Although it is common for learners to imprint on their instructors, the fact of the matter is that the training connection is a business relationship. There needs to be communication about goals, how to achieve them, progress made, what has been accomplished, and what needs to be done. 

When you are a novice pilot, it can be a challenge to determine if progress is being made. When it becomes clear that it isn’t, it is time to make a change.

Flying Once a Week—Or Less

To make progress you need to fly on a consistent basis. This can be a challenge given limitations on instructor availability, airplane availability, learner availability, or finances.

There is no way anyone can make progress when you fly just once a week or a few times a month. You need a minimum of two lessons per week, three would be better, for learning to take place.

If you don’t have the money or time to fly at least twice a week, now may not be the time to pursue flight training. Save up the money and carve out the time to train. 

Flight Lessons Longer Than Two Hours

Just as flying too little hampers learning, so does flying too much.

Flying is fatiguing both mentally and physically. The cognitive demands, noise, and vibration of the aircraft can wear you out. Learning will not take place if you are tired.

It is not uncommon for pre-solo novice pilots to book five-hour lessons in the aircraft thinking they can knock out huge chunks of training in one lesson. This usually doesn’t work due to the fatigue factor.

You will need to build up endurance in the cockpit just like you do when learning to play a sport. For flights out to the practice area and back, two hours of flight time might be on the ragged edge.

While the FBOs gladly take your money and the CFIs will rack up the hours, you probably won’t get much out of it after about an hour in the air. Flying is too expensive to become self-loading ballast, so consider keeping the pre-solo flights to the practice area and in the pattern no longer than 1.3 hours. When your endurance increases, lengthen the lessons.

Too Early for Ground School?

It is never too early. Most of what you do in the airplane is best taught on the ground in a classroom than practiced in the air. The rules, regulations, and airspace are best taught on the ground as aircraft make terrible classrooms. 

If the CFI doesn’t recommend ground school, insists you self-study, and/or doesn’t make time to review what you have learned, ask why they are reluctant. If you’re not sure about a concept or an aircraft system or how to use a piece of equipment like ForeFlight or the E6-B, and your CFI can’t show you, find someone else to work with.

The CFI Doesn’t Use a Syllabus

A syllabus is the best way to keep a learner on track as it lists the tasks to be performed for certification and the order the tasks are to be learned.

Flight instructors train their clients as they were trained, and sadly many CFIs don’t use a syllabus because the person who trained them didn’t. “No one here uses one,” is a tepid excuse and unprofessional.

Minimal Preflight and Post-Flight Briefings 

“Did you check the weather?” and “See you next week,” are not pre- and post-flight briefings.

The preflight briefing consists of what the planned lesson is, how it will be conducted, and completion standards. The post-flight briefing consists of how you performed on the flight, ways to improve if required, and what will be done on the next flight.

Reluctance to Teach Basic Navigation

If your CFI is all about GPS, and says that no one uses the VORs, magnetic compass, pilotage or ded reckoning anymore, know that this is not accurate.

The basic method of navigation is using outside visual references. You also need to be able to determine time, speed and distance calculations using the E6-B—either analog or electronic—rather than relying on an app to do the work. 

For your check ride, you will need to know how to perform a divert in midair, and it is likely the examiner will disable the electronic devices to test your skills.

Reluctance to Use Paper Charts

While the electronic flight bag is a marvelous tool and reduces cockpit clutter, it can overheat, run out of power, or disappear from your flight bag or airplane.

Learn to use paper as backup. Also, you may find it more expedient to use paper for certain operations, such as looking up an airport tower frequency.

Instead of tapping on multiple tabs, a quick glance at paper gives you the information you seek.

No Introduction to the FAR/AIM

The Federal Aviation Regulations/Aeronautical Information Manual (FAR/AIM) spells out the knowledge and experience required for every certificate and rating. Your CFI should tell you about this book on day one of your training and demonstrate how to use it. 

The FAR/AIM is a tool to be used to “trust but verify.” There are far too many learners going on flights that are more for the benefit of the CFI building their hours.

How many times have you heard about a low-time, pre-solo private pilot candidate doing an IFR flight or night cross counties at the insistence of their instructor? 

Remember this is your training, and it’s supposed to benefit you. If you ever feel like that has not happened, you are well within your rights to make a change.

The post When Flight Training Stalls appeared first on FLYING Magazine.

Flying is one of those things that so many people want to try—or have questions about. We answer some of those frequently asked here.

