CONSTANT AIRSPEED CLIMBS AND DESCENTS

Objective

The CFII candidate will demonstrate instructional knowledge and teaching ability for constant airspeed climbs and descents under instrument flight rules in helicopters. The candidate will explain and demonstrate entry procedures, stabilized climb/descent techniques, and level-off procedures using both full panel and partial panel configurations. The candidate will analyze and correct common student errors while maintaining PTS standards. Upon completion, the candidate will meet the instructional proficiency standards of PTS Task CFII.VI.D, demonstrating ability to teach these maneuvers to instrument students in a single-pilot helicopter environment.

Content

Introduction to Constant Airspeed Climbs and Descents

Constant airspeed climbs and descents are fundamental instrument maneuvers that form the foundation for all vertical navigation in IFR flight. Unlike altitude changes in visual flight where outside references dominate, instrument climbs and descents require precise instrument cross-check, power management, and pitch control to maintain specific airspeeds while changing altitude. For helicopter instrument students, these maneuvers present unique challenges due to the helicopter’s higher control sensitivity, lower speed margins, and requirement for constant cyclic input adjustments.

Teaching Philosophy for This Task

As a CFII candidate, your role is to teach a student how to perform these maneuvers safely and precisely. This requires you to demonstrate proper technique while simultaneously explaining what you’re doing, why you’re doing it, and what the student should observe on the instruments. You must also recognize and correct common errors using effective teaching techniques that help students self-diagnose their mistakes.

Fundamental Aerodynamic Concepts

Power-Pitch-Performance Relationship

The core principle governing constant airspeed climbs and descents is the power-pitch-performance relationship. In helicopters:

• Power (collective and throttle) primarily controls vertical speed
• Pitch attitude (cyclic) primarily controls airspeed
• Performance (rate of climb/descent at specific airspeed) results from proper coordination of both

This differs from the oversimplified “power for altitude, pitch for airspeed” often taught in fixed-wing aircraft. In helicopters, rotor RPM management adds a third dimension—collective changes affect both vertical speed and rotor RPM, requiring coordinated throttle adjustments in piston helicopters or governor monitoring in turbines.

Why Constant Airspeed Matters

Maintaining constant airspeed during altitude changes serves several purposes:

1. Regulatory compliance — ATC clearances often specify “climb/descend at pilot’s discretion, maintain [airspeed]”
2. Predictable performance — allows accurate time and fuel calculations
3. Rotor efficiency — keeps the helicopter within optimal airspeed range for climb/descent performance
4. Engine management — prevents overspeed or overtemp conditions during power changes
5. Icing considerations — maintains airspeed sufficient to exit icing conditions or minimize exposure

Entry Procedures — Straight Climbs (Full Panel)

Pre-Maneuver Setup

Before initiating any constant airspeed climb, establish these conditions:

• Straight and level flight at the initial airspeed (typically cruise airspeed: 80-100 KIAS in most training helicopters)
• Aircraft properly trimmed
• Power set for level flight
• Heading and altitude stabilized
• Clearance to climb obtained (in actual IFR)

Entry Technique — Climb from Cruise Airspeed

When teaching the entry from cruise airspeed (e.g., 90 KIAS) to a climb at the same airspeed:

1. Simultaneous power and pitch application — smoothly increase collective while adding slight aft cyclic pressure to maintain airspeed. In piston helicopters, roll in throttle to maintain RPM. The amount of aft cyclic required is typically minimal—perhaps 1-2 degrees nose-up.

2. Instrument cross-check during transition — your eyes should flow through: airspeed indicator (holding target), vertical speed indicator (establishing positive rate), altimeter (altitude increasing), heading indicator (maintaining heading), attitude indicator (cross-checking pitch attitude), and turn coordinator (confirming coordinated flight with ball centered).

3. Power stabilization — establish climb power (typically manifold pressure or torque value specified in the helicopter’s performance charts, often 1-2 inches MP higher than cruise for piston models, or 5-10% higher torque for turbines).

4. Trim adjustment — make small trim adjustments to reduce cyclic pressure, but never chase perfect trim during a climb—the changing weight distribution as fuel burns makes this futile.

Teaching Point: Many students add too much back pressure during climb entry, causing an initial balloon and airspeed decay. Teach them to “think power first, pitch second” and to make pitch changes so small they feel almost imperceptible.

Entry from Descent or Slower Airspeed

If entering a climb from a lower airspeed (e.g., from 70 KIAS to climb at 80 KIAS):

1. Simultaneously add power and lower the nose slightly to allow acceleration
2. As airspeed increases toward target, begin aft cyclic pressure to establish pitch attitude for climb
3. Transition is longer—requires patience to avoid rushing the pitch change

Analogy: “It’s like merging onto a highway—you accelerate first on the on-ramp, then merge once you match traffic speed. Trying to climb while accelerating is like trying to merge uphill—inefficient and slow.”

Entry Procedures — Climbing Turns (Full Panel)

Climbing turns combine two tasks: maintaining constant airspeed climb performance while executing a coordinated turn to a new heading. The increased workload makes this an excellent maneuver for building scan efficiency.

Entry Technique

1. Establish the climb first — always stabilize the straight climb before initiating the turn. Students who try to enter climb and turn simultaneously typically lose control of either airspeed or vertical speed.

2. Standard-rate turn application — once climb is stabilized, apply lateral cyclic for standard-rate turn (3° per second). In helicopters, the bank angle for standard rate varies with airspeed: at 80 KIAS, approximately 13-15° of bank; at 90 KIAS, approximately 15-17° of bank.

3. Power compensation — climbing turns require slightly more power than straight climbs due to increased induced drag from the bank angle. Add a small amount of collective (perhaps 0.5 inches MP or 2-3% torque) as you establish the bank.

4. Pitch attitude adjustment — to maintain constant airspeed in the turn, you’ll need slightly more aft cyclic pressure than in the straight climb. This compensates for the vertical component of lift being reduced by the bank angle.

5. Trim consideration — do not attempt to trim during climbing turns. Control pressures are temporary and will change as you roll out.

Teaching Point: Students often forget that “level flight” parameters don’t apply during climbs. In a climbing turn, the attitude indicator will show a nose-up pitch attitude with a bank angle—this is normal and expected. Teach students to trust their instruments rather than trying to make the attitude indicator look like “level flight.”

