Glider Pre-Course PKG 2011pra V2

PRE-COURSE STUDY PACKAGE FOR GLIDER COURSE CANDIDATES
Please acknowledge receipt of this package. Read the instructions on the pages that follow.
Pre-Course Study Package Glider Candidates 2011 1/112
Congratulations!
Having been selected for the Glider Pilot food and nice quarters makes relaxing after a long day easy. Scholarship (GPS) is very exciting. You may also We look forward to flying with you! be a little nervous, which is perfectly normal. There are many things to wonder about who your instructor will be, what flying will be like, how hard the tests will be but you can arrive prepared by reading through this package and completing the questions at the end. You should feel privileged that you will be completing your training at Gimli. The Region Gliding School (Prairie) has many advantages. Great staff and weather combine to make it a solid place to learn to fly. A very large Air Cadet hangar makes for an excellent place to work and study aviation. Good
It is very important that you receive this package. In order to ensure that every cadet selected for the Glider Pilot Scholarship receives this package,
we require that you immediately email us to confirm receipt.

Send your email, with GPS PRE-COURSE PACKAGE as the subject, to: james.lawson3@forces.gc.ca
Please take the time to confirm that all of the pages of this booklet have been printed. Each of them is numbered, and there should be a total of 106 pages. Bring this entire package, with the questions at the end completed, with you to Gimli this summer.
Introduction
This study package is designed to help you succeed in your goal to earn your Glider Pilot license. It will introduce you to some new material that is specific to Air Cadet gliding. The material is broken down into many categories. All of it is important, so read it carefully and answer the corresponding questions in the back. Some of you may feel overwhelmed by the amount of material in this pre-course package. Dont be intimidated. Good pilots know their stuff they learn the speeds and dimensions and checks. Become familiar with the material. If something does not make sense to you, do not worry, all the information will be presented to you once you arrive in Gimli. The staff is at the Gliding School solely to train you to fly and will take the time to ensure you understand all the material. Having said that, the more you can understand when you begin your training the smoother the course will go for you.
You should arrive with an understanding of all of the material presented in this booklet. In some cases the material must be memorized completely by various points in the course. Do not wait until the last minute to begin studying set aside time to prepare. This booklet has 4 main sections. In the first section you will be introduced to the Region Gliding School (Prairie), The Air Cadet Gliding Program (ACGP) and the Glider Pilot Scholarship (GPS). In the second section, you will be introduced to facts and procedures related to the ACGP. In the third section, you will review basic ground school topics. The ground school that you will take once you arrive at the Region Gliding School (RGS) assumes that you already know this material. In the final section you will be given tools to test yourself on what youve learned, as well as links to learn more if you are interested. Shortly after you arrive, you will be tested on the material in this booklet. You will have an opportunity to ask about anything you do not understand before we test you. The test will be a mixture of multiple choice and fill-in-the-blanks. You can prepare yourself for this test by studying carefully and doing the study exercises and questions in the back of this booklet.
Table of Contents
Section 1 Introduction to RGS (Pra), ACGP and GPS...5 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 The Region Gliding School (Prairie)...6 The Air Cadet Gliding Program..7 The Glider Pilot Scholarship Course Overview...8 Ground School.9 Flying Instruction..10 Progress Cards and Marking.12 Stress.13 The First Weeks14 After the Summer..15
Section 2 ACGP Facts and Procedures.16 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 The Schweizer 2-33A A Description.17 On the Ground...18 Ropes.19 Launching..20 Airspeeds and Other Numbers...23 Checks24 The Circuit.27 Radio Calls.29
Section 3 Ground School Review...31 3.1 3.2 3.3 3.4 3.5 3.6 Ground School Review Air Law32 Ground School Review Navigation37 Ground School Review Meteorology.41 Ground School Review Radio.50 Ground School Review Theory of Flight74 Ground School Review Flight Operations..93
Section 4 Additional Resources and Practice....81

4.1 4.2 Additional Resources.82 Practice Questions and Tools for Learning84
Section 1 Introduction to RGS (Pra), the ACGP and GPS

In the following pages you will be introduced to the Region Gliding School (Prairie), the Air Cadet Gliding Program and the Glider Pilot Scholarship. By reading this material, youll gain a better understanding of the course you are taking and the opportunities available to you.
1.1 The Region Gliding School (Prairie)

The Region Gliding School Prairie, or RGS (Pra), is one of 5 Air Cadet Gliding Schools across Canada. Each year these schools train 315 cadets like you to fly the Schweizer 2-33A glider. In command of the Region Gliding School (Prairie) is LCol S H R Bannister, who you will have a chance to meet throughout the summer. He has a year round staff of 7 officers who are dedicated to Air Cadet Flying. The staff grows to approximately 80 for the summer. 6 of the 8 full time staff completed the Glider Pilot Course that you are about to start. The staff works hard to ensure that you have an enjoyable time as you learn to fly. Four Air Cadet courses are run here each summer. The Basic Aviation Course and Advanced Aviation Course (BAC & AAC formerly know as Introduction to Aviation Course or ITAC) are three week courses that introduce many aviation subjects. There is also the Basic Aviation Technology and Aerospace (BATA) Course which introduces non-flying aviation subjects as well as the study of astronomy. Each of these three week courses involves 30 cadets. The Glider Pilot Scholarship (GPS) is the fourth course, your course, and each year we train about 60 air cadets. Six tow aircraft and six gliders make up the fleet of aircraft that you will be using for the summer. The gliders, called the Schweizer 2-33A are two seat gliders you have probably been on a familiarization flight in one. These gliders were built in the 1970s. A team of dedicated Aircraft Maintenance Engineers (AMEs) work very hard to ensure that the gliders are maintained in superb condition.
1.2 The Air Cadet Gliding Program

The Air Cadet Gliding Program (ACGP) is a Canada-wide program. The purpose of the program is to provide practical aviation experiences to Royal Canadian Air Cadets. The ACGP here in Prairie Region has several phases. In the summer, the Region Gliding School (RGS) trains Air Cadets to be glider pilots. In the spring and in the fall, familiarization gliding occurs at 10 locations throughout the region. In the winter, the airplanes return to Gimli to undergo maintenance. Gliding is a great way for Air Cadets to experience aviation. It takes a lot of participation to glide you need lots of people working as a team to launch the gliders and to retrieve them after they land. Gliders are also pretty easy to understand, so even younger cadets can learn a lot about aviation. Once you graduate, you will earn more than a pair wings for your uniform. You will earn a Transport Canada (TC) Glider Pilots License and an Industry Canada Restricted Radio Telephone Operators License (Aeronautical). The flying opportunities dont end after you leave Gimli. As a glider pilot, you have the opportunity to participate at your local gliding centre. You will be responsible for teaching cadets about the glider, and for assisting with the supervision of these cadets as they move the gliders. In exchange, you get to fly solo, building your hours to become a familiarization pilot. Familiarization pilots take the visiting Air Cadets, from all different squadrons, flying in the gliders.
1.3 The Glider Pilot Scholarship (GPS) Course Overview

The GPS course has both ground school and flying.
Your typical week will include 5 days of ground school and 6 days of flying followed by a day off, either Saturday or Sunday. The two flights, Apache and Bandit, rotate their schedules, with one flying in the mornings and doing ground school in the afternoons, and the other doing the opposite. You can learn more about the ground school in other sections. Over the course of the summer you will do about 49 flights, including 20 solo flights! Your first solo, occurring after about 3 weeks, will be one of the biggest events of your life. The whole course is fairly intensive. Not only are you required to learn information from ground school but to also develop skills in the art of flying. If for some reason you get shut down due to either weather or other reasons you will take time to catch on briefings or review ground school. It is important throughout the course that you absorb everything your instructor tells you. Time is limited, and with so much going on you must stay on track and keep working, keep learning, keep flying. Do not feel embarrassed to ask for extra help on a subject. But if you are unsure about the flying for the day, a maneuver, or speed for something, ask your instructor. Or if your question is related to a ground school class, ask the instructor of that class. It is an intense course, but with the required work you will pass with no issues!
1.4 Ground School

You will take classes in 9 main topic areas: Air Law, Glider Procedures, Navigation, Radio Theory, Meteorology, Theory of Flight, Flight Operations, Human Factors, and Flight Safety. In all you will have about 75 lectures over the 6 weeks that you are here. Exams are usually multiple choice and the pass mark is 70% unless you are specifically told otherwise. 70% is the pass mark because it allows for a slight margin for error as you prepare to write the Transport Canada exam towards the end of the summer. The Transport Canada exam has a pass mark of 60%. Usually, you will have between 3 and 6 periods of ground school each day. They are held in the morning or in the afternoon, on a rotating basis with the other flight. Make sure that you tell your instructor how you are doing in ground school. One of his or her responsibilities is to help you study, if you need help. If there is a confusing section, tell them early on, so that they can help you well in advance of the test. If you fail an exam, you will have a chance to rewrite it. Usually what will happen is that an instructor or the Chief Ground School Instructor (CGI) will talk to you about the exam. They will want to find out if you had enough time to study, enough rest, things like that. Some cadets get nervous, but dont worry; they just want to make sure that you are able to do well on your second chance at the exam. You should know that many cadets will fail at least one exam during the summer! Dont worry failing an exam can be a good thing it will tell you what subject areas you need to study harder so that you can pass the Transport Canada exam. Also, it will help you improve your knowledge and make you a better pilot in the long-run! After you talk to the instructor or the CGI, they will likely recommend extra study periods, and they will probably tell you when your rewrite will be scheduled for. If you have any concerns, you should be sure to tell them.
There are also some classes that are not taught by staff from the RGS. These are slightly different each year, but are usually classes like Flight Safety (where you learn about how important the flight safety system is, and how it works to keep us all flying safer). In preparation for the ground school, this Pre-Course Package contains an extensive section on ground school review. It is extremely important that you arrive in Gimli with a comfortable understanding of this material. Complete the practice material at the end of this package and spend at least a few hours studying. Dont leave it until the last minute!
1.5 Flying Instruction

This is the best part! During the summer, you are going to do A LOT of flying! Your Instructor Usually the flying will start the Monday after you arrive in Gimli. Before then, youll meet your instructor, and they will prepare you for the first few flights. Your instructor, whether they are a new instructor or an instructor who has had many students, is a graduate of an extremely difficult course. You can be sure that your instructor is well prepared to teach you. You will be in a group with 1-3 other students who have the same instructor. Your instructor has spent many years gaining the experience required to qualify just to take the glider instructor course. During the course, they spent three weeks studying all aspects of instruction, and completed more than 30 practice flights. They worked long hours under difficult conditions and graduated successfully from one of the hardest courses that a CIC officer can take. You may hear other cadets discussing who is the best instructor. They may even say that particular instructors are nicer, meaner, more fun or annoying. If you pause for a moment to consider whether these things are likely to be true, you will probably realize that everyone has different impressions of each person Your instructor will be sincerely devoted to ensuring that you get the best possible flying instruction during your time in Gimli. To do this, they need to be honest with you about the things that you are doing well, and the areas that have room for improvement, so be prepared for constructive criticism.
Briefings and Debriefings

Before each flight, your instructor will thoroughly prepare you by briefing you. The first briefing often takes place the evening before your flights, at the barracks. You will spend 20-30 minutes with your instructor and the other students in your instructors group discussing what will occur on the flights they expect you complete the next day. This is really important and is the time to take notes and ask questions. The second briefing occurs on the day of the flight. A few minutes before your flight, your instructor will quickly review what will occur during the flight. You must be prepared to answer questions about what was taught to you the evening before and demonstrate that you are ready to go flying. After your flight, your instructor will fill out a progress card. This card is a record of the flight so that your instructor and the other supervisors can monitor your development as a pilot. Your instructor will then spend a few minutes debriefing you. They will go over the comments on the progress card and discuss the things you did well and that you need to practice more. Sometimes, cadets who dont understand the progress cards allow themselves to become stressed out by the grades and the comments
on the cards. This stress can be harmful to your progress, so try not to become concerned with the numbers or grades. Instead, concentrate on understanding what your instructor tells you, and working hard on each flight. Remember that it is normal to get lower numbers initially, and that as you gain experience you will improve. Dont be discouraged if your instructor decides to repeat a flight with you. Many of the students each summer repeat one or more flights. The training system is designed to ensure you have an understanding of how to do everything in the lesson before you move onto new work. This is very important as the new work often builds on what you already know.
Other Instructors
At several points throughout the summer you will fly with an instructor other than the one you are originally assigned to. The first instructor switch typically occurs around flight 10. This is just a regular lesson and not a test, so try not to feel stressed out by the experience. This new instructor will notice things that are different from what your regular instructor normally mentions, which will help you improve your flying. Every cadet will also fly with a different instructor for his or her pre-solo check. This will normally be with the Standards Officer, Chief Flying Instructor (CFI) or a very senior instructor. While this flight is a test you should do your best to relax and concentrate on your flying. The sole purpose of this flight is to confirm that you know what we have taught you. Your final flight test near the end of the summer will also be with an instructor other than your normal instructor. Sometimes, an instructor and a student dont get along. This isnt anyones fault; sometimes the personalities just dont work well together. In other cases, the instructors teaching style and the students learning style dont compliment each other. For these reasons, or others, an instructor change may occur. When this happens, a student is reassigned to a new instructor and completes the majority of the rest of the flights with the new instructor. If this happens, it is designed to benefit you as a student, and is not a punishment of any kind. You may find it strange to fly with a different instructor at first, but you will soon become more relaxed.
Learning with your Peers

Together as a team, you and your peers will learn the required material to become safe and effective pilots. On the airfield, in the classroom and at the barracks, it is important and helpful for you to study together and assist one-another. There is one important caution though be careful about giving each other flying advice. Each year, a few eager students try to give advice about things like landing to their friends. Sometimes the advice is correct and helpful, but frequently it is poor advice. The result is that the person receiving the advice flies poorly. Since you are all new to flying, it is recommended that you avoid giving advice about flying. If someone does give you a tip or coaching, talk it over with your instructor on the ground, and see if it is good advice first. Do spend time quizzing and supporting each other on checks, airspeeds and other ground school material, in preparation for your exams. Flying Syllabus
Air Cadets have been learning to flying gliders for more than 40 years! In that time, experienced instructors have developed an excellent training course for you. The flights that you do with an instructor are called Air Lessons (ALs) and there are 29 of them. There are also 20 solo flights. Prior to each flight you will be briefed by your instructor to prepare you for what you are about to learn.
1.6 Progress Cards and Marking

Progress cards, sometimes called prog cards or blue cards are the record of the flight that you did. Your instructor will make notes about your flight, and assign a mark to each part of the flight as well as overall. Sometimes, students worry too much about their marks. If a student gets too obsessed with their marks, they have trouble learning to fly, because they dont listen to their instructors advice. Your instructor will do a good job of telling you how you are doing and how to improve any weak areas. Try not to worry about what mark you are getting, and instead pay careful attention to the instructions that you are given. You should know that it is normal to get lower numbers (we call them proficiency levels or PLs) at first, and for them to be a bit higher as you get better at flying. It is also normal to do well on some days and then to have a bad day now and again. It is also important to understand that a PL describes how you performed, and a PL 2 is not twice as good as PL1. If you have a question, be sure to ask your instructor. Overall though, remember that it is more important to understand the instruction that your instructor is giving you than to worry about the marks on the card. The cards will be kept in a book called a prog book that will have your name on it everyone has their own. At the end of the debriefing, your instructor will ask you to initial the card, to show that you were debriefed, and then they will put the card in your prog book.
1.7 Stress
The Glider Pilot Scholarship Course can be stressful! There are so many things to learn in such a short time. Sometimes stress can get to be too much. If you are having trouble, you should talk to your instructor, your friends, or your staff. They can help you study, understand things you are having trouble with, or just relax.
Take time to have fun each day, and relax. Try to spread out your studying and do some each evening, instead of cramming before an exam. Following the rules and staying out of trouble is also a good way to avoid the stress of being in trouble. Students from previous years tell us that they were surprised by the physical stress the tiredness caused by early mornings, long days in the class room and the constant running after gliders in the summer heat on the airfield. You can prepare this by exercising regularly in advance of the course, eating well and mentally preparing yourself for the challenge. Once in Gimli, eat healthy meals to keep yourself strong, get plenty of fluids and rest, and take time to enjoy each day. Talk to your instructor or staff as soon as you feel stress, they may be able to help.
1.8 The First Weeks

Many things will happen during your first week at the Region Gliding School. You will be assigned to a flight on your first day and go through in-routine, similar to any other summer camp. In addition you will be weighed (to determine the best instructor, weight-wise, for you to fly with) and issued your flying related kit items. Dont forget that you must comply with the published minimum and maximum weights. If you have questions, talk to your squadron commanding officer. You will meet the staff who will work with you for the summer, and youll see the barracks, classrooms, mess hall and hangar where you will be spending your time. On the second or third day you will begin taking classes. These will be specifically about the 2-33A glider and are designed to prepare you for beginning to fly the 2-33A glider. You may also take a Threshold Knowledge Exam, which will not count for marks. It is designed to determine the areas in which the entire class is weak and strong, and will be used by your instructors to help design a better ground school program. You will also meet the instructor you will be working with. You are assigned to an instructor based on your weight. All instructors go through a difficult and intensive training process and are very capable. They are all very interested in your success and will try very hard to teach you all that they can. Give them your highest respect. Early in the first week will be your first chance to fly. Your first trip will be a familiarization flight, similar to what you would receive at your local gliding site. It is designed to make you feel comfortable in the glider and introduce you to the area around Gimli. At this point you will begin a schedule of days that alternates flying and ground school. Youll fly for the morning, and do ground school for the afternoon, and then switch. This will help you keep focused and motivated. The information that you learn in ground school will help you succeed in the flying training, so be sure to pay close attention and take careful notes. In general you will take 3-6 classes each day. Youll have a couple of hours of free time in the evenings, but you will be asked to spend about an hour studying and briefing with your instructor. This study is key to your success, as you must pass a comprehensive final exam at the end of the course. If you have any questions or concerns, make sure to talk to the staff. They will help you solve any problems that you have. You will be most successful if you arrive with a positive attitude and maintain it through out the duration of the course.
1.9 After the Summer

