Shawn Arena

Over the years, I’ve had a lot of memorable flying experiences. And hopefully, by sharing some of the lessons I’ve learned, it will help other aviators in the future be able to make the decisions that will help them fly more safely. I hope you enjoy reading these stories!

Making The Go No-Go Decision

I don’t profess to be an astronomer or cosmic expert, but when the appearance of a celestial event like Halley’s Comet comes around, it does capture my interest. March 2, 1986 was right in the middle of the observation window to see Halley’s Comet, its last recorded appearance. Since I most likely won’t be around to see the next appearance in 2062, the 1986 event captured my attention.

Some quick backstory to set the scene: I earned my private pilot certificate in April 1984, so by the time March 1986 rolled around, I began to feel like a ‘real’ aviator. The flight school I earned my certificate at was based at John Wayne / Orange County Airport (SNA) in southern California.

During the last week of February, they hosted an aviation safety seminar (i.e. FAA Wings credit, type program). At the end of the session, a young (and eager I must add) flight instructor approached me and asked if I was interested in joining him and another student on an ‘observation’ flight of Halley’s Comet. They were to be flying a Piper Archer (N81918). Well, I was biased at that time to Cessna aircraft, because that is the aircraft type I was most comfortable flying. And besides, I make a terrible passenger in a small aircraft if I am not flying. Finally, add to that the fact that I didn’t know either of them really well. So, I kindly turned down his offer – a decision I would treasure for the rest of my life!

Grace, Fate, Not My Time – The Result of My Go No-Go Decision

Since March 2nd was a Sunday, the following day was a typical work day. About 10:00 AM I received a call at work from a friend of mine who also flew with the flight school and his first comment to me was “Good, it wasn’t you…one of our planes went down last night!” I didn’t quite put two and two together yet, and went about the rest of my day. For those of you who are reading this and were born after 1995, you probably find this next comment a little stone age, but there was no Internet, texting, or Twitter. We had to rely on the news broadcast at 5 PM, 6 PM, or 10 PM. So out of curiosity, when I got home to my apartment that evening, I turned on the local news. A shiver went down my spine (yeah you guessed it) as soon as the news anchor said, “There was a small plane accident over Newport Beach last night, and witnesses reported the plane doing a cartwheel into the ocean just past the Newport Beach Pier…”

At that moment, I just knew it was the plane I had been asked to be a passenger on. In the coming weeks and months, the mood around the flight school was somber and very sad. Even sadder was hearing that the student aboard that plane was the husband of the flight school administrative assistant. About 6 months later (being the aviation/flying geek that I was /am), I was able to locate a copy of the NTSB accident report (LAX86FA131). To my utter amazement, I read that the student’s wife reported that her husband and instructor had been seen drinking beer before they left for the airport, and that the toxicology tests conducted by the Orange County Medical Examiner revealed 0.32 micrograms of cocaine in the student’s body. So, call it what you want, I learned a valuable lesson from that sad event – never fly with anyone you do not know well and trust, because your life could be at stake. Flying an airplane is serious business, and needs to be properly respected. Trust me, when faced with this Go No-Go decision, I’m certainly glad I made the right one!

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^{Featured Image by D. Miller}

Vern Weiss

On December 29, 1972, an Eastern Airlines Lockheed L-1011 with 176 people aboard crashed in Florida’s Everglades only 3 minutes from touching down at Miami International Airport. Three flight crew members, the Captain, First Officer and Flight Engineer became focused on a landing gear indicator light bulb that was not illuminated. As the airplane descended rapidly the three pilots continued to fuss with the indicator lamp. This marked the beginning of a series of horrible aviation accidents in the 1970s involving highly trained, professional flight crews.

The Beginning of Crew Resource Management

Something had to be done and that same year a British aviation psychiatrist and professor, Elwyn Edwards, developed the beginnings of, what originally was called, “Cockpit Resource Management” that since has been expanded. CRM now includes crew members including flight attendants, on or off duty aboard an aircraft as well as others on the ground and today is known as Crew Resource Management. Little by little, Dr. Edwards’ concepts have been built-upon and enhanced culminating in a comprehensive study and proposal by NASA in 1979. The International Civil Aviation Organization (ICAO) has been instrumental in mandating CRM training and vigilance in aviation and has encouraged worldwide government aviation agencies like the FAA to comply with their CRM standards and protocols.

The NASA studies resulted in the belief that the primary cause of aircraft accidents was human errors created from interpersonal communication, leadership and decision-making problems. As defined, Crew Resource Management is a methodology in which the resources of equipment, procedures and people are collectively utilized as needed to safely complete every flying task. The individual components of CRM resources are communications, situational awareness, problem solving, decision making, and teamwork.

How Crew Resource Management Works

You are driving on a busy expressway. The sun is in your eyes. As you attempt to put them on you drop your sunglasses and they slide to the passenger side floor of the car. You should:

• A. Forget about retrieving your sunglasses and continue driving even though the sun occasionally blinds your vision so your passenger doesn’t think you’re a wimp.
• B. Pull over on the shoulder to safely retrieve the sunglasses before pulling back onto the busy highway.
• C. To demonstrate your prowess as a driver, you reach down to the passengers’ side and grab your
  sunglasses.
• D. You ask your passenger to hand you your sunglasses.

Obviously, answer “D” is best because it allows you to remain focused on control of the vehicle while using someone who is not otherwise busy to complete the task. This example is the essence of what Crew Resource Management is all about.

CRM is not about technical knowledge and the skill of flying an aircraft. It is he interpersonal and cognitive processes of situational awareness, communication, problem solving, decision making and working as a team.

Situational awareness is knowing what is going on around you and recognizing your place in the “big picture.” Walk through any Walmart and you’ll see any number of examples of people who lack situational awareness. As you walk down one aisle suddenly some guy who had stooped down to look at canned prunes stands up and immediately backs into you without looking up first. He had no idea that there could possibly have been anyone behind him even though your grocery cart wheels can be heard for miles around as you approached him. We don’t know where his head was but maybe that’s why he’s buying the prunes.

Don’t get me started on those myopic customers walking around glued to their iPhones, although they are great fun to watch when they walk into a clothing rack or knock over a display of ketchup bottles.
Crew Resource Management applies all the resourceful assistance each crew member requires to safely and efficiently perform flight operations. It includes all direct and peripheral personnel. Besides the immediate flight crew, it can include other pilots who are riding as passengers, jump- seaters, flight attendants, mechanics that may be on board; via radio, utilizing air traffic controllers, company dispatchers and pilots of other aircraft. For instance, you hear an aircraft ahead of you report that it flew through a large flock of birds. Use this information for your own benefit. “Old thinking” was that a pilot must be a “super pilot” and be able to do it all without asking for help. Not so. But pilots who are act autonomously and are unwilling to accept outside help tend to make big mistakes.

Crew Resource Management starts with receiving information, analyzing then making it meaningful. From this, analysis of all the choices enables the best decision out of possible alternatives. The consideration of various alternatives should include any available information, knowledge, prior experience, expectation, context, goals and greatest possibility of a successful outcome. There are times when decisions have to be made quickly, such as when an evasive maneuver is necessary to avoid a mid-air collision. In these instances you must fall back on training and procedures. In the example just cited…traffic at 12 o’clock and closing in on you fast, you veer to the right as per the Aeronautical Information Manual. But what if the bonehead closing on you veers the wrong direction and turns left? You must be willing to amend your response now. This is one of those extreme situations that fortunately does not arise very often. Most situations afford enough time to consult the non-flying pilot. There may be considerations that occur to that pilot that you omitted in your decision and the other pilot’s input will make the final decision a better one. Brittle methods practiced for years and unwillingness to consider others’ suggestions and unwillingness to do nothing have been diminished thanks to CRM, which is a giant leap forward in enhanced safety.

