CFI-to-CFI Newsletter - Volume 3, Issue 3 - 5

WHAt I’m prEsENtINg HErE Is A morE rEFINED AND DEtAIlED mEtHoD tHAt AlloWs tHE NoVICE tEACHEr to quICkly gAIN HIs or HEr pEDAgogICAl “sEA lEgs,” WHIlE proVIDINg ExpErIENCED tEACHErs A mEANs oF ACCElErAtINg bEHAVIor CHANgE IN tHEIr stuDENts.
altitude, heading, and airspeed in slow flight. Since this article has a length limit, we’ll only model the transition to slow flight element of this maneuver. This should provide a good guide on how to use the modeling techniques for other behaviors. Step three involves identifying the cause-effect (C-E) relationship(s) of the individual parts making up each element of the chosen behavior. This is the relationship which demonstrates how the parts within each element are contingent upon one another. Concerning the transition element of slow flight, I’ve identified the following C-E relationships: increasing the angle of attack (cause) increases drag (effect); increasing drag (cause) decreases airspeed (effect); increasing the angle of attack at the appropriate rate (cause) keeps the airplane at a constant altitude during the transition (effect). Failure to identify and explain these C-E relationships to your students might lead them to believe that luck, superstition, Martian mind melds, or some unknown cause is responsible for the occurrence of that behavior. Once the C-E relationships are known, they become useful for assembling individual elements in step seven. In step four, we identify the V, A, K (visual, audio, kinesthetic) sensory components involved in the behavior we’re modeling (see CFI to CFI Volume 3, Issue 2, if you’re not familiar with these concepts). Here are the sensory components I use after power is reduced and the transition phase to slow flight begins. I apply rearward elevator pressure (Ke) to increase the angle of attack and compare the rate of aft elevator movement with the VSI’s needle position (Ve). Then I look at the altimeter (Ve), followed by a look outside the cockpit (Ve) to ensure level flight. Finally, I look at the airspeed indicator (Ve) to check the airspeed. I repeat the entire process until the airspeed is five knots above the desired airspeed, at which point I’d enter the third element of slow flight; maintaining altitude, heading, and airspeed. The entire sensory sequence looks like this: Ke/Ve➔Ve➔Ve➔Ve. Step five requires specifying the criteria I use to evaluate the identified sensory components. For instance, the first two sensory components (Ke/Ve) require that I compare the elevator pull with the VSI’s needle position. My criterion for determining the appropriate amount of pull on the elevator is whether or not the VSI needle stays constant at a reading of zero (Ke/Ve). Keeping the altimeter’s hands fixed at the assigned altitude is the criterion for the next sensory component (Ve). Keeping each wing equidistant above (for high wings) or below (for low wings) the horizon is the criterion for the following sensory component (Ve), and an airspeed reading that’s more than five knots above the desired slow flight speed (Ve) is the criterion to continue repeating the entire sensory-component sequence. (I use five knots above the desired slow flight speed because we’re discussing transition to slow flight. When you’re within five knots of this speed, you are then concen-



CFI-to-CFI Newsletter - Volume 3, Issue 3

Table of Contents for the Digital Edition of CFI-to-CFI Newsletter - Volume 3, Issue 3

CFI-to-CFI Newsletter - Volume 3, Issue 3
Contents
Behavioral Modeling (Part 2)
Safety Quiz: Instrument Procedures: Teterboro
ASI Online: Critical Information—The Passenger Safety Briefing
Real Pilot Story: Ambushed by Ice
CFI Tips: Emergencies—Beyond the Checklist
Chart Challenge—Live New Safety Seminar
Safety Spotlight: Know Your Enemy
CFI Tools: The CFI who Makes a Difference
Chief’s Corner: The Journey’s Journal
Ask ATC: Minimum Fuel vs. Fuel Emergency
Did You Know?
CFI-to-CFI Newsletter - Volume 3, Issue 3 - CFI-to-CFI Newsletter - Volume 3, Issue 3
CFI-to-CFI Newsletter - Volume 3, Issue 3 - Contents
CFI-to-CFI Newsletter - Volume 3, Issue 3 - Behavioral Modeling (Part 2)
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 4
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 5
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 6
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 7
CFI-to-CFI Newsletter - Volume 3, Issue 3 - Safety Quiz: Instrument Procedures: Teterboro
CFI-to-CFI Newsletter - Volume 3, Issue 3 - ASI Online: Critical Information—The Passenger Safety Briefing
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 10
CFI-to-CFI Newsletter - Volume 3, Issue 3 - Real Pilot Story: Ambushed by Ice
CFI-to-CFI Newsletter - Volume 3, Issue 3 - CFI Tips: Emergencies—Beyond the Checklist
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 13
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 14
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 15
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 16
CFI-to-CFI Newsletter - Volume 3, Issue 3 - Chart Challenge—Live New Safety Seminar
CFI-to-CFI Newsletter - Volume 3, Issue 3 - Safety Spotlight: Know Your Enemy
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 19
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 20
CFI-to-CFI Newsletter - Volume 3, Issue 3 - CFI Tools: The CFI who Makes a Difference
CFI-to-CFI Newsletter - Volume 3, Issue 3 - Chief’s Corner: The Journey’s Journal
CFI-to-CFI Newsletter - Volume 3, Issue 3 - 23
CFI-to-CFI Newsletter - Volume 3, Issue 3 - Did You Know?
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