speed arcs (a suggestion is to place the grommet over the 100 mark). Thirdly, make a mark 10 knots up from the grommet; this is called the wind dot. Fourthly, place ones desired course under the True Index. Fifthly, adjust the slide so that the wind dot is on the

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arc for TAS. Sixthly, Read the groundspeed under the grommet and WCA off the grid. Step Three: Calculate True Heading True Heading = True Course +/- the Wind Correction Angle Step Four: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Five: Calculate the Magnetic Heading Magnetic Heading = True Heading +/- Magnetic Variation SLIDE 17: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of Allendale County Airport and Claxton-Evans County Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained. Step two: Find the Wind Correction Angle To determine the WCA one has to use the wind side or the opposite of the computer side of the E6B computer. First, place the wind direction 090 degrees, under the True Index. Secondly, adjust the slide so that the grommet is over one of the heavy speed arcs (a suggestion is to place the grommet over the 100 mark). Thirdly, make a mark 16 knots up from the grommet; this is called the wind dot. Fourthly, place ones desired course under the True Index. Fifthly, adjust the slide so that the wind dot is on the arc for TAS. Sixthly, Read the groundspeed under the grommet and WCA off the grid. Step Three: Calculate True Heading True Heading = True Course +/- the Wind Correction Angle Step Four: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we

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subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Five: Calculate the Magnetic Heading Magnetic Heading = True Heading +/- Magnetic Variation SLIDE 18: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of Claxton-Evans County Airport with Hampton Varnville Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained. Step two: Find the Wind Correction Angle To determine the WCA one has to use the wind side or the opposite of the computer side of the E6B computer. First, place the wind direction 280 degrees, under the True Index. Secondly, adjust the slide so that the grommet is over one of the heavy speed arcs (a suggestion is to place the grommet over the 100 mark). Thirdly, make a mark 8 knots up from the grommet; this is called the wind dot. Fourthly, place ones desired course under the True Index. Fifthly, adjust the slide so that the wind dot is on the arc for TAS. Sixthly, Read the groundspeed under the grommet and WCA off the grid. Step Three: Calculate True Heading True Heading = True Course +/- the Wind Correction Angle Step Four: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Five: Calculate the Magnetic Heading Magnetic Heading = True Heading +/- Magnetic Variation Step Six: Determine the Compass Deviation Turn to page 43 or Figure number 59, the Compass card. The four row and seven column matrix has compass units in thirty degree increments. Thus if one is on a FOR heading then one must compensate

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for compass deviation by heading on a correlating course within the Steering row of the matrix. Thus if one has a magnetic heading of 046 degrees then one would compute a compass deviation of minus four degrees to fly a compass heading of 042 degrees. If one has a magnetic heading of 230 degrees then the compass deviation would be to add four degrees to fly a magnetic heading of 234 degrees. Step Seven: Compute the Compass Heading Compass Heading = Magnetic Heading +/- Compass Deviation SLIDE 19: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of Fort Worth Meacham with Denton Muni. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained. Step two: Find the Wind Correction Angle To determine the WCA one has to use the wind side or the opposite of the computer side of the E6B computer. First, place the wind direction 330 degrees, under the True Index. Secondly, adjust the slide so that the grommet is over one of the heavy speed arcs (a suggestion is to place the grommet over the 100 mark). Thirdly, make a mark 25 knots up from the grommet; this is called the wind dot. Fourthly, place ones desired course under the True Index. Fifthly, adjust the slide so that the wind dot is on the arc for TAS. Sixthly, Read the groundspeed under the grommet and WCA off the grid Step Three: Calculate True Heading True Heading = True Course +/- the Wind Correction Angle Step Four: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Five: Calculate the Magnetic Heading Magnetic Heading = True Heading +/- Magnetic Variation SLIDE 20: PILOTAGE AND DEAD RECKONING

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Step one: Find the True Course Align the edge of ones plotter with the locations of Breckheimer Airport with Jamestown Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained Step Two: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Three: Determine the Magnetic course Magnetic Course = True Course +/- Magnetic variation OR On this question you can just use your plotter to find magnetic course. If you look at Jamestown airport you will see the compass rows around it from the VOR. These compass rows are aligned with magnetic north. So if you align your plotter from center of airport to the dot that is the VOR on Jamestown airport and read where the plotter crosses the compass rows you will read magnetic course. SLIDE 21: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of First Flight Airport with Hampton Roads Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained Step Two: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we

