TRAINING MANUALS
Caribex has a set of ten training manuals from private through jet transition.
AVAILABLE on CD
With your company name and logo or as they are in open MS Word. Each manual is priced at $19.00 or for all ten $150.00
LIST OF MANUALS
1. PRIVATE MANUAL
2. INSTRUMENT MANUAL
3. COMMERCIAL MANUAL
4. MULTI ENGINE MANUAL
5. JET TRANSITION MANUAL
6. INTERNATIONAL PROCEDURES MANUAL
7. AUTOMATED COCKPIT FAILURE MANUAL
8. A&P INTRODUCTION MANUAL
9. DRONE TRAINING MANUAL
10. DRONE REGULATIONS
ALL TEN MANUALS ARE HIGHLY DETAILED CURRICULUMS DESIGNED FOR PROFESSIONAL INSTRUCTORS TO FOLLOW
ALSO, COMPLETE SET OF 135 AND 121 MANUALS ( CSET)
contact
CARIBEX INC
9173 OLD PINE ROAD
BOCA RATON FLORIDA 33428
Cel 954 683 0824
SAMPLE
PRIVATE PILOT SYLLABUS
Private Pilot ASEL Syllabus
Table of Contents
Section 1 -
Introduction..................................................................................................
4
How to use this
syllabus...............................................................................................
4
section 2 –
terminology.................................................................................................
5
section 3 – training
philosophy.....................................................................................
7
section 4 – teaching
methods......................................................................................
9
scenario based training
example of scenario-based
training ...........................................................................10
developing scenario-based
training............................................................................11
single pilot resource
management .............................................................................12
the “5P”
Check..............................................................................................................13
the SRM Decision
process ........................................................................................15
example of single pilot resource
management.........................................................16
learner centered
grading.............................................................................................17
desired
outcomes........................................................................................................18
section 5 – private pilot certification syllabus
to the PT and instructor that will use this
Syllabus ...................................................19
the use of Decision-Making Scenarios in flight
Training ........................................20
the pilot-in-training plays a role in grading the
lesson..............................................21
the format of each lesson
private pilot
syllabus...................................................................................................
22
private pilot curriculum
outline ...................................................................................23
private pilot
curriculum...............................................................................................
23
GROUND lessons 1
–20 ...........................................................................................23-36
FLIGHT TRAINING
PRE SOLO LESSON
1-24........................................................................................36-53
SCENARIO BASED TRAINING
lesson 1 – STUDENT PILOT PREP
........................................................................54
lesson 2 – Introduce Airplane Cockpit and Fundamental Flight Maneuvers........56
lesson 3 – trip to nearby
town ...................................................................................63
lesson 4 – Visit Manufacturing Facility at Nearby
Town ........................................64
lesson 5 – Pickup a Friend at a nearby City and
Return .......................................66
lesson 6 – a trip to a small airport
nearby ...............................................................69
lesson 7 – trip to Nearby
City ...................................................................................73
on 8 – Flight to Have Dinner with a
Friend ............................................................76
CFR'S REVIEW FINAL WRITTEN
TEST ...............................................................84
INSTRUCTOR ENDORSEMENT
FORMS..............................................................86
SECTION 1 – INTRODUCTION
Experience Requirements for a Private Pilot Certificate Include:
35 hours of flight time (40 hours for Part 61 programs)
35 hours of ground training (No minimum time is specified for Part 61 programs.)
Private Pilot Certification Course:
The Private License is made up of 2 requirements: Aeronautical Skill and Aeronautical Knowledge. This syllabus is written to satisfy 14 CFR Part 61/ 141 requirements. (With the addition of 5 hours of flight, this syllabus will be equally effective for 14 CFR Part 61) programs.
The syllabus is presented in Stages, containing the required learning Modules. The program is geared to be completed within 90 days. (subject to the trainees personal schedule) Each Module contains both flight and ground lessons. This delivers an integrated flight training process promoting learning and a more effective program. The ground lessons are to be completed prior to the flight segments. Each flight lesson includes pre- and post-flight briefing.
Testing Procedures: Each lesson contains a reading assignment associated with the ground training program. Review questions follow each chapter testing the student’s understanding of the material covered lesson and must be understood prior to moving on to the next module. Exams are is included with each stage, testing the student on both the ground and flight training material covered throughout the particular stage.
Minimum Requirements: The time necessary for the syllabus to qualify for FAR 61/ 141 operations includes meeting 35 hours of both ground and flight instruction (40 hours flight training for Part 61 programs). This is a minimum time- the average for completion of the private certificate is 73 flight hours.
