• READ MORE: What Is the Rudder Used for in Flying?

Answer: According to an FAA spokesperson:  “Generally speaking, the FAA will accept [a pilot’s] last airman certificate application (Form 8710-1) or what they reported on their last medical application (Form 8500-8).” You should have access to at least one of those documents.

Pro tip: Moving forward, you may want to invest in an electronic logbook and save the information to the cloud, or at least record a digital image of each page of the paper logbook when you fill it up. If you rent aircraft, sometimes you can re-create your experience by cross-referencing your receipts. 

• READ MORE: Is There an Official Weather Briefing?

Do you have a question about aviation that’s been bugging you? Ask us anything you’ve ever wanted to know about aviation. Our experts in general aviation, flight training, aircraft, avionics, and more may attempt to answer your question in a future article.

The post What to Do When You Lose Your Logbook appeared first on FLYING Magazine.

Often the instructor leaves a space or empty line to record a dual instructional flight—or forgets to sign it off because the end of the lesson was hurried. Either the CFI, learner, or both had someplace else to be. There was the intention to sign off on the flight time later, but before this could happen the CFI moved on.

Without the instructor’s signature, those hours of dual don’t count toward the experience requirements for a certificate or rating. In essence, the learner may end up paying for these hours twice.

Both the learner and CFI need to take responsibility for this. Structure the lessons so that you have at least five minutes to fill out and sign the logbook—if you are going to be late, you are going to be late. This is that important.

Log the Time Correctly

Logging the flight incorrectly can also void the experience. FAR 61.51(b) provides the details on what should be logged in a “manner acceptable to the administrator,” and that includes total flight or lesson time, type and identification of aircraft, flight simulator or training device, and flight or ground training received.

The logbook is a legal document, and precision counts. Write out what maneuvers were done, how long the flight was, and include any ground discussion—your logbook might read 1.2 flight, climbs, turns, descent, 0.2 under hood, and then note the number of takeoffs and landings.

Flight instructors should also include the time spent in pre- and post-flight briefing. I denote this with a “G” and a description of what was discussed—for example, 0.3 G “ground reference maneuvers.”

• READ MORE: Make Flight Reviews for CFIs Worthwhile

If the lesson is all ground discussion, that should also be logged, and some logbooks have a preprinted section for this. Again, give details. “Review aircraft systems” is too vague. Instead, go with “aircraft systems for Cessna 172N, pitot static vacuum, electrical, engine, oil, gyroscopic.” If the logbook doesn’t have a predetermined section for ground instruction, create one—the same can be done for AATD instruction.

Make sure to have the CFI clearly label instruction given in any “areas found deficient” from the knowledge test, as this is required and needs to be appropriately accounted for. The examiner will want to see that during the check ride.

Details, Details

Do you remember the first time you put the details of the flight in your first logbook? Some flight schools have the learners do this from day one. The CFI tells the learner what to write, then the instructor reads the entry to make sure it is correct and signs. Some CFIs learn the hard way not to sign and then let the learner fill in the details. While most people are honest, there are some learners who take advantage of the instructor’s trust and pad their hours.

If the learner believes the CFI is looking for shortcuts, the learner will likely be looking for them too. It’s not uncommon to find a logbook filled with line after line of “pattern work,” “practice area,” or “VFR maneuvers” under both dual instruction and solo flights. What maneuvers? Please be specific. Was one of those flights completed for currency? A proficiency flight? A particular solo lesson from the syllabus? Label them as such.

• READ MORE: Who Is Teaching? Low Time and Social Media Make for a Bad Combo

Learners and pilots, please take ownership of your training—initial or recurrent. As you fill up a page in your logbook, total the numbers, check your math, and then go back through the FAR/AIM to the experience section for the rating or certificate sought and determine what requirements have been met, what needs to be done, and then discuss with your CFI how to meet them.

The Long Goodbye

“When he gets back in town, we’re going to fly again,” the learner said. His CFI was now flying right seat for an air ambulance company. His schedule was two weeks on, one week off. If your CFI is being pulled in multiple directions, you need to be realistic about whether this business relationship still meets your needs.

Learners can get very attached to their CFI and won’t want to fly with anyone else. If the CFI is only available once a week, the training spreads out, with very little skill progression. It’s like going to the gym just once a week and expecting to see results. The lack of progress leads to frustration, which often evolves into apathy and sometimes the termination of training.

• READ MORE: Practice Crosswind Landings Whenever You Can

The CFI can suggest someone for the learner to fly with, and a meeting between the involved parties will make sure the transition is seamless. But even this doesn’t guarantee a good fit. A learner who had a good relationship with a professional CFI may find themselves in the clutches of a time builder who ignores the previously logged experience and demonstrated skills and makes them repeat it. It is particularly egregious if the learner is enrolled in a Part 141 program, where the change of CFI should be seamless, but there are some sleazy flight schools that insist learners repeat the training so they can pad the bill.

