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December 2006
TABLE OF CONTENTS
PAGE
LESSON PLAN
SECTION I.
SECTION II.
SECTION III.
ADMINISTRATIVE DATA
INTRODUCTION
3
TERMINAL LEARNING OBJECTIVE
4
PRESENTATION
4
A.
B.
C.
D.
E.
F.
G.
H.
I.
SECTION IV.
SECTION V.
2
ENABLING
ENABLING
ENABLING
ENABLING
ENABLING
ENABLING
ENABLING
ENABLING
ENABLING
LEARNING
LEARNING
LEARNING
LEARNING
LEARNING
LEARNING
LEARNING
LEARNING
LEARNING
OBJECTIVE
OBJECTIVE
OBJECTIVE
OBJECTIVE
OBJECTIVE
OBJECTIVE
OBJECTIVE
OBJECTIVE
OBJECTIVE
1
2
3
4
5
6
7
8
9
4
5
6
7
8
9
10
11
12
SUMMARY
STUDENT EVALUATION
APPENDIXES
A
TRAINING AIDS INDEX
A-1
B
TEST AND TEST SOLUTIONS
B-1
C
PRACTICAL EXERCISES AND SOLUTIONS
C-1
D
STUDENT HANDOUT
D-1
This LP supersedes all previous versions.
1
December 2006
SECTION I.
1.
2.
TASKS TAUGHT OR SUPPORTED:
TASK NUMBER
TASK TITLE
03-1402-00-1001
03-1402-00-1002
Plan a VFR Flight
Plan an IFR Flight
TASK(S) REINFORCED:
TASK NUMBER
3.
ADMINISTRATIVE DATA
TASK TITLE
ACADEMIC HOURS:
PEACETIME
HOURS/TYPE
2.5/CO
0.5/PE2
1.0
1.0
TEST
TEST REVIEW
TOTAL HOURS
MOBILIZATION
HOURS/TYPE
2.5/CO
0.5/PE2
0.5
1.0
4. LIST THE LESSON NUMBER IN WHICH THE TERMINAL LEARNING OBJECTIVE IS
TESTED AND THE TEST RESULTS ARE REVIEWED:
HOURS
1.0
1.0
TESTING:
REVIEW OF TEST RESULT:
5.
LESSON NUMBER
EAO4
PREREQUISITE LESSONS:
LESSON NUMBER
LESSON TITLE
N/A
N/A
6. CLEARANCE AND ACCESS:
class.
Unclassified; foreign students may attend this
7. REFERENCES:
NUMBER
TITLE
PAGES
FM 1-230
Meteorology for Army Aviators
i thru
Index
8.
STUDENT STUDY ASSIGNMENTS:
9.
INSTRUCTOR REQUIREMENTS:
ADDITIONAL
INFORMATION
N/A
None.
One primary instructor.
10.
ADDITIONAL SUPPORT PERSONNEL REQUIREMENTS:
11.
EQUIPMENT REQUIRED FOR THE INSTRUCTION:
2
None.
One 35mm slide projector.
12.
MATERIALS REQUIRED FOR THE INSTRUCTION:
INSTRUCTOR MATERIALS:
STUDENT MATERIALS:
Lesson Plan
Student Handout
13. CLASSROOM, TRAINING AREA, AND/OR RANGE REQUIREMENTS:
standard classroom.
14.
AMMUNITION REQUIREMENTS:
15.
INSTRUCTIONAL GUIDANCE:
16.
LESSON PLAN WRITTEN BY:
17.
19.
None.
None.
NAME
RANK
POSITION
DATE
_____________________
PATRICK D. CUNNINGHAM
CIV
ACADEMIC INSTRUCTOR
DEC 06
RANK
POSITION
DATE
LESSON PLAN REVIEWED BY:
NAME
18.
One 40 person
_____________________
STEPHEN G. CROUCH
CIV
DIRECTOR ACADEMICS
PROPONENT RESIDENT LESSON PLAN APPROVAL:
DEC 06
NAME
RANK
POSITION
DATE
_____________________
DONALD R. ROBERTS
CIV
COR
DEC 06
BRANCH SAFETY OFFICER APPROVAL:
N/A.
ANNUAL REVIEW
_____________________________________________________________________________
PRINTED NAME
RANK
POSITION
DATE REVIEWED
_____________________________________________________________________________
PRINTED NAME
RANK
POSITION
DATE REVIEWED
_____________________________________________________________________________
PRINTED NAME
RANK
POSITION
DATE REVIEWED
_____________________________________________________________________________
PRINTED NAME
RANK
POSITION
DATE REVIEWED
_____________________________________________________________________________
PRINTED NAME
RANK
POSITION
DATE REVIEWED
SECTION II.