Many factors play into the finishing flight time: frequency of flying, cooperative weather, airplane and instructor scheduling, and lapses in the flight training process. It is recommended the student fly at least twice a week. This type of schedule produces the most efficient training, and cuts down on review time. If there is a significant lapse in between flights, its often necessary to review prior maneuvers.
Instruction in a ground training device meeting the requirements of Part 61/ 141.41(a) may be credited for a maximum of 20% of the total flight training hour requirements. When a ground training device is used, the ideal sequence is to learn first in the ground training device and practice in the airplane.
Required Materials for the Private Pilot Certification Course:
• The Pilot’s Manual Ground School
• The Pilot’s Manual Flight School
• FAA Private Practical Test Standards
• FAR/AIM (updated annually)
• Private Pilot Test Prep (updated annually)
• logbook (student’s choice)
• flight computer (E6-B or CX-2 Pathfinder)
• plotter
• flight log
• Private Oral Exam Guide
• Sectional for local area
• Airport/Facility Directory for local area
The trainee must be in good health, possess a student pilots license and be at least 16 years of age to obtain the private license. Younger students are, of course, welcome and specialized curriculums are available for them.
The BEACH AVIATION syllabus uses “The GLEM Manual” series Ground School textbooks for its training program. A review and a test follows each chapter which is accompanied by assigned reading. A Private Pilot Test Prep is also recommended. Use of the test prep ensures the student is prepared for the FAA Knowledge Exam.
Ground Training curriculum ( LESSONS 1-20)
• Course objective
• School requirements, procedures, regulations
• Meteorology, Geography/ cartography/astronomy
• Forces acting on an airplane (physics)
• Stability and control
• Training airplane (airframe, engine, systems, flight instruments)
• Basic flight maneuvers
• Flight information
• Flight physiology
• Regulations
The above subjects are taught using approved manuals in a standard educational classroom environment. he trainee is introduced to the aircraft and begins actual flight training along with the classroom instruction on a schedule determined by the GS an flight instructor.
This syllabus meets FAA Industry Training Standards (FITS) for training private pilots. This syllabus is a guide for Beach Aviation Training personnel and trainees to use in day to day operations.
First, the flying modules employ real-world scenarios as the foundation of the training. Flight maneuvers are still a vital part of flight training and flight maneuvers are a part of this syllabus, but the use of real-world scenarios is used to enhance the pilot's decision making skills. The flight syllabus presents situations and circumstances that pilots face everyday as learning experiences and lessons. The primary tenant of this training is that you prepare the trainee for real-world flying.
Therefore, throughout the syllabus, the pilot in training (PT) is required to take on different tasks just as if they were already certificated pilots. The second unique feature of this kind of training is that it is competency based. When the pilot in training (PT) masters a particular skill area, he/she moves on regardless of how much time it takes to reach that point of mastery. This means that each lesson does not necessarily equal one flight. It may take several flights before the PT masters the elements of the lesson and is ready to move on to the next lesson.
Consequently, the amount of total flight hours a PT has when the syllabus is completed may be more or less than the minimum times under current aviation regulations. Please note that this training is conducted under current Bahamian and US FAR's which are acceptable in the Bahamas. Beach Training of course requires the students meet the FAA minimum training hours to receive that license.
Regulations; This syllabus is adaptable to 14 CFR Parts 142, 141, or 61. Refer to the appropriate regulations for your specific curriculum requirements.
The Four Levels of Acceptance;
1. This flight Syllabus: may include flight in an Advanced Training Device and includes flight in the actual aircraft.
2. This Syllabus is not intended to teach the pilot in training (PT) psychomotor pilot skills or full cockpit/aircraft integration in a specific aircraft. It’s intended to enhance certain skill sets of the PT as required to obtain a private license.
3. Accepted Learning Programs: The training process is augmented by use of interactive CD's videos or on-line courses on specific subjects. The purpose of the Beach Aviation Training program is to assist the PT to learn to safely fly while enhancing and challenging his thinking skills. Scenario training and/or testing is included throughout. After basic training on the equipment, scenarios are used to demonstrate PT proficiency, knowledge and judgment. The Beach Aviation Pilot training program allows for errors and demonstrates the consequences of errors in a safe and instructive methodology that most certainly develops in the trainee an appreciation of the body of knowledge he is to master as he trains to become a safe pilot.
4. Supporting Material: The inclusion of a discussion on risk management can be
of significant value to the PT and may used as a module in the syllabus. Also
manufacturers (Cessna, Cirrus, Eclipse, etc.) or developers of training
materials (Sporty’s, Jeppesen, King Schools, etc.) can be and are useful as
Supporting Material.