Learning to fly and obtaining a pilot certificate is not like learning to drive a forklift. You can’t do it in an afternoon. It usually takes a few months, with flying lessons two or three times a week.

It will be expensive, around $6,000 to $10,000 for a private certificate. You do not have to pay the money up front. Be wary about putting money on account at a flight school unless it has a refund policy and it is in writing.

Get your medical certificate early. If you are pursuing a certificate to fly an airplane, you will need to have it before you are allowed to solo. If deferred, don’t give up. There may be an opportunity for special issuance, or you may seek a pilot certificate that doesn’t require a medical certificate, like flying gliders.

You will need an aviation headset and pilot logbook. Bring both with you to your flight lessons. You will want to get a gear bag to carry these materials along with a notebook for taking notes and writing down information in the cockpit.

You will learn to read an aviation sectional, which is a map used for navigation. You will learn how to use the pilot’s operating handbook (POH) for your aircraft to determine its performance.

Part 61 vs. Part 141

The difference between training under Part 61 and Part 141 is structure. Part 141 is the more restrictive of the two. Under Part 141, the use of a syllabus is required, lessons are done in a specific order, only certain airports are authorized for flights to and from, there is a training course outline (TCO), and stage checks are required to advance in training.

• READ MORE: Pointers for Packing Your First Flight Bag

The material covered under Part 61 and Part 141 is identical, but some funding sources will require the applicant to be training at an accredited 141 program.

The benefit of Part 141 is that, in theory, the structure allows for the applicant to achieve the required experience in as little as 35 hours to be eligible for the check ride. Under Part 61, the minimum is 40 hours.

For best results, use a syllabus to make sure all the material is covered in a logical order. Your instructor should have a copy that they refer to, and you should have a copy of it as well.

Be advised, the national average for experience for applicants taking private pilot check rides is around the 60-hour mark, no matter which part you train under.

The benefit of Part 61 is that if there is a hiccup with the issuance of your medical certificate that delays your first solo, you won’t have to stop training. You can move ahead to other dual lessons (that means flying with an instructor) in the syllabus until your medical challenges are resolved. Also, you have more flexibility when it comes to airports you are allowed to fly to, therefore your experience will be broader than someone trained under Part 141.

Use the FAA Airman Certification Standards (ACS), which are the minimum “passable” performance for a pilot, from day one. The ACS provides performance metrics, such as holding altitude within 100 feet and heading within 5 degrees. Remember these are the minimum standards, so strive to do better.

Learn to Use a Mechanical E6-B Flight Computer

Don’t let it intimidate you. The instructions for solving time, speed, and distance problems are printed on the face of the instrument. The backside of the instrument is the wind calculation side, and it can be very useful for visualizing wind correct angles.

For the pilots (often lapsed CFIs) who argue that the cockpits of turboprops and jets have flight management systems and backups on backups for navigation that will tell you wind correction angles, ground speed, time en route, etc., please remember it’s going to be a long time before the private pilots who want to be professional pilots get to that level with those resources.

And not everyone wants to be a professional pilot.

• READ MORE: How To Use a E6B Flight Computer

Learning to use the mechanical E6-B before you go to an electronic version or an app is the aviation version of learning how to do basic math before using a calculator. It gives you an extra tool to use in the cockpit should your electronic device run out of juice, get stolen, or do an uncommanded gravity check with pavement that renders it inoperable.

Structure of Lessons

A traditional flight school is not like attending high school. You won’t be in a classroom or airplane all day. Your ground school can be done face to face and will be a few hours a day, or you can do it online. At the completion of the course you will be endorsed to take a knowledge test (commonly known as the written test, although it is all on computer now) administered by an FAA-approved private contractor.

Most flight lessons are at least an hour long for local flights. For cross-country flights that involve going to an airport at least 50 nm away, you will budget more time.

Your first lesson will likely be heading out to the local practice area (your instructor knows where that is) to learn how to do climbs, turns, and descents. Flying in the practice area is like learning to drive a stick shift in an empty parking lot. You want the room to make mistakes.

Learning to fly in the airport traffic pattern is like learning to drive a stick shift in stop-and-go traffic. It is considerably more stressful and can be counterproductive. Learn basic control before the stakes are higher.

Solo Flight

Your first solo is the halfway point of your private pilot training. There are 15 experience requirements listed in the Federal Aviation Regulations/Aeronautical Information Manual (FAR/AIM) rule book under Part 61.87 that are required to be covered before you can be soloed.

