Contents
It Was A Good Lesson; ...Pre-solo
Lessons...Lessons 1-3 Airwork;....Lessons 4-5 Ground Reference;
...Lessons 6-7-8 Pattern operations; ...Lesson 9 Pre-solo ATC Tour; ...Lesson
10 Solo Pattern Exercose;
...Minimum Preflight; ...Ready
to Solo; ...Areas of Failure;
A good lesson is one that gives you value for your study, time, and money. A good flight lesson prepares you for success before you take off. You are told what part will be review and what part will be new. The performance standards are decided before the flight so you can determine your own progress. You will be allowed to make mistakes. The best indicator of a good lesson is the attitude the student takes in preparing for the next lesson. Successful flying and learning are enjoyable and to be anticipated. Try for as many "Ah Ha's" as you can in each flight.
Are these lessons and sequence for every student and instructor? No. Can the material be adapted into any program? Yes. Every instructor is expected to have a syllabus giving his plan for student instruction. For many years the FAA had published a small spiral notebook sized syllabus with some 30 lessons. I learned to fly and teach using the sequence from that syllabus. With experience (mistakes) I learned that some flexibility was required since one size did not fit all at least up to solo. All ground and flight work is taped for student playback at a later time. A first visit to the tower is made with the expectation that the student will make one visit for every three hours of flight time. Bring coffee.
This instructor will strive to be on time. He expects students to be on time and prepared for the lesson. Preparation includes doing suggested reading, having questions, and having plane fueled and ready. After ten minutes instructor will phone his home for messages prior to departing the area.
Every lesson begins with a complete on the ground review of what we will do and why. All departure and arrival checkpoints and radio work are reviewed since I try never to leave or arrive in the same way or direction twice during the presolo phase. A familiarization flight to cover the main nearby airports visual points, and departure/arrival points are used if the student is unfamiliar with the area. The preflight and airport procedures are limited if this flight is deemed necessary.
After the first three lessons the student is expected to do the preflight and to have a checklist developing through two revisions and three more to go. The first three flight lessons will cover the four basics of climb, level, descent, turns, all slow flights and stalls. These will be done separately, in transition, at varying speeds, in different configuration, and in combination. You name it; we do it. The use of trim is basic to establishing hands-off flight as much as possible. We begin doing the Dutch roll on the second lesson during climb-out. I am not teaching how to fly a basic trainer. I am teaching how to fly any airplane. All banks are of 30 degrees except for all the steep turn lessons and hood work. Turns are 90 degrees or greater. At the end of the third lesson we go low and fly a river at 700' AGL for a mile or so. If any break in training occurs a 'required' review should take place of these basics.
This introduces emergency procedures, spirals, turns about a point, rectangles, S-turns, and river flying preferably in calm wind conditions but always in both left and right directions.
This lesson-5, ideally, is the same lesson using different references in the strongest wind available. In doing the previous lessons we have been building the basics for the maneuvers required in landing. A good pilot has a high degree of wind awareness. He is aware of the wind before getting into the plane; he watches the movements of the windsocks; he looks for wind indicators; and most of all he is aware of the influence the wind is having upon his airplane.
Here we are putting together of the basics into a pattern at altitude initially. We walk and talk the airport pattern on the ground. We review the radio work required to arrive and depart a nearby airport hopefully with parallel runways*. At altitude somewhere between the two airports we fly through a simulation of two left and two right patterns using the destination airport runways for headings. Every simulated landing consists of a beginning from level cruise, a prelanding, an abeam the numbers power reduction, trimming to a hands-off approach airspeed that is held constant as the remainder of the pattern is flown. The sequence of adding flaps, retriming, turning base, more flaps, turning final, adding full flaps, and retriming follow in due course. On final I will select an altitude for go-around or flare/go-around. The airspeed determines how the go-around is done. The choice is of going to 20 degrees flaps immediately or flaps are 'milking' off the flaps until climb speed is attained. Aircraft is retrimmed for Vy climb hands-off.
Once again, we review the radio procedure for arrival. The student does the radio work until turning on to downwind. From this point on, the instructor uses the radio until a departure is requested. The student is expected to verbalize the required thinking and procedures as they occur in the pattern. Every pattern ends with a go-around four left patterns and four right patterns with each four at successively lower altitudes down to the runway. Leaving for home the radio is given to the student.
The seventh lesson goes to another controlled airport where the go-around is used only if necessary. Ground preliminaries cover departure, arrival, and taxiing. Solutions thought through for being high or low on base and final. The arrival landing consists of a full stop and taxiback. The student needs to know how to get familiar with ground procedures as well as pattern procedures. The situation is adjusted to expose the student to as many variables as traffic and wind conditions allow. All pattern work is done with the instructor on the radio.
This flight is to an uncontrolled airport with all the departure and arrival procedures both as to flying and communications fully covered before entering the plane. As before, the student uses the radio until the pattern work begins after having made a full stop. The 360 turn and communications are done by the student prior to the uncontrolled airport departure. The instructor handles the radio during the remainder of the pattern work until departure for home. Basic VOR navigation might be introduced if facilities are available.
Lesson nine is a visit to a Class C airport and may include visiting an FSS and TRACON. ATC visits can be arranged during low volume periods and good weather. More time is required for this lesson because of the visits but some landings should be made. Again the radio work is shared between student and the instructor. By the end of this lesson the student should be proficient in radio work, the short approach, slow flight in the pattern, adjustment for being high or low, and up to 12 knot 90 degree cross-winds.
Lesson ten is a 'required' pre-solo flight that, by pre-arrangement will be an ATC exercise with the controller directing the aircraft through about 45 minutes of flight. The intent is to expose the student anything that could happen at the airport through ATC direction. Typically this would include, changing runways, doing 360s, 270s, and 180s. Variations of the landing options are performed as directed, light signals, simulated radio problems, and some creative selections. The student is told that he will not be allowed to make a mistake. The same assurance is not offered to ATC or the instructor. From this flight the student is expected to be 'responsible' for the radio.
Solo usually takes place within the next three lessons when the student demonstrates ability to fly, communicate, and have enough reserve awareness to carry on a side conversation. Total time to solo is never an issue with the instructor. You're ready when we both agree you're ready.
The absolute minimum preflight made should consist of at least a walk-around, an engine compartment check, and an oil check. This might occur if you landed a stood by the plane while talking with another pilot. If you leave the plane you should do a walk-around as well just in case a fuel truck hit the plane.
