Jim’s Observations,
Suggestions, and Resources

Each ACS is full of valuable information that can help flight instructors and applicants to complete checkrides successfully. It’s clear that too many pilots do not understand how to properly use these documents. Here are a few of my thoughts and suggestions.

DPE Seth Lake shares many useful suggestions and insights in his podcasts/videos. I highly recommend that all applicants and instructors take the time to watch these videos.

Getting vectored to the final approach course is common in real-life instrument flying. Applicants should understand how to use the ACTIVATE VECTOR-TO-FINAL and ACTIVATE LEG options on modern GPS receivers. There are times when it’s beneficial to use one option versus the other and applicants should know what will happen with each.

Vectors to the ILS approach at CGZ is a good example of when it’s necessary to use one of these options. It’s rare that we are able to do a vector to final at CGZ due to traffic, but when I discover the Stanfield Stack is open (or we are next in line), I will likely vector the applicant to final for their first approach (which is typically the ILS). Here’s how it usually goes: The applicant is about 8 miles northwest of TFD, they have the full ILS approach loaded in the GPS for situational awareness, and everything is looking good. I (as Albuquerque Center) assign headings and altitudes for vectors to final. They proceed to follow the vectors without changing anything in the GPS flight plan. I vector them to final 2 to 4 miles from TFD and clear them for the approach. As we pass TFD inbound on the approach, the GPS sequences to the published hold and keeps TFD as the active GPS waypoint. Since we are using the ILS for navigation (green needles on the G1000), this is not necessarily a problem, but often causes confusion because the GPS is still giving the distance to TFD instead of ROXIE and the MFD shows the hold is active behind us.

The better procedure is to either ACTIVATE VECTOR-TO-FINAL or ACTIVATE LEG (ACT LEG softkey on the G1000 MFD) for TFD to ROXIE. It’s important to note that both of these options will provide GPS distance information to ROXIE, not TFD. With the G1000, this is easily solved by setting one of the bearing pointers to TFD, which also provides distance information.

Applicants should also understand the difference between activating a leg and going direct to a waypoint in the flight plan. More information is available in this 16-minute video.

When ATC is providing radar vectors, they usually tell you the name of the fix they are vectoring you to. It’s a good habit to enter that fix as the active waypoint in your GPS for situational awareness. Also, radar vectors often end with a turn direct to that fix, so it’s beneficial to have it loaded and ready.

Applicants should understand the basics about ADS-B and FIS-B, including where ADS-B Out is required. Here’s are two good references:

• https://www.faa.gov/air_traffic/technology/equipadsb/capabilities/ins_outs/
• https://www.faa.gov/air_traffic/technology/equipadsb/research/airspace/

Applicants should understand the basics of tail-down force, load factor, performance, and stall characteristics as they relate to CG position. This Boldmethod webinar is a good place to start.

Applicants should be familiar with all of the basic VFR symbology in the Aeronautical Chart User’s Guide.

Applicants should be familiar with everything in the Aeronautical Chart User’s Guide - Terminal Procedures Publication (TPP) and the information contained in the first several pages (A1 though I2) of the current TPP. ForeFlight calls this the “Digital Terminal Procedures Supplemental” document.

The Private and Commercial ACS both include risk management tasks related to aviation and airport security. Here’s a great course from AOPA that I recommend (free for AOPA members). Pilots should also be familiar with AOPA’s Airport Watch program and phone number.

Autopilot usage has been a weak area for most of my checkride applicants. Yes, it’s important to teach new pilots to not depend on the automation, but it’s also important for them to be comfortable using it by the time they get to the checkride.

When the checkride airplane has a working autopilot, the evaluator is required to test its use. Area of Operation II, task B of both the Private and Commercial ACS requires the applicant to, “Program and manage the aircraft’s automation properly.” Appendix 3 further states, "To assist in management of the aircraft during the practical test, the applicant is expected to demonstrate automation management skills by utilizing installed, available, or airborne equipment such as autopilot, avionics and systems displays, and/or a flight management system (FMS). The evaluator is expected to test the applicant’s knowledge of the systems that are available or installed and operative during both the ground and flight portions of the practical test.”

