INTERCEPTING AND TRACKING NAVIGATIONAL SYSTEMS AND DME ARCS

Objective

The CFII candidate will demonstrate competency in teaching intercepting and tracking navigational systems and DME arcs to instrument helicopter students. Upon completion, the candidate will explain tuning and identification procedures, course interception techniques, DME arc procedures, and error correction methods while simultaneously demonstrating these skills in simulated flight or ground instruction. The candidate will analyze common student errors and apply appropriate teaching techniques to correct them. Performance meets the standards of FAA-S-8081-9E, Area VII, Task A.

Content

Introduction to Navigation Aids in Helicopter IFR

Helicopter IFR navigation requires precise understanding of VOR, VORTAC, and DME systems because helicopters operate at lower altitudes with reduced ground-based signal reliability compared to high-altitude fixed-wing operations. Single-pilot IFR demands efficient scan patterns and workload management—you’re not just flying the approach, you’re managing the entire operation alone while maintaining aircraft control in an inherently less stable platform.

Tuning and Identification of Navigational Facilities

Proper Tuning Sequence:

1. Frequency selection from current chart or clearance
2. Audio identification through headset—never assume correct station from frequency alone
3. Morse code verification against chart or approach plate identifier
4. Volume adjustment—loud enough to monitor but not distracting during critical phases
5. Verify correct radial/bearing indication matches expected position

Teaching Point: Students often skip audio identification, especially when workload increases. Stress that tuning without identification violates 14 CFR 91.171 requirements and creates dangerous navigation errors. Use the analogy: “Would you drive to an address without checking the house number? Same principle—verify you’re talking to the right station.”

Common Student Mistakes:

• Tuning frequency but failing to identify Morse code
• Confusing similar frequencies (113.0 vs 113.1)
• Not removing flag indicators before use
• Assuming GPS-derived bearing pointers eliminate need for VOR identification

Instructor Demonstration Technique: Talk aloud while tuning: “I’m setting 113.6 into NAV 1… now I’m listening… dit-dah-dit, dit, dah… T-I… cross-checking the chart… yes, that’s TIDE VOR. My TO-FROM indicator shows FROM, which makes sense because we’re northeast of the station.”

Setting Selected Course on Navigation Selector

HSI/OBS Course Selection: The navigation selector (OBS window on HSI or CDI) represents the desired course TO or FROM the station. The CDI needle deflects left or right showing your position relative to that selected course—not your heading.

Critical Concept for Students: “The OBS sets which highway you want to drive on. Your heading is which direction your car is pointed. They’re related but not the same thing—you might be headed 090° while tracking the 095 radial outbound.”

RMI Bearing Selection: The RMI requires no course setting—needles point directly at stations. The #1 needle typically indicates ADF or NAV 1 source, #2 needle indicates NAV 2. Tail of needle indicates reciprocal bearing (radial FROM station).

Teaching Sequence:

1. Identify current position relative to station using bearing pointers or radials
2. Determine desired course TO or FROM station
3. Rotate OBS until desired course appears in course window
4. Verify TO-FROM indicator shows correct sense of flight
5. Note CDI deflection—shows immediate wind correction needed

Determining Aircraft Position Relative to Facility

VOR Position Determination:

1. Center the CDI with FROM indication (or use RMI tail)
2. Read radial in OBS window—this is your bearing FROM the station
3. Combine with DME distance for precise fix
4. Cross-check with second VOR for position accuracy

Position Reporting: Under IFR, ATC may request position reports when not in radar contact. Report format includes: “Helicopter 123AB, TIDE 045 radial, 12 DME, maintaining 4000.” Know how to extract this from your avionics quickly.

Single-Pilot Technique: Don’t twist the OBS excessively during flight. If you have an RMI, read position directly from needle tail. If using HSI/CDI only, do quick OBS twists during straight-and-level segments, not during approach transitions.

Procedure for Intercepting and Maintaining a Selected Course

Interception Geometry: Standard intercept angle is 45° for course intercepts more than 10° from present heading, 20-30° for smaller angle differences. In helicopters at approach speeds (60-90 KIAS), use shallower intercepts than you would in faster aircraft—30° intercepts work better than 45° because our turn radius is tighter and we don’t want to overshoot.

Intercept Steps:

1. Determine present position relative to desired course
2. Turn to intercept heading (desired course ± intercept angle)
3. Monitor CDI deflection—needle will move toward center
4. As CDI approaches center (1 dot remaining), begin turn to course heading
5. Note wind correction angle as CDI centers
6. Apply wind correction to maintain centered needle

Lead Point for Turn to Course: In a helicopter, start your turn to course when the CDI is within 1 dot of center. Our slower speeds mean we need less lead than fixed-wing aircraft. At 90 knots, use half the bank angle as your lead rule (10° bank = start turn at 5 dots from center is excessive; 1 dot works for all practical approaches).

