Preparation
for
Cross-Country Mentoring
By Peter Kelly
January, 2009
Introduction
Don't be put-off by the detail included here. A lot of this is background material. With our modern GPS equipment, some of this is not applicable.
The Mentors will be experienced glider pilots, serving as volunteers, who are donating their time in an effort to help you to improve your skills. You, the "student" are attempting to improve your cross-country skills, and the mentor is attempting to share his/her own experiences. For the purposes of this discussion, the instructor will simply be referred to as "mentor." In that same regard, you in fact may have numerous ratings is several types of aircraft, but you are interested in learning to improve your cross-country skills and will be referred to as the "student".
Cross-country is the most challenging aspect of flying that exists. Many pilots "give up" the sport of soaring before they achieve a level of competency that allows then to try cross-country. They may have been told about it, but they didn't understand it. They obviously never witnessed it. It is somewhat incomprehensible. To explain to a nonbeliever that you are confidently going to release from tow, travel several hundred miles and then triumphantly return home that evening is too difficult for most people to imagine. But, since you are reading this page, you are obviously aware of this, nearly exotic, form of adventure.
Everyone is a "student" when it comes to cross-country. We never stop learning. As ground based mortals, we are attempting to pit ourselves against the forces of nature (which includes winds, sun, clouds, and gravity) in an effort to travel from one location to another, while traveling in the atmosphere. Granted we must employ a lot of technology to accomplish this feat, but large degrees of higher technology in the form of sophisticated equipment are not as important as a slight increase in knowledge and skill of the pilot.
Questions you may have on this subject:
Here are some introductory questions you may have on this subject
of Cross-country Training. You may either click on each of links
following each question, or you may just skip the questions and
read through the material that follows. Either way, your questions
should all be answered.
- What qualification must I have in order to participate as a "student", and what are the qualifications of the "mentors?"
- Who is in charge, and who is the PIC?
- What liability is assumed by the mentor, and what liability is assumed by Soaring Center?
- May I fly my own glider? What kind of glider must I use?
- What preparation is required, and how is the flight conducted?
- Is there an outline of course content?
- How do I schedule a cross-country training day?
- What will it cost?
- How long will it take?
- When does it start?
If you choose to participate in this program as a "student" , you must be a licensed glider pilot and have earned the Bronze Badge , or have the equivalent experience. See "Bronze Badge" near the last page.
If you are willing to volunteer as a "mentor" , you must be an experienced cross country pilot, who has accomplished a minimum of three flights over 300 kilometers each, and have accomplished at least one off-field landing. You are not required to hold an instructor certificate.
Whether you are the student or the mentor this paragraph applies to you. Whether you are going to use your own glider during this cross-country "training", or rent a glider, you are the pilot in command (PIC). You assume all liability and responsibility for yourself and your glider, including any expenses related to ground or aero retrieves for you or the glider you are flying. See "Legal Notice" on the intro page.
A cross-country training/mentoring flight is scheduled individually by the person who would like to improve his/her cross-country skills. Contact Peter Kelly for your preparations, followed by planning a date of your flight.
A fee has been established for the purpose of formalizing an agreement between the pilots, establishing commitment by both parties. It establishes the contract. The student agrees to pay for the initial tow that is taken by the mentor. The mentor is responsible for his own relights, and aero retrieves.
Commitment
The mentor is accepting a "fee", and is agreeing to work with the student for that flight. If the mentor doesn't comply with the Stated Agreement, he should not expect his tow to be paid for by the student.
A typical cross-country glider pilot has the opportunity to fly four, or maybe six, days per month during the peak months of the soaring season. If you, as a student, are asking a pilot to serve as mentor, you undoubtedly realize there is a sacrifice being made by that pilot, but you also realize that the mentor has a willingness to share what he knows, and has willingness to contribute to the soaring community, and you are serving as the beneficiary of that effort.
