CFI-G Instructor Oral Prep

I.Fundamentals of Instructing G(waived for add-on; tasks E and F are required)

Ref: FAA-H-8083-9B (Aviation Instructor's Handbook).

A.The Learning Process

Define learning. What are its characteristics?

A change in behavior as a result of experience
Purposeful, the result of experience, multifaceted, and an active process
Not the same as maturation or temporary change due to fatigue or drugs

AIH ch 3

List the laws of learning and explain why they matter to a flight instructor.

Readiness, students learn best when ready, willing, and able
Exercise, repetition strengthens, disuse weakens
Effect, pleasant experiences reinforce; unpleasant ones inhibit
Primacy, first impressions stick, teach it right the first time
Intensity, vivid experiences teach more than routine ones
Recency, most-recently learned is best remembered

AIH ch 3

What are the four levels of learning?

Rote, recall without understanding
Understanding, grasp the meaning
Application, apply what's been learned to new situations
Correlation, relate to other knowledge and use creatively

AIH ch 3

Name the three domains of learning. Which dominates flight training?

Cognitive, knowledge (facts, concepts, regs)
Affective, attitudes, values, judgment, ADM
Psychomotor, physical skill, control coordination
Flight training uses all three; psychomotor is most visible but cognitive and affective are what produce a safe pilot

AIH ch 3

What are the major theories of forgetting?

Retrieval failure, the information is there but can't be accessed (tip-of-the-tongue)
Fading, memory fades over time without use or practice
Interference, new learning crowds out the old (or vice versa)
Repression or suppression, unpleasant memories pushed out of conscious recall
Counter with overlearning, meaningful association, frequent review, positive experience

AIH ch 3

Define transfer of learning. Give an example of negative transfer in glider training.

Positive transfer, prior learning helps the new task (e.g., a power pilot already understands rudder coordination)
Negative transfer, prior learning interferes (e.g., a power pilot pulling power-off the throttle on a glider tow release; or pushing for the runway in an engine-out instead of flying best-glide attitude)
The instructor's job is to maximize positive and explicitly call out negative

AIH ch 3

B.Human Behavior

What is Maslow's hierarchy of needs and why does it matter to instructors?

Five tiers: physiological → safety → belonging → esteem → self-actualization
Lower needs must be reasonably met before higher-order learning occurs
An airsick, dehydrated, scared, or self-conscious student is not learning, fix the lower tier first

AIH ch 2

Name common defense mechanisms students show. Give an example you've seen.

Denial, repression, rationalization, projection, displacement, reaction formation, compensation, fantasy (the eight in the AIH)
Example: a student who blew the landing pattern blames the wind ("rationalization") instead of acknowledging late base turn
Recognize them, don't reinforce them, return focus to the actual cause + correction

AIH ch 2

What's the difference between anxiety and stress, and how do you manage each in a student?

Anxiety, fear of the unknown / loss of control; mental
Stress, body's response to a demand; physical
Manage by setting clear expectations, demonstrating maneuvers, normalizing mistakes, and giving the student progressively more authority over the flight
Severe or persistent reactions, refer the student to a professional, do not push past their limits

AIH ch 2

List a few of the rules for good human relations between instructor and student.

Treat students as adults; respect dignity in front of others
Praise in public, correct in private
Be consistent, same standard every flight
Listen actively before correcting
Admit when you don't know, model honesty

AIH ch 2

How does instructor behavior affect student aeronautical decision-making (ADM)?

Students model what the instructor does, not only what they say
Cutting corners, hot-dogging, sloppy preflight, student learns it's acceptable
Verbalize the decisions: "I'm not flying because thunderstorm forecast at 1500z; here's why"

AIH ch 2; PHAK ch 2

C.The Teaching Process

Name the four steps of the teaching process.

Preparation, objectives, lesson plan, equipment, prior review
Presentation, lecture, demo-perf, discussion, etc.
Application, the student performs the task
Review and evaluation, critique, quiz, debrief

AIH ch 5

What makes a good performance objective?

Description of skill or behavior, what the student will do
Conditions, under what circumstances
Standards, to what level (e.g., ±5 kt, ±10°)
Pulled directly from the PTS / ACS for required maneuvers

AIH ch 5

What's the difference between a training objective and a completion standard?

Objective, what the student will be able to do at the end of the lesson
Completion standard, measurable proof the objective was met (e.g., "demonstrate stall recovery to instructional standard, three consecutive successful recoveries")

AIH ch 5

D.Teaching Methods

Name the major teaching methods and describe when each is best.

Lecture, large group, factual content, time-limited
Guided discussion, student already has some background; promotes critical thinking
Demonstration-performance, psychomotor skills (the bread and butter of flight instruction)
Computer-assisted / video, repetitive review, simulation, ground training
Cooperative or group learning, peer teaching, e.g., students debriefing each other

AIH ch 5

Walk me through the five steps of the demonstration-performance method.

Explanation, what, why, how
Demonstration, instructor performs to standard, narrates
Student performance, student tries; instructor talks them through
Instructor supervision, student does, instructor observes silently except for critical safety
Evaluation, critique, replay, identify next focus

AIH ch 5

What are the parts of a lesson?

Introduction, attention, motivation, overview ("AMO")
Development, main body, build from known to unknown
Conclusion, retrace, retain, review what was taught

AIH ch 5

E.Critique and Evaluation

What's the difference between a critique and an evaluation?

Critique, instructional, formative, ongoing, aimed at improvement
Evaluation, measure performance against a standard at a specific point (PTS, stage check, written test)
A critique can be part of every lesson; an evaluation is event-driven

AIH ch 6

What are the characteristics of an effective critique?

Objective, flexible, acceptable, comprehensive, constructive, well-organized, thoughtful, specific
Address performance, not personality
Balance positive and negative; always end with a path forward

AIH ch 6

What's the difference between an open-ended and a closed-ended question? Which builds critical thinking?

Closed, yes/no or single fact ("Is V_NE (Never Exceed Speed) 130 knots?")
Open-ended, requires explanation ("Why is V_NE (Never Exceed Speed) lower in rough air?")
Open-ended drives correlation-level learning; closed is fine for rote checks

AIH ch 6

What kinds of questions should an instructor avoid?

Puzzle, too many parts; student doesn't know what's being asked
Oversize, too broad ("Tell me about weather")
Toss-up, guessing-game with no clear answer
Bewilderment, vague language
Trick, designed to embarrass
Irrelevant, outside the lesson's scope

AIH ch 6

What are the characteristics of a good written test question?

Reliability, yields consistent results across attempts
Validity, actually tests what you intended
Usability, clear language, appropriate length
Objectivity, same answer judged the same way regardless of grader
Comprehensiveness, covers the material proportionally
Discrimination, separates strong from weak performers

AIH ch 6

F.Flight Instructor Characteristics and Responsibilities

What are the professional traits of a flight instructor?