Under Part 61 the learner should insist on a stage check using the syllabus and airman certification standards (ACS) as the performance metrics. Sadly, there are some instructors who eschew the syllabus because they weren’t trained with one and will say the ACS is not required until the check ride. If this is the attitude you encounter, keep looking.

Plan the Departure

If you are the CFI who intends to move on, let your learners know your plan and work together to get the learner to a hard-stop point, such as the check ride, past solo, or particular stage check before you go.

No matter what, advise the learner to expect a skill evaluation with the replacement CFI. This should consist of both a ground session as well as flight. Remind the learners to manage their expectations. They shouldn’t anticipate a single flight to lead to a solo endorsement for check ride signoff. That’s just not realistic.

Working Around the Gap

As a final note, if you have a gap like this and the CFI is no longer locally available, reach out to your former instructor to see if they are comfortable writing out the required entry and signing off then taking a digital image of it and emailing it to you. Some DPEs are comfortable with that means to document experience. You can also call the local Flight Standards District Office for guidance.

This column first appeared in the April 2024/Issue 947 of FLYING’s print edition.

The post Separation Anxiety: When Your Instructor Moves on, Your Logbook Tells the Story appeared first on FLYING Magazine.

The term was coined by a co-worker during the first week of August to describe the private pilot candidates who were running out of time to complete their private pilot certificates before they headed back to high school or college in pursuit of nonaviation degrees. The message was that once the school year began they would not have the time or opportunity to complete their training. They had to be done, lest they turn into a pumpkin à la Cinderella’s coach.

If this describes your situation, know you are not alone. Although aviation may take a back seat for a while, with a little bit of planning and creativity, you can protect that hard-earned knowledge and, to some extent, those flying skills as you pursue a nonaviation education because continuing flight training just isn’t an option at this time.

FLYING has a few suggestions to help you hang on to that aviation knowledge until the next time you can get into the air. And these tips hold true for anyone facing a pause in flying—not just students.

Join or start an aviation club at school

Many high schools and colleges have clubs already. They are a place to talk about aviation with like-minded souls. Sometimes, when they are paired with engineering or computer gaming clubs, you can take on projects like building a cockpit-style flight simulator gaming console.

While it’s not a way to build hours toward certification, flying the device can help keep procedures sharp and keep you thinking about aviation.

Sign up for the FAA Safety Team (FAASTeam)

This doesn’t cost anything and can be tailored to your location. You will be notified by email of upcoming FAASTeam events in the form of seminars and webinars. The FAASTeam also offers online courses covering everything from aviation maintenance to hot topics such as avoiding runway incursions. A great many of the activities can be completed for credit in the FAA’s WINGS program, which is designed to encourage and reward pilots who seek to make flying safer by expanding their knowledge and skills.

Practice flight planning

The knowledge you gained in ground school is a perishable commodity—especially the ability to plan a flight by hand. Make a list of places you want to fly to and plot the trips on paper. That’s right—paper. You may be completely electronic in the cockpit, but for this exercise, go old school using a paper sectional, navigation log, and plotter. There is something about looking at the sectional and actually drawing the course line on it and using the plotter to determine the true course that keeps the rust away.

The true course, distances, and altitudes required to clear terrain won’t change. You can use these “navlogs” in the future, so put them in a folder for safe keeping. When you return to flying, you just need to drop in the winds, do the aircraft performance calculations, and off you go. Every now and then, plan one with the weather available just to make sure you can still determine aircraft performance and fuel burn.

Practice decoding weather

It’s easy to pull up a weather briefing and hit the “decode” button. Be sure you can take weather in the raw format and still process it. This is akin to being able to do basic math with a pencil and paper rather than a calculator. Do this enough, and you may become the meteorologist for your social circle.

• READ MORE: Decoding the Weather

Practice weight and balance and performance calculations

You know you’re supposed to do these calculations before every flight, but sometimes get-in-the-air-itis robs you of your sanity. It is very easy to forget how to do these things, so make yourself practice. Get your hands on a POH for the airplane you trained in and, every now and then, review the process and graphs if applicable to make sure you can still read them.

Pro tip: You may find the application of flight planning, weather assessment, weight and balance, and aircraft performance calculations make for easy topics if you are called upon to demonstrate the use of math or give a speech about a technical skill.

Keep in touch with the flight school

If able, make plans to fly when you are on holiday breaks and—here is the most important part—fly with a plan. If you soloed, but it has been months since you touched the controls of the airplane, takeoffs and landings to regain currency may be a good use of your time. Keep in mind it may be that your CFI has moved on to another job (read that to the airlines), so be flexible and prepared to fly with someone else.

Determine what you need to finish

Before you take your break, sit down with a CFI and go through your logbook line by line to see what has been done and needs to be done under FAR 61.109 in order to qualify for the check ride. Make a list and keep it in the logbook for quick reference. Do you need another 1.2 hours of flight solely by instruments? Another dual cross-country or night flight?