Ready
to Solo
Introduction
Solo preparation began on the first flight. All the airwork of
four basics, the ground reference, slow flight, trim, flaps, airspeed
control, energy managment, radio useage, and orientation have
been, to
a great extent directed toward the day a student does it all alone.
Preliminary to the flight is FAA required paper work, study, and
testing. Performance parameters must be met. Safety is lthe primary
consideration. The student must have reached a level of confidence
and performance where there is a feeling of competence. Must share
the responsibility and sense that the student is competent. There
is a laundry list of both legal and safety requirements that must
be met.
One way to judge the intellectual and emotional load of a student on any pre-solo flight is to see if he can handle the landing process while conversing about some unrelated subject just as he would in an automobile. It's nice to know that the student has some capacity left for emergencies when the instructor gets out.
The extent of the testing of FARs and aircraft knowledge will vary but must cover all required material in both extent and depth to assure competency. Airport and radio procedures should be covered for all anticipated solo situations. The words, "student pilot", now become part of the aircraft identification whenever the full aircraft identification is appropriate. i.e. "Cessna 6185K student pilot"
Pre-solo flight training
(1) Preflight, Engine operation, systems
(2) Starting, taxiing, runup
(3) Takeoff & landings, normal and crosswind
(4) Flying straight and level, shallow, medium
and steep turns.
(5) Climbs and climbing turns
(6) Traffic pattern entries and departures,
collision and large aircraft wake avoidance
(7) Descents straight and w/turns, with and
w/out flaps
(8) Speeds cruise through minimum controllable
(9) Emergencies and malfunctions
(10) Ground reference maneuvers
(11) Power-off landings
(12) Slips to a landing
(13) Go arounds from base turns through final
flare
(14) Forced landings from takeoff to anywhere in
the pattern
(15) Stall entries w/varied attitudes and power
with recovery at first sign
Required Knowledge
---FAR Part 61.87:
AIRCRAFT;
Required papers
Required inspections
Oil levels
Fuel consumption/flight time
Weight/balance limits
Rotation/climb speeds
Approach/landing speeds
Flap use/go-around procedures
Effect of bank on stall speed
Emergency operations
Student Pilot Requirements
License/medical certificate
Knowledge of flight rules--FAR PART 91
Proficient in pre-flight/run up-taxiing
Proficient in climbs/turns/level/descents
Slow flight/stall recognition-recovery
Traffic patterns/ground reference/collision avoidance
Emergencies/priorities
License and Logbook
Endorsements
Areas
of Failure
Failure Area # 1
The student and instructor must enter into the program realizing
that learning to fly has certain parameters that can make the
process either easier or harder. Obviously, the more time, money
and resources available the better. A weakness in any of these
areas is going to affect both instruction, communication, and
learning. Over half of all flight students never complete their
flight training. The student would be well advised never to start
with any of these parts showing deficiency. The instructor performs
a disservice to the student and flying by starting a someone who
is ill prepared and qualified to finish.
Failure Area #
2
Flying is learned best by total immersion. Practical limits prevent
most people from this process. The result is a compromise by doing
what is possible. Less time, less money, and less communication
results in less progress. At some point the student and instructor
will recognize that the process is breaking down. Lessons decrease
in
frequency. Repetition creates a sense of no progress. Frustration
affects both the student and instructor. The instructor starts
pushing, the student feels even more pressured. Unhappiness.
Failure Area #
3
In the beginning the instructor will accept as normal a wide variation
in performance. Everything seems to be progressing fine. Then,
little by little the tolerance levels are narrowed. Altitude,
headings, airspeeds, trim, and attitudes are going through changes
leading to landings. Mistakes happen, are created, and are resolved
in the process so that safety is not compromised. Student radio
exposure increases. During this period student overload often
occurs. The failure of a basic skill can bring progress to a halt.
Almost any basic skill can be responsible for requiring a basics refresher flight or two. Airspeed awareness in climb, turns, cruise, and descent have parameters that are essential to safety. Banking limits along with heading interceptions must be performed within relatively narrow limits. Anticipation takes the place of reaction. The time of performance is important many aspects of flight cannot be unduly delayed in the airport pattern know what to do, when and do it. Hesitation, delay, uncertainty, or mistakes must become a non-factor. Any lack of progress requires going back to basic procedures at altitude.
Failure Area #
4
The instructor is beginning to feel the responsibility that goes
with student solo. There are relatively few situations where responsibility
for life and safety exposure exceeds that of a flight instructor.
The student, too, is feeling this pressure from the instructor
and is having mental and emotional qualms as the solo day nears.
The flying culture has attached far too much emphasis on the solo.
While it is indeed a significant step, it really means a change
in the number of instructors. The solo student is his own instructor.
Where the student fails to plan, take responsibility, practice,
and study he fails as an instructor. Progress will plateau just
at the time it
should accelerate.
Failure Area #
5
When a student is not making expected progress it is up to the
instructor to come up with a plan. More frequent flights, more
elaborate ground instruction, a revised procedure, a different
airport, and partial panel to change visual focus. Don't keep
beating the same process when it's not working. Get some variety
into the lessons. The instructor may suggest experiments to find
how the mental process may be misdirecting the physical performance.
Maybe the instructor should demonstrate more frequently. Just
perhaps, there is no solution for the existing problem between
the student and instructor. Take a week off to concentrate on
book work instead of flying. Get the written out of the way. The
progress may be revitalized by contradictory actions. Taking a
week off from flying and study can act as a refresher. Flying
three days in a row has been known to get things going again.
Just go together for an airplane ride. Every instructor will have
his share of failures. Learn to live with this probability.
