Module 1: How do pilots understand each other?

STUDENT

ACTIVITY: Language

I F P I LOT S H AV E TO S P E LL O U T
WO R D S O N T H E R A D I O , T H E Y U S E S P E LL O U T T H E F O LLOW I N G WO R D S U S I N G
AV I AT I O N ’ S P H O N E T I C A LP H A B E T : T H E P H O N E T I C A LP H A B E T :

Alpha Quebec (kuh-BEK) 1. PILOT __________________________________________________

Bravo Romeo
2. AIRPLANE ______________________________________________
Charlie Sierra
Delta Tango 3. SCHOOL ________________________________________________
Echo Uniform
Foxtrot Victor 4. Name of your school mascot ____________________________

Golf Whiskey
5. Your city or town ________________________________________
Hotel X-ray
India Yankee 6. Your first name __________________________________________
Juliet Zulu
7. Your teacher’s name ____________________________________
Kilo
Lima (LEE-muh) 3 Tree 8. The color of your school bus______________________________
Mike 9 Niner
November 0 Zero
Oscar All other numbers
Papa standard pronunciation

W H E N P I LOT S TA LK O N T H E R A D I O , T H E Y U S E S TA N DA R D ,
A B B R E V I AT E D WO R D S T H AT S TA N D F O R T Y P I CA L
M E S S AG E S O R I D E A S .
See if you can match these messages with the correct radio language!

Message Radio Language

1. No, I can’t do that _____ Roger

2. I heard you _____ Say Again

3. Didn’t understand, repeat _____ Wilco (Hint: Will Comply)

4. Yes _____ Unable

5. Yes, I’ll do that _____ Affirmative

Fo r S t u d e n t s
Module 1: How do pilots understand each other?

STUDENT

ACTIVITY: Language

A I R C R A F T A R E CA LLE D O N T H E R A D I O BY T H E I R “ TA I L N U M B E R ”
( T H E I R FA A R E G I S T R AT I O N N U M B E R . )
In the United States, they all begin with “N” (“November.”)

How would you call these aircraft on the radio? Use the phonetic alphabet for all letters.

Fo r S t u d e n t s
Module 2: What are the parts of an airplane?

STUDENT

ACTIVITY: Ai r c r a f t B a s i c s

T H E M A I N PA R T S O F A N A I R P L A N E

* Left wing strut hidden

under wing in this diagram

T H E M A I N PA R T S O F A N A I R P L A N E
1. Propeller 10. Rudder
2. Landing Gear 11. Elevator
3. Right Wing Strut* 12. Left Flap
4. Wing 13. Left Aileron
5. Right Aileron 14. Door
6. Right Flap 15. Fuel Tanks
7. Fuselage 16. Windshield
8. Horizontal Stabilizer 17. Engine Cowl
9. Vertical Stabilizer

Fo r S t u d e n t s
Module 2: What are the parts of an airplane?

STUDENT

ACTIVITY: Ai r c r a f t B a s i c s

D I D YO U LE A R N T H E S E N E W WO R D S ?

The “body” of an airplane: F__ __ __ __ __ __ __

The “hood” that covers the engine: ENGINE C __ __ __

The flight control on the horizontal stabilizer that raises or lowers the nose: E __ __ V __ __ __ __

Like on a boat, the flight control on the vertical stabilizer that turns the airplane’s nose right
or left: R __ __ __ E __

The role of the airplane’s tail is to balance and steady its flight. That’s why its horizontal
part and its vertical part are both called a: S __ __ B __ __ __ Z __ __

Near the tip of the wing, the flight control that banks the wing for a turn is an:
A __ __ __ R __ __

Also on each wing is a F __ __ __ . When lowered for takeoff and landing, it changes the
shape of the wing to create more lift.

On a high-wing airplane, a pole-like structure provides additional support to the wing.

It is a: S __ __ __ T

Fo r S t u d e n t s
Module 2: What are the parts of an airplane?

STUDENT

ACTIVITY: Ai r c r a f t B a s i c s

W R I T E T H E N A M E O F E AC H PA R T O F A N A I R P L A N E U N D E R I T S P I CT U R E :

Wing Strut

Propeller

Flap

Rudder

Aileron

Elevator

Tail

Wing

Fo r S t u d e n t s
Module 3: How does a pilot control the airplane?

STUDENT

ACTIVITY: Flight Controls

F O LLOW T H E S E I N S T R U CT I O N S TO B U I LD YO U R OW N G LI D E R .

M AT E R I A LS :
Sheet of paper
Paper clips
Room to throw

TO D O I T :
Folded Paper Glider fold here

1. Fold paper in half lengthwise and 1

crease.