Click HERE for a training aid to help pilots who fly with the Honeywell KAP140 autopilot.

Click HERE for a slide presentation that covers both the KAP140 and GFC700. The GFC700 video referenced below is also a great resource to study.

These two structured demonstrations help pilots see how insufficient rudder input affects bank and yaw when using a flight director or autopilot during climbs and go-arounds. Review the guide with an instructor and conduct the exercises only in an appropriate aircraft and suitable conditions.

Many applicants have not developed a backup plan for charts in case their EFB fails. What if part of the checkride scenario includes the EFB not working (for one of a variety of realistic reasons)? Applicants should heed the FAA’s suggestions in AC 91-78. This article also provides good information and suggestions.

It’s important for applicants to fully engage in their role as the Pilot in Command (PIC). This is a legal responsibility as well as a mindset. Somewhere around two-thirds of the way through training, your flight instructor should regularly pretend to be a passenger. This doesn’t mean they stop teaching. It means they significantly reduce the amount they are helping you. Sometimes just a delay of input is what’s required for student pilots to effectively practice being the pilot in command (be sure to clearly pre-brief each scenario and the associated responsibilities). This is important because on the day of your checkride, the evaluator is going to be a passenger who is simply observing, not helping or reminding. I sometimes test this by not completely/properly locking my door (a realistic scenario for most new passengers). I want to see the applicant conscientiously check everything as part of their important role as the PIC.

To help ensure completion of the required precision approach, most of the instrument checkrides I’ve conducted have been at Casa Grande and the Stanfield Stack. Just about everyone I’ve observed there has been doing a great job following the AFTW recommended procedures. Thank you everyone. Keep up the great work!

Instructors should do more than just talk about avoiding CFIT with their applicants. I suggest putting the applicant under the hood and then vectoring them toward a mountain or other terrain/obstacles. This is often most effective after practicing unusual attitude recoveries or an emergency procedure that results in the loss of altitude. Vector them right toward the terrain. Let them get close enough to make it interesting and then take the hood off to get the full effect of what was about to happen if they kept going that direction. The lesson is that controllers are human too. They make mistakes. Trust, but verify. This is a powerful lesson that will serve them well their entire flying career. It’s no joking matter. Make it serious. Make it something they lose sleep over and then watch this video together to drive the point home.

A lot of pilots are confused about this. Here’s the answer.

Here are a few of my thoughts related to the proper use of checklists and what the FAA expects to be evaluated on checkrides.

Page A-9 of both the Private and Commercial ACS includes, “Failure to use proper and effective visual scanning techniques to clear the area before and while performing maneuvers” as one of the typical areas of unsatisfactory performance that is grounds for disqualification. And page A-17 states that “The evaluator will assess the applicant’s use of visual scanning and collision avoidance procedures throughout the entire test.”

This means the applicant needs to conduct proper clearing turns and scanning procedures without being reminded or prompted. See pages 1-10 through 1-12 of the Airplane Flying Handbook for more information.

It’s important to ALWAYS look in the direction of a turn right before you begin that turn (even if you have just completed clearing turns). When performing a 90 or 180-degree turn, you should select a prominent landmark off your wingtip to give you a visual target to point your nose (or other wing) at. If you are flying a high-wing plane like a Cessna 172, it’s also important to slightly lift the wing to look for traffic on the side you plan to turn towards, as demonstrated in the middle of this short video.

There is a lot of useful information in this recording.

This training aid identifies common G1000 and autopilot mistakes, the indications that reveal them, and practical ways to recover. Use it to build scenario-based practice in a simulator or aircraft so errors can be recognized and corrected promptly.

Area of Operation II, task D of both the Private and Commercial ACS requires the applicant to, “Position the flight controls for the existing wind.” I like the explanation as to why this is important that AOPA gives in this short video. If there is no wind on checkride day, applicants should tell the DPE what they would do if there was wind.

Applicants should be familiar with AC 61-142. Specifically, pay attention to the requirement for a “Common Purpose” (see page 6 of the AC, including Example 1).