Bracketing Technique: Essential for teaching course tracking with wind correction:

1. Turn to calculated course heading
2. Note CDI drift direction over 30 seconds
3. Apply double the drift as correction (if drifting right, turn 10° left of course)
4. When CDI centers, cut correction in half (turn to 5° left of course)
5. Monitor and refine—goal is centered CDI with constant heading

Teaching Emphasis: “Bracketing is like balancing on a bicycle. You overcorrect initially to learn the correct balance point, then make smaller adjustments. Never chase the needle—make deliberate heading changes and wait to see the result.”

Procedure for Intercepting and Maintaining a DME Arc

DME Arc Fundamentals: DME arcs are constant-radius turns around a VORTAC, typically used to transition from enroute to final approach course. Depicted on approach plates as curves with DME distances (e.g., “7 DME Arc”). Helicopters fly these at slower speeds than fixed-wing, requiring different techniques.

Arc Geometry Principles:

• Each 10-knot groundspeed segment travels approximately 1 DME per 6 minutes
• Lead radials by 0.5 NM for arc entry to prevent overshoot
• In no-wind conditions, constant heading changes maintain arc
• Wind requires drift correction plus arc-maintenance corrections

Arc Interception Procedure:

From Inside the Arc:

1. Note present DME and lead radial
2. Turn to intercept heading—perpendicular to lead radial (90° from radial bearing)
3. Monitor DME increase toward arc distance
4. At 0.5 NM before arc DME, begin turn to arc heading
5. Arc heading = lead radial ± 90° (plus if clockwise, minus if counterclockwise)

From Outside the Arc:

1. Turn to intercept heading—toward the station (radial bearing ± 45°)
2. Monitor DME decrease
3. At 0.5 NM before arc, begin turn to arc heading

Arc Maintenance Technique (10° Method): The 10° method works exceptionally well in helicopters:

1. Fly arc heading initially (perpendicular to radial)
2. Every 5° of bearing change (on RMI or counting radials), turn 10° in direction of arc
3. Monitor DME—if increasing, turn toward station; if decreasing, turn away from station
4. Typical arc produces turns every 30-45 seconds at helicopter approach speeds

Wind Correction on Arcs: Wind creates two problems simultaneously—drift off course and drift inside/outside the arc:

1. Establish base arc heading with wind correction for course (heading that keeps bearing pointer moving at correct rate)
2. Monitor DME continuously—add 5° toward station if DME growing, 5° away if DME decreasing
3. Common situation: 15-knot left crosswind on clockwise arc requires heading 10° right of perpendicular PLUS adjustments for DME deviations

Teaching Technique for Arcs: Use a diagram showing the arc from above with the helicopter’s position. Draw in the radial, show the perpendicular heading, and illustrate how turning 10° every time the radial changes 5° creates a series of small straight segments that approximate the curve. Emphasize: “You’re not flying a perfect circle—you’re flying a polygon with lots of sides. Each straight segment is short enough that it looks like a curve.”

Single-Pilot Workload Management on Arcs: Arcs are high-workload segments because you’re monitoring bearing changes, DME distance, heading, altitude, and preparing for arc-to-final transition simultaneously. Teach students to:

• Set altitude first—arc is not the time to still be descending
• Use RMI if available—eliminates OBS twisting
• Call out every 10° of bearing change: “035 radial, turning right, 040 radial, turning right…”
• Brief the final approach radial before starting the arc

Procedure for Intercepting Course or Localizer from DME Arc

Arc-to-Final Transition: This is the highest-workload phase of an arc-based approach. The helicopter must simultaneously leave the arc, intercept the final approach course, complete the approach checklist, and configure for final descent.

Transition Steps:

1. Identify final approach radial/localizer (prominently marked on approach plate)
2. Calculate lead radial—typically 5° before final approach course for helicopters (less lead than fixed-wing due to slower speed)
3. At lead radial, begin turn toward final approach course
4. Use 30° intercept angle for final approach course (shallower than enroute intercepts)
5. Monitor course needle (CDI or localizer) for centering
6. Roll out on final approach course with wind correction established
7. Verify inbound course in OBS window and proper TO-FROM indication

Lead Radial Calculation:

• Standard: 5° lead for localizer intercept from arc (helicopters at 70-90 knots)
• Example: Final approach course is 090 inbound (270 radial), flying clockwise arc, begin turn at 275 radial
• If flying counterclockwise, begin turn at 265 radial
• Add 2-3° additional lead in strong tailwind conditions

Localizer Intercepts from Arc: Localizers are more sensitive than VOR courses (4x more sensitive inside the outer marker). Intercept angles must be shallower:

1. Use 20-30° intercept maximum from arc
2. Begin turn to final at calculated lead radial
3. As localizer needle moves toward center, monitor rate of movement
4. Start roll-out to final approach heading when needle reaches half-scale deflection
5. Anticipate wind correction needed for final—often different from arc wind correction

Common Error: Students often start the arc-to-final turn too early or too late. Too early means wide final approach course intercept from outside; too late means overshooting final and scrambling to get back. Emphasize: “Brief the lead radial before starting the arc. Write it down. Call it out when you see it.”