If the mentor is going to commit to that day, there should be commitment by the student. The commitment begins with the schedule, and mission preparation begins at that time.
Both the student and the mentor must come to the preflight briefing prepared to talk about the flight, and prepared to fly. Both pilots should fully review and understand all material stated here in Section 1. If either pilot has exceptions to, or wishes to restate any of the material here in Section 1, then he/she should print out Section 1, and review it with the other pilot before the flight.
Each pilot should print out Section 2, and bring it to the flight briefing. Blank spaces should be completed.
A discussion before flight is mandatory. A post-flight discussion
is also an integral part of this process. In flight, the mentor
will be following the student, not leading the student. Before
the flight, both pilots must discuss and agree on several key issues,
forming a "stated agreement".
The object of the flight is allow the student to practice decision making,
while being open to a second opinion, in the event the mentor agrees
or disagrees with the decisions. Before flight, both parties know that
the student already knows how to core thermals, predict locations of
lift, and remain within a safe gliding distance of a place to land.
The mentor is not there to demonstrate his/her superior ability by arriving
first at the next turnpoint. Flying ahead and leaving the student
to his/her own devices will only lead to problems. If the
student is unable to follow, it will most likely lead to a decrease
in self-confidence for the student. The result of leaving the
student will either be an off-field landing, or at the least, a dejected
student returning to the field with a feeling of inadequacy.
The mentor should follow and observe the student, letting the student
experience the conditions, assisted if necessary by advice from or demonstration
by the mentor. The mentor may temporarily take the lead and locate
a thermal, but should then wait for the student to catch up and become
established in that thermal. Communication by radio must be limited
to what is necessary – it is unacceptable to clutter the frequency.
The mentor should keep the student in direct sight throughout
most of the flight until the student begins final glide for landing.
Who launches first?
This should be a "no-brainer" if you agree with the preceding discussion. If the mentor were to tow first, it sets the tone that the student is not the decision maker. Right from the start of the flight, the student should be the leader ( with the mentor acting as counsel). If the student is incapable of finding the first thermal, he probably should not be led into the countryside, possibly into unfamiliar terrain, and he certainly cannot be the leader.
If the student - now referred to as the leader, chooses to have the mentor to take the first tow, the mentor will announce his progress, and it is assumed that the student will follow the same path, if the lift is suitable for cross country.
Generally, the leader, the one who will be making all of the in-flight strategic and tactical decisions, (while conferring with the mentor) should take the first tow. One of the problems that face inexperienced cross-country pilots is when to launch. The mentor will usually want to launch before the student thinks it is time. If the student can't agree with the mentor, and the mentor wants to launch anyway, then you know there will be difficulties when airborne. While on the ground, not being hindered by needing to communicate via radio, talking face to face, the mentor and the student will quickly get a feel for the communication skills of the other. If agreement can not be reached while on the ground, then maybe they should call the whole thing off. The student may not be ready to lead, and the mentor may not be willing to follow.
The Stated Agreement for inflight
There must be agreement between the pilots involved about lots of things on this type of venture. The agreement will not be the same for each set of pilots. However, both pilots, the mentor and the leader, must have some understanding and agreement between each other before flight.
Flying cross country with another glider is a common practice, however, few of those "buddy flights" involve true mentoring. The distance between gliders who are buddy flying, may range from occasionally sharing the same thermal, to a separation distance of over 50 miles. Obviously, if training is to be accomplished, the mentor should remain within one thermal or two of the leader. Mentor should rarely be more than one thermal ahead. If the student is ahead, he should only wait for the mentor at the request of the mentor. The mentor should skip a turnpoint if that is what is necessary to keep up with the student. An agreement must be understood by both pilots, as to how the flight will be conducted, but it must be altered and mutually agreed upon before takeoff to assure effectiveness of the mentoring flight.
Radio communication
Conversations should be minimal, concise, and structured.
