The Final Multi-Engine Post..

Oh it is a sad day... This will be my last required post on my multi-engine class.  I've really enjoyed the amount of new material that I've learned.

In my first blog post about this class I said that I hoped to learn about the systems, controls, and characteristics of multi-engine aircraft.  I most definitely have been able to do that.  Some of my favorite parts of this class were the group assignments, and the new information about systems and maneuvers.  I really liked the way that the different aerodynamics of multi-engine aircraft was explained.  Complex things seemed very intuitive to me.

I also enjoyed going into the Sim Center and flying the Seminole in the Frasca 142.  It was my first time using that simulator, and I was really impressed by the feeling that I got of actually being in a cockpit of an aircraft.  I would recommend doing that again, and maybe doing it twice.

I didn't really have any problems with the class, though I would have liked to have more activities with slightly larger groups.  I feel like I worked with a lot of the same people throughout the class, and I would have liked to get a larger amount of information from my classmates.

Blogging is a good way to informally allow information to be posted and discussed.  I really like the idea of requiring comments on other students posts.  It would be interesting to have a more in depth discussion of some of the ideas that students have in this class.  I remember reading about the accident of the Gulfstream into Aspen, and wanting to be able to discuss it more with my fellow classmates.  I feel like this would have helped me to reinforce good things that I learned from that accident, as well as how to avoid problems like that in my future career.

La Observacion

On my observation flight I observed Sam Acosta flying with Mike Digrazia.  It was last Friday, September 30^th.  I had a little bit of a hard time getting a flight set up, mostly because the Seminole spent some time in maintenance because of the prop on the right engine.

I was really excited to get to fly in the Seminole, mostly because I haven’t ever flown in any light multi-engine aircraft.  I have done flying in large single engine, but I feel like a multi offers such a different flying experience.

On the flight that I observed Sam was practicing the commercial maneuvers, and commercial performance landings.  One thing that was very interesting to me was that the procedures for the maneuvers were almost exactly the same.  Sam did steep turns, and during the maneuver she added a little bit of power, and used two turns of trim to keep the angle of bank level with the natural horizon.  I also remember that on the short field landings she was easily able to hit her spot.  I asked Mike D about it, and he told me that you just have to aim at a spot, and the plane will sink right down and touch down right at the aiming point.

Another very interesting thing about the multi was the ability to cross-feed the fuel tanks.  Mike was able to use this feature because the fuel in the aircraft was uneven. It made it so that the weight was able to be centered. 

I am really excited to fly in the Seminole, and look forward to learning more about the actual flying of the aircraft.  I feel like flying a multi-engine aircraft will be intuitive, and will become something that I really enjoy. 

Fatal Gulfstream Accident into Aspen Colorado

In March of 2001 A Gulfstream III crashed into the terrain just short of the runway at Aspen Colorado.  The people on board were victims of a tragic and avoidable accident.

In aviation there are pressures that are put on the pilot(s) of aircraft.  Common pressures come from the passengers, a desire to do the popular thing, weather, pressure from a boss, family etc.  It is not unlikely that a combination of these pressures will occur at the same time.  It is when a pilot has a chain of poor decisions that these pressures can turn fatal.

If a frog is dropped into a pot of boiling water he will immediately jump out.  However, if a frog is put into a pot of cool water, and then the water is heated up slowly, the frog will boil to death.  Even so, a pilot, if immediately put into a situation that he/she is not comfortable with, he/she will immediately escape.  However, in the case of the Gulfstream crew, if those pressures are applied one at a time, the crew will not realize the boiling water that they are in danger of, and will not jump.

The crew had multiple warning flags as the departure time was pushed back.  A situation where the "boss" tells the dispatcher to "keep his/her mouth shut" and disregards the safety of the aircraft is key.  In all reality the "boss" probably doesn't know the risks involved, and most likely is not a pilot.  As PIC, the captain should have recognized that first chain in the accident chain.  After that first incident, the captain could have realized the lack of time, and the dangerous situation that he was getting himself into.  He had flown into Aspen 3 times before with his first officer, and he had to have been familiar with the terrain surrounding the airport.

If I were in that situation, I probably would have started the flight, with the condition that if the situation looked bad, I would immediately go missed and proceed to the alternate airport.  From the weather reports, the Gulfstream was attempting to land at the precise moment when the weather was the worst.  Lodging and staying in an alternate area for the night is a small price to pay in exchange for life.  Flights into marginal weather should be treated with extreme caution, and at the first indication of danger flight to the alternate should be seriously considered.

This is the link to the article posted by AOPA.

http://www.aopa.org/asf/asfarticles/2005/sp0504.html

Single Pilot IFR

Single Pilot IFR.

