Both Quisenberry and flight instructor Timothy McKellar Jr., 22, were killed when their Piper PA-28-161 was ripped apart in a thunderstorm during a night flight.

The suit names Eagle Flight Academy, where both Quisenberry and McKellar had done their primary flight training, along with ATP Flight Center, where McKellar earned his instructor certificate. 

The 28-page complaint filed this week by Ransdell Roach & Royse PLLC of Lexington, Kentucky, documented the events that led up to the ill-fated flight on September 27, 2023.

Quisenberry, 18, had been flying with Eagle Flight Academy since April 2022. According to the lawsuit, the majority of Quisenberry’s training was done with CFI Ronnie Bunn.

According to McKellar’s social media posts in 2020, he also trained at Eagle Flight Academy, and Bunn was also his instructor in October of that year when he did his first solo. 

McKellar completed his training at ATP in Indiana, earning his instructor certificate in May 2023. On his social media pages, McKellar listed himself as an instructor pilot for ATP.

According to the lawsuit, however, “McKellar was employed by ATP for a brief period as a CFI but despite having been trained and certified at ATP Louisville Flight School, he was discharged from employment by ATP due to unsatisfactory performance as a CFI.”

The night cross-country flight was the first time Quisenberry flew with McKellar. According to the Quisenberry family, Bunn is colorblind, therefore he could not act as pilot in command (PIC) on a night flight.

The plan was to fly from Owensboro-Daviess County Regional Airport (KOWB) to Bowling Green-Woodhurst Airport (KBWG) in Kentucky.

McKellar documented the night flight through a series of photos and videos, posting to his Snapchat account. The posts began with McKellar on camera, shaking his head with the caption, “me and this student should not get along if he was my full-time student. I’ve seen faster at the Special Olympics.”

The video then flipped around to show Quisenberry, checklist in hand as he performed the preflight inspection of the aircraft in the dark, while McKellar drummed his fingers on the fuselage of the plane.

There were more posts during the flight with McKellar referring to Quisenberry as “Forrest Gump Jr.” and “not being the sharpest tool in the shed.” These posts went viral and are included in the complaint.

The forecast for the area that night indicated the probability of thunderstorms. According to FlightAware, the aircraft reached Bowling Green and made multiple circuits in the pattern then headed back toward Owensboro.

McKellar posted a Snapchat of the aircraft’s flight path and the approaching weather, commenting that thunderstorms were heading toward them “like pissed-off hornets.”

NTSB Investigation

According to the National Transportation Safety Board (NTSB) preliminary accident report, the aircraft flew through “heavy to extreme precipitation” shortly after the final Snapchat entry was posted.

McKellar requested an IFR clearance and control gave them a heading to fly. McKellar responded that they were getting “blown around like crazy,” and the aircraft was in “extreme turbulence.”

The complaint noted that the aircraft appeared to be flying in circles before radio contact was lost.

The next morning the wreckage was found spread out over 25 acres of hilly terrain. The aircraft, per the NTSB, was missing its left wing. The bodies of both men were recovered.

The NTSB investigation is still underway and the agency has not released a final report on the cause of the accident.

Prior Knowledge?

The lawsuit alleges that Eagle Flight Academy and ATP knew about McKellar’s deficiencies as an instructor but “did not take adequate remedial actions” to address them.

Following the 2023 crash, FLYING made multiple attempts to reach Eagle Flight Academy and its owner, Wilford Voyles Jr., but calls and emails were not returned. The flight school closed in December 2023. ATP did not respond to FLYING’s request for comment.

The lawsuit asks for a jury trial as the family of Quisenberry are seeking to recover the cost of funeral expenses and other unspecified damages.

In interviews with Spectrum News 1 Kentucky, the Quisensberrys noted that the derogatory social media posts made by McKellar were very much a catalyst in their decision to file the lawsuit.

The post Family Sues After Student Pilot Killed in Kentucky Crash appeared first on FLYING Magazine.

This was the learner’s third flight lesson, and already he had mastered the use of the checklist. 

I stood back, silently observing—it appeared someone had not used the checklist when they shut down the aircraft. 

To shut down the engine, the mixture knob or lever is pulled full aft, with the knob or lever left out. Yet, looking at this cockpit it was obvious someone had put the knob back in.

As that was not the correct procedure, the learner took extra care with the inspection, calling my attention to several other discrepancies. He found several electrical switches left “on,” the most disconcerting of which was the avionics master switch. This aircraft had several placards warning the pilot to make sure the radio was off before activating the avionics master switch and to make sure the avionics master was off before activating the aircraft master switch.

