TIMED TURNS TO MAGNETIC COMPASS HEADINGS

Objective

The CFII candidate will demonstrate instructional knowledge and teaching ability for timed turns to magnetic compass headings, enabling a helicopter instrument student to perform compass turns using both full panel and partial panel techniques. The candidate will explain magnetic compass characteristics and errors, demonstrate proper turn coordinator calibration procedures, execute timed turns to specified headings while narrating technique, and identify/correct common student errors. Performance must meet the standards of FAA-S-8081-9E, Area VI, Task F.

Content

Magnetic Compass Operating Characteristics

The magnetic compass is the only completely self-contained direction indicator in the helicopter. Unlike electrically or vacuum-driven instruments, it requires no power source and serves as the primary backup when all gyroscopic instruments fail. For the CFII candidate teaching partial panel skills, understanding compass behavior is essential because the student must learn to use this primitive but reliable instrument effectively.

Construction and Basic Operation

The magnetic compass consists of a float assembly containing two magnetized needles mounted beneath a float card. The entire assembly floats in kerosene-based fluid within a sealed case. The fluid provides damping to minimize oscillations and reduces the apparent weight of the float assembly on the pivot point. The compass card is graduated in 5-degree increments with every 30 degrees marked. When teaching, emphasize that the compass card remains aligned with magnetic north while the aircraft rotates around it—the lubber line moves, not the card.

Magnetic Compass Errors

Teaching compass errors requires clear analogies and demonstration. The CFII candidate must explain each error type, when it occurs, and how to compensate.

Variation is the angular difference between true north and magnetic north at any location. This error is geographical, not mechanical. Isogonic lines on sectional charts show variation amounts. The memory aid “East is least, west is best” helps students apply variation corrections. In instrument flying, this primarily affects course plotting, but the compass itself reads magnetic headings.

Deviation results from magnetic fields within the helicopter—electrical systems, radios, metal structure. The compass deviation card in the cockpit shows corrections for specific headings. Deviation changes with heading and must be applied to every compass reading. When teaching compass turns, students must use corrected headings from the deviation card, not raw compass indications. In helicopters, deviation can be significant due to the proximity of electrical systems to the compass location.

Dip Errors occur because the compass magnets align with the earth’s magnetic field lines, which are not parallel to the surface except at the magnetic equator. The vertical component of the field causes the north-seeking end of the magnet to dip downward in the northern hemisphere.

Acceleration Error affects the compass on east-west headings. When accelerating on easterly or westerly headings, the compass indicates a turn toward north. When decelerating, it indicates a turn toward south. The memory aid “ANDS”—Accelerate North, Decelerate South—helps students remember the error direction. This error is maximum on headings of 090° and 270° and zero on north-south headings. The error magnitude depends on acceleration rate and magnetic latitude. In helicopters maintaining airspeed in turbulence or during power changes, this error creates false turn indications that students must learn to ignore during partial panel flight.

Northerly Turning Error occurs during turns through north or south headings. When turning through north in the northern hemisphere, the compass lags behind actual heading—it turns more slowly than the aircraft. When turning through south, the compass leads—it turns faster than the aircraft. The error is maximum when turning through north or south and zero when turning through east or west. The magnitude depends on bank angle and magnetic latitude.

For practical compass turn teaching: when turning to northerly headings, roll out early (undershoot the desired heading). When turning to southerly headings, roll out late (overshoot the desired heading). At typical U.S. latitudes (30°-50°N), the undershoot/overshoot approximates the latitude value. At 40°N, undershoot north turns by approximately 30-40° and overshoot south turns by approximately 10-15°.

Oscillation Error results from turbulence, maneuvering, or uncorrected deviation. The fluid damping requires time to stabilize. When teaching compass turns, emphasize rolling out on heading smoothly to minimize oscillation, then waiting for the compass to settle before reading the final heading.

Turn Coordinator Calibration

Before executing timed turns, the CFII candidate must demonstrate proper turn coordinator calibration. This establishes the standard rate turn reference for timing calculations.

Understanding the Turn Coordinator

The turn coordinator displays rate of turn and roll information. The miniature aircraft banks to indicate turn rate. The instrument is calibrated so a standard rate turn (3° per second) aligns the wing tip with the index mark. In helicopters, the turn coordinator responds to yaw rate, making coordination critical—a slipping or skidding turn at the same yaw rate requires different bank angles.

Full Panel Calibration Procedure

1. Establish straight-and-level flight on a cardinal heading using the heading indicator
2. Note the exact time (second hand position)
3. Apply smooth coordinated controls to bank the helicopter until the turn coordinator miniature aircraft wing aligns with the standard rate index mark
4. Maintain this bank angle and coordination (centered ball)
5. After exactly 60 seconds, note the heading change on the heading indicator
6. A properly calibrated turn coordinator will show 180° of turn in 60 seconds (3° per second)
7. Verify calibration with both left and right turns

When teaching this procedure, emphasize that the student must maintain altitude, maintain the wing-tip-to-index alignment throughout the turn, and keep the ball centered. In helicopters, this requires constant small collective adjustments and coordinated pedal inputs—right turns typically need slight aft cyclic, left turns slight forward cyclic in American helicopters due to tail rotor thrust.

If the 60-second turn yields more or less than 180°, the student learns the correction: if only 170° change occurred, the turn rate is slow—bank slightly steeper. If 190° occurred, the rate is fast—reduce bank slightly. Record the visual picture of correct bank angle for future reference.

Partial Panel Calibration Procedure

When gyroscopic instruments fail, calibration uses the magnetic compass and clock:

1. Establish straight-and-level flight on a compass heading with minimal dip error (east or west heading preferred to avoid northerly turning error complications)
2. Note compass heading and time precisely
3. Apply coordinated controls to establish a turn (no turn coordinator reference available—use external visual cues or proprioception to estimate appropriate bank)
4. Maintain coordination by referencing ball only
5. After exactly 30 seconds of turn, check compass heading change
6. Standard rate turn should show approximately 90° change
7. Adjust bank angle for next calibration attempt if necessary
8. Verify with both left and right turns

The partial panel calibration is less precise due to compass lag/lead errors. When teaching, acknowledge this limitation but emphasize that reasonable accuracy (±10° in 30 seconds) is achievable and sufficient for compass turn navigation. East or west starting headings minimize northerly turning error during the calibration turn itself.

Timed Turns to Compass Headings - Full Panel

Full panel timed turns use the heading indicator as primary heading reference and the turn coordinator for rate control. This technique applies when the heading indicator has failed or become unreliable but other gyros remain functional.