Applicants that come to the checkride with an IFR GPS in their airplane should know the difference between LP, LPV, LNAV/VNAV, LNAV, and LNAV+V approaches. When several different approach minimums are listed for the same approach, applicants should be able to talk through real-life scenarios that would require them to fly one type of approach instead of another. There are also real-world reasons for knowing when GPS sensitivity will change and which GPS approaches have progressively increased sensitivity (like a localizer) after passing the FAF. This article provides some helpful information.

The Airman Certification Standards define the knowledge, risk management, and flight proficiency expected on FAA practical tests. Use this official FAA page to obtain the current standards and companion materials for private, instrument, commercial, and flight instructor training.

Use the FAA’s Digital Terminal Procedures Publication to search, view, and download current instrument approach charts, departure procedures, arrival procedures, airport diagrams, and related terminal-procedure information.

This is the FAA’s central collection of aviation handbooks and manuals. Find current editions of core references such as the Airplane Flying Handbook, Pilot’s Handbook of Aeronautical Knowledge, Aviation Instructor’s Handbook, Instrument Flying Handbook, and Instrument Procedures Handbook.

Use the FAA’s official NOTAM Search to find current notices by location, flight path, geography, or NOTAM number. Review applicable NOTAMs as part of every complete preflight briefing and confirm critical information through appropriate official sources.

The FAA WINGS Program encourages ongoing training through flight activities, online courses, seminars, and webinars. Use it to strengthen knowledge and proficiency, document recurrent learning, and work regularly with a flight instructor.

If something is flashing in the cockpit, it’s probably because the pilot needs to do something. I’ve noticed that most applicants are way too comfortable leaving a cursor flashing or ignoring a message light for several minutes. I suggest instructors do a better job teaching pilots to stop the flashing. I realize this is not always feasible when using the G1000 timer, but there are plenty of other examples I’m referring to.

Some instrument applicants are being taught that we are not allowed to fly into clouds when the temperature is at or below freezing. That is not necessarily true. Applicants should be familiar with this letter of interpretation from the FAA.

Risk assessment is an important part of risk management. Area of Operation I, task D of both the Private and Commercial ACS require the applicant to, “Prepare, present, and explain a cross-country flight plan assigned by the evaluator including a risk analysis based on real-time weather, to the first fuel stop.”

The FAA recommends using a tool that assigns value to different risk factors to make the process more objective. This free iOS app does a good job. It’s nice when applicants have a risk assessment done for the checkride/scenario flight. More information is available in this FAA document.

The FAA also strongly recommends that all pilots set, record, and commit to personal minimums. Area of Operation I, task H of both the Private and Commercial ACS requires the applicant to, “Perform self-assessment, including fitness for flight and personal minimums, for actual flight or a scenario given by the evaluator.” This means an applicant can legitimately fail their checkride if they have not set personal minimums.

To make it easy for everyone, I suggest that each applicant show up to the checkride with written personal minimums. The FAA recommends this tri-fold and AOPA has created this Personal Minimums Contract for VFR pilots.

The personal minimums set by the applicant should be adhered to for the checkride flight. When something is outside the applicant’s personal minimums, it is their responsibility to discontinue the checkride.

The center section of the G1000 is often called the “Common Tuning Area.” This includes the controls on the right side of the PFD, the avionics panel, and the controls on the left side of the MFD. It’s best to teach pilots in the left seat to fly the yoke with their left hand and use their right hand to control everything in the Common Tuning Area. Without this specific instruction early in training, many pilots develop the bad habit of using the knobs and buttons on the left side of the PFD. This requires switching hands on the yoke and/or awkwardly reaching their right hand to the left side of the panel. Doing everything in the Common Tuning Area is a much better habit. Basically, ignore the fact that the knobs and buttons on the left side of the PFD even exist. This habit is also useful when we simulate a PFD failure. In that scenario, the pilot would have to use the altitude and heading knobs on the MFD anyway. Already having that as a habit makes it even easier.

Pilots that fly the G1000 system should have a basic understanding of the various components, how they work, and what to expect with different component failures. The following videos are helpful for study and review.

G1000 Introduction. This one is pretty old and some of the information is outdated, but it's still a great overview and explanation of the different components of the G1000. The emergency procedures and examples of failure modes starting at 55:55 are especially valuable.