Method of Instruction:
Time of Instruction:
CO.
INTRODUCTION
Instructor to student ratio is:
1:40.
2 hours.
MOTIVATOR: Use it, paraphrase it, or develop one of your own. Ensure the
motivator gains attention, states the need for the training, and explains the
Terminal Learning Objective (TLO).
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“Weather has an effect on Army aviation operations on a daily basis.
In order to properly employ his/her aircraft properly, the aviator
must understand weather.”
NOTE:
Inform the students of the following Terminal Learning Objective
requirements.
NOTE:
Read, or have one of the students read, the TLO requirements.
TERMINAL LEARNING OBJECTIVE (TLO):
student will:
ACTION:
Plan a flight mission IFR or VFR in accordance with (IAW) weather
conditions stated in FM 1-230 and AR 95-1.
CONDITION:
STANDARD:
In a classroom environment.
IAW FM 1-230.
SAFETY REQUIREMENTS:
None.
RISK ASSESSMENT LEVEL:
Low.
ENVIRONMENTAL CONSIDERATIONS:
NOTE:
At the completion of this lesson, the
None.
Use it, paraphrase it, or develop one of your own.
how, when, where, and length of test.
Ensure you include
EVALUATION: A written test will be given on training day 10. It will be
administered in classroom #4, bldg 5301. It will last for one hour.
NOTE:
Use it, paraphrase it, or develop one of your own.
Instructional Lead-In: “Weather connected with fronts contain much violence
and danger. This type of weather definitely impacts on aviation operations.”
SECTION III.
NOTE:
A.
PRESENTATION
Read, or have one of the students read, the Enabling Learning
Objective requirements.
ENABLING LEARNING OBJECTIVE (ELO) #1:
ACTION:
The student will identify the characteristics common to all fronts.
CONDITION:
STANDARD:
In a classroom environment and given a student handout.
IAW FM 1-230.
Learning Step/Activity 1 - Provide instruction to identify characteristics
common to all fronts.
Method of Instruction: CO. Instructor to student ratio is:
Time of Instruction: 0010 minutes.
Media:
PPT slides 1 thru 7.
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1:40.
a. Definition of a front--The boundary between air masses of different
densities.
b. Frontal formation--When two high pressure cells exist so that the
circulation of air is converging between them, a front is formed. Due to
circulation around these cells, the warmer air from one cell is meeting
colder air from the other. The converging air currents veer upward creating
a zone of low pressure. This is a front.
c. Cause of frontal weather--The primary cause of frontal weather is the
lifting of warm moist air by more dense air. Therefore, all fronts have a
temperature inversion.
d.
Frontal discontinuities.
(1)
Temperature.
(2)
Moisture content (dew point).
(3)
Pressure.
(4)
Wind.
NOTE: Primary factors affecting frontal weather are:
moisture content, and stability.
NOTE:
B.
slope and speed,
Conduct a check on learning and summarize the learning activity.
ENABLING LEARNING OBJECTIVE (ELO) #2:
ACTION:
The student will identify the general characteristics of a cold
front.
CONDITION:
STANDARD:
In a classroom environment and given a student handout.
IAW FM 1-230.
Learning Step/Activity 1 - Provide instruction to identify frontal movement.
Method of Instruction:
Time of Instruction:
Media:
CO.
Instructor to student ratio is:
1:40.
0015 minutes.
PPT slides 10 thru 15.
a.
Cold front – the leading edge of a cold air mass normally moving
from the northwest to the southeast.
b.
Vertical cross section.
c.
Slope--1:50 to 1:100 (average 1:80).
d.
Clouds--cumuliform predominate.
d.
Weather.
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(1)
Type—post-frontal, can be very violent.
(2)
Coverage--critical area is on average, 50-miles wide.
(3)
the front.
(4)
Winds--generally from NW behind the front, from the SW ahead of
Movement—to the SE.
(5) Speed--average 25 knots. However, if moving faster than 25 kts,
a squall line may form as much as 300 miles ahead. Squall lines may include
tornadoes, hail and destructive winds.
e.
NOTE:
C.
Weather chart portrayal.
(1)
Sectional (local) blue line.
(2)
Graphic depiction
Conduct a check on learning and summarize the learning activity.
ENABLING LEARNING OBJECTIVE (ELO) #3:
ACTION:
The student will identify the general characteristics of a warm
front.
CONDITION:
STANDARD:
In a classroom environment and given a student handout.
IAW FM 1-230.
Learning Step/Activity 1 - Provide instruction to identify characteristics of
a warm front.
Method of Instruction:
Time of Instruction:
Media:
CO.
Instructor to student ratio is:
1:40.
0020 minutes.
PPT slides 16 thru 20.
a.