Throughout the summer, you and those around you will work extremely hard so that you have the best chance of success that is possible. You should know that many cadets do struggle at some points in their training this is a normal and healthy part of becoming a pilot, as you can often learn more from making mistakes than from being perfect. While many cadets overcome these challenges, some may not. Some of these cadets who are not able to complete their license at the Region Gliding School choose to pursue their license at a private gliding club. If you find yourself in this situation, it is important that you carefully consider the options and that you keep everyone, including your squadron CO and Region Cadet Air Operations informed of your progress and intentions. Not all cadets choose to complete their glider license. For cadets who successfully graduate, there are several opportunities. As a graduate, you are now an important member of the staff at the gliding centre. Early in September, you should speak to your squadron CO about planning your weekends so that you can contribute both to your squadron and to the gliding centre. For example, it might be important for you to be present for a squadron fundraising activity, but perhaps you can be excused from a survival weekend. Your CO should know that you will be practicing many skills while at the airfield, including leadership, and that these skills will benefit your squadron in return. It is important that you keep your CO informed of your participation at the gliding site, so that they know how hard you are working. In late August or September, gliding will begin at sites around Prairie Region. As a graduate, you are encouraged to participate as much as possible, not just on the day that your squadron is scheduled. Near the end of the course a briefing will be held to describe where the various centres are located and how to become involved. As a staff member, you will arrive early in the morning and prepare the equipment for the day. Once the visiting cadets arrive, you will assist in supervising them and instructing them during their stay. In exchange for your efforts, you will get to fly. This flying is important, as you will be building your experience so that you can qualify to be a familiarization pilot and take other cadets flying. Once you have reached 10 hours PIC time (how long it depends on how often you attend and how much flying you do when you are there) you can then start your Front Seat Fam Check-Out. Once Fam rated you can then take the visiting cadets up for their Fam Flights and give them the opportunity to feel the wonders of flight, as you once did, for the first time. The summer after you can either do Power, or be a staff cadet at RGS (Pra). In addition we operate a Glider Familiarization Operation in Netook AB each summer, where we provide glider flight to all the cadets on the Basic Course. There are Staff Cadet positions available as familiarization pilots. There are countless opportunities for which you can take part in through cadets and then further on through the CIC. No matter what you choose to do with your life after glider this summer, their will always be the ability for you to keep flying. Finally, consider applying to be a glider instructor. Many pilots find summer employment as a glider instructor to be an ideal job during their university years. The job is interesting, the pay is good and for many it is their first aviation job, before moving on to careers flying commercially or for the military. It is extremely rewarding to send your students on their first solos! In summary, your glider pilots license isnt just something to do for 6 weeks this summer there are opportunities to fly for many years to come.
Section 2 ACGP Facts and Procedures

In the following sections, you will learn about the 2-33A glider and Air Cadet Gliding Program Procedures. Look for the boxes at the beginning of each section which should give you an idea of how much you need to study each section. In many cases, youll need to memorize facts and procedures. This is because some facts and procedures are key to flying well, and the more you can learn before you arrive means the more time you can spend learning the actual flying part!
2.1 The Schweizer 2-33A A Description

The following information about the glider must be learned before you go solo
Construction
The glider is all metal, with a fabric covering on the fuselage and tail surfaces. It has a one-piece canopy for better visibility. It was constructed by the Schweizer Aircraft Corporation in Elmira, New York.
Dimensions
Length Span (wing span) Height Wing Area Aspect Ratio Basic Weight (empty weight) Maximum Gross Weight 25 feet 9 inches 51 feet 0 inches 9 feet 3.5 inches 219.48 square feet 11.85 : 1 600 lbs 1040 lbs
Some gliders may be heavier due to equipment additions.
Parts of the Glider
2.2 On the Ground

You should have a thorough comprehension of the material in this section.
Ground Movements
The glider is normally pushed backwards by hand. This makes it easier for the person steering the glider at the tail to see obstacles, and is easier on the main wheel and brake mechanism. In order to be efficient, five or six people are normally used to move a glider. One person holds each wing tip level; one person holds the tail and the remaining two or three people push on the struts. The glider can also be towed by vehicle with a rope at least 30 feet long. When towed by vehicle using a rope, it will be towed forwards. A minimum of two people other than the driver must assist. One will hold the wings level and the second will walk beside the open window with their hand on the release knob so that the rope can quickly be released if needed. In high wind conditions, another person holding on to the other wing may be used. When manoeuvring around other aircraft or hangars, there should be one person at each wing tip to ensure proper clearance.
Parking and Tie Downs

We have some strict guidelines covering how we deal with gliders that are parked or tied down. When we say parking in this pre-course package, we are talking about how the gliders are moved off of the landing area and moved to a safe zone where the pilots get in and out. Typically this is a position fairly near the launch point. When we talk about tie-downs, we mean where the glider are left unattended (like when we go to lunch, or leave for the day). Parking When parking several gliders, a minimum clearance of 15 feet is required between wing tips. The spoilers must be left open and the canopy closed. This will help minimize possible damage if winds increase in strength. The tail is normally closest to the runway, and the entire glider must be parked well clear of the runway in use. Generally, one person remains at the wing tip to ensure that a gust of wind does not affect the glider. In some circumstances, a specially made sand bag may be used instead. Tie Downs There are three categories of tie downs: permanent, temporary and flight line. At the RGS, you will almost always use flight line tie downs. All the aircraft are parked in the hangar overnight or during bad weather. Youll learn more about the tie downs and how to correctly secure a glider once you start your ground school classes.
2.3 Ropes
Tow Ropes
Special rings designed for towing are used to attach the tow rope to the glider. The rope is 5/16 inch diameter, hollow-braided Dacron that is coloured yellow with a green tracer, with a certified breaking strength of not greater than twice the maximum certified operating weight of the glider. This means that it will break at not more than 2080 lbs of tension (because the maximum operating weight is 1040 lbs). Sometimes, you might see an older rope. This is the rope we used until 2010. It is a green and yellow polypropylene rope. Generally though, you will be using only the new yellow Dacron rope. A weak link is a knot in the rope at the glider end approximately 18 inches from the glider tow hook. A weak link is where the rope will break if it is subject to excessive force. A weak link will reduce the rope strength. It is better to have it break at a spot 18 inches from the glider than closer to the tow plane so that large amounts of rope do not remain attached to the glider and possibly become tangled around control surfaces. The minimum length for a tow rope is 200 feet. 200 to 250 foot ropes are usually used during the RGS, Fall and Spring Gliding Centres.
2.4 Launching
Launch Control Officer (LCO)

The LCO is the person responsible for the safe operation of all glider activity on the airfield, on the ground and in the air; you must make certain that you obey the instructions of the LCO and the other airfield staff. In Gimli, the LCO can be identified by the bright yellow vest that they wear. They are normally stationed at the nose of the glider, keeping close watch on what is going on.
Air Tow Launch Personnel

The ground personnel required for air tow launching of gliders shall normally consist of a Launch Control Officer (LCO), a hook up person, a wing person and a tow plane signaller. Hook Up Person After first allowing the Pilot In Command (PIC) to inspect the rope, the hook up person follows the PICs directions to hook up the glider to the tow rope. They then move vacate the launch area. The hook up person wears a blue vest. Wing Person The wing person shall be positioned at the into-wind glider wing tip, holding it with one hand and shall be ready to raise the wing to the level position and relay the signals when so directed.
Air Tow Launch Signals

These signals communicate the desire of the PIC of the glider to the tow plane without using words. Make them clearly, and be sure that you are using the correct signal. Also be sure that before you give a signal you have clearly heard the PIC give the corresponding command. Ready For Hook Up This instruction is given verbally by the PIC after the pre-flight check has been completed and the pilot has inspected the state of the weak link, rope and ring. On receiving the ready for hook up command, the hook up person prepares to attach the ring to the forward (air tow) hook. The towrope shall not be attached to the glider until the occupants are properly secured, the canopy and door are closed and locked, and the PIC has given the ready for hook up instruction. Open This instruction is given by the hook up person requesting the pilot to open the release mechanism. The pilot repeats the instruction and opens the release mechanism, holding it open until directed by the hook up person to close the release.
Close The hook up person gives this instruction to the pilot who repeats the instruction and slowly closes the release mechanism. The hook up person then tugs firmly on the rope to check the security of the hook up, and looks carefully at the tow hook to make sure it is properly secure. Secure for Air Tow After checking the attached rope for security, checking that the yaw string is attached and straight, and that the canopy and rear door are secure, the hook up person makes this statement and then exits the launch area by moving behind the glider (not in front and not across the tow rope). All Clear Above and Behind? This is a command/question from the PIC to the wing person. The wing person has been monitoring the local airplane traffic that the pilot of the glider cannot see during the launch preparations. Any traffic in the area above and behind the PICs range of view should be reported (there is a glider on base leg for example). If there is no traffic, the statement All clear above and behind may be made by the wing person. Wings Level The PIC instructs the wing person to raise the wing by showing the thumb up with the left hand and by calling out the command. A glider with wings level at the launch site indicates to all personnel that a launch is about to begin.
Take up Slack This command is also given to the wing person by the PIC, both verbally and by showing the left forefinger in combination with the left thumb. After seeing this signal the wing person signals the tow aircraft signaller to have the tow plane pilot begin inching forward to take the slack out of the rope. This is done by moving your arm in front of your body in a sweeping 180 arc below the waist.
All Out Once the slack is gone from the rope the glider pilot shows two fingers and the thumb of their left hand and says all out verbally. The wing person then signals the tow aircraft signaller by making a continuous circle with their arm in front of their body. This signal is relayed by the tow aircraft signaller to the tow plane pilot and the tow plane and glider take off.
STOP This command is given in a loud voice to stop a launch sequence. This signal can be given by anyone at the launch site and shall be immediately relayed by the wing person, and tow aircraft signaller verbally and physically. The stop signal consists of open palms with the arms held high and shall always be used with a verbal command. The glider pilot shall immediately release the towrope. This signal can be given by ANYONE at the launch site who sees anything that they suspect to be a hazard. Anyone seeing this signal shall immediately repeat it, both verbally and physically.
2.5 Airspeeds and Other Numbers

The following information about the glider must be learned before you go solo Calculations have been done which determine the safest speeds to fly the 2-33A. These speeds vary slightly depending on the situation, as you will see in the sections below. Every type of glider has its own speeds; these ones are specific to the 2-33A. The Best Lift/Drag ratio (best L/D) is the speed at which the glider will fly the farthest distance while losing the least amount of altitude. The Minimum Sink speed is the speed at which the glider will remain in the air for the longest time. It will not travel as far a distance as when it flies the best L/D. The VNE (velocity never exceed) is the maximum allowable speed of the glider. You may also see certain abbreviations, such as IAS (Indicated Airspeed) and MPH (miles per hour). Other speeds included are the stall speeds in various situations, air tow speeds and the speeds used for slipping. Dual means that the speed is used when two people are in the glider. Solo means there is only one person in the glider.
Best L/D dual Best L/D solo Min sink dual Min sink solo VNE Max Air Tow Max Auto/winch tow Normal Air Tow Manoeuvring Speed Stall Speed Stall Speed (spoilers open) Stall Speed (30 bank) Forward Slipping (minimum speed) Buffetting Speed Spiralling Speed Maximum Allowable Winds Maximum Headwind Maximum 90 degree crosswind Maximum Tailwind
50 mph 45 mph 42 mph 38 mph 98 mph 98 mph 69 mph 65-70 mph 65 mph
23:1 glide ratio 23:1 glide ratio 3.1 feet per second sink rate (186 feet per min) 2.6 feet per second sink rate (156 feet per min)
Solo 34 mph 36 mph 36.5 mph 50 mph 34-37 mph 39 mph
Dual 38 mph 40 mph 41 mph 55 mph 39-42 mph 43 mph
25 kts (28 mph) 8 kts (10 mph) 5 kts (6 mph)
2.6 Checks
The following information about the glider must be learned before you go solo An important part of flying is performing checks. These are lists of items that must be functioning and actions to perform that must be completed during specific stages of a flight. In the gliding program we memorize these checks word for word so that we can perform them while we are flying without losing our concentration.
Each year, students have difficulty combining the skill of flying with the process of recalling checks. Pre-Take off Check
As its name suggests, it is completed on the ground prior to taking off. It must be performed verbally and by touch prior to every launch. Typically, you should be able to do this check in about 30 seconds. When your instructor begins teaching you, they will demonstrate how this check is to be performed. They may have you add some minor details to this check, such as having you state: Instruments radio on, and on the correct frequency, altimeter set to aerodrome elevation, compass pointing in the correct direction, airspeed indicator and vertical speed indicator normal. These details are particular to each instructor, and so they cannot be written down for you here. However, completely memorizing the check as written below will give you an excellent place to begin
STEP Ballast Controls Instruments Spoilers Trim Release Straps Canopy
ACTION Check weight and balance, check that the pin is in and secure Check for function and freedom of movement, rudder pedals adjusted Set, radio on Operational, closed and locked Trim set for takeoff. Trim shall be set full forward for aero tow and winch. Trim shall be set full aft for auto tow. Check tension and operation Secure front and back seat Canopy, rear window and door closed and locked. Confirm security of canopy latch by touch.
Pre-Release Check
This check is done in the air as you approach the position and altitude you will be releasing at. This check is often referred to as the triple A T check. Typically, you should be able to do this check in about 15 seconds. Try having someone time you as you practice.
STEP Altitude Area Attitude Traffic & Terrain
ACTION Ensure approaching pre-briefed release altitude Ensure inside of or approaching the boundaries of the practice area Ensure glider is not in a turn, wings are level, in correct tow position Check for conflicting traffic and ensure clear of hazardous terrain
Pre Spin/Stall Check

This check is done before practicing stalls, spins or spiral dives. It is also called the ASCOT check. Try having someone time you as you practice.
STEP Altitude Straps Canopy Objects Traffic & Terrain
ACTION Ensure altitude is sufficient to recover by required height Straps secure front and back Canopy, rear window and door closed and locked. Confirm security of canopy latch by touch. Check for loose objects and secure them Complete a 180 turn or two 90 turns to look for conflicting traffic (above, below and nearby) and ensure clear of built up areas
Pre-Landing Check
This check is done just prior to entering the circuit to land or on the downwind leg of the circuit. It checks to make sure the pilot and glider are prepared for landing. Typically, you should be able to do this check in about 25 seconds. Try having someone time you as you practice.
STEP Spoilers Wind Airspeed Radio Trim/Traffic Straps Canopy
ACTION Check spoilers are operational, leave unlocked for use in circuit Make note of wind (wind sock, recent report or wind at take off) Fly downwind at 50 mph IAS. Calculate required airspeed for final approach to land (you will learn this at camp) Ensure radio is turned on, and on the right frequency. Report that you are downwind for landing Adjust trim for landing if needed, check for other traffic in the circuit and in the landing area. Straps secure front and back seat Canopy, rear window and door closed and locked. Confirm security of canopy latch by touch.
Premature Release Check and Scenarios

Premature releases (often called rope breaks, although they may occur because the tow plane has let go of the rope too) do not happen accidentally very often. You will practice at least three premature releases on your flights later on in the summer. For almost every flight, you and your instructor will discuss different scenarios, going through your thoughts and actions in the case of a rope break at various altitudes and positions. Knowing these actions by memory, and frequently discussing them is one of the reasons that the gliding program is so safe you always know just what to do. The following check is done in response to a premature release. Unlike the other checks which are usually done fairly quickly, this check is intended to occur at a steady but not rushed pace.
STEP Glide Assess Select Pull
ACTION Set or maintain normal gliding attitude Altitude and location Appropriate response and landing area Release twice
The following chart outlines the decisions that you make in the case of a premature release or rope break. Your instructor will give you additional details and you will discuss and practice these actions together. Memorizing the information below will help you to learn more from these discussions with your instructor.
Rope Break Scenario Rope break on takeoff roll At or below 200 ft AGL (above ground level) Between 200 ft and 500 ft AGL Above 500 ft AGL
ACTION Complete GASP check, apply full spoilers and move to the right of the runway to avoid tow aircraft (tow aircraft moves left). Complete GASP check and land straight ahead making minor deviations to avoid obstacles. If a straight ahead landing is not possible, a turn up to 90 may be executed if the glider is above 100 ft AGL. Complete GASP check, land straight ahead or make up to a 180 turn to land downwind or on an alternate runway. Complete GASP check and conduct a downwind, cross-runway or modified circuit landing.
2.7 The Circuit

The following information about the glider must be learned before you go solo The circuit is a box-shaped pattern flown by pilots who are landing. It has several specific parts, and for gliding, altitudes, that must be memorized. The circuit will be discussed in more detail at camp. For now, learn the parts of the circuit and the altitudes.
IP
INITIAL POINT (IP) OF CIRCUIT ENTRY -1000 FEET AGL
Pre-Landing Check
Downwind
Final Approach
Base
Refer to the diagram on the previous page as you study the definitions. Aerodrome Elevation This is the elevation of the airfield above mean sea level. Put another way, it is the height above the ocean of the ground where you are landing. We set our altimeters to this number. We can do this by finding out the current altimeter setting, but for the most part we just set the altimeter when we are on the ground.
In Gimli, the aerodrome elevation is 754 feet, so before takeoff, we set the altimeter to 754 feet while we are on the ground. We then need to remember to take this into account when we are flying. For example, if we want to join the circuit at 1000 feet above ground level (AGL) then our altimeter actually needs to show that we are 1754 feet above sea level. The circuit at the Regional Gliding School has the following basic parts:
Initial Point (IP) Downwind (Leg)
This is the place at which the circuit should be joined. The ideal altitude to join the circuit is 1000 feet AGL. On the downwind leg, you fly parallel to where you will be landing (but in the opposite direction of when you will land). Your airspeed will be 50 mph (both dual and solo). You will complete your downwind check (or you may have done it immediately prior to entering the circuit). Finally, you will make your radio call. Radio calls are discussed in the next section.
Abeam This is the point in your circuit where you are directly across from the spot you will be landing. Base Turn Your instructor will teach you how to judge the correct position for your base turn. The base turn is a 90 turn that aligns the glider with the base leg of the circuit. Normally, you will begin your base turn at an altitude that allows you to finish the turn at an altitude not lower than 500 feet AGL.
At the completion of the base turn, you will adjust your airspeed, if needed. See the calculations in the box at the end of this section. Base (Leg) On the base leg, you will fly perpendicular to where you will be landing. You will normally use spoilers to adjust your rate of descent in order to reach the position for the final turn at the correct altitude. You will begin the final turn early enough to complete the turn in line with where you will be landing. You also must start it high enough so that you finish the turn at an altitude no lower than 300 feet AGL. On the final approach you descend to the point where you will touch down. Normally you will use spoilers to adjust your rate of descent.
Final Turn
Final Approach
2.8 Radio Calls