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subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Three: Determine the Magnetic course Magnetic Course = True Course +/- Magnetic variation SLIDE 22: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of Airpark East Airport with Winnsboro Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained Step Two: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Three: Determine the Magnetic course Magnetic Course = True Course +/- Magnetic variation SLIDE 23: PILOTAGE AND DEAD RECKONING Step one: Find the True Course Align the edge of ones plotter with the locations of Majors Airport with Winnsboro Airport. Keeping both locations under the edge of the plotter, slide the plotter until the plotters small hole is aligned with a line of longitude. Follow the line of longitude to the outer scale of the plotter to read the closest angle. The angle should correlate to the north south orientation of the sectional chart. Example, if heading in a northeast direction then the quadrant angle should read from 0 degrees to no more than 90 degrees. If one is reading an angle greater than that in the first quadrant then an incorrect True Course will be obtained Step two: Find the Wind Correction Angle To determine the WCA one has to use the wind side or the opposite of the computer side of the E6B computer. First, place the wind direction 340 degrees, under the True Index. Secondly, adjust the slide so that the grommet is over one of the heavy speed arcs (a suggestion is to place the grommet over the 100 mark). Thirdly, make a mark 12 knots up from the grommet; this is called the wind dot. Fourthly, place ones desired course

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under the True Index. Fifthly, adjust the slide so that the wind dot is on the arc for TAS. Sixthly, Read the groundspeed under the grommet and WCA off the grid Step Three: Calculate True Heading True Heading = True Course +/- the Wind Correction Angle True Course +/ WCA = True Heading Step Four: Determine Magnetic Variation Magnetic variation is represented by a dashed magenta line running across sectional charts. Within this dashed line there is a number followed by the letters E or W which indicate the angle east or west the magnetic meridians are from true or geographic north. In an number is followed by E then we subtract this from True Heading and if the number is followed by a W then we add the number to our True Heading Step Five: Calculate the Magnetic Heading Magnetic Heading = True Heading +/- Magnetic Variation SLIDE 24: PILOTAGE AND DEAD RECKONING Let us call First Flight Airport point C and we will call Hampton Roads Airport point A. We will call Chesapeake Muni Point B. Step One: Draw a Chart A____________B________________________ ___C 14:56 15:01

Step Two: Fill in the Blanks A___10nm____B_________49nm___________ __C 14:56 5 min Apply ones plotter to measure the distance between Hampton Roads and Chesapeake Muni giving us 10 nm. The distance between Chesapeake Muni and First flight yields 49 nm. Step Three: Perform the calculation A___10nm____B_________49nm___________ __C 14:56 15:01 5 min Rate = 120 knots 24.5 min 15:01

On the E6B align 10nm on the outer scale with 5 minutes on the inner scale. Then look at the rate arrow on the inner scale to see a rate of 120

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knots on the outer scale. Align the 120 knots on the outer scale with the rate arrow and look at 49nm on the outer scale to see 24.5 minutes. It will take 24.5 minutes to travel from Chesapeake Muni to First Flight Airport. Step Four: Add Times If the flight took 24.5 minutes to travel 49 nm from point A to point B and being at point B at 15:01 then by adding the 24.5 min to 15.01 equals 15:25.5 or 15:26 minutes. SLIDE 25: PILOTAGE AND DEAD RECKONING Step one: Find Distance and True Course Use a piece of paper to measure the distance. Put one corner at one of the airports and make a mark on the paper at the location of the other airport. Place the piece of paper against the scale at the top of the page to determine the distance between the two airports. Use a plotter to determine the true course. Step Two: Find Ground Speed To find the ground speed use the wind side of the E6B flight computer. Step Three: Perform the calculation Use the E6B to discover the estimated time en-route. Line up the ground speed on the outer scale with the rate arrow on the inner scale. Then find the distance on the outer scale opposite to that on the inner scale. Ensure to add any additional time for departure and climb out to the time found on the E6B. SLIDE 26: PILOTAGE AND DEAD RECKONING Step one: Find Distance and True Course Use a piece of paper to measure the distance. Put one corner at one of the airports and make a mark on the paper at the location of the other airport. Place the piece of paper against the scale at the top of the page to determine the distance between the two airports Use a plotter to determine the true course. Step Two: Find Ground Speed To find the ground speed use the wind side of the E6B flight computer. Step Three: Perform the calculation Use the E6B to discover the estimated time en-route. Line up the ground speed on the outer scale with the rate arrow on the inner scale. Then find the distance on the outer scale opposite to that on the inner scale. Ensure to add any additional time for departure and climb out to the time found on the E6B

