On a CFI checkride not only is the FAA looking at the applicant's knowledge, but the ability to expalin it to someone who has no clue (sorry students
)
You are correct, they are turning tendencies, NOT left turning tendencies as there are exceptions for each.
As for asymetric thrust, you need to explain that an airfoil with a larger AoA creates more lift - that of course will dictate going into relative wind and AoA at a minimum, but Newton & Bernoulli should you so choose.
After having prooved that an airfoil with a larger AoA will create more lift show the difference between both the descending blade and ascending blade and their respective AoA's.
With a propeller rotating to the right when viewed by the pilot in an ascent the descending blade's AoA will be greater and will cause the nose of the aircraft to yaw to the left - hence right rudder.
With a propeller rotating to the right when viewed by the pilot in a descent the ascending blade's AoA will be greater and will cause the nose of the aircraft to yaw to the right - hence left rudder.
With gyroscopic procession, the principle of explination is relatively the same. Break down the information into small chunks (chunking) and play connect the dots.
A gyroscope is a heavily weighted wheel spinning rapidly in space. There are two major qualities that are inherent to gyroscopes - precession and ridigity in space. Ridigity in space is most easily defined by Newton, an object in motion tends....and an object at rest... Basically the spinning wheel remains fixed in the plane in which it is spinning. No need to get deeper than that.
Another quirky caveat about gyroscopes is that when you impose a force on the wheel rim, the reaction occurs 90 degrees in the direction of rotation of the wheel AND it is a reaction - it pushes back in the opposite direction. To show this I draw a line, one arrow above the line pointing at the line and one below also pointing at the line. If I impose a action/force (point at one arrow) the reaction of equal magnitude occurs in opposition to the force applied (point at the other arrow).
Now go back to your drawing of a rim/wheel. Draw an arrow of applied force(lets say down), then draw another arrow 90 degrees in the direction of rotation (pointing up in this example).
Take this knowledge and apply it to the propeller.
Depends on trike or conventional gear, lets take trike. Would you agree that in order to raise the nose (standing the minature airplane propeller vertical) I would have to push here (push forward on the bottom part of the prop, raising the nose)? Of course the student has to agree. Then rotate the prop 90 degrees. The reaction then occurs here - push forward to aft on the left side of the prop - yawing the nose left, because the prop can be considered a gyroscope, a heavily wheighted wheel spinning rapidly.
Again you can do this excercise with conv. gear, climbs and descents....
hope this helps a little