Communication has three facets - every time It's a loop and there
are three steps. On the ground, if you are telling a person something,
you say it, the person hears it, and you receive a response ( it may
even be be non-verbal rather than verbal).
In flight, don't say things that do not need to be acknowledged, unless it is merely an advisory to all traffic. In flight, do the following three steps on every call:
- Make a statement or ask a question, and,
- if the other person hears you, he must respond in some form- other wise say it again.
- After you hear a response, the communication loop is completed.
Radio chatter should be concise. No transmissions should exceed 15 seconds without a pause and a response.
See Communications In-flight
.
Proximity to each other in-flight
Only occasionally will both the student and the mentor share the same
thermal. Typically, when the student approaches the top of a thermal
he/she should head out in search of the next thermal, rather than wait
for the mentor to ascend in that same thermal. It is negative
training to remain in a thermal after you have neared the top of it.
Departing a thermal in a timely manner will result in more rapid progress
and more miles being flown. Both pilots should exercise the practices
outlined in Thermaling Soaring Protocol
.
The mentor is present to follow the student(s) and should be committed
to staying with and observing the student. This is why agreement
must be established before the flight begins as to how separation will
be handled.
If the thermals are rising four thousand feet above the terrain, then
thermals will normally be found within 3 times the height of the thermal,
or in this example, two miles apart (4,000 ft x 3 = 12,000 ft = approx.
two miles). Thus, it would be common for the gliders to routinely be
two miles or more apart.
If you are in the desired lift band, and the average rate of climb in the thermal has been six knots, then you should NOT remain in the thermal if the rate drops to less than half (three knots in this example).
Early Termination
If the student chooses to turn back earlier than the mentor, the mentor does not have the option of continuing on an extended cross country without the student, leaving the trailing student to return on his own. If the mentor believes lift sources are adequate for him to do so, he should escort the student back to within glide distance of the home airport - unless the student insists otherwise.
Both the mentor and the student should have a clear picture of what they should expect from the other pilot. See "Expectations" in the Pilot Meeting of Section 2.
Barriers
Many glider pilots who have not flown cross-country, even though they have demonstrated good local soaring skills, may have barriers that prevent them from making progress on further cross-country attempts. These may often be unrecognized barriers:
- physical barrier - a lack of the various skills needed to make a safe and successful cross-country flight. You may not be ready for x-c. Have you discussed your level of flying skill with an instructor? Does he think you're ready?
- psychological barrier - probably generalized as a fear of not getting to the planned goal, maybe even considered an anxiety, and being forced to endure the risks and danger of an off-field landing, with no assurance of the safe outcome. Possible you previously tried a cross country, found a couple of good climbs, but then couldn't find any more lift and scared yourself as you sank lower and lower. Such an experience leads to a lack of confidence that in turn, may prevent further x-c attempts.
- barrier of leaving the home field behind - turning away from the home field and going beyond gliding distance is something you previously tried to avoid. Before, you rarely considered landout sites. On your first cross country, you are planning your next move, based upon both the lift and the feasibility of potential landout sites..
Progress
You expect to become better at flying cross-country, but each success is measured in your personal best, with consideration to the conditions on the day of flight. Not every day is a 500 k day!
Participation in this program will make you a better cross-country pilot, especially considering that you, "the student", are doing most of the work. The mentor is present so that you can discuss techniques, validate your opinions, and receive feed back from someone who was there at the same time. Do not expect the mentor to spoon feed you. The student must do most of the talking during the preflight briefing, and most all of the decision making in-flight Prepare for the cross-country flight. Do not waste the time of the volunteer mentor.
If you are having difficulty, the mentor should be able to demonstrate how to make progress toward the stated goal for that leg of the flight. You must be willing to express yourself, to the degree that the mentor will know when to go ahead and locate the next thermal, and when to remain behind you in the observation mode. Progress will be measured not in how well you follow, but in how well you lead!