2. Fold down the corner of one side so the

edge is even with the folded side of your
2 fold here
original crease. Flip paper over and
repeat to form a point.

3. Fold down the angled edge on one side

so it is even with your original fold. Flip 3
and repeat. You should now have a
more narrow point.

fold here
4. Make a third fold that brings your new
4
top edge even with the bottom of your
original fold.

5. Push up the wings so they are perpendi-

cular to the body of your airplane. Try
launching your airplane 5

(Tip: If it seems "nose heavy" use paper-

clips near the rear of the airplane to
add weight and help keep the nose up.
You may need 2-3 paperclips)

Fo r S t u d e n t s
Module 3
STUDENT

F O LLOW T H E S E I N S T R U CT I O N S
TO B U I LD YO U R OW N G LI D E R .
4

Fo r S t u d e n t s
Module 3: How does a pilot control the airplane?

STUDENT

ACTIVITY: Flight Controls

C I R C LE O N E O R F I LL I N T H E B L A N K S :

1. To turn the plane, the pilot turns the control wheel LEFT / RIGHT to start a left turn.

2. Turning the control wheel makes the wings tilt or “B __ __ __ .”

3. To start a turn to the right, the pilot would turn the control wheel to the LEFT / RIGHT.

4. To help coordinate the turn, the pilot uses the R __ __ __ __ R.

C I R C LE O N E :

1. To facilitate a left turn, the pilot pushes the LEFT / RIGHT rudder pedal.

2. To start a climb, the pilot PUSHES FORWARD / PULLS BACK on the control wheel.

3. To start a descent, the pilot PUSHES FORWARD / PULLS BACK on the control wheel.

Fo r S t u d e n t s
Module 4: How does the airplane fly?

STUDENT

ACTIVITY: Ae r o d y n a m i c s

LIFT—air flowing over the

wings and the angle of the
wing relative to the passing air
together move the aircraft
DRAG—a force
THRUST—a upward
that slows the for-
force created ward movement of
by the engine the airplane through
that moves the air. The surfaces
the airplane of the airplane cause
forward drag as they move
through the air

GRAVITY—a force pulling

down on the airplane; it’s the
same force that keeps you on
the earth

C I R C LE O N E O R F I LL I N T H E B L A N K S :

1. A propeller moves an airplane __________________ by creating thrust.

2. For every action there is an __________________ and __________________ reaction, according to Newton.

3. Air flowing over and under the wings generates __________________ which makes an
airplane conquer gravity and fly.

4. __________________ is air resistance created by airplane parts in the air stream.

T R U E O R FA LS E :

1. ________ Air moves slower around the curved top part of a wing.

2. ________ Air moving over the wing creates higher air pressure above the wing.

3. ________ Lift can overcome the effects of gravity.

4. ________ The shape of a wing has no affect on how much lift is produced.

Fo r S t u d e n t s
Module 5: How does an airplane balance its weight?

STUDENT

ACTIVITY: We i g h t a n d B a l a n c e

A S O N A T E E T E R -TOT T E R , A LL W E I G H T S I N A N A I R P L A N E
( O C C U PA N T S , F U E L , CA R G O ) M U S T B E B A L A N C E D .

A
AR M
A
A ARM A ARM B B
AR M
B

On a teeter-totter, the point where the weight of each child is balanced is called the fulcrum.
Balancing the teeter-totter is determined by the product of: 1. the weight of each child 2. the distance of
each child from the fulcrum.

(weight of Child A x Arm A = weight of Child B x Arm B)

On an airplane, the fulcrum is called the

center of gravity (CG). It reflects the sum of a
number of weights along the length of the
plane (like having several children on one side
of the teeter-totter, not just one!) Some of these
weights include:

3 2 1 1. the pilot and front seat passenger

4 2. the back seat passengers
3. cargo/baggage behind the back seat

5 4. the weight of fuel in the wings

5. the weight of the plane itself

Because the engine (in front) is the heaviest part of a plane, most of these varying weights are on or behind
the plane’s center of gravity (at the wing).

Fo r S t u d e n t s
Module 5: How does an airplane balance its weight?

STUDENT

ACTIVITY: We i g h t a n d B a l a n c e

C I R C LE O N E O R F I LL I N T H E B L A N K S :

1. The point where a teeter-totter rests is called a fulcrum. TRUE / FALSE

2. Kathryn and Kim each weigh 85 pounds they are sitting equally far from the center of the
teeter-totter, they will B __ __ __ __ __ __ each other.

3. Jeffrey weighs 95 pounds and Jennifer weighs 72 pounds. Jennifer will have to sit
CLOSER / FARTHER AWAY from the center than Jeffrey to counter-balance Jeffrey’s weight.