Oh boy.  As a pilot, flying an airplane under IFR (instrument flight rules) includes a lot more work than normal VFR (visual flight rules) flight.  This is because the pilot is required to fly the airplane at a specific, monitored altitude, and to arrive at specific times at each location.  Commercial airliners always fly under IFR, but most are required to have more than one pilot.

The safety advisory published by AOPA addresses this situation in general aviation.  SPIFR is something that can be accomplished by a proficient, confident, and prepared pilot.  This article does a good job of addressing the factors that will cause most pilots to struggle in SPIFR, as well as procedures to overcome these issues.  One thing specific was keeping ahead of the aircraft.  The article stated that if a pilot cannot anticipate the necessary action with the aircraft at least 2 minutes in advance, that pilot could not fly SPIFR safely.  Sometimes it is necessary for a pilot to anticipate IFR procedures up to an hour before arriving at that part of the approach.

Personally I have not ever flown in IFR conditions, but I believe I would feel comfortable doing it if I had an opportunity to prepare and practice flying in "actual" IMC conditions with another experienced pilot and/or an instructor.  I enjoy flying IFR flight plans, and have kept myself proficient in flying multiple types of instrument approaches consistently.  While I understand that overconfidence is a definite hazard, I believe that I would be able to handle the necessary workload of SPIFR.

Blog Post #2

AOPA published a safety briefing on Electrical fires in flight.  I felt that the information was very interesting, and I realized things that I hadn't know before.  One of the things that really jumped out to me was how important it is to shut everything off and then follow that up with turning things back on one at a time.  

The article addressed simple electric theory, explaining what a short circuit is.  A short circuit is when the electricity is able to jump to an unanticipated route, usually a pair of bare wires or a ground contact that wasn't   what the manufacturer built.  This can create a definite hazard, and has the potential of starting an electrical fire.

In the Seminole, (the light twin I will be doing my training in) the emergency procedures are very similar to those advised by AOPA.  As with all other emergencies, the most important reaction is to stay calm and FLY the airplane.  After doing everything possible to eliminate the source of the fire, the next thing to do is to get down as soon as possible.  

While I hope to never have to deal with an electrical (or engine) fire in-flight, I will do my best to simulate and practice emergency procedures.  Keeping calm, and realizing that the aircraft has the potential for certain emergencies will help me to react quickly and efficiently.  I will react as quickly as possible, enabling me to keep the aircraft and its passengers safe.

Great Expectations...

It was the best of times, it was the worst of times..  At least I think that's how Great Expectations starts.. Or was that The Tale of Two Cities?  Oh well. Sorry Charles Dickens.

But this blog isn't about classic English literature, (thank goodness) this blog is about my Multi-Engine ground school class.  However, this post is going to be about my expectations for the class.

Throughout all of my training here at Westminster College, I've flown in single engine aircraft.  And while these airplanes are great trainers, they are not the type of planes that I will be flying professionally. I will hopefully be flying airplanes that have more than one engine, and that are capable of flying at high altitudes.  I hope that by taking this class I will become familiar with the systems, controls, and capabilities of a multi-engine airplane.

I'm actually excited about this whole blogging format as well.  The cool thing about blogs is that you can be a tad informal, and still get your point across just as easily.  I haven't done a whole bunch of blogging before, and I look forward to getting more experience with it!

CFI FIA blog post #3

When I first meet with my new private pilot student, I would try and be as honest as possible with the student.  I would explain why I am teaching as a flight instructor, and that I love to teach.  My motivations for having the job are many.  I want to get paid obviously, and I love to fly.  I can build up hours, but this is secondary to what my objective is with each student. 

My primary objective with the student is to help them become a safe pilot and to love flying as much as I do.  In order to be successful in flight training, I expect them to work hard and be prepared for every lesson.  This will help them to train quicker, and use less money in the long run.  I expect them to complete the private pilot quizzes on Angel (if applicable) and to have looked over the syllabus to determine what we will be learning that day.  I also expect good communication.  I expect cancellations to be made with 24 hrs notice, or if in the case of an emergency or illness, ASAP. 

The student can expect me to have the same rules as he/she does.  I will be prepared for each lesson, and work hard.  I will communicate with them consistently, and will be available for questions, concerns and/or help at all reasonable hours.  If I have to cancel, it will be with 24 hrs notice.  In the case of an emergency or illness, I will alert them ASAP as well. 

I would also expect honesty to be prevalent in our relationship.  I will always be honest and try to be as un-biased as possible.  My interest is to help the student become the best and safest pilot possible, and would put all of my efforts towards that goal.  I would expect the student to do the same.

CFI FAI Blog #2

Today I'm going to talk about the difficult transition that happens when changing instructors in the middle of a rating or certificate.