Private
Pilot Performance Standards;
...FAR 61.43 Flight Tests; ...Are
you FARs ready?; ...The Practical Test;
...Universal Aspects;... The
Practical Test; ...Areas of required knowledge
are:; ...The PTS; ...Applicant
Summary;
...Private Pilot Requirements;...As
a Licensed Pilot You Should; ... PRACTICAL
TEST STANDARDS;
...Basic Maneuver Tolerances:; ...Preflight
& Cockpit Management; ...Engine Starting;
...Post-start; ...Taxiing;
...Run-up; ...Pre-takeoff;
...Before takeoff check; ...Takeoffs;
...Normal and crosswind; ...Soft
field; ...Short Field takeoffs;
...Traffic Patterns; ..Landings
on final; ...Post landing checklist; ...Parking and tiedown; ...Safe Operation
...Go-around; ...Steep turns;
...Ground reference; ...Pilotage
and dead reckoning; ...Slow flight; ...Minimum Controllable; ...Power
off stalls; ...Power on stalls; ...Spin Awareness (Discussion); ...IFR
maneuvers; ...Unusual attitude recoveries:;
...Communication, ATC & Radar; ...Emergency Procedures; ...Emergency
landing; ...Equipment and survival gear;
...Systems malfunction; ...Night
Flight (discussion); ...Diversion to alternate;
...Lost procedures; ...Airport;
... VOR tracking; ...Diversion
to alternate; ...Emergency equipment; ...Pilot in Command Time; ...Paper
work:; ...Aircraft Logbooks;
...Student Logbook requirements; ...In
possession for Checkride; ...Ground Review;
...Flight Review; ...Private
pilot legality;
...Private pilot currency; ...Private
pilot sharing of expenses; ...Additional endorsements;
...Performance sheet ASEL;
...Private Pilot Endorsements;
Instructor’s endorsement is a professional approval of an applicant’s ability to fly safely over the full gamut of required performance. The actual checkride is but a series of snapshots to affirm the instructor’s judgment. To make the checkride valid the examiner begins with his plan of what will be done. Expect to be asked to do something that you have never done before. This is an important element of the test that tests your ability to adapt to the unexpected.
The instructor won’t sign your certificate unless he is reasonably certain that you will pass the test. The test, oral and flight, is divided into areas of operation and tasks. All operations and tasks must be tested. The examiner may vary the order of the test to promote efficiency and validity. The reference for each area is listed in the PTS.
If a student fails to learn, someone has failed to teach. It the instructor's fault that an area of knowledge is weak or a flight skill is deficient. An instructor must demand the study time needed to detect and correct any weakness. The checkride is more of a test of the instructor’s training program than of student performance.
The practical test is the last hurdle to certification. The test is to determine if you have the training and proficiency required. The test is a presentation of tasks to be evaluated by oral questioning, observation or in combination. Only question/answer references are those listed in the PTS. Seldom used material is to be found by use of reference to POH, AIM or A/F Directory, etc. The FAA highest priority is that the test be fair. I have always found it so for the past twenty-five years.
I have never known a DE not to give a student a fair shake on the flight test. Often they will give a second chance if performance does not meet PTS requirements. Two-time-Tommys don’t get many applicants. If, after going over the PTS you find an area where your procedure is different talk it over with your instructor and again with the DE before flying. There are often several interpretations of just what is wanted during the flight test. By the time you take the test you should be able to perform to the DE’s expectations what ever they may be.
The applicant must be free of distractions that will affect flying. Use mnemonics to reduce distractions and facilitate use of checklists. Expect the examiner to review knowledge of FARs, POH, V-speeds and planning. Expect questions on aircraft systems, engine operations and aircraft performance.
a) Perform pilot operations...
1) Executing maneuvers within performance capability and limitations,
including use of the aircraft's systems.
2) Executing emergency procedures and maneuvers appropriate to
the aircraft.
3) Piloting with smoothness and accuracy
4) Exercising judgment
5) Applying aeronautical knowledge
6) Mastery of aircraft with no procedure or maneuver in doubt.
b) Failure of required
operations = failing flight test. Must pass any areas failed.
c) Applicant or examiner can end test. Applicant credited for
those parts of the PTS passed.
Requirements of 61.87
logged as satisfactory proficiency and safety.
Review of logbook entries insures compliance with long term requirements.
Recent sign-offs to conform with time constraints of flying privileges.
Private pilot applicant must have logged 40 hours of time with
20 hours of flight training
10 hours of solo, three hours of instrument instruction
Three hours of night flight training including one 100 miles night
flight
Total solo cross-country of five hours.
Determines if applicant
has had required instruction
Determines if applicant can safely perform required tasks
Tests now follow logical
sequence of flight from preflight to shutdown. There is an applicant’s
checklist of what to bring to the test along with an examiner’s
checklist of things to be covered. The introduction tabulates
the references to be used by the examiner. Responsibility for
teaching and testing of the test standards is explained along
with special emphasis on aircraft operations critical to safety.
The standards of performance are delineated between satisfactory
and unsatisfactory.
Each test, once begun, will result in:
Pass - with white temporary certificate
Fail - with "pink" Notice of Disapproval of Application
Letter of Discontinuance - Applicant has 60 days to finish
test.
Any subsequent test must be completed before expiration of written
test deadline. (24 months after taken)
The following is an effort to give the pilot to be, a comprehensive
but not complete analysis of the PRACTICAL TEST STANDARDS. In
this one place you will find everything on the test but often
greatly understated because of space constraints (Chronologically
challenged instructors never admit knowledge limits). Where practical,
brief and often incomplete topical explanations are made suggestive
of what might be required during the test. Many aviation texts
will give an expanded complete explanation. If particular items
fail to bring recognition and understanding then go back to the
books or your instructor. Refer to the contents of this material
as it exists in other areas.
The practical test is a two-part test. The oral part requires oral operating and semi-technical knowledge of the aircraft systems, navigation, weather, preflight requirements, and POH computations. The oral test will concentrate on what you are expected to know as obtained from the sources you are expected to use. Use the test as a learning situation. You will learn those areas of your training for which you are not as well prepared as you should be. Explain what you know as simply as you can. Stick to the basics as you know and understand them. Ask the examiner to reword a question that you think will give you difficulty.
No examiner asks a test question to which he has not pre-decided the best answer. You must make your answer concise and complete enough to satisfy the examiner. Avoid using technical terms where it is possible to use plain language. Stick to answers that offer the safest way to operate the aircraft. You will not be failed for knowing what you are supposed to know. You can be failed for any guessing or showing of poor judgment. Only knowledge will provide the degree of self-confidence required. Any test is easy if you have the answers. You have many more answers than there are questions...your problem is to match your answers to the questions. Take and pass your written test as close to the flight test as you can to reduce study time and enhance retention.
The flight test involves use of checklists, preflight, aircraft control, use of, radio, pilotage, weather facilities, radar, navigational facilities, and emergencies. Everything in the PTS must be tested. How long any part or item takes will depend on how well and quickly you please the examiner.