Sincerity, acceptance of the student, personal appearance and habits, demeanor, safety practices, proper language
Continuing self-improvement and currency
Keep promises; admit limits; refer the student elsewhere when warranted

AIH ch 8

What are an instructor's responsibilities for student supervision and surveillance?

Ensure the student is fit, current, properly endorsed, and within their limits before each flight
Assess every flight, never assume "they got it" without verification
Withhold solo / cross-country authorization until proficiency is consistent, not occasional

AIH ch 8; 14 CFR §61.87, §61.93

A student is showing signs of severe stress that you cannot manage. What do you do?

Stop training; do not push them past safe limits
Refer them to an Aviation Medical Examiner or other qualified professional
Document the conversation in your records
It is not the CFI's role to diagnose, only to recognize and refer

AIH ch 2, 8

What's the CFI's responsibility for endorsements and recommendations?

Endorsements certify that the student has met specified training and proficiency requirements
The CFI is legally accountable for the truth of every endorsement they sign
Use AC 61-65K standard wording; include signature, date, CFI certificate number, and certificate expiration date or recent-experience end date (per §61.197), as applicable
Don't sign if you haven't actually given/observed the training claimed

AC 61-65K; 14 CFR §61.51(h), §61.189

What's the CFI's role in conducting a flight review?

Minimum 1 hour ground + 1 hour flight (§61.56(a))
Glider option: §61.56(b) lets the pilot substitute a minimum of three instructional flights in a glider, each including a flight to traffic pattern altitude, for the 1 hour of flight training
Review of regs, maneuvers, and procedures the CFI deems necessary for safe PIC privileges
No pass/fail, but CFI must be satisfied to endorse; otherwise, recommend further training
Endorse only after the review is satisfactorily completed
Substitutes: a practical test or proficiency check counts (§61.56(d)); so does a completed WINGS phase (§61.56(e))

14 CFR §61.56; AC 61-98

G.Planning Instructional Activity

What's the difference between a syllabus and a lesson plan?

Syllabus, overall course plan: blocks of training, sequence, milestones, completion standards
Lesson plan, single lesson: objective, content, schedule, equipment, instructor / student actions, completion standards
The syllabus drives the order; the lesson plan drives the day

AIH ch 7

What are the parts of a written lesson plan?

Objective
Elements (content)
Schedule (time allotted)
Equipment / instructional aids
Instructor actions
Student actions
Completion standards

AIH ch 7

Why should a written lesson plan be used even by an experienced instructor?

Ensures all elements are covered, not just the easy ones
Provides consistency across students and lessons
Forces preparation, protects against improvising poorly
Becomes a record of what was actually taught

AIH ch 7

How would you adjust a lesson for a student with a strong technical background but no flying experience?

Shorten ground sessions on theory they already grasp (lift, weather, regs they self-studied)
Spend more time on motor-skill build-up, coordination, sight picture, energy management
Watch for over-confidence in the cockpit; technical understanding ≠ stick-and-rudder

AIH ch 7

II.Technical Subject Areas G(Task K + at least one other)

Refs: GFH; PHAK; AIM; 14 CFR parts 1, 61, 91; AC 61-65K, 61-67, 61-94, 90-48E; 49 CFR 830; GFM.

A.Aeromedical Factors

Name the four types of hypoxia and what causes each.

Hypoxic, not enough O₂ in the air or partial pressure (altitude)
Hypemic, blood can't carry the O₂ (CO poisoning, anemia, blood loss)
Stagnant, circulation problem; blood not delivering O₂ (cold, G-loading, heart issues)
Histotoxic, cells can't use the O₂ (alcohol, drugs)

PHAK ch 17; AIM 8-1-2

What are the symptoms of hypoxia and what are the first signs you'd see in a student?

Cyanosis, headache, decreased reaction time, impaired judgment, euphoria, visual impairment, drowsiness, lightheadedness, numbness, tingling
First signs: subtle, slowed responses, poor decisions, "off" behavior
Insidious, the affected pilot rarely recognizes it themselves

PHAK ch 17

When is supplemental oxygen required for the pilot?

Above 12,500 ft MSL for more than 30 minutes, required for pilot
Above 14,000 ft MSL, required at all times
Above 15,000 ft MSL, must be provided to passengers

14 CFR §91.211

What is hyperventilation and how does the pilot recover?

Excessive breathing flushes CO₂ from the blood; chemistry imbalance
Symptoms overlap with hypoxia, visual impairment, dizziness, tingling, muscle spasms, eventual unconsciousness
Recovery: slow the breathing rate, talk aloud, breathe into a bag if available
If in doubt at altitude, assume hypoxia first, descend, then evaluate

PHAK ch 17

Walk me through the alcohol rule and the limits in §91.17.

8 hours, bottle to throttle
0.04 BAC, no act/attempt as crewmember
While under the influence, no flight regardless of time elapsed
While using any drug that affects safety, no flight

14 CFR §91.17

How long must a pilot wait after scuba diving before flying?

12 hours after non-decompression dive if flight altitude ≤ 8,000 ft MSL
24 hours after non-decompression dive if flight altitude > 8,000 ft MSL, or after any decompression dive

AIM 8-1-2; PHAK ch 17

Name three visual illusions on approach and how they affect a glider pilot.

Runway slope, upsloping makes you think you're high; downsloping makes you think you're low
Runway width, narrow runway feels high, wide runway feels low
Featureless terrain / haze, you feel higher than you are; tend to undershoot
Counter with the glider's natural reference: aim point, sight picture, and (when available) PAPI / VASI

AIM 8-1-5; PHAK ch 17

What is spatial disorientation, and how do you teach a student to recognize and recover?

Confusion about position, attitude, or motion relative to Earth, usually after losing visual reference
Common types: leans, graveyard spiral, somatogravic (head-up illusion on acceleration)
Recover by trusting instruments (or, in glider VFR, the horizon and yaw string), not the seat of your pants
Prevention: stay VFR, keep horizon visible, exit cloud immediately

AIM 8-1-5; PHAK ch 17

B.Visual Scanning and Collision Avoidance

Describe the proper outside scan technique.

Sectors of about 10°, pause 1 second per sector to allow eye to focus
Sweep horizon left-to-right or right-to-left; include above and below
Empty-field myopia in haze, eyes relax to a focus of only about 10 to 30 ft; deliberately re-focus on a distant object

AIM 8-1-6; AC 90-48; PHAK ch 17

Where on the windshield is a collision-course aircraft? Why?

It will appear stationary, no relative motion
That's also why it's hardest to detect, the eye is drawn to motion
Counter with deliberate scanning of the whole windshield, not just where motion happens

AIM 8-1-6; AC 90-48

What's "see and avoid" and where does it come from?

Each pilot has the regulatory duty to see other aircraft and avoid them when conditions permit
Applies to all VFR ops; ATC separation does not relieve the duty

14 CFR §91.113; AIM 5-5-8

What's the right-of-way order between a glider, a powered airplane, and a balloon?