Common Student Error: Over-controlling the turn. Students see the vertical speed decrease slightly as they enter the turn and instinctively add more back pressure, which slows the airspeed. Teach them that a momentary 50-100 FPM reduction in climb rate during turn entry is normal and acceptable—chasing vertical speed in a turn leads to airspeed deviations.

Stabilized Climbs — Straight and Turning

Definition of “Stabilized”

A stabilized climb means:

• Airspeed constant within ±5 knots
• Vertical speed constant within ±100 FPM of desired rate
• Heading constant within ±5° (straight climbs) or standard-rate turn established (climbing turns)
• Ball centered (coordinated flight)
• Power set appropriately for conditions

Instrument Cross-Check Pattern

Teach the systematic scan pattern for stabilized climbs:

Primary-Supporting-Radial Method

• Primary instruments (most important for this phase):

  • Airspeed indicator — primary for pitch control
  • Heading indicator — primary for bank control
  • VSI or altimeter — primary for power verification

• Supporting instruments:

  • Attitude indicator — cross-check for pitch and bank
  • Turn coordinator — cross-check for coordination and rate
  • Altimeter — confirms climb is occurring

• Radial scan: Start at airspeed, flow to attitude indicator, then heading indicator, then VSI, then back to airspeed. Include altimeter every 2-3 scans. Check turn coordinator and ball periodically.

Teaching Technique: Use the “spoken scan” exercise—have the student verbalize each instrument reading as they scan: “Airspeed 80, attitude 5 degrees nose up, heading 360, vertical speed 500 feet per minute, airspeed 81…” This reveals scan deficiencies and helps establish systematic patterns.

Power Management During Climbs

Helicopter climb power settings vary significantly by:

• Density altitude
• Gross weight
• Airspeed selected for climb
• Temperature
• Aircraft model

Generic “rules of thumb” are dangerous. Instead, teach students to:

1. Know their helicopter’s climb performance charts
2. Use manifold pressure/torque values appropriate for conditions
3. Monitor rotor RPM continuously (especially critical in piston helicopters during climbs)
4. Recognize that climb power at sea level on a cool day might be excessive at 8,000 feet density altitude on a hot day

Critical Teaching Point for Rotor RPM: In piston helicopters, students must learn to anticipate throttle needs. As collective increases for climb, RPM will decay if throttle isn’t added. Teach the timing: “Roll in throttle as you raise collective—they move together, not sequentially.” In turbine helicopters, teach governor monitoring—don’t assume the governor will hold RPM perfectly, especially near torque limits.

Trim Usage During Climbs

Trim in helicopters serves to reduce control pressure, not eliminate it. During climbs:

• Make small trim adjustments only after the climb is fully stabilized
• Trim to reduce aft cyclic pressure, but expect to still hold some pressure
• Never chase trim—minor pressure changes during climbs are normal due to fuel burn and CG shift
• In climbing turns, do not trim at all

Student Error to Correct: Excessive trim inputs. Students often make large trim changes trying to achieve “hands-off” flight during climbs. This results in over-trimmed conditions requiring significant opposite pressure. Teach: “Trim is for comfort, not perfection. If you’re holding less than two fingers of pressure, you’re trimmed enough.”

Level-Off Procedures — From Climbs

The level-off is where most student errors occur. Poor level-off technique results in altitude busts, airspeed excursions, or both. Teach the level-off as a multi-step procedure, not a single action.

Lead Point Calculation

For helicopter climbs at typical rates (300-700 FPM), lead the level-off by 10% of the vertical speed. Examples:

• 500 FPM climb → lead by 50 feet
• 700 FPM climb → lead by 70 feet
• 300 FPM climb → lead by 30 feet

Teaching tip: Round lead points to the nearest 50 feet for simplicity. A 50-foot lead works for most training helicopter climb rates.

Level-Off Procedure — To Cruise Airspeed

When leveling off at cruise airspeed (same airspeed maintained during climb):

1. Lead point reached — at the calculated lead altitude, begin smoothly reducing pitch (forward cyclic pressure) to establish level flight attitude. The attitude indicator should show approximately level pitch (within 1-2 degrees nose up or down depending on airspeed and aircraft).

2. Allow acceleration — many students instinctively reduce power as they level the pitch. This is incorrect. Maintain climb power momentarily to allow the helicopter to accelerate slightly (5-10 knots above target cruise), then reduce power to cruise setting.

3. Power reduction — as airspeed approaches target plus 5 knots, smoothly reduce collective to cruise power setting. Adjust throttle as needed to maintain RPM.

4. Fine-tune pitch and trim — make small pitch adjustments to hold altitude precisely, then trim to relieve control pressure.

Common Error: Reducing power simultaneously with pitch reduction. This causes the helicopter to decelerate below target airspeed, requiring power addition and creating a secondary altitude deviation. Teach: “Pitch first, power second—always.”

Level-Off Procedure — To Lower Airspeed

When leveling off to a slower airspeed than climb airspeed (e.g., climbing at 80 KIAS, leveling at 70 KIAS):

1. Lead point — begin pitch reduction at the calculated lead
2. Simultaneous pitch and power reduction — as you lower the nose to level attitude, reduce collective to decelerate toward target airspeed
3. Prevent descent — as airspeed decreases, you’ll need slight aft cyclic pressure to maintain altitude—the slower airspeed requires more nose-up attitude for level flight
4. Stabilize — once target airspeed is achieved, set power for level flight at that speed and trim

Teaching Analogy: “Leveling off to a slower speed is like pulling into a parking spot—you’re not just stopping forward motion, you’re also slowing down. Both happen together, but you have to watch your altitude like you’d watch for the curb.”

Entry Procedures — Straight Descents (Full Panel)

Constant airspeed descents require the same systematic approach as climbs, but with different power and pitch relationships.

Pre-Maneuver Setup

• Straight and level flight at initial airspeed
• Aircraft properly trimmed
• Descent clearance obtained (if in actual IFR)
• Altimeter verified and set correctly

Entry Technique — Descent from Cruise Airspeed

When entering a descent while maintaining cruise airspeed (e.g., 90 KIAS):

1. Simultaneous power and pitch reduction — lower collective while applying slight forward cyclic pressure to maintain airspeed. Adjust throttle to maintain RPM. The nose will lower slightly—typically 2-3 degrees below level flight attitude.

2. Instrument scan during transition — airspeed indicator (holding target), VSI (establishing negative rate), altimeter (altitude decreasing), heading indicator (maintaining heading), attitude indicator (cross-checking pitch), turn coordinator (coordinated flight).