Recognition of Navigation Facility or Waypoint Passage

Station Passage Indicators:

• TO-FROM indicator flips from TO to FROM (VOR)
• CDI needle swings rapidly from one side to the other
• DME reaches minimum value (0.1-0.3 typically) then increases
• RMI needle reverses 180° (if flying directly over station)
• Audio signal may fluctuate or cone of silence creates brief loss of signal

Waypoint Passage (GPS): Modern helicopters with IFR GPS show waypoint passage through:

• “From” indication changes to next waypoint
• Distance decreasing to minimum then increasing to next fix
• Annunciation message on GPS display
• Course needle centers (if waypoint is on current course)

Why This Matters: Missed stations or waypoints often indicate:

• Wrong facility tuned (flew past airport VOR instead of approach VOR)
• Significant navigation error (wind drift far off course)
• Equipment malfunction

Teaching Scenario: “You’re tracking inbound to WXYZ VOR and your DME shows 2.3 miles for the last five minutes. What’s wrong? Either you’re in a hurricane-force headwind, your DME isn’t working, or you’re tracking the wrong station. Time to verify and possibly execute the missed approach.”

Recognition of Navigation Receiver or Facility Failure

VOR/DME Failure Indicators:

• OFF flag appears in CDI/HSI display
• NAV flag appears (indicates loss of reliable signal)
• DME display shows dashes or blank
• Identifier goes silent or changes to test code (T-E-S-T)
• Erratic needle movement (swinging full deflection repeatedly)
• Frozen needle (no movement despite heading changes)

Failure vs. Out of Range: Students confuse weak signals with failures. Teach the difference:

• Weak signal: Flag may appear below service volume altitude/distance, identifier fades in/out
• Actual failure: Abrupt loss of identifier, flag appears at normal operating distance/altitude
• Facility NOTAM: Check NOTAMs during preflight—many failures are published

Appropriate Actions for Failure:

1. Immediate: Note time and position, switch to backup navigation (GPS, second VOR)
2. Notify ATC: “Approach, Helicopter 123AB has lost navigation on VOR, requesting vectors”
3. Do not continue approach: If primary approach navaid fails, execute missed approach unless radar vectors provided
4. Cockpit management: Don’t spend excessive time troubleshooting in IMC—aviate, navigate (alternate means), communicate

14 CFR 91.187 Requirement: If the navigation equipment required for the approach fails (VOR for VOR approach, localizer for ILS), the approach cannot be continued. This is non-negotiable.

Teaching Emphasis: “Single-pilot IFR means you’re the only person who will catch a navigation failure. Your scan must include verifying the navigation equipment is working, not just blindly following the needles. Check the identifier every few minutes, verify DME makes sense, cross-check with GPS.”

Common Errors in Tuning and Identification

Error: Incorrect Frequency Entry

• Symptom: Navigating to wrong station or no signal reception
• Cause: Transposition error (113.6 entered as 116.3), reading wrong facility on chart
• Correction: Teach systematic verification—read frequency aloud while entering, verify identifier matches chart

Error: Failure to Identify Morse Code

• Symptom: Navigating to wrong facility with same frequency (different city) or unidentified signal
• Cause: Task saturation, overconfidence, rushing
• Correction: Make identification mandatory part of checklist, use audio panel to monitor continuously

Error: Using Navigation Before Flag Clears

• Symptom: Following unreliable or false signal
• Cause: Impatience, not understanding flag meaning
• Correction: “The flag is there for a reason—it means ‘don’t trust me yet.’ Wait for solid signal.”

Common Errors in Course Interception and Tracking

Error: Setting Wrong Course in OBS

• Symptom: CDI shows deflection opposite to expected, TO-FROM is reversed
• Cause: Confusing inbound course vs. outbound radial, forgetting 180° reciprocal
• Correction: Teach “inbound to the station = course, outbound from station = radial.” Write it down before setting OBS.

Error: Chasing the Needle

• Symptom: Constant heading changes, never establishing stable tracking
• Cause: Overcontrolling, not waiting to see wind correction results
• Correction: “Pick a heading, hold it for 30 seconds, then evaluate. The CDI will tell you what correction you need.”

Error: Excessive Intercept Angle

• Symptom: Overshooting final approach course, unstable approach setup
• Cause: Using fixed-wing techniques (45° intercepts at 120+ knots) in slower helicopter
• Correction: “30° intercept maximum for final approach courses in helicopters. Our turn radius is tiny—use it.”

Error: Ignoring Wind Correction

• Symptom: Constant drift off course, inability to maintain centered CDI
• Cause: Not establishing wind correction angle, flying heading equals course
• Correction: Teach bracketing method systematically—this is foundational for IFR tracking.

Common Errors in DME Arc Procedures

Error: Starting Turn Too Early or Too Late

• Symptom: Arc intercept from far inside or outside desired distance
• Cause: Not calculating 0.5 NM lead point, distracted during arc entry
• Correction: Write down arc entry DME (desired arc DME minus 0.5), set alert or call it out

Error: Flying Straight Instead of Turning on Arc

• Symptom: DME rapidly increases or decreases, losing arc completely
• Cause: Not understanding arc requires continuous heading changes
• Correction: “An arc is a turn, not a straight segment. You should be turning 10° every 30-45 seconds.”