GFC 700 Autopilot. This is one of my favorite Garmin videos, packed with useful information.

This useful shortcut is one of my favorite hidden features in the G1000. The second tip in this 3-minute video demonstrates the shortcut.

I’ve also noticed that most pilots do not understand ROL mode. The table at the bottom of page number 350 (PDF page 364) in this document explains what ROL mode does in the G1000 and comparable systems. This 8-minute video also provides some helpful suggestions.

Max Trescott shares some excellent tips and suggestions in this podcast recording.

Here’s a link to some valuable information to help ensure the IACRA application is completed correctly.

In standard 6-pack airplanes, we usually simulate a vacuum failure to have the applicant demonstrate the required partial panel approach. It’s clear that most applicants are accustomed to their flight instructor covering up the attitude indicator and heading indicator for them. I strongly suggest instructors stop doing this for their students. Instead, I suggest that instructors teach their students to carry their own cover-ups. Simple sticky notes work great. The instructor should then control the scenario by saying something like, “Simulate the suction gauge now shows zero. What are you going to do?” In addition to running an appropriate checklist and simulating a call to ATC, it would be great to see the applicant use their own cover-ups to mitigate the threat of the (simulated) failing instruments.

Area of Operation VI Task B of both the private and commercial ACS states, “Intercept and track a given course, radial, or bearing, as appropriate.” This is listed as a skill, which means the evaluator is required to test this item, so it should not be a surprise. Applicants should be prepared to use whatever equipment is installed and working in the checkride airplane to intercept and track a given course/radial/bearing both inbound and outbound.

The Clarity Aloft Pro Plus is my favorite aviation headset. Its lightweight in-ear design provides clear communications and passive hearing protection without batteries, and it is FAA TSO approved for professional use.

The regulations are clear that ground instruction must be properly logged by the instructor. To begin a checkride, we need to at least have a signed ground log that shows the minimum areas of operation were covered. This applies whether the applicant did a home study course or not.

Look It Up! is a multiplayer aviation knowledge game built around finding answers in trusted references. Use it with other pilots or during training to practice resource knowledge instead of relying only on memorization.

The examiner is responsible for visual scanning and traffic avoidance when the applicant is wearing a view-limiting device. There are times, however, when instrument applicants are not “in the clouds” during the checkride flight. Takeoffs, the circling approach, and visual approaches are a few examples. The examiner may also have the applicant remove the view-limiting device during an enroute segment or between approaches. During these times, I’ve noticed that most instrument applicants keep their attention completely focused on the instrument scan and neglect the need to look for traffic.

It’s important to remember that instrument pilots are required to use proper and effective visual scanning procedures when not in IMC. The instrument ACS includes the following statements:

• “The evaluator will assess the applicant’s use of visual scanning and collision avoidance procedures throughout the entire test.”
• “In all cases, the evaluator should determine whether the applicant appropriately divides attention and uses proper visual scanning.”

In addition, one of the five specific items listed for Unsatisfactory Performance in Appendix 5 is, “Failure to use proper and effective visual scanning techniques to clear the area before and while performing maneuvers.”

I understand that most of the instrument training is performed in simulated instrument conditions and applicants are used to putting all of their attention on the flight instruments. Instructors must also emphasize proper visual scanning procedures when in VMC. It’s not enough to just talk about this. It’s a skill that must be practiced in flight. On the checkride, applicants must remember to demonstrate proper visual scanning procedures when not wearing the view-limiting device.

Applicants must understand the requirements of 91.185. I suggest listening to this 17-minute podcast for an explanation of the difference between what is needed for the discussion during a checkride and what probably makes more sense in real life. When the applicant tells me they are going to proceed to an IAF and immediately begin an approach before flying to the clearance limit at altitude, then it’s important they explain that they are exercising their 91.3 PIC authority to do something different than 91.185.

Max Trescott shares a lot of valuable information in this recording.

A touch-and-go is a useful training maneuver/procedure that allows pilots to efficiently practice multiple takeoffs and landings in a short period of time.

The FAA has recently directed DPEs to avoid touch-and-goes during checkrides. This stems from the fact that there is no official FAA guidance related to this maneuver/procedure.