3. Power stabilization — establish descent power appropriate for the desired descent rate. In training helicopters, this is typically 2-3 inches MP less than cruise power in piston models, or 10-15% less torque in turbines. For standard 500 FPM descents, this usually approximates 18-20 inches MP in a piston R22 or R44, or 40-50% torque in an R66.

4. Trim adjustment — trim to relieve forward cyclic pressure.

Critical Teaching Point — Rotor RPM During Descents: In piston helicopters, descents pose an overspeed risk. As collective is lowered, rotor RPM will increase if throttle isn’t reduced. Teach: “Roll out throttle as you lower collective—they move together in both directions.” Monitor RPM closely. In turbines, governor will typically maintain RPM, but teach students to verify—don’t assume.

Entry Technique — Descent from Higher to Lower Airspeed

When entering a descent while simultaneously slowing (e.g., from 90 KIAS to 70 KIAS):

1. Reduce power and simultaneously raise the nose slightly to decelerate
2. As airspeed decreases toward target, adjust pitch attitude to initiate descent
3. Prevent excessive nose-high attitude during deceleration—students often pull the nose too high, causing high sink rates once they try to descend

Common Student Error: Transitioning too quickly. Students lower collective abruptly, causing a rapid descent rate and speed increase. Teach smooth, gradual power reductions with immediate pitch adjustments to maintain airspeed.

Entry Procedures — Descending Turns (Full Panel)

Descending turns reduce workload compared to climbing turns because the power requirement decreases in the turn rather than increases.

Entry Technique

1. Establish descent first — stabilize the straight descent before adding the turn
2. Standard-rate turn application — apply lateral cyclic for standard-rate turn at appropriate bank angle for airspeed
3. Power compensation — unlike climbing turns, descending turns may require slightly reduced power because the bank angle reduces the vertical component opposing descent. Monitor vertical speed and adjust collective as needed.
4. Pitch attitude maintenance — slight forward cyclic pressure may be needed to maintain airspeed as you establish the bank
5. No trim — do not trim during descending turns

Teaching Point: Descending turns feel “easier” than climbing turns because the helicopter “wants” to descend in the bank. This can lead to excessive descent rates if students don’t monitor vertical speed closely. Emphasize that the VSI is primary during descending turns.

Stabilized Descents — Straight and Turning

Definition of “Stabilized”

A stabilized descent means:

• Airspeed constant within ±5 knots
• Vertical speed constant within ±100 FPM
• Heading constant within ±5° (straight) or standard-rate turn established
• Ball centered
• Power appropriate for conditions

Instrument Cross-Check Pattern

Same scan pattern as climbs, but with emphasis on:

• Airspeed indicator — primary for pitch
• VSI and altimeter — primary for power verification
• Heading indicator — primary for bank

Common Scan Error in Descents: Students fixate on the altimeter, watching altitude “unwind.” This causes neglect of airspeed and heading. Teach: “The altimeter’s job is to decrease—let it do its job while you focus on airspeed and heading. Glance at the altimeter every 3-4 scans to confirm descent rate, but don’t stare at it.”

Power Management During Descents

Descent power must be sufficient to:

1. Maintain rotor RPM within limits
2. Prevent engine shock cooling (especially in piston engines)
3. Keep engine temperatures in acceptable range
4. Allow smooth transition to level flight or approach power settings

Teaching Point on Engine Management: Large, rapid power reductions can shock-cool piston engines, potentially causing damage. Teach smooth, gradual collective reductions. In turbine helicopters, monitor ITT and N1/N2—sudden power reductions can cause compressor stalls in some turbine engines (though rare in helicopter turbines).

Descent Rate Selection

Unlike climbs where performance determines rate, descents allow pilot selection of descent rate within limits. Factors affecting descent rate selection:

• ATC requirements
• Terrain clearance
• Approach procedure requirements
• Passenger comfort
• Engine cooling considerations

Typical training descent rates: 500-700 FPM for enroute descents, 300-500 FPM for precision approaches.

Trim During Descents

Trim to reduce forward cyclic pressure, but:

• Don’t over-trim expecting hands-off flight
• Expect to hold slight forward pressure in most helicopters
• Be prepared for trim changes as fuel burns (CG shift)

Level-Off Procedures — From Descents

Level-offs from descents require earlier initiation than level-offs from climbs due to momentum.

Lead Point Calculation

For typical helicopter descent rates (300-700 FPM), lead by 10-15% of vertical speed:

• 500 FPM descent → lead by 50-75 feet
• 700 FPM descent → lead by 70-100 feet
• 300 FPM descent → lead by 30-50 feet

Use the higher lead values (15%) for faster descents or heavier helicopters. When in doubt, lead early—better to level slightly high and descend into altitude than overshoot below.

Level-Off Procedure — To Cruise Airspeed

When leveling at the same airspeed maintained during descent:

1. Lead point reached — begin smoothly increasing pitch (aft cyclic pressure) to establish level flight attitude

2. Simultaneous power addition — as pitch attitude reaches level, add power to cruise setting. Do not wait for airspeed to decay before adding power—this causes altitude loss below target.

3. Pitch fine-tuning — adjust pitch attitude to maintain altitude precisely. At cruise airspeed, this should be approximately level attitude (within 1-2 degrees of horizon bar on attitude indicator).

4. Trim — once stabilized, trim to relieve aft cyclic pressure.

Critical Teaching Point: Students often raise the nose too aggressively during level-off from descent, causing a balloon above target altitude. Teach: “Think of level-off as arresting the descent, not reversing it. Small pitch change, immediate power addition.”

Level-Off Procedure — To Lower Airspeed

When leveling at slower-than-descent airspeed (e.g., descending at 90 KIAS, leveling at 70 KIAS):

1. Lead point — begin pitch increase at calculated lead
2. Gradual power addition — add power to slow descent, but not full cruise power yet
3. Decelerate in level flight — once level at target altitude, reduce power slightly to decelerate to target airspeed
4. Stabilize — as airspeed decreases, increase pitch attitude (more nose-up) to maintain altitude at slower speed, then set cruise power for that airspeed

Common Error: Students try to decelerate while still descending, reaching target altitude below target airspeed, then ballooning above altitude as they slow further. Teach: “Altitude first, speed second. Level off at descent airspeed, then slow to target.”

Partial Panel Procedures

Partial panel operations simulate vacuum or electrical system failures affecting gyroscopic instruments (attitude indicator and heading indicator). The task requires demonstrating constant airspeed climbs and descents using only the magnetic compass, turn coordinator, altimeter, airspeed indicator, and VSI.