4. The distance from the center of balance (fulcrum) to the weight of each child is call the A __ __.

5. Two factors determine if each child will be in balance:

A. the child’s W __ __ __ __ __ and
B. the distance to the center of balance (__ __ M)

6. The one point on a beam (like our teeter-totter) where all weights and distances balance is called the
fulcrum. In an airplane, it is called the center of G __ __ __ __ __ __.

Fo r S t u d e n t s
Module 5: How does an airplane balance its weight?

STUDENT

ACTIVITY: We i g h t a n d B a l a n c e

C I R C LE O N E O R F I LL I N T H E B L A N K S :

1. In the air, the weight of the plane, its equipment and all the people, cargo and fuel in it have one
__ E __ __ __ __ of __ __ __ __ I __ __.

2. In the air, the center of gravity is somewhere along the W __ __ __, where the center of lift also is located.

3. The engine in the very front of the plane is one of the heaviest parts of the plane. No wonder the
distance from the engine to the wing is SHORTER / LONGER than the distance from the wing to the tail.

4. The plane’s front seats and fuel in the wings are very close to the center of gravity and the center of lift.

A. Carrying a heavier pilot and passenger in the front seats will likely have A LARGE / A SMALL effect
on the balance of the airplane.

B. Carrying more fuel will add weight, but will have A LARGE / ALMOST NO effect on the balance of
the airplane.

5. The passenger seats are in the rear of the plane, and the cargo bin is even further back
(behind the rear seats and well behind the wing).

A. Carrying passengers in the rear seats will likely have an effect on the plane’s balance. TRUE / FALSE

B. Carrying a little cargo in the cargo bin will have no effect on the plane’s balance. TRUE / FALSE

6. The safe flight of an airplane depends on both __ __ __ G __ __ and __ __ L __ __ __ __ .

Fo r S t u d e n t s
Module 6: What do all these gauges do?

STUDENT

ACTIVITY: Instruments

N A M E A N D R E A D E AC H I N S T R U M E N T

Name: _________________
Speed: ____________ knots
Name: _________________
____________ mph
Altitude: __ , __ __ __ feet

Name: _________________
Is plane climbing? ______

Name: _________________ Flying level? ______

Heading: _______ degrees Descending? ______

Name: _________________
Name: _________________ Plane is banking:
Altitude: __ , __ __ __ feet ___ Right? ___ Left?

Name: _________________ Name: _________________

Plane is turning: Plane is banking:
___ Right? ___ Left? ___ Right? ___ Left?

Fo r S t u d e n t s
Module 6: What do all these gauges do?

STUDENT

ACTIVITY: Instruments

R E A D T H E I N S T R U M E N T S * TO A N S W E R T H E Q U E S T I O N S B E LOW :

1. What is the airplane’s indicated airspeed?

__ __ __ knots
2. At what altitude is the airplane?
__ , __ __ __ feet

3. The airplane is in a turn.

What two instruments tell you?
A. ARTIFICAL __ __ __ __ __ __ __
B. TURN __ __ __ __ __ __ __ __ __ __ __

4. The airplane is descending.

What instrument(s) tell you?
V __ __ __ __ __ __ __
S __ __ __ __ 5. What direction is this plane flying?
I __ __ __ __ __ __ __ __

TH I N K IT TH ROUG H… .
Since the airplane is banked and turning, is the airplane’s heading going to change or stay the same?
______________________________________________

Since the airplane is descending, will the airspeed likely stay the same, decrease or increase?
_____________________________________________

Read the Vertical Speed Indicator. How long will the airplane take to descend 1,000 feet? _______ minutes

Fo r S t u d e n t s
Module 7: How does the weather affect flying?

STUDENT

ACTIVITY: We a t h e r

Low stratus Cumulonimbus

Pilots watch the clouds, because clouds can indicate the kind of weather in store for a flight.

F I LL I N T H E B L A N K S O R C I R C LE O N E :
A. Stratus means flat or “on one level.”

“Low stratus” (clouds near the ground) can be part of a wide area of poor weather near weather fronts.
A stratus cloud at ground level is called F __ __.

Pilots who are certified to fly using instruments only can fly in the low ceilings and poor visibilities
typical of low stratus clouds.

B. Cumulus means “clumped.” Large, tall cumulus clouds can have dark bottoms (bases) indicating they
have grown vertically and now block out the sun’s light.

When clouds grow enough vertically, they can produce R __ __ __ by elevating their water vapor
until it cools and condenses into water drops which are heavy enough to fall. We call this precipitation.

When these clouds grow very tall (20,000 to 50,000 feet) and get very dark, they are called
cumulonimbus – the cloud structure of a typical T __ __ __ __ __ __ storm.