According to the chief mechanic and owner of the Cessna 172, if these procedures were not followed, a surge of power could be sent to the radios, possibly damaging them. Apparently this had happened in the past. In addition to the placards, there was a warning written in all caps and in red on the checklist.

• READ MORE: How to Beat the Summer Heat When Flying

This wasn’t a one-time experience. The mixture knobs in other aircraft were also found in the full rich position. It was obvious someone—perhaps several someones—were not following the checklists.

The flight school was busy, as most of the instructors were flying eight hours per day, and there were multiple student pilots with solo privileges renting the aircraft. The concern of the chief CFI was that the instructors were not teaching checklist use, or worse yet, not demonstrating and modeling proper cockpit procedures. The CFIs were reminded to carefully watch their learners and remind them to use and follow the checklist during each phase of flight. 

An email was sent to all the renters and students, asking them to please use the checklists especially on aircraft shutdown. Some of the learners were confused by the email, because they thought the only problem that could arise from an improperly shutdown aircraft was the potential of a “hot prop,” the term for the magnetos being left on.

When the magnetos are shut off, the spark is grounded to the airframe. If the magnetos are left on, the spark is not grounded, and there is the possibility the prop can “kick,” as in move forcefully on its own if bumped or repositioned by hand. Approach the propeller like it is a big dog you don’t know—with caution and respect.

• READ MORE: Discovering Situational Awareness in the Instrument World

I have seen the aftermath of someone getting hit by a prop. It was at a Saturday morning fly-in pancake breakfast. It was winter and one of those cold, clear days that are so rare in the Pacific Northwest. The owner of the Cessna 172 was moving the prop by hand to a vertical position to signal that he needed fuel. 

I was two spots away when I heard the impact. I turned in time to see him on the ground. The engine hadn’t started because the mixture was out, but the prop had rotated on its own, coming down rapidly and striking his arm.

Although shaken, he said he was fine, as he was wearing a heavy winter jacket, and it prevented him from getting a serious injury. Or so he thought. A few minutes later he collapsed. We thought he was having a heart attack. He was lucky that several of the people in attendance were paramedics. When they got his jacket off, they discovered his arm was broken— there was bruising and swelling — and determined that he was in shock. 

I share this story with my learners. Oddly enough, the one who was skeptical of the damage a  live propeller could do was the one who had the ignition key break off during aircraft shutdown. It was the policy of the school to quickly switch to “off,” then back to “both” to determine the mags could be grounded to the airframe, then shut the engine off. As he switched back to both, the key sheared off. The mags were stuck on. 

We shut the aircraft down by pulling the mixture full after and depriving the engine of fuel and turned off the master switch. I ran inside to get the chief mechanic while the learner stayed with the airplane, standing behind the strut, and warning his classmates of the potentially live and therefore dangerous prop. 

We both watched as the chief mechanic used one of his specialized tools to turn the mags to the off position and removed what was left of the key. As he got out of the aircraft he looked at the student and playfully admonished him: “Go easier on the Wheaties! You’re breaking the keys!”

As for the identity of the pilot who was improperly shutting down the aircraft, he was a private candidate who thought he was helping the other pilots by putting the mixture to the “rich” position at the end of the flight because it was on the engine start checklist, and he wanted to save the pilots a step.

After he was educated about the importance of following the checklist, the behavior ceased as learning had taken place.

The post The Importance of Following Checklists appeared first on FLYING Magazine.

The aircraft crashed in a wooded area shortly after takeoff just after noon, and the student, Delilah Van Ness, her mother, Susan Van Ness, her high school flight instructor, Paul Pelletier, and passenger Frank Rodriguez were found dead at the scene about 12 hours after the accident.

“No reports were received indicating an aircraft in distress or that a plane had crashed,” Vermont State Police said in a news release.

The group flew to Basin Harbor that morning from Middletown, Connecticut, for brunch. After leaving the restaurant, the aircraft was reportedly seen on the runway at Basin Harbor, but no one has reported seeing it take off. 

According to Boston Fox affilliate WFXT-TV, Delilah Van Ness earned her student pilot certificate in Pelletier’s aerospace and manufacturing class at Middletown High School, but it’s not clear how many hours she had or whether she was flying on Sunday.

Editor’s Note: This article first appeared on AVweb.

The post Student Pilot, 15, Among 4 Dead in Vermont Crash appeared first on FLYING Magazine.

Answer: The short answer is no. But unfortunately there’s a lot of “tribal knowledge” surrounding logbooks and what can happen. FLYING contacted the FAA for the correct information.

