Document ID: chunk:federal_register_of_legislation:F2025C00050:body:0:p351
Version: federal_register_of_legislation:F2025C00050
Segment Type: other
Provision Reference: 
Character Range: 1219216–1223080

on the rotor disc and aircraft performance.

1.5 Rotor blade contamination
         1.5.1 Explain the degradation of performance with contamination on rotor blades (e.g. mud picked up by rotor during operations).

2. Flight and duty times
2.1 Explain the flight and duty time limitations for pilots conducting aerial application operations.

Section 2.4                         Instructor ratings

Unit 2.4.1                                   FIRC:  Instructor rating – common

1.                       Reserved

2.                       Flight rules
2.1                    Legislation
2.1.1              Describe the privileges and limitations of the instructor rating and associated training endorsements.
2.1.2              Describe the flight training that must be conducted under the authority of Part 141 or 142 of CASR 1998.

3.                       Principles and methods of instruction
3.1                    Principles of learning
3.1.1              Describe the adult learning process.
3.1.2              Explain what is meant by perception.
3.1.3              Explain the relative importance of each of the physical senses in learning.
3.1.4              Explain how the defence mechanisms listed may hinder learning:
(a)           rationalisation;
(b)           flight;
(c)           aggression;
(d)           resignation.
3.1.5              Explain how the level of stress may affect learning.
3.1.6              Explain the relation between perception and understanding.
3.1.7              State how positive and negative motivation affects learning.
3.1.8              Explain the application of the levels of learning.
3.1.9              Explain how the rate of learning may vary with practice.
3.1.10          Explain the role of each of the memory systems in terms of the model of information processing:
(a)           sensory register;
(b)           short-term memory;
(c)           long-term memory.
3.2                    Principles of instruction
3.2.1              Explain how a flight instructor could assist the process of perception and understanding.
3.2.2              State examples of how rote learning, understanding of knowledge and correlation apply to flight training.
3.2.3              Identify the outcomes of aeronautical knowledge instruction associated with the 3 domains of learning:
(a)           cognitive (knowledge);
(b)           affective (attitudes, beliefs and values);
(c)           psychomotor (physical skills).
3.2.4              State the factors that may hinder learning with respect to aeronautical knowledge training.
3.2.5              Explain the advantages and disadvantages of guided discussion in flight training and identify flight training activities for which this technique could be suitable.
3.2.6              Give examples of positive and negative transfer in aeronautical knowledge training.
3.2.7              Explain the role of each factor listed in the communication process:
(a)           source;
(b)           symbols;
(c)           receiver.
3.2.8              Recall how these common barriers affect communication:
(a)           lack of common experience;
(b)           confusion;
(c)           abstractions.
3.2.9              Explain how an instructor may monitor, whether communication has been achieved.
3.2.10          Identify adult learning issues applicable to aeronautical knowledge training.
3.2.11          Explain each of the basic steps of the teaching process:
(a)           preparation;
(b)           presentation;
(c)           application;
(d)           review and evaluation.
3.2.12          State the purpose of behavioural (performance-based) outcomes in flight training.
3.2.13          Explain the following attributes of effective outcomes:
(a)           achievable;
(b)           observable;
(c)           measurable.
3.2.14          Explain how to develop the