What Would You Do?

You’re headed straight for a black cloud. To its left is a blacker one. To your right the clouds are even blacker than the one on your left. Ah! No sweat…do a one-eighty, right? But the front is moving rapidly and has closed off everything behind you. Probably doing nothing and staying on course is one of the choices. Of course, there’s other things that can be tried like changing altitudes (the middle third of a cumulonimbus is usually where the most violent weather is found), slow up so you don’t hit the “potholes” so hard once you’re in the cloud. Ask your non-flying pilot to check on ride reports ahead of you. Maybe the blackest cloud wasn’t all that bad as reported by an aircraft immediately in front of you. What’s the radar show? Turn on your ADF receiver and watch the needle swing. It points to the area of strongest static caused by lightning discharges. Cinch up your seat belt and tell your passengers to do the same. If you have auto-ignition, turn it on. Follow the procedures in the checklist for turbulence and heavy precipitation penetration. And ask you non-flying pilot what he or she thinks. Maybe the non-flying pilot is more skilled at use of the radar than you and can “see” where the passage ahead would be better. Crew Resource Management uses everything at your disposal.

An important component of CRM is use of standardized checklists for normal, abnormal and emergency operations. When pilots start creating impromptu procedures things can turn ugly real fast. Checklists are developed, tested, re-tested, evaluated and authorized from manufacturers and the FAA have worked out the kinks. Obviously, if one pilot starts extemporaneously throwing switches, the other pilot won’t have a clue as to what his partner is attempting to achieve. Checklists. Checklists. Checklists.

Long overdue, awareness of fatigue and workload have fortunately become important considerations the last few years. There are times when the cockpit gets very busy and at those times both pilots should be sharply attentive. Even though one pilot may be listening to, say, the ATIS frequency and not monitoring the active ARTCC frequency, that pilot should continue to monitor that frequency in case something transpires that require urgency in getting back “into the loop.” Even ATC has changed their policies on issuing clearances, recognizing that pilot workload and information retention has its limits. ATC will not issue a clearance with more than 2 numbers at a time. If they want you to turn left to a heading of 160, descend to 4,000 feet and slow to 230 knots, they’ say, “Ercoupe 38 X-ray, turn left heading 1-6-0, descend to 4,000.” You respond with the read back. Then they call you and say, “Ercoupe 28-X-ray slow to 230 knots.”¹

As aviation has developed, automation has increasingly become more integrated into the pilot’s world. Flight management systems (FMS) and a myriad of aircraft-specific enhancements like auto-throttles, thrust management systems and FADEC-controlled engines, to name a few, have placed more importance on staying on top of what’s going on. While the civilian perceives automation on an airplane as something that makes less work for pilots, it’s actually the opposite. In fact, automation requires more vigilance than non-automation, so pilots must now be more in a systems management role than switch-and-control manipulation role. This makes it imperative that Crew Resource Management be applied to inputs, outputs, programming and cross-checking of all automatic systems.

Simply stated, Crew Resource Management is two or more people performing as one. Pilots utilizing CRM help each other by filling in any voids when tasks mount up and one person can’t do the job without sacrificing attention to the airplane. As mentioned earlier, CRM involves people other than the pilots as well. An example is approaching an airport with deteriorating weather. One of the pilots could direct his or her attention to switching radio frequencies to get a weather update, however both pilots may be very busy. The ATC controller has access to the same weather information that pilots can get from the ATIS, so why not just key the microphone and say, “Approach (control)…you got the latest weather for Booger International?”

Done.

Personal Experience with Crew Resource Management

Some years ago I was flying with another pilot who consistently demonstrated acute and superb skills. One Monday morning, we took off to start a trip and he seemed uncharacteristically “behind” the airplane. I thought his unusual sloppy and lethargic performance was maybe just that this was a very early morning departure and he “wasn’t awake yet.” Second leg of the trip, he was flying the approach and the profile for an ILS was at glide slope intercept to call for landing gear down and full flaps. Glide slope intercept came and he started to descend which, of course built up speed rapidly. He then started reducing the power to counteract the speed. Something was wrong. I said, “Gary, you ready for the gear and flaps?” Breaking his reverie he responded, “OH! Oh yeah…uh…gear down…uh full flaps…uh… and the before landing checklist.” We completed the approach and landing without further incident. After shutting down the aircraft and putting our other duties behind us I asked him if everything is alright. He said, “Well, no. On Friday my mom passed away and yesterday my dad had a heart attack and died.” Whoa! What was this man doing flying an airplane? We were not in a position where I could initiate a crew change but I did convince him to blow off the rest of the trip when we got back to our domicile and replace him with another crew member. I wish I had known before we had even started that morning so I could have intervened. Knowing the stress he was experiencing, at the very least my CRM observations would have been heightened to watch for mistakes and omissions earlier. The goal of CRM is for two people to act as one well-tuned machine.

My first exposure to CRM was my first job as a whipping-boy/corporate co-pilot in a two-pilot turboprop. The guy I worked for was a jerk. But I sucked-it up because I needed to build flight time if I was going to make a career in aviation. One night he ordered me to get him a cup of coffee. The galley was toward the rear of the passenger cabin so I responded dutifully. Just as I returned with his %&*# cup of coffee we flew into an area of turbulence. I am standing there holding his cup of coffee and he turns to me and barks, “NOT NOW! Do something…GET RID OF IT!” I was not a coffee drinker but the only thing I could think to do as we were getting the you-know-what kicked out of us was to drink the coffee quickly. I wanted to puke. In retrospect perhaps my choice to alleviate the problem created by the captain’s cup filled with coffee in some abstract way was a bit of CRM. I also know that that first cup of coffee I drank lead me to try it again and that now I am a die-hard coffee drinker.

So the moral of the story is Crew Resource Management is beneficial to pilots because it enhances safety and allows us to discover coffee.

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

Footnote:

1 – Ercoupe? 230 knots? I’m joking, right?

Sources:

Advisory Circular for Air Operators, “Training Programme for Crew Resource Management,” International Civil Aviation Organization, 2013.

Internet Website: http://www.crewresourcemanagement.net/information-processing/decision-making

Featured Image: Kent Wien

When Flying Aircraft, Exceeding Flight Minimums = Maximum Safety in the Skies!

Margie O’Connor

Competency versus Proficiency. Flying aircraft competently means you have met the standards. Flying aircraft proficiently means you’ve taken that extra step to gain a certain comfort level in the cockpit – you’ve refined and built your competence to a point where you are confident (but not arrogant). As pilots, we must maintain certain minimums to fly legally. But sometimes the minimums only make us competent…not proficient.

Take for instance the fatal aircraft crash of a Piper Arrow on approach to an airport under a moonless night sky with Visual Flight Rule (VFR) conditions. The pilot held a commercial license, instrument and multi-engine ratings and more than 2,000 flight hours.

How did this happen to a seemingly competent pilot? Despite his impressive history of qualifications, he had only logged 2 night take-offs and landings the previous month; prior to that, it had been 7 years since he had flown at night! And yet, he still chose to fly.

Good judgment so often goes hand-in-hand with practice and training. And everyone is different. The challenge is recognizing your strengths and weaknesses and admitting to when you may need a little extra to gain the edge necessary to become safe. To exercise your piloting skills safely and proficiently, you must avoid getting wrapped around the word “minimum” and strive to hone your skills.