Procedure

1. Note current magnetic compass heading (after applying deviation correction)
2. Calculate degrees of turn required to reach desired heading
3. Determine turn direction (shortest route unless otherwise specified)
4. Calculate time required: degrees ÷ 3° per second = seconds
5. Note exact start time on clock
6. Initiate smooth coordinated turn using turn coordinator standard rate indication
7. Maintain standard rate throughout turn (wing tip at index mark, ball centered)
8. Maintain altitude using primary pitch instruments
9. After calculated time, smoothly roll wings level
10. Allow compass to stabilize
11. Check actual heading against desired heading
12. Make small corrections if necessary

Example: Current heading 090°, desired heading 180°, standard rate turn:

• Turn required: 90° right turn
• Time: 90° ÷ 3°/sec = 30 seconds
• Execute 30-second standard rate right turn
• Roll out, verify 180° on compass

When teaching this procedure, emphasize smooth control inputs. Abrupt rolls into or out of turns create compass oscillations that make final heading verification difficult. In helicopters, altitude control during turns requires anticipating collective needs—right turns typically lose altitude without slight collective addition, left turns gain altitude without slight reduction.

Lead Point for Rollout

Rolling out exactly at the calculated time puts the helicopter on heading only if turn entry and exit were instantaneous. Real turns require approximately 1-2 seconds to roll in and roll out. Teach students to begin rollout approximately 5° before the calculated heading (roughly 1-2 seconds early at standard rate). This lead compensates for rollout time.

Timed Turns to Compass Headings - Partial Panel

Partial panel timed turns use the magnetic compass as the only heading reference. This represents true emergency instrument conditions and requires understanding compass errors for accurate turns to heading.

Basic Procedure

1. Note current magnetic compass heading (after applying deviation)
2. Determine desired heading and deviation correction needed
3. Calculate turn degrees and direction
4. Apply compass lead/lag corrections for northerly turning error
5. Calculate time: degrees ÷ 3°/sec = seconds
6. Note start time
7. Initiate coordinated turn using calibrated bank angle (no turn coordinator reference)
8. Maintain ball centered, altitude constant
9. Monitor compass during turn (it will show unreliable indications while turning)
10. After calculated time minus rollout lead, begin smooth rollout
11. Allow compass to stabilize in wings-level flight
12. Verify heading and make small corrections

Northerly Turning Error Compensation

This is the critical teaching point for partial panel compass turns. The CFII candidate must explain and demonstrate the compensation technique.

Turning to North Headings (315° through 045°)

The compass lags during turns through north. Begin rollout before reaching the desired heading. The rollout lead approximates the magnetic latitude value.

Example at 40°N latitude, turning from 090° to 360°:

• Calculated turn: 90° left turn = 30 seconds at standard rate
• Compass lag: approximately 30-40° at this latitude
• Rollout heading: Begin rollout when compass shows approximately 030° (30° before desired 360°)
• The compass will continue indicating a turn toward 360° as the aircraft rolls wings level

Turning to South Headings (135° through 225°)

The compass leads during turns through south. Continue the turn beyond the desired heading, rolling out late.

Example at 40°N latitude, turning from 270° to 180°:

• Calculated turn: 90° left turn = 30 seconds
• Compass lead: approximately 10-15° at this latitude
• Rollout heading: Continue turn until compass shows approximately 195° (15° past desired 180°)
• The compass will settle back toward 180° as oscillations damp

Turning to East or West Headings (045° through 135°, 225° through 315°)

Minimal northerly turning error on these headings. Use standard rollout lead (approximately 5°) for turn entry/exit time.

Advanced Teaching Point - Turn Through vs. Turn To

When the turn passes through north or south en route to a different heading, the error affects compass indications during the turn but not the final rollout. Teach students to ignore compass indications during the turn, use timed turn technique, and verify heading only after wings level and compass stabilized.

Example: turning from 090° to 270° (180° turn passing through north):

• The compass will show erratic indications passing through 360°
• Student maintains standard rate turn for calculated time (60 seconds)
• Ignores compass indications mid-turn
• Rolls out after 60 seconds
• Verifies 270° after stabilization

Common Student Errors - Incorrect Calibration Procedures

Failure to Maintain Altitude During Calibration

Students frequently allow altitude deviations during the calibration turn, especially in helicopters where collective directly affects climb/descent. Altitude change indicates power change, which affects turn performance. A climbing turn requires more bank for the same rate; a descending turn requires less bank. The calibration becomes invalid.

Teaching correction: Emphasize altitude as primary instrument during calibration. Demonstrate small collective adjustments to maintain altitude. In right turns, show the typical need for slight collective addition; in left turns, slight reduction. Have students verbalize altitude trend before it becomes a deviation.

Inconsistent Bank Angle

Students establish initial bank correctly but fail to maintain it throughout the 60-second calibration period. Bank shallows or steepens, invalidating the rate measurement.

Teaching correction: Demonstrate the visual scan: turn coordinator to verify rate, altimeter for altitude, ball for coordination, attitude indicator for pitch, VSI for trend, back to turn coordinator. The cycle repeats every 3-5 seconds during the calibration turn. Show how the attitude indicator’s bank angle presentation helps maintain consistent bank when the student’s primary focus is the turn coordinator.

Failure to Maintain Coordination

Uncoordinated turns (ball off-center) produce heading changes that don’t match the turn rate indicated. A skidding turn covers more heading than indicated; a slipping turn covers less.

Teaching correction: In helicopters, demonstrate the relationship between pedal input and torque compensation. Right pedal prevents nose-left yaw from increased power; left pedal prevents nose-right yaw from decreased power. During calibration turns, the ball must remain centered throughout—this requires active pedal corrections as collective changes for altitude maintenance. Emphasize the scan must include the ball every cycle.

Improper Timing Technique

Students note start time but lose track during the turn, estimate rather than precisely measure, or fail to account for the seconds required to roll into the turn.

Teaching correction: Demonstrate the count-down technique: “Rolling in… turn established… 50 seconds remaining… 40… 30… 20… 10 seconds, prepare for rollout… 5… 4… 3… 2… 1… rolling out.” This verbalized counting maintains awareness and provides rollout preparation. Alternatively, show how to use the clock’s second hand position: start at 12, roll in through 1, stabilize at 2, calibration time runs from 2 to 62 (next time around to 2), rollout begins at 60.

Starting Turn Before Stabilization

Students note the time and immediately begin the turn without first establishing stable straight-and-level flight. The initial conditions are not established, making the calibration invalid.

Teaching correction: Demonstrate the stabilization check: heading steady for 5 seconds, altitude within 10 feet for 5 seconds, airspeed constant, ball centered. Only then note the time and begin the turn. Emphasize that calibration is a precision procedure requiring precision initial conditions.

Common Student Errors - Improper Timing

Incorrect Time Calculation

Students miscalculate required turn time, often confusing degrees with minutes or failing to account for turn direction.

Teaching correction: Demonstrate the standard formula written out: Degrees of turn ÷ 3 degrees per second = seconds required. For shorter turns, show the simplification: 90° turn = 30 seconds, 180° turn = 60 seconds, 45° turn = 15 seconds. Have students verbalize the calculation before executing the turn: “090 to 180 is 90 degrees right, 90 divided by 3 equals 30 seconds.”

Failure to Account for Rollout Time

Students use the exact calculated time without leading the rollout, consistently overshooting the desired heading by 5-10°.

