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022 02 01 00 Pressure measurement
022 02 01 01 Definitions
(01) “Define the following pressure measurements and state the relationship between them:
— static pressure;
— dynamic pressure;
— total pressure.”
022 02 01 02 Pitot/static system: design and errors
(01) “Describe the design and the operating principle of a:
— static port/source;
— pitot tube;
— combined pitot/static probe.”
(02) “For each of these indicate the various locations and describe the following associated errors and how to correct, minimise the effect of or compensate for them:
— position errors;
— instrument errors;
— errors due to a non-longitudinal axial flow (including manoeuvre-induced errors).”
(03) Describe a typical pitot/static system and list the possible outputs.
(04) Explain the redundancy and the interconnections that typically exist in complex pitot/static systems found in
Syllabus reference BK Syllabus details and associated Learning Objectives
large aircraft.
(05) Explain the purpose of pitot/static system heating.
(06) Describe alternate static sources and their effects when used, particularly in unpressurised aircraft.
(07) Describe a modern pitot static system using solid-state sensors near the pitot probe or static port converting the air data to numerical data (electrical signals) before being sent to the air-data computer(s).
022 02 02 00 Temperature measurement
022 02 02 01 Definitions
(01) “Define the following and explain the relationship between them:
— outside air temperature (OAT);
— total air temperature (TAT);
— static air temperature (SAT).”
(02) Explain the term ‘ram rise’ and convert TAT to SAT.
(03) Explain why TAT is often displayed and that TAT is the temperature input to the air-data computer.
022 02 02 02 Design and operation
(01) “Indicate typical locations for both direct-reading and remote-reading temperature probes, and describe the following errors:
— position error;
— instrument error.”
Syllabus reference BK Syllabus details and associated Learning Objectives
(02) Explain the purpose of temperature probe heating and interpret the effect of heating on sensed temperature unless automatically compensated for.
022 02 03 00 Angle-of-attack (AoA) measurement
022 02 03 01 Sensor types, operating principles, ice protection, displays, incorrect indications
(01) “Describe the following two types of AoA sensors:
— null-seeking (slotted) probe;
— vane detector.”
(02) For each type, explain the operating principles.
(03) Explain how both types are protected against ice.
(04) “Give examples of systems that use the AoA as an input, such as:
— air-data computer;
— stall warning systems;
— flight-envelope protection systems.”
(05) “Give examples of and interpret different types of AoA displays:
— simple light arrays of green, amber and red lights;
— gauges showing a numerical scale.”
(06) Explain the implications for the pilot if the AoA indication becomes incorrect but still provides data, e.g. if the sensor is frozen in a fixed position.
(07) Explain how an incorrect AoA measurement can affect the
Syllabus reference BK Syllabus details and associated Learning Objectives
controllability of an aircraft with flight-envelope protection.
022 02 04 00 Altimeter
022 02 04 01 Units, terms, types, operating principles, displays, errors, corrections
(01) “List the following two units used for altimeters and state the relationship between them:
— feet;
— metres.”
(02) X “Define the following terms:
— height, altitude;
— indicated altitude, true altitude;
— pressure altitude, density altitude.”
(03) X Define the following barometric references: ‘QNH’, ‘QFE’, ‘1013,25’.
(04) Explain the operating principles of an altimeter.
(05) X “Describe and compare the following three types of altimeters and reason(s) why particular designs may be required in certain airspace:
— simple altimeter (single capsule);
— sensitive altimeter (multi-capsule);
— servo-assisted altimeter.”
(06) X Give examples of associated displays: pointer, multi- pointer, drum, vertical straight scale.
Syllabus reference BK Syllabus details and associated Learning Objectives
(07) “Describe the following errors:
— static system error;
— instrument error;
— barometric error;
— temperature error (air column not at ISA conditions);
— lag (altimeter response to change of height).”
(08) “Demonstrate the use of an altimeter correction table for the following errors:
— temperature corrections;
— aircraft position errors.”
(09) Describe the effects of a blockage or a leakage on the static pressure line.
(10) Describe the use of GPS altitude as an alternative means of checking erroneous altimeter indications, and highlight the limitations of the GPS altitude indication.
022 02 05 00 Vertical speed indicator (VSI)
022 02 05 01 VSI and instantaneous vertical speed indicator (IVSI)
(01) “List the two units used for VSIs and state the relationship between them:
— metres per second;
— feet per minute.”
(02) Explain the operating principles of a VSI and an IVSI.
(03) “Describe and compare the following types of VSIs:
— barometric type (VSI);”
Syllabus reference BK Syllabus details and associated Learning Objectives
“— instantaneous barometric type (IVSI);
— inertial type (inertial information provided by an inertial reference unit).”
(04) “Describe the following VSI errors:
— static system errors;
— instrument errors;
— time lag.”