I recommend that instructors continue doing touch-and-goes during training with the understanding that it is a training exercise, not an FAA-directed manuever or procedure. Since checkrides are always simulating real-life scenarios (not training), touch-and-goes are not appropriate as part of the test.

Consistent with this new FAA guidance, I am no longer allowing touch-and-goes during the checkrides I conduct. We will either do stop-and-goes or full-stop-taxi-backs.

Applicants that use ForeFlight should know the basics of what it means to “Pack.” This short video explains it.

It’s important for applicants to remember that we are usually simulating clouds and visibility down near minimums. Turning on the approach lights at a non-towered airport would be very important in real life, even during the day. It’s good when applicants tell me they are thinking about this and simulate turning them on. If the frequency is not too busy, I think it’s great for the applicant to actually turn the lights on before they cross the FAF. I will not fail an applicant for not doing this, but it is something we discuss in the post-test briefing.

I created this document to help clear up several common misconceptions and provide valuable suggestions to help you with your pilot logbooks.

AC 91-92 is packed with great information and links to useful resources that all pilots should be familiar with.

When ATC instructs you to standby, please don’t reply. Controllers usually do this when there’s something time-sensitive they need to do. If the pilot immediately reads back the instruction to standby, there’s a good chance they are blocking the time-sensitive instructions that ATC is trying to give someone else. If the instructions include something else like, “Cessna 123 squawk 4336 and standby,” simply put in the code and wait. No reply is needed.

The Pilot/Controller Glossary defines Procedure Turn Inbound as, “That point of a

procedure turn maneuver where course reversal has been completed and an aircraft is established inbound on the intermediate approach segment or final approach course.” This commonly comes up on a checkride when I (as Albuquerque Center) instruct the applicant to report procedure turn inbound. They then often simulate the call when they are still procedure turn outbound. I commonly observe flight instructors making this same mistake in the stack at Stanfield. Slide #36 of the AFTW procedures linked above also addresses this issue. Let’s all please follow the proper definition to avoid confusion.

Applicants should know the meaning of “Radar contact lost” as defined in the Pilot/Controller Glossary. They should also understand how and why not being in radar contact affects reporting requirements/procedures and their ability to fly approaches that require radar.

I often observe pilots rapidly changing engine power from idle to full power for takeoffs, go-arounds, and stall recoveries. It is also common for flight instructors to quickly pull power to idle when simulating engine failures. This Lycoming Operator’s Manual explains why rapid throttle movements should be avoided. Please help take care of the engines we all depend on by always allowing 2 to 3 seconds to perform full power changes. You may need to actually count it out loud, “One thousand one, one thousand two, one thousand three,” while slowly moving the throttle. Even in time-sensitive scenarios like a stall recovery or low altitude go-around, properly controlling the pitch (reducing angle of attack) is much more important than quickly shoving the throttle forward. More information about detuning counterweights can be found HERE.

This collection brings together books I recommend for pilots, instructors, and aviation enthusiasts. Use it to find practical training references, professional-development titles, and aviation stories worth reading.

This collection highlights apps I recommend for flight training and everyday flying. It includes tools for risk assessment, instrument practice, electronic flight bags, radio communication, weather, and crosswind planning.

This categorized video library covers aviation knowledge, weather, navigation, maneuvers, emergency procedures, instrument flying, instructor development, and popular cockpit technology. Use it to supplement ground and flight training with clear visual explanations.

This collection features aviation podcasts I recommend for continuing education and enjoyment. Explore conversations about flight training, safety, professional development, and aviation news.

When flying approaches with a system that includes an altitude selector (like the G1000), the pilot should enter the desired altitude for each step down/assigned altitude. For approaches that include official vertical guidance (approaches with a DA), it works best to enter the appropriate missed approach altitude once the vertical guidance is being followed. This should be the first published missed approach altitude that requires a level-off, not just a turn. For example, with the ILS to runway 5 at KCGZ, the pilot should set 5,900 (not 2,100) in the pilot-selected altitude once established on the glideslope.