Endorsements

The CFI should be familiar with Advisory Circular 61-65 (H), which contains the endorsements an instructor is allowed to give. The language is copied verbatim. If you are a learner pilot, the first endorsement you will get is the TSA citizenship verification endorsement in accordance with 49 CFR 1552.3(h).

FAR 61.51 covers pilot logbooks and details how to log “training time and aeronautical experience.” It states that each person must document and record the following time in a manner acceptable to the administrator:

(1) Training and  aeronautical experience used to meet the requirements for a certificate, rating, or flight review of this part.

(2) The aeronautical experience required for meeting the recent flight experience requirements of this part.

Part B covers logbook entries, stating that “for the purposes of meeting the requirements of paragraph (a) of this section, each person must enter the following information for each flight or lesson logged:

(1) General—

(i) Date.

(ii) Total flight time or lesson time.

(iii) Location where the aircraft departed and arrived, or for lessons in a full flight simulator or flight training device, the location where the lesson occurred.

(iv) Type and identification of aircraft, full flight simulator, flight training device, or aviation training device, as appropriate.”

The savvy CFI logs all instruction given, including ground time and the topics covered. If the learner takes the time to be there, they should get credit for the experience.

As far as “messing up an entry in a logbook,” FLYING posed a series of questions gleaned from scenarios encountered in more than 30 years of flight training on both sides of the CFI certificate.

Ink Color

I start with this because when I was working on my CFII certificate, I logged time in my own logbook with blue ink and the CFII who I was training with positively clutched her pearls over that one.

According to the FAA, they do not require a specific ink color for a paper logbook.

The logging of time spent using an advanced aviation training device (AATD) can be controversial as there are some CFIs who refuse to do it, saying it will “ruin” a logbook.

According to the FAA: “Simply logging time (in any capacity) does not ruin a logbook, but the pilot must ensure they are properly categorizing the flight time logged. For example, if a pilot decided to record their time spent using an AATD in their logbook, that is acceptable. However, the AATD time could not be counted toward cross-country time for pilot certification.”

Set Up Your Own Logbook

As most logbooks have a few blank columns, it’s a good idea to designate them to suit your needs. For example, you might have one for ground training received or given, AATD, solo flight, etc. You can have an entire section set aside for ground instruction, dual instruction given, etc.

Endorsements

There are many logbooks with preprinted endorsements, but you may run out of room. The FAA does not require endorsements to be on a specific page or in a specific location in the logbook. 

“Endorsements can be made in a pilot’s logbook or other documents acceptable to the administrator if the learner uses an electronic logbook rather than paper, in order to show they meet the aeronautical experience requirements for the certificate or rating that may be in paper form or electronic,” FAA said. “Keep in mind that many endorsements require a CFI’s signature which may not work with an electronic logbook.” 

For check rides most learners print out spreadsheets of their experience and have the CFI sign those.

Mistakes

Mistakes do happen. Usually they are math errors.

Filling out a logbook takes a fair amount of concentration, as does totaling up the columns and double checking the math before you sign the page. Take care when you do this, and please be extra careful when it comes to totaling up required experience for a check ride. You do not want a learner to go for a check ride and be turned away because they are missing 0.2 of something, or a takeoff and night landing or two. 

If you make a mistake, correct it. Please note that the FAA does not have specific guidance on correcting logbook errors. According to the source at the FAA, “choosing a particular correction style (white-out, crossing out the error and correcting, crossing out the line and making a new entry, etc.) is up to the pilot.”

The post Does the FAA Punish Pilots for Logbook Mistakes? appeared first on FLYING Magazine.

“I’m not paying for ground instruction,” he told me. 

This was not about doing hours of private pilot ground school. This was about any ground, including that which is done to satisfy FAR 91.103, which reads: “Each pilot in command shall, before beginning a flight, become familiar with all available information concerning that flight.” This means learning how to access and interpret weather, calculate aircraft performance, use a checklist, and the lesson pre- and post-briefings. 

He just wanted to fly, he said.

I told him I am from the “teach it on the ground, practice it in the air” school of instruction, so I was not the right instructor for him. I figured he would find another pilot to take him up for rides. 

If the learner would rather do ground school on their own using one of the many fine online courses available such as Rod Machado’s, Sportys, ASA, etc., I am fine with that, as long as they invest the time to learn the material. Most of the online courses allow CFIs to be notified when their learners have taken a quiz or test. This makes it easy for us to see your soft spots, and the best CFIs can tailor a flight lesson to help you learn better. 