Keep in mind that performing the task once doesn’t mean you have learned it or can perform it well, so you will have to practice it a few times before the solo endorsement is given. There also will be an airport-specific knowledge test administered by your instructor before a solo endorsement is given.

Before you launch on your solo cross-country flights, a flight instructor must review your flight plan and provide you with an endorsement, stating they have reviewed your flight plan and you are prepared to make the flight. This endorsement will go into your logbook.

About Your CFI

Your CFI should want to talk before and after each lesson. This is known as the pre-brief (what we are going to do and how we are going to do it) and the post-brief (this is how you did, and what we will do next). This is considered part of your training. Don’t skimp on this.

Understand that most CFIs do the job to build their experience for other jobs, like the airlines. Some of them may be more interested in building their own hours than teaching you to fly, or their teaching style or availability might not work for you. If any of these issues crop up, it’s OK to seek a change of instructor. Conversely, if it’s not working from the CFI’s perspective as they cannot meet your needs, they may suggest a change of instructor.

We can’t control the weather. There may be days the CFI suggests a ground lesson, a lesson in the school flight training device (commonly known as a simulator), or canceling the lesson due to weather that is below VFR weather minimums or beyond your capabilities at the time. This is about you flying, not your CFI showing you what they can do. If you are on your second lesson and the crosswind component or gust factor are beyond the demonstrated component of the aircraft you are flying, it’s likely a better day to stay on the ground.

The post What to Expect When Learning to Fly appeared first on FLYING Magazine.

To take advantage of the so-called pilot shortage, many schools and independent instructors have adopted the check-the-box style of instruction, and when the applicant has completed the tasks listed in FAR 61.109 and passed their knowledge test, they are sent to the designated pilot examiner (DPE) for their check ride. According to examiners across the country, there is a trend of only half of the applicants passing the check ride on the first try—despite having logged the experience, they don’t know the material. And there are others who don’t meet the experience requirements for the certificate, which is often found during a review of the applicant’s logbook and should have been caught much earlier.

I am not a DPE, but for several years I have been a check pilot providing mock check rides for applicants at the request of their CFIs.

The culture of many flight schools and some independent instructors is “train them quickly.” As such, many applicants go into their check rides with minimum experience and abilities because they were trained by an instructor with minimum experience and abilities. This can lead to blind spots and soft spots in the applicant’s skills and knowledge. FLYING offers a few tips to help you avoid this.

Use a Syllabus

Preparation for a successful check ride begins with the use of a syllabus. It provides guidance and a clear path to certification as each lesson has competition standards. You know when you have done well if you meet these standards. Required in a Part 141 environment, highly recommended in Part 61, have it with you for all lessons be they in the air, in the classroom, or AATD.

If your instructor wasn’t trained using a syllabus, they may be reluctant to use one. Insist on it.

When a Part 61 learner says, “I think my instructor is using one,” it makes me want to cry out like someone just blew up Alderaan. If you haven’t seen it, or if you don’t have a copy of it during the lesson, you’re not using one.

• READ MORE: Is a Medical Certificate Required for a Private Pilot Check Ride?

Use the ACS from Day One

Utilize the private pilot airman certification standards (ACS) from the get-go. These are the minimum standards the applicant must meet in order to achieve their certificate. To put it into perspective, meeting the metrics of the ACS is like getting a “C” in a class. C grades may still result in a degree, but strive to do better.

For example, if the ACS states that during takeoff the applicant will “maintain V_X/V_Y as appropriate +10/-5 knots to a safe maneuvering attitude,” focus on nailing the airspeed. Every time. If the POH says V_X is 67 knots, fly at 67 knots.

While it is unlikely that you will meet the ACS metrics the first time you fly a maneuver or demonstrate knowledge, it is much easier to train to the metric rather than trying to clean up a sloppy performance later. Sadly, many private pilot applicants are told they don’t “need the ACS yet” when they begin their training. Establishing a criteria for what are acceptable standards from the first lesson can help both the learner and CFI stay on track and keep the learner engaged in the process.

CFIs: Remember many learners drop out of training because they don’t know what is expected of them or if they are doing it right. The ACS, coupled with the syllabus, answers these questions.

Aim High

The four levels of learning are rote, understanding, application, and correlation. Aim for correlation, and understand the what, why, and when of a topic. So, for example, if you are asked to provide a scenario when V_X is appropriate, be able to answer the when and the why, such as “short field takeoff technique is appropriate when there is an obstacle off the departure end of the runway.”