The minimums bug should be used to identify the decision altitude (DA). This procedure is a good habit for two reasons:

• It helps the pilot prepare for the missed approach procedure.
• It prevents the autoflight system from mistakenly capturing an undesirable (low) altitude during the missed approach.

Many instructors are teaching pilots to “bug the highest altitude listed in the missed approach procedure.” That’s bad advice because it does not cover all scenarios. Look at the ILS or LOC RWY 19 at TEB, for example. If the pilot bugs the highest altitude (3,000) and then flies the missed approach, they will likely bust the 1,500 ft. required level-off altitude at BUBGE. That’s a pilot deviation and a safety hazard. Again, pilots should bug the first published missed approach altitude that requires a level-off.

The ACS does not specifically require a no-flap landing to be performed, but “Landing gear or flap malfunction” is listed as one of the possible items to be tested in area of operation IX (Emergency Operations). If the airplane is certified to land with zero flaps, applicants should practice doing so and be prepared to demonstrate this on the checkride. Sometimes this is the scenario that leads to the required forward slip to landing. Instead of slipping with flaps (steeper than normal approach), the applicant is expected to fly a normal glide path and use the forward slip to increase drag in lieu of the flaps and then perform the zero flap landing.

One area where training should improve is the simulated IFR calls between the instructor/evaluator and the applicant. For example, applicants don’t seem familiar with the proper phraseology when contacting Departure Control after departing IFR from a towered airport. I simulate this shortly after takeoff by saying something like, “I have the real radios now and we are simulating that I am Phoenix Departure. What would you say when you contact them on a real IFR flight?” The applicant usually gives me something like, “Phoenix Approach, this is Cessna 123 requesting class Bravo transition to Stanfield for practice approaches.” No, no no. That’s not an IFR call. Callsign, current altitude, and altitude climbing to (and/or name of DP if applicable) is all that’s needed. I then provide simulated vectors and take care of the real VFR calls.

Another example where we can do a better job simulating real IFR flight is when conducting simulated instrument approaches to non-towered airports. When conducting a real instrument approach to a non-towered airport, ATC will usually give the pilot a frequency change to CTAF somewhere around the FAF, or well before it. The pilot is then responsible for traffic calls. It appears that most instructors/evaluators are not simulating this. The instrument applicants I’ve flown with have clearly not been practicing their CTAF calls recently. Of course, in real life with the clouds and visibility down to minimums, there would not be several other aircraft in the VFR pattern. I get that and I think it’s appropriate for the instructor/evaluator to help out with the VFR traffic calls as needed/appropriate.

I simulate this at Casa Grande (for example) by pretending to be Albuquerque Center. I tell the applicant something like, “Cessna 123 this is Albuquerque Center, you are cleared for the ILS runway 5 approach at Casa Grande, report Stanfield inbound.” When they report at Stanfield, I say, “Roger Cessna 123, change to advisory frequency approved, report canceling IFR on the ground, have a good day.” I then inform the applicant that they now have the real radios for CTAF calls (as explained in my pre-flight briefing). They just need to make the appropriate calls to Casa Grande Traffic letting everyone know we are inbound to runway 5 for the option (since they don’t yet know whether or not they will come out of the simulated clouds). If we are circling to land on 23, I usually remind the applicant that they have the radios after they come out of the simulated clouds and they do a good job reporting downwind, base, and final.

Note: It is not appropriate to abbreviate the name of the airport to “Casa” when making CTAF calls.

Applicants should also be simulating a call to Albuquerque Center each time they enter the hold at Stanfield [see AIM 5-3-3 a.1.(f)]. My experience in the real world is that we never use local time on the radio. Applicants should state the correct UTC time. I believe it’s also acceptable to simply state the minutes. For example, “Albuquerque Center, Cessna 123 entered the hold at Stanfield at 4,500 feet, at three-two past the hour.” This should be a simulated call to the instructor/evaluator who is making the real calls to Stanfield Traffic.

I’ve noticed that when pilots go through their instrument training without ever (or rarely) actually putting in IFR squawk codes on the ground or turning pitot heat on when entering clouds, they forget to do these important items in real instrument flying. Instrument checkrides usually start with a simulated clearance. I think it’s great when the applicant puts in the squawk code I give them in the simulated clearance. I then change the code to 1200 and say, “That’s simulated.” It’s good to see them getting in the mindset that we are going on a real IFR flight. Same for the pitot heat when I tell them they are in the clouds and have them put on the hood. As far as they are concerned, those are real clouds. It’s great when they at least tell me they’re thinking about the pitot heat.