Instrument Substitutions

With attitude indicator and heading indicator inoperative:

• Turn coordinator becomes primary bank instrument
• Magnetic compass becomes primary heading reference (with limitations)
• Airspeed indicator becomes primary pitch instrument (even more critical than full panel)
• Altimeter and VSI become primary power instruments
• No direct pitch attitude reference — must infer pitch from performance

Entry Procedures — Partial Panel Climbs

1. Power application first — increase collective to climb power setting while referencing VSI for positive rate indication

2. Airspeed control — adjust pitch (cyclic) based solely on airspeed indicator. If airspeed decreases, lower nose; if airspeed increases, raise nose. Movements must be small and deliberate—no attitude reference means you cannot see if you’re over-controlling.

3. Heading maintenance — use turn coordinator to maintain wings level (straight climbs) or standard rate (climbing turns). Reference magnetic compass every 10-15 seconds to verify heading, but do not chase compass during turns due to northerly turning errors and acceleration/deceleration errors.

4. Stabilization — requires more time than full panel. Allow the helicopter to stabilize fully before assessing if corrections are needed.

Teaching Technique — Partial Panel: Use the “control-cross-check-interpret-respond” cycle explicitly:

• Control: Hold current control inputs
• Cross-check: Scan working instruments systematically
• Interpret: Determine if performance is as desired (e.g., “airspeed is 78, target is 80, 2 knots slow”)
• Respond: Make small, deliberate correction (e.g., “lower nose slightly to increase airspeed”)

Teach students to verbalize this cycle initially: “I’m 2 knots slow, lowering the nose slightly to increase airspeed, holding turn coordinator wings level, altimeter shows climb established.”

Partial Panel Descents

Same techniques as partial panel climbs:

1. Reduce power based on VSI indication
2. Control airspeed with pitch changes referenced solely to airspeed indicator
3. Maintain heading with turn coordinator, verify with compass periodically
4. Allow full stabilization before making corrections

Critical Partial Panel Teaching Points:

• Scan slows down — full panel scan might take 3-5 seconds; partial panel scan takes 5-8 seconds. Teach students to slow their scan deliberately rather than rushing.

• Control inputs reduce — without attitude reference, students must make smaller control inputs and wait longer to assess results. Teach: “Half the input, twice the wait.”

• Compass limitations — emphasize the UNOS errors (Undershoot North, Overshoot South) during turns, and the acceleration error (indicates turn toward east during acceleration, toward west during deceleration). Teach students to use compass for verification only, not primary turn reference.

• Increased workload — partial panel constant airspeed climbs/descents have significantly higher workload than full panel. This is realistic training for actual instrument failures.

Common Errors — Analysis and Correction

Teaching students to recognize and correct errors is central to the CFII task. For each error below, you must demonstrate: (1) how to identify the error, (2) what causes it, (3) how to correct it, and (4) how to prevent it.

Error 1: Failure to Use Proper Power Setting and Pitch Attitude

Identification:

• Airspeed diverges from target during climb/descent
• Vertical speed rate incorrect for desired performance
• Power setting significantly different from expected values for conditions

Cause:

• Student doesn’t know proper power settings for the aircraft/conditions
• Student applies “generic” power settings without considering density altitude, weight, temperature
• Student fails to cross-check both power and pitch simultaneously
• Student makes power change without corresponding pitch change (or vice versa)

Correction Technique: “I notice your airspeed is decreasing during the climb—you’re currently at 75 knots but your target is 80. Let’s look at your pitch attitude and power setting. Your attitude indicator shows 7 degrees nose up, which is higher than typical climb attitude for this helicopter. And I see your manifold pressure is 22 inches, which is climb power, but your VSI shows only 300 feet per minute. What do you think is happening?”

Lead the student to recognize that excessive pitch attitude with adequate power produces low airspeed and reduced climb rate. Then: “Let’s lower the nose to 4 degrees nose up and see what happens to your airspeed and climb rate.”

Prevention:

• Teach specific power settings for the aircraft type and typical conditions
• Emphasize the “power-pitch-performance” relationship early
• Require students to verify power settings against performance charts
• Teach that proper technique means simultaneous power and pitch changes, not sequential

Error 2: Improper Correction of Vertical Rate Errors

Identification:

• Student notices vertical speed different from desired (e.g., climbing at 700 FPM instead of 500 FPM)
• Student makes pitch correction instead of power correction
• Airspeed diverges as result of incorrect correction

Cause:

• Student applies fixed-wing technique (“pitch for airspeed, power for altitude”)
• Student doesn’t understand that vertical speed is primarily power-controlled in helicopters
• Student over-scans airspeed indicator and neglects VSI until large error develops

Correction Technique: “You’re climbing at 700 feet per minute, but your target is 500. I see you’re lowering the nose to correct that. What’s happening to your airspeed as you do that?”

Allow student to observe airspeed increasing above target. Then: “In helicopters, vertical speed is primarily a power instrument. When your climb rate is too high, reduce collective slightly—maybe half an inch of manifold pressure. Keep the nose where it is to maintain 80 knots.”

Demonstrate the correction, then have student repeat it.

Prevention:

• Drill the “power controls vertical speed” concept until internalized
• Practice isolated vertical speed corrections at constant airspeed
• Teach systematic scan that checks VSI every 3-4 seconds

Error 3: Improper Correction of Airspeed Errors

Identification:

• Airspeed diverges from target (e.g., 75 knots instead of 80)
• Student adds power instead of adjusting pitch
• Climb/descent rate changes as result of incorrect correction

Cause:

• Student confuses power and pitch roles
• Student instinctively thinks “slow = add power” from hover practice
• Student fails to cross-check attitude indicator to confirm pitch attitude

Correction Technique: “Your airspeed is decreasing—you’re at 75 knots and target is 80. I see you’re adding collective to correct. What’s happening to your vertical speed?”

Allow student to observe vertical speed increasing. Then: “Remember, airspeed is primarily controlled by pitch in forward flight. When you’re slow, lower the nose slightly to accelerate. Watch your attitude indicator—you’re at 6 degrees nose up, and you need to be at about 4 degrees for 80 knots in this climb.”