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SLIDE 27: PILOTAGE AND DEAD RECKONING You are going to have to find victor 185. then find where the 248 radial crosses the 185 which we will call point A. Then find where the 216 radial cross the V185 which we will call point B. And then find the Savannah VORTAC which we will call point C, it is hidden under the magenta line for the C airspace. Step One: Draw a Chart A____________B________________________ ___C 09:53 10:00 Step Two: Fill in the Blanks A___10nm____B_________41nm___________ __C 09:53 10:00 7 min You will want to use your plotter to measure the distance between point A and point B giving us 10 nm. Then the distance between point B and point C giving you 41 nm. Step Three: Do the Math A___10nm____B_________41nm___________ __C 09:53 10:00 7 min 28.5 min Rate = 120 kts If I line up 10nm on the outer scale and 7 min on the inner scale on the E6B. Then look at the rate arrow on the inner scale you will see the rate of 86 kts on the outer scale. Then line the 86 outer scale up with the rate arrow and look at 41nm on the outer scale you will see 28.5 min. Meaning it is going to take you 28.5 min to travel from point B to point C. Step Four: Add Times If it took 28.5 min to travel the 41 nm between point B and point C and you where at point B at 10:00 then all you have to do is add the 28.5 min to 10:00 come up with 10:28.5 or 10:28. SLIDE 28: PILOTAGE AND DEAD RECKONING Step One: Realize the data given Having a ground track (true course) of 130 degrees and a true heading of 135 degrees then the wind correction angle (WCA) must be the difference or 135 degrees minus 130 degrees which equals 005 degrees. Step Two: Calculate on the Wind side of the E6B flight computer. Place the True Course under the true index (130 degrees). Then slide the grommet over the ground speed (140 knots). Where the true airspeed and the WCA intersect make a wind dot mark. Then rotate the azimuth so that the wind dot you just made is over the center line. Read the wind direction under the true index and the wind velocity from the grommet to the wind dot. SLIDE 29: PILOTAGE AND DEAD RECKONING

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Indicated airspeed (IAS) is the same as calibrated airspeed (CAS). Step One: Align Pressure Alt. (PA) and Temperature On the E6B align the Pressure Altitude within the window with the temperature scale on the outside of the window. Step Two: CAS/IAS or TAS Once you have the Pressure Altitude and the Temperature setting aligned, look for the CAS/IAS (inner scale) and TAS (outer scale) or the TAS (outer scale) opposite to the CAS (inner scale). SLIDE 30: PILOTAGE AND DEAD RECKONING What are we looking for? Indicated airspeed and for us indicated (IAS) is the same as calibrated airspeed (CAS). Step One: Align Pressure Alt. (PA) and Temperature On the E6B you will be working with the top right window on the inner scale. With this window you will align the PA with the Temp. Step Two: CAS/IAS or TAS Once you have the PA and Temp aligned you will look for the CAS/IAS (inner scale) and TAS (outer scale) or the TAS (outer scale) opposite of the CAS (inner scale). It all depends on which one is known. SLIDE 31: PILOTAGE AND DEAD RECKONING What are we looking for? Indicated airspeed and for us indicated (IAS) is the same as calibrated airspeed (CAS). Step One: Align Pressure Alt. (PA) and Temperature On the E6B you will be working with the top right window on the inner scale. With this window you will align the PA with the Temp. Step Two: CAS/IAS or TAS Once you have the PA and Temp aligned you will look for the CAS/IAS (inner scale) and TAS (outer scale) or the TAS (outer scale) opposite of the CAS (inner scale). It all depends on which one is known. SLIDE 31: PILOTAGE AND DEAD RECKONING What are we looking for? Indicated airspeed and for us indicated (IAS) is the same as calibrated airspeed (CAS). Step One: Align Pressure Alt. (PA) and Temperature On the E6B you will be working with the top right window on the inner scale. With this window you will align the PA with the Temp.

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Step Two: CAS/IAS or TAS Once you have the PA and Temp aligned you will look for the CAS/IAS (inner scale) and TAS (outer scale) or the TAS (outer scale) opposite of the CAS (inner scale). It all depends on which one is known. SLIDE 32: PILOTAGE AND DEAD RECKONING Align true course under the true index. Then place ground speed under the grommet. Next mark the intersection of the WCA and the true airspeed. Then rotate the azimuth until the wind dot is on the top center. Read wind velocity up from the grommet. Lastly, read the wind direction under the true index. SLIDE 33: PILOTAGE AND DEAD RECKONING Set the grommet over the ground speed. Then mark wind direction and velocity. Then rotate the azimuth until the wind mark is over 145 knots. Finally read the true course at true index SLIDE 34: SUMMARY We have instructed on definitions and concepts, pilotage, dead reckoning and principles of flight planning. We completed the exercise by calculating several flight planning exercises. SLIDE 35: QUESTIONS Any questions please?? NOTE: 3. Conduct a check on learning and summarize the learning activity. Learning Step / Activity 3. Very High Frequency (VHF) Omni-Directional Range Method of Instruction: Instructor to Student Ratio: Time of Instruction: Media: Conference / Discussion 1:20 6 hrs Large Group Instruction