Balloon, has right-of-way over any other category of aircraft
Glider, has right-of-way over powered aircraft (current §91.113(d) wording, "powered aircraft," not "engine-driven")
Airship, has right-of-way over other powered aircraft, except aircraft towing or refueling
Aircraft towing or refueling another, has right-of-way over all other powered aircraft
Distress aircraft trump all of the above

14 CFR §91.113

When does collision risk peak in a typical training day?

Near airports, in pattern, on common practice areas, in good weather
Around thermals, multiple gliders converging on same lift
Most midair-collision risk is in VMC daylight near airports, the majority within about 5 miles, at lower altitudes, with a significant share in the traffic pattern

AC 90-48E

C.Use of Distractions During Flight Training

Why deliberately use distractions in training?

Many accidents have a distraction as a causal factor, students must learn to manage them
Realistic distractions force the student to prioritize aviate / navigate / communicate
Builds the habit of noticing when attention is being captured at the cost of flying the airplane

AIH ch 9; PTS Special Emphasis

Give two examples of realistic distractions you'd use during a glider lesson.

Drop a chart in their lap while on tow; observe whether they keep flying the position
Ask a question that requires looking inside the cockpit during pattern entry
Simulate a radio call mid-thermal
"Find that other glider 4 o'clock low" while you're maneuvering

AIH ch 9

What's the difference between distraction and harassment?

Distraction, realistic event; student manages it as part of normal flying
Harassment, relentless, irrelevant, or designed to overwhelm; produces stress without learning
Stop and redirect immediately if the student stops learning

AIH ch 9

D.Principles of Flight

Name the four forces in flight and how they balance in a steady glide.

Lift, weight, thrust, drag
In steady unpowered glide: weight is the only thrust source, its forward component along the flight path balances drag
Lift balances the perpendicular component of weight; airspeed sets the L/D ratio

GFH ch 3; PHAK ch 5

Name the three axes and the controls that move the glider about each.

Longitudinal (nose-to-tail), ailerons; roll
Lateral (wingtip-to-wingtip), elevator; pitch
Vertical, rudder; yaw

GFH ch 3; PHAK ch 5

Define angle of attack. What happens at the critical AOA?

Acute angle between the chord line and the relative wind
Lift increases with AOA up to the critical angle (about 16 to 20°), then airflow separates and lift drops off, stall
A wing can stall at any airspeed and any attitude, only the AOA matters

GFH ch 3; PHAK ch 5

What's the difference between induced drag and parasite drag, and how do they vary with airspeed?

Induced drag, by-product of lift; decreases as airspeed increases
Parasite drag, form, skin friction, interference; increases as airspeed increases (square law)
Total drag minimum is best L/D speed, where the two curves cross

GFH ch 3; PHAK ch 5

Describe positive static and dynamic stability.

Static, initial tendency after disturbance: positive returns toward original, neutral stays, negative diverges
Dynamic, behavior over time: positive damps oscillations, neutral sustains, negative grows
Trainers are designed positive in both, recovery occurs hands-off

GFH ch 3; PHAK ch 5

Describe how a stall progresses into a spin.

Stall = exceed critical AOA, airflow separation, loss of lift
If the airplane is uncoordinated or one wing is more stalled than the other (yaw + stall), one wing drops further; auto-rotation begins
Spin = sustained yaw + stall; recovery requires breaking both

GFH ch 8; AC 61-67

E.Elevators, Ailerons, and Rudder

What does each primary control do, and around which axis?

Elevator, pitch about the lateral axis; controls AOA and airspeed
Ailerons, roll about the longitudinal axis
Rudder, yaw about the vertical axis; coordinates turns, counters adverse yaw

GFH ch 3; PHAK ch 6

Define adverse yaw. Why is it especially noticeable in gliders?

The down-going aileron generates more induced drag than the up-going one, nose yaws away from the intended turn
Gliders have long wings + low drag, adverse yaw is large and persistent
Counter with rudder coordination, leading the aileron with rudder in the direction of turn

GFH ch 3

Why is rudder coordination more critical in a glider than in most powered airplanes?

Long wingspan, low total drag, large adverse yaw moment
No prop slipstream over the rudder, only airflow from forward motion
Yaw kills L/D, uncoordinated flight bleeds energy fast in a glider

GFH ch 3, 7

F.Trim, Lift, and Drag Devices

What's the purpose of trim, and how is it different from holding control pressure?

Trim relieves continuous control pressure for the desired speed
Set attitude / airspeed first, then trim, never trim to fix an attitude
Reduces fatigue, improves precision; especially important on long tows and thermalling

GFH ch 3

Compare spoilers, dive brakes, and flaps. What does each do to lift, drag, and pitching moment?

Spoilers, disrupt lift on top of wing; decrease lift, increase drag; small pitch change
Dive brakes, extend top + bottom; large drag increase; small lift change; some pitch-down
Flaps, change wing camber; increase lift (and drag); usually pitch-down with extension
In Blanik L-23, top-surface dive brakes; expect drag dominance, modest pitch trim shift

GFH ch 3; GFM

A student opens spoilers on tow and you can't get full closure. What happens to airspeed and climb rate?

Drag spikes, towplane will see a heavier glider; climb rate drops noticeably
Glider may struggle to maintain tow position; signal towplane and release if climb performance is unsafe
Reinforces why preflight positive-check of the spoiler lock is non-negotiable

GFH ch 8

G.Glider Weight and Balance

Define weight, arm, and moment.

Weight, force from gravity (lb)
Arm, distance from datum (in)
Moment, weight × arm (in-lb)
Total moment ÷ total weight = CG location

WBH ch 1; GFH ch 5

What happens if the CG is too far forward? Too far aft?

Forward CG, more stable but harder to flare; higher stall speed; increased elevator force
Aft CG, less stable, lighter elevator forces, harder spin recovery, lower stall speed
Aft CG is the more dangerous extreme, recovery margins shrink fast

WBH ch 1; GFH ch 5

A 200-lb pilot exceeds the front-seat max in a Blanik L-23. What are your options?

Check the Type Certificate Data Sheet and GFM weight schedule
If the front seat alone is over the structural max, the airplane cannot be flown with that pilot, period
If the issue is CG, consider tail weight or ballast per GFM instructions only, never improvised ballast
Document the W&B run for the flight in the records

GFM; 14 CFR §91.9

What's the purpose of water ballast and what's the trade-off?

Increases wing loading → higher best-glide speed → better cross-country speed in strong lift
Trade-off: higher stall speed, longer landing roll, slower climb in weak lift
Must be dumpable before landing if specified by the GFM

GFH ch 5; GFM

H.Navigation and Flight Planning

What's the difference between pilotage and dead reckoning?