I've actually been thinking about this lately, and feel that it is really important that the new instructor get a solid idea of how the student performs as well as strengths and weaknesses. If I were assigned a new student today, and he/she was working on a private pilot's license, there are a lot of things I would ask the previous instructor.

The first thing that I would do would be to take a very close look at the student's folder. I would make sure that the hours needed as well as the specific requirements for that stage were being met. If there was anything that seemed out of place, I would be able to ask the previous instructor questions before they became a problem.

The second thing I would do would be to sit down with the instructor, or at least have a good conversation with him/her to see how that student was doing. Specifically, I would ask about the level of preparation, dedication, and the financial status of the student. I would also ask if there were any hazardous attitudes, or any other unique concerns that I should keep in mind.

The third thing I would do would be to talk with the student. I would clarify what I expect him/her to do as far as preparation, and I would also look into the financial situation of the student. I know that when I was getting my private pilot's license, money was a critical part. If I hadn't had the support of my flight instructor, it would have been tough to go all the way through with my training.

In addition to doing these things, I would talk with the student every chance we got about ground topics. Instead of doing it in a more evaluational method, I would just converse with him/her. This would let me know what things I needed to focus on, as well as make conversation comfortable between us.

Hopefully these things would help me to transition the student smoothly, and he/she wouldn't feel like any time or effort was wasted.

CFI FAI Blog #1

Its been a while since my last post.  But now we have a bunch of posts all lined up in a row. In this post I'm going to talk about what I would do with a private pilot student who just isn't able to get landing the airplane down pat.  The scenario is this:  I have a student one lesson before the first stage check, lesson 8 I believe, and he/she just isn't getting it.

Perhaps the first thing I will do is talk to the student.  Its really important to communicate with the student and let them know what the standards are for passing the first stage check.  I will then go through the many ways of practice.  Landings are tricky because even if you were to practice them for an hour straight, the actual time spent on final approach, a round-out, flare and touchdown is very small. It would also be beneficial to recognize what part of the landing is struggling, and then focus on it.  If the round-out needs help, we'll try doing low approaches, and then going around.  If the student becomes frustrated or tired, it is obviously time to stop practicing. I would also have another instructor fly with the student to see if he/she could assist the student.

If these struggles are not fixed, and there have been multiple review flights with no noticeable progress,  I would inform my supervisor.  At this point I would talk to the student.  If he/she is very determined to continue, I would allow him/her to do so.  However, I would explain that flying is very expensive, and I wouldn't want the student to be wasting money.  I'm not sure I could assign a certain amount of time as a limit of when I wouldn't teach a student, because I think it changes for everyone. However, if there were more than 3 review flights or around 8 hrs of flight time with no improvement, I would definitely sit down with the student and discuss his/her future in aviation.

Random thoughts for Future teaching

Well, its been awhile since my last post, and I want to talk about a couple of articles that I read a while ago.  I read them for my CFI class, and I want to pull one thing that impressed me most out of each.

The first article I read was about Training Future Captains, from the Instructor Report Flight Training Magazine.  The article talks about how airline captains are expected to act and perform.  The author, Mark Danielson, said something that was really interesting to me.  He said that a captain is not there to teach their first officer.  This is something that would be tough.  With someone that has much more experience, I would expect a more helpful response, but I suppose if you are already hired on as a FO, you had better know your airplane's systems and all operating rules and regulations.  This applies to any private pilot continuing his/her training.  A pilot is held accountable, and should know his stuff.

Another article I read was about landings, and how when landing "clicks", you can land the airplane.  In the article it talks about being patient and how landing just has to be something that is practiced.  No one just does it perfectly from the beginning.  I remember when I was a private pilot student, learning how to land.  I hated not being good at it, and I got easily frustrated.  When I teach my students I will make sure and stress that landing is something that has to be learned through experience, and finding that "touch", though when you find it its all gravy from there.

And finally, the last article I read was about visualizing what the airplane is doing will help students learn.  While some might think that visualizing how things work would only help visual learners, this is not always true.  Flying airplanes is a very visual task.  The landing sequence is based entirely on what the pilot sees.  If a student is able to visualize maneuvers and other flying applications he/she will progress at a very quick rate.  So if all else fails... Just Visualize It!!

Assesments

This week I'll start my blog off talking about the different ways students can be assessed.  First I will make a distinction between two different forms of assessment.

First is Formative assessment.  This is when an assessment is made to gather information about what previous knowledge the student or group of students has.  I have a perfect example of this.  While studying in my Instrument ground school class, my instructor would periodically give us ungraded pop-quizzes from the Gleim-software.  These quizzes were not graded, and we did not study from them.  However, they were very valuable in letting us know how well we were learning the information we needed.
Second is Summative assessment. This is the typical end-of-course exam that gives a summary of the course in one exam.  The teaching of that group of students is not influenced by the results of the assessment.