Warm front – the trailing edge of a cold air mass moving generally to
the northeast, being overridden by warmer air.
b.
Vertical cross section.
c.
Slope--average 1:200.
d.
Clouds--stratiform predominant
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e.
Weather.
(1) Type--low ceilings, poor visibility, rain, drizzle, fog;
scattered thunderstorms in unstable type, possible clear ice and/or freezing
rain below inversion level.
(2) Coverage--widespread, 400 to 600 miles ahead of surface position
– prefrontal weather.
e.
NOTE:
D.
(3)
Winds--generally from the SW behind and SE ahead of front.
(4)
Movement—to the NE.
(5)
Speed--average 15 kts
Weather chart portrayal.
(1)
Sectional (local) red line.
(2)
Graphic depiction
Conduct a check on learning and summarize the learning activity.
ENABLING LEARNING OBJECTIVE (ELO) #4:
ACTION:
The student will identify the general characteristics of a
stationary front.
CONDITION:
STANDARD:
In a classroom environment and given a student handout.
IAW FM 1-230.
Learning Step/Activity 1 - Provide instruction to identify characteristics of
a stationary front.
Method of Instruction:
Time of Instruction:
Media:
CO.
Instructor to student ratio is:
1:40.
0015 minutes.
PPT slides 21 thru 29.
a. Stationary front – a front which is not moving.
stationary with a speed of zero to less than 5 kts.
b.
Slope--similar to a warm front.
c.
Clouds--warm front type predominate.
d.
Weather
Normally considered
(1)
Type--similar to a warm front.
(2)
Coverage--large area similar to a warm front.
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(3) Winds--except in areas of showers, winds are light and variable,
but generally tend to parallel the front in opposite directions.
e.
(4)
Movement--unpredictable.
(5)
Speed--zero to five knots.
Weather map portrayal.
E.
(1)
Sectional (local)--alternating red and blue line.
(2)
Graphic depiction
ENABLING LEARNING OBJECTIVE (ELO) #5:
ACTION:
Identify the characteristics of an open wave.
CONDITION:
STANDARD:
In a classroom and given a student handout.
IAW FM 1-230.
Learning Step/Activity 1 - Provide instruction to identify characteristics of
an open wave.
Method of Instruction:
Time of Instruction:
Media:
CO.
Instructor to student ratio is:
1:40.
0015 minutes.
PPT slides 21 thru 29.
a. Open wave – wave-like appearance on the weather map with one
portion a cold front and the other a warm front with an open area in between.
b.
Vertical cross section.
c. Formation-- Most often forms
from a stationary front, however, it may
form from any existing front.
d. Weather--Cold front weather
associated with the cold front and warm
front weather with the warm front with
warm air in the open area between the two
fronts. Winds in the open area are generally southwest.
e. Movement--travels in an easterly direction along the line of the
original from which it formed.
f.
Weather chart portrayal.
(1) Sectional--blue and red line
indicating each front and a wave-like structure.
(2)
Graphic depiction
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NOTE:
F.
Conduct a check on learning and summarize the learning activity.
ENABLING LEARNING OBJECTIVE (ELO) #6:
ACTION:
The student will identify the general characteristics of an occluded
front.
CONDITION:
STANDARD:
In a classroom environment and given a student handout.
IAW FM 1-230.
Learning Step/Activity 1 - Provide instruction to identify characteristics of
an occluded front.
Method of Instruction:
Time of Instruction:
Media:
CO.
Instructor to student ratio is:
1:40.
0020 minutes.
PPT slide 30.
a. Occluded front – the result of a faster moving cold front overtaking
a slower moving warm front. The effect is one front on top of the other
squeezing warm air between.
b. Type--There are two types of this front.
occlusions and warm front occlusions.
They are cold front
(1)
Cold front occlusion – When the cold front runs underneath the
warm front, it is called a cold-type occlusion. In this area the coldest, or
more dense air, is behind the cold front. The warm or less dense air ahead
of the warm front is lifted aloft and blocked from the surface.
(2)
Warm front occlusion – When the
front, it is called a warm-type occlusion.
dense air, is ahead of the warm front. The
cold front is lifted aloft and blocked from
cold front runs over the warm
In this area the coldest, or more
warm or less dense air of the
the surface.
c. Formation--Since cold fronts move faster than warm fronts, quite
often the cold portion of an open wave will overtake the warm front portion.
Depending on the relative densities, the cold front either runs underneath or
over the warm front. The warm air sector is blocked away from the surface
and one of the fronts is lifted aloft forming an occluded front.
d.
Vertical cross section.
e.
Clouds--both warm and cold front types -- stratiform and cumuliform.