Teaching correction: Demonstrate the rollout lead concept. Show that rolling in takes approximately 2 seconds and rolling out takes approximately 2 seconds. At standard rate (3° per second), this represents about 6° of turn during rollout. The practical lead is 5° or 1-2 seconds before the calculated time. Have students practice with heading indicator timed turns first (easier verification) before progressing to compass turns.

Inconsistent Turn Rate

Students initiate the turn at standard rate but allow rate to vary during the turn, making the time calculation meaningless.

Teaching correction: Demonstrate continuous turn rate monitoring. On full panel, the turn coordinator wing tip must stay indexed throughout the turn. On partial panel, the bank angle visual picture must remain constant. Show how altitude deviations indicate power changes that affect turn rate—correct altitude first, then verify rate. Emphasize that timed turns require discipline: maintain the rate regardless of workload or distractions.

Stopping the Turn at Calculated Time Without Lead

Students roll out exactly at the calculated time, not accounting for the fact that the helicopter continues turning during the rollout itself.

Teaching correction: Demonstrate the three-phase turn: entry (2 seconds), steady-state turn (calculated time minus 4 seconds), exit (2 seconds). Begin the rollout approximately 2 seconds before the calculated time expires. Show the difference in final heading with and without rollout lead. In helicopters, emphasize smooth rollout—abrupt control inputs cause heading overshoot and altitude deviation.

Common Student Errors - Uncoordinated Use of Controls

Crossed Controls During Turn Entry/Exit

Students apply cyclic for bank without corresponding pedal input, or vice versa. In helicopters, this is particularly problematic—tail rotor thrust changes with power changes, and power changes are necessary for altitude control in turns.

Teaching correction: Demonstrate the coordination dance in helicopters: right turn requires right cyclic, right pedal (to prevent torque-induced yaw from power addition), slight aft cyclic (to counteract the translating tendency), and collective addition (to maintain altitude). Break down each input separately, then combine smoothly. Emphasize that the ball is the coordination referee—whatever the control combination, if the ball is centered, the turn is coordinated.

Fixation on One Instrument

Students fixate on the turn coordinator or compass, neglecting the ball. Uncoordinated turns produce unpredictable heading changes and altitude deviations.

Teaching correction: Demonstrate the instrument scan pattern that includes the ball in every cycle. Teach the verbal callout: “Rate is good, altitude steady, ball centered, continuing turn.” The verbalization forces scan distribution. Show how uncoordinated turns feel different—a slip feels like sliding to the outside of the turn, a skid feels like sliding to the inside. In helicopters these sensations are less pronounced than in airplanes, making instrument reference critical.

Incorrect Pedal Pressure During Power Changes

Students add collective to stop an altitude loss in a right turn but fail to add right pedal, creating a left-yawing moment. The ball slides right (skidding turn). Conversely, reducing collective without left pedal in a left turn creates a right-yawing moment and slip.

Teaching correction: Demonstrate the torque-pedal relationship: “More power requires more anti-torque pedal to prevent yaw in the direction of rotor rotation. Less power requires less pedal.” In American helicopters (counterclockwise main rotor viewed from above), more power requires more right pedal; less power requires more left pedal. Have students verbalize pedal corrections with collective changes: “Adding collective, adding right pedal… reducing collective, reducing right pedal.”

Late Coordination Corrections

Students allow the ball to slide off-center, then make large abrupt pedal corrections that overcorrect and set up oscillations.

Teaching correction: Demonstrate small continuous pedal inputs that prevent ball displacement rather than correcting it. Show the difference between smooth pressure modulation versus discrete jabs. Emphasize leading the ball: if it begins to slide left, apply right pedal before it reaches the cage edge. Small early corrections prevent large late corrections.

Common Student Errors - Improper Trim Control

Failure to Trim for Hands-Off Flight Before Turn

Students begin turns with residual control pressures in straight-and-level flight. The turn requires different pressures, and the student has no baseline for recognizing pressure changes.

Teaching correction: Demonstrate the trim discipline: achieve stable straight-and-level flight, adjust friction locks or trim (if equipped) for hands-off flight, then initiate the turn. When hands-off flight is established first, the student clearly feels which pressures are turn-related versus trim-related. In helicopters without traditional trim systems, demonstrate the friction lock technique: set frictions to hold controls in position after establishing steady flight, then make only the incremental control inputs needed for the turn.

Attempting to Re-trim During the Turn

Students adjust friction locks during the turn, destabilizing the aircraft and disrupting the standard rate.

Teaching correction: Explain that turns are temporary maneuvers requiring temporary control pressures. Trim/friction adjustment should occur only in stabilized flight conditions—straight-and-level or established constant-bank turns longer than 1-2 minutes. During compass turns (typically 1 minute or less), hold the pressures manually. Demonstrate the workload reduction technique: establish the turn, verify rate and coordination, then relax control pressures to find the minimum input needed to maintain the turn. This is not trimming but rather refining technique.

Chasing Altitude With Aggressive Collective Changes

Students see altitude deviation during the turn and make large collective corrections. This changes power significantly, requiring large pedal corrections, disrupting turn rate, and creating a spiral of corrections.

Teaching correction: Demonstrate the small-correction principle: 50 feet high in a turn requires perhaps 1/4 inch collective reduction, not a major power change. Show how to verify the correction is working by checking the VSI trend before making further adjustments. Emphasize that altitude control in turns is 80% anticipation (adding power for right turns, reducing for left turns) and 20% correction.

Inconsistent Cyclic Pressure

Students vary fore-aft cyclic pressure during turns, causing pitch attitude changes, airspeed variations, and altitude deviations. The turn rate changes as a result.

Teaching correction: Demonstrate the attitude-power-configuration concept: in a turn at constant altitude and airspeed, pitch attitude should remain constant. The attitude indicator shows this directly. Small cyclic pressures maintain the horizon bar position. Emphasize that helicopter turns require some fore-aft cyclic adjustments (right turns typically need slight aft, left turns slight forward in American helicopters), but these are established early in the turn and held constant, not varied randomly. Show the scan: attitude indicator for pitch, altimeter for altitude verification, VSI for trend, airspeed for energy state.

Teaching the Complete Timed Turn Procedure

When demonstrating timed turns to compass headings for a DPE, the CFII candidate should:

1. Explain the scenario: “I’m teaching my student to execute timed turns using the magnetic compass after a heading indicator failure. The student has already calibrated standard rate turns and demonstrated basic turn coordination.”

2. Brief the procedure: Present the step-by-step process as you would to a student, including compass error compensation.

3. Demonstrate the turn while narrating: Execute a timed turn to a compass heading, verbalizing every action: “Current compass heading is 090, applying deviation, actual heading 092. I want to turn to 360. That’s a left turn of 92 degrees. Standard rate is 3 degrees per second, so I need approximately 30 seconds. Because I’m turning to a northerly heading at this latitude, the compass will lag—I need to roll out about 30 degrees early when the compass shows 030. Starting the turn… now. Rolling into a left turn, monitoring the turn coordinator for standard rate, left wing tip at the index mark. Ball is centered with coordinated pedal. Slight power reduction needed for left turn. Altitude constant on attitude indicator. 15 seconds elapsed, halfway through the turn. Still standard rate, ball centered, altitude holding. Approaching 30 seconds… compass showing 040… 035… beginning rollout at 030. Rolling wings level smoothly. Allowing the compass to stabilize. Settling on 360, deviation correction applied, on desired heading.”