Ground school is much more than preparing for the knowledge test. Ground school—any ground training—gives the learner the information they need to make good aviation decisions. Topics typically covered include how to fly in certain types of weather, determining aircraft performance so you don’t run out of runway and options at the same time, or  knowing what creates lift or a rough running engine so that you can troubleshoot it.

If your instructor is reluctant to do a preflight briefing or tells you it is “too early” for ground school, find someone else to fly with, as they are short-changing you on your education. It may be that the CFI never had someone model the importance of ground school for them, or they trained at an accelerated program where the ideology was to pass the knowledge tests and frankly the checkride by memorization.

When a learner says they don’t want to do ground training—as in not even learning to use a checklist—it raises a red flag. This was one of the things flight school employees and CFIs were told to watch for after the 9/11 attacks. 

CFIs were instructed to be wary of persons who wanted to take shortcuts by going straight to flying a multiengine airplane or inquiring if the flight school had a jet to train in. We were told to pay attention to intro flight clients who made inquiries about the closest tall buildings, military establishments, or made jokes about security and hijackings or simply put us on edge.

Most of the time though, the impatient learners—especially those that don’t want to do ground instruction—don’t see the value in the training. This may come from a CFI they have worked with in the past. If the CFI doesn’t value ground instruction, the learner won’t either.

My first experience with this type of impatient flight student was a pre-solo learner who had been flying at another school. A review of his logbook revealed he had logged 10 hours in the past two months. There were takeoffs and landings, towered airport operations, and straight and level flight. No ground instruction was recorded. This is not surprising. At some flight schools, CFIs are only paid when the engine is running. As they do not get paid for providing ground instruction, many are reluctant to do much, if any.

Despite his hours, the learner had no idea how to obtain a weather briefing, calculate aircraft performance, or use the checklist to do the preflight inspection. I saw this as an opportunity to educate him. And I did, for a whopping 24 minutes total. I demonstrated a few things, talking him through others. “You use these skills on every flight,” I explained.

As we were Part 61 school the learner resented the idea of using a syllabus and the checklist, saying it was “too military” He was a “both hands on the yoke guy” for takeoff and needed coaching on rudder use. He refused to make radio calls and had to be reminded to make clearing turns.

The flight, all 1.3 hours of it, was climbs, descents, turns to a heading, and slow flight. Slow flight was new to him and made him nervous. He said he preferred straight and level, which gave him more of a chance to look around. We did a lot of that. We ended with a lap in the pattern. There was coaching on the landing.

After the flight there was the obligatory debrief, and I filled out and signed his logbook. When he was presented with the bill for 1.3 flight and 0.5 ground, he became upset, saying he refused to pay for the ground portion because, according to him, all I did was talk.

Before I could reply, my next learner, a CFI candidate who was sitting on the couch waiting for me, burst out with, “That’s called teaching!”

Lucky for me the office manager overheard the exchange and said she would take care of things, and I should get on with my next client.

It wasn’t until the end of the day that I caught up with the office manager, who rather smugly told me the previous learner’s bill had been adjusted. When the learner insisted he was only paying for flying around straight and level, she changed the flight rate from instructional to scenic, which was considerably more per hour. Basically, the bill was doubled.

“We will never see him again,” I said, stunned.

“That’s the idea,” she replied.

The post Don’t Skimp on Ground Instruction in Flight Training appeared first on FLYING Magazine.

Luckily, there are a number of routes a new hopeful pilot can take to progress toward their long-term career goals.

Which job a new pilot takes can be an important decision. Pilots want work that will provide them with quality experience that will benefit their long-term goals.

Among the most important things to do to build the right qualifications is to build connections with others in the aviation industry. Whether in a flying or non-flying job, a brand-new pilot can pick positions that will bolster their qualifications and relationships for significant benefit.

Non-Flying Jobs for Student Pilots

New pilots at the very start of their careers—those just beginning to learn to fly—often choose to work in aviation on the side to fund their training.

Most notably, many work at FBOs at airports big and small to build connections with the crews passing through to pick up passengers or reposition planes. Getting face time with seasoned pilots and reputable charter companies can help budding pilots gain valuable insights and even get an edge that will improve their job prospects down the line.

• READ MORE: How to Become a Charter Pilot

Other student pilots choose to fuel planes or work on the ramp at big international airports, often for major airlines or contractors who manage large contracts. These jobs help new pilots get the feel of working for major airline operations. They can get a sense for how to get around big airports, witness airline schedules firsthand, and manage real-world delays along with the pilots upfront.