Pilotage, navigation by reference to ground features
Dead reckoning, computed track from heading, airspeed, time, wind
Glider XC typically combines both, plus moving-map GPS as a check

PHAK ch 16

What's the most important factor in selecting an off-airport landing area, and what do you teach the student to look for?

Size, long enough for landing roll plus margin
Surface, smooth, firm, free of obstacles, ditches, fences, wires
Slope, land uphill if possible; never downhill in strong winds
Surroundings, approach clear of obstacles; identify wind direction (smoke, water, dust, flags)
S: the "5 S", Size, Surface, Slope, Surroundings, Stock (livestock)

GFH ch 8

How do you teach a student to make the go / no-go decision on a cross-country flight?

Set personal minimums in advance, soaring forecast, surface wind, ceiling, visibility, density altitude
Identify go-ahead points along the planned route, beyond which retreat to home is no longer possible
Teach the student to commit to the abort decision before reaching the point of no return

GFH ch 11; PHAK ch 2

I.Regulations and Publications

Which parts of 14 CFR are most relevant to glider operations, and what does each cover?

Part 1, definitions
Part 61, pilot certification (eligibility, privileges, endorsements, currency)
Part 91, general operating rules (right-of-way, VFR mins, oxygen, fuel, etc.)
Part 43, maintenance requirements
49 CFR 830, NTSB notification and accident/incident reporting

14 CFR; 49 CFR 830

When must NTSB be notified, and when is a written report required?

Immediate notification, accidents (death, serious injury, substantial damage), and certain serious incidents (in-flight fire, flight control failure, etc.)
Written report (Form 6120.1), within 10 days of an accident; within 7 days of an overdue aircraft
For incidents, written report only if requested by NTSB

49 CFR 830.5, 830.15

What's the difference between a Type Certificate Data Sheet, an Airworthiness Certificate, and the Glider Flight Manual?

TCDS, FAA document defining the type design (limits, equipment, configurations)
Airworthiness Certificate, issued to a specific aircraft, must be displayed; remains valid as long as maintained per regs
GFM / POH, operating handbook for that specific glider; required onboard; primary source for limitations and procedures

14 CFR §91.9, §91.203

J.National Airspace System

List the airspace classes and the ceiling/floor of each.

A, 18,000 MSL up to FL600. ATC authorization required for glider operations (typically a standing wave-window Letter of Agreement with the ARTCC, activated by request).
B, surface or floor up to typically 10,000 MSL around busy airports. Two-way radio + clearance required.
C, surface to 4,000 AGL around medium airports. Two-way radio communication required.
D, surface to typically 2,500 AGL around towered airports. Two-way radio required.
E, controlled, generally everywhere not A/B/C/D, starting at 700 or 1,200 AGL up to 17,999 MSL
G, uncontrolled, surface to base of E

AIM 3-2; PHAK ch 15

What are the basic VFR weather minimums for a glider in Class E below 10,000 MSL?

3 SM visibility
500 below, 1,000 above, 2,000 horizontal from clouds
Above 10,000 MSL: 5 SM, 1,000 below / 1,000 above / 1 SM horizontal
At X51, Class G runs only from the surface to 700 ft AGL; Class E begins at 700 ft AGL (magenta vignette, 6.5 NM radius), so the 800 to 1,000 ft pattern is in Class E and the 3 SM, 500/1,000/2,000 minimums apply

14 CFR §91.155

Name the special-use airspace types and which ones a glider may not enter without coordination.

Prohibited (P), flight not allowed (e.g., P-56 over the White House)
Restricted (R), flight subject to restrictions when active; coordinate or stay clear
MOA, military training; VFR allowed but extreme caution
Warning Areas, over international waters; same caution as MOA
Alert Areas, high-density training; VFR allowed
Controlled Firing Areas (CFA), activity ceases when aircraft approaches
TFRs, temporary; check NOTAMs every flight

AIM 3-4; PHAK ch 15

K.Logbook Entries and Certificate Endorsements

What entries are required in a student's logbook for each instructional flight?

Date, total time, aircraft make/model/ID
Type of pilot experience (dual received, solo, etc.)
Conditions of flight (day/night, etc.)
Type and number of launches/landings
Brief description of the lesson and lesson length, with the CFI's signature, date, certificate number, and certificate expiration date or recent-experience end date (per §61.197), as applicable (§61.51(h)(2)(ii))

14 CFR §61.51(h), §61.189

What endorsement is required before a glider student pilot solos? Cite the AC 61-65K paragraph.

Pre-solo aeronautical knowledge (§61.87(b)), AC 61-65K §A.3
Pre-solo flight training (§61.87(c)), AC 61-65K §A.4
Solo flight, first 90-calendar-day period (§61.87(n)), AC 61-65K §A.6, given for the specific make and model
Solo flight, each additional 90-calendar-day period (§61.87(p)), AC 61-65K §A.7, also make and model specific
The candidate should be able to write these endorsements verbatim from memory or quickly find them in AC 61-65K

AC 61-65K

What endorsement is required to recommend a candidate for the practical test?

Required: the §61.39(a)(6) prerequisites endorsement, AC 61-65K §A.1: training given within the preceding 2 calendar months and any knowledge-test deficiencies reviewed
Plus the rating-specific flight proficiency / practical test endorsement: AC 61-65K §A.37 (private), §A.39 (commercial), or §A.47 (flight instructor)
Plus aeronautical knowledge test endorsement (§61.35) if not yet recorded
The CFI's signature on these endorsements is a legal certification, sign only when truly satisfied

14 CFR §61.39; AC 61-65K

What records must the CFI keep, and for how long?

Solo endorsements: the name of each person endorsed for solo flight privileges, and the date (§61.189(b)(1))
Knowledge and practical test endorsements: the name of each person endorsed, the kind of test, the date, and the results (§61.189(b)(2))
Retain for at least 3 years
Recording flight reviews given is good practice, but it is not a §61.189 requirement

14 CFR §61.189

Walk me through the 14 CFR §61.56 flight review endorsement and what makes it valid.

Required: 1 hour of ground + 1 hour of flight, every 24 calendar months (§61.56(a) and (c))
Glider option: §61.56(b) allows a minimum of three instructional flights in a glider, each including a flight to traffic pattern altitude, in place of the 1 hour of flight training
Includes review of regs (Part 91 specifically) plus maneuvers / procedures CFI deems necessary
Endorsement only after the CFI is satisfied; if not, log the time as dual given without the endorsement
Wording is in AC 61-65K §A.69 (completion of a flight review, §61.56(a) and (c))
Substitutes that reset the clock: a practical test or proficiency check (§61.56(d)) or a completed WINGS phase (§61.56(e))

14 CFR §61.56; AC 61-65K

What launch-method endorsements does §61.31(j) require, and how do they affect a CFI-G?