4. Debrief the demonstration: “Notice I led the rollout to compensate for northerly turning error. If I had rolled out at 360, the compass lag would have left me 20-30 degrees past my desired heading.”

5. Introduce common errors: “Now I’ll demonstrate typical student errors and how to correct them…”

Simulated Common Errors and Corrections

The CFII candidate must demonstrate recognition and correction of student errors. This is the instructional competency evaluation.

Scenario 1: Student Overshoots Heading Due to Late Rollout

Student error: Calculates a 30-second turn correctly but rolls out at exactly 30 seconds without leading for rollout time. Final heading is 10° past desired heading.

CFII correction demonstration: “I noticed you rolled out exactly at 30 seconds and overshot the heading by 10 degrees. Remember, the helicopter doesn’t stop turning instantly—the rollout takes about 2 seconds, which at standard rate means about 6 degrees of additional turn. Try this next turn beginning your rollout about 5 degrees early—that’s about 2 seconds before your calculated time. Let’s turn back to 090 and practice the rollout lead.”

Scenario 2: Student Fails to Compensate for Northerly Turning Error

Student error: Turns to a northerly heading using the exact calculated time and rolls out at the desired compass indication. Due to compass lag, the actual heading is 25° short of desired.

CFII correction demonstration: “You rolled out right when the compass showed 360, but notice we’re actually about 25 degrees short—the compass is still catching up. Remember the compass lags when turning through north. At our latitude, that lag is approximately 30 degrees. Next time, begin your rollout when the compass shows about 030, and it will settle on 360 as the turn completes. The compass is giving you false information during the turn—you have to lead it. Let’s try again, and this time I want you to call out when you see 045, then 030, and begin your rollout at 030.”

Scenario 3: Student Loses Altitude in Right Turn

Student error: Initiates right turn at standard rate but altitude decreases 100 feet during the turn. Student is focused on turn coordinator and compass, not monitoring altitude.

CFII correction demonstration: “Your turn rate was perfect, but let’s check the altimeter. You lost 100 feet during that turn. In a right turn, the helicopter naturally tends to settle because you’re banking into the advancing blade side and you need to increase power to maintain altitude. Before you start the turn, add a small amount of collective—about half an inch—and you’ll find the altitude stays constant. Also, make sure altitude is in your scan cycle. I noticed you were looking at the turn coordinator and compass but not cross-checking the altimeter. Try this: turn coordinator, altimeter, ball, attitude indicator, back to turn coordinator. That cycle every 3-4 seconds keeps you aware of altitude trends. Let’s try another right turn with that collective anticipation and scan pattern.”

Scenario 4: Student Allows Turn Rate to Vary

Student error: Initiates turn at standard rate but allows bank angle to shallow during the turn, reducing turn rate. The 30-second turn only achieves 75° of heading change instead of 90°.

CFII correction demonstration: “Your time was exactly 30 seconds, but you only turned 75 degrees. That tells me your turn rate slowed during the turn. Let’s look at what happened—you started with the wing tip at the index mark on the turn coordinator, but I noticed about halfway through the turn, the wing tip was inside the mark. Your bank angle got shallow. In a timed turn, the turn rate has to be constant the entire time, or the timing doesn’t work. Keep that wing tip right at the index mark for the full turn. If you notice it drifting inside, add a little bank. If it goes outside, reduce bank slightly. The turn coordinator is your rate referee—trust it and maintain that indication. Try the next turn maintaining that wing-tip-to-index alignment the entire time.”

Scenario 5: Student Skids the Turn

Student error: Maintains standard rate indication on turn coordinator but ball is displaced outside the turn. The heading change is greater than expected for the time elapsed.

CFII correction demonstration: “Your turn rate looked good on the turn coordinator, but check the ball—it’s displaced to the right, which means you’re skidding the left turn. The helicopter is yawing faster than it’s banking, so you’re covering more heading than a coordinated standard rate turn should. When that happens, your timing will be off—you’ll arrive at the heading early. The fix is simple: add left pedal to center the ball. Remember, in a left turn you’re reducing power slightly to maintain altitude, and reducing power means you need less right pedal, which is the same as adding left pedal. Make pedal adjustments small and smooth—the ball should stay within the cage marks the entire turn. Let’s try this turn again, and I want you to verbalize the ball position: ‘ball centered, continuing turn.’ That forces you to check it.”

Scenario 6: Student Makes Large Abrupt Corrections

Student error: Sees altitude 50 feet low during turn and makes large collective addition. This creates power-on yaw requiring large pedal correction, disrupts turn rate, and overcorrects altitude, starting an oscillation.

CFII correction demonstration: “You caught the altitude deviation—good awareness—but that correction was too aggressive. You added a lot of collective all at once, which required a big pedal correction, and now we’re climbing. In turns, make corrections small and smooth. For a 50-foot deviation, try a quarter-inch collective change and give it 3-4 seconds to work. Check the VSI to see if the trend is correcting, then make additional small adjustments if needed. Large abrupt corrections in helicopters create a cascade of secondary errors—power affects yaw, yaw affects heading, changing bank to fix heading affects altitude. Small corrections prevent that cascade. Let’s try this turn again, and this time if altitude drifts, make a tiny collective change—barely perceptible—and wait to see the result before adjusting further.”

Scenario 7: Student Fixates on Compass During Turn

Student error: Watches the compass continuously during a partial panel turn, trying to interpret heading changes. Neglects other instruments. Turn becomes uncoordinated, altitude varies, and turn rate is inconsistent.

CFII correction demonstration: “I noticed you were staring at the compass during that entire turn. The compass is almost useless while you’re turning—it’s showing you erroneous indications due to all those compass errors we discussed. Your job during the turn is to maintain standard rate, maintain altitude, and keep the ball centered. The compass is only useful at the beginning to note your starting heading and at the end after you’ve rolled out and it’s stabilized. During the turn, ignore it completely. Focus on your scan: ball for coordination, altimeter for altitude, attitude indicator for pitch, clock for timing. Only look at the compass when you’re established in the turn to verify general progress, but don’t try to interpret it precisely. Let’s try this again, and I don’t want you to look at the compass at all until I tell you we’re 5 seconds from rollout.”