The following information about the glider must be learned before you go solo Your instructor will help you learn to use the radio and to make radio calls. Many students are nervous about using the radio for the first time, because they are worried about making a mistake, or using the wrong word. To help you be more confident, memorize the standard radio calls in this section, and read the tips that follow. It is also recommended that you search online for streaming broadcasts of air traffic control (ATC). While they wont be making the same radio calls as you will in the summer, it may be helpful to hear the tower speaking, to learn the rhythms of radio calls and to start remembering the information in the calls. Here is a link to some live ATC streams in Canada: http://www.liveatc.net/feedindex.php?type=canada The radio frequency used in Gimli is 122.15
There are some radio calls that are normally made on every glider flight at the Regional Gliding School, but you must always listen to the radio. As you get into the glider at the start of each flight, begin listening as soon as you turn your radio on, so that you can get an idea of where the other airplanes are. Is a glider just releasing at 3000 feet? Maybe they will be near you when you release at 2000 feet. The first calls that you will hear that are directly related to you will be during the launch. After giving the signal to level the wings, the tow plane will call for take-off. Gimli Advisory, Scout 1 take-off, 2800. The tow planes call sign is Scout 1. Finally, we include the altitude above sea level that you will be going to on each flight, in order to avoid a mix-up. The advisory will reply to the tow plane, either Scout proceed or, not. Scout 1, Advisory Roger, wind 150 at 5 or Scout 1 hold Tanker on Final. Listen carefully to these calls, as you dont want to try to take off if you arent authorized! Also, try to remember the winds, as they will be useful to you a few minutes later during your landing. Finally, the Air Traffic Advisory (ATA) may mention local traffic, like a Cessna 172 in the circuit. During the tow portion of the flight, continue to listen to the radio, and try to picture where the other aircraft are. If you hear a glider calling on downwind, or another tow plane and glider taking off behind you, you can use this information to imagine where the other aircraft are around you. It will help you with your lookout spotting other aircraft and also help you plan your flight so that you dont get in anyones way while you practice.
Release Call
This radio call is made just prior to reaching your release altitude, and after you have completed the rest of your pre-release check. After listening for any other radio traffic, the tow pilot will say: Scout 1 Ready to Release, Glider low, inner. The radio call will vary depending on the situation. Normally advisory will reply by saying, Scout 1 Roger, proceed. While you are practicing after flying, keep listening to the radio and picturing where the airplanes around you are. If you seem to forget radio calls, try repeating the call youve just heard in your head.
Downwind Call
This radio call is normally made on your downwind leg, when you are abeam (beside) your touchdown point, and as part of the Pre landing Check (Downwind Check). After listening for any other radio traffic, you will say: Gimli Advisory, glider seven, downwind.
The Advisory will generally reply with something similar to: Glider seven, you are number 1. Winds, three-one-zero at five knots. Remember to listen for the winds. In this example they are from 310 at 5 knots. advisory may also tell you where any traffic is, such as tow planes or other gliders in the circuit. You should acknowledge the towers call by saying: Glider seven.
Section 3 Ground School Review

You should have a thorough understanding of the material in this section. Even if you got a high score on your entrance exam in January, please spend time to be sure that you know this basic information. There will be time for review. Six weeks seems like a long time, but the days fly by and there is so much to learn. If you are lucky, you currently attend an air cadet squadron that has a good ground school program, or maybe you went to ITAC (now called Basic Aviation). Hopefully, you have a good grasp of the basics. If you dont, the Glider Pilot Scholarship (GPS), is going to be a challenge, and youll need to pay special attention to the basics in this section. Ground school will start the day after you arrive. You will usually have classes for half of the day and fly for the other half, so youll have about 3 or 4 hours of ground school per day. There are a number of tests, and quizzes, all leading up to the final test that is administered by Transport Canada. Usually, this test occurs in week five of the course, or after only about 4 weeks of ground school. Because there is only time for about 25 days of ground school before your exam, this section will cover ground school basics that every student is expected to already know before they arrive at the Regional Gliding School. In the summer of 2011, Prairie Region will be in the second year of a new ground school program. This program will be better because there will be newly improved lesson plans, but also because the exams will occur at more predictable intervals (about once per week). This pre-course package is a key part of the new ground school program. Students who have not studied this section may find that they are under-prepared when they arrive in Gimli, and may struggle. It is highly recommend that you dedicate sufficient time to study before arriving. Much of what we are asking you to study you will already have been taught previously. This precourse package focuses on basic terminology and introductory concepts so that the more advanced concepts can be covered in the ground school.
3.1 Ground School Review Air Law

The following definitions are taken from the Canadian Aviation Regulations: "aeroplane" - means a power-driven heavier-than-air aircraft that derives its lift in flight from aerodynamic reactions on surfaces that remain fixed during flight;
"ADIZ" or "Air Defence Identification Zone" - means the airspace that extends upward from the surface in those areas of Canada and off the coasts of Canada, the boundaries of which are specified in the Designated Airspace Handbook; "AGL" - means above ground level; air time" - means, with respect to keeping technical records, the time from the moment an aircraft leaves the surface until it comes into contact with the surface at the next point of landing; "air traffic advisory services" - means the provision by an air traffic control unit or flight service station of aeronautical safety information, including aviation weather information and serviceability reports in respect of aerodromes and radio navigation aids, but does not include the provision of IFR air traffic control messages; "air traffic control clearance" - means an authorization issued by an air traffic control unit that authorizes an aircraft to proceed within controlled airspace in accordance with the conditions specified by that unit; "air traffic control instruction" - means a directive issued by an air traffic control unit for air traffic control purposes; "airport" - means an aerodrome in respect of which an airport certificate issued under Subpart 2 of Part III is in force; "airship" - means a power-driven, lighter-than-air aircraft; "altimeter setting region" - means the low level airspace so specified, and delineated, in the Designated Airspace Handbook; "apron" - means a part of an aerodrome, other than the manoeuvring area, that is intended to be used for the loading and unloading of passengers and cargo, the refuelling, servicing, maintenance and parking of aircraft and the movement of aircraft, vehicles and persons engaged in services necessary for those purposes; "ASL" - means above sea level; "ATC unit" or "air traffic control unit" means (a) an area control centre established to provide air traffic control service to IFR aircraft, (b) a terminal control unit established to provide air traffic control service to IFR aircraft while they are being operated within a terminal control area, or (c) an air traffic control tower established to provide air traffic control service at an aerodrome; Canada Flight Supplement" - means an aeronautical information publication published under the authority of the Minister of Transport and the Minister of National Defence that is intended to be used to supplement enroute charts and the Canada Air Pilot; "control zone" - means the controlled airspace that is so specified in the Designated Airspace Handbook and that extends upwards vertically from the surface of the earth up to and including 3,000 feet AGL, unless otherwise specified in that Handbook; "controlled airspace" - means an airspace of fixed dimensions that is so specified in the Designated Airspace Handbook and within which air traffic control service is provided;
"day" or "daylight" - means the time between the beginning of morning civil twilight and the end of evening civil twilight; "dual instruction flight time" means the flight time during which a person is receiving flight instruction from a person qualified in accordance with section 425.21 of the Personnel Licensing and Training Standards respecting Flight Training; "ELT" means an emergency locator transmitter; "empty weight" - in respect of an aircraft, means the total weight of the following parts or contents that are part of, or carried on board, the aircraft, namely, (a) the airframe, including the rotor in the case of a helicopter or gyroplane, (b) the power plant, (c) the fixed ballast, (d) the unusable fuel, (e) the maximum amount of normal operating fluids, including oil, power plant coolant, hydraulic fluid, de-icing fluid and anti-icing fluid but not including potable water, lavatory pre-charge fluid or fluid intended for injection into the engines, and (f) all of the installed equipment; flight itinerary" - means the information required to be filed in the form of a flight itinerary pursuant to Division III of Subpart 2 of Part VI; "flight plan" - means the information that is required to be filed in the form of a flight plan pursuant to Division III of Subpart 2 of Part VI; "flight service station" - means a ground station established to provide air traffic advisory services, flight information services and emergency assistance services for the safe movement of aircraft; "flight time" - means the time from the moment an aircraft first moves under its own power for the purpose of taking off until the moment it comes to rest at the end of the flight; "flight training" - means a training program of ground instruction and airborne training that is conducted in accordance with the flight instructor guide and flight training manual applicable to the aircraft used; "flight visibility" - means the visibility forward from the cockpit of an aircraft in flight; "glider" - means a non-power-driven heavier-than-air aircraft that derives its lift in flight from aerodynamic reactions on surfaces that remain fixed during flight; "ground visibility" - in respect of an aerodrome, means the visibility at that aerodrome as contained in a weather observation reported by (a) an air traffic control unit, (b) a flight service station, (c) a community aerodrome radio station, (d) an AWOS used by the Department of Transport, the Department of National Defence or the Atmospheric Environment Service for the purpose of making aviation weather observations, or (e) a radio station that is ground-based and operated by an air operator;
"heavier-than-air aircraft" - means an aircraft supported in the atmosphere by lift derived from aerodynamic forces; "helicopter" - means a power-driven heavier-than-air aircraft that derives its lift in flight from aerodynamic reactions on one or more power-driven rotors on substantially vertical axes; "IFR" - means instrument flight rules; "IFR flight" - means a flight conducted in accordance with the instrument flight rules; "infant" - means a person under two years of age; "light turbulence" - means turbulence that momentarily causes slight, erratic changes in altitude or attitude or turbulence that causes slight, rapid and somewhat rhythmic bumpiness without appreciable changes in altitude or attitude; "lighter-than-air aircraft" - means an aircraft supported in the atmosphere by its buoyancy; "manoeuvring area" - means that part of an aerodrome, other than an apron, that is intended to be used for the take-off and landing of aircraft and for the movement of aircraft associated with take-off and landing; "maximum permissible take-off weight" - means the maximum take-off weight for an aircraft as authorized by the state of registry of the aircraft or as provided for in the aircraft type certificate; "MF area" - means an area of specific dimensions that consists of the surface area and airspace in the vicinity of an uncontrolled aerodrome and (a) to which a mandatory frequency has been assigned, (b) in respect of which the reporting procedures specified in Division V of Subpart 2 of Part VI are applicable, and (c) that is identified as an MF area in the Canada Air Pilot or the Canada Flight Supplement; "movement", in respect of an aircraft, means a take-off or landing at an airport or aerodrome; "movement area" - means a part of an aerodrome that is intended to be used for the surface movement of aircraft, and includes the manoeuvring area and aprons; night" - means the time between the end of evening civil twilight and the beginning of morning civil twilight; "NOTAM" - means a notice to airmen concerning the establishment or condition of, or change in, any aeronautical facility, service or procedure, or any hazard affecting aviation safety, the knowledge of which is essential to personnel engaged in flight operations; runway visibility means the distance along a runway over which a person can see and recognize a visibility marker or lights having an intensity of more or less 1,000 candelas; "RVR" or "runway visual range" - means the range over which the pilot of an aircraft on the centre line of a runway can expect to see the runway surface markings or the lights delineating the runway or identifying that centre line; "serviceable" - in respect of an aircraft or aircraft part, means fit and safe for flight;
"solo flight time" means, with respect to the flight time necessary to acquire a permit, licence or rating, (a) in the case of a pilot, the flight time during which the pilot is the sole flight crew member, and (b) in the case of a student pilot permit holder, the flight time during which the holder is the sole occupant of an aircraft while under the direction and supervision of the holder of an instructor rating for the appropriate category of aircraft; "special VFR flight" - means a VFR flight authorized by an air traffic control unit that is conducted within a control zone under VMC in accordance with Division VI of Subpart 2 of Part VI; "standard pressure region" - means all of the Canadian Domestic Airspace not within the altimeter setting region; "station" - means a facility used for providing aeronautical information or services; "take-off" means (a) in respect of an aircraft other than an airship, the act of leaving a supporting surface, and includes the take-off run and the acts immediately preceding and following the leaving of that surface, and (b) in respect of an airship, the act of freeing the airship from restraint, and includes the acts immediately preceding and following the freeing of that airship from restraint; terminal control area - means controlled airspace that is established in the vicinity of a major aerodrome and within which an air traffic control service is provided based on the airspace classification; "track" - means the projection on the earth's surface of the path of an aircraft, the direction of which path at any point is usually expressed in true, magnetic or grid degrees from North; UHF" - means ultra-high frequency; "ultra-light aeroplane" - means an advanced ultra-light aeroplane or a basic ultra-light aeroplane; "UTC" - means Coordinated Universal Time; "VFR" - means visual flight rules; "VFR aircraft" - means an aircraft operating in VFR flight; "VFR flight" - means a flight conducted in accordance with the visual flight rules; "VFR OTT" - means VFR over-the-top; "VHF" - means very high frequency; "VMC" or "visual meteorological conditions" - means meteorological conditions equal to or greater than the minima specified in Division VI of Subpart 2 of Part VI, expressed in terms of visibility and distance from cloud. Airspace Classification If you have a From the Ground Up, review the section called Classification of Canadian Airspace which starts on page 102 in the most recent edition (Millennium Edition).
There are seven classes of airspace in Canada, and each is designated by a letter (A through G). Class A airspace exists exclusively between FL180 and FL600. In the SDA (Southern Domestic Airspace), it begins at 18,000. However, in the NDA (Northern Domestic Airspace) it does not. The NDA is divided into two Control Areas: the Arctic Control Area (ACA) and the Northern Control Area (NCA). In the NCA, Class A airspace extends upwards from FL230, and FL 270 (formerly 280) in the ACA. The airspace between FL180 and the beginning Class A airspace is designated Class G airspace. For entry into Class A airspace, an aircraft needs a functional Mode C transponder and an IFR clearance. Class B airspace is any controlled airspace between 12,500 ft (3,800 m) and 18,000 ft (5,500 m) Occasionally, Class B airspace exists in other locations, though this is unusual. For entry into Class B airspace, an aircraft needs a functional Mode C transponder and either an IFR or a CVFR (Controlled VFR) clearance. Class C airspace is usually a control zone (CZ) for a large airport. These areas usually have a 10 nautical mile radius and a height of 3,000 ft (910 m) AAE. For entry into a Class C control zone, an aircraft needs a functional Mode C transponder and an ATC clearance. Class D airspace is usually a control zone for smaller airports or aerodromes that has a 5-nautical-mile (9.3 km) radius and a height of 3,000 ft (910 m) AAE. Airports in extremely busy airspace may have only a 3-nautical-mile (5.6 km) radius control zone. For entry into a Class D control zone, an aircraft needs to contact ATC. Some Class D control zones require transponders, and NORDO flight is not permitted at night in a Class D zone. Class E airspace is used for low-level flight routes and for aerodromes with very little traffic. ATC is available, but is not required. Some Class D control zones change to Class E at night if the control tower shuts down. Any aircraft may fly in Class E airspace. Class F airspace is restricted. Any Class F zone will be designated either CYR, CYD, or CYA. CYR stands for restricted, CYD means danger (usually used for CYR areas over international waters), and CYA stands for advisory. CYA zones will also have a letter identifying the type of activity in the zone: A - aerobatics, F - aircraft testing, H - hang gliding, M - military, P - parachuting, S - soaring, T training. For entry into a CYR or CYD zone, an aircraft needs the permission of the operating authority. Pilots may enter CYA zones at their discretion, but are encouraged to avoid them unless taking part in the activity. Any airspace that is not designated is Class G airspace. This airspace is uncontrolled, and ATC is not usually available (though exceptions are made). Any aircraft may fly in Class G airspace.
3.2 Ground School Review - Navigation

Definitions: You need to be familiar with the following definitions Agonic Lines are a type of isogonic line which are drawn through places of no variation. Airspeed is the speed of an aircraft relative to the air. There are several different measures of airspeed: indicated airspeed, calibrated airspeed, equivalent airspeed and true airspeed. Bearing. The horizontal direction to or from any point, usually measured clockwise from true north, magnetic north, or some other reference point, through 360 degrees. Deviation. The angle through which the compass needle is deflected from magnetic north due to the influence of magnetic fields in the airplane. Drift is the angle between the heading being flown and the track made good over the ground. Equator. The equator is a great circle on the surface of the earth lying equidistant from the poles. Great Circle. A great circle is a circle on the surface of a sphere whose plane passes through the center of the sphere and which cuts the sphere in two equal parts. Ground speed is the speed of the airplane relative to the ground. Heading. The heading of an airplane is the angle between the longitudinal axis of the airplane at any moment and a meridian. Indicated airspeed is the airplanes speed as indicated by the airspeed indicator. Isogonals or isogonic lines join places of equal variation. Longitude is measured from the Prime Meridian (which is the longitude that runs through Greenwich, England), measured in degrees east and west up to 180 degrees. Latitude is measured from the equator, measured in degrees North and South up to 90 degrees at the poles. Meridians of longitude are semi great circles joining the true or geographic poles of the earth. Parallels of latitude are circles on the earths surface whose planes lie parallel to the equator. Prime Meridian. The prime meridian is the meridian which passes through Greenwich, England and is numbered 0. Rhumb Line. A rhumb line is a curved line on the surface of the earth, cutting all the meridians it meets at the same angle. Track. The track is the direction an airplane intends to travel over the ground. Track made good. The track made good is the actual path traveled by the airplane over the ground. True airspeed is the speed of the airplane relative to the air. It is calibrated airspeed corrected for airspeed indicator error due to density and temperature. Variation is the angle between the true meridian and the magnetic meridian.
Wind is air in motion, especially a mass of air having a common direction or motion. Wind moves horizontally.
Mapping
Projections A spherical surface cannot be cut and laid out flat in the way a cylinder or a cone can. Because of this, distortion always occurs when projecting points on the surface of the earth onto a flat chart. A number of projection methods exist to reduce the distortion in aeronautical charts, such as projecting onto either a conical or cylindrical surface (which can then be flattened out to form a sheet). In the Lambert's Conformal Conic projection the chart sheet is formed from a cone that cuts the sphere representing the reduced earth at two Standard Parallels of Latitude. Just which two parallels of latitude are chosen by the map-maker depends upon which part of the earth, and how much of it, he wants to represent on that particular chart. The standard parallels are usually mentioned at the bottom or on the side of the chart. There is no distortion along the standard parallels and relatively little distortion North or South of them when only short distances are involved. In this type of projection the Great Circle track appears as a straight line, whereas the rhumb line appears bent away from the pole. In terms of practical navigation, a straight line on the chart does indeed represent the shortest connection between two points. However the appearance that the course is straight is an illusion due to the projection.
Figure: Rhumb line and Great Circle in conic projection. Another method used frequently is the Mercator projection which is based on projecting points from the surface of the sphere onto a cylinder wrapped around the sphere that touches it at a great circle. An example would be the projection onto a cylinder wrapped around the equator with its sides parallel to the polar axis.
A variation of this method is the Transverse Mercator projection which starts with a cylinder wrapped around a chosen meridian of longitude and its anti-meridian, with the sides of the cylinder at 90 to the polar axis. When flattened out, this projection provides a chart with no distortion down the chosen meridian and very little distortion anywhere East or West of this meridian within relatively short distance. In the Mercator projection the rhumb line appears a straight line and the Great Circle track appears bent towards the pole.
Rhumb line and Great Circle in Mercator projection Aeronautical charts Wind is a whichof air moving over the surfacelandmarks or checkpoints, requires an aeronautical chart Pilotage, mass is navigation by reference to of the Earth in athe surface featuresWhen the winddetail which allows pilots to track their position. The showing definite direction. of the area in is blowing fromchart does at 25 knots, it simply means and cultural detail but also provides a lot of aeronautical the north not only show the topographic that air is moving southward over the Earths surface information on airports, navigational aids and airspace. at the rate of 25 nautical miles (NM) in 1 hour. There are various aeronautical charts available to Under these conditions, any inert object free from the VFR Pilot: * Sectional the Earth will be VFR Navigation contact with charts such as thecarried 25 NM Charts (VNC), scale 1:500 000 (half-million); * VFR Terminal Area (VTA) Charts, scale 1:250 southward in 1 hour. This effect becomes apparent000 (quarter-million); * World Aeronautical Charts (WAC), scale 1:1 000 when such things as clouds, dust, and toy balloons 000 (one million). are observed being blown along by the wind. The VNC an WAC series charts are based on Obviously, andairplane flying within the movingthe Lambert's Conformal Conic projection. The VTA is based on Transverse Mercator projection. mass of air will be similarly affected. Even though the airplane does not float freely with the wind, it moves through the air at the same time the air is Wind moving over the ground, thus it is affected by wind. Consequently, at the end of 1 hour of flight, the airplane will be in a position which results from a combination of these two motions:

the movement of the air mass in reference to the ground, and the forward movement of the airplane through the air mass.
Figure 1: Motion of the air affects the speed with which airplanes move over the Earths surface. Airspeed, the rate at which an airplane moves through the air, is not affected by air motion.
Actually, these two motions are independent. So far as the airplanes flight through the air is concerned, it makes no difference whether the mass of air through which the airplane is flying is moving or is stationary. A pilot flying in a 70-knot gale would be totally unaware of any wind (except for possible turbulence) unless the ground was observed. In reference to the ground, however, the airplane would appear to fly faster with a tailwind or slower with a headwind, or to drift right or left with a crosswind.
3.3 Ground School Review - Meteorology