Many General Aviation (GA) pilots are part-timers so flying on a regular basis isn’t always possible because of competing demands. So determining your level of proficiency is sometimes difficult. Looking at where you’re at in your flight training often provides a good gauge. For instance, if you just got your instrument ticket (congratulations) you’re undoubtedly more proficient than the general aviation instrument rated pilot who only flies the minimum 6 approaches within the preceding 6 months, to keep “current”.

Most are aware of the flight minimums but just in case you’ve forgotten, fly with me as we go through a refresher. Who knows, you may just discover a thing or two about your competency level and just maybe, how to achieve that level of expertise that will make you a much safer pilot.

Regulatory Minimums for Flying Aircraft

Recent Flight Experience (FAR 61.57 (a) and (b))

Simply put, if you plan to take your significant other up flying because you think it would be insanely romantic to propose to her during the flight (or if you’re just heading somewhere warm with all your newly acquired friends) then you must have made 3 takeoffs and landings within the preceding 90 days.
And if you plan to fly at night, those takeoffs and landings must be to a full stop and performed during the period from 1 hour after the sun goes down to 1 hour before the sun rises (now that’s early morning).

Flight Review (FAR 61.56) – previously known as the Biennial Flight Review (BFR)

Once you achieve the coveted ability to pilot an aircraft as the sole manipulator of the controls (very cool), you must maintain your privileges by undergoing a flight review roughly every 2 years, consisting of 1 hour of ground and 1 hour of flight. If you recently passed a test for an advanced rating or license (think Commercial or Instrument), you are exempt. Passing a phase of the FAA’s pilot proficiency program also qualifies.

Instrument Experience (FAR 61.57 (c))

To fly in weather less than VFR minimums or straight-up IFR weather, you must have your instrument rating (duh). And to comply with the regs, you must have performed 6 instrument approaches, holding and tracking, and intercepting and tracking using navigational systems within the 6 months preceding the month you are flying in either in an aircraft or a flight simulator (could this get any more confusing?).

If you have access to an aviation training device, then 3 hours of instrument experience within the 2 calendar months preceding your flight will suffice. You still must perform 6 instrument approaches, holding procedures, intercepting and tracking and 4 unusual attitude recoveries (from various configurations).

And it gets better. You can combine aircraft, simulator and training device to fulfill the requirements- yay! If you choose to accept this route, you must still log the 6 instrument approaches within the preceding 6 calendar months (plus the intercepting, tracking, and holding) but you can combine your flight experiences using the different modes.

Instrument Proficiency Check (FAR 61.57 (d))

Bummer. You failed to meet the minimum instrument experience requirements within the preceding 6 months or maybe you’ve been away from flying longer than 6 months – if you fall into either category, then to regain competency, you must undergo an Instrument Proficiency Check (IPC) with a designated examiner, an authorized instructor or other qualified pilot.

Working to exceed the minimums and gain expertise not only makes you a better pilot but also makes you safer in the air. And I, for one, would much prefer to be a contributing member of the friendly skies rather than a dangerous blob, flying “fat, dumb, and happy”.

When you go beyond your personal flying limits (or you purposefully break the rules…think little devil on your shoulder), you tend to get uncomfortable which can land you in some less-than-desirable situations.

Regaining Competency Flying Aircraft and Beyond!

Plentiful options exist to help you in your quest for competency and beyond. More flight time, conducted with a great fight instructor, is always a good place to start. But if cost is an issue, many less expensive (often free) alternatives exist to help get you back into the cockpit, brush up on your current capabilities or gain the experience and knowledge to dominate the skies!

A Rusty Pilots Seminar (provided by AOPA) may sound like an event planned for a retirement community but in reality, it’s an excellent way to get back into flying if the only thing you’ve “piloted” for the past (fill-in-the-blank) years has been your automobile.

A Rusty Pilots Seminar is free (which is always good) and offered at many locations (check the Rusty Pilots Seminar link for a list of seminars near you). I chose one close to my sister-in-law so I was able to combine a visit with the event. The seminar consisted of a few hours of ground lecture (with ample coffee and food provided), which fulfilled the 1-hour ground requirement for the annual flight review. Aircraft and instructors were available afterward (yes a fee but nominal) to complete the flight requirement per FAR 61.56.

The WINGS program (provided by the FAA’s Safety Team or FAASTeam) is another great way to get closer to proficiency. You learn through seminars, online classes or actual flight training. Sign-up is-you guessed it-FREE and many of the classes are free, too.

Remember, gaining expertise in flying aircraft takes consistent practice over time…10,000 hours, to be precise…yep, according to Malcolm Gladwell, author of Outliers, research shows that’s the magic number.

So open a book…or a browser and get studying. And the next time you embark on a flight into the wild blue, remember to do a self-check. Are you just flying the minimums or are you doing what you can to become an expert aviator in the sky?

Happy flying…safely and proficiently!

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

References:

Gladwell, M. (2008). Outliers.

National Transportation Safety Board (NTSB). (2001). (Identification: IAD01FA038).

John Peltier

You’re ten miles away from your home airport, inbound for landing, and you switch over to the AWOS for a weather check. Nothing. Must not be working. You get closer to the airport and dial up the control tower to inform them of your intentions. No response. After some troubleshooting, you determine that your radio is dead. What do you do? When was the last time you really walked yourself through different aircraft radio communication problems, or “chair-flew” it, as they say?

Aircraft Radio Communication Problem – Uncontrolled Airport

The Scenario:

You just took your parents for their first flight since you got your license. You’re ten miles north of the airport, day VFR, setting yourself up for a straight-in to runway 18 at an uncontrolled airport. You haven’t heard anyone on CTAF even though you can see planes in the pattern, and after checking other frequencies you’ve come to the conclusion that your radio is inoperative. What are you going to do?

Walk yourself through the procedures now.

The Answer:

• It’s a good habit to set your transponder to 7600 whenever you realize you have a radio malfunction, even if you’re not in controlled airspace. Build those habit patterns!
• Stay clear of all traffic until you determine which runway everyone is landing on, and which direction traffic is in. If you fly at this airport routinely, it probably hasn’t changed. If you were setting yourself up for the straight-in, stay clear by holding your altitude (at least 500’ higher than the traffic pattern) and offset the runway laterally so that you can make a big circle around and figure out which aircraft are where.
• When you determine that it’s safe to enter the traffic pattern, do so and stay predictable. Fly the same direction and speed as you normally do so, and don’t forget your landing checks.
• Continue to key the microphone and announce your position just in case it starts working again.
• After landing, clear the runway immediately. Survey the taxiways between you and your destination and taxi when it’s clear.

Aircraft Radio Communication Problem – Class D Airspace

The Scenario:

You’re returning home from a weekend at a cabin in the mountains. The time is 2030 local time and the skies are clear. Your home airport is in Class D airspace; the control tower stays open until 2200. You’re ten miles east of the airport, just wrote down the ATIS information, and switched over to tower frequency. ATIS says winds are out of the north and landing traffic is using runway 34. The tower isn’t answering any of your radio calls but they’re talking with other traffic; when you transmit, you can’t hear sidetones (clicks) in your headset like you normally do. No one is answering your radio checks and you realize your transmitter is broken.

What are you going to do?