When you return to flying, advocate for yourself to fulfill these requirements. It is distressing that some learners think they have to start all over again, which usually isn’t true but may be an attempt by the flight school to pad the bill. The first flight after the break should be an evaluation flight, similar to a stage exam. This will allow the CFI to see where your skill level is and what you need to work on.

Be realistic about your expectations

If you have not flown in a while, expect some rust on both your knowledge and skills. If you are post-solo and that endorsement has run out or was from a different CFI under Part 61, don’t expect the new instructor to automatically grant solo privileges. The new CFI will likely run you through the tasks of FAR 61.87 to make sure you have the appropriate skills for the task, and there will be another pre-solo exam.

Keep track of your logbook

You don’t want to have to pay for your hours twice. Protect your logbook, making sure the instructor endorses what needs to be and signs off on the appropriate lessons. There are times when a CFI is in a hurry and says something to the effect of, “You fill it out. I’ll sign it next time,” and then disappears. Try not to let this happen.

• READ MORE: Guard Your Logbook

This column first appeared in the October 2023/Issue 942 of FLYING’s print edition.

The post When You Go Back to Flight School, Don’t Lose What You’ve Learned appeared first on FLYING Magazine.

Answer: You should check the maintenance logbooks to make sure the aircraft is legal to fly. Start with the required inspections. They can be found under FAR 91.409, 91.411, 91.413, and 91.207. Many pilots learn the acronym A AV1ATE to recall the required inspections—with the “1” replacing the “I”:

Airworthiness Directives

Airworthiness directives (ADs) are the items that are aircraft make and model specific—for example, the seat rail AD for certain Cessna aircraft—and must be done at specific time intervals. These come from the FAA, and often aircraft owners dedicate a logbook to ADs only. Other times compliance with the ADs can be found in the logbook entries for other required inspections. Read those entries carefully.

• READ MORE: Do I Need Renter’s Insurance?

Annual Inspection

As the name implies, these are completed every 12 calendar months. The annual inspection must be performed and signed off on by an airframe and powerplant mechanic with an inspection authorization (AP/IA).

Calendar months is a fancy way of saying “to the end of the month.” So let’s say the aircraft’s annual was completed and signed off on September 23, 2022. The next annual is due October 1, 2023.

Annual inspections can be very involved and take several days, weeks, or even months, depending on what issues are found (if any) and the availability of parts if something needs to be replaced.

VOR Receiver

“V” is short for VOR receiver, which must be checked within the preceding 30 days for an IFR flight, per FAR 91.171. Note that IFR is specifically called out. If you are flying VFR, having a VOR past its check deadline is not a grounding issue.

It is unlikely the VOR check will be in the aircraft maintenance logs, as many owners have a log or other record in the aircraft to record it. Look for that as well, noting the date the check was completed, the place (such as over an established VOR airway), bearing error (if any), and the signature of the person who conducted the VOR check.

100-Hour Inspection

The “I” in AVIATE is actually a “1” for “100-hour”. If the aircraft is used for compensation or hire, it is required to have a 100-hour inspection, per FAR 91.409(b). It can be confusing if the airplane belongs to a flying club, or if the instructor (if required) is not employed by the club or FBO. According to AOPA, if a customer rents the aircraft from a club or school, but the club or school doesn’t supply the instructor, the aircraft does not require a 100-hour inspection. The phrase “for hire” refers to the person, not the aircraft itself. Be advised that the annual inspection can replace a 100-hour, but the 100-hour, which is usually much less intense than the annual, cannot replace the annual.

• READ MORE: Is the Shift in Tornado Alley Related to Climate Change?

Altimeter

The third “A” stands for altimeter, which is part of the pitot-static system—because it is the pitot-static system that is required to be inspected and tested every 24 calendar months if the aircraft will be flying in controlled airspace under IFR rules. The check should include the aircraft’s static system, altimeter, and automatic altitude-reporting (Mode C) system.

Transponder

“T” is for transponder, which must be inspected every 24 calendar months.

Emergency Locator Transmitter

“E” is for the Emergency Locator Transmitter, or ELT, which must be inspected within 12 calendar months.

Each inspection must be signed off on by the AP who performed them, and in addition to their name, their certificate number must be recorded.

Progressive Maintenance

Some of the busier flight schools/FBOs use a progressive inspection to minimize the downtime of their aircraft. Progressive inspections allow for more frequent inspection phases, but they focus on one section of the aircraft at a time—for example, the airframe might be checked every 40 hours, the pitot-static system every 40 hours and so forth.

For a list of things that are checked during the annual and 100-hour inspections, refer to FAR 43, Appendix D.

When going through the maintenance logs, note if there have been any modifications to the aircraft (such as installation of vortex generators) and be sure the accompanying 337 form is there as well. 

You will also want to check the weight and balance sheet of the aircraft. One is required to be in the aircraft for it to be airworthy—make sure it matches what is in the aircraft maintenance logs.

Do you have a question about aviation that’s been bugging you? Ask us anything you’ve ever wanted to know about aviation. Our experts in general aviation, flight training, aircraft, avionics, and more may attempt to answer your question in a future article.