Pilots need to understand the difference between slips and skids. I’ve seen pilots turning right base who think they need to push right rudder to slip around the turn because they happen to be holding the yoke slightly to the left at that moment and all they are thinking about is opposite control inputs. Too much right rudder in a right turn is not a slip, it’s a skid, and it’s dangerous. It’s not a matter of where the controls are, it matters how the airplane is actually flying. Here are two good videos to help:

• https://youtu.be/RKfG3lWCZ80
• https://youtu.be/JMMgJ5AhK-o?t=581

Applicants should be familiar with the information in this FAA Safety Briefing. One of the scenarios for the oral portion of the checkride might be a night visual approach to a runway that has the PAPI NOTAMed out of service. When I ask how they would mitigate that threat, most applicants don’t really know. One effective way is with the 3:1 rule, which says that for each 1 NM from the threshold, the airplane will be about 300 feet above the runway when on a 3 degree glidepath. This does not guarantee obstacle clearance, but it’s a great tool to start with. It can also be said that when an airplane is on a 3 degree glidepath, 3 miles from the runway, it is about 1,000 feet above the runway.

The FAA has outlined seven criteria for a stabilized approach on page 9-6 of the Airplane Flying Handbook. The seven items listed by the FAA can be condensed into the C-FLAPS acronym:

C - Checklists, complete.

F - Flight path (horizontal and vertical), proper.

L - Landing configuration, set.

A - Airspeed, within normal approach criteria.

P - Power setting, adjusted and constant.

S - Sink rate, as planned/expected.

If one or more of the above items is not achieved by a certain point, the airplane is not stabilized and a go-around should be initiated. The Airplane Flying Handbook states, “For a typical GA piston aircraft in a traffic pattern, an immediate go-around should be initiated if the approach becomes unstabilized below 300 ft AGL.” 300 feet AGL may or may not be the appropriate altitude based on the specific airplane, runway, and current conditions, but it is still important for pilots to select a minimum height at which they will decide to go-around if not stabilized. This selected height can be different for each landing, but the pilot should always know how far they will take an unstabilized approach before choosing to go-around. Think of it as a “Personal Decision Height.”

Forward slips should only be used when previously briefed and/or when simulating an abnormal/emergency scenario that makes a go-around less desirable. A forward slip should not be used to fix a poorly planned/executed approach. With rare exceptions, the best thing to do when unstabilized is promptly execute a go-around.

CALLBACK is the free monthly newsletter of NASA’s Aviation Safety Reporting System. Each issue uses de-identified reports to share practical lessons about hazards, human factors, communication, and decision-making across aviation operations.

1. Use the checklist on page 19 of the ACS Companion Guide for Pilots to get everything packed and ready to go (all that will be needed is a quick check/refresh of the weather)
2. Stop studying (no kidding, put all of your books and iPad away)
3. Chill and watch something mindless, but uplifting on TV (no doomscrolling)
4. Get to bed early (if 7 hours of sleep are desired, plan to be in bed for 10 hours)
5. Get up early and eat a healthy meal
6. Do whatever else is needed to relax
7. Triple-check you have everything that’s needed and arrive early for the checkride.

The Finer Points CFI Club is a free professional-development community for certificated flight and ground instructors. Members can exchange ideas with other instructors, participate in monthly meetings, and receive access to The Finer Points Ground School app.

Applicants often spend too much time looking at the airplane’s flight instruments during VFR maneuvers. Page 3-5 of the Airplane Flying Handbook states, “Approximately 90 percent of the pilot’s attention should be devoted to outside visual references and scanning for airborne traffic.”

Flight instructors should completely cover the flight instruments when first teaching each flight maneuver. This helps emphasize the fact that VFR maneuvers should mainly be accomplished with outside visual references, and it helps applicants benefit from the Law of Primacy.