The Answer:

• As in the previous example, set your transponder to 7600.
• You must stay clear of the Class D airspace boundaries until you determine the flow of traffic. This can be done horizontally or vertically, and at night, it may be easier to get a picture of the traffic by looking down on it from above.
• Enter the traffic pattern when safe to do so – entering on the upwind gives you maximum time to prepare yourself.
• From here, just fly your normal night traffic pattern and continue to key the microphone with your position just in case your radio starts working again.
• Tower won’t know you have an operable receiver so they’ll give you light gun signals (they may also transmit your clearances in the blind, but they don’t on this night).
  • Which color are you looking for?
  • What if tower gives you a steady red light, what do you do?
  • How do you acknowledge these signals at night?
• A solid green light means you’re cleared to land, and you may only land after receiving this signal. Acknowledge this signal at night by flashing your landing light. A steady red light means you must give way to other aircraft in the pattern. Continue to circle and wait for a steady green light.
• After landing, continue to look for light signals – you’re looking for either a flashing red (taxi clear of runway) and or flashing green (cleared to taxi). The tower will most likely freeze ground traffic until they determine where you’re headed.

Aircraft Radio Communication Problem – Class B Airspace

The Scenario:

It’s a beautiful day and you’re returning to land at a Class D airport underneath San Francisco’s Class B shelf. You notice smoke coming from your radio so you immediately turn it off; the smoke goes away and you elect to keep your master battery and alternator on for the meantime. You’re 15 miles away at 3,000’ AGL, and it’s your closest runway.

What are you going to do?

The Answer:

• Change your transponder. Here, you could set either 7600 or 7700. This is an age-old debate amongst instructors. Some say that in this case you can just set 7600 to indicate you’re NORDO. Other instructors will say that if you did any emergency checklist actions (like turning off a smoking radio), then you set 7700. In this case, that might be a good idea, in case the fire is smoldering at least fire trucks will be waiting for you on the ground. And this could always develop into something worse. No one will fault you for setting 7700.
• Remain clear of the Class B airspace if you can (by going underneath). This is how most VFR pilots will operate anyways. If you can’t, ATC will see your transponder and keep other traffic clear of you – that’s their job in Class B airspace.
• From here, it’s the same basic procedures as the previous Class D example. Stay clear until you determine traffic flow, enter the pattern, and look for light gun signals from the control tower. The fact that you might be in Class B is irrelevant at this point. How do you acknowledge a light gun signal during the daytime?
  • Acknowledge by rocking your wings.

Troubleshooting Aircraft Radios

Any number of things can cause a transmitter failure, a receiver failure, or both.

Indicators that your radio may be malfunctioning:

• Lack of sidetones (clicks/feedback) in your headset when you transmit (at least a transmitter failure).
• Not hearing any transmissions on automated frequencies like AWOS & ATIS (at least a receiver failure).
• No answers to “radio checks” you transmit (could be a transmitter or receiver failure).
• And, of course, the thing won’t turn on.

Steps to troubleshoot a radio in the air:

• Start with the most basic things first, and that’s usually cycling the power on the radio unit itself.
• Check the volume knob – did it somehow get turned all the way down? Do you hear any static when you turn it up? If not, you probably have at least a receiver failure.
• Toggle the squelch settings – again, are you hearing any static when you do this?
• Check your headset cord – is it still plugged in? Does your headset have a volume knob as well?
• If your circuit breakers are accessible (and most are) check that it’s still in. If it’s popped, reset it. If it pops again, there’s probably a really good reason it’s popping and you should leave it off.
• Don’t become so engrossed in troubleshooting your radio that you forget to fly your aircraft!

Remember at all times that you must maintain basic VFR weather minimums and visual contact with the control tower, if there is one. Further references can be found in the FARs parts 91.125-131, and in the AIM Chapters 4-2-13 & 4-3-13.

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

Additional Quizzes:

Do You Know These Five Aviation Acronyms?

How Much Do You Know About Aircraft Icing?

Additional Resources:

Understanding How Airspace Works – AOPA

FAR Part 91 – FAA

Aeronautical Information Manual – FAA

Shawn Arena

Experiencing the world of flight by actually sitting in the cockpit of an aircraft manipulating the flight controls is one of the most exhilarating, inspiring and surreal events an individual can encounter. And being able to share that experience with friends, family and significant others is an amazing opportunity. But sometimes, it can be difficult to convince them to go up with you, and share the experience. Not everyone is ready to jump into the cockpit right away. However, without being in an actual airplane, there are many ‘ground based’ and alternative flying options that will let them take a peek into the flying experience, and help ease them towards giving the real thing a try.

It’s Almost Like the Real Thing

Aviation, similar to other industries, has benefited from the explosive growth of technological advances. Advances such as the ‘glass cockpit’ and ‘fly-by-by-wire ‘automated systems, have become industry mainstays in commercial aircraft. However, you may have also noticed technological advances have evolved that can make one feel ‘as good as the real thing’ without having to pay ‘real thing’ prices. Flight simulation alternatives have filtered down to the most cost-conscious general aviation pilot.

Ranging from full-motion simulators used at flight schools at nominal costs, to computer-based-flight simulation programs you can easily install and use on your personal computer at home, the options to peek into the exciting world of flight are growing. These high-definition, real-world graphic presentations, allow outstanding platforms that opens a door for one to start looking into the exciting world of flight.

Hangar Flying

Bring them along to spend some time hanging around fellow pilots and aviation entusiasts down at the hangar. They’ll very quickly find out the meaning and importance of ‘hangar flying’. Just as the name implies, one of the most talked about, yet informal activities in aviation is when two or more pilots sit around in a hangar and talk aircraft and aviation.

While these sessions can turn into the ‘fish stories’ of flying, they can also serve a very important purpose of fostering and promoting a passion for flying. This activity can also be incredibly helpful when veteran pilots talk to student or newly minted private pilots. I guarantee you that you will walk away with more firsthand, real-world information than you can find in any flying magazine or even a ground school class. If you are like I was, you become a sponge taking in all they can offer – at no charge! This also helps to set them more at ease with the idea of flying as they hear others talk about it openly and candidly.

While you’re there, you might also take the opportunity to introduce them to the idea of a discovery flight. As I mentioned in a previous article, taking a discovery flight will also allow them the opportunity to get a real taste of the flying experience by taking a quick hop around the pattern in an actual training aircraft.

Also, if there’s an airshow in town, don’t miss it! This is a great opportunity to spend time with a crowd of pilots and aviation enthusiasts, see a variety of vintage and new aircraft and see some great flying firsthand.

Flying Scenarios

Another really fun yet educational experience is to go to a concessionaire which has World War II and current aircraft simulators configured to accomplish a specific mission. My son and I went to one such concession at the Mall of America in Minneapolis…what a blast!

Even though I had been actually flying for several years at that point, this real-world simulation was very worthwhile. I chose the U.S. Navy / USMC FA-18 Hornet and my son chose the P-51 Mustang. There were two scenarios programmed into our session: a dogfight and a night carrier landing. Needless to say, my son ‘waxed my tail’ in the dogfight session, but I greased a perfect ‘trap on the number 3 wire’ on the carrier, one that Maverick and Goose would have been proud of!

Westward Ho

Regardless of the avenue you choose, there remain a variety of opportunities that you can use to help introduce your friends and loved ones to the flying experience. And these is just the tip of the iceberg – in order to keep things brief, I left out (not intentionally) options like hot air balloons, glider flights, ultralights and more. So without getting into the actual cockpit, one can experience the world of flight from as many angles as there are fair-weather cumulus clouds on a spring day!

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Dr. Mary Ann O’Grady

Online flight training and aviation courses are designed to help pilots get off the ground (pun intended), and accredited online programs provide job skills training to high school graduates and college students who have an interest in pilot training. Distance learning aviation courses prepare pilots for the rigors of flying and/or employment in an aviation-related business by including prep work for air traffic controllers, test pilots, and private, commercial and corporate pilots. Online courses for high school students often transfer into high school credits so they are able to apply distance learning credits toward a university degree or advanced studies. Even job skills training that are acquired through online courses in aviation can lead to well-paying jobs in the aviation industry, such as air traffic controllers who assist in keeping rush hour commuters updated on traffic as well as the weather which are incorporated into radio and television station news. Corporate and commercial pilots are hired by companies who need pilots to ferry employees, clients, customers, and/or vendors back and forth to meetings, events, etc.