Careful and thorough discussions before flight are essential to your success, and it is important to reserve time for post-flight discussion as well.
This program will work effectively, but it is based mostly upon attitudes.
Any pilot who meets the minimum requirements, should be able to confidently participate in this program. Even if you have only accomplished a few short flights, this program will allow you to gain the confidence necessary to get out there and fly with the big boys, but you will need to approach this program with a confident attitude.
Glide Performance
Cross-Country Discussion
Communications In-flight
Thermal Soaring Protocol
Bronze Badge
Legal Notice
Glide Performance
Charts
In recnt years advances in technology have nearly elminated the in flight use of charts for many pilots. Glide computers, moving maps, and Clear Nav Displays keep you up to date every minute. You always know the distance to any point, including any that you wish to consider as a landout option. However, when the electronics QUIT, or when you are close to the terrain, and all eyes are outside of the cockpit, you may not have time for computer displays. You MUST maintain a proficiency in manually calculating glide distances. If nothing else, you always need to validate the info you are getting from computer.
Prior to arriving at the gliderport on the day of the
cross-country flight, the student should be prepared to discuss the
following...
- A chart of the area to be flown, with the following annotations:
- each turnpoint identified
- various emergency landing sites identified
- distance arcs, from the appropriate direction, leading to each landing site (minimal overlap of the arcs between sites.) For example, when flying in the Mendicinos from Williams, here are three fields that you MAY choose for your emergency landing places. If you draw 5 NM rings around Stonyford-East and 5 NM around Indian Ranch, and 20 NM ring around WSC they might look like this...
- You should be able to say approximatley what altitude (depending
on the wind) that you need at that ring to enter a pattern at
that field. For example, for the 5 NM rings you might
say you need 1,000 above the pattern altitude. Or, at
the 20 NM ring around the home field, if you are using 30 to
1 as a glide ratio on this particular flight (which is 5 NM
horizontal per 1,000 ft of vertical/altitude), and you compute
distances in nautical miles, then you would need four thousand
feet above pattern altitude crossing that ring- or in this case,
5,100 feet MSL. This is merely an example. But,
you should have this sort of info in your mind, or at your fingertips,
while in-flight, on every flight, at all times, for some field,
any field. Have this info available, and you will confidently
concentrate on your soaring . Although GPS that does all
of the computation for you, it is a good exercise to draw them
out for a few of the most used fields. See the latest TP List.
- Several tables of glide distances for the glider to be flown showing:
- the glide ratios that are applicable for wind changes in 5 knot increments for each glide ratio
- the number of miles the glider will travel per thousand feet of useable altitude for each glide ratio
- Glide Calculator. Using a scaled ruler, you may calculate the distance you can glide, based upon the wind. The left side, the vertical axis of this ruler, is units of nautical miles. Horizontally across the top is the headwind component in knots that you expect to encounter during the glide. Here is the chart without any expected glide curve....
If you are using a 30:1 ratio, you will draw a line from the intersection
of 5 miles and 0 wind speed and project it to the right. Here
is such a chart using approximate values for a Duo Discus polar curve
at a certain wing loading...
You should have simple tools such as these to aid you in your calculations.
You must be prepared to do such calculations quickly and accurately
in flight - in the event that the glide computer becomes inoperative.
In a single seat glider, few pilots are able to use such a calculator,
thus you need to have some mental notes. Every pilot has these "Rules
of Thumb" and you should establish your own and practice using
them.
Click here to see a full size
page of the glide ruler, and print a copy for your use, but remember,
you must enlarge it to the scale of the chart you are using, AND you
must draw the curved lines on it based on the expected glide
ratio of your glider. If you do some excercises with a glide ruler,
you will find it easier to keep some basic rules of thumb them in
your head.
Polar Curves
You should be familiar with the polar curve for the
ship you are flying. You should know what the factory has stated
about your glide ratio.
To provide illustrations and points of discussion here are a few polar
curves.
