UUS Practice Tests⌕ Search
Aviation · AIF

FAA Flight Instructor Instrument Airplane (Added Rating) Knowledge Test Practice Test

The FAA Flight Instructor Instrument Airplane (Added Rating) Knowledge Test covers the knowledge and teaching decisions involved in instrument-flight instruction. Its practice questions sample interpreting flight instruments, navigating by VOR, managing cockpit workload, teaching heading control, and preparing students to brief instrument approaches and respond to changing runway conditions.

Exam overview

Exam providerFederal Aviation Administration
Exam codeAIF
CategoryAviation

About the FAA Flight Instructor Instrument Airplane (Added Rating) Knowledge… Exam

Instrument instruction requires explaining what indications mean and connecting them to aircraft position and control. A learner must distinguish a VOR radial’s course information from its TO/FROM indication, interpret a rate-of-turn indicator, and understand how local altimeter settings relate to indicated altitude. Instruction also involves teaching instrument checks, such as comparing an altimeter reading with known field elevation, and explaining magnetic-compass deviation. In simulated instrument work, the instructor must help the student maintain situational awareness while configuring the aircraft and communicating with ATC. Verbalizing aircraft status and intended actions can make that reasoning visible; deliberate workload management helps keep tasks in a safe order. Approach instruction includes briefing the missed approach before commencing, while operational judgment includes responding when reported runway braking is poorer than expected. The available practice material samples these concepts but does not establish an official topic list.

Sample Practice Questions

Review a selection from this exam's published US Practice Tests practice bank.

Question 1

A student is learning to interpret an altimeter during a climb. With the correct local altimeter setting entered, what does the altimeter primarily indicate?

  1. AHeight above the terrain directly beneath the aircraft
  2. BPressure altitude corrected to indicate approximate altitude above mean sea level
  3. CDensity altitude corrected for temperature
  4. DVertical distance from the aircraft to the nearest cloud layer
Show answerCorrect answer: B

An altimeter senses static pressure and, with the appropriate setting, indicates altitude referenced to mean sea level. It does not directly measure height above the terrain, density altitude, or cloud clearance.

Question 2

A student asks why an instructor may require a simulated instrument student to verbalize aircraft status and next actions during a lesson. What is the primary instructional value?

  1. AIt helps the instructor assess the student’s situational awareness, decision process, and ability to manage workload.
  2. BIt replaces the need for instrument cross-check and aircraft control.
  3. CIt ensures ATC will approve any requested route change.
  4. DIt makes instrument errors impossible by keeping the student focused on speech.
Show answerCorrect answer: A

Verbalizing relevant status and planned actions can reveal how the student is interpreting the situation and prioritizing tasks. It supports instruction and feedback but does not replace flying skills or sound judgment.

Question 3

For a conventional rate-of-turn indicator, what does a standard-rate turn represent?

  1. AA turn of approximately 3 degrees per second
  2. BA turn of 3 degrees per minute
  3. CA bank angle of exactly 3 degrees
  4. DA heading change of 180 degrees in one minute
Show answerCorrect answer: A

A standard-rate turn is approximately 3 degrees per second, or 180 degrees per minute. It describes angular turn rate, not a fixed bank angle; the bank required varies with airspeed and other conditions.

Question 4

During a simulated instrument lesson, a student begins to fall behind while configuring the aircraft and communicating with ATC. Which instructor strategy best develops sound workload management?

  1. AHave the student prioritize aviate, navigate, and communicate, postponing nonessential tasks until the flight path is stable.
  2. BRequire the student to complete every checklist item immediately, regardless of aircraft control.
  3. CEncourage the student to stop monitoring the flight instruments while working through the checklist.
  4. DTake over all communication for the remainder of the lesson without discussing task prioritization.
Show answerCorrect answer: A

Prioritizing aircraft control and navigation before lower-priority tasks helps the student manage workload without losing situational awareness. The instructor can then debrief how and when to resume deferred tasks.

Question 5

A pilot is tracking a VOR radial inbound and notices the CDI centered with a FROM indication. Which interpretation is correct?

  1. AThe aircraft is on the selected course and moving toward the station
  2. BThe aircraft is on the selected radial, which extends outward from the station
  3. CThe aircraft is left of course and should turn right
  4. DThe VOR receiver is necessarily malfunctioning
Show answerCorrect answer: B

A VOR radial is defined as a magnetic bearing extending outward from the station. A centered CDI with a FROM indication means the aircraft lies on the selected radial; it does not indicate that the aircraft is inbound to the station.

Question 6

An instructor is teaching a student how to respond to a reported runway braking condition that is worse than expected. What is the most appropriate lesson?

  1. AReassess landing performance and risk, and be prepared to discontinue the approach or use another suitable plan.
  2. BContinue because published instrument minimums guarantee adequate braking.
  3. CIgnore the report unless the aircraft has already touched down.
  4. DUse a steeper approach to ensure the aircraft reaches the runway sooner.
Show answerCorrect answer: A

Runway condition and braking information can materially affect landing safety. The pilot should evaluate performance and risk before committing to landing and consider a go-around or alternate plan when conditions are unsuitable.

Question 7

During instrument instruction, a student makes a small heading correction and the airplane begins to turn. What control technique best helps prevent an unnecessary overshoot of the desired heading?

  1. AUse a measured bank and reduce or neutralize the turn input as the target heading approaches
  2. BIncrease bank continuously until the target heading is reached
  3. CApply opposite rudder while holding the original bank
  4. DIgnore heading until the attitude indicator shows wings level
Show answerCorrect answer: A

A measured turn with timely rollout control helps the airplane reach and hold the intended heading without overshooting. The amount of lead depends on the turn rate and circumstances; increasing bank continuously or relying on an unrelated indication is not a sound general technique.

How to use this practice test

The free practice session draws up to 20 random questions from the 50-question bank. Work through each item as an instrument-flight teaching scenario, then use the results shown after the session to identify concepts that need another review, such as VOR indications, altimeter checks, or workload management.

Preparation tips

  • Practice explaining what a centered VOR CDI and its TO/FROM flag indicate for the aircraft’s position relative to a radial.
  • Compare altimeter indications with known field elevation using the current setting, and distinguish indicated altitude from compass deviation.
  • Rehearse standard-rate-turn meaning and small heading corrections that stop the turn without overshooting the target heading.
  • For simulated instrument scenarios, sequence aircraft configuration and ATC communication while having the learner state aircraft status and next actions.
  • Before an approach briefing, identify the missed approach procedure; discuss how unexpectedly poor braking reports affect runway decisions.
Official sourceOfficial exam page ↗