The test requires the performance of a multitude of tasks separately and in combination. Effective division of attention is a central skill of safe flight so the examiner will present situations when you can demonstrate your ability to scan the variables, note the critical and discriminate accordingly. Distraction is a part of the test. Minimum standards must be met with smoothness, accuracy and good judgment predicated on good flying conditions. If control is ever in doubt, tolerances exceeded, or prompt corrective action not taken, minimums will have been exceeded. Failure to clear or scan area before a maneuver will be disqualifying.
COMMON ASPECTS
OF ALL PARTS OF THE TEST:
Soundness of judgment
Division of attention
Airspeed and altitude limits
Safety awareness
Smooth and accurate aircraft control
Ability to explain
Where to find information
Situational awareness.
(Required logbook endoresements with date and time)
Preflight
Flight Procedures
Aircraft Performance
Radio Navigation
Pilotage
Flight Planning
Regulations
ATC Procedures
Airport Operations
Communications
Physiology of Flying
Aircraft Systems
Services Available
Airspace
Charts
Meteorology
Everything about the Practical Test is a given. If you have studied the PTS you know what is going to happen. You may not know when or just how but you can be sure of what. There is more to being prepared than just knowing answers. You need to know the 'why' of the answers.
Know the airplane.
Know how to draw the systems. Know the dimensions. Know the basic
performance numbers.
Limitations
Know basic weight and balance, range, fuel consumption, structural
limits.
Emergency procedures
Know how to make an emergency descent, your best options on engine
failure. Plan ahead as to what you are going to do so that you
won’t go rushing into a dark hole. Memorize critical procedures.
Checklists
Make only checklists that you will use.
Use aircraft and systems within performance capabilities and limitations.
Perform emergency procedures
Show good judgment
Show knowledge of aircraft/ATC procedures
Control aircraft in maneuvers within minimums
The best way to learn the systems of an aircraft is to learn to
draw them. Study a pictorial diagram for a couple of minutes.
Close the book and make your best drawing. Open the book to finish
and correct the drawing. Repeat the process until you can draw
a complete diagram. An examiner will be ‘impressed’
with this ability and probably not pursue the subject any further.
The private pilot of today needs to know more than the commercial pilot of just a few years ago. With the automation of weather services, the pilot must be knowledgeable of weather and weather chart interpretation to the level required of the FSS technician two years ago. Two years from now all the technician will be replaced by computers. The aging of our aircraft fleet makes it vital that today's pilot be knowledgeable of maintenance factors never required when old planes were just replaced with new. The radio skills required by the high- density operations of ARSA and TCA go far beyond just getting into and out of a controlled airport. While the flying skills are much the same, the knowledge skills required have greatly increased.
You must know the safe altitude for performance of any maneuver both with respect to your aircraft and its occupants and with respect to those on the ground. Safety requires practice. Pre-maneuver checklists such as STOP and CAPS will prevent you from blowing the safety part of the PTS checkride.
S = safety
C = Clearing turns
A = Altitude
P = Place (to land)
S = Speed
T = Tolerances (altitude, heading and speed
O = Objective
P = Procedure
You must have an application for a rating form, FAA Form 8710-1, a waiver form as required, a medical certificate, and radio license (for foreign flight). FAA Form 8710-1 must be in ink or typed and signed in last 60 days to verify total logbook times. The CFI must print name under signature and CFR must follow certificate number. The latest Examiner’s Update information is that you cannot fail the checkride because of the manner in which you filled out the application.
You must be prepared with a selection of required papers, endorsements and forms. Be sure to have valid picture identification such as your driver license. Present appropriate "notice of disapproval" or "letter of discontinuance" if test has been failed previously. The written test score lists missed question areas. Your instructor must verify all missed areas as taught again. In addition to your current medical certificate your student pilot certificate must have all the proper endorsements for solo in aircraft types and cross-country flight. It would be nice if all endorsements were the responsibility of the instructor but it is up to the applicant to determine that all endorsements are completed. You can blame everything else on the instructor but it won't change the outcome of the test. Have photo identification and verification of residence.
Your logbook must have the required flight instruction signed off as to kind of instruction and types of hours flown. Bring money. It is money that makes an airplane fly. You are expected to have current charts, plotter, computer, flight logs, pens and pencils. A hood is required flight test equipment. You should have a current copy (use mine) of the AIM, the FARs, Airport Facilities Directory, and the Practical Test Standards. Be sure aircraft has its proper POH and take it is with you for the oral test. You are expected to know what is in the Practical Test Standards, to know that the examiner is required to test every item, and to know that you must be able to perform or discuss every item of the test. What you don't know you must be able to reference quickly either in the AIM, PTS, POH or FARs.
The aircraft must be preflighted, airworthy, with all required papers, logbooks, and endorsements. Post-it all required aircraft and student endorsements so they are easily located. Know how to read AD code for required maintenance. You are to know the operating limits of the aircraft, its performance, its systems, inoperative placarding, and emergency options. Be familiar with all charts, graphs and operational numbers from the POH. Don't show up with a dirty airplane. Your appearance, hygiene, attitude and preparedness will make a difference.
At least 17, read,
write, and speak English, 3rd class medical, written test, oral
test, flight test. 61.103
Private Pilot Part 61 requirements
A total of 40 hours instruction/solo flight time including:
20 hours instruction:
10 hours of solo/PIC time
3 hours cross-country instruction
5 hours of solo cross country
150 nm flight between three airports, and at least 50 nm between
any two of the airports.
3 hours night training with 10 landings
100 mile night flight
3 hours instrument time
3 hours test preparation.
3 takeoff/landings from ATC airport
Logged and endorsed as competent in these PILOT OPERATIONS
(Note: pink test failure slip lists pilot operations by number)
Cross country time requires a landing destination and use of a navigational method. No distance is required except for more than 50 NM straight line when required for getting a rating such as private pilot.
Pilot and medical certificates must be in personal possession.
Complex and high performance airplanes require separate endorsements.
Endorsements required for altitude, type rating, and tailwheel.
Second in command time requires you be both required and qualified.
24 month flight review required, new rating, or award program will count.
Instrument currency requires 6 approaches, holding, tracking via nav.
Instrument rating requires only 50 hours x-country time. 40 hours of time of which 15 is with CFII. 250 NM IFR flight with three approaches.
Private pilot requires 3 hours hood, 3 hours x-country training, and 100 nm night flight and 150-nm x-country, each flight must have at least 50-nm flight from the point of departure.
Passing level of different written tests will vary.
VFR minimums in all
different airspaces.