There are a couple more ways to assess performance that especially work well in the aviation field.
The first is a Criterion referenced assessment, and is based on the performance needed for that specific field.  For example, a pilot is assessed in an airplane and is put into specific situations and evaluated on his/her performance compared to Practical Test Standards (usually anywhere from 80-90% correct).

Another is a Norm-referenced assessment, which doesn't have any standards to be graded on, and the grading is subjective.  For example an English essay that is graded without any sort of agreement on what a person must know to pass the test. It is based on how well it is written in comparison to other members of the class, or the "norm" of the class.

Third is self-referenced assessments. SRA are based on personal, private goals.  These tests are kept private, and the results are based on the student's opinion of how well he/she did.

On a slightly different topic, Self-directed learners are people that are very self-motivated, and want to learn just to learn, and do not want to regurgitate information in the way the a multiple-choice test will demand.  They want to apply the learning to real situations and want feedback after the performance has been made.

All of these ways of learning have been applied to me as an aviation student, and I'm sure that I will have to use these things as I teach other students how to fly..  It should be a blast..

The Way to Teach

Teaching is a learning process.  While there are multiple ways of teaching someone how to fly, a role play is successful.  Example:
Tim is flying with his student pilot Mark.  They start to work on ground reference maneuvers, and Mark is having a hard time understanding how they will help him later on in his aviation career. Tim remembers that Mark asked him about Aerial photography, and so he decides to change circle around a point to an aerial photo-shoot.  Mark becomes excited to do the maneuver, and excels at it from that moment on.
With a normal approach to teaching some students find it difficult to apply themselves.  Role playing something applicable to them creates a better environment for learning.

These are some other ways of teaching.
The Lecture method, which is what most classroom teachers use.  It can involve the students, but for the most part the instructor stands in front of the group and conveys his/her knowledge to the class.
The Cooperative Learning method splits the students into small groups, and encourages active participation from all the students.
The Guided Discussion method is similar to the lecture method, but involves the students and is a much more informal way of learning.  The instructor is more of a facilitator of topics to discuss, making sure that the topics are applicable, and ensures that the students follow a specific path.
The Demonstration-Performance method is more of a hands-on method.  This is the type of teaching done in an airplane.  The instructor teaches, demonstrates, and then the student performs.  The method concludes with an evaluation by the instructor.

Age is an important aspect of adult learners. Each age group holds different assumptions than others.  Gender is another factor.  In aviation women are heavily out-numbered, and a woman aviator can be intimidated.  Language and background can form barriers to learning if not properly addressed.  In aviation English is standard, but an understanding of the background of a student will help immensely. 

Teaching aviation students presents a unique challenge.  The average aviation student is 30 yrs old, and needs a completely different approach than a group of teenagers.  Adults learning a skill are motivated and have a reason to learn.  They are also very independent and self-directed.  The average adult has many experiences, and draws on them to guide decisions.  It is important to establish clear goals, and to provide the students with a specific schedule/syllabus.  Teaching to the level of the student is important.  There shouldn't be any "spoon-feeding" and the student should be treated with respect.

CFI Blog post #1

Epistemology: Positivist vs Constructivist

Now, before I go off on the differences between positivists and constructionists, let me explain what an epistemology is.

Epistemology is essentially the study of knowledge.  It attempts to answer what knowledge is and how we receive it.  For the sake of this blog post I'll divide it into two separate forms, Positivist and Constructivist.  My purpose in this blog is to give my opinions on Flight instructing, and so I'll apply these two forms into aviation, and teaching/learning how to fly. 

Positivist learning focuses on learning actual facts, and using rote memorization to ingrain something into the mind.  Personally I find positivist learning to be useful in some situations, but there is a lack of understanding. When I first learned how to fly an airplane I was taught what things were, but not really why.  This was helpful at the beginning, but in order to operate in a safer way I needed to understand why things worked, and why the airplane behaved the way it did. For example, I was taught that the airplane stalled when I was going slower, and when the angle of attack of the wing exceeded the critical angle.  However, I didn't know how or why that happened.

Constructivist learning focuses on the way things are learned, with more emphasis on why and how something happens.  For example, while working on my commercial license I learned how aerodynamics worked, and now I understand that an airplane can stall at any airspeed, and an increase in bank, or load factor can drastically raise the stall speed.

I feel like the constructive learning method is much better because the motivation included is much better.  I work as a manager at a carpentry mill and have found that when I teach why something is the way it is, my fellow employees are more efficient and I don't have to remind them as often.  Constructivist learning is what I feel is better.