TERMINOLOGY
Automation Bias – The relative willingness of the pilot to trust and utilize automated systems.
Automation Competence – The demonstrated ability to understand and operate the automated systems installed in the aircraft.
Automation Management – The demonstrated ability to control and navigate an
aircraft by means of the automated systems installed in the aircraft.
Automated Navigation leg – A flight of 30 minutes or more conducted between two airports in which the aircraft is controlled primarily by the autopilot and the on board navigation systems.
Automation Surprise – Occurs when the automation behaves in a manner that is different from what the operator is expecting.
Candidate Assessment – A system of critical thinking and skill evaluations designed to assess a pilot in training’s readiness to begin training at the required level.
Critical Safety Tasks/Events – Those mission related tasks/events that if not
accomplished quickly and accurately may result in damage to the aircraft or loss of life.
Data link Situational Awareness Systems – Systems that feed real-time information to the cockpit on weather, traffic, terrain, and flight planning. This information may be displayed on the PFD, MFD, or on other related cockpit displays.
Emergency Escape Maneuver – A maneuver (or series of maneuvers) performed manually or with the aid of the aircraft’s automated systems that will allow a pilot to successfully escape from an unanticipated flight into Instrument Meteorological Conditions (IMC) or other life-threatening situations.
IFR Automated Navigation Leg – A leg flown on autopilot beginning from 500 ft AGL on departure (unless the limitations of the autopilot require a higher altitude, then from that altitude) until reaching the decision altitude or missed approach point on the instrument approach (unless the limitations of the autopilot require a higher altitude, then from that altitude). If a missed approach is flown, it will also be flown using the autopilot and on-board navigation systems.
Light Turbine TAA –is a jet or turboprop Technically Advance Aircraft (TAA) certified for single-pilot operations, weighing 12,500 lbs or less, that may be equipped with cabin pressurization, and may be capable of operating in Class A airspace on normal mission profiles.
Mission Related Tasks – Those tasks required for safe and effective operations within the aircraft’s certificated performance envelope.
Multi-Function Display MFD – Any display that combines primarily navigation,
systems, and situational awareness information onto a single electronic display.
Primary Flight Display (PFD) – Any display that combines the primary six flight
instruments, plus other related navigation and situational awareness information into a single electronic display.
Proficiency-Based Qualification – Aviation task qualification based on demonstrated performance rather than other flight time or experience.
Scenario Based Training – SBT is a training system that uses a highly structured script of real-world experiences to address flight-training objectives in an operational environment. Such training can include initial training, transition training, upgrade training, recurrent training, and special training. The appropriate term should appear with the term "Scenario Based," e.g., "Scenario Based Transition Training," to reflect the specific application.
Simulation Training Only – Any use of animation and/or actual representations of aircraft systems to simulate the flight environment. Pilot in training interaction with the simulation and task fidelity for the task to be performed are required for effective simulation.
Single Pilot Resource Management (SRM) – The art and science of managing all resources (both on-board the aircraft and from outside sources) available to a single pilot (prior and during flight) to ensure the successful outcome of the flight is never in doubt.
Technically Advanced Aircraft (TAA) – A General Aviation aircraft that contains the following design features: Advanced automated cockpit such as MFD or PFD or other variations of a Glass Cockpit, or a traditional cockpit with GPS navigation capability, moving map display and autopilot. It includes aircraft used in both VFR and IFR operations, with systems certified to either VFR or IFR standards. TAA’s may also have automated engine and systems management. VFR Automated Navigation Leg – A leg flown on autopilot from 1,000 ft AGL on the departure until entry to the 45-degree leg in the VFR pattern.
TRAINING PHILOSOPHY
Beach Aviation Pilot training includes, in addition to traditional classroom instruction, a scenario-based approach emphasizing the development of critical thinking and flight management skills in addition to reliance solely on traditional maneuver-based skills. The goal of our training philosophy is the acquisition of higher-level decision-making skills.
Previous training philosophies assumed that newly certified pilots generally remain in the local area until their aviation skills are refined. This is often no longer true with the advent of Technically Advanced Aircraft (TAA). Offering superior avionics and performance capabilities, these aircraft can travel faster and further than their predecessors.
As a result, a growing number of entry-level pilots are suddenly capable of long distance/high speed travel and its inherent challenges. Flights of this nature routinely span diverse weather systems and topography requiring advanced flight planning and operational skills. Advanced cockpits and avionics, while generally considered enhancements, require increased technical knowledge and finely tuned automation competence. Without these skills, the potential for an increased number of pilot-induced accidents is daunting.