Many detail companies also hire student pilots. These new pilots will become comfortable caring for planes and gain new respect and appreciation for the aircraft they fly themselves. Other potential non-flying jobs include airport operations, aircraft maintenance, and airport customer service.

A Pilot’s First Flying Job

Once a pilot is fully qualified to fly for a living, the next question is which flying job will be the best transition from being a student to a professional pilot. A pilot must, once again, be able to gauge which jobs will serve their long-term career goals the best.

Pilots find their first job in a number of different ways. Some use the connections built in previous positions to their benefit, and others work for organizations that have already employed them. In addition, some pilots find creative ways to advertise services such as ferry flights, air tours, or aerial refueling.

• READ MORE: How to Land a Helicopter Pilot Job

Some pilots turn to services such as FindaPilot.com to find jobs. FindaPilot connects pilots looking for work with operators who need crewmembers to operate specific flights. Services such as this can be a great way for new pilots to connect with reputable operators and fly high-performance, complex aircraft to build high-quality time for their careers. Many pilots use services such as FindaPilot as launching pads to accelerate their careers into the next stage.

Flight Instructing

Many new pilots choose to become flight instructors for their first aviation job. Teaching new pilots can be an excellent way to build time quickly while also learning to work with a variety of personalities, students, and situations.

Different flight schools also give instructors the opportunity to operate in different environments. Part 61 schools often promote independent decision making without close guidance from company standard operating procedures, while Part 141 schools help instructors learn to operate in structured, airline-esque environments. Whichever direction new instructors choose, they are sure to gain valuable experience towards their long-term goals.

Instructing is a great way to learn from your own experience and to become intimately familiar with the knowledge and skills you are expected to know. New students keep instructors on their toes and ask intriguing questions that challenge instructors to study, grow, and expand their knowledge.

Banner Towing

Some new commercial pilots opt to become banner towing pilots. These pilots tow large advertisements behind them over beaches, malls, and other tourist attractions.

These jobs give pilots the opportunity to learn in congested airspace—multiple banner tow aircraft often fly in the same area—at low altitudes. This demands heightened situational awareness and attention that helps pilots learn to be aware of their surroundings and take prompt action to correct unusual situations.

• READ MORE: Congress Shells Out Millions to Aid Pilot Shortage

These jobs especially tend to operate with aircraft that require specialized training. Many, for example, use tailwheel airplanes that have unique operating characteristics as opposed to the now-more-popular tricycle gear airplanes. This additional experience gives banner tow pilots experience that helps them stand out from other applicants.

Banner tow pilots often fly for hours at a time multiple times per day, making banner towing a great way to build a lot of flight time quickly. Many new pilots thus use banner towing as a great way to gain the experience they need for airline or charter flying in a relatively short amount of time. This is particularly the case in markets that have flyable weather conditions year-round, such as in Florida or Arizona.

Charter Flying

Some pilots are lucky enough to become charter pilots early on in their careers. These jobs often involve operating as second in command of light jets, such as the Cessna Citation line.

These jobs are often, but not always, acquired through connections built earlier in their careers but can often come through online advertisements through social media channels or dedicated advertising agencies.

Charter jobs are especially valuable because they allow pilots time in multiengine turbine aircraft, the exact type of planes that pilots will be flying later on in their careers. The more experience pilots have flying these types of aircraft, the more attractive they’ll be later on with other operators.

Not all charter flying involves point-to-point hops in private jets or turbine aircraft, however. Some pilots start off as ferry pilots, when they get hired to fly an airplane one-way from point to point for maintenance, a system upgrade, or for delivery to a new owner.

This type of charter work can give pilots experience flying a wider array of aircraft to a wider range of destinations across the country. This variation is again valuable for pilots looking to work for operators that fly to more places or over longer distances at a time. Being able to handle a wider array of situations, aircraft, and geographic locations gives ferry pilots an edge over pilots used only to the same part of the country.

Survey Flying

Still other pilots choose to fly for aerial survey companies. These companies are enlisted to fly regular patterns over specified areas to take pictures, scout land, or check areas for damage. Some pilots patrol pipelines for damage as well.

Survey pilots often work side-by-side with photographers or IT specialists who operate imaging or mapping equipment on behalf of the client company. This provides pilots with the experience of operating a specific mission with certain parameters and constant distractions. This requires the pilot to divide their attention between flying the airplane and completing their task in a way that is both efficient and safe.

Though pilots, of course, train in division of attention throughout their training, flying survey provides a real-world way of dividing attention that cannot be simulated in a training environment.