Application, correlation, and understanding are critical when it comes to aircraft systems. You can tell when an applicant is responding by rote, such as if the pilot of a fuel-injected aircraft suggests that an uncommanded loss of engine power they experienced in flight is probably because of “carburetor” icing.

• READ MORE: Use Study Guides for a Better Check Ride Experience

Update Your Logbook

There’s a running joke at flight schools that you know when some is getting ready for a check ride because they are playing catch-up, totaling their logbook. Doing this in a rush is when mistakes happen. It is much better to total up page by page, checking the math twice before you commit it to ink.

All instruction received should be logged, per FAR 61.51: flying, AATD, and ground. It’s all valuable. Periodically go through your logbook, noting your experience acquired and the requirements for private pilot certification as stated in FAR 61.109.

Double-check that you both have the experience and that it is properly logged, as incorrectly logged experience can nullify a check ride before it begins.

For example, logging “night flight” on a line means the applicant flew at night. The night requirement for the private pilot candidate is more than “three hours of night.” There is also a cross-country and 10 takeoffs and landings with the caveat that the landings must be full stop. Make sure your logbook reflects this.

Your instructor is responsible for making sure you have all the endorsements necessary for the check ride. The examiner will look for the TSA endorsement, first solo, initial cross-country, subsequent solo endorsements, additional cross-country flights, satisfactory aeronautical knowledge, additional training in areas found deficient on the knowledge test, three hours of check ride prep within two calendar months in preparation for the practical test, and flight proficiency for the practical test.

A list of the endorsements and appropriate language can be found in Advisory Circular 61-65. Although your logbook may have preprinted endorsements, the savvy CFIs will refer to the language in the AC and defer to it.

Make sure your solo endorsement is current as well.

Prep for the Knowledge Test

The minimum passing score is 70—but the better you do on the test, the easier the check ride can be.

When the examiner receives your application (filed electronically with the help of your instructor), they review your knowledge test score to develop a plan of action for the check ride. A wrong answer is considered an “area found deficient,” and that is often where the oral exam begins.

The test codes are found in the ACS, so you should know where your soft spots are.

You may have only missed one question in the area— like aircraft performance—but your CFI should drill you on it, as the DPE will be using your knowledge exam results to tailor the check ride.

Use Your Reference Material

While there is an awful lot of information for a pilot to remember, one of the most important skills you can have is knowing where to look up something to verify the information. The VFR sectional has a legend, so you don’t have to guess at what kind of airspace that is. Chapter 3 in the AIM has details on dimensions of airspace, cloud clearances, and visibility.

Whether electronic or paper, there are certain things you want tabbed to make it easier to find— for example, in the FAR/AIM Part 1 definitions, 61.109, aeronautical experience required for a private pilot, Chapters 3 and 7 of the AIM (Airspace and Meteorology), etc.

A good pilot knows how to use these resources to look up the information and takes the initiative to do this. If you cannot or will not do this, flying is not for you.

Verify the Aircraft Paperwork

Before a check ride can happen, the applicant and DPE must go through the aircraft maintenance logbook to make sure it meets the airworthiness requirements. Sadly, the check ride is often the first time some applicants have seen the logbooks for the aircraft.

Avoid this situation by sitting down with your CFI and going through the logbooks to verify the aircraft is airworthy, using the acronym AAV1ATE as your guide (ADs complied with, annual inspections, VOR every 30 days, 100-hour, altimeter/pitot static system every 24 calendar months, transponder every 24 calendar months, ELT check). Before your check ride, find the

most recent inspections and put a Post-it note on them so you can easily find them to show the examiner.

Make sure the aircraft’s dispatch paperwork, such as the weight and balance sheet, is up to date.

Study Multiple Nav Modes

The flying portion of the check ride has the applicant flying a preplanned cross-country flight. The examiner will supply the destination. You will fly one, perhaps two legs of it, but fill out the navlog completely, including estimated time to top of climb, runway distance required, radio frequencies, etc.

If the aircraft has a GPS, know how to program it—and, more importantly, how to fly if the GPS—or ForeFlight if using your iPad—“fails.” And it likely will, as the examiner will fail them during the flight to see if you can navigate by pilotage and ded reckoning. Be sure you can. Be able to read a VFR sectional.