Error: Poor DME Monitoring

• Symptom: Drifting 1-2 miles inside or outside arc
• Cause: Focusing only on bearing/heading, not scanning DME distance
• Correction: Add DME to primary scan during arc—call it out every 10 seconds initially for students

Error: Wrong Arc Direction

• Symptom: Flying arc opposite direction depicted, diverging from approach course
• Cause: Not briefing arc direction (clockwise vs counterclockwise) before starting
• Correction: “Trace the arc on the plate with your finger. Say aloud ‘clockwise from MOXEE intersection to final.’ Now you know.”

Common Errors in Arc-to-Final Transition

Error: Missing Lead Radial

• Symptom: Overshooting final approach course, unstable final approach
• Cause: Not pre-calculating lead radial, task saturation during arc
• Correction: Brief lead radial before starting arc, write it on kneeboard, set alert if GPS-equipped

Error: Excessive Intercept Angle to Final

• Symptom: Overshooting final approach course from inside
• Cause: Maintaining 90° arc heading too long, not using shallow intercept
• Correction: “Lead radial = start turn. Use 20-30° intercept to final, not 45° or 90°.”

Error: Not Configuring for Approach During Arc

• Symptom: Still slowing down or descending when intercepting final
• Cause: Poor workload management, not anticipating arc-to-final workload spike
• Correction: “Altitude, airspeed, configuration complete before starting the arc. The arc is for navigating, not configuring.”

Use of MFD and Graphical Navigation Displays

Modern Glass Cockpit Advantages: Multi-function displays (MFDs) with moving maps significantly reduce workload for DME arcs and course tracking:

• Real-time position display shows arc path and position relative to desired arc
• Course needles overlaid on map provide instant deviation awareness
• Bearing pointers to multiple stations simultaneously
• Distance and bearing to all approach fixes

Teaching Integration: While MFD displays simplify navigation, CFII candidates must teach students to:

1. Use MFD as situational awareness backup, not primary navigation source (unless GPS approach)
2. Verify MFD position matches raw data (VOR bearing, DME distance)
3. Brief what the MFD should show before it happens (“I should see the arc curving left, then the final approach course appearing ahead”)
4. Not become dependent on moving map—demonstrate proficiency with raw data only

Failure Mode Awareness: MFDs can fail, lose GPS signal, or display incorrect information. Students must maintain proficiency flying DME arcs and tracking courses using only CDI/HSI and raw DME readout.

Teaching Scenario: “I want you to demonstrate this arc using only the HSI and DME readout—no map display. This is what you’ll do if the MFD fails in IMC. Now explain what you’re doing while you do it.”

Instructional Techniques for Teaching Navigation Procedures

Demonstration Method:

1. Instructor talks through procedure while demonstrating in air or simulator
2. Verbalize every decision: “I see the CDI is deflected right, so the course I want is to my right. I’ll turn 30° right to intercept.”
3. Point out instrument indications supporting each step
4. Deliberately demonstrate common error, then correct it with explanation

Guided Practice:

1. Student performs procedure while instructor coaches
2. Instructor asks questions: “What does the CDI deflection tell you?” not “Turn right”
3. Allow mistakes to develop slightly before correcting—builds error recognition
4. Reduce coaching on subsequent attempts until student performs independently

Maneuver Reconstruction: Have student draw the arc, course intercepts, and aircraft position on paper or whiteboard:

• Visual learning reinforces abstract concepts
• Student explains while drawing: “I’m here, the arc is here, so I need to turn this direction”
• Identifies conceptual gaps immediately

Chair Flying with Explanation: CFII candidates must demonstrate “chair flying” navigation procedures while explaining teaching points:

• Set up simulated scenario verbally: “Student is at MOXEE intersection, needs to enter 7 DME arc”
• Talk through procedure as if student is flying: “Now you’d turn to heading 180, perpendicular to the 270 radial…”
• Explain what student should see: “Your DME will increase from 5.7 toward 7.0…”
• Identify decision points: “At 6.5 DME, you’ll start your turn to arc heading…”

Risk Management and Safety Considerations

Single-Pilot IFR Workload: DME arcs represent peak workload for single-pilot IFR in helicopters. Risk factors include:

• Multiple heading changes while monitoring altitude, airspeed, course, distance simultaneously
• Arc-to-final transition coincides with approach checklist completion
• Navigation failure during arc requires immediate decision-making
• Spatial disorientation risk increases during continuous turns in IMC

Mitigation Strategies:

• Brief entire arc procedure before starting, including lead radial and final approach heading
• Establish approach configuration (altitude, airspeed) before arc entry
• Use all available automation (autopilot, GPS overlay) to reduce workload
• Consider requesting radar vectors if workload becomes excessive

Altitude Awareness During Arcs: Continuous turns create vestibular illusions. Students may climb or descend inadvertently during arcs. Teach:

• Include altimeter in scan every 3-5 seconds during arc
• Use altitude alerter/autopilot altitude hold if equipped
• If altitude deviates more than 100 feet, level off immediately before correcting back

