Apply the safety concepts learned in previous classes to develop several detailed plans to potential problems faced in flight. To guide the planning, students should ask and then answer the question, “What would I do if……?” in response to problems such as, but not limited to:

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Demonstrate understanding of the five hazardous thoughts and associated antidotes to each of the following: Students will determine if they have one or more of these hazardous thoughts and explain what they do to realize when their decisions may be influenced by a hazardous thought. Students should also explain how they will counteract this thought in order to remain as safe as possible.

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Demonstrate understanding and be able to explain the privileges and FAA requirements for each of the following pilot certificates and ratings:

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Describe the functions and characteristics of an airplane’s aileron, elevator, and rudder, including the trim system if appropriate. Troubleshoot system problems to safely land aircraft in a variety of situations, including but not limited to:

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Describe the functions and characteristics of an airplane’s power plant, and troubleshoot system problems to safely land aircraft in a variety of situations, including but not limited to:

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Describe the functions and characteristics of an airplane’s instrument systems, and troubleshoot system problems to safely land aircraft in a variety of situations, including but not limited to:

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Describe the functions and characteristics of an airplane’s fuel systems, and troubleshoot system problems to safely land aircraft in a variety of situations, including but not limited to:

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Describe the functions and characteristics of an airplane’s electrical systems, and troubleshoot system problems to safely land aircraft in a variety of situations, including, but not limited to:

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Research, understand, and be able to explain the aerodynamics force that affect an aircraft on the ground and in flight. Anticipate, prevent, and recommend actions to recover from unsafe flight conditions such as, but not limited to:

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Explain the effects of high-density altitudes on aircraft takeoff distances, aircraft rate of climb, aircraft angle of climb, Indicated Airspeed (IAS) versus True Airspeed (TAS), and landing distances.

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Drawing on industry magazines, scholarly research, and news media, explore in an informational essay the chief features, advantages, and disadvantages of emerging aviation technologies, such as unmanned aerial vehicles (UAVs) and mobile technologies gaining prominence in aviation fields. Discuss how these technologies work, how they have impacted (or are expected to impact) the aviation industry, and their impact on aircraft safety.

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Demonstrate the ability to follow an emergency procedure for a low fuel situation. Read, recite, and complete the appropriate memory and non-memory checklists in front of peers or in a mock emergency situation while safely flying the aircraft.

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Demonstrate the ability to follow an emergency procedure for an aircraft fire situation. Read, recite, and complete the appropriate memory and non-memory checklists in front of peers or in a mock emergency situation while safely flying the aircraft.

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Demonstrate the ability to follow an emergency procedure for a medical emergency situation. Read, recite, and complete the appropriate memory and non-memory checklists in front of peers or in a mock emergency situation while safely flying the aircraft.

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Demonstrate the ability to follow an emergency procedure for a deteriorating weather situation. Read, recite, and complete the appropriate memory and non-memory checklists in front of peers or in a mock emergency situation while safely flying the aircraft.

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Demonstrate the ability to follow an emergency procedure for a two-way radio failure situation. Read, recite, and complete the appropriate memory and non-memory checklists in front of peers or in a mock emergency situation while safely flying the aircraft.

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Demonstrate the ability to follow an emergency procedure for a partial or complete engine failure situation. Read, recite, and complete the appropriate memory and non-memory checklists in front of peers or in a mock emergency situation while safely flying the aircraft.

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Consult the manufacturer’s approved limits for an aircraft’s center of gravity. Explain the associated problems when the aircraft’s center of gravity is forward or aft of the approved limits. Given a designated degree of imbalance, determine and demonstrate in a mock setting how to move passengers and/or cargo to bring the center of gravity within the manufacturer’s approved takeoff CG envelope. Correctly use a moment index to plot these changes on a loading graph to aid in the demonstration, attending to appropriate units, quantities, and terminology.

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Consult the manufacturer’s approved maximum takeoff weight. Explain the associated problems when the aircraft’s takeoff weight is greater than approved by the manufacturer. Calculate the proper reduction in weight for various combinations of passengers and cargo; be “able and willing” to reduce the payload as needed to bring the aircraft within the manufacturer’s approved takeoff weight.

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Determine the different factors involved in planning the best route on each leg of a cross- country flight. For each factor, describe why it should be considered when determining the route, citing, by contrast, what could go wrong if the factor was not considered. Examples include the following:

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Determine the different factors involved in calculating the best altitude to fly on each leg of a cross-country flight. Given a specific route, calculate optimum altitude for all stages of a cross-country flight, incorporating consideration of the factors identified above and relying on sectional and world aeronautical charts, aircraft specifications, and other resources to make proper determinations. Factors may include the following:

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Given a specific flight route, determine the headwind/tailwind component on each leg of a cross-country flight. Specifically,

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Given a specific flight route, determine the estimated groundspeed on each leg of a cross- country flight. Specifically,

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Given a specific flight route, determine the estimated magnetic heading required for each leg of a cross-country flight. Specifically,

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Citing relevant examples and supporting texts, explain to both a lay audience and a technical audience the concept of estimated time enroute (ETE) and the effect of flying through different time zones. For a given scenario, determine and communicate departure and arrival times in local times and GMT.

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Correctly simulate how to complete, file, activate, and close or cancel a VFR flight plan, following proper procedures and determining the information requested in each box of the flight plan.

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Research, role play, communicate, and write about the factors involved in correctly departing from and arriving at an airport. For each of the following, consult and cite the Airman’s Information Manual and FAA guidelines when modeling the behaviors necessary for successful takeoff and landing, including communications with ground control, air traffic control, any passengers, and relevant superiors, peers, and authorities:

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Demonstrate understanding and be able to explain important FARs that relate to Private Pilot operations included in the following, citing specific text and wording from the regulations. Articulate why these regulations are necessary and analyze how the FAA has structured the FARs in order to quickly retrieve such information in the future.

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Continue to explore and demonstrate understanding of proper techniques for improving pilot judgment and decision-making skills in every aspect of the pre-flight, in-flight, and post- flight stages.

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Students will demonstrate mastery of corresponding course content for the FAA Private Pilot written exam when achieving a score of 80% on a practice 60-question exam.

Standards

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