Have a current sectional and chart supplement. If you have a dated version of the FAR/AIM in hard copy (paper), have an electronic version at your fingertips so you can look something up if needed. The printed version goes out of date quickly, which is why many pilots prefer the e-version.

Take a Mock Ride

Insist on a mock check ride with an instructor you don’t usually fly with—preferably one with a lot of experience with the DPE you will be testing with. They probably have a stack of debriefs from their learners containing questions the DPE asked in the past. These are called gouges, and while they are helpful, don’t bother to memorize them as each DPE will create a plan of action individualized to the applicant.

The best pilots go into their check rides overprepared and come out the other side with a smile on their face and a certificate in their pocket.

This column first appeared in the March 2024/Issue 946 of FLYING’s print edition.

The post Passing Your Private Pilot Check Ride Requires the Right Preparation appeared first on FLYING Magazine.

In the past, The Aviator Store was the pilot supply store at KBFI, and National Aviation, located across the way, mostly carried hardware for aircraft, but they did have some sectionals and cockpit supplies for aviators in training. I wasn’t sure if they would have the paper I wanted because digital is so prevalent these days. The new National did not disappoint–the checklist had to be ordered. It is now in my possession, added to my checklist collection organized by make and model. I supposed I could go digital for this too, but I prefer a hard copy as a teaching tool. Digital is wonderful—I use ForeFlight too—but I don’t feel I am doing my job as a CFI if I don’t teach my learners how to use both paper and electronic. 

One of the first lessons a pilot learns is how to use the checklist. It is one of the items the applicant is tested on during their check ride. Show me a pilot carrying a checklist as they preflight their aircraft, and I will show you someone who had good training.

Yet a colleague told me how a family member became concerned watching him as he used a checklist during the preflight inspection. He was taking his folks up for a scenic flight. The colleague had been flying for several years and his father mentioned he thought he really should have this process memorized by now—especially since he was now flying for a regional airline.

Upon hearing this the colleague pulled out his metaphorical instructor cap and explained that checklists are always used—it doesn’t matter if you have 1 hour or 1,000. Develop these habits now, he said, because when you reach that job in corporate or commercial aviation you will nary make a move without consulting the checklist. (Full disclosure: As I helped turn him into an instructor, when I heard this story, I positively beamed with pride.)

• READ MORE: Why Do Pilots Use Checklists?

The savvy instructors teach their learners that the checklist is not a crutch, but a means to ensure that items are checked systematically, and provide the pilot with the metrics for acceptable operation, for example the acceptable level of a power drop when testing magnetos. If you are interrupted during the flow of the checklist, back up three items, then resume.

If you rent aircraft, you probably have learned that checklists grow legs. People put them in their kneeboard or flight bag and accidentally walk off with them. The smart flight schools have extra aircraft-specific checklists available, and often have them for purchase. Buy one of your own and put your name on it in large letters.

In addition to the procedures set forth by the manufacturer (which are often photocopied directly out of the pilot’s operating handbook or aircraft flight manual), on these FBO checklists you’ll likely find a page or two of procedures specifically required at the FBO such as “rotate propeller to vertical position after flight to indicate the need for fuel.”

The FBO-centric instructions can vary, and as the law of primacy is strong, it’s not uncommon to take those procedures with you when you change schools. This can create challenges. For example, one school may have a rule that empty oil bottles need to be placed in the back of the aircraft because the line staff collects them at the end of the week and uses them to determine how much oil the fleet is using, while at another FBO this practice is construed as leaving trash in an airplane. Always ask about the quirky rules and procedures so you don’t become ‘that guy.’

If you are flying at a school with many aircraft, be wary of ‘musical checklists’ where, like the game musical chairs, the checklists can go missing from one airplane and the renter or even the CFI takes one from another to complete the flight. This practice is usually frowned upon greatly.

Some FBOs add the checklist to the checklist. At the end of each flight, the pilot is to walk around the aircraft to make sure it is tied down securely, then pause by the tail and verify the Hobbs and tach numbers are properly recorded in the dispatch binder and the checklist is clipped in the dispatch binder.

Making Your Own Checklist

Some pilots make their own checklists. In many cases it can be very beneficial as you can tailor the checklist to your specific aircraft, needs, and the way you process information.

Begin by referring to the POH or AFM, and use the information there as a template.