Pros and Cons to Online Flight Training

While there are multiple advantages for enrolling in online flight training courses, students exhibit varying degrees of success depending upon their learning styles and their ability to function independently. Typically the pros associated with taking online aviation courses include flexibility as being one of the major attractions for distance learning students who are employed, have families, are housebound, reside in a rural area, and/or travel frequently. Students are able to study on their own time and replay recorded lectures and classes; course study materials including lectures and texts are consistently accessible so that students are able to study at their own pace day or night, seven days a week. Another positive aspect of online education is the classes are structured on a variety of semester or course blocks, such as a trimester system (12 weeks) or four to six week course blocks. In addition, advancing technologies have allowed innovative instructional protocols to evolve where the virtual community can engage through tools that encourage interaction, such as message boards, chat rooms, work or focus groups, and virtual synchronous classrooms.

Online courses also have the added advantage of being less expensive than attending courses on campus. This allows students who might not otherwise be able to afford to pursue a degree to attend a college or university, due to no travel costs and not having to purchase hard copies of textbooks and other course materials.

However, with these benefits must come a significant level of self-discipline and organization to enable students to accomplish their coursework. You will need excellent time management skills and well-constructed self-made schedules. Enrolling in virtual classes requires a higher commitment by students to earning their degree by completing their assignments, reading the required materials, interacting with peers and professors, and taking exams and tests. Associate’s, Bachelor’s, Master’s and Doctoral-level degrees have all now become available through distance learning universities. Accredited schools may also offer certificates that indicate the completion of courses for programs that are non-degree.

Things to Keep in Mind When Looking Into Online Flight Training

In most cases, taking online aviation courses only requires basic technology to keep up with the classes, such as a desktop or a laptop computer loaded with a recent version of an Internet browser (Internet Explorer, Safari, Firefox, Google Chrome), and a personal email account which is often assigned by the online college or university to each student.

When choosing online aviation courses, students do well to determine whether the course is a good “fit” for them by examining the course syllabus. This details the learning objectives, the topics covered, the course materials that are provided including the textbook(s), and the class schedule which includes the assignments, and the associated deadlines for submission. Investigating the class size is also advantageous to ensure that the instructor will be able to easily handle the needs of each student. Typically each class will post the biography of the instructor to inform students of his or her academic credentials and practical experience as well as the office hours during which he or she can be contacted or whether scheduling an appointment will be necessary. Professors tend to have preferred methods of communication which can be through email, telephone conferencing or via Skype so it is advantageous to make a note of said preference early in the course.

Reviewing the Details of an Online Flight Training Program

Upon initial review, the aviation course syllabus that contains multiple pages can appear quite daunting but most syllabi follow a specific format that serves as the contract between the instructor and the student who agrees to that contract by enrolling in the course. The introductory page provides the course title, instructor’s name, credentials and email point of contact which are followed by the course description and the course objectives. Attention should be paid to the required course materials versus the suggested course materials which are recommended but not mandatory for the student. Occasionally a university will allow a discount when the course materials are ordered through the university bookstore which sometimes offers to rent as opposed to buying the textbooks, software, exam guides, E6B flight computer, and navigation plotter.

The general outline for a virtual aviation class suggests the unit of study which is usually divided into weeks, and accompanied by the in-text readings for each week. A general outline for a virtual aviation class is likely to cover the following topics on a week-by-week basis: aircraft and aerodynamics / aerodynamic principles during week one; aircraft instruments, engines, and systems during week two; airports, airspace, air traffic control, the flight environment, communication, and flight information during week three; the Federal Aviation Regulations found in the FAR/AIM or the Airmen’s Information Manual during week four; aircraft performance, weight, and balance during week five; aeromedical factors, aeronautical decision making, and the application of those human factors principles during week six; aviation weather and meteorology for pilots during week seven; aviation weather services and the interpretation of weather data during week eight; navigation, aeronautical charts and publications during week nine; navigation systems and aviation navigation in general during week ten; cross country flight planning and flying cross country during week eleven; and a review and preparation for the course final exam during week twelve.

Although online aviation courses usually require the completion of a quiz or test on a weekly basis to ascertain the progress of a student, the final exam may hold a particular significance whereby the student is signed off by an FAA Certified Flight Instructor designating that he or she has acquired sufficient competency in aviation theory to be able to take the FAA Private Pilot’s Exam. At this point, the student will take the signed authorization that he or she has printed out from his or her computer to a computer testing center within the following 30 days to be allowed to complete the FAA knowledge test. Congratulations! This is a major accomplishment for every aviation student.

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Dr. Mary Ann O’Grady

How much do you know about aircraft icing and the conditions that cause it?  Take this quiz, and see how well you do.

Aircraft Icing Quiz Questions

1.  _____ ice is lighter than _____ ice, has an irregular shape and a surface roughness that reduces aerodynamic efficiency.
2. The three negative outcomes of aircraft icing on the airplane are: _____, ______, and _____ .
3. The three types of structural icing are _____, ______, and _____ .
4. The two ingredients for structural icing are ______ and _____ .
5. The most important effect of ice on the wings and tail is _____ .
6. The three types of icing intensities are _____, _____, and _____ .
7. When this type of icing intensity occurs so that deicing or anti-icing cannot reduce or control the accumulation, the pilot’s only option is to _____ .
8. The type of cloud that produces the most severe icing is a _____ cloud.
9. If a pilot encounters ice in cumuliform clouds during the winter, he or she should _____, or ______ immediately
10. The first places that a pilot should look for the formation of ice on the aircraft are _____, or ______.

Aircraft Icing Quiz Answers

1. Answer: rime, clear
2. Answer: decrease in thrust, reduction in lift, and an increase in drag
3. Answer: rime, clear, mixed
4. Answer: presence of visible moisture, temperatures at or below freezing
5. Answer: reduction of lift
6. Answer: trace, moderate, severe
7. Answer: get out of the icing [conditions]
8. Answer: cumulous
9. Answer: divert, descent into warmer air
10. Answer: leading edges of the airfoils, any objects that protrude into the air flow, such as antennas, OAT probe, etc.

Discussion: Aircraft Icing Conditions

The motivations underlying why rational pilots who avail themselves of all available weather information and data during their flight planning process, yet ultimately decide to deliberately fly into icing conditions are varied. But one key element may be the fact that these PICs lacked sufficient knowledge about icing conditions, and they found themselves navigating into dangerous weather conditions. Aircraft icing has long been classified as one of the greatest weather hazards to aviation. This is because icing is likely to be both cumulative and invisible which can cause the aircraft to slow down, force it downward, and/or make it go out of control. In addition, engine performance can diminish, contribute to false indications on the instruments, and result in a loss of radio communication. It can also freeze the landing gear to a point where it cannot fully extend or retract, and it can prevent the brakes from functioning properly. During the winter months, structural icing is more of a concern for pilots during a flight than induction icing, which is why it’s the focus of this quiz and subsequent discussion.