The information in this learning step has been taken from the text book "Jeppesen Private Pilot Manual" by permission of Jeppesen Sanderson Inc. Copyright 2001 Jeppesen Sanderson, Inc. Instructor Note: During this section, the instruction begins with basic operation and principles of Very High Frequency (VHF) Omni-Directional Range (VORs). Then advances to practical knowledge and skills based on such concepts. Skills included in this block of instruction include recognition and application of the various dials and pointers of the VOR, applying that information to determine the aircrafts position in relation to the geographical location of the VOR itself. As each skill is introduced the instructor explains the task, demonstrates its use then asks the student to

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demonstrate its use under close supervision. The instructor then performs the skill independently while availing for questions. Total time for lecture demonstration and practical exercise is 6.2 hours. Instructors are recommended to progress slowly making sure each student understands a concept before graduating to the next step. SLIDE 36: VOR NAVIGATION Now we shall instruct about VORs and the related ground and airborne equipment. How to read the instrument and the significance of the radials and how to set a course. What a To From and OFF indicator signify and the significance of the course indicator. Then we shall perform several practical exercises. Lastly we will teach about Distance Measuring Equipment (DME). SLIDE 37: VOR NAVIGATION VOR is an acronym representing Very High Frequency Omni-directional Range. It is one of the most common forms of navigational equipment in use. The VOR station emits two signals which are detected by the VOR receiver in an aircraft. One light rotates at one degree per second or completes one rotation in 360 seconds. The other light is a bright white light which can be seen at any position and lights when the rotating light which is green crosses the zero magnetic north radial. The time between the two lights is measured and recorded on the VOR receiver. Thus if after the green light passes the magnetic north radial causes the white light to shine and fifteen seconds later a pilot observes a green light then the aircraft must be on the 15 degree radial. SLIDE 38: VOR NAVIGATION This is what a VOR, VORTAC, and VOR-DME are represented on a sectional map. Keep in mind VORs are aligned to Magnetic headings. SLIDE 39: VOR NAVIGATION There are three levels of VORs. A terminal VOR (TVOR) is normally located on an airport. It has a range of 25 nautical miles and is used below 12,000 feet AGL. A low altitude VOR (LVOR) can be used up to 40 nautical miles from its station at altitudes from1,000 to 18,000 AGL. The High Altitude VOR (HVOR) has a reception range of 40 nautical miles up to 14,500 and 100 nautical miles between 14,500 and 18,000. The HVORs maximum range of 130 nm is available between 18,000 and FL 450. Between FL 450 and FL 600, the reception range decreases to 100nm. SLIDE 40: VOR NAVIGATION The airborne equipment consists of an antenna located on the vertical stabilizer, a VOR receiver connected to the radio transceiver and a VOR indicator. On the VOR receiver a pilot sets the frequency by turning a knob similar to the radio. There is a use as well as a standby frequency and a button which causes the channels to reverse. On the VOR indicator there is a To-From indicator a Course Index a course deviation indicator (CDI) and a omni-bearing selector (OBS).

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SLIDE 41: VOR NAVIGATION This slide shows an enlarged picture of a VOR instrument face. Indicate the Omni-bearing selector knob the TO/FROM indicator the course deviation indicator and the course index. Explain how the OBS knob rotates the compass plate round so a pilot can dial in any desired course on to the course index at the top of the instrument. Note how the reciprocal index at the bottom of the instrument points to the back azimuth to the course index. SLIDE 42: VOR NAVIGATION There are 360 outbound radials. One for each degree of the magnetic compass. Radials are always named for their outbound bearing. On this slide each radial represents 10 degrees. Have the students identify which radial the yellow dots are on. SLIDE 43: VOR NAVIGATION This slide illustrates which radial the needle represents. Because there is a From indication we take the top radial as representing the radial the aircraft is on. (030). SLIDE 44: VOR NAVIGATION This slide illustrates which radial the needle represents. Because there is a To indication we take the bottom radial as representing the radial the aircraft is on. (210). SLIDE 45: VOR NAVIGATION The object of this slide is to demonstrate the concept of TO and FROM as well as stating a position in terms of the radial. This progressive slide shows a red dot. Ask to identify which direction will take a pilot away from a station and which will take a student to a station. Illustrate how a pilot would identify their position to Air Traffic Control. SLIDE 46: VOR NAVIGATION This slide demonstrates a typical use of the VOR in determining position in accordance with the compass rose on a sectional. Ask students to use their plotter on figure 27 of the Yellow Book. Note to the students that the symbol for the VOR may be found on the sectional by first locating 0 degrees, then locating the arrow pointing to 0 and backtracking along this arrow to the station. A small white dot illustrated on an airport indicates that the VOR is located on an airport. The town of Cooperstown is located just west of the 030 radial or on the 028 radial of the Jamestown VOR. SLIDE 47: VOR NAVIGATION Recommend to draw pictures to illustrate VOR problems. This slide illustrates a schematic of how a VOR will respond when on the 030/210 radial. Note that the course line of 030 is drawn in, as is the reciprocal radial 210. Emphasize the importance of including the 90 degree offset