Lost Communication Procedures: If communication fails during DME arc segment:

• Complete the arc and approach as cleared
• Do not attempt shortcuts (cutting inside arc to final)
• Maintain last assigned altitude until final approach segment
• Follow published missed approach if unable to complete landing

Equipment Failure Decision-Making: Navigation equipment failure during arc approach requires immediate action:

• Primary navaid failure = execute missed approach (unless radar vectors available)
• DME failure = cannot continue DME arc approach
• VOR failure but GPS operational = request GPS approach if available
• Complete loss of navigation = declare emergency, request vectors to VMC or radar approach

Schedule

Total Duration: 3 hours (typical for complex navigation lesson with demonstration and practice)

Notes:

• Lesson may be divided into two 1.5-hour sessions if conducted in aircraft due to fatigue and fuel considerations
• Simulator is preferred for initial teaching demonstrations to allow pausing and discussion
• Weather contingency: If IMC unavailable, use hood/foggles in VMC or simulator for all demonstrations

Equipment

Required References

• FAA-S-8081-9E Instrument Practical Test Standards (current edition)
• FAA-H-8083-15B Instrument Flying Handbook
• FAA-H-8083-4 Helicopter Instructor’s Handbook
• FAA-H-8083-9 Aviation Instructor’s Handbook
• 14 CFR Part 91 (§91.171, §91.187 specifically)
• Current IFR Enroute Charts for local area
• Current Instrument Approach Procedure Charts with DME arcs (minimum 2 different procedures)
• Aeronautical Information Manual (AIM) Chapter 1, Section 1 (Navigation Aids)

Required Materials

• Helicopter instrument training device, approved aviation training device (ATD), or helicopter equipped for instrument flight with:
  • Functioning VOR/DME receivers (dual preferred)
  • HSI or CDI with OBS
  • RMI (if available in training aircraft type)
  • DME display
  • Audio panel for navaid identification
  • GPS with moving map (if representative of training aircraft)
• Whiteboard or large paper for diagramming arcs and course intercepts
• Kneeboard with blank approach plates for marking lead radials and notes
• Plotter or navigation computer for calculating intercept angles (teaching demonstration)
• Timer or stopwatch for demonstrating bracketing intervals

Visual Aids and Teaching Tools

• Laminated diagram showing DME arc from above with radials marked every 10°
• Diagram showing course interception geometry (30°, 45°, 90° intercepts with resulting paths)
• Sample approach plate with DME arc annotated with teaching notes (lead radial marked, arc entry points highlighted)
• Error recognition cards showing common CDI/DME indications with errors
• Chart showing VOR service volumes and distances (for failure vs. out-of-range discussion)
• Video clip or animation showing DME arc from pilot perspective (optional but highly effective)

Instructor Preparation Materials

• Lesson plan review notes
• PTS standards printed with CFII.VII.A completion standards highlighted
• Pre-selected scenarios for common error analysis
• Grading sheet for completion standards evaluation
• Backup approach plates if primary choices unavailable due to NOTAMs

Instructor Actions

The CFII candidate serves as instructor demonstrating teaching competency to the evaluator. The evaluator observes the candidate’s ability to teach navigation procedures effectively, not the candidate’s ability to fly perfectly. Instructor actions include:

1. Pre-Flight Preparation Review: Verifies student (role-played by evaluator or actual instrument student) has current charts, understands lesson objectives, and reviews prerequisite knowledge (VOR principles, DME function, basic instrument scanning).

2. Demonstrates Proper Tuning and Identification Sequence: While verbalizing each step, tunes VOR frequency, identifies Morse code aloud, verifies DME operation, and explains why each step is non-negotiable under 14 CFR 91.171. Points out identifier on chart while listening to audio code.

3. Explains Course vs. Heading Relationship: Uses whiteboard or paper to draw aircraft, VOR station, desired course, and wind correction angle. Explains why heading and course differ, using the “highway” analogy—course is the highway centerline, heading is the direction your car points to stay on that highway.

4. Demonstrates Course Interception with Teaching Narration: Sets up scenario (current heading, CDI deflection), calculates intercept heading aloud, turns to intercept heading, narrates CDI movement, explains lead point for turn to course, demonstrates bracketing technique with specific headings and timing. Example: “I’m on heading 090, CDI is deflected two dots right, desired course is 120. I’ll use a 30° intercept, so turning to 150. Watch the CDI move toward center over the next 45 seconds…”

5. Teaches Bracketing Method Systematically: Demonstrates initial course heading, allows drift to develop, calculates correction as “double the drift,” applies correction, allows 30 seconds to observe, then cuts correction in half. Explains decision-making at each step and why waiting is necessary.

6. Explains DME Arc Geometry Using Visual Aid: Draws arc on paper showing VORTAC at center, arc distance circle, radials every 10°, and perpendicular headings. Explains “10° method” step-by-step: fly perpendicular to radial, turn 10° every time radial changes 5°. Shows how multiple straight segments create curved path.