(05) Describe the effects on a VSI of a blockage or a leakage on the static pressure line.
(06) Give examples of a VSI display.
(07) Compare the indications of a VSI and an IVSI during flight in turbulence and appropriate pilot technique during manoeuvring using either type.
022 02 06 00 Airspeed indicator (ASI)
022 02 06 01 Units, errors, operating principles, displays, position errors, unreliable airspeed indications
(01) “List the following three units used for airspeed and state the relationship between them:
— nautical miles/hour (kt);
— statute miles/hour (mph);
— kilometres/hour (km/h).”
(02) “Describe the following ASI errors and state when they must be considered:
— pitot/static system errors;
— instrument errors;”
Syllabus reference BK Syllabus details and associated Learning Objectives
“— position errors;
— compressibility errors;
— density errors.”
(03) Explain the operating principles of an ASI (as appropriate to aeroplanes or helicopters).
(04) Give examples of an ASI display: pointer, vertical straight scale, and digital (HUD display).
(05) Demonstrate the use of an ASI correction table for position error.
(06) “Define and explain the following colour codes that can be used on an ASI:
— white arc (flap operating speed range);
— green arc (normal operating speed range);
— yellow arc (caution speed range);
— red line (VNE) or barber’s pole (VMO);
— blue line (best rate of climb speed, one-engine-out for multi-engine piston light aeroplanes).”
(07) “Define and explain the following colour codes that can be used on an ASI:
— green arc (normal operating speed range);
— red line (VNE);
— blue line (maximum airspeed during autorotation).”
(08) Describe the effects on an ASI of a blockage or a leakage in the static or total pressure line(s).
(09) Define the term ‘unreliable airspeed’ and describe the means by which it can be recognised such as:
Syllabus reference BK Syllabus details and associated Learning Objectives
“— different airspeed indications between ASIs;
— unexpected aircraft behaviour;
— buffeting;
— aircraft systems warning;
— aircraft attitude.”
(10) “Describe the appropriate procedures available to the pilot in the event of unreliable airspeed indications:
— combination of a pitch attitude and power setting;
— ambient wind noise inside the aircraft;
— use of GPS speed indications and the associated limitations.”
022 02 07 00 Machmeter
022 02 07 01 Operating principle, display, CAS, TAS and Mach number
(01) Define ‘Mach number’ and ‘local speed sound’ (LSS). Calculate between LSS, TAS and Mach number.
(02) X Describe the operating principle of a Machmeter.
(03) X Explain why a Machmeter does not suffer from compressibility error.
(04) Give examples of a Machmeter display: pointer, drum, vertical straight scale, digital.
(05) Describe the effects on a Machmeter of a blockage or a leakage in the static or total pressure line(s).
(06) Explain the relationship between CAS, TAS and Mach number.
Syllabus reference BK Syllabus details and associated Learning Objectives
Explain how CAS, TAS and Mach number vary in relation to each other during a climb, a descent, or in level flight in different temperature conditions.
(07) State the existence of maximum operating limit speed (VMO) and maximum operating Mach number (MMO).
(08) Describe typical indications of MMO and VMO on analogue and digital instruments.
(09) Describe the relationship between MMO and VMO with change in altitude and the implications of climbing at constant IAS and descending at constant Mach number with respect to the margin to MMO and VMO.
(10) Describe the implications of climbing or descending at constant Mach number or constant IAS with respect to the margin to the stall speed or maximum speed.
022 02 08 00 Air-data computer (ADC)
022 02 08 01 Operating principle, data, errors, air-data inertial reference unit
(01) Explain the operating principle of an ADC.
(02) X “List the following possible input data:
— TAT;
— static pressure;
— total pressure;
— measured temperature;
— AoA;
— flaps position;”
Syllabus reference BK Syllabus details and associated Learning Objectives
“— landing gear position;
— stored aircraft data.”
(03) X “List the following possible output data, as applicable to aeroplanes or helicopters:
— IAS;
— TAS;
— SAT;
— TAT;
— Mach number;
— AoA;
— altitude;
— vertical speed;
— VMO/MMO pointer.”
(04) Explain how position, instrument, compressibility and density errors can be compensated/corrected to achieve a TAS calculation.
(05) Give examples of instruments or systems which may use ADC output data.
(06) Explain that an air-data inertial reference unit (ADIRU) is an ADC integrated with an inertial reference unit (IRU), that there will be separate controls for the ADC part and inertial reference (IR) part, and that incorrect selection during failure scenarios may lead to unintended and potentially irreversible consequences.
(07) X Explain the ADC architecture for air-data measurement including sensors, processing units and displays, as
Syllabus reference BK Syllabus details and associated Learning Objectives
opposed to stand-alone air-data measurement instruments.
(08) Describe the consequences of the loss of an ADC compared to the failure of individual instruments.