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f. Weather--The weather associated with each of these fronts combines
the widespread low ceiling and poor visibilities of the warm front with the
severe weather of the cold front. The most severe weather occurs in the
early stages of the occlusion. The warm moist air is being lifted by both
the cold front and warm front and by the squeezing action between them.
g. Winds--The winds ahead of an occlusion may vary from south to east,
but are generally from the southeast. The winds behind an occluded front
will generally be from the northwest.
h.
Movement--similar to an open wave – to the east.
i.
Weather chart portrayal.
(1)
Sectional (local)--purple.
(2)
Graphic depiction
NOTE:
Difference between the two fronts: From a pilot’s viewpoint, there is
very little difference. The extent of cloud coverage, type of clouds,
and severity of thunderstorms are essentially the same. There is one
primary difference, and that is the relative position of the major
thunderstorms and severe weather with respect to the surface position
of the occluded front. In the cold-type occlusion, the most severe
weather is more or less centered above occlusion. In the warm type,
the most severe weather occurs ahead of the occlusion.
NOTE:
Conduct a check on learning and summarize the learning activity.
G.
ENABLING LEARNING OBJECTIVE (ELO) #7:
ACTION:
The student will identify the proper flight procedures to use when
dealing with frontal weather while conducting flight operations.
CONDITION:
STANDARD:
In a classroom environment and given a student handout.
IAW FM 1-230.
Learning Step/Activity 1 - Provide instruction to identify the proper
procedures when approaching frontal weather.
Method of Instruction:
Time of Instruction:
Media:
CO.
Instructor to student ratio is:
0010 minutes.
PPT slide 35.
10
1:40.
a. Recognition of type: Each type front presents certain general as well
as specific problems to the aviator. The aviator must learn to recognize the
type and intensity of each front in order to analyze its possibilities
without weather maps, and in flight, you must be able to analyze the type
front and your relative position to it from wind direction and clouds.
b.
Flight considerations for each type frontal situation.
(1) Cold fronts and squall lines--Intense cold fronts and squall
lines will be more thoroughly discussed during a later period on weather
hazards; however, the general recommendation is “Don’t go!” When approaching
a squall line or other band of severe weather in flight, the best option is
to land and wait for the weather to pass.
(2) Warm fronts--General problems are low ceilings and poor
visibilities covering large areas and ice. (Icing will be covered during a
later period on weather hazards.) Fly below freezing levels. Ensure
sufficient fuel for a long instrument flight and possibly to an alternate
airfield.
(3) Stationary front— The general recommendation is the same as for
a warm front; however, you should be alert for the possibility of an open
wave and occluded front formation.
(4) Open wave--It is recommended you avoid the crest of the wave and
the cold front portion if possible. Analyze speed and direction of travel
from weather maps and forecasts, as well as observing turbulence, clouds, and
winds during flight. Otherwise, use cold front procedures for the cold
portion and warm front procedures for the warm portion.
(5) Occluded fronts--WARNING!! The occluded front presents the
worst possible weather. It contains the worst of both the cold and warm
fronts. Avoid the apex or point of occlusion (junction of the three fronts)
by at least 50 to 100 miles. You can take advantage of tailwinds by
circumnavigating to the right, and at the same time avoid the worst weather.
Do not fly through an occluded front; wait, circumnavigate, or fly through
the warm or stationary front separately.
NOTE:
H.
Conduct a check on learning and summarize the learning activity.
ENABLING LEARNING OBJECTIVE (ELO) #8:
ACTION:
The student will identify the indications of frontal passage.
CONDITION:
STANDARD:
In a classroom environment and given a student handout.
IAW FM 1-230.
Learning Step/Activity 1 - Provide instruction to identify frontal passage in
flight.
Method of Instruction:
Time of Instruction:
Media:
CO.
Instructor to student ratio is:
0010 minutes.
PPT slide 36.
11
1:40.
a. On the ground, frontal passage is easy to recognize. There will be a
pronounced wind shift and change in air temperature. If available, you would
also note a change in dew point and barometric pressure.
b. In flight, penetration of the frontal plane is more difficult to
recognize. The changes are essentially the same; however, the pressure
change may be interpreted as an altitude loss or gain and not recognized for
what it is. Wind changes are difficult to recognize while in flight. The
best indicator for the pilot in flight is the outside temperature gauge.
Penetration of the frontal plane is immediately noticeable by a change in the
temperature.
c. Drift correction. Regardless of the type front penetrated, as soon
as you note a change in free-air temperature, anticipate a drift correction
to the right. There is one possible exception; the penetration of the warm
frontal plane aloft ahead of an occlusion. However, if you are in that
position, drift correction is one of your minor problems.
NOTE:
If possible, avoid flying through an active front. If you must go,
penetrate the front at a 90-degree angle, use proper penetration speed,
and maintain a constant attitude.
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