hydroflyer
Well-known member
- Joined
- Feb 16, 2003
- Posts
- 254
As far as airspace goes, have them draw out the picture of airspace classifications a few times as well as the requirements to operate in the airspace. I know when I would write stuff down, I could remember it a lot better.
Another thing I would do with my students is ask them to tell me what airspaces they would be flying through when they planned a cross-country and what the requirements would be to operate in that airspace. It gives them a practical application and is a good review to ensure they know what is ahead. You can also point to a spot on a chart and ask what airspace you would travel through if you were to fly straight up like in a helicopter. That helps for them to visualize how airspace overlaps and reading the charts.
When it comes to the FAR's, try to tie them in to regular discussion, and maybe show how some of them are related. For example: You have higher cloud clearances and visibilities above 10,000 feet, which also happens to be the transition altitude to where no real speed limit is mentioned. As planes go faster, you need more visibility to keep yourself safely clear of them. I would also try to have my students read an FAR anytime they were reading a magazine article and saw one cited, that way they have a story to help them remember the reg. Just start early with the regs, there are too many to go through and no way you can teach a student all of them with boring ground lessons alone.
Another thing I would do with my students is ask them to tell me what airspaces they would be flying through when they planned a cross-country and what the requirements would be to operate in that airspace. It gives them a practical application and is a good review to ensure they know what is ahead. You can also point to a spot on a chart and ask what airspace you would travel through if you were to fly straight up like in a helicopter. That helps for them to visualize how airspace overlaps and reading the charts.
When it comes to the FAR's, try to tie them in to regular discussion, and maybe show how some of them are related. For example: You have higher cloud clearances and visibilities above 10,000 feet, which also happens to be the transition altitude to where no real speed limit is mentioned. As planes go faster, you need more visibility to keep yourself safely clear of them. I would also try to have my students read an FAR anytime they were reading a magazine article and saw one cited, that way they have a story to help them remember the reg. Just start early with the regs, there are too many to go through and no way you can teach a student all of them with boring ground lessons alone.