Whether preparing for a local flight or a long cross-country, flight-planning decisions based on aviation weather can dramatically affect the safety of the flight. A solid understanding of aviation weather theory provides the tools necessary to understand the reports and forecasts obtained from a Flight Service Station aviation weather specialist and other aviation weather services. Nature of the atmosphere The atmosphere is a mixture of gases that surround the Earth. This blanket of gases provides protection from ultraviolet rays as well as supporting human, animal, and plant life on the planet. Nitrogen
accounts for 78 percent of the gases that comprise the atmosphere, while oxygen makes up 21 percent. Argon, carbon dioxide, and traces of other gases make up the remaining 1 percent.
Within this envelope of gases, there are several recognizable layers of the atmosphere that are defined not only by altitude, but also by the specific characteristics of that level. The first layer, known as the troposphere, extends from sea level up to 20,000 feet (6 km) over the northern and southern poles and up to 48,000 feet (14.5 km) over the equatorial regions. The vast majority of weather, clouds, storms, and temperature variances occur within this first layer of the atmosphere. Inside the troposphere, the temperature decreases at a rate of about 2 Celsius every 1,000 feet of altitude gain, and the pressure decreases at a rate of about 1 inch per 1,000 feet of altitude gain. At the top of the troposphere is a boundary known as the tropopause, which traps moisture, and the associated weather, in the troposphere. The altitude of the tropopause varies with latitude and with the season of the year; therefore, it takes on an elliptical shape, as opposed to round.
Location of the tropopause is important because it is commonly associated with the location of the jetstream and possible clear air turbulence. The atmospheric level above the tropopause is the stratosphere, which extends from the tropopause to a height of about 160,000 feet (50 km). Little weather exists in this layer and the air remains stable. At the top of the stratosphere is another boundary known as the stratopause, which exists at approximately 160,000 feet. Directly above this is the mesosphere, which extends to the mesopause boundary at about 280,000 feet (85 km). The temperature in the mesosphere decreases rapidly with an increase in altitude and can be as cold as -90C. The last layer of the atmosphere is the thermosphere. It starts above the mesosphere and gradually fades into outer space. Lapse Rate. Lapse rate is the rate of decrease of temperature with height. ICAO Standard Atmosphere The ICAO standard atmosphere for the continent of North America assumes the following conditions: 1. 2. 3. 4. The air is a perfectly dry gas. A mean sea level pressure of 29.92 inches of mercury. A mean sea level temperature of 15 degrees Celsius. The rate of decrease of temperature wit altitude is 1.98 degrees Celsius per 1000 feet.
Moisture sublimation, condensation, evaporation By a process called condensation, water vapour changes into water droplets. By a process called sublimation, water vapour changes into ice crystals (without going through the liquid stage). By a process called evaporation, liquid water changes into water vapour.
Cloud basics
Stratus Clouds
Stratus clouds are uniform grayish clouds that often cover the entire sky. They resemble fog that does not reach the ground. Usually no precipitation falls from stratus clouds, but sometimes they may drizzle. When a thick fog "lifts," the resulting clouds are low stratus.
Nimbostratus clouds form a dark gray, "wet" looking cloudy layer associated with continuously falling rain or snow. They often produce precipitation that is usually light to moderate.
"Alto" Clouds Clouds with the prefix "alto" are middle level clouds that have bases between 2000 and 7000 m (6500 to 23,000 ft.). Altocumulus clouds are middle level clouds that are made of water droplets and appear as gray, puffy masses, sometimes rolled out in parallel waves or bands. The appearance of these clouds on a warm, humid summer morning often means thunderstorms may occur by late afternoon.
Altostratus clouds are gray or blue-gray middle level clouds composed of ice crystals and water droplets. These clouds usually cover the entire sky. In the thinner areas of the cloud, the sun may be dimly visible as a round disk. Altostratus clouds often form ahead of storms that will produce continuous precipitation.
Cirrus clouds are thin, wispy clouds blown by high winds into long streamers. They are considered "high clouds" forming above 6000 m (20,000 ft). Cirrus clouds usually move across the sky from west to east. They generally mean fair to pleasant weather. Cirrostratus clouds are thin, sheet-like high clouds that often cover the entire sky. They are so thin that the sun and moon can be seen through them.
Cirrocumulus clouds appear as small, rounded white puffs. The small ripples in the cirrocumulus sometimes resemble the scales of a fish. A sky with cirrocumulus clouds is sometimes referred to as a "mackerel sky."
Cumulus Clouds Cumulus clouds are puffy clouds that sometimes look like pieces of floating cotton. The base of each cloud is often flat and may be only 1000 m (330 ft) above the ground. The top of the cloud has rounded towers. When the top of the cumulus resembles the head of a cauliflower, it is called cumulus congestus or towering cumulus. These clouds grow upward, and they can develop into a giant cumulonimbus, which is a thunderstorm cloud.
Cumulonimbus clouds are thunderstorm clouds that form if cumulus congestus clouds continue to grow vertically. Their dark bases may be no more than 300 m (1000 ft) above the Earth's surface. Their tops may extend upward to over 12,000 m (39,000 ft). Tremendous amounts of energy are released by
the condensation of water vapour within a cumulonimbus. Lightning, thunder, and even violent tornadoes are associated with the cumulonimbus. METAR and TAF codes A METAR is a surface weather observation issued on the hour, while a SPECI is a special observation, issued at times other than on the hour, as the result of a significant weather change. Data is collected by human observers or automated stations, or a combination thereof, and then coded into METAR by computer software. There are two types of automated stations used - Automated Weather Observation System (AWOS) and Limited Weather Information System (LWIS). LWIS bulletins are not decoded in plain language. The METAR code is the standard code used throughout the world to report surface weather observations. It describes the occurring weather within 3km of the observation site and it is issued every hour, shortly after the hour. (Note: vicinity phenomena reported in a METAR is within 8 km of the observing site. Anything that is outside of the 8 km area is usually reported in the remarks portion of the METAR.) Aerodrome Forecast (TAF) code is the standard code used throughout the world to report aerodrome forecasts. It describes the weather conditions most likely to occur within 5 nautical miles of the centre of the runway complex. Abbreviations and codes are the same as those used in METAR. If the forecast is amended it will be indicated directly following the report type, i.e. ''TAF AMD''. You should be familiar with the following codes: DS FG PO BLSA FC MI DR SH PR DZ SN PL GS UP FG BR HZ SA PO Duststorm Fog Dust or Sand Swirls Blowing Sand Tornado, Waterspout or Funnel Clouds Shallow Drifting Showers Partial Drizzle Snow Ice Pellets Snow Pellets Unknown Precipitation Fog Mist Haze Sand Dust/Sand Whirls SS SH BLDU BLSN Sandstorm Shower Blowing Dust Blowing Snow
BC BL TS FZ RA SG GR IC
Patches Blowing Thunderstorm Freezing Rain Snow Grains Hail Ice Crystals
VA FU DU
Volcanic Ash Smoke Dust
DS
Duststorm
FC +FC
Funnel Cloud Tornado/Waterspout
SS SQ
Sandstorm Squalls
SKC FEW SCT BKN OVC
Sky Clear. No cloud present. Trace to 2 oktas of cloud. 3 to 4 oktas of cloud. 5 to less that 8 oktas of cloud. 8 oktas of cloud.
Flight Service Stations (FSS)/Flight Information Centres (FIC) http://www.canairradio.com/fss.html Flight Service Specialists monitor assigned frequencies providing pilots with the communications access to obtain and pass flight information, or report emergencies should the need arise. They also relay IFR position reports and air traffic control clearances in areas where aircraft are beyond the communications range of the air traffic control facility. Until recently all Flight Service Specialists worked in one of the 53 stations located throughout Canada, their duties and services offered are listed below. With the advent of the FIC structure some of services and Flight Service Specialists themselves will now be transferred to the various FIC's. As each FIC becomes operational, local flight service stations within the respective geographic areas will take on a more localized role, providing AAS (aerodrome advisory service) & Vehicle Control Service. All other services will be handled by the respective FIC. It should be noted that Flight Service Specialists are not air traffic controllers. Services Flight Information Service En Route (FISE) This service consists of information on weather reports, forecasts, PIREP's, NOTAM's, altimeter settings and other operational information pertinent to the enroute phase of flight. Airport Advisory Service (AAS) Provide advisory information that includes details on, winds, preferred or active runways, altimeters, aircraft traffic, ground traffic and any other pertinent information at uncontrolled airports. Remote Airport Advisory Service (RAAS) Consists of weather reports, including wind and altimeter setting (from METAR or SPECI) the active runway or preferred runway (if known), field condition reports, NOTAM, PIREP's, and known aircraft and vehicle traffic. Vehicle Control Service Flight service specialists control vehicles operating on maneuvering areas of airports with a co-located control tower and FSS during the hours when the tower is closed. Provide this same service at airports without a control tower during hours that the FSS is operating. Flight Planning Provide pre-flight services which include the provision of weather information, NOTAM's, and runway surface condition reports. Specialists also accept and process flight plans and flight notifications. Maintain an easily accessible "aviation information display" that assists pilots in compiling essential information for planning a safe flight. Aviation Weather Information Service
Provide pertinent aviation weather information to accommodate pilots at the pre-flight and en-route stages. This service allows flight service specialists to assist pilots in making decisions and calculations based on weather. VFR Alerting Service FSS's will notify Search & Rescue personnel in the event a VFR flight plan or flight notification is not closed within a specified time, or having received an overdue report for an aircraft. Navigation Assistance Provide VDF (VHF Direction Finding) assistance to aircraft in emergency or potential emergency situations. NOTAM Service Issue and coordinate NOTAM's (Notice to Airmen) for locations or areas that are assigned to them. PIREP's Collect and distribute PIREP's (Pilot Reports) of weather or other significant information. Fixed Telecommunications Service Flight Service Stations are connected to fixed communications networks so that operational and administrative messages can be exchanged among FSS's, domestic or international aeronautical agencies. Remote Communications Outlet RCO Remote Communications Outlets are remote VHF transmitters/receivers established where difficult communications prevail, or where an extended communications capability is necessary. RCO's are used primarily for en-route flight information service; however they may also be used to: accept IFR position reports pass company messages on behalf of subscribing air carriers provide VHF service to supplement international HF networks provide limited airport advisory service En-route information provided through an RCO may include: altimeter settings for station nearest reporting point current weather in times of adverse weather conditions, SIGMET's (significant meteorological report), PIREP's, hourly reports, and forecasts NOTAM's pertinent to the aircraft's route Dial-up Remote Communications Outlet DRCO DRCO's are a standard RCO which have a dial up unit installed which allows pilots to connect with an Air Traffic Services unit via commercial phone lines. Activation of the system by the pilot is accomplished by keying the microphone button 4 times on the published DRCO frequency. Once the communications link has been established, the DRCO equipment will answer with a pre-recorded announcement "Link Established". This link can only be disconnected by the Air Traffic Services unit.
Pilot Briefing Service The pilot briefing service is provided by FICs to assist pilots at the pre-flight planning stage and for information updates while en route. Pilot requests for initial briefings while airborne are not encouraged because this practice leads to frequency congestion. When requesting a briefing, identify yourself as a pilot; provide the aircraft identification and the following: a. type of flight (VFR, IFR, CVFR, composite) planned; b. type of aircraft; c. aerodrome of departure and estimated time of departure (ETD); d. destination aerodrome and estimated elapsed time (EET); e. planned cruising level(s) or altitude(s); f. route to be flown and estimated times of arrival at, and departure from, any intermediate aerodrome(s); g. alternate aerodrome, if appropriate; h. type of meteorological information requested, i.e. whether a briefing or consultation; and i. information already on hand, if any. The flight service specialist requires this information to tailor the briefing to the planned flight and the needs of the pilot. The flight service specialist may omit information normally provided in a briefing if the pilot has indicated having the data on hand or requested the briefing be limited to specific information. The flight service specialist will terminate the briefing by soliciting flight plan information not already obtained at the beginning of the briefing and PIREP, if appropriate. Pilot's Automatic Telephone Weather Answering Service NAV CANADA has updated its popular Pilot's Automatic Telephone Weather Answering Service (PATWAS) to a digital version. Accessible through one simple phone call, PATWAS is a convenient automated communications system that provides pilots with up-to-date weather information for some 350 Canadian airports and 900 American airports. The digital PATWAS comes with features such as bilingual service, voice recognition capabilities (enabling pilots to spell the ICAO airport identifier for which they would like weather information), local sunrise/sunset hours and a fax-back function. Aviation Weather Web Site Many different Aviation Weather services, including METARs, TAFs, graphical weather products, winds and PIREPs can be found online. http://www.flightplanning.navcanada.ca Automatic Terminal Information Service The Automated Terminal Information Service or ATIS (pronounced AY-tis) is a recorded message that provides pilots with current airfield and weather information. These recordings provide information such as the present winds, altimeter settings, active runways, airfield hazards or any other pertinent airfield information relative to the safety of flight. Each recording is normally updated hourly, however, at times of rapidly changing weather conditions the recording may be updated as often as necessary. Each recording is identified by a phonetic letter which changes with each updated broadcast. ATIS broadcasts are often also simulcast on the local VOR, VOT, or VHF Omnidirectional Range test transmitter.
Pilots are required to check the current ATIS prior to their initial contact with ATC. This initial call may sound something like, "Clearance it's Air Canada 856, gate 22 with information Delta". This serves as notice to the controller that the pilot has received the latest ATIS information and is aware of current conditions. With technology such as ACARS, equipped aircraft often receive the current ATIS information automatically via datalink. Another standard with ATIS recordings is the use of TVGS or Text to Voice Generating System. This system compiles data for the ATIS broadcast and automatically generates a synthesized voice recording of the information. The following is an example of an ATIS broadcast as monitored on 120.825 MHz from Pearson International Airport: "This is Toronto Int'l Airport information ALPHA, Toronto weather at 2100 Zulu, 5,000 scattered, visibility 25, temperature 24, dewpoint 12, wind 280 degrees at 6 knots, altimeter 3020. The IFR approach is ILS runway 24 right, tower frequency 118.35 and ILS runway 23 tower frequency 118.7. Departure runways are 24 right and 23. Inform Toronto ATC on initial contact that you have received information ALPHA". You can listen to a sample ATIS brief here: http://speechtech.com/atisdemo.shtml
3.4 Ground School Review - Radio