There are plenty of ways pilots can build experience toward becoming professional aviators. Each job has strengths that will help pilots grow towards their long-term career goals, whether they be airline flying, corporate aviation, or contract work.

There is no one specific way to become a professional pilot—and it’s possible to be successful no matter which route is taken.

The post Best Jobs for New Pilots appeared first on FLYING Magazine.

Northrop Grumman, I needed something that would challenge my mind, body, and spirit. There were two options on the table. I had just graduated with my master’s degree and was seriously thinking of taking the next leap of faith and earning a doctorate.

But that was quickly overshadowed by my second option—my childhood dream of learning to fly. And I wasn’t disappointed. It did challenge my mind, body, and spirit every step of the way.

What intrigued me the most about learning to fly was that it required mastering many disciplines. In other words, it’s more than just jumping into an airplane and learning stick-and-rudder skills. You have to become entrenched in subjects such as aerodynamics, radio navigation, geography, radio communications, airspace, map reading, legal, medical, and my favorite discipline, meteorology.

Despite my background as a research meteorologist, my aviation weather background was limited when I was a student pilot. So, I was very excited to discover what more I might learn about weather in addition to all of these other disciplines. If you are a student pilot, here are some tips that will help you achieve a good foundation with respect to weather.

It Isn’t Easy

First and foremost, weather is inherently difficult. It’s likely the most difficult discipline to master because of the uncertainty and complexity it brings to the table. Therefore, strive to understand what basic weather reports and forecasts the FAA effectively requires that you examine before every flight. It certainly doesn’t hide it. It’s a fairly short and succinct list that’s all documented in the new Aviation Weather Handbook (FAA-H-8083-28) and the Aeronautical Information Manual (AIM). Ultimately, knowing the nuts and bolts of this official weather guidance will help with your knowledge and practical tests and give you a head start once the ink is dry on your private pilot certificate.

Second, as a student pilot, plan to get your weather guidance from a single and reliable source. Try not to bounce around using multiple sites or apps. There are literally hundreds, if not thousands, of websites and apps that will deliver weather guidance to your fingertips such that you can become overwhelmed with all of the choices, and entropy quickly takes over. Besides, flight instructors love to show off their unique collection of weather apps on their iPhone. Sticking with the official subset of weather guidance will allow you to focus on what matters the most.

• READ MORE: Aviation Weather Center Website Upgrade—the Good, Bad, and Ugly

Once you receive your private certificate, then you can expand the weather guidance you use to include other websites and apps.

The two internet sources that should be at the top of your list include the Aviation Weather Center (aviationweather.gov) and Leidos (1800wxbrief.com). Both of these sites provide the essential weather guidance needed to make a preflight weather decision. Using one or both of these sites will help focus you on the official weather guidance the FAA demands you use.

Categorize Your Data

Third, when you look at the latest weather guidance, take a minute and characterize each product. It should fall into one of three categories: observational data, advisories, or forecasts. Knowing its category will tell you how to properly utilize that guidance. For example, if you come across a visible satellite image, that’s an example of observational data.

Observational data is always valid in the past and typically comes from sensors. What about a ground-based radar mosaic (e.g., NEXRAD)? That’s also an observation. Pilot weather reports (PIREPs) and routine surface observations (METARs) are also considered observational data. While not a pure observation, the latest surface analysis chart that is valid in the recent past will identify the major players driving the current weather systems.

• READ MORE: What Is the Criteria for Issuing a Convective SIGMET?

Observations are like the foundation when building a house. All other weather guidance you use will build on that foundation. A sturdy and well-built foundation is the key to a good preflight weather briefing. You can’t know where the weather is going until you know where it has been. Identifying the latest trends in the weather through the use of these observations is the cornerstone of this foundation. When possible, looping the guidance over time will expose these trends. Is the weather moving or stagnant? Is it strengthening or weakening over time?

Advisories such as the initial graphical AIRMETs (G-AIRMETs) snapshot, SIGMETs, and center weather advisories (CWAs) are the front lines of aviation weather. They are designed to highlight the current location of the truly ugly weather. Advisories build the structure that sits atop of this foundation. Essentially, these advisories summarize the observational data by organizing it into distinct hazards and areas of adverse weather to be avoided.

Forecasts are the springboard for how these observations and advisories will evolve over time. You can think of forecasts as the elements that protect the finished house, such as paint, shingles, and waterproofing. This also includes the alarm and surveillance system to alert you to the possible adverse weather scenarios that may occur during your flight. While forecasts are imperfect, they are still incredibly useful. Forecasts include terminal aerodrome forecasts (TAFs), convective outlooks, prog charts, and the remaining four snapshots for G-AIRMETs.