Prevention:

• Establish clear mental model: “pitch = airspeed, power = vertical speed”
• Practice slow-flight maneuvers at constant altitude to isolate pitch-airspeed relationship
• Require students to verbalize “airspeed correction = pitch change” before making corrections

Error 4: Improper Correction of Heading Errors

Identification:

• Heading diverges from target during straight climbs/descents
• Student makes abrupt or large heading corrections
• Roll oscillations develop

Cause:

• Student neglects heading indicator during high-workload climb/descent entry
• Student allows heading to diverge 10-15 degrees before noticing
• Student makes aggressive bank inputs to “get back quickly”
• Torque effects during power changes cause uncommanded turns that student doesn’t anticipate

Correction Technique: “Your heading is 015 and your target is 360. How far off are you?” Student answers “15 degrees.” “Correct. Now let’s talk about how that happened. When you added power for the climb, the torque effect pushed you into a right turn. Did you feel that in the pedals?” Discuss anticipatory left pedal during power additions in counterclockwise-rotating helicopters.

“Now let’s correct back to 360. Use a standard-rate turn—about 15 degrees of bank. Roll into the turn smoothly, hold it until you’re 5 degrees before your target heading, then start rolling out.” Demonstrate smooth, controlled turn correction.

Prevention:

• Teach torque anticipation during every power change
• Emphasize heading indicator as part of primary scan during climbs/descents
• Drill “heading tolerance is ±5 degrees” standard from first instrument lesson
• Teach turn corrections using standard-rate turns, not “quick” banks

Error 5: Improper Correction of Turn Rate Errors

Identification:

• Turn rate faster or slower than standard rate during climbing/descending turns
• Student fixates on “getting to the heading” rather than maintaining standard rate
• Turn coordinator shows more or less than standard rate deflection

Cause:

• Student doesn’t understand what standard-rate turn looks like on turn coordinator
• Student confuses heading indicator rate of change with turn coordinator
• Student makes heading corrections during climbing/descending turns without considering rate

Correction Technique: “You’re in a climbing turn to 090, and I notice your turn coordinator shows half standard rate. You’re turning, but it’s going to take twice as long as it should to reach 090. Add a little more bank to establish standard rate—watch the turn coordinator until the wing aligns with the index mark.”

After correction: “Good, now you’re at standard rate. Notice on your heading indicator that you’re turning 3 degrees per second. That’s standard rate. Keep the turn coordinator showing that deflection until you’re ready to roll out.”

Prevention:

• Teach specific standard-rate bank angles for common airspeeds (15° at 80 KIAS, 17° at 90 KIAS)
• Practice straight and level standard-rate turns before adding climb/descent
• Emphasize turn coordinator as primary instrument for turn rate, not heading indicator

Error 6: Uncoordinated Use of Controls

Identification:

• Ball off-center during climbs, descents, or turns
• Slipping turn (ball toward inside of turn) or skidding turn (ball toward outside of turn)
• Helicopter feels “mushy” or unresponsive

Cause:

• Student neglects pedals during power changes (torque effects)
• Student uses improper pedal input during turns (trying to “help” the turn with pedals)
• Student fixates on primary instruments and stops cross-checking turn coordinator ball
• Student has poor pedal coordination habits from visual flight training

Correction Technique: “Look at your turn coordinator—your ball is one width to the right. That means you’re in a slip. The helicopter is turning left but also drifting right. You need right pedal to center the ball.” After correction: “Good, ball’s centered. Now let’s talk about why it was off-center. When you reduced power to enter the descent, what happened to the helicopter’s yaw tendency?”

Lead student to understand that power reductions reduce right yaw tendency (in counterclockwise-rotating helicopters), requiring less left pedal or even right pedal.

For skidding turns: “Your ball is outside the turn—you’re skidding. That means you’re using too much pedal in the direction of turn. Relax the pedal pressure slightly and let the turn coordinator stay aligned with bank alone.”

Prevention:

• Teach torque anticipation as fundamental concept—every power change requires pedal adjustment
• Include ball position in every verbalized scan during training: “Airspeed 80, attitude 5 up, heading 360, VSI 500, ball centered”
• Practice coordination exercises: climbs and descents with no turns, focusing solely on keeping ball centered
• Emphasize that pedals do not initiate turns in forward flight—cyclic banks, pedals coordinate

Error 7: Improper Trim Control

Identification:

• Student makes large, frequent trim adjustments during climbs/descents
• Student attempts to trim to “hands-off” flight during transitional flight
• Student over-trims, requiring large opposite cyclic pressure
• Student under-trims, fatiguing hand/arm during extended climbs or descents

Cause:

• Student doesn’t understand purpose of trim (reduce pressure, not eliminate it)
• Student learned aggressive trim habits from visual flight training
• Student tries to trim out momentary control pressures that will change
• Student fails to trim at all, believing they should “muscle through” instrument flight

Correction Technique: For over-trimming: “I notice you’re holding significant forward pressure on the cyclic. Let’s check your trim. Release pressure for a moment and see what happens.” Helicopter pitches up significantly. “You’re over-trimmed nose-up. Let’s re-trim to just slightly nose-down from neutral, so you’re holding just a little forward pressure. That’s the correct trim for this descent.”

For under-trimming: “You’ve been holding that back pressure for five minutes now. Your arm must be getting tired. Let’s add a little nose-up trim to relieve that pressure. You’ll still hold some pressure, but not as much. Trim until you’re holding about two fingers of pressure—that’s comfortable for long climbs.”

For excessive trim adjustments: “You’ve adjusted trim four times in the last minute. Each time you’re chasing a slightly different pressure. Remember, trim is for sustained flight conditions, not momentary changes. Get stabilized first, then trim once and leave it alone.”

Prevention:

• Teach “trim for comfort, not perfection” philosophy from first instrument lesson
• Establish standard: “Trim when stabilized, to reduce pressure to 2-finger level”
• Demonstrate proper trim technique during every demonstration climb/descent
• Prohibit trim use during turns or other transitional maneuvers until student masters concept

Risk Management Considerations

Though the PTS task does not list specific risk management items for this maneuver, as a CFII you must incorporate risk management into your instruction. Address these items:

Single-Pilot Resource Management

Constant airspeed climbs and descents in single-pilot IFR represent high workload scenarios. Teach students:

• Sequence tasks appropriately: establish climb/descent, then handle secondary tasks (frequency changes, navigation updates)
• Use automation when available (altitude alerters, GPS vertical guidance) but don’t depend on it
• Brief expected climbs/descents during approach planning to reduce surprise and workload
• Request vectors or delaying instructions from ATC if workload becomes excessive