If cumulonimbus clouds have grown massively in vertical development, rain will likely be
light / moderate / very heavy. (circle one)

Cumulonimbus clouds grow with afternoon heat or when two air masses meet in a “front.”
At a front, warmer and cooler air meet. The warmer air is forced __ __ , making tall clouds that
produce rain or thunderstorms.

Fo r S t u d e n t s
Module 7: How does the weather affect flying?

STUDENT

ACTIVITY: We a t h e r

Fair weather cumulus High cirrus

Pilots can fly by avoiding these areas or flying around them.

C. Fair weather cumulus have little height (vertical development.) They have little / great potential to
produce rain.

D. Cirrus clouds high altitudes where it is cold, are made of ice crystals, not water vapor. They usually
indicate nothing but good flying weather.

Near tall mountains, some types of windblown cirrus clouds can indicate turbulent air flow over the
mountain – showing pilots areas of turbulence to avoid.

Clouds are the pilot’s “road signs” to weather in the area.

Fo r S t u d e n t s
Module 7: How does the weather affect flying?

STUDENT

ACTIVITY: We a t h e r

TO DAY, P I LOT S H AV E M O R E T H A N C LO U D S TO T E LL T H E M W H AT ’ S A H E A D .
WHAT DO THESE SATELLITE IMAGES TELL YOU ABOUT THE LOCAL WEATHER?

Map 1 Map 2

Weather reports, satellite photos and weather radar tell what the weather is beyond what can be seen.

W H AT D O T H E S E R A DA R I M AG E S S AY A B O U T W E AT H E R I N T H E S E A R E A S ?

MAP 1: A line of R __ __ __ extends from Virginia to Connecticut. An area of R __ __ __ extends off-shore

into the Atlantic. The heavier rain is shown in YELLOW.

In northern Ohio and NW Pennsylvania, there is “lake effect” S __ __ __ blowing downwind of the Great
Lakes, since precipitation in areas below freezing is shown in BLUE.

MAP 2: The Florida Panhandle, Georgia and South Carolina have a line of H __ __ __ __ rain and
thunderstorms storms shown in YELLOW.

Fo r S t u d e n t s
Module 7: How does the weather affect flying?

STUDENT

ACTIVITY: We a t h e r

Map 3 Map 4

MAP 3: In Maine, there are embedded T __ __ __ __ __ __ storms shown in YELLOW.

(Embedded: hidden inside areas of general rain.)

To the west, on the border with Canada, there is also L __ __ __ E __ __ __ __ __ snow (in blue) downwind
of two Great Lakes.

MAP 4: Northern California near San Francisco and the normally warmer coast has an area of rain
and a L __ __ __ of heavier rain (in YELLOW.)

An area of S __ __ __ is shown (in BLUE) in the normally colder Sierra Nevada, tall mountains east of the
city near the Nevada border.

Fo r S t u d e n t s
Module 7: How does the weather affect flying?

STUDENT

ACTIVITY: We a t h e r

F I LL I N T H E B L A N K S O R C H O O S E O N E :

1. Generally, BAD / GOOD weather is associated with high-pressure areas (H on the weather map)
while L __ __ pressure areas (L on the weather map) often bring POOR / BETTER weather.

2. Air flows from high pressure areas towards __ __ __ pressure areas. Atmospheric pressure,
called b __ __ __ m e t r i c pressure, is measured by a b __ __ __ m e t e r. When a Low is approaching,
__ __ __ __ m e t r i c pressure rises / falls.

3. In the Northern Hemisphere, air circulation around a High is clockwise. Air circulation around a Low
is c __ __ __ __ __ __ -clockwise.

4. The J __ __ Stream is described as a “river” of strong winds that snakes around the globe at high
altitudes, where jets fly. It helps steer Highs and Lows (and associated storm systems) in
their movement across the U.S.

5. Because of prevailing winds and the rotation of the e __ __ __ __, weather in the U.S. generally
moves from West to __ __ __ __.

6. Temperature, wind and a __ __ pressure can change as a front passes by. After a cold front passes, it
usually will be W __ __ __ y and cooler.

7. Since the cold front was probably generated by the inflow from a high pressure area, barometric
pressure after a front passes will probably fall / rise.

8. Heating of the earth’s surface by the sun during the day can cause c __ __ __ __ s to form or grow, if
enough moisture is in the air. Lots of heating causes vertical development, leading to r __ __ __ or
even a t __ __ __ __ __ __ storm.

T R U E O R FA LS E
________ Air tends to flow from areas of low pressure to areas of high pressure.