7. Demonstrates Arc Entry with Teaching Points: Identifies current position, calculates lead point (0.5 NM before arc), determines intercept heading (perpendicular to lead radial), monitors DME, begins turn at lead point, establishes arc heading. Verbalizes: “I’m at 5.8 DME, arc is 7 DME, so I’ll start my turn at 6.5. Current bearing is 230 radial, so my arc heading will be 320 for clockwise arc…”

8. Demonstrates Arc Maintenance Using 10° Method: While flying arc (simulator or aircraft), calls out each radial passage: “235 radial, turning right 10° to 330… 240 radial, turning right 10° to 340…” Monitors DME continuously, adjusts heading toward station if DME increasing or away if decreasing. Explains wind correction needed if drift develops.

9. Demonstrates Arc-to-Final Transition: Pre-briefs lead radial (e.g., “Final is 360 inbound, I’m flying clockwise, so I’ll start turn at 005 radial”). Calls out lead radial when it appears, begins 30° intercept turn toward final approach course, monitors localizer/course needle, rolls out on final with wind correction. Explains why 30° is appropriate for helicopter speeds.

10. Presents Navigation Failure Scenario: Creates realistic scenario: “You’re on the arc, and suddenly your DME goes blank and shows dashes. What do you do?” Guides student through decision-making: verify failure vs. momentary loss, note time and position, switch to backup navigation, notify ATC, execute missed approach if no alternate means available.

11. Analyzes Common Student Errors: Sets up scenarios showing typical mistakes (e.g., CDI deflected wrong direction because course set incorrectly in OBS; DME rapidly increasing because student stopped turning on arc). Asks probing questions: “What does this indication tell you?” then explains correct analysis and remediation technique.

12. Demonstrates Error Correction Technique: Shows how to correct student error without simply giving answer. Example: Student is chasing CDI needle. Instructor says: “Hold your current heading steady for 30 seconds. Don’t touch the controls. Now, which way is the needle moving? That tells you what wind correction you need.” This guides student to discover solution.

13. Explains Risk Management for Single-Pilot IFR: Discusses workload management strategies: complete configuration before arc, brief lead radial in advance, use autopilot if available, request vectors if workload excessive. Emphasizes altitude monitoring during continuous turns to prevent spatial disorientation.

14. Integrates MFD/GPS Display Usage: Shows how moving map display confirms raw navigation data, but demonstrates proficiency using only CDI/HSI and DME. Explains failure mode risk: “If you depend only on the map and GPS fails, can you still fly the arc with raw data?” Demonstrates both methods.

15. Conducts Completion Standards Evaluation: Reviews student performance against PTS standards CFII.VII.A, provides specific feedback on teaching effectiveness, navigation accuracy, and error analysis competency. Identifies areas requiring additional practice.

Throughout all demonstrations, the CFII candidate maintains teaching narration—explaining not just what to do but why, what indications to expect, what decisions are required, and what errors to avoid. The candidate demonstrates ability to diagnose student mistakes and apply appropriate instructional techniques from FOI principles (e.g., guided discovery for CDI interpretation, demonstration-performance for arc procedures).

Student Actions

In this lesson, the “student” is either the evaluator role-playing an instrument student or an actual instrument student observed by the evaluator. The student performs actions under the CFII candidate’s instruction to demonstrate the candidate’s teaching effectiveness. Student actions include:

1. Reviews Lesson Objectives and Prerequisites: Confirms understanding of lesson goals, demonstrates prerequisite knowledge of VOR and DME principles when questioned by instructor candidate.

2. Practices Tuning and Identification Under Supervision: Tunes assigned VOR frequency, identifies Morse code aloud, verifies correct station against chart, asks clarifying questions if uncertain about procedure.

3. Sets Course in OBS as Directed: Rotates OBS to place desired course in window, verifies TO-FROM indication makes sense for direction of flight, asks for confirmation if uncertain.

4. Responds to Instructor Questions About Position: Determines aircraft radial from station using OBS or RMI, states position using bearing and DME distance when requested, explains reasoning.

5. Performs Course Interception with Instructor Guidance: Calculates intercept heading with instructor coaching (e.g., “Desired course is 090, we’re southeast of course, so what intercept heading will you use?”), turns to intercept heading, monitors CDI movement, begins turn to course at appropriate lead point.

6. Demonstrates Bracketing Technique: Establishes course heading, holds heading steady for specified time, determines drift direction and amount, applies wind correction as instructor guides, refines correction to maintain centered CDI. Verbalizes reasoning: “CDI is drifting right, so I need left correction. I’ll try 5° left of course and see what happens.”

7. Draws DME Arc Diagram When Requested: Sketches arc showing VORTAC, arc distance, starting point, ending point, and direction of turn. Explains procedure before attempting: “I’ll start the turn when I’m 0.5 miles before the arc, turn to perpendicular heading, then turn 10° every time the radial changes 5°.”

8. Performs DME Arc Entry: Monitors DME for lead point, turns to arc heading at appropriate distance, establishes perpendicular heading to radial, begins arc maintenance procedure with instructor supervision.

9. Maintains DME Arc Using 10° Method: Calls out radial changes, turns 10° at each specified interval, monitors DME to confirm maintaining arc distance, asks for instructor confirmation if unsure whether heading is correct.