In the next pages you will find parts of a document called the Study Guide for the Restricted Operator Certificate with Aeronautical Qualification (RIC-21). Note that it is an abridged version (certain sections were removed to leave you with the most relevant information). You must have a thorough understanding of the content of this study guide. http://www.ic.gc.ca/eic/site/smt-gst.nsf/vwapj/ric21.pdf/$FILE/ric21.pdf You may also enjoy the following websites: http://www.canairradio.com/ www.liveatc.net
RIC-21 Issue 3 February 2010 Spectrum Management and Telecommunications Radiocommunication Information Circular
Study Guide for the Restricted Operator Certificate with Aeronautical Qualification (ROC-A)
(Abridged)
Preface
Radiocommunication Information Circulars are issued for the guidance of those engaged in radio communications in Canada. The information contained in these circulars is subject to change without notice. It is therefore suggested that interested persons consult the nearest district office of Industry Canada for additional details. While every reasonable effort has been made to ensure accuracy, no warranty is expressed or implied. As well, these circulars have no status in law. Comments and suggestions may be directed to the following address: Industry Canada Spectrum Management Operations Branch 300 Slater Street Ottawa, Ontario K1A 0C8 Attention: Spectrum Management Operations E-mail: spectrum_pubs@ic.gc.ca All Spectrum Management and Telecommunications publications are available on the following website: http://www.ic.gc.ca/spectrum.
1. Intent
The intent of this document is to provide study information for the ROC-A. Restricted Operator Certificates are issued for life and no revalidation is required. Contact your local district office of Industry Canada if your certificate is lost or requires replacement.
2. Background
An ROC-A is required by operators of radiotelephone equipment on board aircraft and at aeronautical land (fixed and mobile) radio stations using aeronautical mobile frequencies. The radiotelephone equipment at such stations shall be of a type that requires only simple external switching, has a power output not exceeding 250 watts effective radiated power (e.r.p.) equivalent to 400 watts peak envelope power (PEP) and where all frequency-determining elements are preset within the transceiver.
3. Candidate Requirements
3.1 Exam Examinations for the ROC-A can be conducted at either a district office of Industry Canada or by one of its accredited examiners. These examiners are typically individuals who are engaged in the aeronautical industry. Application for the examination can be made to either party. To find the nearest district office of Industry Canada, see Appendix F. The examination may consist of written, practical and oral exercises. The candidate must satisfy an examiner that he or she: is capable of operating radiotelephone equipment; possesses a general knowledge of radiotelephone operating procedures and of international regulations applicable to the aeronautical service, specifically those regulations relating to the safety of life; and possesses a general knowledge of the Radiocommunication Act and the regulations made thereunder. 3.2 Eligibility There are no nationality or age restrictions as to who may take the examination or hold an ROCA.
Candidates must attest that they do not have a disability that would impair their ability to operate a radio station safely.
3.3 Documentation Identification must be presented at the examination. A valid passport, drivers licence, birth certificate, baptismal certificate, citizenship certificate or landed immigrant identification card will all be accepted as proof of identity, at the discretion of the examiner.
4. Regulations
4.1 Priorities of Communications - Aeronautical Service The order of priority for transmission of messages in the aeronautical service is: 1. Distress communications. 2. Urgency communications. 3. Communications relating to radio direction-finding. 4. Flight safety messages. 5. Meteorological messages. 6. Flight regularity messages. 7. Messages relating to the application of the United Nations Charter. 8. Government messages for which priority has been expressly requested. 9. Service communications relating to the workings of the telecommunication service or to communications previously exchanged. 10. All other aeronautical communications. 4.2 Privacy of Communications Radio operators and all persons who become acquainted with radio communications are bound to preserve the privacy of those communications. In accordance with subsection 9(2) of the Radiocommunication Act, no person shall divulge the contents, or the existence, of communications transmitted, received or intercepted by a radio station, except as permitted by the addressee of the message or his/her accredited agent, or to authorized officials of the Government of Canada, officers of the court or an operator of a telecommunications system as is necessary to forward or deliver the communication. These restrictions do not apply to a message of distress, urgency, safety or to messages addressed to ALL STATIONS (i.e. weather reports, storm warnings, etc.). As outlined in section 9.1 of the Act, any person who violates the privacy of communications is liable, on summary conviction, in the case of an individual, to a fine not exceeding twenty-five thousand dollars or to imprisonment for a term not exceeding one year, or to both, or, in the case of a person other
than an individual, on summary conviction, to a fine not exceeding seventy-five thousand dollars. 4.3 Control of Communications In communications between aeronautical ground stations and aircraft stations, the aircraft station shall comply with instructions given by the ground station in all matters relating to the order and time of transmission, the choice of frequency and the duration and suspension of communications. This does not apply in the cases of distress or urgency communications, where the control lies with the station initiating the priority call. The operation of an aircraft station is under the control of the pilot or another person in charge of the station. In communications between aeronautical ground stations and aircraft stations, it is normally the ground station that retains communications control. In communications between aircraft stations, however, the aircraft station being called is the controlling station. If the station called is in agreement with the calling station, it shall transmit an indication that from that moment onwards it will listen on the working frequency or channel announced by the calling station. However, if the station called is not in agreement with the calling station on the working frequency or channel to be used, it shall transmit an indication of the working frequency or channel to be used. Examples: (a) Ground station calling an aircraft (the ground station has control of radio communications) PIPER CHARLIE FOXTROT X-RAY QUEBEC QUEBEC THIS IS OTTAWA RADIO GO AHEAD ON TOWER FREQUENCY ONE TWO TWO DECIMAL ONE OVER (b) Aircraft calling a ground station (the ground station has control of radio communications) OTTAWA RADIO THIS IS PIPER CHARLIE FOXTROT X-RAY QUEBEC QUEBEC ON FREQUENCY ONE TWO TWO DECIMAL ONE OVER
(c) One aircraft to another aircraft (the aircraft being called has control of radio communications) CESSNA CHARLIE FOXTROT X-RAY QUEBEC TANGO THIS IS PIPER CHARLIE FOXTROT X-RAY QUEBEC QUEBEC ON FREQUENCY ONE ONE NINE DECIMAL SEVEN OVER PIPER CHARLIE FOXTROT X-RAY QUEBEC QUEBEC THIS IS CESSNA CHARLIE FOXTROT X-RAY QUEBEC TANGO CHANGE TO SEARCH AND RESCUE FREQUENCY ONE TWO THREE DECIMAL SIX OUT 4.4 Superfluous Communications and Interference Radiocommunications between aeronautical stations should be restricted to those relating to safety and flight regularity. In accordance with subsection 32(1) of the Radiocommunication Regulations, superfluous communication, as well as profane and obscene language, is strictly prohibited. Any person who violates the regulations relative to unauthorized communications, profane or obscene language is liable, on summary conviction, in the case of an individual, to a fine not exceeding five thousand dollars or to imprisonment for a term not exceeding one year, or to both, or, in the case of a corporation, on summary conviction, to a fine not exceeding twenty-five thousand dollars. The Act clearly states that all radio stations shall be operated so as not to interfere with or interrupt the working of another radio station. The penalties for doing so are the same as those noted above. The only situation under which you may interrupt or interfere with the normal working of another station is when you are required to transmit a higher priority call or message, for example, distress, urgency or other priority calls or messages. 4.5 False Distress Signals Paragraph 9(1)(a) of the Act clearly states that no person shall knowingly send, transmit, or cause to be sent or transmitted any false or fraudulent distress signal, message, call or radiogram of any kind. Penalties for this offence, on summary conviction, in the case of an individual, can include a fine not
exceeding five thousand dollars or imprisonment for a term not exceeding one year, or to both, or, in the case of a corporation, to a fine not exceeding twenty-five thousand dollars.
5. Operating Procedures
5.1 Speech Transmission Techniques The efficient use of radio depends to a large extent on the method of speaking and on the articulation of the operator. As the distinctive sounds of consonants are liable to become blurred in the transmission of speech and as words of similar length containing the same vowel sounds are apt to sound alike, special care is necessary to ensure their proper pronunciation. When using radio, the operator should speak all words plainly and clearly to prevent words from running together. Avoid any tendency to shout, accent syllables, or to speak too rapidly. The following points should be kept in mind when using radio: Speed: Keep the rate of speech constant, neither too fast nor too slow. Remember that the operator receiving your message may have to write it down. Rhythm: Preserve the rhythm of ordinary conversation and word pronunciation. Also, avoid the introduction of unnecessary sounds such as er and um between words. 5.2 Time and Date The twenty-four hour clock system should be used to express time during radio communications. Time should be expressed and transmitted by means of four figures, the first two denoting the hour past midnight and the last two the minutes past the hour.
Examples: 12:45 a.m is expressed as 0045 12:00 noon is expressed as 1200 11:45 p.m is expressed as 2345 12:00 midnight is expressed as 2400 or 0000 1:30 a.m is expressed as 0130 1:45 p.m is expressed as 1345 4:30 p.m. is expressed as 1630 Time is usually referenced to one standard time zone, Coordinated Universal Time (UTC) (often referred to as Greenwich Mean Time (GMT) or zulu time (Z)) to avoid confusion between different time zones. When operations are conducted solely in one time zone, local time may be used. Where the date, as well as the time of day, is required, a six-figure group should be used. The first two figures indicate the day of the month and the following four figures indicate the time. Examples: Noon (EST) of the 16th day of the month is expressed as..........161200 E 2:45 a.m. (PST) of the 24th day of the month is expressed as....240245 P 5.3 ITU Phonetic Alphabet The phonetic alphabet adopted by the International Telecommunication Union (ITU) is used to avoid confusion when transmitting difficult or unusual words. This internationally recognized alphabet should be learned so that it is readily available whenever isolated letters or groups of letters are pronounced separately, or when communication is difficult. Call signs should also be spelled phonetically. The ITU phonetic alphabet is: Letter Word Pronounced as A Alfa AL FAH B Bravo BRAH VOH C Charlie CHAR LEE or SHAR LEE D Delta DELL TAH E Echo ECK OH F Foxtrot FOKS TROT G Golf GOLF H Hotel HOH TELL I India IN DEE AH J Juliett JEW LEE ETT K Kilo KEY LOH L Lima LEE MAH M Mike MIKE N November NO VEM BER O Oscar OSS CAH
P Q R S T U V W X Y Z
Papa Quebec Romeo Sierra Tango Uniform Victor Whiskey X-ray Yankee Zulu
PAH PAH KEH BECK ROW ME OH SEE AIR RAH TANG GO YOU NEE FORM or OO NEE FORM VIK TAH WISS KEY ECKS RAY YANG KEY ZOO LOO
Note: The syllables to be emphasized are in bold. Numbers are pronounced as follows: 0 - ZE-RO 1 - WUN 2 - TOO 3 - TREE 4 - FOW-er Decimal - DAY-SEE-MAL Hundred - HUN-dred Thousand - TOU-SAND 5.4 Transmission of Numbers All numbers except whole thousands should be transmitted by pronouncing each digit separately. Whole thousands should be transmitted by pronouncing each digit in the number of thousands followed by the word thousand. Examples: 10 becomes - one zero 75 becomes - seven five 100 becomes - one zero zero 5,800 becomes - five eight zero zero 11,000 becomes - one one thousand 68,009 becomes - six eight zero zero nine Numbers containing a decimal point shall be transmitted as above, with the decimal point indicated by the word decimal. Example: 121.5 becomes - one two one decimal five
5 - FIFE 6 - SIX 7 - SEV-en 8 - AIT 9 - NIN-er
Monetary denominations, when transmitted with groups of digits, should be transmitted in the sequence in which they are written. Examples: $17.25 becomes - dollars one seven decimal two five $0.75 becomes - decimal seven five Altitude above sea level should be expressed in thousands plus hundreds of feet. Separate digits shall be used to express flight levels. Examples: 2700 - Two thousand seven hundred FL265 - Flight level two six five Aircraft type numbers, wind speed and cloud formation heights are expressed in group forms. Examples: Flight 320 - Flight three twenty DC10 - DC ten 34BKN - Thirty Four Hundred Broken Wind 270/10 - Wind two seven zero degrees one zero knots Time: Coordinated Universal Time (UTC) Examples: 0920Z - Zero niner two zero zulu 09 - Nine minutes past the hour Aircraft headings are given in groups of three digits. If operating within the Southern Domestic Airspace, the heading is expressed in degrees magnetic. If operating within the Northern Domestic Airspace, the heading is expressed in degrees true. Examples: 005 degrees - Heading zero zero five 350 degrees - Heading three five zero Aerodrome elevations are expressed in feet, prefixed by the expression field elevation. Examples: 150 - Field elevation one five zero 3500 - Field elevation three thousand five zero zero 5.5 Procedural Words and Phrases
While it is not practical to set down precise phraseology for all radiotelephone procedures, slang expressions such as OK, REPEAT, TEN-FOUR, OVER AND OUT, BREAKER BREAKER, COME IN PLEASE, etc., should not be used. Appendix B contains a list of words and phrases that should be used where applicable. 5.6 Call Signs A distinctive call sign is assigned to radio stations for identification purposes and should be used at least when initial contact is being established, and again when the communication is concluded. Aeronautical call signs should always be pronounced phonetically. An aircrafts call sign can be the same as the aircrafts markings. The call sign and markings are assigned to the aircraft by Transport Canada. 5.6.1 Canadian Air Carriers Canadian air carriers use their assigned company name as a call sign, followed by the flight number or the last three characters of the aircraft registration. Example: AIR CANADA ONE FOUR NINE 5.6.2 Canadian Private Civil Registration Canadian private aircraft use the manufacturers name or their type of aircraft, followed by the last four letters of the registration. Example: CESSNA-182 GFAC (spoken: CESSNA ONE EIGHT TWO GOLF FOXTROT ALFA CHARLIE) 5.6.3 Aeronautical Ground Stations Aeronautical ground station identification comprises the name of the airport or its geographical location, followed if necessary, by a suitable word indicating the function of the station. Examples: Area control centre - Ottawa Centre Surface movement control - Toronto Ground Flight information service station - Ottawa Information Clearance delivery - Edmonton Delivery Approach control radar arrivals - Ottawa Arrival
Approach control radar departures - Winnipeg Departure Precision approach radar - Montreal Precision Community aerodrome radio station - Eskimo Tower Private aeronautical station - Radio Company Dispatch Dispatch 5.7 Radiotelephone Calling Procedure In general, it is up to the aircraft station to establish communication with the aeronautical ground station. For this purpose, the aircraft station may call the aeronautical ground station when it comes within the operational service area of the station. However, a ground station may also establish communication with an aircraft station within its operational service area. When an aeronautical ground station receives calls from several aircraft stations at approximately the same time, it decides the order in which these stations may transmit their traffic. Its decision shall be based on the priority status of the messages. 5.7.1 Calling Before transmitting, operators shall listen to the desired communication channel for a period long enough to satisfy themselves that their transmission will not cause harmful interference to communications already in progress. If such interference seems likely, operators shall wait for the first break in the transmission. A station which has distress, urgency or safety communications to transmit is entitled to interrupt, at any time, a transmission of lower priority that is in progress. The call sign identifier of the station being called is ALWAYS spoken first, followed by the words THIS IS and the calling stations identifier. Single Station Call When an operator wishes to establish communication with a specific station, the following items shall be transmitted in the order indicated: 1. The call sign of the station called (not more than three times, once if radio conditions are good). 2. The words THIS IS. 3. The call sign of the station calling (not more than three times, once if radio conditions are good). 4. The frequency on which the calling station is transmitting. 5. The invitation to reply (OVER). Example:
TORONTO TOWER (repeated up to three times) THIS IS CESSNA ONE EIGHT FIVE - FOXTROT ALFA DELTA TANGO ON FREQUENCY ONE ONE EIGHT DECIMAL SEVEN OVER All Stations General Call When an operator wishes to establish communication with any station within range or in a certain area, the call should be made to ALL STATIONS using the same procedure as a single station call. Example: ALL STATIONS, ALL STATIONS, ALL STATIONS THIS IS TORONTO AIR RADIO (three times if necessary) Multiple Station Call If more than one station is to be called simultaneously, the call signs of the desired stations may be transmitted in any convenient sequence followed by the words THIS IS and the originating stations call sign. In general, operators replying to a multiple station call should answer in the order in which they have been called. Example: CESSNA FOXTROT NOVEMBER INDIA LIMA PIPER FOXTROT X-RAY QUEBEC QUEBEC PIPER GOLF LIMA LIMA DELTA (All repeated three times if necessary) THIS IS TORONTO TOWER (three times if necessary) OVER 5.7.2 Replying Operators hearing a call directed to their station shall reply as soon as possible and advise the calling station to proceed with the message with the words GO AHEAD, or not to proceed with the message with the words STAND BY, followed by the anticipated number of minutes of delay. Examples: PIPER FOXTROT X-RAY QUEBEC QUEBEC THIS IS TORONTO TOWER GO AHEAD PIPER FOXTROT X-RAY QUEBEC QUEBEC
THIS IS TORONTO TOWER STAND BY TWO MINUTES When station operators hear a call but are uncertain that the call is intended for their station, they should not reply until the call has been repeated and understood. When station operators hear a call but are not sure of the identity of the calling station, they should reply immediately using the words STATION CALLING, the called stations identification, and the words SAY AGAIN and OVER. Example: STATION CALLING CESSNA FOXTROT NOVEMBER JULIETT INDIA SAY AGAIN OVER To terminate communications, simply conclude the transmission with the word OUT (which means conversation is ended and no response is expected). Example: TORONTO TOWER THIS IS PIPER FOXTROT X-RAY QUEBEC QUEBEC RECEIVED RUNWAY CLEARANCE OUT 5.7.3 Corrections and Repetitions When an error has been made in transmission, the word "CORRECTION" should be spoken, followed by the last correct word or phrase and then by the corrected version of the transmission. Examples: OVER OTTAWA AT TWO SEVEN CORRECTION TWO EIGHT PROCEED TO DOCK FOUR CORRECTION DOCK FIVE
If the receiving station requires the repetition of an entire message, the operator should use the words SAY AGAIN. If repetition of only a portion of a message is required, the receiving station should use the following: 1. SAY AGAIN ALL BEFORE ... (first word satisfactorily received); or 2. SAY AGAIN ... (word before missing portion) TO ... (word after missing portion), or 3. SAY AGAIN ALL AFTER ... (last word satisfactorily received). Examples: VANCOUVER RADIO THIS IS STINSON FOXTROT ALFA BRAVO CHARLIE SAY AGAIN ALL BEFORE HANGAR OVER WINNIPEG TOWER THIS IS CESSNA FOXTROT PAPA DELTA QUEBEC SAY AGAIN ALTITUDE TO DESCEND OVER MONTREAL CENTRE THIS IS CESSNA FOXTROT X-RAY QUEBEC TANGO SAY AGAIN ALL AFTER FLIGHT PLAN OVER 5.7.4 Message Handling Procedures When transmitting a message, the radio station operator should: 1. plan the content of the message before transmitting; 2. listen briefly before transmitting to avoid interference with other transmissions; 3. deliver the radio message clearly and concisely using standard phraseology whenever practical. The message handling format generally consists of four parts: 1. the call indicating the addressee and the originator; 2. the addressee reply; 3. the message; 4. the acknowledgment or ending. Examples: Call-up by aircraft SCHEFFERVILLE RADIO THIS IS PIPER FOXTROT ALFA BRAVO CHARLIE OVER Reply by ground station PIPER FOXTROT ALFA BRAVO CHARLIE THIS IS SCHEFFERVILLE RADIO
GO AHEAD OVER Message - Aircraft SCHEFFERVILLE RADIO THIS IS PIPER FOXTROT ALFA BRAVO CHARLIE FOUR MILES AT ONE THOUSAND LANDING SCHEFFERVILLE OVER Message - Ground PIPER FOXTROT ALFA BRAVO CHARLIE THIS IS SCHEFFERVILLE RADIO ROGER WIND - ONE SIX ZERO AT ONE FIVE ALTIMETER - TWO NINER NINER SEVEN OVER Acknowledgment - Aircraft SCHEFFERVILLE RADIO THIS IS PIPER FOXTROT ALFA BRAVO CHARLIE ROGER On subsequent calls, the words THIS IS and OVER may be omitted and, if no likelihood of interference exists, the call sign for the station being called may be abbreviated as follows: SCHEFFERVILLE RADIO BRAVO CHARLIE CONFIRM RIGHT ON SIERRA 5.7.5 Signal (or Radio) Checks When your radio station requires a signal (or radio) check, follow this procedure: 1. Call another aircraft or aeronautical ground station on any appropriate frequency that will not interfere with the normal working of other aircraft or ground stations, and request a signal check. 2. The signal check consists of SIGNAL (or RADIO) CHECK 1, 2, 3, 4, 5. HOW DO YOU READ ME? OVER. 3. Your station identification (call sign) should also be transmitted during such test transmissions. 4. Signal checks should not last more than 10 seconds. 5. When replying or receiving a reply to a signal check, the following readability scale should be used: 1. Bad (unreadable) 2. Poor (readable now and then) 3. Fair (readable but with difficulty) 4. Good (readable) 5. Excellent (perfectly readable) Communications checks are categorized as follows: Signal check - If the test is made while the aircraft is airborne. Preflight check - If the test is made prior to departure. Maintenance check - If the test is made by ground maintenance.
Example: WATSON LAKE RADIO THIS IS CESSNA FOXTROT ALFA BRAVO CHARLIE REQUEST SIGNAL CHECK ON FIVE SIX EIGHT ZERO CESSNA FOXTROT ALFA BRAVO CHARLIE THIS IS WATSON LAKE RADIO READING YOU STRENGTH FIVE OVER
6. Emergency Communications
6.1 Emergency Conditions In the aeronautical service, an emergency condition is classified in accordance with the degree of danger or hazard as follows: Distress: A condition of being threatened by grave and/or imminent danger and requiring immediate assistance. Urgency: A condition concerning the safety of an aircraft or other vehicle, or of someone on board or within sight, but which does not require immediate assistance. 6.2 Distress Communications Distress communications should be conducted in accordance with the procedures outlined in this section. These procedures shall not, however, prevent a station in distress from making use of any means at its disposal to attract attention, make known its position and obtain assistance. 6.3 Frequencies to be Used The first transmission of the distress call and message by an aircraft should be made on the airground frequency in use at the time. If the aircraft is unable to establish communications on the frequency in use, the distress call and message should be repeated on the aeronautical emergency frequency (121.5 MHz), or any other frequency available, in an effort to establish communications with any aeronautical ground station or other aircraft station. 6.4 Distress Signal In radiotelephony, the spoken word for distress is MAYDAY, and it should be used at the commencement of the first distress communication.
The distress signal indicates that a person or station sending the signal is: 1. threatened by grave and imminent danger and requires immediate assistance; or 2. aware that an aircraft, ship or other vehicle is threatened by grave and imminent danger and requires immediate assistance.
6.5 Priority of Distress The distress call has absolute priority over all other transmissions. All stations which hear it shall immediately cease any transmission capable of interfering with distress traffic and continue to listen on the frequency used for the distress call. 6.6 Control of Distress Traffic The control of distress traffic is the responsibility of the aircraft in distress or of the station which relays the distress message. These stations may, however, delegate the control of distress traffic to another station, such as an aeronautical station, which normally has a very efficient interface with air traffic control (ATC) and all search and rescue (SAR) organizations. 6.7 Distress Call The distress call identifies the station in distress, and such calls shall be sent only on the authority of the person in command of the station. The distress call should comprise: 1. the distress signal MAYDAY spoken three times; 2. the words THIS IS; 3. the call sign of the aircraft in distress spoken three times. Example: MAYDAY, MAYDAY, MAYDAY THIS IS PIPER FOXTROT X-RAY CHARLIE CHARLIE PIPER FOXTROT X-RAY CHARLIE CHARLIE PIPER FOXTROT X-RAY CHARLIE CHARLIE The distress call shall not be addressed to a particular station and acknowledgment of receipt shall not be given before the distress message is sent. 6.8 Distress Message The distress message shall follow the distress call as soon as possible. The distress message should include as many as possible of the following elements spoken distinctly and, if possible, in the following order: 1. the distress signal MAYDAY; 2. the call sign of the station in distress (once); 3. the nature of the distress condition and kind of assistance required (i.e. what has happened); 4. the intentions of the person in command; 5. the particulars of its position (airspeed, altitude, heading); 6. the number of persons on board and injuries (if applicable); 7. any other information that may facilitate rescue;
8. the call sign of the station in distress. Example: MAYDAY PIPER FOXTROT X-RAY QUEBEC QUEBEC STRUCK BY LIGHTNING DITCHING AIRCRAFT POSITION: 20 MILES EAST OF WINNIPEG ALTITUDE: 1500 FEET AIRSPEED: 125 KNOTS HEADING: 270 DEGREES ONE PERSON ON BOARD PIPER FOXTROT X-RAY QUEBEC QUEBEC Note: If the aircraft can transmit the distress message immediately after the distress call, then items 1 and 2 may be omitted from the message. 6.9 Repetition of a Distress Message The distress message shall be repeated at intervals by the aircraft in distress until an answer is received or until it is no longer feasible to continue. The intervals between repetitions of the distress message shall be sufficiently long to allow time for stations receiving the message to reply. Any station that has heard an unacknowledged distress message, and is not in a position to render assistance, shall take all possible steps to attract the attention of other stations that are in a position to assist. In addition, all necessary steps shall be taken to notify the appropriate search and rescue authorities of the situation. 6.10 Action by Station in Distress When an aircraft is threatened by grave and imminent danger, and requires immediate assistance, the person in command should direct appropriate action as follows: 1. transmit the distress call; 2. transmit the distress message; 3. listen for acknowledgment of receipt; 4. exchange further distress traffic as applicable; 5. activate automatic emergency equipment (i.e. emergency locator transmitter (ELT)) if available and when appropriate.
6.11 Action by Stations Other than the Station in Distress An aircraft station that is not in distress should transmit the distress message when: 1. the station in distress is not in a position to transmit the message; or 2. the person in command of the station not in distress believes that further help is necessary; or 3. although not in a position to render assistance, the aircraft station has heard a distress message which has not been acknowledged. When a distress message is received and it is known that the aircraft is not in the immediate vicinity, sufficient time should be allowed before the distress message is acknowledged. This will permit stations nearer to the station in distress to reply.
6.12 Action by Other Stations Hearing a Distress Message 1. Continue to monitor the frequency on which the distress message was received and, if possible, establish a continuous watch on appropriate distress and emergency frequencies. 2. Notify any station with direction-finding or radar facilities and request assistance, unless it is known that this action has been, or will be, taken by the station acknowledging receipt of the distress message. 3. Cease all transmissions that may interfere with the distress traffic. 6.13 Distress Traffic Distress traffic consists of all transmissions relative to the immediate assistance required by the station in distress. Essentially, all transmissions made after the initial distress call are considered as distress traffic. In distress traffic, the distress signal MAYDAY, spoken once, shall precede all transmissions. This procedure is intended to alert stations not aware of the initial distress call and now monitoring the distress channel that traffic heard relates to a distress situation. Any station in the aeronautical mobile service that has knowledge of distress traffic, and cannot itself assist the station in distress, shall follow such traffic until it is evident that assistance is being provided. All stations that are aware of distress traffic, and that are not taking part in it, are forbidden to transmit on the frequencies being used for distress traffic until a message is received indicating that normal working traffic may be resumed (cancellation of distress). 6.14 Acknowledgment of Receipt of a Distress Message The acknowledgment of receipt of a distress message shall be given in the following form: 1. the distress signal MAYDAY; 2. the call sign of the station in distress (spoken three times); 3. the words THIS IS; 4. the call sign of the station acknowledging receipt (spoken three times); 5. the words RECEIVED MAYDAY. Example: MAYDAY PIPER FOXTROT X-RAY QUEBEC QUEBEC PIPER FOXTROT X-RAY QUEBEC QUEBEC PIPER FOXTROT X-RAY QUEBEC QUEBEC THIS IS WINNIPEG TOWER
WINNIPEG TOWER WINNIPEG TOWER RECEIVED MAYDAY 6.15 Action by Stations Acknowledging Receipt of a Distress Message 1. Immediately acknowledge the distress message. 2. Take control of the communications, or, specifically and clearly transfer that responsibility, advising the aircraft if a transfer is made. 3. Take immediate action to ensure that all necessary information is provided as soon as possible to the Air Traffic Service (ATS) unit concerned, and the aircraft operating agency concerned (or its representative). 4. Continue to monitor the frequency on which the distress message was received and, if possible, any other frequency that may be used by the station in distress. 5. Warn other stations, as appropriate, in order to prevent the transfer of aeronautical traffic to the frequency of the distress communication. 6. Cease all transmissions that may interfere with the distress traffic. 6.16 Relay of a Distress Message A distress message repeated by a station other than the station in distress shall transmit a signal comprising: 1. the signal MAYDAY RELAY (spoken three times); 2. the words THIS IS; 3. the call sign of the station relaying the message (spoken three times); 4. the distress signal MAYDAY (once); 5. the particulars of the station in distress such as its location, nature of distress, number of persons on board, etc. Example: MAYDAY RELAY, MAYDAY RELAY, MAYDAY RELAY THIS IS CESSNA NOVEMBER JULIETT INDIA CESSNA NOVEMBER JULIETT INDIA CESSNA NOVEMBER JULIETT INDIA MAYDAY PIPER FOXTROT X-RAY QUEBEC QUEBEC STRUCK BY LIGHTNING DITCHING AIRCRAFT POSITION: 20 MILES EAST OF WINNIPEG ALTITUDE: 1500 FEET AIRSPEED: 125 KNOTS HEADING: 270 DEGREES ONE PERSON ON BOARD
PIPER FOXTROT X-RAY QUEBEC QUEBEC 6.17 Imposition of Silence The station in distress, or the station in control of distress traffic, may impose silence on all stations in the area or on any station that interferes with the distress traffic. It shall address these instructions to all stations, or to one station only as appropriate. The station in distress, or the station in control, shall use the expression SEELONCE MAYDAY. If it is believed to be essential, other stations near the station in distress may also impose silence during a distress situation by use the international expression SEELONCE DISTRESS. Should radio silence be imposed during a distress situation, all transmissions shall cease immediately except from those stations involved in distress traffic. Examples: Imposition of silence on a specific station by the station in distress. (Cessna C-FNJI is causing interference to distress traffic.) CESSNA FOXTROT NOVEMBER JULIETT INDIA THIS IS PIPER FOXTROT X-RAY QUEBEC QUEBEC SEELONCE MAYDAY OUT Imposition of silence on all stations by a station other than the station in distress. ALL STATIONS, ALL STATIONS, ALL STATIONS THIS IS CESSNA FOXTROT NOVEMBER JULIETT INDIA SEELONCE DISTRESS OUT 6.18 Cancellation of Distress When a station is no longer in distress, or when it is no longer necessary to observe radio silence (i.e. the rescue operation has concluded), the station that controlled the distress traffic shall transmit a message addressed to ALL STATIONS on the distress frequency(ies) used, advising that normal working may resume. The proper procedure for cancelling a distress message is: 1. the distress signal MAYDAY (once); 2. the words HELLO ALL STATIONS (three times);
3. the words THIS IS; 4. the call sign of the station transmitting the message; 5. the filing time of the message; 6. the call sign of the station in distress (once); 7. the words SEELONCE FEENEE; Example: MAYDAY HELLO ALL STATIONS, HELLO ALL STATIONS, HELLO ALL STATIONS THIS IS WINNIPEG TOWER TIME 1630 ZULU PIPER FOXTROT X-RAY QUEBEC QUEBEC SEELONCE FEENEE OUT Note: The procedure outlined above is mainly for the benefit of other stations so they can resume regular service. To ensure that search and rescue stations are advised that a station is no longer in distress, a normal call to the nearest aeronautical station detailing the reasons for cancelling the distress call MUST be made.
7. Urgency Communications
7.1 Urgency Signal The urgency signal indicates that the station calling has a very urgent message to transmit concerning the safety of an aircraft, ship or other vehicle, or the safety of a person, but which does not require immediate assistance and shall be sent only on the authority of the person in charge of the station. The urgency signal is PAN PAN spoken three times. It should be used at the beginning of the first urgency communication. The urgency signal and the urgency message may be addressed to all stations or to a specific station. 7.2 Priority The urgency signal has priority over all other communications except distress. Stations that hear the urgency signal shall continue to listen for at least three minutes on the frequency which the signal was heard. After that, if no urgency message has been heard, an aeronautical ground station should, if possible, be notified of the receipt of the urgency signal and normal working may be resumed. All stations that hear the urgency signal must take care not to interfere with the urgency message which follows. Stations that are in communication on frequencies other than those used for the transmission of the urgency message may continue normal work without interruption provided that the urgency message is not addressed to all stations. 7.3 Frequencies to be Used The first transmission of the urgency signal and message by an aircraft should be made on the airground frequency in use at the time. If the aircraft is unable to establish communication on the frequency in use, the urgency signal and message should be repeated on the aeronautical emergency frequency (121.5 MHz), or any other frequency available, in an effort to establish communication with any aeronautical ground or other aircraft station. 7.4 Urgency Message
The urgency signal shall be followed by a message giving further information about the incident that necessitated the use of the urgency signal. When the urgency message is not addressed to a specific station (i.e. all stations) and is acknowledged by another aircraft or aeronautical ground station, the acknowledging station shall forward the urgency information to the appropriate authorities (i.e. air traffic service unit, airport operating agency or its representative). The urgency message should contain as many of the following elements as required, spoken distinctly and, if possible, in the following order: 1. the urgency signal PAN PAN (three times); 2. the name of the station addressed or the words ALL STATIONS (three times); 3. the words THIS IS; 4. the identification of the aircraft; 5. the nature of the urgency condition; 6. the intentions of the person in command; 7. the present position, flight level or altitude and the heading; 8. any other useful information. Example: PAN PAN, PAN PAN, PAN PAN ALL STATIONS, ALL STATIONS, ALL STATIONS THIS IS CESSNA FOXTROT NOVEMBER JULIETT INDIA LOST, REQUEST RADAR CHECK POSITION: UNKNOWN AIRSPEED: 112 KNOTS ALTITUDE: 1050 FEET CESSNA FOXTROT NOVEMBER JULIETT INDIA OVER Example of reply: PAN PAN CESSNA FOXTROT NOVEMBER JULIETT INDIA THIS IS WINNIPEG TOWER YOUR POSITION IS 20 MILES SOUTH OF WINNIPEG WINNIPEG TOWER STANDING BY 7.5 Cancellation of Urgency Message When the urgency message which calls for action by the stations receiving the message has been transmitted, the station responsible for its transmission shall cancel it as soon as it knows that action is
no longer necessary. The cancellation message shall be addressed to ALL STATIONS. Example: PAN PAN ALL STATIONS, ALL STATIONS, ALL STATIONS THIS IS CESSNA FOXTROT NOVEMBER JULIETT INDIA CESSNA FOXTROT NOVEMBER JULIETT INDIA HAS BEEN POSITIONED AT 20 MILES SOUTH OF WINNIPEG AIRPORT PROCEEDING NORMALLY CESSNA FOXTROT NOVEMBER JULIETT INDIA OUT
Procedural Words and Phrases