Indicate to examiner first indications of stall
Explain FAR 91.312 on ADs and Minimum equipment
Effects of over-counter drugs, stress, fatigue
Completes appropriate checklist in every phase of flight.
X-country assigned day before. Longitude/latitude coordinates
included and headings within 15°. (15° Good Grief!)
Ground reference maneuvers to make first turn to the left with
two complete patterns before changing direction.
O.K. to fly V-speeds in slow flight and minimum controllable.
Spin awareness testing increased.
Emergency descents as though on fire.
Altitude +
200 feet
Heading + 10°
Speed + 5 knots
Inspects using checklist
Passenger briefing on belts and emergency procedures from checklist
on how to:
Tighten belts
Open door
Use of radio,
Aircraft watch
Verifies aircraft safe for flight
Preset trim
Clear, start and after-start
with checklist
Hand propping
External source
Clearing
Uses checklist
Flap setting
Trim setting
Mixture leaning
Radios
ATIS
Engine Instruments
Brake check, speed
control
Knows and obeys signs, lines, and (lights)
Speed and yoke positions for wind
Radio use and acknowledgments and compliance
Uses checklist
Control check
Engine check
Instrument settings
Uses checklist
Airspeed, distances review
Emergency and departure review
Uses checklist
Takeoff configuration
Radio use and acknowledgments and compliance
Clearing approach
Emergency procedures
review
Door, belts, smoke, engine
POH distances and performance
Departure plan review
Clearing
Radio Watch
Alignment
Rotation and liftoff
Drift correction
Airborne alignment check
Clearing turns
Vy + 10/- 5 knots
In ground effect to
Vy, remove flaps at 200’
Climb at Vy +10 and -5 knots
Rotate at Vx or as
recommended
Climb at Vx +10 or -5 knots to 50’
Above 50’ climb at Vy - 10 and +5 knots
Local rules
Altitudes + 100 and speeds + 10 knots
The idea of a ‘key’ point on the downwind is no longer
a FAA procedure. Use it but don’t say it.
Over the fence Vref
+ 5 knots or 1.2 Vso (No exact POH figures)
Soft-field Approach
Approach at 1.3 Vso +10 and -5 knots + 1/2 gust factor
Short-field Approach
Approach at 1.3 Vso +10 and -5 knots + 1/2 gust factor
Touch down within 200’ past a point
Forward slips within 400 feet at approximate stall speed
When flaps, C.H., mixture, radio
Use of checklist
Use of tow-bar,
Why recommended procedures
Post-flight inspection
Power to full
Hold heading and altitude
Milk flaps or to 20 degrees according to IAS
At Vy flaps up and climb at Vy +10 or -5 knots.
The go-around can be executed at any point in the pattern. The go-around on final is to be treated as an emergency. 90% of go-around accidents occur on final. Some go-arounds are not possible due to limited aircraft performance and density altitude.
Va or POH entry speed, into 360 turn with bank of +10/-5 degrees of 45, + 100 feet, +10 knots. Perform in both directions or as directed
600 to 1000 feet,
45 degree bank, + 100 feet, + 10 knots,
Left turns with exit up-wind and course reversal into right turns
or as directed. Uses course reversal to make two circles in each
direction.
Entry MUST be on 45 to left downwind as though landing Departure will be as though leaving on left 45. Two turns usually in both directions. 600 to 1000 feet, left then right. When making reversal of direction you must fly around the course and enter on a right 45 and depart of right 45. Maximum bank 45 degrees +100 feet, + 10 knots, or as directed
Above 500’ and
below 1000’
+ 100’ and + 10 knots
Reverse course and depart at entry point
Course within 3 nautical
miles
Altitude + 200’
Arrival within 5 minutes
Heading within 15 degrees
No maneuvers below
1500’
1.2 Vs1 at +10 and -5 knots
Altitude within 100’ and airspeed within +10 and - 5 knots
Maintains specified angle of bank not over 30 degrees + 0 and
-10 degrees
Climb/descents at 20 degrees +0 and -10 degrees
Selected headings obtained + 10 degrees
Climb/descent altitudes within 100’
No maneuvers below
1500’
Stall horn whimpering at all times
Power added as required to hold altitude in 10-degree maximum
banks
Headings + 10 degrees
No lower that 1500’
Stabilized approach landing configuration (full flaps)
Stall induced in back side of the power curve and heading +
10 degrees
Bank angle as directed but not more than 30 degrees (best at 20)
Recognize and announces control decay and buffet
Recovers at first sign of stall
Minimum loss of altitude
My reached before final flap retraction
Recovers altitude, heading, and airspeed as directed
No lower that 1500’
Takeoff configuration
Induce stall with heading maintained + 10 degrees when
inducing stall with wings level
Turning stall no more than 20 degrees of bank + 10 degrees
Recognizes and announces first control decay and buffet
Recovers immediately after stall occurrence
Recover to altitude, heading and airspeed specified (Vy).
Flight situations
where spins may occur
Recognize a spin and apply recovery technique
Techniques specific to aircraft
power off and flaps up
Straight and level
control + 200 feet of altitude, + 20 degrees of
heading, + 10 knots.
Performs four basics under hood within tolerances allowed.
Headings and altitudes as directed
Nose up--Recover with
pitch down, add power, level wings
Nose down--Recover with reduced power, level wings, pitch to level
Acknowledgment and
compliance
Uses appropriate ATC procedures
Emergency and NORDO procedure
Practice and performance
Maintains + 200 feet and + 20 degrees heading, +
10 knots airspeed
Use of checklist
Emergency descent
Situations where required
Advantage of using flaps
Speeds within 5 knots
Recognizes need for and performs descent from 3000 feet to 1500
feet in most rapid manner within safety limits. Airspeed +
5 knots of acceptable speed or POH.
Best glide + 10 knots
ELT, battery life, FAR requirements, operation
Use of checklist
Power loss
Rough or hot engine
Carburetor or induction icing
No oil pressure
Fuel starvation
Electrical malfunction
Instrument malfunction
Control malfunction
Door/window problem
Fire in cockpit or engine
Use of checklist
Preflight
Chart reading,
Hazards, and precautions
Lighting systems of plane and airport
Illusions and physiology
Chart reading
Age effects on vision
Accurate immediate turn to estimated heading, finds ground speed, ETA, fuel conditions, flies + 200 feet, + 15 degrees
Maintains original
heading
Identifies available landmarks
Uses Navaids and contacts ATC for assistance
Considers precautionary landing as an option
Markings, symbols,
colors, local rules,
Diagram,
Tunes and idents station
Holds altitude within 200’
Locates position using radials
Intercepts and tracks a radial
Recognizes signal loss
Makes station passage
Altitude + 200 feet, uses radials to find position, intercepts
and tracks selected radial, notes loss of signal and acts accordingly,
describes station passage. Always idents VOR.