10. Executes Arc-to-Final Transition: Identifies lead radial on approach plate, monitors for lead radial during arc, begins turn to final approach course at lead radial, uses appropriate intercept angle, monitors course needle for centering, rolls out on final approach course with wind correction.

11. Responds to Equipment Failure Scenario: Recognizes navigation failure when presented (flag indication, loss of identifier, frozen needle), verbalizes appropriate action (switch to backup, notify ATC, execute missed approach), explains regulatory requirement under 14 CFR 91.187.

12. Analyzes Simulated Error Situations: When instructor presents scenario with error (e.g., “Your CDI is showing full deflection to the right but you just turned right—why isn’t it centering?”), student diagnoses problem (wrong course set in OBS, turned wrong direction, etc.) with instructor coaching as needed.

13. Demonstrates Error Correction: When instructor identifies mistake during performance (chasing needle, missing lead radial, wrong arc direction), student applies correction and explains what caused the error and how to prevent it next time.

14. Asks Clarifying Questions: Requests explanation when confused about indication, procedure, or expected result. Examples: “Why did the TO-FROM indicator flip if I’m not over the station yet?” or “How do I know if the DME failure is real or just out of range?”

15. Practices Procedures Repeatedly: Performs each maneuver multiple times with decreasing instructor input, demonstrating improvement and independence. Accepts constructive feedback and implements corrections on subsequent attempts.

16. Completes Post-Flight Review: Discusses lesson with instructor candidate, identifies personal areas needing improvement, asks questions about points that remain unclear, confirms understanding of completion standards.

The student’s role is to respond naturally to instruction, make typical errors that allow the candidate to demonstrate error correction technique, ask realistic questions that test the candidate’s knowledge depth, and ultimately demonstrate learning that validates the candidate’s teaching effectiveness. If the evaluator role-plays the student, they may intentionally make common errors to evaluate the candidate’s recognition and correction abilities.

Completion Standards

The CFII candidate’s performance is satisfactory when they meet the standards specified in FAA-S-8081-9E, Area VII, Task A: Intercepting and Tracking Navigational Systems and DME Arcs. The following criteria must be demonstrated:

Knowledge Standards

The candidate exhibits instructional knowledge of intercepting and tracking navigational systems and DME arcs by correctly explaining and teaching:

1. Tuning and Identification Procedures: Demonstrates proper frequency selection, audio identification using Morse code, and verification against chart. Explains regulatory requirement (14 CFR 91.171) and teaches systematic verification sequence. Identifies common student errors in tuning and develops corrective strategies.

2. Course Selection and Setting: Accurately explains relationship between OBS setting, CDI indication, and TO-FROM display. Differentiates between course and heading. Teaches proper OBS setting for course interception and demonstrates RMI bearing pointer interpretation if equipped.

3. Position Determination: Demonstrates multiple methods to determine aircraft position relative to facility using VOR radials, DME distance, or RMI bearing pointers. Explains position reporting format for ATC and cross-checking techniques for accuracy.

4. Course Interception Procedures: Teaches appropriate intercept angles (30-45° for enroute, 20-30° for final approach courses in helicopters), lead points for turn to course based on helicopter turn radius and speed, and wind correction techniques using bracketing method. Demonstrates at least two different interception scenarios with varying intercept angles.

5. DME Arc Procedures: Explains arc geometry, 10° turn method with 5° radial intervals, lead points for arc entry (0.5 NM), arc maintenance techniques, and wind correction on arcs. Differentiates between arc intercept from inside vs. outside arc distance. Diagrams arc procedure clearly on paper or whiteboard.

6. Arc-to-Final Transition: Teaches lead radial calculation (typically 5° lead for helicopters), appropriate intercept angles for final approach course (20-30° maximum), and workload management during transition. Explains differences between VOR and localizer intercepts from arc due to course sensitivity.

7. Facility/Waypoint Passage Recognition: Identifies all indicators of station passage (TO-FROM flip, CDI swing, DME minimum, RMI reversal) and waypoint passage on GPS systems. Explains significance of missed passage indications.

8. Equipment Failure Recognition: Differentiates between weak signals, out-of-service-volume conditions, and actual equipment failures. Explains appropriate actions for each type of failure and regulatory requirements (14 CFR 91.187). Teaches decision-making for continuing vs. executing missed approach.

9. Common Error Analysis: Identifies and explains causes of at least four common student errors:

   • Incorrect tuning and identification procedures
   • Wrong course set in OBS for interception
   • Improper interception technique (wrong angle, chasing needle, no wind correction)
   • Arc errors (wrong entry, not turning continuously, poor DME monitoring)
   • Arc-to-final errors (missed lead radial, excessive intercept angle)

10. MFD/GPS Display Integration: Explains proper use of moving map displays as situational awareness tools while maintaining proficiency with raw navigation data. Teaches verification techniques and failure mode awareness.

Instructional Standards

The candidate demonstrates effective teaching methodology by:

1. Organizing Instruction Logically: Presents material in building-block sequence from basic (tuning/identification) to complex (arc-to-final transition). Each new concept builds on previous demonstrated knowledge.