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lines to make a complete picture. On the instrument shown, the pilot has dialed in 030 and the VOR shows a TO indication. Properly reading the VOR begins with the word, IF IF I fly 030 from where I am, I will fly TO the station. Consequently, the pilot must be located to the southeast of the halfway line. Note that the VOR does not know which direction the airplane is pointed, hence the big word, IF. Repeat this process for the second instrument shown in the upper right corner of the slide. This VOR shows a FROM indicator. Do not leave this slide until all the students are comfortable with TO and FROM indicators. SLIDE 48: VOR NAVIGATION This slide continues practice with the TO and FROM indicators illustrating the areas where an aircraft is located in relation to the VOR station. The VOR does not know which direction the airplane is heading. SLIDE 49: VOR NAVIGATION This slide continues practice with the TO and FROM indicators. Emphasize the importance of drawing pictures and visualizing an aircrafts position in relation to the VOR station. SLIDE 50: VOR NAVIGATION This slide continues to practice with the TO and FROM indicators. Students have to understand the correct locations and directions before progressing to the next slide. SLIDE 51: VOR NAVIGATION Continue practicing with the TO and FROM indicators on the VOR. This is the last practice slide. Students have to understand the concept of TO and FROM. If in doubt it is recommended to return to previous slides for review. SLIDE 52: VOR NAVIGATION This slide illustrates the Area-of-Ambiguity. This is an area around a VOR where an aircraft is either directly over a VOR station or 90 degrees to either side of the course set in the VOR indicator. An OFF flag also can mean that the tuned VOR stations signal is unreliable. SLIDE 53: VOR NAVIGATION This slide introduces the student to interpreting the needle on the VOR. Point out to the students that the needle shows the pilot on which side of the aircraft the course line can be found. On this slide, the needle is to the left of center, therefore, the aircraft must be to the right of the 360 course, and the pilot would need to turn left to intercept the course. SLIDE 54: VOR NAVIGATION This slide continues the discussion on interpreting the needle by showing the instrument as it would appear when the aircraft is centered over the course line.

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SLIDE 55: VOR NAVIGATION This slide continues the needle interpretation discussion by showing needle as it would appear when the aircraft is to the left of the course by 8 degrees SLIDE 56: VOR NAVIGATION This progressive slide takes students through a typical VOR-oriented question. Work with the students step by step. Make a drawing illustrating the question on the whiteboard. Work each of the proposed VOR indications so each student understands why the answer is correct. SLIDE 57: VOR NAVIGATION This slide presents an application of VOR navigation. Students examine the position of an aircraft over the town of Cooperstown and then select from a choice of three VOR indications one of which is correct. SLIDE 58: VOR NAVIGATION This slide links to an internet VOR training site. On the site show how a pilot may determine his/her position by rotating the OBS knob until one has the OBS needle centered with a TO indication. Select a course line, tune the VOR, then track the miniature airplane along a heading until it intercepts the course then turn to the station. Place the aircraft somewhere on the screen and rotate the aircraft through 360 degrees. Note to the students that the VOR does not change regardless of the aircrafts heading. Because the VOR does not know which direction the airplane is pointing to. If there is time run several of the quiz problems. Showing the students how to draw the problem then allow them to work several problems. Discuss use of the VOR. Time permitting work several problems with two VORs. SLIDE 59: VOR NAVIGATION This slide discusses common uses and procedures for the VOR in general aviation. Explain to the students how a VOR station is identified and how the Morse code shown on the NAV block on the sectional relates to the sound heard on the VOR frequency. Review the portion of the block on interpreting the TO and FROM indicators and the needle. Demonstrate to the students how visualizing the aircraft incorrectly can result in reverse sensing. Review the conditions which will generate an OFF indication. Briefly discuss the principles on how tracking is performed using the VOR in preparation for the next slide which illustrates tracking. SLIDE 60: VOR NAVIGATION This slide is an illustration from the Jeppesen text book. This demonstrates how an aircraft would track to a course. SLIDE 61: VOR NAVIGATION