Dive into the Details…

Fourth, details matter quite a bit. Look at the guidance and identify what stands out. Don’t make a decision too early. Instead, carefully observe and gather facts. Is the precipitation occurring along the route limiting the ceiling and/or visibility? Is the precipitation expected to be showery? This is a clear indication of a convective process in place.

Are the surface observations reporting two or three mid- or low-level cloud layers? Again, this is another indication of a convective environment. This can be especially important to identify, especially when there’s a risk of thunderstorms that have yet to form.

…But Fall Back on the Big Picture

Fifth, get a sense of the big weather picture. This is likely the most difficult aspect of learning how to truly read the weather. Think about the big weather picture as the blueprint for building an entire community. It’s what brings everything together. When I do my own preflight briefings, my decisions are largely driven by what’s happening at that synoptic level.

Lastly, read, read, and read some more. Focus mostly on the weather guidance and less on weather theory. These are the specific weather products mentioned earlier. Weather theory is something you can tackle at a later time. The FAA’s Aviation Weather Handbook is a great start. You can download a PDF document for free from the agency website and add this to your online library. This was issued in 2022 to consolidate the weather information from six FAA advisory circulars (ACs) into one source document. My book, Pilot Weather: From Solo to the Airlines, was published in 2018 and is written for pilots at all experience levels in their journey to learn more about weather.

If you fly enough, you will eventually find yourself in challenging weather. The goal of any preflight weather briefing is to limit your exposure to adverse conditions, and that takes resources and time. Once you’ve mastered the weather guidance, then giving Flight Service a call at 1-800-WXBRIEF will allow you to sound like a true professional.

Yes, I eventually did earn that doctorate, but I am really happy that I took the step over 25 years ago to learn to fly. One guarantee with weather: You can never learn enough. I am still learning today.

This column first appeared in the March 2024/Issue 946 of FLYING’s print edition.

The post How to Wrap Your Head Around Weather appeared first on FLYING Magazine.

According to Tecnam, the company is now on track to begin deliveries to U.S. flight schools.

• READ MORE: We Fly: Tecnam P-Mentor

“The FAA certification of the P-Mentor is another significant milestone for the Tecnam team,” said  Giovanni Pascale Langer, Tecnam managing director. “We look forward to working with all U.S. flight schools to improve the quality of training and help them keep hourly rates low.” 

The performance specs of the Tecnam P-Mentor put its hourly fuel consumption at 3.7 U.S. gallons per hour.

• READ MORE: Tecnam Signs Deals for HCH Aviation Fleet Transition

Deliveries of the aircraft in North America will begin soon, with the first 20 going to HCH Aviation/Stephen F. Austin State University in Nacogdoches, Texas. Deliveries will also be made to Kilo Charlie Aviation in New Century, Kansas, and EpicSky Flight Academy in Des Moines, Iowa.

About the P-Mentor

The two-place P-Mentor sports a Rotax 912isC3, with a variable pitch propeller, simulated retractable landing gear, and optional ballistic parachute. The cockpit features a Garmin G3X IFR touchscreen suite compliant with the latest CS-23 EASA and FAA amendments. The aircraft is designed to take a learner from private pilot and instrument training up through commercial certification on a single platform.

According to Capua, Italy-based Tecnam, the P-Mentor is one of the most environmentally efficient designs available, with very low carbon dioxide emissions. 

“Recent study shows that flight schools operating with Tecnam single- and twin-engine fleets can reduce emissions by up to 60 percent: 10 tons of CO2 for each student by the time they receive their commercial pilot license,” the company said in a statement.

The post Tecnam P-Mentor Earns Full Part 23 FAA Certification appeared first on FLYING Magazine.

There was no damage or injuries, except for frayed nerves, but as a precaution the school’s chief mechanic took a look at the Cessna 150. Mostly it was done to show the learner that part of being a pilot was being responsible. If you have an unintentional off-runway experience, you have a mechanic inspect the airplane as a precaution. The CFI didn’t think there was any damage as there hadn’t been a prop strike. The chief mechanic confirmed this.

It became a teaching moment for the rest of us CFIs. One of the instructors insisted that the FAA and the National Transportation Safety Board (NTSB) had to be notified. He then went into a story about “a buddy of his” who had a similar experience and found himself in a great deal of trouble because he didn’t call. There was a group eye roll. Then the Federal Aviation Regulations Aeronautical Information Manual (FAR/AIM) was brought out, and the learners instructed to look up Part 830, which provides guidance on when you need to notify the NTSB and, if need be, the FAA.