Schedule

Equipment

Required References

• FAA-H-8083-15B, Instrument Flying Handbook, Chapter 5 (Flight Instruments) and Chapter 7 (Helicopter Instruments)
• FAA-H-8083-21, Helicopter Flying Handbook, Chapter 11 (Helicopter Instrument Flight)
• FAA-S-8081-9E, Instrument Rating Practical Test Standards (Helicopter), Area VI, Task F
• FAA-H-8083-9, Aviation Instructor’s Handbook, Chapter 4 (Teaching Methods) and Chapter 9 (Techniques of Flight Instruction)
• Helicopter compass deviation card (current for aircraft being discussed)
• Sectional chart showing isogonic lines for local area

Training Materials

• Magnetic compass diagram (cutaway view showing float assembly, lubber line, fluid chamber)
• Magnetic dip illustration showing earth’s magnetic field lines and compass magnet orientation at various latitudes
• Turn coordinator instrument diagram with standard rate index marks clearly labeled
• Whiteboard or poster showing compass error compensation rules: ANDS (Accelerate North Decelerate South), northerly turning error undershoot/overshoot values for various latitudes
• Timed turn calculation worksheet showing formula: degrees ÷ 3°/sec = seconds
• Sample compass turn scenarios: starting heading, desired heading, turn direction, calculated time, compass error compensation required
• Clock or stopwatch for timing demonstrations (should show seconds clearly)

Visual Aids

• Compass rose diagram showing cardinal and intercardinal headings with deviation corrections marked
• Northerly turning error compensation chart: latitude on vertical axis (25°-50°N), undershoot values for north turns, overshoot values for south turns
• Turn coordinator instrument card showing proper bank angle appearance for standard rate in specific helicopter type
• Scan pattern diagram for full panel timed turns: turn coordinator → altimeter → ball → attitude indicator → VSI → turn coordinator
• Scan pattern diagram for partial panel timed turns: ball → altimeter → attitude indicator → VSI → clock → ball (compass only at start/end)
• Common error illustrations: skidding turn (ball outside), slipping turn (ball inside), altitude loss in right turn, altitude gain in left turn

Aircraft/Simulator

• Helicopter instrument panel or FAA-approved flight training device with functioning magnetic compass, turn coordinator, attitude indicator, altimeter, VSI, airspeed indicator, clock with second hand
• Capability to simulate partial panel (heading indicator failure, directional gyro failure)
• Compass deviation card installed and current
• Sufficient fuel/time for multiple demonstration turns and student error corrections (minimum 1.0 hour)

Documentation

• CFII candidate lesson plan outline (this document)
• Student performance record form for tracking completion standards
• Magnetic compass error quick reference card for student handout
• Timed turn planning worksheet for student practice calculations

Instructor Actions

The CFII candidate demonstrates instructional competency by:

Preparation and Introduction

• Presents clear lesson objectives tied to PTS Task CFII.VI.F, explaining that this lesson covers both full panel and partial panel timed turns to compass headings as emergency procedures when gyroscopic heading instruments fail
• Reviews prerequisite knowledge: student should already demonstrate basic instrument flight proficiency, understand straight-and-level flight and standard rate turns, and have functional knowledge of all flight instruments
• Establishes learning scenario: “Today you’ll learn to navigate using only the magnetic compass and clock, skills you’ll need if your heading indicator fails in IMC or during an electrical emergency”
• Uses motivating opener: describes real scenario of heading indicator failure during IFR flight requiring compass navigation to alternate airport

Knowledge Instruction - Magnetic Compass

• Explains magnetic compass construction using diagram, emphasizing the float assembly and fluid damping system
• Demonstrates compass behavior by rotating the compass (or illustration) while keeping lubber line fixed, showing student that the card stays aligned with magnetic north while aircraft rotates around it
• Teaches variation using sectional chart: points out isogonic lines, explains east/west corrections, demonstrates practical application
• Teaches deviation using aircraft compass deviation card: explains sources (electrical systems, metal structure), shows how to apply corrections for specific headings, demonstrates looking up correction for current heading
• Explains acceleration error using ANDS memory aid, demonstrates with compass behavior during airspeed changes on east-west headings, provides practical example: “If you’re accelerating on heading 090 and the compass swings toward north, ignore it—that’s acceleration error, not a turn”
• Explains northerly turning error with clear analogy: “The compass magnet dips down in the Northern Hemisphere. During a turn, that dip creates false banking of the magnet, making it swing incorrectly. When turning through north, the magnet lags behind your actual heading. When turning through south, it leads your actual heading.”
• Demonstrates compensation technique: “At our latitude of approximately 40 degrees north, roll out 30 degrees early when turning to north headings, and 15 degrees late when turning to south headings. On east-west headings, the error is minimal.”
• Addresses oscillation error: demonstrates smooth control inputs versus abrupt inputs, shows how oscillations obscure heading readings, teaches “stabilize then read” technique

Knowledge Instruction - Turn Coordinator Calibration

• Explains purpose of calibration: “We need to verify that the turn coordinator’s standard rate indication actually produces 3 degrees per second of turn. If it’s miscalibrated, our timed turns will be inaccurate.”
• Demonstrates full panel calibration step-by-step: establishes straight-and-level flight on cardinal heading, notes exact time, rolls into turn until turn coordinator wing tip aligns with index mark, maintains standard rate indication for 60 seconds, checks heading change on heading indicator (should be 180°)
• Emphasizes key points during demonstration: “Notice I’m maintaining altitude—any altitude change means power change, which affects turn performance. The ball stays centered—coordination is critical. The turn coordinator wing tip stays right at the index mark—consistent rate throughout.”
• Discusses calibration corrections: “If I turned only 170 degrees in 60 seconds, my rate was slow—I need slightly more bank. If I turned 190 degrees, my rate was fast—I need slightly less bank.”
• Demonstrates partial panel calibration: establishes straight-and-level flight on east or west heading (to minimize northerly turning error), notes compass heading and time, initiates turn using bank angle visual reference, maintains coordination by ball only, turns for 30 seconds, checks compass heading change (should be approximately 90°)
• Explains partial panel limitations: “The compass errors make this less precise than full panel calibration, but we can achieve reasonable accuracy within plus or minus 10 degrees. That’s sufficient for emergency compass navigation.”
• Verifies calibration with both left and right turns, discusses any differences: “Right turns may require slightly different bank angles than left turns due to translating tendency and torque compensation.”

Skill Instruction - Full Panel Timed Turns

• Demonstrates complete full panel timed turn procedure while narrating each step: “Current compass heading 090, deviation correction plus 2, actual heading 092. I want to turn to heading 270. That’s 178 degrees to the left, or 182 degrees to the right. Shortest direction is left turn. 178 degrees divided by 3 degrees per second equals approximately 59 seconds. I’ll use 60 seconds for simplicity. Starting my turn now…”
• Continues narration during turn: “Rolling into a standard rate left turn, wing tip at the index mark on the turn coordinator. Ball is centered with left pedal coordination. I’m reducing collective slightly to maintain altitude in this left turn. Attitude indicator shows proper pitch. Altimeter constant at 3000 feet. VSI shows zero. Thirty seconds elapsed, halfway through the turn…”
• Demonstrates rollout with lead: “Approaching 60 seconds, preparing for rollout. I’ll begin rolling out about 5 degrees early to compensate for rollout time. Rolling wings level… allowing compass to stabilize… compass shows 270, deviation correction applied, on desired heading.”
• Explains rollout lead timing: “I began the rollout approximately 2 seconds before 60 seconds elapsed. That compensates for the 2 seconds it takes to roll from standard rate bank to wings level, during which the helicopter continues turning.”
• Demonstrates multiple full panel turns to different headings (north, south, east, west) to show consistent technique
• Shows calculation shortcuts: “For 90-degree turns, remember 30 seconds. For 180-degree turns, 60 seconds. For 45-degree turns, 15 seconds. You can calculate others by proportion.”