The post Can You Ask to Review Logbooks for Rental Aircraft? appeared first on FLYING Magazine.

The learner explained that the California CFI was very busy, rushing from one lesson to another everyday, so he instructed the learner to “fill out the logbook,” saying he would sign it later. The learner wasn’t sure what to write so he left the lines blank—and then left the state before the CFI could sign. There was talk of the CFI flying up to Washington or the learner flying down to California to get the necessary signatures.

The situation inspired much discussion at the flight school. Would it be possible for the California CFI to write out the information, sign it and send it to the learner who would then paste it into his logbook? A call was placed to the local DPE [designated pilot examiner] to see if this was acceptable—then the most seasoned CFI (30-plus years and counting) warned the less experienced CFIs to be wary of the learners who “forgot” to have the CFI sign their logbook or who ask the CFI to help them recreate their logbook if it went missing. 

“Never beyond three years,” he said, then added we should never sign first and have the learner fill in the tasks, because this was akin to giving someone a blank check. “Make the time to fill out, review, and sign the learner’s logbook—even if it makes you late for your next lesson,” he said, because when the lesson is dual, it is the CFI’s responsibility to make sure the logbook is properly filled out and signed.

What Dual Needs To Be Logged

One of the most often asked questions from newly-minted CFIs is: “What do I put in the learner’s logbook?” 

FAR 61.51—which covers the logging of training time and aeronautical experience—states “the following time should be recorded in a manner acceptable to the [FAA] Administrator: training and aeronautical experience used to meet requirements for a certificate, rating or flight review, aeronautical experience required for meeting the recent flight experience requirements of this part, date, time, total lesson or flight time, location departed and arrived or if in full flight simulator, flight training device, or aviation training device, as appropriate. Type of pilot experience or training—solo PIC, flight and ground training received from an authorized instructor, training received in a full flight sim flight training device, or aviation training device from an authorized instructor.”

The short form of that is, if you spend instructional time with the CFI in the air, on the ground, or in an aviation training device, and it is being used to acquire knowledge and or experience for a certificate or rating or a required proficiency check, the training and or instruction should be documented in a manner acceptable to the Administrator. That means the CFI should be notating the time and type of training in your logbook—or reviewing the entry you made then verify that information is correct as they sign your logbook and put their certificate number alongside their signature.

Organize Your Paper Logbook

The logging of flight experience starts in the front of the logbook. Be very careful about totaling up each column—don’t do it when you are distracted, like in front of the television or computer screen. Check your math twice, and write the total once.

Pro-tip: It is a lot easier to total up each page individually rather than having to total up several pages at a time in a rush before a check ride. Totaling up those columns in a hurry can result in precious hours being lost.

The totaled columns at the bottom of the page in a paper logbook should be in ink. If you are using a paper logbook, check the pages (usually in the back) to see if there are preprinted endorsements and which ones are available (more on those later). It is normal to have more than one 90-day endorsement for solo flight.

Some logbooks have a section pre-labeled for recording ground instruction, some even have a section for instruction and experience acquired in an aviation training device.

When instructors do not log ground or ATD [aviation training device] time, it is often because they don’t see this experience as necessary to get you to the airlines. Other instructors take the position that if they are putting in the effort and the learner is putting in the effort, the experience should be logged in a manner acceptable to the Administrator.

If your logbook does not have a pre-printed section set aside for ground instruction or an FTD/AATD [flight training device/ advanced aviation training device] section, it’s easy to create one by going into the flight experience section of the logbook and setting a few pages aside for logging ground and FTD/AATD time. This helps keep your logbook neat.

Logbook Hogwash

There are some CFIs who tell learners they have ruined their logbooks by using an improper color of ink or logging AATD or ground time. This is highly doubtful—the FAA doesn’t have a regulation on where items should be logged within the logbook or if blue ink is verboten. It is more likely tribal knowledge gathered “from a guy” who “heard from a buddy” who “worked at the airlines.” Riiiigggght. Now go make some porridge—Goldilocks and the bear family will be here any minute.

What is true is that if the experience is not logged in a manner acceptable to the Administrator—for example, the CFI does not use the approved language as set forth in Advisory Circular 61-65 for a necessary endorsement—it is highly unlikely the designated pilot examiner will “allow it” toward the experience required for check ride. If that happens, the check ride is called off, and it will be a minimum of 24 hours before the process can begin again, because DPEs have to obtain permission from the Flight Standards District Office to perform check rides and that involves a few hours of paperwork and an application to begin each one.

Many a CFI have learned the hard way to double-check preprinted endorsements found in logbooks. The most recent version of Advisory Circular 61-65 is the guide—as this story was going to press AC 61-65(H) was current.

The First Time

There is a tradition at some flight schools that the first person to write in the learner’s logbook should be the learner—this is where you print your name in the front of the logbook. After that, who writes the details of each lesson in the logbook can come down to school preference. There are some schools that teach the learners to fill out their logbooks on their first flight, then the CFI signs.