Only two ingredients are required for structural icing: visible moisture and temperatures at or below freezing. Cooling occurs when lift is produced which can reduce the aircraft surface or skin temperatures to below freezing despite the ambient air temperature being above freezing. Supercooled water is defined as water that remains in a liquid state although its temperature has dipped below freezing. When a supercooled drop of water comes into contact with a cold aircraft, a portion of that drop freezes instantly and adheres to the aircraft’s surface while the remaining portion of that drop is warmed by friction. Aerodynamic cooling can cause that drop to refreeze, however, and it is the manner in which that remaining liquid freezes that determines whether the forming ice is clear, rime, or mixed. If the supercooled large drops flow out and freeze into a smooth sheet of ice, it creates clear or translucent ice that is hard, glossy, heavy, and tenacious. As its accumulation continues, it may build up into a single or double horn-like shape on leading edges of the aircraft which increase drag and a correspondingly inverse decrease in lift.

In contrast, rime ice is created from supercooled small drops where the liquid freezes more quickly before it has had time to spread out over the aircraft’s surface which traps air between the droplets giving rime ice a rough, milky, opaque appearance. Although rime ice is lighter than clear ice, its irregular shape and surface roughness reduces aerodynamic efficiency by reducing lift, increasing drag; and it is more easily removed with aircraft deicing equipment than is clear ice which is heavier and results in a solid sheet configuration. When the supercooled water droplets vary in size or mix with snow or ice particles, a combination of clear and rime ice can form very rapidly into highly irregular shapes that build up on airfoil leading edges. Regardless of which form icing assumes, the amount of the ice accumulation is directly proportional to the amount of liquid water in the clouds with the worst case scenario being a combination of large water droplets, temperatures close to freezing, and clouds having significant water content.

The effects of icing include a reduction in lift, an increase in drag, and a decrease in thrust where the effects of these three factors become cumulative which may require a full power setting and a high angle of attack to maintain altitude. However, this attitude may result in a new problem where ice can begin forming on the underside of the wing which adds more weight and drag so the need to get out of the icing conditions then becomes the prime directive. Depending on the PIC’s experience with flying in icing conditions, any ice may be too much ice but the FAA has categorized icing into three intensities: trace, moderate, and severe. Trace ice is barely visible and is typically not a hazard unless the aircraft is exposed for one hour or more. Trace ice can usually be handled by inflight deicing/anti-icing equipment for durations of one hour or less. Moderate ice accumulates at a rate where even short encounters with it are potentially hazardous, and the use of deicing/anti-icing equipment is definitely required. Severe icing is defined as an accumulation of so much ice that deicing/anti-icing equipment cannot reduce or control its accumulation so the only option for the PIC is to get out of the icing conditions as quickly as possible.

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Reference:

Duncan, P.A. (2016). Rime and Clear and Mixed. Retrieved on March 10, 2016, from
http://avstop.com/stories/rimeandclearandmixed.htm

Additional Quiz:

Do You Know These 5 Aviation Acronyms?

Additional Resources:

Aircraft Icing Safety Advisory – AOPA

Aircraft De-Icing and Anti-Icing Equipment – AOPA

Aircraft Icing Advisory Circular – FAA

The Madness of Icing – Flying Magazine

Mary Ann O’Grady

The term andragogy, which is defined as “the art and science of helping adults learn,” was used as early as 1833 but it was popularized in the United States by Malcolm Knowles in the 1970s (Whitmyer, 1999, p. 1). Originally, andragogy was contrasted with the term pedagogy, which focused on helping children to learn but over time. However, the term pedagogy became so entwined with educational or instructional design that the two terms have become synonymous. According to Knowles, as cited in Whitmyer (1999), andragogy is based upon four primary assumptions regarding adult learners and how they differ from child learners. First, their self-concept shifts from dependence to self-direction. Second, their expanding reservoir of experience serves as a resource for learning. Third, their focus on learning becomes oriented toward the developmental requirements of their social roles. Fourth, they immediately want to apply what they have learned to the challenges of real life. Accordingly, their academic orientation shifts from one of subject-centeredness to one of problem-centeredness as illustrated by the following assumptions:

Topic	Pedagogy	Andragogy
Learners	Dependent	Independent
Subject matter	Only one right way	Many ways
Motivation to learn, change or improve	External and dictated by others	Internal response to personal or career needs
Role of experience	Unimportant, discounted	Resource that serves as a basis for learning, change or improvement Must be integrated
Learner	Requires outside direction	Ability to self-direct
Learning orientation	Subject-centered, Logic-oriented	Life/career-centered Process centered
Objective	Minimum requirements	Self-improvement/betterment

(Whitmyer, 1999)

When entering flight school training, which includes ground school (theoretical), flight school (practical application), and testing (written and practical/flight test with an FAA examiner), the mastery of the course material as well as the practical application is often supplemented by flight training videos. These flight training videos are available through various sources including the Federal Aviation Administration (FAA) and not-for-profit aviation associations. The format of the FAA broadcasts provides one-way videos and two-way audio satellite broadcasts that conduct short training and briefing sessions. All broadcasts that are classified as actual training courses are videotaped and close-captioned and made available as Video Self Study Courses. For example, two FAA videos specifically addressing aircraft certification service/air worthiness directives are available through Keybridge Technologies, Inc., and additional information pertaining to the ATN may be found on the FAA’s website.

Since the 1930s, not-for-profit associations have purported their mission statements to include the education of pilots, non-pilots, and policy makers alike, and remain dedicated to protecting pilots’ freedom to fly while keeping general aviation safe, enjoyable and affordable. Such associations continue to meet their education goals by providing flight training videos addressing a number of topics:

• Weather and go/no-go decisions
• Collision avoidance
• Weather and pilot error
• Weather and IFR flight planning
• Weather and VFR flight planning
• Avoiding power-on stalls
• NOAA’s Aviation Weather Center (ADDS)
• Gathering information about weather
• Angle of attack indicators
• Forced landings

The Internet also offers access to information relating to IFR risk management, instrument flying, GPS strategies, practical airmanship, and the strategies for becoming an adequately prepared pilot.

In recent years, the more typical list of instructional videos has been expanded to address more advanced aviation contexts, such as crew tracking, flight simulation, virtual chart plotter, aviation charts, business aviation navigation solutions and business training solutions; fatigue data collection, and mobile TC for the Samsung Galaxy Android Tablet. Updated training products, such as computer software, electronic books, and optional subscriptions that allow access to all the terminal charts and airport diagrams via tablets have begun to replace the traditional hard copy format. Instructional flight training videos appeal not only to novice pilots but also to pilots who are in the process of returning to flying as evidenced by the videos that address the issues of pilot currency requirements, TSA security awareness, the ever-challenging crosswind landings, and non-tower airport communications.

Videos are in a unique position to illustrate both of the two broad categories of practical examples posited by the academic research conducted by the teaching assistant fellows at the University of Wisconsin (1995). First, videos that aid in the explanation of theory and new concepts, and second, videos that illustrate the practical application of basic principles. These practical examples can also be sub-divided into different types based upon the format in which they are being used: analogies, observations, demonstrations that are experimental or mathematical, sensing phenomena, and observing secondary effects. When combined with one or more of the effective teaching strategies (practical examples, show and tell, case studies, guided design projects, open-ended labs, the flowchart technique, open-ended quizzes, brainstorming, question-and-answer method, and software) videos effectively serve to reinforce or anchor the course content for the student.

The guidelines underlying andragogy echo the need for the simultaneous development and presentation of a theoretical and practical foundation since neither one is useful without the other. However, andragogy also reflects adult students’ ability to self-direct as well as their ability to employ multiple means of assimilating the aviation course content. Since the construction of a culture of continuous improvement is a collaborative effort between aviation students and their flight instructors, the access to flight training videos aids in the successful acquisition of the flight school’s learning objectives. Access to advanced technology and the Internet provides aviation students and flight instructors with the capability to conveniently download instructional videos to their computers, tablets, and smartphones. Video programs also allow the production of short videos by flight instructors and their students that can be posted within an online course room or on social media for mutual viewing.