________When two air masses meet, it is called a front.

________Pilots cannot fly in the rain.

________At higher altitudes, water vapor in clouds can create ice on aircraft, even in the summer.

Fo r S t u d e n t s
Module 8: Flight Planning

STUDENT

ACTIVITY: Ti m e

AV I AT I O N T I M E – F O R YO U R T R AV E LS A R O U N D T H E WO R LD !

Aviators use “military time” or the “24-hour clock”, rather than the 12-hour clock we know that goes
around twice each day. Why? To eliminate confusion about “a.m.” and “p.m.” and to make time compar-
isons and conversions easier. Converting 12-hour to 24-hour time:

No difference in morning hours, just precede with a “0” (6:00 a.m. = 0600)
After 12:00 noon, just add 12 to the hours (3:00 p.m. = 1500)
In either case, minutes follow hours (no colon) (0615, 1530)

2 4 - H O U R T I M E : T RY I T O U T !

1. 1200 is 12:00 Noon. What time is 1PM? __ __ __ __

2. If you eat dinner at 6PM, what 24-hour time is that? __ __ __ __

3. If you start studying at 8 PM, what time is that? __ __ __ __

4. If you go to bed at 10 PM, it’s…. __ __ __ __ in 24-hour time.

5. Oh, it’s late! It’s one minute before midnight, or __ __ __ __

D I D YO U K N OW ? “ WO R LD T I M E ” I S AV I AT I O N T I M E

How many time zones are there around the world, allowing the sun to be almost directly overhead at
noon in every place? ____________ (Hint: How many hours in a day… one rotation of the earth)?

One time zone is the basis for all other time. It is centered in Greenwich, England – the historical center
of sea and air navigation at 0 degrees longitude. Once called Greenwich Mean Time (GMT), it’s
now Universal Coordinated Time (UTC).

Each of 24 time zones has a letter. World standard UTC is the last one, the Z or “Zulu” time zone. In the
U.S. (being west of England), local time is so many hours “behind” Zulu time. (The sun — rising in the
east — rises earlier in England, well before it does here!)

To convert our local time to Zulu time, we add however many hours difference there is between
the two time zones.

Fo r S t u d e n t s
Module 8: Flight Planning

STUDENT

ACTIVITY: Ti m e

Alaskan

Pacific
Mountain Central

Eastern

Hawaiian

TO C O N V E R T B E T W E E N U TC A N D YO U R T I M E Z O N E , A D D O R S U B T R ACT.

(HI)* (AK) (PT) (MT) (CT) (ET)

Standard (Winter) time: 10 9 8 7 6 5

Daylight (Summer) time: 9 8 7 6 5 4

1. What U.S. time zone are you in? ______________

2. In winter, you add how many hours to make Zulu time? ____

3. In winter, when is your local noon in Zulu time? __ __ __ __ Z

4. In winter, when is your local midnight in Zulu time? __ __ __ __ Z

5. In winter, your 7 a.m. breakfast is at what time, Zulu? __ __ __ __ Z

6. In summer (daylight time), 1200Z is at what local time? __ __ __ __ Local Time

7. In summer, 0000Z (the end of the 24-hour clock and the beginning of a new day GMT) is at what
time where you live? __ __ __ __ Local Time

* Hawaiian Aleutian Standard Time (HAST)

Fo r S t u d e n t s
Module 8: Flight Planning

STUDENT

ACTIVITY: Te m p e r a t u r e

Aviation, uses the Celsius (C) temperature scale rather than Farenheit (F).
It makes temperature calculations easier. Celsius is also called Centigrade because it has only 100
degrees between water freezing (0C rather than 32F) and water boiling (100C, not 212F.)

Use the following formulas to convert from Celsius to Farenheit or Farenheit to Celsius:

C = (F - 32) x 5/9 or F = (C x 9/5) + 32

W H AT D O E S C E LS I U S F E E L LI K E ? ( F I LL I N T H E B L A N K S )

15C is a slightly chilly… __ __ F

20C is a comfortable… __ __ F

30C is a pretty warm… __ __ F

Body temperature is 98.6F or about… __ __ C C to F? Try it in your head!

• Double Celsius
40C is a hot, hot….. __ __ __ F
• Subtract 10%
• Add 32
Why do pilots care about temperature?

AIRPLANE PERFORMANCE DECREASES WITH TEMPERATURE

Higher temperatures really mean that air molecules are moving faster. The air is therefore “less dense.”
The propeller cannot “grab” the air as well. The wing cannot generate as much lift.

1. Airplane A’s takeoff performance decreases 10% for each 10C increase in temperature. If it normally
needs 2,000 feet for a safe take-off, how much runway is needed when temperature is 30C above normal?
_______ feet of runway

2. Will a 3,000 foot runway be enough? YES / NO

Fo r S t u d e n t s
Module 8: Flight Planning

STUDENT

ACTIVITY: Speed

T H E S P E E D O F P L A N E S , LI K E B OAT S , I S M E A S U R E D I N “ K N OT S ” O R
N AU T I CA L M I LE S ( N M ) P E R H O U R .
A nautical mile is 15% larger than a regular “statute” mile.