Makes initial estimate
and turn to heading
Altitude within 200’ and course within 15 degrees
Estimates ground speed, estimated time of arrival, and fuel requirement
ELT operation and
ground activation
Fuses/breakers
There are five different ways to get logable pilot in command (PIC) time according to FAR 61.51(c)(2)
1. Sole manipulator
of the controls in an aircraft rated for.
2. Sole occupant of aircraft
3. Certified Flight Instructor acting as CFI
4. Applies to ATPs
5. Applies to two pilots required for aircraft
Endorsements:
1. Your student license must be endorsed for each type of aircraft
flown and for cross-country flight.
2. Your logbook must be endorsed for ground instruction given,
flight instruction given, and solo flight along with written test
results for each type aircraft.
3. You must have endorsements for flights between airports; each
flight over 50 miles must be individually endorsed
4. The solo endorsement must be renewed every 90 days.
5. You must have an endorsement for spin awareness training, night
instruction, and for an application for rating.
Maintenance records of aircraft and engine must be available to the examiner. FAR 91.3 The pilot must be able to explain and interpret all of the maintenance records. AROW Airworthiness, registration, POH or pilot operating handbook (equivalent), and weight/balance papers must be in the aircraft.
Student solo license
endorsements for each type aircraft
Student solo cross-country license endorsement
Logbook signoff for ground instruction
Pre-solo aeronautical knowledge and instruction endorsement
Logbook signoff for aircraft test each aircraft
Logbook solo requirements endorsement
Logbook solo endorsement
Day solo endorsement
Logbook local airport solo endorsement
Individual signoff for EACH x-country
Signoff for review of questions missed
Aeronautical knowledge and instruction endorsement
Take Practical Test endorsement
Test after failure endorsement
Logbook
Medical/Student certificate
Sectional (Must be current)
Aircraft engine logbook (Get from maintenance)
Aircraft airframe logbook (Get from maintenance)
Hood
Aircraft manual
Registration
Airworthiness
Radio Station license
AIM (Borrow mine)
A/F directory,
All frequencies
Sectional use
FARs
Aircraft manual (one in aircraft-required)
Aircraft papers/logbooks
All slow flight
All stalls
All landings
Go arounds
Steep turns
Spirals
Unusual attitudes
Emergencies
License in possession
Current medical
Flight review or additional rating
3 landings in last
90 days before carrying passengers
3 full stop landing for night currency
Only direct operating costs of rental and fuel
High performance aircraft
(over 200 hp)
Complex aircraft (Gear and flaps)
Tail wheel
Weight and balance
CG at gross takeoff______CG at gross landing____
Shift weight from______ to _____
New CG ______
Takeoff
Sea level,
30C degrees OAT, 50 foot obstacle_______
4000 feet, 30C degrees OAT, 50 foot obstacle_______
Discuss effects and factors of density altitude performance
Landing
3000’
PA, standard OAT, 50 foot obstacle _________
Distance______; time_______;
fuel______; remaining____; remaining w/reserve_____; fuel stop??___
Best endurance?_________
Range at 75% power?______
Range at 65& power?______
An instructor’s endorsement indicates that he feels you have been instructed in and are competent to perform a given maneuver. At that time. Your logbook is a legal document. You should use post-its to mark required instructor endorsements so they are readily available to the examiner. Mark the type tests, first solo, any 90-day, spin awareness, cross-countries, night flight W/landings, written test review, and test recommendation. You are supposed to know the requirements. The application must be properly filled out. Preferably typed. The examiner is under the FAA gun to submit proper paper work so you should not offer anything that will cause him a problem.
It is the instructor's reputation that is on the line when he makes the written statement certifying that the applicant is prepared to pass the practical test. The checklist for the PTS is at the back of the PTS booklet.
AC 61.65C covers endorsements that certify that you have found a student capable of making safe solo flights and has demonstrated proficiency in the maneuvers of FAR 61.87. All solo flights should be made under limiting conditions. Personally I want to know when a student is going on an unsupervised solo and I want a phone call when he returns.
For FAR 61.35(a), 61.105(b) and 61.107(b)
I certify that I have
reviewed _______ home study course on the applicable areas required
by FAR 61.105(b) and find ___ prepared for the private pilot for
the aircraft aeronautical knowledge test.
Date, signature, printed name, CFI number and expiration date.
I certify I have given _____ the ground and flight training required
by FAR 61.107(b) in a single engine airplane and find ____ prepared
for the private pilot airplane single engine practical test.
Date, signature, printed name, CFI number and expiration date.
I certify that I have given (name) the ground instruction required by FAR 61.105(a)(1) through (6). The new version lists thirteen items of required proficiency.
FAR 61.107(a) flight proficiency
I certify that I have given (name) the flight instruction required by FAR 61.107(a) (1) through (10) and find him competent to perform each pilot operation safely as a private pilot. All the required ground instruction must be given and logged in a reliable record.
FAR 61.105 and 61.125
Private or commercial pilot must receive and have logged ground as well as flight training from authorized instructor or a home-study course on aeronautical knowledge. Ground training can be logged on a pre-printed training record or a PC Form/record. the amount of time spent on each required item is not required.
I have given (name), flight instruction in preparation for a (type test) within the preceding 60 days and find him competent to pass the test and to have satisfactory knowledge of the subject areas in which the applicant was shown to be deficient by his airman written test.
67. FAR 61.47 Re-testing within 30 days after first failure
I have given (name) additional (type) instruction and find him competent to pass the (type) test.
I certify that I have given _____#_____the instruction required by FAR Section 61.31 (e) and find him competent to act as pilot in command of high-performance airplanes.
Cannot be limited to aircraft type. A person needs only to receive instruction and an endorsement for either an airplane with more than 200 horsepower or an airplane with retractable gear, flaps, and a variable pitch propeller, or both to qualify as PIC in any high performance airplane. A high performance aircraft is any aircraft with more that 200 hp with retractable gear, flaps and a constant speed propeller. A complex airplane is any aircraft with retractable gear, flaps and constant speed propeller. All complex airplanes are considers high performance but not all high performance airplanes are considered complex.