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This graphic demonstrates a procedure for intercepting a course using the VOR. Demonstrate the procedures, methods and reasons for intercepting. Introduce the student to IFR flight by illustrating how a pilot could track an inbound course to land at an airport. SLIDE 62: VOR NAVIGATION Demonstrate methods and procedures for cross checking. Communicate that this is nothing more than the triangulation learned during land navigation.

SLIDE 63: VOR NAVIGATION This slide is a figure from the textbook with several good examples of matching the aircraft positions to VOR indications. Work through each of the examples ensuring all students understand each illustration/example. SLIDE 64: VOR NAVIGATION This slide illustrates three methods for validating the accuracy of a VOR. Communicate each of the methods and provide examples. Illustrate how a known point on an airport may be dialed and measured with the recorded point. Using the excerpt from the sectional shown on the slide describe how a pilot flying along the 164 radial may test the tolerance of a VOR passing over Benham Airport. Emphasise that a VOT only broadcasts one signal; the 360 radial. Therefore, no matter where one is located in relation to the VOR station, the VOR will read as though an aircraft is located on the 360 radial, i.e. there will be centered needle with a FROM indication when the 360 radial is dialed and a centered needle and a TO indication when the 180 radial is dialed. SLIDE 65: VOR NAVIGATION Communicate the significance of Distance Measuring Equipment (DME). The system is by line of sight only and is dependent upon altitude and signal strength. Describe the equipment and limitations in preparation for the following slide. SLIDE 66: VOR NAVIGATION This slide illustrates how slant range can give a false DME reading in flight. Note that DME is more accurate the farther away one is from the station while the VOR is less accurate the farther away one is from a VOR station. SLIDE 67: VOR NAVIGATION This slide provides backup material used to field questions. SLIDE 68: SUMMARY This slide summarizes the subject areas discussed during this block. Request and address any questions. SLIDE 69: VOR NAVIGATION QUESTIONS

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Field and address any student questions. NOTE: 4. Conduct a check on learning and summarize the learning activity. Learning Step / Activity 4. Automatic Direction Finder Method of Instruction: Instructor to Student Ratio: Time of Instruction: Media: Conference / Discussion 1:20 3 hrs 40 mins Large Group Instruction

The information in this learning step has been taken from "Jeppesen Private Pilot Manual" by permission of Jeppesen Sanderson Inc. Copyright 2001 Jeppesen Sanderson, Inc. Instructor Note: This presentation is organized to introduce the Automatic Direction Finder (ADF). The instructor will illustrate how this navigation system functions and the physical characteristics of the ground and airborne equipment. The instructor will describe and demonstrate a series of navigational procedures bringing each one down to a demonstration then working a series of simple problems. Have students work on more difficult problems. Working this way, the instructor will progress through all the basic operations of the instrument. Illustrate a series of problems and ask students to select a method of solution. SLIDE 70: ADF NAVIGATION This slide introduces an agenda for the teaching of the Automatic Direction Finder (ADF). SLIDE 71: ADF NAVIGATION This slide provides general information on ADF navigation based on signals received from Non-directional Radio Beacons (NDBs). Note how NDBs are marked on sectionals and are not limited to line of sight. This has both advantages and disadvantages as the signals can be distorted. Illustrate how certain AM radio stations are marked on sectionals and used for navigation. SLIDE 72: ADF NAVIGATION This slide illustrates an ADF antenna and a standard receiver employed on a general aviation aircraft. SLIDE 73: ADF NAVIGATION This slide illustrates definitions used to compute relative and magnetic bearing and magnetic heading. Discuss the definitions and illustrate how each is determined and displayed. The magnetic heading is taken directly from the magnetic compass. The magnetic bearing is the heading to be flown directly to a station and the relative bearing is the difference between the two in degrees. SLIDE 74: ADF NAVIGATION

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As shown on this slide discuss the two types of instruments; fixed and moveable cards. Emphasize that the fixed card only gives the relative bearing to the station while the moveable card provides magnetic heading and magnetic bearing. SLIDE 75: ADF NAVIGATION Examine a typical fixed card ADF. Communicate that zero always remains at the top of the instrument. The instruments needle points to a station and indicates the relative bearing to the station. When computing headings we always do so clockwise round the compass regardless of which direction an airplane will turn. In the example illustrated the relative bearing to the station is 320 degrees to the right. The pilot would initiate a 40 degree left turn to fly to the station. SLIDE 76: ADF NAVIGATION This slide illustrates a moveable card ADF. Communicate each aspect of the moveable card indicator and describe how a pilot would set the magnetic heading at the top of the instrument from the magnetic compass. The needle head indicates the magnetic bearing to a station while the needles tail indicates the bearing FROM the station.