Engine Management Risks

• Rapid power changes during altitude changes can shock-cool engines, cause compressor stalls (turbines), or lead to detonation (pistons)
• Teach smooth, gradual power changes
• Monitor engine instruments during climbs and descents: CHT, EGT, oil temp, oil pressure, ITT, N1/N2
• In icing conditions, avoid extended descents at low power (carburetor ice risk in pistons; engine ice accumulation in turbines)

Rotor RPM Management Risks

• Overspeed during descents (especially partial panel when tachometer may be only reliable RPM indicator)
• Underspeed during climbs at high density altitude or high gross weight
• Teach continuous RPM monitoring and immediate correction for excursions
• Emphasize that RPM excursions can lead to main rotor blade stress, tail rotor effectiveness loss, or engine damage

Altitude Deviation Risks

• Busting assigned altitudes due to poor level-off technique or fixation on other tasks
• In actual IFR, altitude deviations can result in terrain conflict, traffic conflict, or pilot deviation reports
• Teach altitude awareness through altitude call-outs: “One thousand to go, five hundred to go, one hundred to go, level-off”
• Use altitude alerters when available
• Brief that a ±100-foot deviation from assigned altitude is the limit before declaring “unable” and requesting a new altitude

Airspeed Excursion Risks

• High speed during descents can approach VNE, especially in turbulence
• Low speed during climbs can approach retreating blade stall speed at high density altitude
• Teach airspeed awareness and immediate corrections for excursions beyond ±10 knots
• Brief VNE and minimum IFR speed before every instrument flight

Disorientation Risks

• Constant airspeed climbs and descents produce sustained G-loads different from level flight, potentially causing somatogravic illusions (false pitch perception)
• Students may experience “leans” during extended climbs or descents with turns
• Teach: “Trust your instruments, not your body” and demonstrate recognition of illusions
• Partial panel operations significantly increase disorientation risk—emphasize scan discipline

Weather Risks

• Climbs through icing levels
• Descents through known turbulence
• Climbs through convective activity (buildups)
• Teach: brief expected weather on route, have exit strategy, coordinate with ATC for weather deviations or altitude changes

Schedule

Note: Flight time assumes helicopter instrument flight training with instrument hood or simulated IMC. Ground time may be reduced if candidate demonstrates mastery during initial Q&A. Flight segments may be extended if candidate requires additional practice.

Equipment

Required References

• FAA-S-8081-9E (CFII Helicopter Practical Test Standards)
• FAA-H-8083-15B (Instrument Flying Handbook) — Chapters 5, 6, 7
• FAA-H-8083-21B (Helicopter Flying Handbook) — Chapter 10 (Basic Flight Maneuvers), Chapter 11 (Advanced Flight Maneuvers)
• FAA-H-8083-9B (Aviation Instructor’s Handbook) — Chapters 4, 5 (Teaching Process)
• Helicopter Flight Manual / Pilot’s Operating Handbook (specific to aircraft used for instruction)
• Current FAR/AIM (14 CFR 91.175, 91.177, 91.185 for IFR operations)

Required Materials

• Instrument cross-check chart (radial scan pattern, primary/supporting instruments for each maneuver phase)
• Power setting chart for aircraft type showing climb/descent power settings at various density altitudes and weights
• Attitude indicator diagram showing pitch attitudes for climbs, descents, level flight at various airspeeds
• Magnetic compass diagram showing northerly turning errors and acceleration/deceleration errors
• PTS task standards sheet (CFII.VI.D) with completion standards highlighted
• Common errors checklist with recognition and correction techniques
• Risk management discussion guide

Visual Aids

• Laminated instrument panel diagram (full panel and partial panel configurations)
• Control input diagram showing power-pitch relationship for climbs vs. descents
• Level-off technique chart showing lead points and sequencing
• Scan pattern flowchart (full panel vs. partial panel)

Aircraft and Equipment

• Helicopter certificated for instrument flight with dual controls
• Functioning full IFR instrumentation: attitude indicator, heading indicator, turn coordinator, airspeed indicator, altimeter, VSI, magnetic compass
• View-limiting device (hood) or method to simulate partial panel (covers for attitude indicator and heading indicator)
• Current navigational charts and approach plates (for situational context during maneuvers)
• Operational intercom system for communication during flight instruction
• Audio recorder (optional but recommended for post-flight debrief)

Training Aids

• Whiteboard or tablet for drawing instrument scan patterns during ground instruction
• Throttle/collective model or actual aircraft controls for demonstrating control coordination during ground instruction
• Video examples of instrument scan and common errors (if available)

Instructor Actions

The CFII candidate will demonstrate the following actions during this lesson to meet the PTS standards for instructional knowledge and proficiency:

Ground Instruction Phase

1. Present the lesson objective clearly, referencing PTS task code CFII.VI.D and explaining that the standard is demonstrating ability to teach constant airspeed climbs and descents, not merely perform them.

2. Explain the power-pitch-performance relationship specific to helicopters, contrasting with fixed-wing technique and emphasizing rotor RPM management as the third dimension.

3. Demonstrate chair-fly technique for each maneuver entry: straight climb, climbing turn, straight descent, descending turn, verbalizing each control input, expected instrument indication, and teaching point while miming control movements.

4. Present instrument cross-check patterns systematically, using visual aids to show radial scan flow and identifying primary vs. supporting instruments for each phase of flight.

5. Teach stabilized climb/descent criteria, establishing specific tolerances (±5 knots airspeed, ±100 FPM vertical speed, ±5° heading) and explaining why these standards exist in IFR operations.

6. Demonstrate proper level-off technique using clear sequencing: lead point calculation, pitch change first (climbs) or simultaneous pitch/power (descents), power adjustment, trim technique.

7. Explain partial panel procedures by covering the attitude indicator and heading indicator on a visual aid, then demonstrating modified scan patterns and control techniques using remaining instruments.

8. Analyze each common error type, explaining how to identify it (instrument indications), why it occurs (student thought process or scan failure), how to correct it (specific technique), and how to prevent it (training emphasis).

9. Address risk management factors relevant to constant airspeed climbs/descents: workload management, engine/rotor RPM considerations, altitude awareness, disorientation risks, weather factors.

10. Answer candidate questions thoroughly, using teaching techniques from FOI (Aviation Instructor’s Handbook): question-answer format, guided discovery, scenario-based discussion.

Flight Instruction Phase

11. Conduct thorough preflight briefing, covering flight sequence, safety considerations, expected performance data, evaluation criteria, and answering questions before flight.