Others require the CFIs to fill out the logbook until the logbook owner is ready for solo.

Before you document anything in a logbook, take a look at how the information boxes are labeled: date, type of aircraft, takeoffs/landings, time, experience, PIC [pilot in command], conditions of flight (VFR/IFR), dual given, etc. Note the number of columns differentiating from the ones that are pre-labeled and those left blank. Your CFI will likely walk you through the first few entries.

You may not fill out your own logbook until the day of your first solo—and what a special day that will be.

A first solo usually begins with a lap in the pattern or two with the CFI, then the CFI makes the appropriate endorsements in the learner’s logbook clearing them for solo, then gets out of the airplane and (usually) takes position on the ramp to watch the blessed event. At the end of the three takeoffs and landings the learner returns.

When I solo a learner, I start by recording the part of the lesson that was dual given, sign it, then I do a Shatner Captain Kirk-esq staccato 

“Can’t… finish… writing… hand… cramping… solo… has… happened…” as I slide the logbook back over to the learner.

Solo is the halfway point of private pilot training and unfortunately, it is as far as some learners will get because life gets in the way. I want the event to be as special and memorable as it can be—including their logbook entries.

Protect Those Pages

You have probably heard about pilots who lost their logbooks through theft, fire, or flood and had the difficult task of trying to rebuild their hours. You can protect yourself by taking a digital photograph of each totaled page in your logbook and storing it on your computer or another digital device. 

About Electronic Logbooks

Electronic logbooks are almost too easy to use, in my opinion. Logging time involves opening the proper tab, pulling up a page, and using a keyboard to enter the information. You may want to use an external keyboard for this as fat-finger-foul-ups can happen quite easily. The CFI usually “fingertip signs” each entry. The bonus of electronic logbooks is that totalling up and quantifying your time is done by the algorithm that operates the app.

Make sure you back up the information after each flight, and be prepared to print out the spreadsheet with your experience for your check ride—if that is what the DPE asks for.

The post Guard Your Logbook appeared first on FLYING Magazine.

The endorsement can help you prepare for flying these aircraft proficiently and help you secure the proper insurance. Part 61 defines a pressurized aircraft as one with a maximum operating altitude or service ceiling of 25,000 feet msl. 

To earn your high-altitude endorsement, you’ll need both ground training and flight training from an authorized instructor. Here’s a step-by-step look at how to earn this endorsement.

What Is a High-Altitude Endorsement? 

A high-altitude endorsement helps you prepare for flying a pressurized aircraft. You’ll learn valuable information, including how to handle a high-altitude aircraft, hypoxia symptoms and effects, supplemental oxygen use, and more.

Even if you plan to only operate non-pressurized aircraft at high altitudes, it’s a good idea to complete the high-altitude endorsement training to learn how to protect yourself.

Diminishing oxygen can impact your ability to control an aircraft and affect your vision, which could lead to a catastrophic accident. Other physiological concerns associated with hypoxia—including loss of consciousness—result from an improper understanding of high-altitude aircraft and their systems.

How Does a High-Altitude Endorsement Work? 

Earning a high-altitude endorsement requires classroom instruction, ground training, and flight training from an authorized instructor. 

During ground school, you’ll learn about signs and symptoms of altitude sickness, when to use supplemental oxygen, how long you can safely use that oxygen, and more.

Once you’ve completed your ground training successfully, you’ll take to the skies—or to a flight simulator—where you’ll learn how to operate an aircraft at 25,000 feet msl. 

After successfully completing both the classroom and flight training portions of the training, your instructor will add the high-altitude endorsement to your logbook to demonstrate your preparation. 

Four Steps for Earning a High-Altitude Endorsement

Now that you know more about this endorsement, here’s a look at the four-step process for earning your high-altitude endorsement. 

Step 1: Ground Training

To provide this endorsement to a pilot, authorized instructors must include the following high-altitude endorsement instruction in their ground school training.

• Physiological aspects associated with high-altitude flight
• How the use of supplemental oxygen can impact you over time
• How to prevent high-altitude sickness
• How long you can maintain consciousness without supplemental oxygen
• High-altitude aerodynamics
• Incidents of decompression
• How to recognize the signs and symptoms of hypoxia or altitude sickness
• Respiration

Step 2: Flight Training

You can complete the flight training for this endorsement in a pressurized aircraft, a flight simulator, or a flight training device. If the instructor offers the training using a simulator or other training device, these tools must be capable of replicating the experience of operating a pressurized aircraft.

Your instructor will prepare you for how to handle emergency procedures during rapid decompression. But don’t worry, the instructor will not actually depressurize the aircraft during this training. Finally, your flight training will include instruction on the descent procedures during an emergency.

Step 3: Logbook Endorsement

Once you’ve completed the ground school and flight training to earn the high-altitude endorsement, your instructor will add the endorsement to your logbook. This will certify that you have completed the training satisfactorily. 