A different method of training is
required to accelerate the acquisition of these skills. Research has proven that
learning is enhanced when training is realistic. In addition, the underlying
skills needed to make good judgments and decisions are teachable. Both the
military and commercial airlines have embraced these principles through the
integration of Line Oriented Flight Training (LOFT) and Cockpit Resource
Management (CRM) training into their qualification programs. Both LOFT and CRM
lessons mimic real-life scenarios as a means to expose pilots to realistic
operations and enhance their critical decision making capabilities.
The most significant shift in these programs has been the movement from traditional maneuver-based training to incorporate training that is scenario-based. Maneuver-based training emphasizes the mastery of individual tasks or elements. Regulations, as well as Practical Test Standards (PTS), drive completion standards. Flight hours and the ability to fly within specified tolerances determine competence. The emphasis is on development of motor skills to satisfactorily accomplish individual maneuvers.
Traditionally, limited emphasis was placed on decision-making. As a result, when the newly trained pilot flies in the real-world environment, he or she is often inadequately prepared to make crucial decisions. Scenario Based Training (SBT) and Single Pilot Resource Management (SRM) are similar to LOFT and CRM training. However, each is tailored to the pilot’s training needs. These techniques use the same individual tasks that are found in the traditional Maneuver Based Training, but script them into scenarios that mimic real-life cross-country travel. By emphasizing the goal of flying safely, the pilot in training correlates the importance of individual training maneuvers to safe mission accomplishment.
The Beach Aviation instructors
continuously interjects “What If?” discussions as a means to provide the trainee
with increased exposure to proper decision-making. Because the “What If?”
discussions are in reference to the scenario, there is a clear connection
between decisions made and the final outcome. The “What If?” discussions are
designed to accelerate the development of decision-making skills by posing
situations for the pilot in training to consider. Once again, research has shown
these types of discussions help build judgment and offset low experience.
Questions or situations posed by the instructor must be open-ended (rather than
requiring only rote or one-line
responses). In addition, the instructor guides the pilot in training through the
decision process by: 1) Posing a question or situation that engages the pilot in
training in some form of decision-making activity. 2) Examining the decisions
made. 3) Exploring other ways to solve the problem. 4) Evaluating which way is
best. For example, when the pilot in training is given a simulated engine
failure, the instructor might ask questions such as: “What should we do now?”
Or, “Why did you pick that place to land?” Or, “Is there a better choice?” Or,
“Which place is the safest?”
Or, "Why?” These questions force the pilot in training to focus on the decision process. This accelerates the acquisition of improved judgment, which is simply the decision making process resulting from experience. It is not innate. All of our life experiences mold the judgment tendencies we bring to our flight situations. By introducing decision making opportunities into routine training lessons, we speed-up acquisition of experience, thus enhancing judgment.
For Scenario Based Training (SBT) to be effective, it is vital that the trainee and the Instructor communicate the following information well in advance of every training flight:
With the guidance of the Instructor, the pilot in training should make the flight scenario as realistic as possible. This means the pilot in training will know where they are going and what will transpire during the flight. While the actual flight may deviate from the original plan, it allows the pilot in training to be placed in a realistic scenario.
Scenario Planning – Prior to the flight, the Instructor will brief the scenario to be
planned. The Instructor will review the plan and offer guidance on how to make the lesson more effective. Discussion, in part, will reflect ways in which the Instructor can most effectively draw out a pilot in training's knowledge and decision processes. This enables the Instructor to analyze and evaluate the pilot in training’s level of understanding. After discussion with the Instructor, the pilot in training will plan the flight to include:
Example of Scenario Based Training;
Consider the following example: The Instructor provides a detailed explanation on how to control for wind drift. The explanation includes a thorough coverage of heading, speed, angle of bank, altitude, terrain, and wind direction plus velocity. The explanation is followed by a demonstration and repeated practice of a specific flight maneuver, such as turns around a point or S turns across the road until the maneuver can be consistently accomplished in a safe and effective manner within a specified limit of heading, altitude, and airspeed. At the end of this lesson, the pilot in training is only capable of performing the maneuver.
Now, consider a different example: The pilot in training is asked to plan for the arrival at a specific uncontrolled airport. The planning should take into consideration the possible wind conditions, arrival paths, airport information and communication procedures, available runways, recommended traffic patterns, courses of action, and preparation for unexpected situations. Upon arrival at the airport the pilot in training makes decisions
(with guidance and feedback as necessary) to safely enter and fly the traffic pattern. This is followed by a discussion of what was done, why it was done, the consequences, and other possible courses of action and how it applies to other airports. At the end of this lesson the pilot in training is capable of explaining the safe arrival at any uncontrolled airport in any wind condition.