12. Demonstrate each maneuver while narrating teaching points: “I’m adding climb power—notice I’m rolling in throttle simultaneously to maintain RPM. I’m establishing 5 degrees nose up on the attitude indicator to maintain 80 knots. I’m scanning airspeed, heading, VSI to verify performance…”

13. Perform maneuvers to PTS standards while narrating, demonstrating:

    • Constant airspeed climbs: ±5 knots, ±100 FPM, ±5° heading
    • Constant airspeed descents: ±5 knots, ±100 FPM, ±5° heading
    • Climbing turns: ±5 knots, ±100 FPM, standard rate (±1/2 standard rate), rollout ±5° target heading
    • Descending turns: ±5 knots, ±100 FPM, standard rate (±1/2 standard rate), rollout ±5° target heading
    • Level-offs: ±50 feet of target altitude
    • Partial panel: same standards with attitude indicator and heading indicator covered

14. Demonstrate full panel procedures first, then partial panel procedures, explaining the additional challenges and modified techniques for partial panel.

15. Demonstrate level-off procedures, narrating lead point calculation and control sequencing: “Target altitude is 4,500 feet. I’m climbing at 500 FPM, so I’ll lead by 50 feet. At 4,450 I begin lowering the nose to level attitude…”

16. Intentionally demonstrate common errors (one at a time), asking the observing candidate to identify the error, analyze its cause, and explain the correction technique. Example: “Watch this climb—I’m going to make a common student error.” (Demonstrates reducing power simultaneously with pitch during level-off, causing airspeed decay.) “What did you observe? What was the error? How should I correct it?”

17. Introduce errors during candidate practice, simulating student mistakes (airspeed deviation, heading deviation, improper level-off) while candidate is performing and narrating. Evaluate candidate’s ability to recognize and correct errors while maintaining instructional narration.

18. Provide immediate feedback during flight practice: specific praise for correct technique, specific correction for errors, and teaching suggestions for how to present the material more effectively.

19. Demonstrate error correction techniques: guided questioning (“What’s happening to your airspeed?” “What control manages airspeed?” “Show me the correction”), demonstration-performance (instructor demonstrates, candidate repeats), positive reinforcement (“Good—you recognized that heading error immediately and corrected with a smooth, standard-rate turn”).

20. Maintain safety as pilot-in-command throughout flight instruction: monitor for traffic, terrain clearance, airspace compliance, weather, fuel state, and intervene immediately if candidate actions create unsafe conditions.

Post-Flight Phase

21. Conduct structured debrief, reviewing candidate performance against PTS standards: strengths demonstrated, areas for improvement, specific examples from flight, recommendations for further practice.

22. Answer candidate questions about maneuver technique, teaching methodology, or PTS standards.

23. Provide written feedback or grade sheet documenting candidate performance on each element of the task.

24. Recommend next steps: whether candidate is ready for evaluation on this task, or requires additional practice and in what specific areas.

Evaluation Considerations

The CFII candidate’s performance will be evaluated on:

• Instructional knowledge: Can the candidate explain the maneuvers clearly, accurately, and completely?
• Teaching ability: Does the candidate use effective teaching techniques (demonstration-performance, guided discovery, scenario-based learning)?
• Simultaneous demonstration and explanation: Can the candidate perform maneuvers to PTS standards while narrating teaching points?
• Error recognition and correction: Can the candidate identify common errors, analyze causes, and demonstrate effective correction techniques?
• Risk management: Does the candidate address safety considerations and single-pilot IFR workload management?
• Communication: Is the candidate’s instruction clear, organized, and appropriate for the student’s level?

Student Actions

In this instructional scenario, the “student” is the CFII evaluator (DPE or FAA inspector) who assumes the role of an instrument student learning constant airspeed climbs and descents. The expected student actions are:

Ground Instruction Phase

1. Listen attentively to the CFII candidate’s explanation of constant airspeed climb and descent procedures, taking notes as appropriate.

2. Ask questions that an instrument student might ask, such as:

   • “How do I know what power setting to use for climbs in this helicopter?”
   • “Why does the nose need to be higher in a climbing turn than a straight climb?”
   • “When should I trim—during the climb or after I’m stabilized?”
   • “What if my climb rate is too high—do I lower the nose or reduce power?”
   • “How far ahead should I start my level-off?”

3. Participate in chair-fly exercises, miming control inputs as the CFII candidate describes the maneuvers.

4. Review visual aids and reference materials provided by the CFII candidate, asking for clarification as needed.

5. Respond to scenario questions posed by the CFII candidate, demonstrating understanding of concepts or identifying areas of confusion.

Flight Instruction Phase

6. Observe demonstrations carefully, focusing on instrument indications and control inputs as the CFII candidate performs and narrates each maneuver.

7. Ask clarifying questions during or after demonstrations: “Why did you add throttle there?” “How did you know when to start the level-off?”

8. Perform maneuvers as directed when the CFII candidate transitions to student practice, attempting to meet PTS standards while narrating actions if requested.

9. Respond to coaching and feedback from the CFII candidate, making corrections as instructed.

10. Simulate common student errors when the CFII candidate requests error recognition practice (e.g., fixating on one instrument, allowing heading to diverge, level-off too early or late).

11. Recognize and correct demonstrated errors when the CFII candidate intentionally performs maneuvers incorrectly, explaining what was observed and how to correct it.

12. Maintain safety awareness, calling out traffic or other hazards if observed (appropriate student behavior during flight training).

Post-Flight Phase

13. Participate in debrief discussion, asking questions about performance, PTS standards, or teaching techniques.

14. Provide feedback on the CFII candidate’s instructional effectiveness (if appropriate in the evaluation context).

15. Review written materials provided by the CFII candidate and acknowledge understanding of recommendations for further practice.

Evaluation Context

In the actual CFII practical test, the DPE will evaluate whether the CFII candidate effectively teaches the maneuvers by observing:

• Does the candidate provide clear, accurate instruction?
• Does the candidate demonstrate maneuvers to PTS standards while explaining?
• Does the candidate recognize and correct errors appropriately?
• Would an actual instrument student learn effectively from this instruction?

The DPE will simulate various student responses—confusion, questions, errors—to assess the CFII candidate’s teaching adaptability and effectiveness.