Take special note of supplemental information that is aircraft and avionics specific and adjust accordingly. Note power settings, mixture settings, temperatures, fuel flow, and airspeeds for different procedures such for approaches. Include notes on setting up the cockpit before each flight, such as how to load a flight plan and operate the avionics, if appropriate.

• READ MORE: Looking Beyond a Pre-Purchase Checklist

You may want to add additional dialog as part of the passenger briefing for those times when the person sitting next to you is a passenger with a pilot rating. In addition to the briefing you give your non-flying passengers, (sterile cockpit, don’t touch the controls, seatbelts, egress, etc.) let the person know if you want a division of tasks, for example, having them work the radios while you fly.

You may want to include a page of local frequencies so you don’t have to fumble for them during the flight, or even add notes on the VFR approaches into the local airports if they are geographic specific, such as “maintain 1,400 until crossing over shoreline.”

If you create the checklist on the computer, it’s easy to go back into the file and make adjustments as desired or needed. An office supply store will have the means of trimming and laminating the checklist if you so desire. Pro tip: Run the checklist through the laminator twice to make sure it stays laminated.

Making your own checklist is often a good exercise for pilots in training, as it requires them to study the POH, and it shows the instructor how the applicant processes information. This can lead to better instruction, as the CFI can adjust their delivery method, if need be.

Where Checklists Came From

It was an aviation accident that led to the adoption of the preflight checklist. On October 30, 1935 a Boeing 299, the prototype of the B-17, took off on a test flight from Wright Airfield in Ohio. The aircraft reached an altitude of approximately 300 feet, then stalled and crashed. Two of the five men on board were killed. The post-accident investigation determined that the pilot forgot to release a new control lock on the aircraft’s elevator. It was suggested that the pilot was overwhelmed by the airplane’s complicated instrument panel full of dials and switches. There was just too much to keep track of in this modern airplane.

Boeing fixed the issue by creating a checklist with specific action items for engine start taxi, takeoff, and landing. 

The post Make the Most of the Checklist appeared first on FLYING Magazine.

For more than 80 years ASA has been providing pilots, aviation mechanics, dispatchers, air traffic controllers and remote pilots with pilot supplies, software and training publications. It’s hard to find an aviation professional who has never used an ASA product.

“ASA is excited to provide students, pilots, and instructors with fast, easy access to the most pertinent federal aviation regulations combined with the aeronautical information manual, both of which are essential for every pilot operating an aircraft in the national airspace system,” Greg Robbins, ASA president, said in a statement. “This product integration with Aviator Assistant puts these valuable resources at EFB users fingertips without increasing subscription costs.”

Daniel Curtis, CEO of Aviator Assistant, shares the enthusiasm, saying “Our collaboration with ASA marks a significant milestone. By including the 2024 edition of the FAR/AIM in every subscription to our EFB, we’re taking safety and education in aviation to the next level.”

Access the FAR/AIM in Aviator Assistant

It’s easy to access the 2024 FAR/AIM inside of Aviator Assistant EFB. Just navigate to the ‘ASA FAR/AIM’ menu item inside of the “More” section.

The post Aviator Assistant to Integrate ASA Reg Manuals Into Subscriptions appeared first on FLYING Magazine.

The FAR/AIM for the Private Pilot

The Federal Aviation Regulations/Aeronautical Information Manual (FAR/AIM) is a reference tool. It’s intimidating to look at, but the good news is that you don’t have to commit each individual entry to memory. You do, however, need to have a basic knowledge of the pertinent regulations and more importantly, know where and how to look things up just to be sure you have the correct information. This process begins with knowing what the chapters, parts, and sections hold.

Start the journey by looking at the table of contents in the front of the book. For the pilots that opt for the electronic format, finding information quickly can be done with a few keystrokes. For the pilots that go with the paper version, it takes a little more effort. In either case, you will want to spend an hour or so with a CFI going through the FAR/AIM, making tabs to help you find information quickly prior to check-ride day.

Following are the items you should be familiar with.

Part 1: Definitions and Abbreviations

You will need to be familiar with category and class, with respect to both airmen and aircraft, as well as controlled airspace, and pilot in command.

Aviation is rife with abbreviations—it’s like Sesame Street threw up—all those abbreviations and words from Administrator to VORTAC are listed here.