2. Using Appropriate Teaching Methods: Employs demonstration-performance technique for procedures, guided discovery for problem-solving (e.g., determining wind correction), and collaborative learning for analyzing errors. Adapts method to content—uses visual aids for spatial concepts (arcs), verbal explanation for regulations.

3. Communicating Clearly: Explains technical concepts using precise terminology with clarifying analogies when appropriate. Avoids ambiguous language. Checks for student understanding through questioning before proceeding.

4. Demonstrating While Explaining: Performs each procedure (or chair-flies in ground environment) while simultaneously verbalizing each step, expected indication, and decision point. Narration pace matches procedure pace.

5. Analyzing Errors Constructively: Identifies student errors immediately, diagnoses underlying cause (misunderstanding vs. technique problem), and provides specific corrective guidance using appropriate instructional technique (re-demonstration, guided practice, or coached self-discovery).

6. Managing Instructional Time: Completes all required knowledge areas and demonstrations within allocated time. Balances explanation with practice. Recognizes when student needs additional practice vs. ready to progress.

7. Applying FOI Principles: Demonstrates application of fundamentals of instructing during teaching: uses positive reinforcement, ensures student readiness, presents manageable learning segments, provides adequate practice opportunities, and evaluates student learning objectively.

Performance Standards

While demonstrating navigation procedures (in aircraft, simulator, or chair-flying), the candidate maintains instructional narration and exhibits competency meeting the following minimum standards:

1. Course Interception and Tracking:

   • Intercepts assigned course using appropriate angle (30° or 45° as briefed)
   • Establishes course within ±10° of assigned heading initially
   • Maintains course within ±5° after establishing wind correction
   • Keeps CDI centered within ±¾-scale deflection (3 dots on 5-dot display)
   • Recognizes and corrects deviations within 10 seconds

2. DME Arc Maintenance:

   • Intercepts arc within ±1 NM of assigned distance
   • Maintains arc distance within ±1 NM of assigned arc throughout arc
   • Uses appropriate turn method (10° turns or continuous turn) that maintains arc
   • Monitors DME continuously and adjusts heading to maintain distance
   • Recognizes arc radial changes and makes heading corrections accordingly

3. Arc-to-Final Transition:

   • Identifies lead radial correctly based on arc direction and final approach course
   • Initiates turn at lead radial ±2°
   • Uses appropriate intercept angle for final approach (20-30° for localizer, 30° for VOR)
   • Intercepts final approach course before final approach fix
   • Establishes on final approach course within ±5° heading and ±¾-scale CDI deflection

4. Altitude Maintenance: (During all navigation maneuvers)

   • Maintains assigned altitude ±100 feet throughout all procedures
   • Recognizes altitude deviations immediately and corrects

5. Airspeed Control: (During all navigation maneuvers)

   • Maintains approach speed appropriate to aircraft ±10 knots
   • Maintains configuration and power settings appropriate to phase of flight

6. Teaching Narration Quality:

   • Explains each action before or during performance
   • Identifies expected instrument indications before they appear
   • Verbalizes decision-making process for heading and configuration changes
   • Points out common errors and how to avoid them during demonstration
   • Maintains narration throughout procedure without significant pauses or confusion

Overall Evaluation Criteria

The CFII candidate successfully completes CFII.VII.A when the evaluator determines:

1. The candidate demonstrates comprehensive knowledge of all required subject areas related to intercepting and tracking navigational systems and DME arcs.

2. The candidate teaches navigation procedures clearly and effectively, using appropriate instructional methods that would enable an instrument student to understand and perform these procedures.

3. The candidate accurately identifies, analyzes, and corrects common student errors using constructive coaching and appropriate instructional techniques.

4. The candidate demonstrates navigation procedures at a level of proficiency that validates their technical competency as an instrument instructor (procedures performed within PTS tolerances while maintaining teaching narration).

5. The candidate exhibits professional judgment regarding risk management in single-pilot helicopter IFR operations, including workload management, equipment failure decision-making, and appropriate use of automation.

6. The candidate integrates practical test standards, Federal Aviation Regulations, and aeronautical knowledge throughout instruction in a manner that demonstrates readiness to train instrument helicopter pilots safely and effectively.

Unsatisfactory Performance Indicators:

• Unable to explain fundamental navigation concepts (TO-FROM indication, course vs. heading, arc geometry)
• Demonstrates procedures incorrectly or exceeds PTS tolerances significantly while teaching
• Fails to identify obvious student errors or provides incorrect corrective instruction
• Cannot analyze common errors or explain underlying causes
• Uses unclear, confusing, or incorrect terminology during instruction
• Demonstrates unsafe practices or poor judgment regarding navigation equipment failures
• Loses situational awareness during demonstration (e.g., loses arc completely, significant altitude deviations)

Discontinuance: If the candidate’s performance is unsatisfactory in any element, the evaluator will discontinue this task and may continue with other areas of the practical test or discontinue the entire test depending on severity and safety considerations.