Whenever possible, I recommend using visual street patterns and/or agricultural lines that can be seen in multiple directions and that are as far away (close to the horizon) as possible. Doing so gives the applicant the ability to perform maneuvers involving 90, 180, and 360-degree turns using several reliable visual references.

Here’s a great AOPA article that discusses the importance of using outside visual references.

The ACS documents for private and commercial both list similar topics for the required knowledge areas. This seems to lead many pilots and instructors to believe there is not much difference in the required level of knowledge going from private to commercial. That is an unfortunate misunderstanding.

Commercial pilot applicants should know MUCH more than private pilots. Even though the topics are similar, the level of knowledge should be much deeper. Private pilots can get by simply knowing the correct answer. Commercial pilots should know WHY the answers are correct.

Here are a few examples (not a comprehensive list) of things commercial pilot applicants should know:

1. The relationship between IAS and TAS (including understanding when IAS and TAS would be the same).

2. How much TAS increases with altitude (and why).

3. Why the ASI and ALT show slightly higher when alternate static air is being used.

4. Why the VS only shows a momentary jump when alternate static air is turned on.

5. Why Va changes with weight.

6. Have a solid understanding of Va vs. Vno.

7. Why ground effect improves performance.

8. Why Vy gets you to altitude faster than Vx, but farther downrange.

9. Understanding why a wider downwind leg is required at high density altitude airports.

10. Why class E airspace to the surface is often keyhole-shaped.

11. Why VFR cloud clearance requirements are significantly different above/below 10,000 ft.

12. Why a propeller nick is potentially dangerous.

13. How a lenticular cloud forms and why/where it indicates dangerous conditions.

14. Why a higher-than-standard temperature lapse rate makes the atmosphere less stable.

15. Why a lower-than-standard temperature lapse rate makes the atmosphere more stable.

Cirrus specific

1. Why it’s important to unlock both doors from the outside before flying.

2. Why using the A/C recirc during flight is prohibited.

This one-page training aid explains three distinct foot positions for braking, flight, and takeoffs and landings. The technique helps pilots use the rudder without unintentionally applying the brakes, especially in aircraft with pedal designs similar to the Cirrus SR20 and SR22.

AOPA Aircraft Flashcards

AOPA Airspace Flashcard

AOPA Runway Safety training aids

AOPA Runway Safety Flashcards

FAA Runway Safety Pilot Simulator

All stall demonstrations should be based on a specific scenario/phase of flight (base turn with partial power and flaps, landing straight ahead with full flaps and power at idle, cross-wind climbing turn with zero flaps and full power, etc.). Applicants should be comfortable demonstrating stalls and recoveries at all different power settings, configurations, and bank angles. It’s evident that many instructors are not focusing enough attention on turning stalls. The ACS states that the evaluator can specify a bank angle up to 20 degrees. In most training airplanes, this is a non-event as long as the applicant maintains coordination. In power-on turning stalls, things can get exciting in a hurry if the ball is not centered. Applicants should learn to keep their eyes outside, feel the needed rudder, and glance at the ball periodically to verify. For many airplanes, there is a point near the power-on stall where an abrupt increase in pitch is needed to get the full stall to occur. Gently pitching up to a nice high pitch angle and being somewhat aggressive with the back pressure right before the stall often makes the maneuver easier to perform.

When flying with a heading indicator or HSI that has a heading bug, it’s a good habit to always keep the bug on your current heading. I also recommend this effective technique to prevent over-controlling of heading changes on final approach in IMC:

• Set the heading bug as needed for the wind correction angle.
• Make all heading corrections inside the width of the heading bug.

Think of it as a gate that you are required to stay within. If you need to turn farther than the bug to correct for wind, simply move the heading bug and then continue to make small corrections inside the width of the heading bug.

This is general advice to help you in both real life and anytime you’re being evaluated by a pilot examiner. Whenever you are presented with a problem (big or small), follow these three simple steps in order:

• Fly the plane (it’s ok to use automation when appropriate)
• Procedure/Checklist
• Communicate (as needed)

This means that when the examiner gives you an in-flight scenario with a problem and asks, “What are you going to do?,” the best first answer is always, “First, I’m going to focus on flying the plane.”