The first example is one of
traditional pilot training, where the focus is on the maneuver. The second is an
example of scenario-based training, where the focus is on real world
performance. Many learning developers in flight training have built on the
former option. Traditional training methods in many instances are giving way to
more realistic and fluid forms of learning. The aviation industry is moving from
traditional knowledge-related learning outcomes to an emphasis on increased
internalized learning in which learners are able to assess situations and
appropriately react. Knowledge components are becoming an important side effect
of a dynamic learning experience.
Reality is the ultimate learning situation and scenario-based training attempts to get as close as possible to this ideal. In simple terms, scenario-based training addresses learning that occurs in a context or situation. It is based on the concept of situated cognition, which is the idea that knowledge cannot be known and fully understood independent of its context. In other words, we learn better, the more realistic the situation is and the more we are counted on to performs.
Single Pilot Resource Management; SPM;
The art and science of managing all the resources (both on-board the aircraft and from outside sources) available to a single-pilot (prior and during flight) to ensure that the successful outcome of the flight is never in doubt. Most of us remember a favorite Instructor from our past that showed us the best way to solve in-flight problems and unforeseen circumstances.
This is what SRM is all about, helping pilots learn how to gather information, analyze it, and make good decisions.
Teaching pilots to identify problems, analyze the information, and make informed and timely decisions is one of the most difficult tasks for Instructors. By way of comparison, the training of specific maneuvers is fairly straightforward and reasonably easy to understand. We explain, demonstrate, and practice a maneuver until proficiency is achieved. We are teaching the pilot in training “what to think” about each maneuver and sign them off when they demonstrate proficiency. Teaching judgment is harder.
Now we are faced with teaching the pilot in training “how to think” in the endless variety of situations they may encounter while flying out in the “real world.” Often, they learn this by watching Instructors. They observe reactions, and more importantly,
actions, during flight situations and they often adapt the styles of the Instructor to their own personalities.
The SRM scenarios, expressed in this training manual incorporate several maneuvers and flight situations into realistic flight scenarios. The scenarios are much like the Line Oriented Flight Training (LOFT) employed by the major corporate and airline training organizations for years.
Pilots need to understand that non-pilots may not understand the level of risk involved in the flight. There is an element of risk in every flight. That’s why SRM calls it risk management not risk elimination. While a pilot may feel comfortable with the risk present in a night IFR flight, the passengers may not and may manifest this during the flight. The human reaction to fear and uncertainty is as varied as the shapes of our ears.
Some become quiet, some talk incessantly, and in extreme cases anger and fear are strongly manifested. This may be the last thing the pilot needs to deal with while shooting the ILS to 400 feet and a mile visibility at midnight.
GROUND TRAINING FORMAT EXPANDED
The Beach Aviation GS curriculum introduces the student to a wide variety of subjects associated with and required in the safe operation of aircraft in today's environment. To successfully complete the training the student must, in addition to meeting the physical requirements, possess common sense and have a well-defined grasp of basic math and general science. The GS instruction will be mixed with actual flight and simulator training on a schedule worked out between the GS and flight instructor. Each trainee will be tested on each subject along with a comprehensive final exam. The minimum passing grade is 80%. The subject matter will be introduced, discussed and explained in class however considerable home work is expected and required to gain a useful understanding of the material.
LESSON 1
The forces acting on an airplane
____ Weight
____ Lift
____ streamline/turbulent flow
____ Bernoulli’s Principle
____ dynamic/static pressure
____ airspeed
____ airfoil shape
____ aerodynamic force
____ pressure distribution and CP movement
____ Drag
____ total drag
____ parasite drag
____ skin-friction drag
____ form drag
____ interference drag
____ induced drag
____ angle-of-attack
____ wing design
____ lift/drag ratio
____ wing flaps
____ leading-edge devices
____ spoilers
____ Thrust
____ propeller motion
____ forces on a propeller blade
____ propeller efficiency
____ controllable-pitch propellers
____ takeoff effects of propellers
____ propeller torque effect
____ gyroscopic effect
____ P-factor, Stability and control
____ Stability
____ static/dynamic stability
____ stability vs. maneuverability
____ airplane equilibrium
____ pitching moments
____ longitudinal/directional/lateral stability
____ Control
____ elevator
____ ailerons
____ rudder
____ control effectiveness
LESSON 2
Airframe
____ Fuselage
____ Wings
____ Empennage
____ Flight controls