Hopefully we will get a few more (send me a jpg or tif copy of your
polar please. - send it to
gliding@sonic.net - thanks.)
Here is a polar curve of an ASW-24
Each of these illustrations have the 15 meter configuration, with
water ballast on board, highlighted in yellow. There are three
sets of red dots on each illustration. The red dots correspond
to the speed and sink rate
- at best L/D
- 200 fpm
- 300 fpm.
Here is a polar curve of a DG800B
Here are the approximate numbers for these two curves:
| ASW24 |
|
DG800B |
||||
| Speed (kts) |
L/D |
Speed (kts) |
L/D |
|||
| Best L/D
|
62/140 fpm |
45 |
58/120 fpm |
48 |
||
| 200FPM |
76 |
38 |
74 |
37 |
||
| 300FPM |
93 |
31 |
90 |
30 |
The points here are:
- The polars are remarkably similar
- To achieve max L/D you need a slow speed
- At 90 kts, L/D is about 30:1 - that is far removed from best L/D
- These numbers a for a glider at maximum weight - full ballast
- For a lighter glider, the speeds are considerably slower
- It is recognized that these polars are optimistic
Cross-Country Discussion
The discussion before the flight is not a briefing by the mentor, rather, it is a discussion between the pilots. The student should be fully prepared to offer his opinon on each of these points. This is a suggested list of items that may be discussed during the preflight briefing.
Confidence in Accuracy Landings Techniques
- Using a Reference Point
- Using Flexible Pattern Flying
- Planning
- Overshooting and Undershooting
- Emergency Action on the Ground
- Minimum Equipment
- Thermal Soaring Protocol
- Safety
- Practical Considerations
- Book references
- Headwind, tailwind, cloud street, final glide
- Charts
- Each pilot must use the same chart
- GPS
- Miles - statute or nautical? or even kilometers?
- Which database - It must be the same!
- Thermal Streets
- Where to Go
- Route Planning
- How Fast
- When to Thermal
- Final Glide
Other Preparations for Cross-country Flying
- Equipment Requirements
- Weather Planning
- Pilot Health and Safety
- Decide before flight if any 'formation flying' will be done
- Define "Formation"
- If planned, fully discuss procedures
- Have positive agreement on who will be the lead, and discuss the responsibilities of the lead and of the wing man.
- Do not fly formation unless you have previously received
formation training.
Communications In-flight
- Use of the radios
- Frequencies must be on a note pad in the cockpit
- Use should be minimal
- Don't sacrifice clear communications for brevity
- These rules apply to both mentor and student.
- Start each transmission with the call sign (c/s) of the person you are calling
- If making an announcement - identify yourself using your c/s
- Agree ahead of time on standard call outs.
- Some suggested calls might be:
- " c/s Stopping to Thermal" (It's an announcement - so just say your c/s)
- " c/s Leaving the Thermal" -Always accompany this by stating the direction of travel! Some examples: "sierra one, leaving thermal, going north", or "heading for Goat", etc..
- "c/s, I have lost site of you" This call MUST be made by either pilot when in close proximity to the other. (This is an important call!) (But this is NOT relevant if you are not close together, so don't clutter the radio)
- "c/s, I have visual contact, c/s" - made by either pilot, when one approaches the other (in close proximity). Do NOT make this call if is is not relevant. No need to add your c/s at the end if there are no others nearby.
- "c/s, I am changing the next turnpoint, now going to xxx" This should always be preceded by a call that says you are considering changing the next point. That way the other pilot can offer considerations to you on your plan, as well as give him time to decide of he want to continue, and to prepare his own GPS for that option. When you make such a decision, make it clearly.
- "c/s is getting low" - Made by either pilot when you want the other pilot to be aware of your low altitude because you are concerned that you will not be able to continue. Always follow this call with either one of the following two calls:
- " c/s is now doing OK" - meaning you are no longer concerned that you are too low.