Skill Instruction - Partial Panel Timed Turns

• Sets up partial panel scenario: covers or deactivates heading indicator, explains emergency: “Your heading indicator has failed. You must use the magnetic compass for heading reference.”
• Demonstrates partial panel timed turn to northerly heading while narrating: “Current compass heading 090, I want to turn to 360. That’s a 90-degree left turn, requiring 30 seconds at standard rate. However, I’m turning to a northerly heading at 40 degrees north latitude, so the compass will lag behind my actual heading during the turn. I must roll out early—approximately 30 degrees early. I’ll begin my rollout when the compass shows 030.”
• Executes the turn: “Starting turn now. Rolling into standard rate left turn using my calibrated bank angle reference. Ball centered. Altitude constant. Ignoring compass indications during the turn—they’re unreliable right now. Clock shows 15 seconds elapsed… 25 seconds, approaching rollout time. Compass shows 050… 040… 035… beginning rollout at 030. Rolling wings level. Allowing compass to stabilize… compass settling on 360, on desired heading.”
• Explains technique: “Notice I completely ignored the compass during the turn. I maintained standard rate by bank angle reference, maintained coordination by the ball, maintained altitude by attitude indicator and altimeter. I only looked at the compass approaching rollout time and after wings level to verify final heading.”
• Demonstrates partial panel turn to southerly heading: “Turning from 270 to 180. That’s a 90-degree left turn, 30 seconds. Turning to a southerly heading means the compass will lead my actual heading. I must roll out late—approximately 15 degrees past the desired heading. I’ll continue the turn until the compass shows 195, then roll out and allow it to settle back to 180.”
• Performs the turn with narration, emphasizing the late rollout technique
• Demonstrates partial panel turn to east or west heading: “Turning to 090. This is an east heading, so northerly turning error is minimal. I’ll use standard rollout lead of about 5 degrees to compensate for rollout time only, beginning rollout when compass shows 085.”
• Discusses turn-through situations: “If you’re turning from 090 to 270—passing through north—the compass shows erratic indications passing through 360, but you’re not turning to north, you’re passing through it en route to west. Ignore the compass during the turn, use your timed turn for 60 seconds to cover 180 degrees, then verify 270 after rollout.”

Error Recognition and Correction Demonstration

• Intentionally demonstrates each common error, then immediately shows correct technique and explains teaching correction:

Incorrect Calibration - Altitude Deviation: “Watch as I perform a calibration turn but allow the altitude to decrease 100 feet. [Demonstrates descending calibration turn]. The turn took 60 seconds but only covered 170 degrees because I was descending and losing power, which required less bank for the same turn rate. If teaching a student who makes this error, I’d say: ‘I noticed your altitude decreased during that calibration. When you descend, you reduce power, which reduces the bank angle needed for a given turn rate. The calibration is now invalid. Let’s try again, and this time make altitude your primary instrument. Small collective adjustments will keep you level.’ Then I’d have them repeat the calibration, talking through altitude control.”

Incorrect Calibration - Inconsistent Bank: “Now I’ll demonstrate starting the calibration correctly but letting the bank shallow during the turn. [Demonstrates]. The heading change was only 160 degrees in 60 seconds—my turn rate decreased. If my student did this, I’d point out: ‘Your turn started at standard rate, but halfway through I noticed the turn coordinator wing tip moved inside the index mark. Your bank shallowed and the rate decreased. During calibration, that wing tip must stay indexed for the entire 60 seconds. Try again, and this time verbalize the turn coordinator indication every 10 seconds to maintain awareness.’”

Improper Timing - Calculation Error: “I’ll demonstrate a student who miscalculates the required time. [States incorrect calculation: ‘090 to 270, that’s 90 degrees, so 90 seconds.’ Performs extended turn]. I’ve overshot significantly because I confused degrees with seconds. If teaching this error, I’d stop the student and review: ‘Let’s recalculate together. 090 to 270 is 180 degrees of turn. At 3 degrees per second, that’s 180 divided by 3, which equals 60 seconds, not 90. Try the calculation again before the turn.’”

Improper Timing - No Rollout Lead: “Here’s a student who rolls out exactly at the calculated time with no lead. [Demonstrates, overshooting heading by 8-10 degrees]. The heading is overshot because the helicopter continued turning during the 2-second rollout. If my student does this, I’d explain: ‘You rolled out exactly at 30 seconds and overshot by 8 degrees. The rollout itself takes time—about 2 seconds—during which you turn another 6 degrees at standard rate. Begin your rollout about 5 degrees early, or 2 seconds before your calculated time expires. Let’s try the turn again with that rollout lead.’”

Uncoordinated Controls - Skidding Turn: “Watch a turn where I fail to add sufficient left pedal, creating a skid. [Demonstrates left turn with ball displaced right]. The ball is outside the turn, meaning I’m skidding—yawing faster than banking. This creates more heading change than the turn coordinator indicates. If teaching this error: ‘Check the ball—it’s displaced to the right. That means you’re skidding this left turn. You need more left pedal to center the ball. Remember, you’re reducing power in a left turn to maintain altitude, which means less right pedal required. Make smooth small pedal corrections to keep the ball centered throughout the turn.’”

Improper Trim - Chasing Altitude: “I’ll demonstrate a student who sees altitude deviation and makes an abrupt large collective correction. [Demonstrates: 50 feet low, adds significant collective rapidly, altitude overshoots, requires pedal correction, turn rate disturbed]. Now I’m high and climbing because I overcorrected. If my student does this: ‘You saw the 50-foot deviation—good awareness—but that collective addition was too large. Big power changes require big pedal corrections and disturb your turn rate. For small altitude errors, make tiny collective changes—a quarter inch—and wait to see the VSI trend before adding more correction. Smooth small corrections prevent the cascade of secondary errors. Try this turn again with gentle collective adjustments.’”

Integrated Performance

• Performs complete scenario demonstration: simulated heading indicator failure announced, performs partial panel calibration, executes multiple timed turns to various compass headings including north (with undershoot), south (with overshoot), and east/west (standard lead), maintains all IFR performance standards (altitude ±100 feet, airspeed ±10 knots, coordination within one ball width)
• Maintains teaching narration throughout: verbalizes every decision, every control input, every instrument cross-check, every error compensation technique
• Demonstrates integration with other instrument procedures: shows how timed compass turns enable holding pattern entry when heading indicator fails, how to turn to intercept a radial using timed turns, how to turn to alternate airport heading during lost communications
• Shows decision-making: “The heading indicator has failed. I still have altitude instruments, turn coordinator, and compass. I can continue IFR flight using timed turns for heading changes. If I lose the turn coordinator also—full gyro failure—I would need to execute unusual attitude recovery procedures and consider declaring emergency, but compass navigation with clock timing remains available for basic heading control.”