SLIDE 77: ADF NAVIGATION This slide introduces the ADF formula. Emphasize the importance of having a memory aid. A reminder to the wise that three elements of information are necessary to solve the formula thus one has to have two of the three units in order to solve an ADF problem. Also remind that the fixed card only provides the relative bearing thus questions referencing the fixed card must give one other piece of information in the question. The moveable card however yields all that starts with M in the formula. SLIDE 78: ADF NAVIGATION This slide illustrates the first of several examples on how to use the ADF formula to solve problems. This particular slide uses the fixed card. Illustrate the solution using the formula. Write the formula. Substitute what you know in the formula. In this case the problem yields the magnetic heading of 285 degrees. The fixed card needle indicates a relative bearing of 045 degrees. Utilize algebraic principles to isolate the unknown on one side of the equal sign. In this problem the MB is the unknown. SLIDE 79: ADF NAVIGATION This slide continues the practice on utilizing the fixed card ADF. This problem demonstrates the usage that 360 degrees may be added or subtracted from any compass degree without changing the value. Show the problem. . SLIDE 80: ADF NAVIGATION This fixed card practice problem requires the isolation of the unknown to one side of the equal sign. Illustrate how known values are substituted into the equation. To isolate the MH on one side of the equal sign one has to subtract 270 degrees from BOTH sides of the equal sign. Since it is not practicable to subtract 270 degrees from

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135 degrees the value is not changed if 360 degrees is added to the 135 degrees thus deriving 225 degrees. SLIDE 81: ADF NAVIGATION This practice problem utilizes the formula with the movable card ADF. Remind the students the movable card provides the magnetic heading (at the top of the instrument) and the magnetic bearing (the needle). Substitute the known in the equation and isolate the unknown as in previous problems. SLIDE 82: ADF NAVIGATION Illustrate this problem using the movable card ADF. SLIDE 83: ADF NAVIGATION This problem asks for the magnetic bearing FROM the station using the fixed card ADF. Students must first compute the magnetic bearing TO the station then calculate the reciprocal or back azimuth. SLIDE 84: ADF NAVIGATION This slide links to an ADF training website. Visit the website and demonstrate how the ADF is used in flight to track to a station and determine a position. Allow the students to demonstrate their knowledge by working several of the quiz problems. SLIDE 85: ADF NAVIGATION This slide provides a graphic illustration of how wind might affect an aircraft endeavoring to track an ADF to a station in a right crosswind. Teach the students how inefficient this is and how the use of an ADF to counter the effect of crosswind could be employed. SLIDE 86: ADF NAVIGATION This slide graphically depicts how a pilot could correct a heading to compensate for a left crosswind while navigating to an NDB station. Illustrate the procedures used to maintain course and how the ADF needle would react. Remind students that the ADF needle always points to the station. SLIDE 87: ADF NAVIGATION Communicate the fact that the ADF needle always points to the station. If a crosswind is coming from the right and the nose of the plane is countered to compensate the ADF needle will move to the left of the instrument. A good demonstration in the classroom is to have students hold up a pencil pointing directly at the instructor. Then have the students twist their chairs to compensate for a right crosswind and note how the needle (still pointing at the instructor) is now to the left of center. SLIDE 88: ADF NAVIGATION Use this slide to address any questions on the fixed card ADF. Remind that the fixed card only provides the relative bearing. SLIDE 89: ADF NAVIGATION

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Use this slide to address questions regarding the movable card ADF. Remind that the index provides the magnetic heading (MH) which is obtained from the magnetic compass. The needle points to the magnetic bearing of the station and the tail of the needle points to the magnetic bearing FROM the station. SLIDE 90: ADF NAVIGATION Teach the limitations of the ADF/NDB navigation system as shown on this slide. Remind how undependable AM radio signals are particularly when the sun begins to set. Note how sensitive the ADF is to anything electrical such as lightning, static electricity, large bodies of water and terrain. SLIDE 91: ADF NAVIGATION This slide illustrates a graphic picture of the areas where the ADF can provide a reliable signal near water. Teach possible alternative means of navigation in these areas such as VOR, pilotage, and dead reckoning. SLIDE 92: ADF NAVIGATION SUMMARY Summarize this section of the block. Briefly address all areas shown on the slide then field and address any questions. SLIDE 93: ADF NAVIGATION QUESTIONS? Field and address any student questions. Return to pertinent slides or sections of the presentation to answer questions. NOTE: 5. Conduct a check on learning and summarize the learning activity. Learning Step / Activity 5. Advanced Navigation Methods Method of Instruction: Instructor to Student Ratio: Time of Instruction: Media: Conference / Discussion 1:20 1 hr Large Group Instruction