Part 43: Preventative Maintenance, Rebuilding, and Alteration

The information covers what a pilot can and cannot do when it comes to maintenance on their own aircraft. The caveat is do not attempt to do any maintenance that is beyond your skill level. Be warned: Most FBOs and flight schools do not allow their rental customers to touch the aircraft with a tool, and this is especially true at Part 141 schools where only vetted mechanics can perform maintenance and repairs or even mechanically touch the airplane beyond the preflight inspection. Even replacing a missing screw in a cowling can bring down the FAA.

Part 61: Certification of Pilots and Instructors

This part lists the experience and knowledge requirements the applicant needs to acquire certification and ratings. The airman certification standards (ACS) and practical test standards (PTS) are drawn from here.

Take the initiative and familiarize yourself with the material required to reach your goal. The CFI should know how to apply this part of the FARs, and training goes smoother if the CFI and learner work as a team.

For CFIs, acquainting the learner with Part 61 at the beginning of the training can help keep them motivated. It is very gratifying to compare what is required for certification to what has already been done and recorded in your logbook.

Part 67: Medical Standards and Certification

Medical requirements for pilots are found here. There is a lot of bad information out there about medical requirements for pilots—stay away from this “tribal knowledge” and instead use Part 67 as your guide.

Part 71: Airspace

Airspace is so important that there are multiple entries for it in this book. You will find it again in Part 91 and in the AIM. The important things to look for, the definitions and dimensions of airspace, weather required for VFR flight and entry procedures and operations in different classes of airspace.

Part 91: General Operation and Flight Rules

There is an expression “Part 61 will help you get your certificate, breaking the rules in Part 91 will get it taken away.” There is a great deal of information here, a few of the important ones to know are rules about minimum safe altitudes, the operation of aircraft in a reckless and hazardous manner, fuel requirements, pilot currency, and airspace.

Get ready to put a lot of tabs in the book when you move through this chapter.

A few other parts you may want to check out: Part 135 if you have an interest in becoming a charter pilot, Part 136, flight over national parks, and Part 141, flight schools. One of the benefits to a Part 141 over a Part 61 flight school is that because of their structure, the trainees going through a Part 141 school may have more flexibility with educational funding, such as using veterans benefits to pay for advanced ratings.

The AIM

The second half of th eFAR/AIM book is dedicated to the AIM—the basic handbook for pilots to use operationally.

Chapter 3 Airspace

For this chapter, it is useful to pull out a VFR sectional and find the types of airspace you are reading about. Pro tip: Note the physical landmarks on the sectional that help identify airspace boundaries, like the airport that has Class Bravo at 3,000 feet on the north end and 4,000 feet on the south end.

Pay close attention to the definitions and/or rules for special use airspace—note the military operations areas (MOAs) prohibited airspace, restricted, etc., in the vicinity, and which agency controls them—find the frequencies for contact on the sectional or chart.

Chapter 4 Air Traffic Control

This is the chapter that contains information about airport operations. There is a plethora of information about procedures at both towered and nontowered airports. This is where you will find information about radio technique. Look for the items that are in bold print.

There is information about the airport traffic pattern here, and information about visual indicators at airports without operating control towers. The role of air traffic control is explained in this chapter.

Chapter 5 Air Traffic Control Procedures

This is the chapter that explains flight plans. It is the most useful during instrument training as it explains IFR clearances and procedures.

Chapter 6 Emergency Procedures

This chapter outlines what to do if things go wrong during a flight. For example, this is where you find the information on procedures for what to do if you experience radio failure.

Chapter 7 Safety of Flight

This is where you will find information about weather.

Note 7-1-7, Categorical Outlooks, which contains the metrics for low IFR, IFR, marginal VFR and VFR. Metrics for visibility and cloud clearances are important because the term “Looks pretty good” is subjective and really doesn’t provide necessary information.

Chapter 8 Medical Facts for Pilots

This chapter contains information about health for pilots. Hypoxia and the rules regarding flying and scuba diving are found here.

NTSB 830

This is a chapter you hope you never have to use. Note the difference between an accident and an incident. Note that an unscheduled off-airport landing by a small aircraft when there is an uncommanded loss of engine power without damage is not considered an accident–or a crash, for that matter.

Injuries are quantified here, as well, along with when you need to notify the National Transportation Safety Board.

By the time you’re done moving through the FAR/AIM with your CFI, the paper FAR/AIM should be sporting a lot of tabs that provide assistance to finding things quickly—there are even companies that sell the book pre-tabbed.

Good luck—and don’t forget to update when the new publication is released.

• READ MORE: Longtime FAR/AIM Publisher, ASA, Started as a Ground School

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