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References:

Strategies for Effective Teaching, A Handbook for Teaching Assistants. (1995). University of Wisconsin – Madison College of Engineering. Retrieved on February 26, 2016, from http://www.engr.wisc.edu/services/elc/strategies.pdf Whitmyer, C., (1999). Andragogy versus Pedagogy. San Francisco, CA: FutureU Press.

Albert Antosca

To those outside of aviation, pilots seem to have their own language, filled with acronyms, jargon, and incomprehensible terms. The more time you spend in the aviation industry, the more accustomed you become to this terminology. Do you recognize these aviation acronyms, and can you pass this quiz from memory?

Questions – Aviation Acronyms

• 1) UTC
  • a. Coordinated Universal Time
  • b. Upper Tail Cowling
  • c. Unmanned Traffic Control
  • d. Universal Temperature Conversion

 

• 2) TRACON (pronounced “tray-con”)
  • a. Trans-continental
  • b. Terminal Radar Approach Control
  • c. Transfer of Control
  • d. Tracking of Navigation

 

• 3) EGPWS (pronounced “e-jip-wiz)
  • a. Exhaust Gas Pressure Warning System
  • b. Environmental Gas Pollution and Water Sterilization
  • c. Endurance Glide Path Window Speed
  • d. Enhanced Ground Proximity Warning System

 

• 4) RAIM (pronounced “raim”)
  • a. Rain and Ice Mitigation
  • b. Receiver Autonomous Integrity Monitoring
  • c. Relay Aircraft Interception Maneuver
  • d. Risk Avoidance Integration Management

 

• 5) EDCT (pronounced “e-dict”)
  • a. Emergency Ditching Contact Transmission
  • b. Exhaust Distribution Combustibility Threshold
  • c. Expect Departure Clearance Time
  • d. Estimated Differential Coefficient of Thrust

 

All right.  Put your pencils down, and let’s take a look at how you did.

Answers – Aviation Acronyms

Question 1: “Coordinated Universal Time”

UTC is the standard time used in aviation. Everything from ATC clearances to weather reports are reported in Coordinated Universal Time. This standardization is vital to eliminating the need to convert between time zones or daylight savings time. But wait, why isn’t it abbreviated “CUT”, you may ask. Well, in keeping with the standard abbreviations of other versions of universal time, such as UT1 & UT2, etc., the international community decided to keep the “UT” format.

Question 2: “Terminal Radar Approach Control”

TRACONs are ATC facilities that control airspace in and out of airports. TRACONs control areas at lower altitudes and in smaller areas than “Center” controllers, officially known as Air Route Traffic Control Centers (ARTCCs), which handle vast sections of en-route airspace. “Boston Center” is an example of an ARTCC, while “Boston Approach” is an example of a TRACON.

Question 3: “Enhanced Ground Proximity Warning System”

Have you ever heard that automated voice inside a commercial aircraft cockpit that yells things like “terrain, terrain — pull up?” Well, that voice is part of the plane’s EGPWS. In the 1960s, a series of aircraft accidents prompted the development of automated systems that would help warn pilots of impending collisions with terrain. These systems have made a large impact on commercial aircraft safety.

Question 4: “Receiver Autonomous Integrity Monitoring”

RAIM is a system used to check the integrity of signals received from satellites by your GPS navigation system. This becomes especially important when conducting GPS approaches where accuracy is critical.

Question 5: “Expect Departure Clearance Time”

An EDCT, also simply called a “wheels up time”, is a delay given by Air Traffic Control that is meant to regulate when a particular flight can depart. EDCTs are often part of an ATC Ground Delay Program (GDP) and can be issued due to hazardous weather, airspace congestion, or other factors impacting air traffic management.

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Anders Clark

Republic Airways recently filed for bankruptcy, but few people were aware of it. That’s in part because Republic Airways is not a recognized name in air travel. However, many people fly with Republic on a regular basis and just aren’t aware of it. Republic operates a variety of flights for Delta Connection, United Express and American Eagle, the big airlines’ affiliates for shorter flights and / or less popular destinations. In fact, as many as half of all Delta, United and American branded flights are in reality handled by regional airlines like Republic. Most people who fly with any regularity have likely flown with Republic or one of many other unknown regional airlines.

According to Republic’s CEO, there were several problems that led to the bankruptcy filing, but the primary issue was “…grounding aircraft due to a lack of pilot resources.” And they’re not alone in this problem. Last October, Seaport Airlines, another regional airline, dropped most of the routes it was flying from its Memphis hub, also due to a lack of qualified pilots. But this pilot problem isn’t limited to just the smaller regional airlines, and it is slowly spreading to more known and established names. SkyWest, which also handles flights for Delta, American, and United, reduced their flight capacity last year. And during SkyWest’s third-quarter earnings conference, President Chip Childs did acknowledge that they are “not immune” to the shrinking number of pilots and, in a transcript provided by Seeking Alpha, that to address the problem, they would need to manage the problem “from the very, very beginning.”

The idea of a “pilot shortage” may surprise those outside the industry as most people assume that there is intense competition for the job of an airline pilot, with the associated high salary, perks and glamour. So what gives? Well, those inside the industry point to two things. First, Congress enacted regulations in 2013 that increased the number of required flight hours for first officers (or co-pilots) from 250 to 1,500 in order to fly for a commercial airline. And there’s a large commitment of time and money involved in accumulating those extra flight hours. Second, while the salaries at and jobs at the big commercial airlines are competitive, newly minted pilots who start flying for the regional airlines can make as little as $20,000 a year. And with consolidation among the major carriers, they hold a strong negotiating position over the regional airlines, which makes it difficult for the regionals to raise wages.

So, for pilots, a low-salary job with a high barrier to entry isn’t very attractive. And when you consider that regional airlines operate roughly half of all the flights in the country, many pilots begin and end careers at the regionals, never able to make the jump to the major airlines. In addition, many young pilots have started signing up for foreign airlines, attracted by higher salaries and reduced requirements.

Forbes, in a recent article, provided an argument that this is not a short-term problem:

“Here’s some hard reality that’s now firmly in place. There is no “pilot shortage”—that term implies a situation where there is the possibility of correction. It isn’t “correctable”—the new regulatory barriers to entry to the pilot profession are effectively permanent. And that means that the availability of this resource will be different than in the past—read: a lot less. Result: less flying of smaller airliners. Less service at smaller local airports.”

Up until now, the effects of all this are being felt primarily by the smaller airlines. But with the pilot pipeline shrinking, and drawing in qualified pilot candidates becoming more and more of a problem, the major carriers may start feeling the effect of the pilot problem soon. In another recent piece from Forbes, they estimate that in the next 20 years, the number of available pilots will only meet two-thirds of the demand. And this could mean the major airlines will have to start dropping routes.

Many regional carriers have been lobbying Congress to change the 1,500 hour rule, but the feeling is that they’re not likely to, as it would make them look like they are prioritizing airline profits over the safety of passengers. In the meantime, the regional airlines are working hard to boost recruitment, including approaching and pitching high school and college students aviation career opportunities. Some in the industry say that with luck, the problem may start to correct itself to a degree. With fewer candidates, salaries will eventually have to go up to draw them in, which should start to make the job more competitive again. But until the issue is addressed and conditions start to change, regional airlines and passengers will continue to take the hit.