No person may act as PIC of a glider using a launch method without ground and flight training on that method and a one-time logbook endorsement from an authorized instructor (§61.31(j))
One endorsement per method: aerotow, ground tow (auto or winch), and self-launch
The endorsement does not expire and is not aircraft-specific; glider ratings issued before August 4, 1997 are grandfathered for methods already qualified
For the CFI-G: the 8C's rating table ties instructing privileges per launch method to holding those endorsements, the applicant is evaluated in one kind of launch but may instruct in each kind previously endorsed

14 CFR §61.31(j); FAA-S-8081-8C rating table note

III.Preflight Preparation G(at least one Task)

Refs: 14 CFR parts 43, 61, 91; GFH; AWH (FAA-H-8083-28B); GFM; NOTAM.

A.Certificates and Documents

What documents must a pilot carry when acting as PIC?

Pilot certificate
Photo ID (driver's license or government ID)
Medical or alternative, for glider PIC, no medical required, but a self-certification of fitness is implied each flight

14 CFR §61.3

What documents must be onboard the glider? Use the standard memory aid.

A, Airworthiness certificate
R, Registration
R, Radio station license (international ops)
O, Operating limitations (approved flight manual, placards, instrument markings, §91.9)
W, Weight and balance data
"AROW", common memory aid; some use "ARROW" if including radio license

14 CFR §91.9, §91.203

What inspections is a glider required to have? Use the memory aid.

A, Annual (every 12 calendar months), required for all aircraft
V, VOR check (every 30 days, IFR only, N/A for VFR glider)
1, 100-hour inspection (only if used for hire / instruction for compensation)
A, Altimeter / pitot-static (24 cal months, IFR only, N/A for VFR glider)
T, Transponder (24 cal months, only if installed and in use)
E, ELT (12 cal months, required only if installed, gliders generally exempt)
"AV1ATE", annual + 100-hr are the two routinely tracked for our gliders

14 CFR §91.409, §91.411, §91.413, §91.207

What's the difference between preventive maintenance, maintenance, and a major alteration? Who can do each?

Preventive maintenance, simple, listed in Part 43 Appendix A; PIC may do for own glider
Maintenance, anything else routine; A&P required
Major alteration / repair, A&P with IA, or repair station; FAA Form 337

14 CFR Part 43

A student arrives at the gliderport with a recently lapsed pilot certificate. Are they legal to fly with you as PIC?

Pilot certificates do not lapse, they are issued for an indefinite period unless surrendered, suspended, or revoked
What does lapse: currency (90-day passenger, 24-month flight review), endorsements (90-day solo), medical (n/a for glider PIC)
Student pilot certificates issued since April 1, 2016 have no expiration date either (§61.19(c)); what expires is the 90-day solo endorsement, verify that before solo

14 CFR §61.19, §61.56, §61.57

B.Weather Information

What weather products would you check before a glider flight, and in what order?

Surface analysis / prog charts, big-picture pattern
METAR / TAF, current and forecast at home airport and along route
Soaring forecast / Skew-T, thermal index, lapse rate, top of lift, wind aloft
AIRMET / SIGMET / Convective SIGMET, turbulence, IFR, icing, thunderstorms
NOTAMs, TFRs, runway/airport status
PIREPs, what the airplanes already up there are seeing

PHAK ch 12, 13; AIM 7-1

Define adiabatic, dry adiabatic lapse rate, and moist adiabatic lapse rate.

Adiabatic, temperature change without heat transfer to/from environment (i.e., due only to expansion/compression)
Dry adiabatic lapse rate, ~3°C / 1,000 ft (unsaturated parcel)
Moist adiabatic lapse rate, ~1.5°C / 1,000 ft (saturated; latent heat released)
Standard atmosphere lapse rate ≈ 2°C / 1,000 ft

PHAK ch 12; GFH ch 9

What is the thermal index, and what does it tell you?

The difference between the actual temperature aloft and what a parcel rising dry-adiabatically from the surface would be at that altitude
Negative TI, air parcel is warmer than environment → unstable → thermals
The more negative, the stronger / higher the thermals
TI of 0 marks the top of usable lift

GFH ch 9

Explain how a sea breeze forms and why it matters in South Florida glider operations.

Land heats faster than water → low pressure inland; sea breeze flows onshore mid-morning
Sea-breeze front often produces convergence lift well inland by early afternoon
Local effect: at X51, the east-coast sea breeze typically pushes inland by mid-day, kills thermals to the east, and creates a lift band along the convergence

GFH ch 9

What does an AIRMET vs SIGMET vs Convective SIGMET cover?

AIRMET, light/moderate hazards (turbulence, icing, IFR, mountain obscuration); widespread; for all aircraft
SIGMET, severe non-convective hazards (severe turb, severe icing, dust storms, volcanic ash)
Convective SIGMET, thunderstorms; valid 2 hours; updated hourly

AIM 7-1

A student wants to launch with a 30 kt surface wind. What do you say?

Check the GFM crosswind component limit and the towplane's limit too
30 kt straight down the runway may be operationally viable for advanced ops; for student training, no
Discuss the actual hazards, wind gradient on rotation, control authority during ground roll, gust upset
Use this as a teaching moment for personal-minimums framework

GFM; PHAK ch 2

C.Operation of Systems

How does the airspeed indicator work, and what could cause an erroneous reading?

Compares ram air pressure (pitot) to ambient static pressure → indicates dynamic pressure → calibrated to airspeed
Errors: blocked pitot (reads like an altimeter), blocked static (reads inversely with altitude), water in lines
Glider pitot tubes are typically unheated, be especially aware of bug or moisture blockage

PHAK ch 8; GFH ch 4

What's a total-energy variometer and how is it different from a regular vario?

A regular (uncompensated) vario shows altitude rate, including pitch-up energy trades (pulling up shows fake "lift")
A total-energy vario subtracts the airspeed-change component → shows true air mass motion
TE compensation comes from a TE probe on the fin (or from electronic compensation in modern instruments)

GFH ch 4

What are the limitations of the magnetic compass?

Variation, true vs magnetic north (varies by location)
Deviation, local interference from glider's metal/electrical (compass card)
Magnetic dip, turning errors (UNOS, Undershoot North, Overshoot South), acceleration errors (ANDS, Accelerate North, Decelerate South)
Accurate only in steady, level, unaccelerated flight

PHAK ch 8

What does the yaw string tell you and where is it correctly mounted?

Indicates yaw / sideslip, primary instrument for coordination in a glider
Mounted on the canopy centerline, ahead of the pilot's natural eye line
Step on the rudder pedal opposite the string's tail: tail deflected left = apply right rudder to center it
"Step on the head of the snake", the head points at the pedal you press

GFH ch 4

Why would a glider be equipped with a barograph or flight recorder?

Required for FAI badge claims (Bronze, Silver, Gold, Diamond, etc.)
Records altitude trace + position over time; verifies achieved performance
Modern flight recorders (FR) replace mechanical barographs; required for IGC-approved badge attempts

GFH ch 11

D.Performance and Limitations

Define density altitude. How is it computed and why does it matter?