Completion Standards

The lesson is complete when the CFII candidate demonstrates instructional proficiency in constant airspeed climbs and descents per PTS Task CFII.VI.D. Specific completion standards:

Knowledge Standards

The CFII candidate must demonstrate understanding of and ability to teach:

1. Entry procedures (full panel) for straight climbs, climbing turns, straight descents, and descending turns, including:

   • Proper power settings for aircraft type and conditions
   • Correct pitch attitudes for target airspeeds
   • Control coordination during power changes (cyclic, collective, pedals, throttle)
   • Instrument cross-check patterns during entries
   • Trim technique during and after entry

2. Stabilized climb/descent procedures, including:

   • Definition of “stabilized” (±5 KIAS, ±100 FPM, ±5° heading, coordinated)
   • Instrument scan patterns (primary-supporting-radial method)
   • Power management for various climb/descent rates
   • Rotor RPM management during climbs and descents
   • Trim usage in stabilized flight

3. Level-off procedures from climbs and descents, including:

   • Lead point calculations (10-15% of vertical speed)
   • Control sequencing (pitch first from climbs; pitch/power simultaneous from descents)
   • Power adjustments for level flight
   • Trim technique after level-off
   • Common level-off errors and corrections

4. Partial panel procedures, including:

   • Instrument substitutions (turn coordinator for attitude/heading reference)
   • Modified scan patterns
   • Control technique without pitch attitude reference
   • Magnetic compass limitations (UNOS, acceleration errors)
   • Increased workload and stabilization time requirements

5. Common errors and their correction:

   • Failure to use proper power setting and pitch attitude
   • Improper correction of vertical rate errors (using pitch instead of power)
   • Improper correction of airspeed errors (using power instead of pitch)
   • Improper correction of heading errors (large, aggressive banks)
   • Improper correction of turn rate errors
   • Uncoordinated use of controls (ball off-center, torque effects)
   • Improper trim control (over-trimming, under-trimming, chasing trim)

Performance Standards — Full Panel

While demonstrating and simultaneously explaining from an instructional standpoint, the CFII candidate must perform constant airspeed climbs and descents within these tolerances:

Straight Constant Airspeed Climbs:

• Airspeed: ±5 knots from target
• Vertical speed: ±100 FPM from desired rate
• Heading: ±5° from target
• Coordinated flight: ball within one ball-width of center
• Level-off: ±50 feet of target altitude

Climbing Turns:

• Airspeed: ±5 knots from target
• Vertical speed: ±100 FPM from desired rate
• Turn rate: standard rate ±1/2 standard rate (approximately 3° per second)
• Rollout: ±5° of target heading
• Coordinated flight: ball within one ball-width of center
• Level-off: ±50 feet of target altitude

Straight Constant Airspeed Descents:

• Airspeed: ±5 knots from target
• Vertical speed: ±100 FPM from desired rate
• Heading: ±5° from target
• Coordinated flight: ball within one ball-width of center
• Level-off: ±50 feet of target altitude

Descending Turns:

• Airspeed: ±5 knots from target
• Vertical speed: ±100 FPM from desired rate
• Turn rate: standard rate ±1/2 standard rate
• Rollout: ±5° of target heading
• Coordinated flight: ball within one ball-width of center
• Level-off: ±50 feet of target altitude

Performance Standards — Partial Panel

Same tolerances as full panel, but with attitude indicator and heading indicator covered or inoperative. The CFII candidate must demonstrate ability to:

• Maintain constant airspeeds using airspeed indicator as primary pitch reference
• Maintain headings using turn coordinator and magnetic compass
• Execute standard-rate turns using turn coordinator
• Recognize magnetic compass errors and avoid chasing compass during turns
• Level off within ±50 feet using VSI and altimeter as primary power instruments

Instructional Proficiency Standards

Beyond flying the maneuvers to PTS tolerances, the CFII candidate must demonstrate instructional proficiency by:

1. Explaining while demonstrating: Narrating control inputs, instrument indications, and teaching points during all demonstrations—“talking through” the maneuvers in a way that helps a student understand.

2. Analyzing and correcting errors: When common errors are simulated or occur, the candidate must:

   • Identify the specific error (e.g., “Your airspeed is decreasing—you’re at 75 knots, target is 80”)
   • Analyze the cause (e.g., “You’ve raised the nose too high; your attitude indicator shows 7 degrees nose up”)
   • Demonstrate or explain the correction (e.g., “Lower the nose to 4 degrees nose up to maintain 80 knots”)
   • Explain prevention (e.g., “Remember, pitch controls airspeed—when you’re slow, lower the nose slightly”)

3. Using effective teaching techniques:

   • Demonstration-performance method (instructor demonstrates, student practices)
   • Guided discovery (asking questions to lead student to correct conclusions)
   • Positive reinforcement (specific praise for correct technique)
   • Immediate correction (identifying and correcting errors as they occur)
   • Clear, organized communication appropriate for student’s level

4. Maintaining safety: Acting as PIC throughout flight instruction, monitoring for traffic, terrain, airspace, weather, and aircraft limitations while conducting instruction.

5. Addressing risk management: Incorporating discussion of single-pilot IFR workload, engine/rotor management, altitude awareness, disorientation risks, and weather considerations into instruction.

Unsatisfactory Performance

The following indicate unsatisfactory performance and require additional training:

• Exceeding PTS tolerances for airspeed, vertical speed, heading, turn rate, or altitude during demonstrations
• Inability to simultaneously demonstrate and explain maneuvers
• Failure to recognize or correct common errors when simulated
• Using ineffective or inappropriate teaching techniques
• Providing inaccurate or incomplete technical information
• Failing to maintain safety as PIC during flight instruction
• Demonstrating poor instrument scan or cross-check technique
• Inability to perform partial panel maneuvers within PTS standards
• Failing to address risk management considerations
• Poor communication or disorganized presentation

Completion Criteria

This lesson is complete and the CFII candidate is recommended for practical test evaluation on Task CFII.VI.D when:

1. Ground instruction demonstrates comprehensive knowledge of all elements in the Content section
2. All flight demonstrations meet PTS performance standards
3. Instructional narration is clear, accurate, and effective during demonstrations
4. Common errors are correctly identified, analyzed, and corrected
5. Partial panel procedures are demonstrated within standards
6. Teaching techniques reflect principles from Aviation Instructor’s Handbook
7. Risk management factors are appropriately addressed
8. Post-flight debrief demonstrates ability to assess and provide feedback on student performance

The CFII candidate must demonstrate consistency—meeting standards on multiple repetitions of each maneuver type, not just a single successful attempt. The evaluator will assess whether the candidate could effectively teach these maneuvers to actual instrument students in a safe, thorough, and professional manner.