Step 4: Exception to Earning a High-Altitude Endorsement

FAA Part 61 also lists several exceptions for individuals who do not need the high-altitude endorsement to fly a pressurized aircraft. These exceptions include the following.

• The pilot has served as PIC of a high-altitude pressurized aircraft prior to April 15, 1991.
• The pilot completed a pilot proficiency check to earn a pilot certificate or rating prior to April 15, 1991.
• The U.S. military completed a PIC check for the pilot.
• The pilot completed a PIC proficiency check with an approved pilot check airman or the administration under part 121, 125, or 135.

Preparing for Operating a Pressurized Aircraft

The high-altitude endorsement is an important safety measure to prepare you for high-altitude flights in a pressurized aircraft. But it’s also wise to seek the endorsement if you plan to operate a non-pressurized aircraft at higher altitudes. 

That way, you’ll be able to recognize the signs and symptoms of hypoxia before it’s too late. Many flight schools offer this valuable endorsement along with other courses that can help you round out your pilot skills. 

Looking to stay in-the-know about updates in the industry? Be sure to subscribe to FLYING Magazine for more tips and insights.

The post How To Earn a High-Altitude Endorsement appeared first on FLYING Magazine.

While earning your tailwheel endorsement, you’ll build a new skill set and broaden your ability to fly different kinds of aircraft. You’ll also broaden your horizons. You can fly to backcountry landing strips using these useful and capable aircraft. 

It’s important to review what’s involved in the process of earning a tailwheel endorsement. Keep reading to learn what you can expect from the training process.

What Is a Tailwheel Endorsement? 

Also known as a tailwheel endorsement, a tailwheel endorsement is a required form of training that allows you to fly these types of aircraft. You’ll learn all about proper maneuvers and flying procedures specific to aircraft for which you truly need sharp stick-and-rudder skills. 

Once you have this endorsement, you can fly aircraft such as a Piper J-3 Cub, Piper PA-18 Super Cub, Luscombe 8 series, Cessna 120, 140, or 170, Aeronca Champs, and many others. You’ll find many unique tailwheel aircraft that will be delightful to fly.

Wind can be a huge factor in flying these airplanes. Earning your endorsement can help prepare you for handling a conventional-gear airplane and master three-point or wheel landings.

One reason why pilots enjoy tailwheel aircraft is that some are great for aerobatics. You can get pretty fancy with your flying in this airplane and have a great time. 

How Does a Tailwheel Endorsement Work? 

The FAA has no requirement for a specific number of flight hours it takes to earn this endorsement because it is proficiency based. However, on average, it takes most pilots anywhere from 8 to 10 hours to complete an initial transition to tailwheel aircraft overall, and 5 to 10 hours to become proficient in a specific type. 

Plus, you’ll need to successfully perform several maneuvers to meet the requirements outlined in Part 61 of the FAA regulations. The course consists of taxiing, normal and crosswind takeoffs and landings, wheel landings, go-around procedures, and additional skills to further your proficiency and prepare you for piloting this type of aircraft. 

To get started, your certified instructor will have you perform some maneuvers on the ground to become familiar with how the airplane’s flight controls handle. Then, the instructor will generally take you to the flight school’s practice area to introduce standard proficiency maneuvers (such as slow flight and stalls) and give you a chance to get acquainted with the aircraft. Then, you’ll begin practicing takeoffs and landings both on the grass (if available) and on the pavement. 

Once an instructor reviews your proficiency and determines you are ready for solo flights in a tailwheel aircraft, you’ll earn the endorsement in your logbook and have the opportunity to rent and fly—or even own—this type of aircraft.

Six Steps for How To Get a Tailwheel Endorsement

The tailwheel endorsement can be pretty fun to earn since it focuses on in-flight training and maneuvers. You’ll get to pilot the aircraft with your instructor as you master the required maneuvers and gain proficiency. Here are six steps involved in earning this endorsement.

Step 1: Taxiing and Ground Maneuvers

The best course of tailwheel instruction begins on the ground, where your instructor will use basic taxiing procedures to introduce you to how the aircraft handles and how the flight controls feel on the ground. If you can master taxiing—especially in a wind—you will have much greater success at performing safe takeoffs and landing in the tailwheel.

Step 2: Normal and Crosswind Takeoffs and Landings

Wind is always a factor when piloting an aircraft but in a tailwheel airplane, you’ll face even greater challenges from gusty weather. You’ll start by mastering takeoffs and landings during calm wind conditions. This will prepare you for understanding how the airplane reacts and what you can expect from it.

Then, you’ll try the experience again but, this time, dealing with crosswinds and stronger headwinds. During these landings, you will be using a certain amount of control authority to counteract the crosswind and keep the airplane aligned with the runway—and sometimes the crosswind is too strong for you to have enough control authority to do this.

Crosswind takeoffs and landings are some of the conditions that make piloting these aircraft more challenging.