Student Error Analysis

• When evaluator (acting as student) makes intentional errors, candidate identifies error type immediately: “I notice you’re allowing the altitude to drift down during this turn—let’s talk about why that’s affecting your turn performance…”
• Analyzes root cause: “The altitude loss indicates you’re reducing power, which reduces the anti-torque pedal requirement and changes the turn rate. The turn coordinator might still show standard rate, but your actual heading change will be different.”
• Provides specific correction technique: “Before starting your next turn, establish precise straight-and-level flight and trim the helicopter. As you roll into the turn, anticipate the power change needed—right turns need power addition, left turns need power reduction. Make that power change as you establish the bank, then maintain altitude throughout the turn with small collective adjustments. Let’s try another turn with altitude as your primary instrument.”
• Uses positive reinforcement with correction: “Your turn coordination was excellent—the ball stayed centered. Now let’s work on maintaining that altitude throughout the turn.”

Questioning and Assessment

• Asks student-centered questions to verify understanding: “What would happen to your turn timing if you allowed the helicopter to climb during the turn? Why does that affect the timing? What would you feel if the turn was skidding versus slipping?”
• Provides scenario-based assessment questions: “You’re in IMC, heading 270, and ATC instructs you to turn to heading 090. Your heading indicator has failed. Walk me through your procedure for this turn including compass error considerations.”
• Evaluates student decision-making: “You complete a timed turn to heading 360 and find yourself 20 degrees off—actual heading is 340. What might have caused this error? How would you correct it?”

Instructional Techniques

• Uses clear analogies: “Think of the compass card as a weather vane that always points north. The airplane rotates around it. The lubber line is your window—it shows what heading the airplane is pointing.”
• Demonstrates errors then correct technique (tell-show-do-review): “First I’ll show you what happens if you roll out late on a north turn… [demonstrates overshoot]. Now I’ll show the correct technique with early rollout… [demonstrates successful turn]. Now you try it while I coach.”
• Provides memory aids: “ANDS for acceleration error. North Lags South Leads for turning error compensation.”
• Breaks complex procedures into building blocks: teaches compass errors first, then calibration, then full panel turns, then partial panel, then error correction—logical progression from simple to complex
• Adapts explanation to student needs: recognizes when student needs visual aid versus verbal explanation versus hands-on practice

Student Actions

The instrument student receiving instruction (role played by DPE during the practical test) will:

During Knowledge Phase

• Listens to CFII candidate’s explanation of magnetic compass characteristics and errors
• Asks clarifying questions about compass behavior, variation, deviation, acceleration error, northerly turning error
• Reviews compass deviation card for aircraft being discussed
• Examines magnetic compass diagrams and illustrations of dip error
• Takes notes on compensation techniques (ANDS, undershoot north/overshoot south values)
• Demonstrates understanding by answering CFII candidate’s questions about compass error application
• Explains in own words when each error occurs and how to compensate

During Turn Coordinator Calibration

• Observes CFII candidate’s demonstration of full panel calibration procedure
• Notes time required for 180-degree turn at standard rate indication
• Observes partial panel calibration demonstration using compass and clock
• Asks questions about calibration accuracy and acceptable tolerances
• Under CFII candidate coaching, performs practice calibration turns (both full and partial panel)
• Verbalizes procedure steps during practice: “Establishing straight and level on heading 180… noting time at 12 o’clock… rolling into standard rate right turn… maintaining wing tip at index… 60 seconds elapsed, heading change is 180 degrees, calibration confirmed”
• Corrects calibration errors when CFII candidate provides feedback

During Full Panel Timed Turn Practice

• Observes CFII candidate’s demonstration of complete full panel timed turn procedure
• Calculates turn time for assigned heading changes using formula: degrees ÷ 3°/sec = seconds
• Performs timed turns to specified headings under CFII candidate supervision
• Maintains standard rate throughout turn (turn coordinator wing tip at index mark)
• Maintains altitude within 100 feet using pitch and power control
• Maintains coordination (ball centered) with appropriate pedal inputs
• Uses rollout lead (approximately 5 degrees or 2 seconds early)
• Verifies final heading on compass after rollout and stabilization
• Responds to CFII candidate’s questions: “What was your calculated time? When did you begin rollout? What was your final heading error?”

During Partial Panel Timed Turn Practice

• Observes CFII candidate’s demonstration of partial panel technique including compass error compensation
• Calculates required turn time and compass error compensation for assigned headings
• Verbalizes compensation plan before turn: “Turning from 090 to 360, left turn 90 degrees, 30 seconds, northerly heading so I’ll roll out when compass shows 030 to compensate for 30-degree lag”
• Performs partial panel timed turns using bank angle reference (no turn coordinator reference)
• Maintains coordination using ball only
• Maintains altitude using attitude indicator and altimeter
• Ignores compass indications during the turn (except to verify general progress)
• Applies appropriate rollout lead for northerly/southerly headings
• Verifies heading after rollout and compass stabilization
• Corrects errors when CFII candidate provides feedback
• Explains reasons for heading errors when they occur

During Error Recognition and Correction

• Intentionally demonstrates assigned errors when requested by CFII candidate (to demonstrate candidate’s ability to recognize and correct errors)
• Responds to CFII candidate’s error corrections by attempting proper technique
• Asks questions about error root causes: “Why did my altitude loss affect the turn rate?”
• Practices corrected technique: performs turn again using CFII candidate’s recommended correction
• Self-critiques performance: “That turn was better—I maintained altitude within 50 feet and the final heading was within 5 degrees”

During Scenario-Based Application

• Responds to simulated ATC heading assignments requiring timed compass turns
• Integrates timed turns with other instrument procedures (holding pattern entry, radial intercepts)
• Makes decisions about procedure modifications when heading indicator fails mid-flight
• Explains reasoning for chosen techniques
• Demonstrates ability to perform timed turns while managing other cockpit tasks (communication, navigation planning)

Assessment and Feedback Response

• Completes assigned timed turn scenarios to demonstrate proficiency
• Accepts constructive feedback from CFII candidate professionally
• Asks for clarification when correction is unclear
• Demonstrates improvement on subsequent attempts
• Identifies own errors: “I rolled out late on that turn—I need to begin rollout at 030, not wait until 020”

DPE-Specific Actions During Practical Test

• Evaluates CFII candidate’s teaching effectiveness by observing clarity of explanation, logical presentation sequence, appropriate use of visual aids and demonstrations
• Acts as instrument student making typical errors to assess candidate’s error recognition and correction ability
• Asks questions that an actual student might ask to evaluate candidate’s depth of knowledge
• Verifies that candidate addresses all required knowledge elements from PTS
• Confirms that candidate demonstrates both teaching ability and personal proficiency in timed turns to compass headings
• Assesses whether candidate’s instruction would enable a student to meet instrument rating PTS standards for this task

Completion Standards

The lesson is complete and the CFII candidate meets the standards of FAA-S-8081-9E, Area VI, Task F when:

Instructional Knowledge Standards

• The CFII candidate demonstrates comprehensive knowledge of magnetic compass operating characteristics including float assembly construction, fluid damping, magnetic north alignment, and lubber line function
• The candidate explains all five magnetic compass errors with clarity: variation (geographical difference between true and magnetic north), deviation (aircraft magnetic interference requiring correction card), acceleration error (ANDS—Accelerate North Decelerate South on east-west headings), northerly turning error (compass lag on turns through north, compass lead on turns through south), and oscillation error (turbulence and maneuvering effects)
• The candidate provides accurate compensation techniques for northerly turning error: undershoot north headings by approximately latitude value (25-40 degrees depending on location), overshoot south headings by approximately 10-15 degrees, minimal compensation needed for east-west headings
• The candidate demonstrates proper turn coordinator calibration procedures for both full panel (60-second turn should produce 180-degree heading change on heading indicator) and partial panel (30-second turn should produce approximately 90-degree compass heading change)
• The candidate explains the timed turn calculation formula accurately: degrees of turn ÷ 3 degrees per second = seconds required for standard rate turn
• The candidate teaches rollout lead technique: begin rollout approximately 5 degrees (or 2 seconds) before calculated completion time to compensate for time required to roll from bank to wings level

Teaching Demonstration Standards

• The candidate demonstrates and simultaneously explains timed turns to magnetic compass headings from an instructional standpoint, using clear narration of each procedure step: noting current heading, calculating turn requirements, determining direction, calculating time, establishing turn, maintaining standard rate, monitoring altitude and coordination, applying rollout lead, verifying final heading
• The candidate performs full panel timed turns maintaining standard rate (turn coordinator miniature aircraft wing tip aligned with index mark throughout turn), altitude within 100 feet of assigned altitude, heading within 10 degrees of desired heading after compass stabilization, and ball centered within one ball width throughout turn
• The candidate performs partial panel timed turns using magnetic compass and clock, maintaining altitude within 100 feet, achieving final heading within 10 degrees of desired heading after applying appropriate northerly turning error compensation, and maintaining coordination (ball centered within one ball width)
• The candidate demonstrates proper compensation for northerly turning error on partial panel turns: on turns to northerly headings (315° through 045°), begins rollout when compass indicates approximately 25-40 degrees before desired heading; on turns to southerly headings (135° through 225°), continues turn to approximately 10-15 degrees past desired heading before rolling out; on turns to east-west headings, uses standard 5-degree rollout lead only
• All flight demonstrations maintain instrument flying standards: altitude ±100 feet, heading ±10 degrees (final), airspeed ±10 knots, coordination within standard tolerances (ball within cage marks)

Error Analysis and Correction Standards

• The candidate analyzes and corrects simulated common errors related to incorrect calibration procedures, specifically: identifies when student allows altitude deviations during calibration and explains how power changes affect turn rate; recognizes inconsistent bank angle during calibration and teaches scan technique to maintain constant rate; identifies failure to maintain coordination during calibration and explains effects of uncoordinated flight on heading change accuracy; recognizes improper timing technique and teaches countdown or clock reference methods
• The candidate analyzes and corrects simulated common errors related to improper timing: identifies incorrect time calculations and demonstrates proper formula application; recognizes failure to account for rollout time and teaches 5-degree or 2-second rollout lead; identifies inconsistent turn rate during timed turn and teaches continuous rate monitoring; recognizes stopping turn at calculated time without lead and explains the additional heading change during rollout phase
• The candidate analyzes and corrects simulated common errors related to uncoordinated use of controls: identifies crossed controls during turn entry or exit and teaches proper helicopter control coordination including cyclic-pedal-collective integration; recognizes fixation on one instrument with neglect of ball and teaches proper scan pattern; identifies incorrect pedal pressure during power changes and explains torque-pedal relationship in helicopters; recognizes late coordination corrections creating oscillations and teaches small continuous corrections versus large discrete inputs
• The candidate analyzes and corrects simulated common errors related to improper trim control: identifies failure to trim for hands-off flight before turn and teaches pre-turn stabilization procedure; recognizes attempts to re-trim during turn and explains when trim adjustments are appropriate versus maintaining temporary control pressures; identifies chasing altitude with aggressive collective changes and teaches small smooth corrections with trend verification; recognizes inconsistent cyclic pressure and teaches constant attitude maintenance in turns
• For each simulated error, the candidate provides specific corrective instruction using appropriate teaching methodology: identifies the error clearly, explains the root cause, demonstrates correct technique, has student practice correction, provides positive reinforcement, and verifies understanding through questioning

Instructional Presentation Standards

• The candidate uses appropriate teaching methods from Aviation Instructor’s Handbook: organizes material logically from simple to complex (compass characteristics, errors, calibration, full panel turns, partial panel turns, error correction); uses demonstration-performance method effectively (tell-show-do-review sequence); provides clear explanations with appropriate analogies for complex concepts; uses visual aids effectively (diagrams, compass rose, error compensation charts)
• The candidate incorporates adult learning principles: explains relevance and practical application (heading indicator failure scenarios), encourages student questions and participation, provides immediate feedback on performance, adapts instruction to student responses
• The candidate communicates in clear, concise language appropriate for instrument students: avoids excessive jargon, defines technical terms when first introduced, confirms understanding through questioning
• The candidate demonstrates professional demeanor: maintains instructional control, provides positive reinforcement with constructive criticism, adapts to student learning pace, maintains safety awareness throughout instruction

Scenario Integration Standards

• The candidate integrates timed compass turns with realistic IFR scenarios: heading indicator failure requiring compass navigation, electrical failure scenarios, lost communications requiring turn to alternate, holding pattern entry using timed turns when heading indicator unavailable
• The candidate demonstrates single-pilot resource management appropriate for helicopter IFR operations: manages workload during timed turns, prioritizes tasks (fly aircraft, navigate, communicate), explains decision-making process when choosing techniques or procedures
• The candidate addresses helicopter-specific considerations: translating tendency effects on turn coordination, power-altitude relationships in turns (right turns require power addition, left turns require reduction), tail rotor effectiveness in coordinated turns, workload management in single-pilot helicopter IFR operations

Knowledge Element Verification

• Evaluator confirms candidate addressed all required knowledge elements during instruction: magnetic compass operating characteristics and all five error types with compensation techniques, turn coordinator calibration procedures for both full and partial panel, timed turn procedures using both full and partial panel techniques, and all four categories of common errors (calibration, timing, coordination, trim)
• Evaluator verifies candidate’s explanations are technically accurate, complete, and presented in logical teaching sequence
• Evaluator confirms candidate demonstrated personal proficiency in performing timed turns while simultaneously teaching the procedures

Overall Standard

• The CFII candidate demonstrates ability to teach an instrument student to perform timed turns to magnetic compass headings with sufficient clarity, accuracy, and instructional skill that the student could meet instrument rating practical test standards for this task
• The candidate meets FAA-S-8081-9E standards: “Demonstrates and simultaneously explains timed turns to magnetic compass headings from an instructional standpoint” and “Analyzes and corrects simulated common errors related to timed turns to magnetic compass headings”
• The evaluator determines that the candidate possesses the instructional knowledge, teaching ability, and personal proficiency required of a competent certificated flight instructor—instrument helicopter