To convert from miles to nautical miles, or mph to knots: Divide by 1.15

To convert from nautical miles to miles, or knots to mph: Multiply by 1.15

T RY I T :

1. 100 knots is __ __ __ miles per hour.

2. 100 miles per hour is __ __ knots.

3. Surface winds near a thunderstorm can be 70 knots or __ __ mph!

4. A jet flying at 500 knots is going __ __ __ miles per hour.

AV I AT I O N W E AT H E R R E P O R T S S H OW W I N D S P E E D S I N K N OT S . W H Y ?
Airspeed + / - Winds Aloft = Groundspeed

To the plane’s airspeed, the pilot has to add a tailwind or subtract a headwind to know
“groundspeed” — how fast the plane is travelling over the ground.

1. You’re flying at 100 knots with a 20-knot tailwind. Your groundspeed is __ __ __ knots.

2. You’re flying at 100 knots with a 20-knot headwind. Your groundspeed is __ __ knots.

3. This 20-knot headwind (at 100 knots airspeed) cuts the plane’s groundspeed by __ __ per cent.

4. In a plane flying at 200 knots airspeed, a 20-knot headwind cuts the plane’s groundspeed by __ __
per cent.

Fo r S t u d e n t s
Module 8: Flight Planning

STUDENT

ACTIVITY: Ti m e / S p e e d / D i s t a n c e

TI M E / S P E E D/ DI STANCE CALCU LATION S AR E K EY TO F LIG HT P LAN N I NG –

TO P R E DICT W H E N YOU’LL AR R IVE, AN D TO K NOW HOW M UCH F U E L TO CAR RY.

1. With 100 knots airspeed and 20 knot headwind, how long will it take to fly to a city 160 nm ahead?
____ hours

2. With a 150 knot airspeed and 30 knot tailwind, how long will it take to fly to a city 360 nm ahead?
____ hours

LE T ’ S D O S O M E R E A L- WO R LD F LI G H T P L A N N I N G :
Assume the following for the questions below:
Your destination is 300nm away from you.
Your airplane flies at a cruise speed of 120 knots.
Fuel consumption is a constant 8 gallons per hour (gph).
For safety, you must have at least 30 minutes of fuel remaining on arrival.

1. It’s 12:00 noon and you must be at your destination by 2 p.m. You will make it on time if you have
a ___ knot tailwind.

2. If you have NO tailwind, how long will it take you to reach your destination?
___ hours ___ minutes

3. If you have 24 gallons of fuel remaining, you’ll need a tailwind of ___ knots to land with one hour of
fuel remaning.

4. With NO tailwind and clear weather at your destination, will you have 30 minutes of fuel remaining
when you arrive? YES / NO

5. If there is bad weather at your destination, and you have NO tailwind, how much flying time will you have
left to fly and find an alternate airport for landing? _____ minutes.

Fo r S t u d e n t s
Module 9: How do pilots know where to land?

STUDENT

ACTIVITY: Runways and Wind

R U N WAYS A R E I D E N T I F I E D BY T H E I R N E A R E S T C O M PA S S H E A D I N G
( O M I T T I N G T H E L A S T Z E R O O F T H AT H E A D I N G . )
Since runways have two ends, the opposite end of the runway has the opposite (reciprocal)
compass heading.

A B C

14

What is the approximate magnetic compass heading of runway… A __ __ __ B __ __ __ C__ __ __ ?

What is the runway number at the opposite end of runway… A __ __ B __ __ C __ __ ?

Airplanes land or take-off best on a runway (most closely) aligned into the wind. Wind is reported by the
compass direction it’s blowing from and its speed. The third digit of the compass heading is omitted.

Example: For wind from 270, Runway 27 would be best.

C H O O S E T H E B E S T AVA I L A B LE R U N WAY F O R T H E S E W I N D S
Circle the runway you should use. (Both runway ends are shown.)

WIND Which end of the runway?

225 degrees or SW Runway 4/22
From the south 180 Runway 17/35
200 degees or SW Runway 9/27
150 degrees or SE Runway 14/32

14
60 degrees or NE Runway 13/31

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Fo r S t u d e n t s
Module 9: How do pilots know where to land?

STUDENT

ACTIVITY: Tr a f f i c Pa t t e r n s

Direction of wind

In the example above, airport traffic moves around the landing runway in a rectangular traffic pattern
making left turns, under standard procedures.