Word or Phrase ACKNOWLEDGE AFFIRMATIVE BREAK used Meaning Let me know that you have received and understood this message. An expression used in radio communication meaning Yes. Indicates the separation between portions of the message. (To be where there is no clear distinction between the text and other portions of the message.) Authorized to proceed under the conditions specified. Have I received the following ... or Did you receive the message? An error has been made in this transmission (or message correct version is .... Consider this transmission as not sent. Proceed with your message. What is the readability of my transmission? An expression used in radio communication meaning I repeat for
CLEARED CONFIRM CORRECTION indicated). The
DISREGARD GO AHEAD HOW DO YOU READ? I SAY AGAIN clarity MAYDAY
or emphasis. An expression meaning I am in distress. It is the international radiotelephony distress signal. Preferably spoken three times, it indicates imminent and grave danger and means that immediate assistance is requested. MAYDAY RELAY The spoken word for the distress relay signal. MONITOR Listen (on frequency). NEGATIVE No, or that is not correct, or I do not agree. OUT Conversation is ended and no response is expected. OVER My transmission is ended and I expect a response from you. PAN PAN The international radiotelephony urgency signal. Preferably spoken three times, it indicates a condition that concerns the safety of an aircraft or another vehicle, or some person on board or within sight, but that does not require immediate assistance. READ BACK Repeat all, or the specified part, of this message back to me exactly as received. ROGER I have received all of your last transmission. ROGER NUMBER I have received your message Number ________. SAY AGAIN An expression used to request a repetition of the last transmission. STANDBY I must pause for a few seconds or minutes. Please wait and I will call you.
SEELONCE on the SEELONCE FEENEE ended. SEELONCE MAYDAY distress WILCO WORDS TWICE word, each
International expression to indicate that silence has been imposed frequency due to a distress situation. International expression to indicate that the distress situation has An international expression to advise that a distress situation is in progress. The command comes from the station in control of the traffic. Your instructions received, understood and will be complied with. (a) As a request: Communication is difficult, please send each or group of words, twice; (b) As information: Since communication is difficult, I will send word, or group of words, twice.
3.5 Ground School Review Theory of Flight