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^{Featured Image by Caribb}

Anders Clark

The Cessna 172 Skyhawk is a widely flown, well-known aircraft. It’s used pretty extensively by flight schools to train student and prospective pilots and companies have even created flight simulators modeled on it. If you’ve spent time flying, chances are pretty good you’ve flown in one, or even flown one. And you’ve probably heard or know that the Cessna 172 has a reputation for being a solid all around aircraft.

However, here are five things you probably didn’t know about the Cessna 172 Skyhawk.

The Most Popular Aircraft Ever

As of 2015, more than 43,000 Cessna 172’s have been built, making it the most produced and successful aircraft in history. Who’s in the number two slot? That would be the Ilyushin II-2, a two seat Russian combat aircraft produced during World War 2, with just over 36,000 made. The next closest aircraft that is still being produced, however, is the Piper PA-28, with a little under 33,000 at last count. With that kind of a lead, and 172s still rolling off the line, it seems like the Skyhawk might not be giving up the title anytime soon.

So, What Exactly is a Skyhawk?

I mean, is there a groundhawk? Deep thoughts aside, where did “Skyhawk” come from, and what makes a Cessna 172 a Skyhawk? Well, the first 172 rolled off the line on 1956, but it wasn’t until 1960 that the term “Skyhawk” first entered the scene. For the new 1961 model of the 172, Cessna wanted to develop a deluxe version that they could offer alongside the basic model. So, they called the deluxe version the “Skyhawk.” Technically, “Skyhawk” still refers to the deluxe model, while the basic model is just the Cessna 172. However, this distinction isn’t usually recognized, and for most people, all 172s are the Cessna 172 Skyhawk.

You Want to Build a What?

The Cessna 172 actually began life as a variant of the Cessna 170, a taildragger. As the story goes, a few Cessna engineers designed a nosewheel installation for the 170, and even went ahead and developed a mock-up. However, a manager happened to drop by the shop on the weekend, saw the mock-up and was not pleased. The following Monday, a memo went out from the vice president of engineering ordering that the nosewheel variant was to be destroyed. The brave engineers didn’t follow orders, however, and hid it.

In the mean time, the Piper Tri-Pacer with a tricycle configuration had been selling well, and Cessna started wondering if maybe there wasn’t something to that. They even rented a Tri-Pacer so they could do a first-hand evaluation of the airplane. Finally, they decided it was time to move forward with a tricycle-gear version of their 170. The engineers whipped out their mock-up, things moved forward, and what started as a variant became a new model. And guess what? They weren’t wrong. In the 172’s first year, Cessna built more than 1400 of the aircraft.

The Cessna 172 Took a 10 Year Break

Being popular isn’t easy work. So in 1986, the Cessna 172 decided it was time to take a sabbatical, and figure out a new direction in life. It spent the next ten years reflecting … OK, OK, that’s not what happened. What actually happened was that towards the end of the 1970s, aircraft manufacturers were getting hit with more and more lawsuits, and it was costing them huge amounts of money. During the period from 1978 – 1988, aircraft manufacturing overall declined a devastating 95% and over 100,000 people in the industry lost jobs.

Cessna, Piper, and Beech, who at the time produced over 50% of all general aviation aircraft, were the hardest hit. Cessna, who’d been making aircraft since 1927, posted their first annual loss in 1983, and by 1986 was forced to shut down production on all single engine aircraft, including the 172. Finally, in 1996, after the General Aviation Revitalization Act went into effect, Cessna was able to restart single engine production, and they brought back three models, the 172 and 182 in 1996, and the 206 in 1998.

The Cessna 172 Holds a World Record

Yeah, that’s right, the Cessna 172 holds the world record for flight endurance.

Short version:

A mere two years after the 172 hit the market, a Las Vegas businessman was approached by one of his slot machine mechanics (and WW2 bomber pilot) about funding a bid to break the flight endurance record as a promotional stunt to advertise his casino. The record had just been broken and re-set a few months previous, by a pair who flew for 50 days continuously, in a 172 dubbed The Old Scotchman. The businessman agreed, so the slot mechanic, Robert Timm, found a co-pilot, John Cook, and an aircraft, a modified Cessna 172. And on December 4^th, 1958, at 3:52 PM, they lifted off.

64 days, 22 hours and 19 minutes later, Timm and Cook landed. And their record still stands today. Some time after the flight, Cook was asked whether he would ever consider trying to beat the record, to which he replied “Next time I feel in the mood to fly endurance, I’m going to lock myself in a garbage can with the vacuum cleaner running, and have Bob serve me T-bone steaks chopped up in a thermos bottle. That is, until my psychiatrist opens for business in the morning.”

For the long version, check out this article.

And there you have it. Five things you may not have known about the seemingly unassuming, but actually quite amazing Cessna 172 Skyhawk.

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Shawn Arena

Okay, you have checked another box in your journey to earning your private pilot certificate. You and your instructor have set up a ground training schedule and an aircraft has been selected for your training. The next logical step then arrives, as you ask yourself, “So, HOW do I fly airplanes?” I’ll now provide you with an overview so you can answer that question.

Some Un-Learning is required

Since we spend our lives in a limited dimensional world on the ground, learning how to fly airplanes requires what I call ‘un-learning’. “What do you mean by that?” you may ask. As you are learning (or have learned) from your ground component of training, an aircraft operates in multiple dimensions as it is supported by the flow of the air around it.

To conduct many ground-based activities (like driving a car or riding a bicycle) much muscle input is required to accomplish the task. In an aircraft, however, very subtle yet direct muscular inputs and keen hand-eye coordination are required (as your flight instructor will remind you). Another piece of un-learning you’ll encounter is, since an aircraft is not designed for ground operations per se, that you use your feet instead of your hands to smoothly direct the aircraft while on the ground. You will quickly realize that while on the ground, your hand movements on the control yoke are basically useless.

A Quick Physics Lesson

Since the aircraft is designed to operate efficiently in the air, four forces of physics act upon it: Lift (Up), Gravity (down), Thrust (forward), and Drag (backward). In learning how to fly airplanes, you will find out (sometimes the hard way) that all four of these forces have to be in balance with each other. If one is not in agreement with the others, the aircraft will do something that you may not want it to do.

Today’s training aircraft are forgiving, allowing the student to get ‘a feel for the aircraft’. You will understand what your instructor means when he or she states, “Relax, become part of the aircraft, and things will become easier.” As each lesson progresses, the answer to the question “how do I fly airplanes” will be ingrained and easier to realize.

Flight Controls Management

As you gain confidence with every lesson, that hand-eye coordination will become second nature AND you will also realize the vestibular ‘feel’ in your body. Remember that sinking feeling you have when riding an elevator down? In an airplane, that feeling is magnified. Similarly, when that same elevator is rising quickly you feel a strange force pushing down on your body, and the same feeling (again magnified) is what your body feels in an airplane. Congratulations, you just discovered positive and negative g-forces!

That is where management of the flight controls comes into play. You pull back on the yoke or control stick and you go up (Lift), you push down and you go down (gravity). You accelerate the aircraft through the thrust control, you go forward (thrust), and you slow the airplane down, and drag (and gravity) take over. As you progress on how to fly airplanes, management of ailerons, rudder, flaps, and trim tabs become more important to control the pitch, yaw, and roll actions – THAT is how you fly airplanes! It is all about a smooth coordination of each of those individual three axes, that the aircraft operates.

Skyward

As you progress through the basic training, a better understanding of physics, flight control, and hand-eye coordination management enlarges your physical world. It is so powerful that all five of your senses (yes, I mean all five) will forever be changed because you have experienced something very few people get to do in a lifetime. That physical (and physiological) impact on your body is something you will enjoy and treasure the rest of your life!

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.