The sides (legs) of this rectangular pattern are named in relation to the wind blowing down the landing
runway, except for the BASE leg (heading back to “the base”) and the FINAL leg.

C I R C LE O N E O R F I LL I N T H E B L A N K S :

1. You’re entering the airport area in same direction as the runway that is most aligned into the wind.
You’ll fly the DOWNWIND / UPWIND leg first.

2. After you fly along the landing runway, you’ll pass the far end of the runway and turn left onto
the __ __ __ __ __ W I N D leg.

3. To fly along the runway back towards the landing end, you’ll turn left again. With the wind on your tail,
you’re on the __ __ __ __ W I N D leg.

4. After passing the end of the landing runway, you’ll turn left toward the final approach course.
This is the __ __ __ __ leg.

5. Finally, you’re flying straight towards the runway “on __ __ __ __ __.”

Fo r S t u d e n t s
Module 10: Can students fly without leaving the classroom?

STUDENT

ACTIVITY: C o m p u t e r To o l s

M AT E R I A LS : Climb straight ahead to 500 feet above the

Flight simulator program for PC or Mac Joystick ground—check your altimeter to see when you’ve
(flight yoke not required) reached that altitude—and push the nose over a
Aeronautical chart of your local area, including little to level-off so you can check for traffic in
nearest airport, if available front of you.

TO D O I T : Continue your climb and begin a left turn, in a

Load your favorite airplane—or a trainer aircraft bank of about 30 degrees (using the attitude indi-
like a Cessna 172 or Piper Warrior—and search for cator), to a heading 90 degrees less than the run-
your local airport in the database. Set that airport way heading. You’ll need the heading indicator to
as your launch point. know for sure when you get there (e.g. from run-
way 27 turn “left to 180 degrees”).
Access the checklists within the program to start
the engine and taxi out to the runway. (What does Depending on the graphics, you should be able to
the local weather tell you about the winds? Can look at your map and pick out features on the
you figure out which runway would be preferred?) ground like bodies of water. Most pilots fly using
these ground references rather than fixating on
As you accelerate down the runway, look at the the heading indicator. Keeping your eyes focused
airspeed indicator and note the speed at which outside the cockpit helps you see other traffic
you lift off into the sky. (airplanes) before they come too close.

Fo r S t u d e n t s
Module 10: Can students fly without leaving the classroom?
STUDENT

ACTIVITY: C o m p u t e r To o l s

Once you reach 1,000 feet above the ground, level When you are almost perpendicular to the runway,
off your altitude. You should be ready to turn 90 after a few seconds, turn a last 90 degrees to the
degrees to the left again, for your downwind leg of final leg of the approach, keeping about 85 knots
the traffic pattern. Again, depending on the pro- on the airspeed indicator.
gram, you may be able to switch views to see out
your left window—the runway will be passing off Go to 30 degrees flaps, and let the airplane slow
your left wing in a couple of moments. down to 70 knots.

Fly down the runway on the downwind leg, until When you touch down, you’ve successfully completed
the runway is about a mile and a half behind you, your first virtual traffic pattern—one of the most chal-
over your left shoulder. Lower your flaps 10 lenging parts of learning to fly. If you want more, check
degrees. out the training modules within your favorite flight sim
game, or check out sim sites on the web for add-on air-
Using the tachometer, pull the power back to about craft, scenery, and scenarios.
1,800 rpm and hold the nose level. Let the airspeed
come down to about 85 knots, and deploy 10
degrees of flaps.

Turn 90 degrees left again for the base leg, and

continue your descent at 500 fpm (feet per
minute) using the vertical speed indicator.

Fo r S t u d e n t s
 Module 11: Who are the pioneers and heroes of aviation

STUDENT

ACTIVITY: Av i a t i o n i n H i s t o r y

D R AW A LI N E F R O M S O M E O F AV I AT I O N ’ S P I O N E E R S ( O N T H E LE F T )
TO T H I E R A I R C R A F T O R AC C O M P LI S H M E N T ( O N T H E R I G H T. )
Library of Congress

Charles Lindbergh flew this to

Paris in May, 1927…

NASA
Space Shuttle
Neil Armstrong was first to
do this…
NASA

Orville and Wilbur Wright built

Library of Congress

and flew this, the first powered, _ _ _ _ _ Cub

controllable airplane…

William T. Piper’s Piper

Aircraft built thousands of
these for private flying and
Ornithopter
pilot training after World War II

The company Clyde Cessna

NASA

started (in 1927) has built

Bell X1
40,000 of these, the most-
produced single airplane
model in history….
NASA

July, 1969
Library of Congress

Leonardo da Vinci imagined

a human-powered aircraft
400+years ago…
December 17, 1903

Chuck Yeager, first to fly

faster than the speed of sound,
flew this…
_ _ _ _ _ _ 172

Eileen Collins was the first

woman commander of the….