Axes of an airplane and Flight controls: How an airplane is controlled Whenever an airplane changes its flight attitude or position in flight, it rotates about one or more of three axes, which are imaginary lines that pass through the airplanes center of gravity. The axes of an airplane can be considered as imaginary axles around which the airplane turns, much like the axle around which a wheel rotates. At the point where all three axes intersect, each is at a 90 angle to the other two. The axis, which extends lengthwise through the fuselage from the nose to the tail, is the longitudinal axis. The axis, which extends crosswise from wingtip to wingtip, is the lateral axis. The axis, which passes vertically through the center of gravity, is the vertical axis.
The airplanes motion about its longitudinal axis resembles the roll of a ship from side to side. In fact, the names used in describing the motion about an airplanes three axes were originally nautical terms. They have been adapted to aeronautical terminology because of the similarity of motion between an airplane and the seagoing ship. In light of the adoption of nautical terms, the motion about the airplanes longitudinal axis is called roll; motion about its lateral axis is referred to as pitch. Finally, an airplane moves about its vertical axis in a motion, which is termed yawthat is, a horizontal (left and right) movement of the airplanes nose. The three motions of the airplane (roll, pitch, and yaw) are controlled by three control surfaces. Roll is controlled by the ailerons; pitch is controlled by the elevators; yaw is controlled by the rudder. Definitions Angle of Attack. The angle at which the airfoil meets the relative airflow is called the angle of attack. Angle of Incidence. The angle of incidence is the angle at which the wing is permanently inclined to the longitudinal axis of the airplane. Aspect Ratio. In aerodynamics, the aspect ratio of a wing is the length of the wing compared with the breadth (chord) of the wing. A high aspect ratio indicates long, narrow wings, whereas a low aspect ratio indicates short, stubby wings.
Camber. Camber, in aerospace engineering, is the asymmetry between the top and the bottom curves of an aerofoil in cross-section. Frequently the definition is simplified to the curved shape of the wing. Chord. The chord is an imaginary straight line joining the leading and trailing edge of the wing. The mean aerodynamic chord (MAC) is the average chord of the wing. Dihedral. Dihedral angle is the upward angle from horizontal of the wings or tailplane of a fixed-wing aircraft. Anhedral angle is the name given to negative dihedral angle, that is, when there is a downward angle from horizontal of the wings or tailplane of a fixed-wing aircraft. Planform. In aviation, a planform is the shape and layout of a fixed-wing aircraft's fuselage and wing, and is often defined as the shape of the wings as seen from above. Of all the many planforms used, they can typically be grouped into those used for low-speed flight, found on general aviation aircraft, and those used for high-speed flight, found on many military aircraft and airliners. Span. The maximum distance from wing tip to wing tip of an airfoil. Relative Wind All motion of an airplane that is relevant in aerodynamics is motion through the air. The air itself may be moving over the ground, and that is called wind. But the airplane does not experience wind. An airplane is like a fish swimming in a river, or lake, or ocean. If the water is moving the fish does not know that, it just drifts along with the current. When a model airplane is placed in a wind tunnel a fan is used to blow air over the model. The model itself does not move. When an airplane flies through the sky the air as essentially a stationary gas (it is recommended that you completely forget about wind) through which the airplane moves. But from the airplane's perspective the situation is just like the wind tunnel. The air appears to flow over and around the airplane in EXACTLY the opposite direction and speed to the direction and speed of the airplane's motion. This apparent airflow is called the Relative Wind. All of aerodynamics depends on the relative wind. The relative wind is always equal to the true airspeed (TAS) but in the opposite direction. I have heard many amusing arguments as pilots try to convince each other that groundspeed is the proper measure of energy, but this is totally wrong. All energy measurements are relative to a frame of reference. When you drive a car the frame of reference is the earth, because it is the earth that supports the car and from which friction is used to move and stop it. We don't expect to have worse accidents if we crash going eastbound than westbound even though we could say we are driving backwards when eastbound, due to the earth's rotation. Similarly the airplane does not climb faster, or carry more weight with a headwind. In summary then: Relative wind is the airflow opposite to the direction of flight and equal in magnitude to the true airspeed. Four Forces Weight Weight is by definition the force caused by gravity and it therefore acts directly toward the center of the earth. The words up and down are also defined relative to the direction of gravity. Therefore we can say truthfully that weight always acts down.
Weight is calculated as: W = mg [m is the mass the airplane, and g is the acceleration due to gravity.] As anyone who took high school physics knows g changes with altitude, but the value of g changes only minutely between sea level and 100,000 feet. Remember that the radius of the earth's sphere is over 24 million feet, so flying at 50,000 feet doesn't change the force of gravity significantly (less than . 01% change in your distance from the center of the earth.) We will therefore assume that airplanes have a weight that does NOT change with altitude. The only thing affecting the weight of an airplane is the load of fuel, cargo, and passengers. In summary then: Weight is the force caused by gravity acting on the mass of the airplane. It is calculated as W=mg, and acts downward, toward the center of the earth. Lift By definition lift is the force acting at right angle to the relative wind. Lift is defined as the force that acts perpendicular to the relative wind. Drag Drag is defined as the force that acts parallel to the relative wind. That is to say opposite to the direction to flight. Thrust Thrust is the force produced by the engine(s). Landing Gear In aviation, the undercarriage or landing gear is the structure (usually wheels, but sometimes skids, floats or other elements) that supports an aircraft on the ground and allows it to taxi, takeoff and land. Wheeled undercarriages normally come in two types: conventional or "taildragger" undercarriage, where there are two main wheels towards the front of the aircraft and a single, much smaller, wheel or skid at the rear; or tricycle undercarriage where there are two main wheels (or wheel assemblies) under the wings and a third smaller wheel in the nose. The taildragger arrangement was common during the early propeller era, as it allows more room for propeller clearance. Most modern aircraft have tricycle undercarriages. Taildraggers are considered harder to land and take off (because the arrangement is unstable, that is, a small deviation from straight-line travel is naturally amplified by the greater drag of the mainwheel which has moved farther away from the plane's center of gravity due to the deviation), and usually require special pilot training. Flaps and Spoilers In aeronautics a spoiler is a device intended to reduce lift in an aircraft. Spoilers are plates on the top surface of a wing which can be extended upward into the airflow and spoil it. By doing so, the spoiler creates a carefully controlled stall over the portion of the wing behind it, greatly reducing the lift of that wing section. Spoilers differ from airbrakes in that airbrakes are designed to increase drag making little change to lift, while spoilers greatly reduce lift making only a moderate increase in drag. Spoilers are used by gliders to control their rate of descent and thus achieve a controlled landing at a desired spot. An increased rate of descent could also be achieved by lowering the nose of an aircraft,
but this would result in an excessive landing speed. However spoilers enable the approach to be made at a safe speed for landing. Airliners too are usually fitted with spoilers. Spoilers are sometimes used when descending from cruise altitudes to assist the aircraft in descending to lower altitudes without picking up speed. Their use is often limited, however, as turbulent airflow which develops behind them causes noticeable noise and vibration, which may cause discomfort to extra-sensitive passengers. The spoilers may also be differentially operated to provide roll control. On landing, however, the spoilers are nearly always used at full effect to assist in slowing the aircraft. The increase in form drag created by the spoilers directly assists the braking effect. However, the real gain comes as the spoilers cause a dramatic loss of lift and hence the weight of the aircraft is transferred from the wings to the undercarriage, allowing the wheels to be mechanically braked with much less chance of skidding. Flight instruments Flight instruments are the instruments in the cockpit of an aircraft that provide the pilot with information about the flight situation of that aircraft, such as height, speed and attitude. The flight instruments are of particular use in conditions of poor visibility, such as in cloud, when such information is not available from visual reference outside the aircraft. Most aircraft have these flight instruments: The altimeter shows the aircraft's height (usually in feet or meters) above some reference level (usually sea-level) by measuring the local air pressure. It is adjustable for local barometric pressure (referred to sea level) which must be set correctly to obtain accurate altitude readings. The airspeed indicator (ASI) shows the aircraft's speed (usually in knots) relative to the surrounding air. It works by measuring the ram-air pressure in the aircraft's pitot tube. The indicated airspeed must be corrected for air density (which varies with altitude, temperature and humidity) in order to obtain the true airspeed, and for wind conditions in order to obtain the speed over the ground. The compass shows the aircraft's heading relative to magnetic north. While reliable in steady level flight it can give confusing indications when turning, climbing, descending, or accelerating due to the inclination of the Earth's magnetic field. The vertical speed indicator (VSI) senses changing air pressure, and displays that information to the pilot as a rate of climb or descent in feet per minute, meters per second or knots. The attitude indicator (also known as an artificial horizon) shows the aircraft's attitude relative to the horizon. From this the pilot can tell whether the wings are level and if the aircraft nose is pointing above or below the horizon. This is a primary instrument for instrument flight and is also useful in conditions of poor visibility. Pilots are trained to use other instruments in combination should this instrument or its power fail. Aerodynamics To understand aerodynamics you must understand some physics: 1 2 3 1. A body at rest will remain at rest. A body in motion will remain in motion. 2. Force equals mass times acceleration (F=ma) 3. For every action there is an equal but opposite reaction. Rule 1 Newtons First Law
A body at rest will remain at rest. A body in motion will remain in motion. Rule 1 is known as Newtons first law. According to this law the objects around you wont suddenly start moving, at least not without a force being applied (see rule 2.) The rule also says that if an object is currently moving it wont stop moving. Keep in mind that in physics an object can be anything from an aeroplane to an air molecule. Here are some examples: 1 1 1 A classic example of rule 1 is rolling a marble across a smooth surface. The marble rolls on and on, hardly slowing at all, until it hits an obstruction. Although you cant see them, air molecules are in perpetual motion. It is important to realize that rule 1 applies to rotational motion as well. So for example the earth is rotating at one revolution per day and will continue to do so forever (if there is no friction.) Newtons brilliance was in recognizing the universality of this law. The examples given above of perpetual motion are however far from dominant in real life. For example if you take your foot off the gas pedal of your car going down the highway, contrary to Newtons first law your car slows down. And if you are pushing a shovel of snow along your driveway no one is going to convince you that it will just keep moving if you stop pushing. So it is not surprising that despite our academic understanding of this law viscerally we feel as though you must push on things to get them to move. (That characterization was doctrine prior to Newton.) Intellectually we realize that friction is the culprit, i.e. we must provide just enough force to offset friction when keeping an object moving. But in the case of an aeroplane in flight how much friction is there? It turns out that for rotation motions such as roll, pitch, and yaw there is almost no friction. We will return to that matter later. Rule 2 Newtons Second Law Force equals mass times acceleration (F=ma) Rule 2 is known as Newtons second law. It tells us that a force must be applied to an object in order to accelerate it. Acceleration means change in velocity. Velocity is a vector quantity that specifies both speed and direction. In aerodynamics velocity has magnitude equal to true airspeed and a direction given by heading plus vertical speed. Newtons second law says that a force is needed to change any of airspeed, heading, or vertical speed. The converse is also true, i.e. if airspeed, heading, and vertical speed are all constant there is no net force acting on the aeroplane. As always, this is easy to grasp intellectually, but when you are holding the nose up by pulling back on the control column it is viscerally hard to believe that you are not applying a force. Even so, you may be really applying a force to the control column, but not to the aeroplane. It depends on whether airspeed, vertical speed, and heading are constant. Rule 3 Newtons Third Law For every action there is an equal but opposite reaction. Rule 3 is known as Newtons law of reactions and is sometimes called the third law. The sun is pulling on the earth right now with a total force equal to the weight of the planet. But consequently the earth pulls on the sun with an equivalent force. There is no way to avoid this. The propeller on an aeroplane pushes air back with a certain force. As a result it is pushed forward with an equivalent force, which we call thrust.
Bernoulli. Mr Daniel Bernoulli, a Swiss mathematician explained the how pressure of a fluid varies with speed of motion. In simple terms he said that in as the velocity of a fluid increases the pressure exerted by the fluid decreases. The best and most common example of Bernoullis principle is: if you put your thumb in front of a garden hose, you will notice that only the velocity of the water coming out has increased but the pressure will reduce. Do remember its important to understand where the pressure reduction is happening. Bernoulli had simply applied Newton's principles to fluid flow. Actually, Newton's Conservation of Energy. Newton had already shown that there was Energy in movement (kinetic energy), Energy in height in our gravitational field (potential energy), Energy in a pressurized fluid (hydraulic or compressed gas energy), Energy in chemical reactions (internal chemical energy) and other forms of Energy, and he had shown that the grand total of all those Energies was always constant, the Conservation of Energy. Bernoulli specifically considered situations where potential energy and chemical energy and the rest were constant, where the only two types of energy that could change were pressure energy and kinetic energy. He then used Newton's own equations regarding Conservation of Energy to express the specific formula that came to be known as the Bernoulli Equation. Bernoulli Lift is entirely created due to the SHAPE of the wing. The upper surface of the wing is always bulged out more than the lower surface is, which is what actually creates Bernoulli Lift. Newton's Conservation of Energy causes any fluid flow to have (slightly) lower pressure if it is moving faster. The air molecules that are together before the front edge of a wing, but separate above and below, MUST get past it, to MEET UP AGAIN after the wing has gone by. (That statement is ONLY absolutely true for laminar flow, and when there is turbulence, as there usually is in real applications, they do not necessarily meet, and EITHER could be there before the other) The bigger bulge of the top side of a wing (airfoil) means the air has to move a little faster, to cover the longer distance, than air that went under the wing where the path was straighter. Bernoulli Lift is simply the effect of this (slight) difference of pressure above and below a wing. It ONLY depends on the shape of the wing, the velocity of the air and the density of the air. It has no dependence on the angle of the wing to the air motion. Remember that the actual maximum Bernoulli Effect which exists in all aircraft is only around HALF OF ONE PERCENT of the available pressure, so the Bernoulli Effect is actually somewhat pitiful from a scientific perspective. And yet it has helped enable millions of very heavy metal aircraft to fly! Bernoulli Lift does not require the massive engine power that is necessary for Reaction Lift. Gliders are designed to use nearly completely Bernoulli Lift because of this. But since large modern aircraft all have powerful engines, great reliance on Bernoulli Lift has faded. The discussion below shows that modern airliners commonly fly with 1/6 Bernoulli Lift and 5/6 Reaction Lift. At lower airspeeds, both types of lift become far less (both depending on the square of the velocity of the air), but massive aircraft can remain in the air by extending "flaps" along the rear edge of the wings and tilting them downward, which greatly increases ONLY Reaction Lift. Slow speed performance of the very heavy airliners is therefore especially unstable, which explains why nearly all airliner accidents occur during takeoffs or landings.
3.6 Ground School Review Flight Operations

The chart below shows the standard signals used in soaring operations across Canada. You need to be familiar with these signals to begin your flying training.
Section 4 Additional Resources and Practice

In this section you will be given some ways to practice the material that youve been asked to study. There are fill in the blanks, multiple choice questions, and a flash card/matching game that you can cut out. There are also links to many other online resources that may help you prepare. Detach pages 97 through 119 from the rest of this package and follow the directions on each page. Your instructor will likely ask to see that you have completed these practice questions and exercises. Be prepared to show your instructor how much you have learned.
4.1 Additional Resources

The better prepared that you are when you arrive, the more you will learn. There is nothing worse than struggling to keep up with the rest of the course and learning new information and skills at the same time. Make sure that you are very familiar with the information in the text From the Ground Up, which is one of the main references for the ground school portion of the Glider Scholarship Course. There are many great websites and books about flying and gliding which can provide additional information. Try these ones to start: Books: The Joy of Soaring by Carle Conway The Art and Technique of Soaring by Richard A Wolters Websites: The Region Gliding School (Prairie) website http://www.cadets.ca/regions/pra/content-contenu.aspx?id=35499&linkidentifier=id&itemid=35499
Check out the Air Cadet Gliding Manual online the A-CR-CCP-242/PT-005 (commonly called the 242). Its a big manual, but start with Chapter 6 (a section written just for students) and move on to Chapter 2 (everything you need to know about the 2-33 and procedures). http://www.cadets.ca/content-contenu.aspx?id=64298
The Soaring Association Of Canada website www.sac.ca
Mountain Waves a good source of info about this important aspect of soaring meteorology http://selair.selkirk.bc.ca/Training/Meteorology/Aviation %20120/Understanding_Lenticular_Clouds_and_Mountain_Waves.pdf
Free Online Private Pilot Ground School (some information here is American, or not applicable to glider pilots, so study with caution)
http://www.free-online-private-pilot-ground-school.com/index.html Live ATC listen and get comfortable with radio communications! http://www.liveatc.net/ The Canadian Aeronautical Communications Website lots of great resources (start with the introduction section, found under the drop down menu, top left). http://www.canairradio.com/ United States Department of Transportation Federal Aviation Administration Glider Flying Handbook again, this is an American document. There is some good information in here, but you should know that there are several differences when flying in the Air Cadet Gliding Program (ACGP) so dont memorize too much from this book! http://www.faa.gov/library/manuals/aircraft/glider_handbook/media/faa-h-8083-13.pdf Or use the tinyurl: http://tinyurl.com/2fksg7 You can also google glider, sailplane, ground school and many others in order to research the topics in this booklet. Youtube has some excellent videos of gliders, and you can even watch ground school or flying lessons online! Probably the best resources available to you before you attend RGS are the glider pilots at your own squadron or neighbouring squadrons. They should be able to give you first hand information about what the course will be like and what will be expected from you. Finally, if you have a chance, take this package to your local gliding site, and ask the pilots there any questions that you have. Ask them to demonstrate the checks from section 6 and teach you ways to learn to memorize the information. Make sure to mention that you are going to the Glider Pilot Scholarship this summer. There may be time for one of the staff members to go over some of the details of the flying operation with you. With permission from your Squadron CO and the Gliding Centre Commanding Officer, you may be permitted to attend gliding sessions during the spring outside of when your squadron is scheduled. Not every centre is able to accommodate cadets for this privilege, but it doesnt hurt to ask. You may then have a chance to learn many tasks that will be useful during the summer!
4.2 Practice Questions and Tools for Learning

This section consists of a practice test, a fill in the blanks section and matching game. Use it to prepare and test yourself.
Your instructor will likely ask you about the studying that you have done. Remember that the preparation that you do now will have a significant impact on your success during the course. Be prepared! Have a friend or parent quiz you, and create tricks to memorize each piece of information.
A. Practice Test
Write your answers on a blank piece of paper. This will allow you to re-take this practice test several times to increase your knowledge. Check your answers using the package as a reference. 1. What is the wingspan of a Schweizer 233A glider? a) b) c) d) 9 feet 3.5 inches 51 feet 10 inches 51 feet 0 inches 52 feet 10 inches a) b) c) d) 25 feet 9 inches 12 feet 7 inches 9 feet 3.5 inches 14 feet 0 inches
7. How many people normally move the glider on the ground? a) 3 b) 4-6 c) 5-6 d) 10 8. When temporarily parking 2 or more gliders side by side, how much distance must be between wing tips? a) b) c) d) 15 feet 20 feet 35 feet 50 feet
2. What is the maximum allowable weight of a 2-33A glider? a) b) c) d) 750 lbs 600 lbs 1040 lbs 650 lbs
3. What is the maximum air tow speed? a) b) c) d) 98 mph 69 mph 65-70 mph 89 mph
4. What is the stall speed of the 2-33A, solo? a) b) c) d) 31 mph 34 mph 33 mph 35 mph
9. What is the minimum length for an air towrope? a) b) c) d) 150 feet 200 feet 250 feet 300 feet
5. What length of rope is used for training air tow launches? a) b) c) d) 6. 200 feet 250 feet 300 feet 400 feet
10. What is the manoeuvring speed? a) b) c) d) 65 mph 50 mph 65-70 mph 98 mph
What is the height of the 2-33A?
11. What is the stall speed dual?
a) b) c) d)
35 mph 31 mph 33 mph 38 mph
12. What is the speed range for normal air tow? a) 55-60 mph b) 60-65 mph c) 65-70 mph d) 75-80 mph
13. What is the minimum sink speed solo? a) b) c) d) 38 mph 39 mph 40 mph 42 mph 16. If you had a rope break above 500 feet AGL, you would a) b) c) d) conduct a cross runway landing conduct a downwind landing fly a modified circuit fly any of the above depending on your specific altitude and position with relation to the airport.
14. What does VNE stand for? a) b) c) d) the normal flying speed the maximum auto tow speed the never exceed speed the release speed
15. If you had a rope break at 200 feet AGL, you would a) apply full spoilers and move to the right b) conduct a downwind landing c) land straight ahead or turn up to 90 d) turn up to 180 and land on a cross runway
18. What is the altitude that the turn to final approach must be made by? a) b) c) d) 200 feet 300 feet 500 feet 800 feet
B. Fill in the Blanks

Copy the following onto a blank piece of paper and then write in the missing parts of each check. Dont forget to write in the name of the check where needed. Do this several times until you can do it perfectly from memory.
Pre-Take Off Check

B_______________ C_______________ I________________ S_______________ T_______________ R_______________ S________________ C________________ check_________________, check___________________ check_________________, rudder __________________ _______, _________________ _____________________, closed and __________ set for ____________ check __________________________________ secure___________________________________ _______________________________________________.
Pre- ______________ Check

A_______________ A________________ A________________ T________________ (C_______________) ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ (_________________________________________)
Pre-________/_________ Check
A_______________ S_______________ C_______________ O________________ T________/T________
___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
Premature _________________ Check

G_______________ A_______________ S_______________ P_______________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
Pre-Landing Check
S_________________ W________________ A_________________ R_________________ T________/T________ S__________________ C__________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
On a separate piece of paper, write in what you would do if you had a rope break at the following altitudes: On take off At or below 200 ft AGL Between 200 ft and 500 ft AGL Above 500 ft AGL
C. Matching Game
Cut out each of the squares and separate them into piles of questions and answers. Match a question to the correct answer. Also, try writing the answer on the other side of the question squares and use them as flash cards with a friend or parent.
Best L/D Dual? Min Sink Dual? VNE? Stall Speed Dual? Stall speed, spoilers open dual? Normal Air Tow? Circuit entry altitude? Pre Spin/Stall Check? Pre-Release Check? D. Ground School
50 MPH 42 MPH 98 MPH 38 MPH 40 MPH 65-70 MPH 1000 feet AGL Altitude, Straps, Canopy, Objects, Traffic/Terrain Altitude, Area, Attitude, Traffic/Terrain, (Call)
Best L/D Solo? Min Sink Solo? Maximum allowable weight? Stall Speed Solo? Stall speed, spoilers open, solo? Stall Speed, 30 bank, dual? Stall Speed, 30 bank, solo? Pre-Take Off Check? Downwind Check?
45 MPH 38 MPH 1040 LBS 34 MPH 36 MPH 41 MPH 36.5 MPH