Step 3: Wheel Landings

When performing a normal, three-point landing in a tailwheel, the goal is to land with all three wheels touching down at the same time. But during high winds or gusty weather, you may want to aim to land on your main two wheels first to provide more control over touchdown. 

Your instructor will likely start by teaching you the three-wheels down method, depending on the airplane. Once you’ve mastered that, you’ll move onto wheel landings, which are more challenging. However, pilots prefer to land some aircraft, such as the Globe Swift and the Douglas DC-3, using a wheel landing for better control authority regardless of the wind conditions.

In a wheel landing, you’ll keep the aircraft level, which means your tailwheel will be elevated higher than your front wheels, with the fuselage typically parallel to the runway surface. The goal is to touch the front wheels down first while you slowly decelerate. It can be challenging though, because the airplane can bounce back into the air if you don’t decelerate properly before your tailwheel reaches the ground.

Step 4: Go-Around Procedures

Your landing preparation might look like it is going well until you get close to the runway. If you decide something’s not right for landing—such as airspeed or descent rate that’s too high, or another airplane entering the runway—you’ll initiate a go-around procedure to approach the runway again for a more stabilized approach or to let other traffic depart or clear the runway.

During a go-around, the pilot decides that the landing is not going according to plan and discontinues approaching the runway. At this point, you’ll normally climb back up to pattern altitude while you stay in the traffic pattern to attempt another landing approach. 

One common reason for a go-around is flying or rolling too far down the runway to safely stop. But aborting a landing and resuming flying the aircraft takes skill, which is why your instructor will work with you to gain confidence performing go-arounds during your tailwheel endorsement training. 

Step 5: Other Skills

In addition to the four main training areas, your instructor might include other skills as part of your tailwheel endorsement training. Here’s a look at other possible skills you might learn.

• Steep turns
• Short-field takeoffs
• Grass or other soft-field takeoffs and landings
• Forward slips
• Stalls
• Emergency maneuvers
• Bounce recoveries

Step 6: Logbook Endorsement

Upon completing the required training for the tailwheel endorsement, your instructor will check your proficiency in all areas to determine whether you’re ready to receive the endorsement. Once satisfied, your instructor will add the endorsement to your logbook.

Advance Your Pilot Skills

The tailwheel endorsement will allow you to fly a new type of aircraft. But it will also help you advance your pilot skills as you learn new maneuvers. Find a flight school near you that prepares pilots to operate tailwheel aircraft. For more aviation industry news, subscribe to FLYING Magazine.

FAQ

The post How To Earn a Tailwheel Endorsement appeared first on FLYING Magazine.

I could tell right off the group would be a delight. A couple of the participants had flying experience in gliders and ultralights, but other than that, the group’s overall experience with recreational flying was limited. Despite that, participants were all excited about their event choice. The morning was perfect for flying, with a gentle breeze from the south and a partial high ceiling, boding well for smooth air. As our van pulled into the seaplane base parking lot, they murmured in excited expectation when they saw the three Piper J-3 Cubs and Maule aircraft parked along the shore and on the ramp, ready and waiting. They couldn’t wait to get into these birds and go flying! In fact, when the two who were slated for the Maule saw the Cubs, they requested flights in the Cubs too, if there was time. And there was.

So the day began. All four airplanes took off from Lake Jesse, one after the other, with the first round of passengers for their half-hour flights. Off they flew to explore a few of the dozens of lakes in the area looking for alligators, to overfly Ringling Brothers Circus’ retirement community for pachyderms, and, of course, to try their hand at some good ol’ stick-and-rudder flying. Jack’s pilots — Bob, Ben, Gordy and Morgan — made a total of four such rounds of flights, wrapping up the last one about two hours later.

As I greeted each returning flight, every single person expressed how much he or she had enjoyed it, from how it felt to fly the airplane and landing on water to seeing Florida’s special scenery up close (read: alligators). And a few said it was more than they imagined it would be. They just couldn’t stop talking about it, especially the women! I can’t tell you how heartening it was to hear their enthusiasm.

Which brings me back to that “thing” about flying. It reminded me that that age-old hook, or “thing” — that visceral joy of flight that many experience when they take to the air (especially in airplanes like a Cub on floats) — will always be there for people to experience. It’s not going away. This in turn reminded me, however, that as pilots we are all stewards of something wonderful and we should take every opportunity to introduce others to this “thing.” Of course, not each and every person will feel it or turn around and take lessons and become pilots, for the reasons we all know too well. But, at the very least, if we can say we gave them that opportunity to experience it, we’ve done our job. And if for one reason or another they don’t take to the skies to become pilots, they will most likely hold onto that memory and they will be able to keep it alive and well by reading about flying through the eyes of others. Luckily, we at Flying can give them that too.

View the Piper Cub float plane photo gallery.

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The post Piper J-3 Cub Float Plane Discovery Flights & That “Thing” About Flying appeared first on FLYING Magazine.