The Spirit of St. Louis

Fo r S t u d e n t s
 Module 11: Who are the pioneers and heroes of aviation?

STUDENT

ACTIVITY: Av i a t i o n i n H i s t o r y

F R O M T H E F O LLOW I N G TO F I LL I N T H E B L A N K S B E LOW :

Cessna Harriett Quimby Paris 1912

Chuck Yeager Leonardo da Vinci Armstrong Piper
Bernoulli Amelia Earhart 1947 1969
1903 Willa Brown New York Wright
1920s Bessie Coleman Tuskegee Armstrong
General Space Shuttle Military Eileen Collins
Library of Congress

1. Two brothers, Wilbur and Orville _______, mastered lift, power and flight control to make the
first successful powered, controlled flight in 19 __ __.

2. Centuries earlier, the first person to study the problems of flight scientifically was the
Italian ___________. He lived from 1452 to 1519.

3. The ______________ Effect – the principle that air moving faster over the curved top
of a wing creates a partial vacuum and “lift” — is named for this 18th Century Italian.
Smithsonian Institution
2002 National Air and
Space Museum,

4. The first American woman to learn to fly was ____________________.

5. The first African-American woman to earn a pilot license was _____________________.

She flew during the 19 __ __s.
NASA

Library of Congress

6. The first person to fly solo, non-stop across the Atlantic Ocean was Charles Lindbergh.
In 1927, he flew from ______________ to ______________.

Fo r S t u d e n t s
 Module 11: Who are the pioneers and heroes of aviation?

STUDENT

ACTIVITY: Av i a t i o n i n H i s t o r y

7. ____________________ was the first woman to cross the Atlantic in a plane and the
first woman to fly across the U.S. She tried to fly around the world in 1937.
NASA

8. Three longtime pioneers in airplane manufacturing all started in the 1920s or 1930s,
but their companies’modern planes are still numerous at any airport. They are
______________, ______________ and Beech.

9. A leading pilot, she was a pioneer in aviation and flight training for African-Americans
in the 1930s and 1940s. She was ____________________.

10. A small group of African-American pilots were trained to fly for World War II at a
famous Historically Black College in Alabama, from which they took their name.
They were The _______________________ Airmen.

11. The first person to fly faster than Mach 1 – the speed of sound – became
well-known after the book and movie, “The Right Stuff.” Air Force pilot ______________
NASA

flew the rocket-powered X-1 to “break the sound barrier” in 19 __ __.

12. Early U.S. astronauts were selected from the nation’s best military test pilots.
Alan Sheppard was the first launched into space – a suborbital “shot” in 1961.

In 1962, John Glenn (later a U.S. Senator) was the first American to orbit the earth – the
goal of Project Mercury.

Later, civilian pilots became astronauts. By July, 19 __ __, former civilian test pilot
Neil _______________ was the first person to walk on the Moon – the goal of
NASA

Project Apollo.

Fo r S t u d e n t s
Module 11: Who are the pioneers and heroes of aviation?
STUDENT

ACTIVITY: Av i a t i o n i n H i s t o r y

13. Eileen Collins was the first woman to pilot and later command the
____________________.

14. Circle one: More than 6,000 / 60,000 / 600,000 / 6 Million Americans currently have an active pilot license.

15. Airlines fly 700+ million passengers between the country’s 400-700 largest airports every year.

16. Circle one: General Aviation carries more than 10,000 / 100,000 / One Million / Ten Million / 100 Million
people a year.

17. General Aviation is all of aviation except the airlines and the _______________.

AV I AT I O N A N D YO U
1. Your nearest airport is ____________________________ (airport name) in ____________________ (town name.)

2. The airport providing airline service to

your town is ___________________.

Hint: Are they the same airport? Did you forget a local airport that’s closer than the airline-service airport?

Fo r S t u d e n t s
Module 11: Who are the pioneers and heroes of aviation

STUDENT

ACTIVITY: Av i a t i o n i n H i s t o r y

S E LE CT A P I LOT O R AV I AT I O N P I O N E E R TO R E S E A R C H

A N S W E R T H E F O LLOW I N G O N W H O E V E R YO U C H O S E
TO M A K E A P R E S E N TAT I O N TO T H E C L A S S :

1. What contribution did this person make to aviation?

2. Why did you select this person? What personal qualities or actions did you find most worthwhile?

3. Did this person overcome some obstacle to accomplish whatever they did? If so, what was it?

4. Did this person invent something that is still used in aviation today?

5. Did this person do something that has an impact on non-pilots? If so, how or what?

Fo r S t u d e n t s