Ballast, Controls, Instruments, Spoilers, Trim, Release, Straps, Canopy Spoilers, Wind, Airspeed, Radio, Trim/Traffic, Straps, Canopy
Answer the following questions to double-check your knowledge of some of the ground school topics covered in this package.
Air Law
Fill in the blanks with the correct definitions of the following terms: aeroplane _____________________________________________________________________ _____________________________________________________________________________
AGL ________________________________________________________________________ _____________________________________________________________________________ air time_______________________________________________________________________ _____________________________________________________________________________ air traffic control clearance_______________________________________________________ _____________________________________________________________________________ air traffic control instruction______________________________________________________ _____________________________________________________________________________ ASL ________________________________________________________________________ _____________________________________________________________________________ control zone___________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ controlled airspace______________________________________________________________ _____________________________________________________________________________ day __________________________________________________________________________ _____________________________________________________________________________ flight itinerary _________________________________________________________________ _____________________________________________________________________________ flight plan ____________________________________________________________________ _____________________________________________________________________________ flight service station_____________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ flight time ____________________________________________________________________ _____________________________________________________________________________ glider ________________________________________________________________________ _____________________________________________________________________________ IFR __________________________________________________________________________ manoeuvring area_______________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ night _________________________________________________________________________ _____________________________________________________________________________ NOTAM _____________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
serviceable ___________________________________________________________________ _____________________________________________________________________________ standard pressure region _________________________________________________________ _____________________________________________________________________________ UTC __________________________________________________________________________ VFR __________________________________________________________________________ VFR flight _____________________________________________________________________ VFR OTT _____________________________________________________________________ VHF __________________________________________________________________________ VMC ________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Canadian Airspace Beside the type of airspace, write a description of the airspace (ie/ altitudes or location) and any requirements (ie/ equipment or radio requirements). Class A airspace _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Class B airspace _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Class C airspace _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Class D airspace _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
_____________________________________________________________________________
Class E airspace _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Class F airspace _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Class G airspace _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Navigation
Fill in the blanks with the correct definitions of the following terms: Agonic Lines __________________________________________________________________ _____________________________________________________________________________ Airspeed __________________________________________________________________ _____________________________________________________________________________ Bearing. __________________________________________________________________ _____________________________________________________________________________ Deviation. __________________________________________________________________ _____________________________________________________________________________ Drift ________________________________________________________________________ _____________________________________________________________________________ Equator. ____________________________________________________________________ _____________________________________________________________________________ Great Circle. ________________________________________________________________ _____________________________________________________________________________ Ground speed ________________________________________________________________ _____________________________________________________________________________
Heading. ____________________________________________________________________ _____________________________________________________________________________ Indicated airspeed ____________________________________________________________ _____________________________________________________________________________ Isogonals or isogonic lines ______________________________________________________ _____________________________________________________________________________ Longitude ___________________________________________________________________ _____________________________________________________________________________ Latitude ____________________________________________________________________ _____________________________________________________________________________ Meridians of longitude _________________________________________________________ _____________________________________________________________________________ Parallels of latitude ___________________________________________________________ _____________________________________________________________________________ Prime Meridian. ______________________________________________________________ _____________________________________________________________________________ Rhumb Line. __________________________________________________________________ _____________________________________________________________________________ Track. ______________________________________________________________________ _____________________________________________________________________________ Track made good. _____________________________________________________________ _____________________________________________________________________________ True airspeed ________________________________________________________________ _____________________________________________________________________________ Variation ____________________________________________________________________ _____________________________________________________________________________ Wind _______________________________________________________________________ _____________________________________________________________________________ Name three common projections: _______________________________________________ _______________________________________________ _______________________________________________ Name three of the types of aeronautical charts available to pilots: _______________________________________________
_______________________________________________ _______________________________________________
Meteorology
What is the composition of the atmosphere, by percentage? Nitrogen Oxygen Trace Gases ________ ________ ________
Name the layers of the atmosphere, starting at the Earths surface: ________________________ ________________________ ________________________ ________________________ Define lapse rate: _____________________________________________________________________ What are the four conditions of an ICAO standard atmosphere? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Fill in the blanks on the following picture, naming the different changes of state.
Fill in the blanks on the following picture, naming the various cloud families:
Describe what is meant by each of the following sky condition codes: SKC FEW SCT BKN OVC _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
Write the meaning of each METAR code on the line. DS FG PO BLSA FC MI DR SH PR DZ SN PL GS UP FG BR HZ SA PO DS FC __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ SS SH BLDU BLSN __________________________ __________________________ __________________________ __________________________
BC BL TS FZ RA SG GR IC
__________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________
VA FU DU
__________________________ __________________________ __________________________
+FC SS SQ
__________________________ __________________________ __________________________
Radio
Procedural Words and Phrases Fill in the blanks with the correct definitions of the following terms: Word or Phrase ACKNOWLEDGE Meaning ____________________________________________________ ____________________________________________________ AFFIRMATIVE ____________________________________________________ ____________________________________________________ BREAK ____________________________________________________ ____________________________________________________ CHANNEL ____________________________________________________ ____________________________________________________ CLEARED ____________________________________________________ ____________________________________________________ CONFIRM ____________________________________________________ ____________________________________________________ CORRECTION ____________________________________________________ ____________________________________________________
DISREGARD
____________________________________________________ ____________________________________________________ GO AHEAD ____________________________________________________ ____________________________________________________ HOW DO YOU READ? ____________________________________________________ ____________________________________________________ I SAY AGAIN ____________________________________________________ ____________________________________________________ MAYDAY ____________________________________________________ ____________________________________________________ MAYDAY RELAY ____________________________________________________ ____________________________________________________ MONITOR ____________________________________________________ ____________________________________________________ NEGATIVE ____________________________________________________ ____________________________________________________ OUT ____________________________________________________ ____________________________________________________ OVER ____________________________________________________ ____________________________________________________ PAN PAN ____________________________________________________ ____________________________________________________ READ BACK ____________________________________________________ ____________________________________________________ ROGER ____________________________________________________ ____________________________________________________ ROGER NUMBER ____________________________________________________ ____________________________________________________ SAY AGAIN ____________________________________________________ ____________________________________________________ STAND BY ____________________________________________________ ____________________________________________________ SEELONCE ____________________________________________________ ____________________________________________________ SEELONCE FEENEE ____________________________________________________ ____________________________________________________ SEELONCE MAYDAY ____________________________________________________ ____________________________________________________ THAT IS CORRECT ____________________________________________________ ____________________________________________________ VERIFY ____________________________________________________ ____________________________________________________ WILCO ____________________________________________________ ____________________________________________________ WORDS TWICE ____________________________________________________ ____________________________________________________
Define the following terms, as related to radio procedures:

Distress: _______________________________________________________________________
_____________________________________________________________________________ __ Urgency: _______________________________________________________________________ _____________________________________________________________________________ ___
Theory of Flight
Fill in the blanks with the correct definitions of the following terms: Angle of Attack. ___________________________________________________________________________ ___________________________________________________________________________________ _______ Angle of Incidence. _________________________________________________________________________ ___________________________________________________________________________________ _______ Aspect Ratio. ______________________________________________________________________________ ___________________________________________________________________________________ _______ ___________________________________________________________________________________ _______ Camber. _________________________________________________________________________________ ___________________________________________________________________________________ _______ ___________________________________________________________________________________ _______ Chord. ___________________________________________________________________________________ ___________________________________________________________________________________ _______ Dihedral. _________________________________________________________________________________ ___________________________________________________________________________________ _______ ___________________________________________________________________________________ _______ ___________________________________________________________________________________ _______
Planform. _________________________________________________________________________________ ___________________________________________________________________________________ _______ ___________________________________________________________________________________ _______ Span. ___________________________________________________________________________________ _ ___________________________________________________________________________________ _______
Flight Operations
Fill in the blanks with the meaning of each of the signals.
Multiple Choice Questions

Try these multiple choice questions to really test yourself. If you dont know the answer, try using your From The Ground Up to find the answer. Not all of the answers can be found by using this precourse package alone. 1. When two aircraft are approaching head-on or approximately so and there is danger of collision, each shall a. b. c. d. alter heading to the right. alter heading to the left. avoid the other by changing altitude. turn on the anti-collision light.
2. When two aircraft are on converging headings at approximately the same altitude, the aircraft that has the other on its right shall give way except that, gliders shall give way to a. b. c. d. rotary wing aircraft. "heavy" aeroplanes. airships. balloons.
3. "Controlled Airspace" means an airspace of defined dimensions within which a. b. c. d. aircraft must proceed in accordance with a SCATANA clearance. an Air Traffic Control (ATC) service is provided. only aircraft equipped with functioning two-way radio may operate. Control is provided for instrument flight rules (IFR) traffic only.
4. Except for ultra-light aeroplanes, no person shall fly an aircraft in Canada unless a. it is registered. b. there is in force with respect to the aircraft a Certificate of Airworthiness or a Flight Permit. c. its nationality and registration marks are affixed to the aircraft in a proper manner, and are clear and visible. d. all of the above conditions are met. 5. No person shall attempt to fly as a flight crew member of a glider if a. b. c. d. less than five take-offs and landings have been completed the preceding six months. within the preceding 12 hours alcohol has been consumed. experiencing a physical disability likely to prohibit immediate licence renewal. less than five supervised take-offs and landings have been completed in the preceding six months
6. Except when taking off from or landing at an airport or military aerodrome aircraft shall not be flown over the built-up areas of any city, town or other settlement or over an open-air assembly of persons except at an altitude that will permit in the event of an emergency, the landing of the aircraft without undue hazard to persons or to property on the surface; such altitude shall not in any case be less than . . . . . above the highest obstacle within a horizontal radius of two thousand feet from the aircraft. The correct entry to complete the blank space is a. 500 feet. b. 1,000 feet.
c. 2,000 feet. d. 3,000 feet. 7. A steady green light directed at an aircraft in flight means a. b. c. d. cleared to land. return for landing. cleared to base leg. cleared for final.
8. In radio communications the signal which means that grave and imminent danger threatens and immediate assistance is required is the spoken phrase a. b. c. d. SECURITE, SECURITE. MAYDAY, MAYDAY, MAYDAY. PAN PAN, PAN PAN, PAN PAN. ALERT, ALERT.
9. A glider is preparing for take-off from an aerodrome in the altimeter setting region. If the current altimeter setting is not available the altimeter shall be set to a. b. c. d. the mean sea level pressure of the aerodrome. the standard pressure setting. the elevation of the aerodrome. zero.
10. The minimum flight visibility for VFR flight in a Control Area is a. b. c. d. 6 miles. 3 miles. 2 miles. 1 mile.
11. Every owner of an aircraft shall preserve the Aircraft Journey Log for a. b. c. d. two years after the date of the last entry in the log. three years after the date of the last entry log. as long as the aircraft has a valid Certificate of Airworthiness. the life of the aircraft.
12. An Air Traffic Control "instruction" a. is in effect "advice" provided by ATC and does not require acknowledgement by the pilot concerned. b. is the same as an ATC "clearance" when issued by a Flight Service Section. c. requires compliance when received unless aircraft safety is jeopardized. d. must be "read back" in full to the controller and confirmed before becoming effective. 13. Pilots are warned of the dangerous turbulence existing in the wake of large aeroplane in flight. The turbulence referred to is caused by a. expanding wing tip vortices. b. propeller or jet wash. c. air displaced by the fuselage.
d. the vacuum created by aircraft passage. 14. No person shall walk, drive or park any vehicle on any part of an airport used for the movement of aircraft, except in accordance with permission given by the appropriate ATC unit or, in the absence of any such unit, by a. b. c. d. an airport guide or commissionaire. the local flying club or school manager. the operator of the airport. the local police or RCMP.
15. Pilots should be aware that an early symptom of hypoxia (lack of oxygen) is a sense of a. b. c. d. well-being. drowsiness. dizziness. panic.
16. 'Day' in Canada is defined as that period of time between a. b. c. d. sunrise and sunset. one hour before sunrise and one hour after sunset. the end of morning civil twilight and the beginning of evening civil twilight. the beginning of morning civil twilight and the end of evening civil twilight.
17. Unless authorized by ATC, no person shall fly a glider within Class C airspace unless a. b. c. d. the pilot receives and acknowledges a VFR clearance to do so. the ground visibility is at least 3 miles. the pilot maintains a listening watch on an appropriate radio frequency. all of the above conditions are met.
18. The filing of a flight plan or itinerary is only required when a glider pilot plans to proceed a. b. c. d. on an aerobatic flight. to an altitude of more than 5,000 feet. on a passenger carrying flight. more than 25 NM from departure point.
19. The pilot-in-command of a glider shall not fly at cabin pressure altitudes between 13,000 and 15,000 feet above MSL a. b. c. d. unless continuously wearing and using oxygen masks supplying oxygen. for more than 30 minutes, unless oxygen masks and a supply of oxygen is available. unless passengers are continuously wearing and using oxygen masks supplying oxygen. for more than 45 minutes, unless oxygen masks and a supply of oxygen is available.
20. The total lift force acting on an aerofoil in flight is considered to act a. b. c. d. upwards with reference to the earth's surface. at 90 to the aircraft longitudinal axis. at 90 to the average relative air flow. at 90 to the average wing chord.
21. At the point of stall an increase in the angle of attack results in a. b. c. d. more lift and more drag. more lift and less drag. less lift and more drag. no effect on lift or drag.
22. Longitudinal stability refers to stability about the a. b. c. d. longitudinal axis. lateral axis. normal axis. directional axis.
23. The stalling speed of a glider is a. b. c. d. the same in coordinated turns as in straight and level flight. inversely proportional to the wing loading. not affected by aerodynamic loads. greater in coordinated turns than in straight and level flight.
24. The ratio of the total lift force acting on the wings of a glider during flight to the gross weight of the glider is known as the a. b. c. d. lift/drag ratio. aspect ration. power factor. load factor.
25. In straight and level flight at 6,000 feet ASL a glider stalls at 35 KT IAS. At what IAS will it stall in similar circumstances in the circuit at 1,000 feet ASL? a. 27 KT. b. 32 KT. c. 35 KT. d. More than 35 KT. 26. While on tow a glider pilot is unable to release the tow rope. The signal to indicate this condition to the tow pilot is to a. b. c. d. yaw the glider to the right and left in a series of skidding turns. commence a series of "S" turns at normal tow position. porpoise rapidly between high and low tow positions. fly to the left of the tug and rock the glider's wings.
27. A "weak link" would most likely be associated with a a. b. c. d. tow line. control cable. dive brake. canopy latch.
28. At a gliding ratio of 15:1, a glider descending 1,000 feet in still air will move forward a distance closest to a. b. c. d. 2.2 NM. 2.5 NM. 2.8 NM. 3.1 NM.
29. The most important element in the atmosphere from the weather standpoint is a. b. c. d. water droplets. nitrogen. water vapour. oxygen.
30. Clouds which form when moist warm air overruns cold air, are caused because the warm air a. b. c. d. is cooled by the cold air underneath. is cooled by the surrounding cold air aloft. becomes unstable as a result of cooling from below. cools as a result of expansion as it rises.
31. Wind is caused by a. b. c. d. the rotation of the earth. friction between the air and the ground. horizontal pressure differences. the movements of fronts.
32. In the northern hemisphere, the winds blow a. b. c. d. direct from high to low pressure areas. clockwise around a high and counter-clockwise around a low. at a 30 angle out of a low pressure area. at a 30 angle into a high pressure area.
33. During a descent from 2,000 feet AGL to the surface you will usually find that the wind a. b. c. d. veers and increases. backs and increases. veers and decreases. backs and decreases.
34. The lapse rate is the rate of change of a. b. c. d. temperature with height. pressure with height. pressure in the horizontal. temperature in the horizontal.
35. Air masses which are being cooled from below are characterized by a. b. c. d. strong winds, cumulus cloud, good visibility. uniform temperature, good visibility. decreasing humidity, poor visibility. fog, poor visibility and layer cloud.
36. The following sequence of clouds is observed at an airport: cirrus, altostratus, nimbostratus. The observer should expect a. the passage of a cold front. b. Anti-cyclonic weather. c. the passage of a warm front. d. clearing skies and a decrease in temperature. 37. Which clouds have the international family prefix "Cumulo"? a. b. c. d. Clouds with bases between surface and 6,500 feet AGL. Clouds with bases between 6,500 feet and 20,000 feet AGL. Clouds with bases above 20,000 feet AGL. Clouds of vertical development.
38. Unless otherwise noted, cloud bases are forecast in height a. b. c. d. ASL in both the Area Forecast and the TAF. AGL in both the Area Forecast and the TAF. AGL in Area Forecast and ASL in the TAF. ASL in the Area Forecast and AGL in the TAF.
39. Regarding cloud amount, the words "overcast" and "broken" mean respectively a. b. c. d. 7/8 to 8/8 and 5/8 to 8/8 cloud. 7/8 to 8/8 and 4/8 to 7/8 cloud. 8/8 and 4/8 to 7/8 cloud. 8/8 and 5/8 to 7/8 cloud.
40. Generally speaking, before making any radio transmission you should: a. make a test transmission b. listen first to ensure that the channel is clear c. transmit the signal BREAK BREAK d. adjust the gain control to the maximum

Glider Pre-Course PKG 2011pra V2

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PRE-COURSE STUDY PACKAGE FOR GLIDER COURSE CANDIDATES

Pre-Course Study Package Glider Candidates 2011 1/112

we require that you immediately email us to confirm receipt.

Pre-Course Study Package Glider Candidates 2011 2/112

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Section 4 Additional Resources and Practice....81

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Section 1 Introduction to RGS (Pra), the ACGP and GPS

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1.1 The Region Gliding School (Prairie)

1.2 The Air Cadet Gliding Program

1.3 The Glider Pilot Scholarship (GPS) Course Overview

1.4 Ground School

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1.5 Flying Instruction

Briefings and Debriefings

Learning with your Peers

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1.6 Progress Cards and Marking

1.8 The First Weeks

1.9 After the Summer

Section 2 ACGP Facts and Procedures

2.1 The Schweizer 2-33A A Description

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Some gliders may be heavier due to equipment additions.

Parts of the Glider

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2.2 On the Ground

Parking and Tie Downs

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Launch Control Officer (LCO)

Air Tow Launch Personnel

Air Tow Launch Signals

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2.5 Airspeeds and Other Numbers

Solo 34 mph 36 mph 36.5 mph 50 mph 34-37 mph 39 mph

Dual 38 mph 40 mph 41 mph 55 mph 39-42 mph 43 mph

25 kts (28 mph) 8 kts (10 mph) 5 kts (6 mph)

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STEP Ballast Controls Instruments Spoilers Trim Release Straps Canopy

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STEP Altitude Area Attitude Traffic & Terrain

Pre Spin/Stall Check

STEP Altitude Straps Canopy Objects Traffic & Terrain

STEP Spoilers Wind Airspeed Radio Trim/Traffic Straps Canopy

Premature Release Check and Scenarios

STEP Glide Assess Select Pull

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2.7 The Circuit

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INITIAL POINT (IP) OF CIRCUIT ENTRY -1000 FEET AGL

Initial Point (IP) Downwind (Leg)

2.8 Radio Calls

Section 3 Ground School Review

3.1 Ground School Review Air Law

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3.2 Ground School Review - Navigation

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A_______ S_ C_ O T/T

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Class D airspace _______________________________________ _ _______________________________________

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