Eads explained to the young men that it would be the first of 50 Fire Hubs planned to be installed across the United States as part of the Recreational Aviation Foundation‘s latest fundraising initiative to help support the organization’s mission to “preserve, protect, maintain and create recreational airstrips across the country.” People would be able to show their support of the effort by purchasing a brick that they could have their name, n-number or even a dedication engraved on before setting it into the Hub. Even more important, though, was the hope that the Fire Hubs would attract pilots and aviation enthusiasts by giving them a common place to gather at the end of the day to share their stories.

The Cadets — all in various stages of flight instruction, by the way — accepted the opportunity with the enthusiasm special to youth, despite it meaning they’d each have to sacrifice a chunk of their spring break.

“We jumped right on it,” explains 16-year-old Nick Owen, who has been a cadet in the CAP for three years. “It looks amazing and I’m happy we helped on the first one to be made.”

The boys toiled for 8 to 10 hours each day over the course of three days, shoveling out and hauling away approximately 10 yards of soil to create the pit for the hub, then backfilling the pit with some 12 yards of crushed limestone and then, finally, toting the brick pavers that had been freshly cut by Deputy Cmdr. Eads over to the mason to lay.

There was something that sounded a lot like relish — and beyond his years — in 13-year-old Luka Jurkovic’s voice when he proudly explained that, though “the second day was the hardest because it was the longest, this is something you don’t get to do everyday.”

Twelve-year-old Aaron Stalnaker, the newest cadet of the five (you have to be at least 12 to join the CAP), echoed his friend’s sentiment: “Working on the Fire Hub was hard, but it was a great project and I hope we can do something like that again.”

Gibson Eads, 16, saw the importance of the project immediately and is now a RAF advocate. “It sounded like a fun project and in the end I was proud of what we had done — it looked really good. Plus, I really like what the RAF does because I’m learning to fly out of a grass strip.”

Gibson’s 12-year-old brother Nolan, who joined the CAP just last year and who has some glider time out of the same grass strip, feels the same way. “It just seemed like a great thing to work on and to get out there to Sun ‘n Fun.”

More to the Story
With AOPA signed on as the main sponsor for the Hubs, a lot had to happen before the first Hub’s construction — and fast. First was picking the location. Sun ‘n Fun donated the campsite area at the top of Poberezny Road, appropriately located near the SNF campground entrance providing easy access. The site just so happened to be the favorite camping spot for longtime Sun n Fun participant and Cedar Knoll Flying Ranch owner Bill Lowery, so the next step was breaking the news to him that the campsite had been “appropriated.”

When RAF Director and Florida Liaison Tim Clifford made the phone call to break the news to his fellow aviator and friend, it turned out there was nothing to “break”. Lowery, who happens to be a general contractor, wanted in: “If you’re going take my campsite, I’m going to build it right.” He immediately had the plans reviewed by a local architect and suggested modifications so the design could not only withstand time but also be easily manufactured “out of the box” for the next 49 Hubs.

The rest is history. Lowery spread the news to Deputy Cmdr. Eads, who knew exactly who to recruit for the task.

In the end, the project took only nine days, from Clifford’s first phone call to Lowery to the laying of the last brick. The RAF Fire Hub was officially set to flame Tuesday evening by AOPA President Craig Fuller and Sun ‘n Fun President John “Lites” Leenhouts, and is now open to the public for story telling. You can be sure these five Cadets and budding pilots will soon tell their Spring Break for Pilots’ story around the SNF Fire Hub when they return Thursday to begin performing their official CAP duties at the fly-in.

Find out more about the RAF Fire Hub project and how you can donate a brick at www.theraf.org.

The post Stoking the Romance of Aviation appeared first on FLYING Magazine.

The conditions offered 10 miles viz and a 30- to 40-degree 7- to 10-knot crosswind. Here are just few of my observations:

* Not being able to see the windsock on downwind for final confirmation against the AWOS info was a bit disconcerting. Adjusted by listening to AWOS more frequently.

* Not having a visible centerline on approach made it difficult for me to nail it.

* It was challenging to judge the ground distance on short final. I tended to flare for the landing a little too high, instead of closer to the ground. Strict attention to the precision approach pat indicator lights can keep this from happening. Confession: This made me realize I was defaulting to my day VFR tactics, where I tend to subconsciously rely more on my visual judgment more than the PAPI lights, so this was a great awareness exercise.

* Heavier reliance on the instruments/heading. By the time we finished seven of the landings at another airport and it was time to head back to home base, I was pretty fatigued. As a result, when leaving the pattern I initially became disoriented. Where’s that big lake that serves as my main reference point that I use to locate my airport?! What would have been a no-brainer case of pilotage in day VFR, became a challenge requiring vigilant attention to the heading indicator and GPS.

* Spotting air traffic was easy! And we did have some, both in the pattern and the vicinity.

I would love to hear how other student pilots or sport pilots training for the private would describe their first night flight experience … in the meantime, check out the video of my last landing for the night.

The post Night Flight appeared first on FLYING Magazine.