Pressure altitude corrected for non-standard temperature
Increases with hot/high/humid → less dense air
Effect on glider: same true airspeed at higher indicated airspeed; longer ground roll on launch; tow climb degraded
Use the rule of thumb: DA ≈ PA + (120 × ISA deviation in °C)

PHAK ch 11; GFH ch 5

What is best L/D and why does it matter?

The airspeed at which the glider achieves its maximum lift-to-drag ratio, the flattest glide in still air
For a Blanik L-23, Vg ≈ 48 kt dual / 43 kt solo
Above or below this speed, glide ratio decreases
Adjust upward into headwind, downward into tailwind

GFH ch 5; Blanik GFM

Explain the polar curve. What does the bottom of the polar tell you?

Plot of sink rate vs airspeed
The minimum point on the polar = minimum sink airspeed (best for staying aloft)
Tangent from origin to the curve = best L/D (best for distance)
Tangent shifted by wind = adjusted best L/D for that wind component

GFH ch 5

List the V-speeds a Blanik L-23 student should memorize.

V_S (Stall Speed), 32 kt clean
V_g (Best Glide / Best L/D, per GFM), 48 kt dual / 43 kt solo
V_{min sink} (Minimum Sink Airspeed, per GFM), 42 kt dual / 38 kt solo
V_t (Max Aerotow Speed, per GFM), 81 kt
V_A (Maneuvering Speed), 81 kt
V_RA (Rough Air Speed), 86 kt
V_NE (Never Exceed Speed), 135 kt as marked in N8023 (TCDS 250 km/h for serials through 938030; the US-edition manual's ASI table rounds it to 133; serials from 938101 are 124 kt)
Approach: Vg + ½ headwind (~55 kt nominal)

Blanik L-23 GFM; on-site QRC

How does load factor change with bank angle in a level turn? At what bank does it double?

Load factor = 1 / cos(bank angle)
30° → 1.15 G; 45° → 1.41 G; 60° → 2.0 G; 75° → 3.86 G
Stall speed increases as √(load factor), V_S (Stall Speed) at 60° bank is ~1.41× V_S level

PHAK ch 5; GFH ch 3

IV.Preflight Lesson on a Maneuver to be Performed in Flight G(waived for add-on)

Refs: AIH; GFH; GFM.

Examiner format: the DPE picks one maneuver from Areas VII to XII and asks the candidate to deliver the preflight lesson as if to a student. Score is on lesson presentation, not flying.

A.Maneuver Lesson

Walk me through the lesson plan for [examiner picks a maneuver, e.g., steep turns]. What's the objective?

State the maneuver, the standard from the PTS, and what the student will be able to do at the end
Tie the objective to safety: why does this matter (energy management, awareness, recovery)
Use the words from the PTS, that's the standard the student will be tested against

AIH ch 5, 7; PTS standards

What instructional aids would you use, and why?

Whiteboard for diagrams (sight picture, geometry)
Model glider for attitude demonstration
Polar / V-speed reference
The actual cockpit on the ground, point to switches/controls in real position
Don't lecture without aids, psychomotor maneuvers need visualization

AIH ch 5

Cover the elements of the maneuver, what comes first?

Clearing, clear the area before any maneuver
Setup, entry airspeed, configuration, altitude
Execution, the maneuver itself, step by step
Recovery / completion standard, exit altitude, heading, airspeed
Always sequence: clear → set up → execute → verify

PTS task descriptions

Name two common errors for the maneuver and how you'd recognize and correct each.

Pull common errors directly from the PTS task description for that maneuver
For each error: recognize (what you'd see), analyze (root cause), correct (specific input)
Example for steep turns: bank angle creeping → recognize sight picture, correct with opposite aileron

PTS task descriptions; AIH ch 9

How would you know the lesson succeeded?

The student can state the objective in their own words
The student performs the maneuver to PTS / training standard, repeatably, without prompting
The student can identify and self-correct their own errors
If any of those is missing, the lesson isn't done, schedule another

AIH ch 5, 6

V.Preflight Procedures F(at least one Task)

Refs: AIH; GFH; GFM.

A.Assembly

What's a positive control check, and why is it the most important step of assembly?

One person on the controls, one resisting at each control surface, verifies the linkage is correctly connected and rigged
Catches the most common assembly fatality: forgetting or mis-routing a control connection
Done after all pins / safeties are installed and inspected
Never skip, even on the same glider you assembled this morning

GFH ch 6; GFM

Walk me through the assembly checklist sequence.

Wings on first, fuselage support; secure main pins
Tail / horizontal stabilizer / elevator
Control connections, ailerons, elevator, spoilers
Safety pins / locking devices on every connection
Clean and lubricate per GFM
Positive control check
Tape gaps if specified; check water/condensation in pitot/static; document the assembly in the logbook

GFH ch 6; GFM

Who can sign for an assembly, and where is it documented?

Routine rigging and de-rigging per the GFM is an operational task, not Part 43 maintenance; the pilot may assemble their own glider for flight
Required practice: a critical assembly check plus a positive control check, documented per operator SOP (who assembled, which checks were performed)
Part 43 record requirements apply to maintenance and repairs, not to routine GFM rigging

GFM; operator SOP; 14 CFR Part 43 (maintenance and repairs)

B.Ground Handling

What's the safe minimum number of crew to ground-handle a glider in a 15 kt wind?

Minimum: pilot at controls + one wing-runner + one tail-walker; more in stronger or gusty wind
Wing into the wind low; tail held; never let the wing rise unrestrained
Use a tow vehicle, not muscle, for distance moves; never tow a glider with controls unsecured

GFH ch 6

A wing tip is left unattended on the ground. What can happen?

Even a light gust can lift the unattended wing and roll the glider, control surface damage, ground loop, even hull damage
Brief every helper before handling: "the wing tip never leaves a hand"

GFH ch 6

Why secure the canopy when leaving a glider unattended?

Canopy can blow open, hinge can fail, plexiglass can shatter if the gust is strong
Replacement canopies are months on backorder and many thousands of dollars
Latch + lock + cover when parked; never leave the front canopy open unattended in any wind

GFM

C.Preflight Inspection

Why follow the GFM preflight checklist instead of going from memory?

Memory is unreliable, especially after distractions or interruptions
Checklist forces a consistent flow; rare items (water in pitot, gear retraction lock) are not skipped
If interrupted, restart the checklist from the beginning of the section

GFH ch 6; GFM

Walk me through your tow rope and weak-link inspection.

Length check: the GFH gives a 200 ft minimum for normal aerotow operations; any maximum is operator SOP, not a GFH or regulatory limit
Inspect for fraying, kinks, damaged splices, abrasion, UV degradation
Strength per §91.309(a)(3): rope breaking strength between 80% and 200% of the glider's maximum certificated operating weight
A stronger rope is legal only with safety links at both ends: glider end 80 to 200% of the glider's max weight; towplane end stronger than the glider end, but not more than 25% greater and not more than twice the glider's max weight
Weak link strength must also match GFM spec, not stronger, not weaker (too strong can damage glider; too weak breaks routinely)
Both ends serviceable, rings undamaged, Schweizer or Tost hitch in good condition

GFH ch 6, 7; 14 CFR §91.309(a)(3); GFM

What kind of damage on the glider would you ground the airplane for?