- " This is c/s , I am setting up for a landing at xxx field". Make this call while you still have enough altitude to adequately explain your position to the other pilot. This call should be followed by a report that you "have landed", or that you are "still flying and doing OK".
- Do not volunteer your position unless you are asked to do so - Exception: report arriving at each turnpoint you are using for your task.
- Do not inquire about the position of the other pilot(s) unless you really need to know - avoid transmitting "calls of curiosity".
- Do not report the lift unless asked for that info. If you think the other pilot needs to see how well you are climbing, merely ask the question: " --, do you have me insight?" The other pilot will ask - IF he wants you to tell him what kind of lift you think you are in at the moment.
- When leaving a thermal, and you have changed your mind about where you are going next, be sure to announce it to the other pilot.
- Visual signals in-flight
- Fish tail (rudder only) of your glider is asking the other glider to move further away.
- Rocking the wings of your glider is asking the other glider to move closer to you.
- Porposing (elevator only) of your glider is asking the other glider to fly faster.
- Having your gear down is telling the other pilot you are purposely not climbing (A verbal call may accompany this signal the first time it is used).
Joining the Thermal
- Gliders established in the thermal have right of way .
- Do not pull up into a thermal unless absolutely sure that there is no other glider above or in front which could possibly be a collision risk.
- All pilots must circle in the same direction as any glider already established in the lift.
- If there are gliders already thermalling in opposite directions, the joining glider must turn in the same direction as the one nearest/with least vertical separation.
- The entry to the turn should be planned to enable visual contact to be maintained with all gliders at or near the pilot’s entry level.
- The entry should be flown at a tangent to the circle so that no glider already turning will be required to take avoiding action.
- When a contest is in progress all gliders (including non-contestants) within a 5 mile radius of the field or within a 1 mile radius of a contest turnpoint must thermal to the left.
- Pilots should adhere to the principle of "see, and be seen."
- When at a similar level, never turn inside, point at, or ahead of another glider unless able to overtake with certain safe vertical separation.
- Leave the thermal if uncertain of maintaining safe separation.
- Maintain lookout for other gliders joining the thermal, or converging in height.
- Look outside the turn before straightening out.
- Do not maneuver abruptly unless clear of all other gliders.
- Consider the possibility that there may be a glider directly under your ship or that one is just below your high wing to the outside of your turn.
Complete the following under the supervision of an SSA instructor:
(1) Complete ABC Badge program with issue of C Badge.
(2) 15 solo hours in gliders including at least 30
flights with at least 10 flights in a single place glider.
(3) Two solo flights each of at least 2 hours duration.
(4) Perform at least 3 solo spot landings witnessed
by an SSA instructor, the accuracy and distance parameters being based
on glider performance data, current winds, runway surface condition,
and density altitude; as a guideline, 400 feet would be acceptable for
a Schweizer 2-33.
(5) While accompanied by an SSA Instructor, demonstrate
ability to make at least 2 accuracy landings without reference to an
altimeter to simulate off-field or strange field landings.
(6) Pass a closed book written examination administered
by an SSA Instructor covering cross country techniques and knowledge,
passing score 80%.
Suggested reference books and study materials for
the Bronze Badge:
1. SSA Soaring Flight Manual
2. Soaring Cross Country, Byars & Holbrook
3. Glider Basics, First Flight to Solo, Knauff
4. Glider Basics, Solo to License, Knauff
5. Cross Country Soaring, Reichmann
6. Soaring Across Country, Scull
7. New Soaring Pilot, Welch & Irving
8. Federal Aviation Regulations, Parts 61 and 91
Other Preparations
Return to the Intro Page and review all links at the bottom of that page.
Send feedback, comments, suggestions, encouragement,
critiques, criticism, accolades, or just your humble opinion to
me at:
gliding@sonic.net
All pages and materials are property of Peter Kelly
© copyright 2009