Saying
Finding the
time to do it right the first time is much easier than finding
the time to do it a second time.
The Examiner; ...The Instructor; ...The applicant; ...Order of PTS flight Problems; ...Why Applicants Fail; ...Are you ready?; ...Calming Anxiety; ...Written Specifics
The FAA Designated Examiner is selected by need, experience, ability, recommendations and written test results. He must give every oral and flight test based on acceptable standards for the objectives for every task in the Practical Test Standards (PTS). The examiner does not choose the areas required for testing. He is told what to do (everything) and the accepted standards of performance.
The examiner is required to ask questions to determine applicants knowledge and understanding. The examiner is to observe the applicant in the performance of routine, non-routine and emergency procedures. Oral questioning may be used at any time. Questions will be practical and based on sources shown in the front of PTS text. Examiners are advised to avoid using other sources as references. Testing will include all safety factors related to each operation. References for each task are listed in each part of the PTS. The examiner is a referee.
The tasks and the performance required are national standards. This is objective as to required tasks and levels of performance. The examiner is an impartial observer of how you can be expected to perform as a pilot. He evaluates performance of routine, non-routine and emergency tasks. He asks questions and assigns tasks as part of the process. The purpose of the test is to objectively determine via standardized performance criteria the ability of a person to perform certain flight related tasks to a satisfactory level.
The examiner's responsibility is that he must cover everything in the PTS. He is somewhat limited to the references listed in the PTS in his oral testing of knowledge skills. He is expected to determine the applicants knowledge of the aircraft, its limitations, systems, and malfunctions. An applicant who does not have knowledge to pass the oral will not even get to the airplane.
The flight planning should be 'practical'. That is, the way you would do it. You are expected to know how to call up DUAT weather and interpret the printout. The oral will include interpreting charts from AC 0045. You will be expected to explain any aspects of the flight planning, aircraft operation, and maneuvers. Oral questions may be used at any time during the test. They can be used as distractions since distraction is considered part of the test.
The examiner's method of emergency simulation should be discussed prior to the flight. The discussion would cover inoperative equipment, maximum performance takeoff and landing knowledge and judgment. The successful conclusion of an in-flight emergency is always the primary objective. Cross country flight planning is a test of judgment as well as knowledge. Fuel consumption, requirements and reserves are computed. Weather, alternate plans and aircraft range enter into the planning.
During the test the examiner may place you into a situation where you are uncertain as to just what the expectations may be. Ask for a ‘time out’ to discuss your concerns with the examiner. Ask not to continue until your concerns are satisfied. Often the examiner will apologize for not having properly or clearly conveyed his intent.
At any time during the test where a pilot does not meet the practical test standards, the examiner must terminate the test. A re-test of the deficient area causing the halt and all other areas not completed is required. The worst nightmare of any examiner is incomplete paperwork. The back of the PTS has a checklist to cover this problem. Organize your paperwork in a folder and put post-it tabs to indicate location of important endorsements in the aircraft, engine, and your logbook.
I have had a number of 'failures' in twenty years. I have salvaged a number of 'failures' from other instructors. I have never known an examiner to be arbitrary or unfair. I have never known one not to give a student a second chance to improve on a failed performance. I have seen where a 'failure' was instrumental in saving more than one pilot's life.
I have had many students fail their flight tests. Never have I had a student say that the test or the examiner was unfair, never gave him a chance, etc. In many instances the student had knowingly flown off course, deviated from an altitude or neglected some procedure. They had done so knowingly, but thinking that under the test circumstances the deviations were O.K. ; they weren't. More often the students have failed on the oral. They failed because the examiner found a weakness in their knowledge. Like water working a weakness the examiner kept probing until the area constituted a PTS failure.
Areas of knowledge not related to the actual flying can be errors of commission, such as a wild guess at some unknown answer, or omission, leaving out an essential word or term. The instructor has not done the job of seeking and finding these weaknesses. The instructor doesn't know what you don't know but should find out. The instructor is responsible for teaching to proficiency the required flying skills. He is also expected to determine that the student has the required 'ground school' knowledge to pass the oral part of the PTS.
The endorsement gives the instructor power over behavior unequaled in any area. No person can legally solo until a single instructor certifies that he has given the required instruction and tests to the person. The person is certified to have met the required performance standards and will be safe. The pilot may not do anything contrary to the endorsement limitations of the instructor. The signing of the application form means that the applicant is certified as ready and qualified to pass the practical flight test.
A mistake will not end the checkride unless it indicates a safety problem related to procedure or judgment. Every flight with your instructor will include instruction in using the proper procedure and judgment. On your own, make a tape recording of normal and emergency cockpit procedures. Explain on the tape, to yourself how the systems and instruments work, show failure, and how related problems would be solved. If you can't explain it to yourself, see your instructor.
Stress is an important factor in the Practical Test. The best possible stress reducer is to know what you are supposed to know. The PTS publications delineate responsibility. The applicant is responsible for knowing and preparing certain aspects. Likewise, you might not know what you don't know. More likely, you are aware of the weakness and are unable to ask for the required help. Some students are under "pressure" to get the test over and hope that the weakness will slip through. It won't. What's more, any undetected weakness can kill you.
The habits and judgments we have developed cannot be concealed or changed just for the checkride. Any bad habits or judgmental problems will show up in the checkride. If you have any doubts as to your flying habits or ability to make the proper decisions, get them resolved during instruction. You won't be able to fake your way through a checkride.
The basic requirements for the test are that the applicant must be master of the aircraft. He must be able to put it where he wants it when he wants it there. Flight must be both smooth and precise while showing good judgment and application of the appropriate FARs. Procedures and maneuvers, including emergency simulations must always be performed within the operating limitations of the aircraft POH.
An applicant who fails his flight test and is issued a failure slip. The only item he must demonstrate is a short field landing. This demonstration must take place within 60 days and within the 24-month period allowed after passing the written. If not the written must be retaken and the complete PTS test must be retaken.
Once a student has been recommended and instructor has signed FAA 8710, the student is assigned departure and destination as well as time to meet for the test. Student should get examiner weight and intended baggage. The student is to get a full weather briefing on weather. An student analysis of this briefing may be required by the examiner. Being on time is vital. Being late puts DE under pressure to complete process. Application must be correct. The aircraft logbooks must be available and tagged for location of basic information. Weight and balance and performance charts must be removed from the aircraft and brought to the meeting with the examiner.