Cracks, dents, or wrinkles in the skin / spar area
Loose or popped rivets / fasteners on critical structure
Damaged control surface hinges, sloppy or binding controls
Tow hitch damage or excessive wear
Anything outside GFM tolerance, defer to A&P, not pilot judgment

14 CFR §91.7; GFM

A student finds a small dent on the leading edge during preflight. What's the right response?

Don't fly until evaluated, dent on leading edge can cause flow separation, change stall behavior
Document with photos, get an A&P or knowledgeable mechanic to inspect
If in doubt, ground it. The teaching moment: when uncertain, the answer is always "no."

14 CFR §91.7

D.Flight Deck Management

What's a proper passenger / student briefing before flight?

Seat belt + harness operation
Canopy operation, locking, emergency jettison if equipped
Don't touch, point out anything they shouldn't move
Bailout procedure if parachute equipped (yell, jettison canopy, unbuckle, jump, count, pull)
Communication during flight (sterile cockpit on tow + pattern; ask anything in cruise)
Motion sickness, water, fan, what to do

GFH ch 6; FAA-S-8081-8C

Why secure all loose items in the cockpit?

Negative-G or steep maneuver can throw loose items into controls or against canopy
A pencil under the rudder pedal at 200 ft AGL is a real emergency
Brief the student that nothing rides in the lap or on the seat unsecured

GFH ch 6

E.Visual Signals

What are the standard pre-launch wing signals between glider, ground crew, and towplane?

Hold, arms straight out at the sides, held steady
Check / open / close towhook, thumb moved through a circle motion
Take up slack, one arm swung slowly back and forth through an arc
Begin takeoff, arm makes rapid circles
Stop operation immediately, arms waved
Release towrope / cut towline NOW, arm drawn across the throat; this is a different signal from "stop", do not merge them

GFH ch 7, Figure 7-18

What's the rudder-waggle signal from a towplane mean?

On the ground: ready for takeoff
In the air, towplane fans its rudder: something is wrong with the glider, check and close your airbrakes / spoilers
Do not confuse it with the towplane rocking its wings, which means release immediately; the GFH warns against exactly this mix-up, releasing on a rudder waggle leaves you off tow at low altitude for no reason
The glider's "I cannot release" signal is different again: move out to the left of the towplane and rock the wings (GFH Figure 12-10)
Brief the signals on the ground, never invent them in the air

GFH ch 7, 12

Glider can't release. What's the procedure and what signal to the towplane?

Try the release a second time, pull aggressively, full travel
Signal: move out to the left of the towplane and rock your wings (GFH Figure 12-10), or tell the tow pilot by radio
The towplane will then fly to a safe area and release from their end
Land long-on-tow only if both releases fail, pre-briefed procedure, level field, short approach

GFH ch 8, 12

VI.Airport and Gliderport Operations F(at least one Task)

Refs: AIM; AC 90-66; AIH; GFH; PHAK.

A.Radio Communications

A glider is approaching X51 (non-towered). What position calls would you make?

10 mi out: "Homestead traffic, glider [callsign], 10 northwest, inbound, will join 45 to left downwind runway 09, Homestead"
Entering downwind, base, final, each with position + intent
Clearing the runway: "Homestead traffic, glider clear of runway 09, Homestead"
Use airport name at start AND end of every transmission per AIM

AIM 4-1-9; AC 90-66

What are the ATC light gun signals? Memorize them.

Steady green, air: cleared to land; ground: cleared for takeoff
Flashing green, air: return to land; ground: cleared to taxi
Steady red, air: give way / continue circling; ground: stop
Flashing red, air: airport unsafe, do not land; ground: taxi clear of runway in use
Flashing white, ground: return to start point on airport
Alternating red/green, exercise extreme caution

AIM 4-3-13

What's the procedure if your radio fails on tow with the towplane?

Rely on visual signals, pre-briefed before launch
If none work, release at planned altitude over a safe area
Towplane returns to land using light gun signals if at a towered airport
Lost-comm procedures should be briefed every flight, not assumed

AIM 6-4; GFH ch 7

When does a glider need a transponder?

Class A, B, C airspace require a transponder
Above 10,000 ft MSL generally, excluding airspace at and below 2,500 ft AGL; the carve-out for this rule is §91.215(b)(5)
The Mode C veil carve-out is §91.215(b)(3): balloons, gliders, and aircraft not originally certificated with an engine-driven electrical system (nor subsequently certified with one) may operate inside the veil without a transponder, provided they stay outside Class A/B/C and below the lower of the Class B/C ceiling or 10,000 ft MSL
ADS-B Out (§91.225) mirrors the transponder airspace with the same carve-out (§91.225(e)) outside Class A/B/C, below the lower of the B/C ceiling or 10,000 ft MSL; if the glider is equipped, it must transmit at all times (§91.225(f))
Self-launch gliders with engine-driven electrical systems: the conservative reading is that the relief does not apply, confirm before relying on it
If a transponder is installed, it must be on and operating

14 CFR §91.215(b), §91.225

B.Traffic Patterns

What's the standard glider pattern entry, and how is it different from a power pattern?

Standard: 45° entry to downwind at 1,000 ft AGL (gliders often fly tighter, closer in, lower energy)
Glider patterns are flown closer to the runway than power because of finite glide range
"Initial point" or "IP", abeam the touchdown, downwind, is the energy budget reference
Differences from power: no go-around once committed; turn final slowly with airspeed margin

GFH ch 7; AIM 4-3-3

What's the maximum bank angle on turn from base to final, and why?

PTS limit: 45° (bank not to exceed 45° when turning final, per the commercial standard)
Practical limit: 30°. A late, steep, low base-to-final turn is the classic stall-spin accident profile
Teach the student to plan the base turn so a steep correction is never needed
If overshooting, go-around is not an option, accept long landing or, if hopeless, sideslip

FAA-S-8081-23B (numbers); FAA-S-8081-8C task VI.B; GFH ch 7

How do you teach airspeed control on final, and why does it matter?

Approach speed = best L/D + ½ headwind component
Pitch attitude controls airspeed in unpowered approach; spoilers control glide path
Too slow = stall margin lost; too fast = overshoot the touchdown point and float
Drill it: "What's your airspeed?, What's your aim point?, What's your spoiler position?", repeat all the way down

GFH ch 7

What's a non-standard pattern for a glider, and when would you use one?