SLIDE 94: ADVANCED NAVIGATION Communicate this agenda for addressing advanced navigation subjects. Note that Area Navigation, LORAN, and Inertial Navigation will be briefly defined as an additional interest item while GPS will be discussed in more detail. SLIDE 95: ADVANCED NAVIGATION Teach how RNAV instruments allow phantom waypoints to be established based upon existing VOR signals. This allows a pilot to fly direct from point to point as shown on the slide. SLIDE 96: ADVANCED NAVIGATION Teach the principles of LORAN navigation. Communicate the caveat because of its sensitivity to distortions the FAA is phasing out this method of navigation. SLIDE 97: ADVANCED NAVIGATION

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As a consequence of the cost and weight of inertial navigation systems, they are primarily utilized in larger high performance aircraft. SLIDE 98: ADVANCED NAVIGATION Illustrate the increase of use of GPS systems over the past 10 years. Obtain examples from the students on how they employ GPS. Note how important a threedimensional picture is to aircraft, particularly UAS vehicles where the operator is not in the craft. Lead in to the next slide by comparing the accuracy of GPS navigation systems to other types of systems. SLIDE 99: ADVANCED NAVIGATION This slide depicts the three basic segments associated with GPS operations. Teach the three segments. The space segment includes 24 orbiting satellites under the direction of the control segment. The latter maintains communication with critical ground-based information sources (i.e. atomic clock). The control segment has the capability to specifically code each satellites operation or non-operation. Although three satellites will provide basic position four satellites are necessary to provide a three dimensional fix including ground speed. SLIDE 100: ADVANCED NAVIGATION This slide illustrates the relative accuracy of the most common navigational systems in use. Teach the advantages of GPS in terms of accuracy and ease of use. Note the wisdom of pilots utilizing the various navigational systems as primary and as secondary in the event one fails or as verification. NOTE: Conduct a check on learning and summarize the learning activity.

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SECTION IV.

SUMMARY Method of Instruction: Conference / Discussion Instructor to Student Ratio is: 1:20 Time of Instruction: 5 mins Media: Large Group Instruction

Check on Learning

Determine if students have learned the material presented by: a. Soliciting student questions and explanations. b. Asking questions and getting answers from the students. c. Providing immediate feedback in context to the material presented and correcting student misunderstandings.

Review / Summarize Lesson

Whether planning or executing a flight plan, the ability to compute a multitude of flight related problems is critical to successfully completing the flight. The knowledge and skills youve gained during this block of instruction provides you with an available and usable aid to help in these calculations. SLIDE 101 ADVANCED NAVIGATION SUMMARY Summarize the lesson based on the slide, briefly repeating key points. SLIDE 102 ADVANCED NAVIGATION QUESTIONS Field and resolve any student questions.

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SECTION V. Testing Requirements

STUDENT EVALUATION
NOTE: Describe how the student must demonstrate accomplishment of the TLO. Refer student to the Student Evaluation Plan.

a. Your knowledge of this subject will be tested during an end of section exam (15WCC17T), a final exam (15WCC18T), and a computerized Federal Aviation Administration test (15WCC19T). You must correctly answer 48 of 60 questions to receive a GO on all sections exams. You must correctly answer 48 of 60 questions on the final exam to receive a GO and you must correctly answer 42 of 60 questions to receive a GO on the Federal Aviation Administration computerized test to receive a GO. If you fail to meet these minimums, you will be allowed one re-test per exam. b. Refer student to Student Evaluation Plan.

Feedback Requirements

NOTE: Feedback is essential to effective learning. Schedule and provide feedback on the evaluation and any information to help answer students' questions about the test. Provide remedial training as needed.

a. Schedule and provide feedback in context to the material presented; correct student misunderstandings. b. Provide remedial training as needed.

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Appendix A - Viewgraph Masters (N/A)

A-1

Appendix B - Test(s) and Test Solution(s) (N/A)

B-1

Appendix C - Practical Exercises and Solutions (N/A)

C-1

Appendix D - Student Handouts (N/A)

D-1