The most common reason for failure of flying skills in the PTS is making crosswind landings. Most examiners will allow an applicant a second try at a crosswind landing. It won't really change anything because if you can't make the first one it is unlikely that the procedure for the second will be any better. Don’t wait for the examiner to tell you to go around. Don’t delay the go-around.
The second worst thing you can do is to try to salvage a poor flare. The worst thing to salvage is a poor touchdown. When your approach does not ‘feel right’ make go-arounds. You are far less likely to fail a checkride, making a good go-around than you are by trying to salvage a poor approach.
Student unable to slip due to instruction failure.
Incorrect pattern entry. Applicant should know to overfly airport for orientation instead of winging it. Should be taught.
Oral on weather, aircraft performance, weight and balance failed due to inadequate preparation. (Instructor specific)
ATC light signals. Suggest use of multi-colored flashlight to practice.
Steep turns soft/short field and emergency landings. Teach stabilized approach/constant glide angle. Various landings should be practiced at many different airports. Emergencies should be in all phases of flight at all airports.
Why
Applicants Fail
Taxiing across
a runway without a clearance.
"Paperwork failures" are not to be allowed as of 1997.
Improper endorsements
Improper aircraft logbooks
Incorrect/no weight and balance data
Incorrect aircraft handbook
Out of date charts
Unable to interpret AD and inspection data
Reading weather
Reading charts
Emergency operation of equipment
Insufficient hours logged of a given type.
Location of extra fuses
Pitot Heat
Open door
Ground fire while starting
Forced Landings
Slips
On takeoff
At altitude use of radio
Getting help
Cross-country emergency
Turn in right direction first
Then use Checklist
Instrument flying
Maintaining standard rate turns
Avoiding airspeed excursions
Cross-country planning
ETA figures
Legal requirements
Manual limitations
Cross-country flying
Getting to first checkpoint
Use of checkpoint checklist
ETA figures
Heading corrections for winds
Normal takeoffs and landings
Holding airspeed during turns
Trim for stabilized approach
Flight at minimum controllable airspeed.
Avoiding stall
Using power to hold altitude during turns
In the real world of life some things are done too soon. Getting married, having children, picking fruit, and going into your own business are typical examples. Applied to flight instruction, we often find that students are pushed into solo or into the flight test before they are ready. "Picked too green", is the saying. I have picked several students for solo when they were ‘too green’. Usually, I know and the student known when the right time for solo happens. For the PTS flight test there are so many imponderables that knowing just when to go for it is a crapshoot.
As possibly only one of many instructors in several types of aircraft and many hours of instruction, the one who signs the Application Form cannot do more than review and check for proficiency. The examiner is in much the same position, taking only a series of snap-shots that show the performance skills and judgment skills required of a pilot.
The student pilot who is ‘picked too green’ has been exposed and perhaps even learned the required skills for the moment. The retention and carry through of these skills are degraded through lack of practice so that the ability to stay out of trouble is also degraded. The student, often ashamed to admit this lack of skill will find reasons not to fly and reasons not to get instructor help. It does not take very long for even an experienced pilot to revert to ignorance, out of currency, and less than proficient. An accident looking for a place to happen.
Allow yourself time to grow up as a pilot. Feeling uncomfortable about something is enough reason not to fly. Being scared of any or all aspects of the flight real or imagined is a valid basis for cancellation.
The actual flying is retained, it is the finer points of taxiing, communications, configuration changes, emergency procedures, situational awareness, and checklist use that fail first. In a way, we will all turn
rotten to one degree or another when we do not fly often enough. An instructor cannot teach the new pilot everything needed, the examiner cannot test everything, and there is no way you can live and fly long enough to know all that needs to be known.
Anxiety is generalized fear. Your body prepares you to run, fight or act to protect yourself. Your heart and blood pressure rise, blood sugar increases and blood flow is reduced to the head, stomach, skin, hands and feet. You sweat and your muscles tense up. This response is individual to your physiology, background, and inherited instincts.
Emotional stress is just as valid a concern as is physical distress. Being frightened and recognizing the fear is the first step in overcoming fear as a problem. Fear will keep you from doing stupid things. Fear is a protective mechanism that is a very valuable adjunct to your flying repertoire.
We can also fear abstract situations. We worry about the future, the flight to come, life, health, love, status and acceptance. These concerns can trigger the same instinctive responses, as could a lion to our ancestors. However, when we react to these ‘lions’ of psychological threat our behavior is deemed inappropriate. Your very real ‘fears’ and your reaction to them becomes a part of the ‘fear’ problem.
If you are anxious about a particular flying problem you are just being normal. The physiological effect of a solo flight exceeds the similar effects occurring in a parachute jumps or first combat. It is very difficult to express in mere words your concerns because they usually defy description. However, you can help yourself.
Just as your fears are related to imagination so is the overcoming of these fears possible through imagination. For starters, take a worst case scenario and work through the sequence of events as you have been trained to manage them. Ask yourself out loud if any of this is really unbearable. Remind yourself that some degree of discomfort may occur, but you’ll survive. Every time a new worry enters your imagination, write it down and drop it into your open worry jar. Everyone should have an open worry jar. Once you have put a worry into the jar, get occupied with something else. A worry jar is a place to keep your worries until you get a chance to work with them.
In the beginning, it will be difficult to put anxious thoughts out of your mind. Trying to suppress a concern may end up with even more thinking. Arrange to do something that will not allow you to dwell on the problem until you are ready. Try not to think about a coming flight. Don’t let the thought of the flight enter your mind. You’ll probably find it nearly impossible not to think about the flight.
Worrisome thoughts fuel anxiety. Ignored worries have a way of poking back into your mind. Set aside a time to dip into your worry jar. At your selected worry time, sit down with your jar of big and little worries.
During your worry time do nothing by worry. Brainstorm through solutions. Scheduling a worry time cuts the amount of time spent worrying. Save all your old worries into an enclosed can. Save these old worries because you will soon learn that the majority of them either never happen or turn out much better than you expected.
I am asking you to look at your worries at arms-length and ask yourself if your feared ‘lion’ is being exaggerated by your imagination. Question the probability of what you imagine has of happening. Of the sequence of events which are events that have circumstances you can control. Talk to someone about the events beyond your control. You must accept that there are some things over which you have little control.
What is the worry?
What is the probability of this worry happening?
What is the best thing that could happen?
What is the probability of this best thing happening?
What are the solution options to your worry?
What plan of action will give me the best options?