When to Call the NTSB

Although going off the runway may seem like high drama when it happens to you, it likely falls under the category of an incident, not an accident, per the definition found in Part 830 of the FAR/AIM. 

• READ MORE: Scaring Yourself into Additional Dual Instruction

According to the definition, aircraft accidents are specifically defined as events that involve a fatality, serious injury, or substantial damage to the aircraft and require NTSB notification.

NTSB 830.5 states that notification must happen if there is damage to property, other than the aircraft, estimated to exceed $25,000 for repair (including materials and labor) or fair market value in the event of total loss, whichever is less. Ding up the wheel pants on the clapped-out, older-than-you-by-20-years Cessna 172, no notification. If the airplane collides with aircraft on the ramp or totals the Lexus sedan parked on the ramp, a call to the NTSB will be in your future.

With the exception of removing wreckage to rescue people or preserve it from further damage, NTSB 830.10 tells us to preserve the wreckage, stating, “the operator of an aircraft involved in an accident or incident for which notification must be given is responsible for preserving to the extent possible any aircraft wreckage, cargo, and mail aboard the aircraft, and all records, including all recording mediums of flight, maintenance, and voice recorders, pertaining to the operation and maintenance of the aircraft and to the airmen until the Board takes custody thereof or a release is granted pursuant to § 831.12(b).”

• READ MORE: Always Look for a Place to Land

Basically, the accident is treated like a crime scene, and evidence should not be disturbed if possible. If not, the original position should be documented. Pictures taken with a smartphone usually suffice.

If the aircraft has sustained substantial damage, and it is obvious it can’t fly, the NTSB asks to be notified. This is when we get into the gray area of “do we need to notify the FAA?” If there are no injuries and only damage to the airplane, probably not.

If you are at a towered airport, the tower operator may notify the FAA, depending on the situation.

The pilot of a freshly restored Stearman learned about this the hard way when he had a wingtip strike during a ground loop. As he taxied his aircraft with a crumpled lower wingtip off the runway, the tower controller asked what happened. The pilot, angry with himself, replied he had his head in anatomically infeasible location. He was understandably upset. It was the Fourth of July, and he had been planning to give rides to people in his plane during a hangar picnic.

• READ MORE: Make Flight Reviews for CFIs Worthwhile

About an half hour later, the airport manager showed up to warn the pilot that the tower operator had notified the FAA, and a sheriff deputy was on his way to take a look at the airplane. None of us had heard of this before. The deputy was not a pilot and told us that he had been called by the FAA. He wasn’t sure why he was there, except that he was asked by the FAA to look at the airplane and talk to the pilot.

The owner of the aircraft, much calmer now, explained he was upset because he had damaged his beautiful airplane, and he regretted being terse with the controller. Fortunately the deputy understood and that was the end of it, with the exception of the aircraft owner ripping off a piece of the torn fabric of the lower wing and giving it to me with the instructions, “Tell your students to pay attention, or bad things can happen!”

I still have that piece of fabric.

The post Knowing When to Call the NTSB appeared first on FLYING Magazine.

The partnership expansion announced Thursday will add 50 DA40s and six DA42s to the Republic Airways training program. 

• READ MORE: UNSW School of Aviation Expands Diamond Fleet

According to Diamond Aircraft, the trainers are slated to bolster programs at new LIFT Academy campuses in Galveston, Texas; Myrtle Beach, South Carolina; and at Tuskegee University in Alabama.

“These aircraft are chosen for their advanced technology and fuel efficiency, which not only align with our sustainability efforts but also closely mirror the aircraft our pilots will operate at Republic Airways,” said Ed Bagden, director of flight operations and academic programs at LIFT Academy. “This strategic expansion ensures that LIFT Academy continues to offer industry-leading training, preparing our students with a seamless transition to their careers as airline pilots.”

• READ MORE: Purdue, LIFT Academy Partner to Tackle Commercial Pilot Need

The Diamond DA40 piston single is powered by a 180 hp Lycoming IO-360 engine and comes equipped with Garmin G1000 NXi avionics. The aircraft offers a top cruise speed of 152 knots, 934 nm range, and maximum useful load of 900 pounds. The DA42 advanced piston twin is powered by 168 hp Austro Engine AE300 powerplants. It offers a top cruise speed of nearly 200 knots, 1,225 nm range, and maximum useful load of 1,276 pounds.

The post LIFT Academy Makes ‘Significant Fleet Expansion’ with Diamond Aircraft appeared first on FLYING Magazine.