Right-hand pattern at airports posted as such, or where glider operations have established a convention different from power traffic
Off-airport low approach (low energy, short field), abbreviated base, no downwind
"Tear-drop" entry from upwind side at very-busy operations
Whatever the pattern, broadcast position and intent on CTAF; follow local convention

AC 90-66; GFH ch 7

C.Airport, Runway, and Taxiway Signs, Markings, and Lighting

What's the difference between a runway holding-position marking and an ILS critical-area marking?

Runway holding, yellow ladder pattern (4 lines, 2 solid + 2 dashed); cross only with clearance / proper communication
ILS critical area, yellow "ladder" with horizontal bars at the base; protects ILS signal during low IFR
Glider operations rarely intersect ILS critical area, but the candidate should still recognize it

AIM 2-3

Identify these runway lights: white, yellow, red.

White, runway edge lights
Yellow, runway edge lights in the caution zone: the last 2,000 ft or half the runway length, whichever is less, on instrument runways
Red, end of runway (when lit)
Threshold: green from approach end; runway end: red from departure end

AIM 2-1

What does PAPI tell you, and is it useful for a glider?

4 lights: 4 white = high; 3 white + 1 red = slightly high; 2/2 = on glide path; 3 red + 1 white = slightly low; 4 red = low
Calibrated for ~3° approach, most powered aircraft
Glider final approach is steeper than 3° with spoilers, PAPI is a reference, not a target
Use it as a sanity check, not as the primary glide path control

AIM 2-1-2

X51 specifics: Runway 09/27 grass, no lights for night, no PAPI/VASI, no painted runway markings. Aim point judged by sight picture and sock. Hangars + tree line on the south side. Brief students on the visual cues that are there before launching.

VII.Launches and Landings F

Refs: AIH; GFH; GFM. At least one Task per applicable launch group plus at least one landing.

Aero Tow

A.Before Takeoff Check

What's the standard before-takeoff check for an aero-tow launch?

CBSIFTCBE or similar GFM checklist: Controls free + correct, Ballast within limits, Straps tight, Instruments set + altimeter, Flaps set, Trim set, Canopies closed + locked, (air) Brakes cycled + locked, Emergency plan briefed
Plus the launch-specific items: hitch correct type, towline + weak link inspected and within the §91.309 strength limits (80 to 200% of glider max weight, see Task V.C), signals briefed
Verify controls full travel + correct sense, traffic clear

GFH ch 6, 7; GFM

What pre-launch agreements must be in place between glider pilot and tow pilot?

Tow speed (e.g., 65 kt for Blanik)
Release altitude
Tow direction and pattern
Wind / runway in use
Emergency actions: rope-break plan (GFH doctrine: below about 200 ft land ahead; at or above 200 ft a course reversal becomes possible; at or above 800 ft more options open up; the X51 local brief uses 200 and 500 ft gates); tow plane power loss; failed release
Signals: rudder waggle, wing rock, light gun (towered field)

GFH ch 7

Which hitch is required for aero tow vs ground tow?

Aero tow: nose hitch (Tost or Schweizer)
Ground tow (auto/winch): belly / CG hitch, pulls more on the CG, less pitch-up
Some gliders are equipped with both; verify the correct one is selected before launch
Wrong hitch on ground tow = nose-up pitch divergence on rotation = fatal

GFH ch 7; GFM

B.Normal and Crosswind Takeoff (Aero Tow)

Walk me through a normal aero tow takeoff.

Wings level, stick neutral, rudder ready
"Take up slack" → "Hookup" → "Begin takeoff" signals
Glider lifts off first (lighter wing loading), hold low tow-line position, fly just above the runway
Wait for towplane to lift off, do NOT climb away alone
Once towplane is airborne, transition to high tow position

GFH ch 7

In a crosswind takeoff, what's the technique to keep the glider tracking straight?

Aileron into the wind to keep the upwind wing down
Rudder to maintain alignment with runway
Keep the glider directly behind the towplane, even if slightly upwind of centerline initially
Minimize sideload on the gear and the towline

GFH ch 7

C.Maintaining Tow Positions

What's the difference between high tow and low tow?

High tow, glider above the towplane's wake; standard US position
Low tow, glider below the wake; the standard position in Australia, and used in the US mainly for level cross-country tows
GFH trade-offs for low tow: better view of the towplane and a more aerodynamically efficient tow, but slightly higher risk of towline fouling the glider after a break or towplane-end release
Wake is roughly halfway between the two positions, never sit in it

GFH ch 7, 12

How do you transition from high tow to low tow safely?

Slowly relax back pressure / push slight forward stick to descend through the wake
Cross the wake quickly but smoothly, turbulence is brief
Establish stable position in low tow with the towline reaching slightly downward
Reverse the procedure to climb back; never linger in the wake

GFH ch 7

What's the sight picture for correct high tow position?

Towplane wheels just above the horizon (or just above the cowling line of the towplane)
Towplane appears centered in the canopy
Towline trails slightly upward at the towplane end
Calibrate by visiting the position deliberately on the first tow with a new student

GFH ch 7

D.Slack Line

What causes a slack line?

Glider closing on towplane, rate of closure exceeds towplane's pull
Common causes: towplane reduces power, glider exits a thermal, glider banks inside towplane's turn, heavy turbulence
Slack line is dangerous: the snap-load when it goes taut can break the rope or damage the airframe

GFH ch 7

How do you correct a slack line?

Yaw away from the slack with rudder, drives the glider laterally to extend the rope
Use spoilers in small, smooth amounts to slow the closure
Resist the urge to dive, that loads the rope when it tightens
If correction will overstress the rope or weak link, release

GFH ch 7

E.Boxing the Wake

What is "boxing the wake" and why do we teach it?

Glider flies a rectangular pattern just outside the towplane's wake, left low, left high, right high, right low, back to center
Builds tow-position precision and coordination
Familiarizes student with wake boundaries and recovery
Standard exercise on first dual flights and on every flight review

GFH ch 7

What are common errors on boxing the wake?

Rectangle too large, wandering far outside the wake region
Uncoordinated, student leads with aileron, no rudder
Abrupt, jerky position changes, towline snaps tight
Crossing through the wake instead of around it

GFH ch 7

F.Tow Release

Walk me through a normal release.

Towline at normal tension (no slack)
Clear the area, visual scan and call out
Pull release; glider rises slightly as drag drops
Right turn by the glider, left turn by the towplane (or the reverse, whatever's pre-briefed; standard US is glider right)
Confirm the rope is gone (look at the nose ring)
Trim for desired airspeed and continue the flight

GFH ch 7

When would you release immediately, even if not at planned altitude?

Tow plane signals "release immediately": the towplane rocks its wings
Do not confuse it with the towplane fanning its rudder, which means "something is wrong with the glider, check and close your airbrakes", not release; the GFH explicitly warns against this exact confusion
Inadvertent dive brake / spoiler deployment that you cannot close
Towline malfunction or visible damage
Towplane in trouble (smoke, abnormal flight path) and continuing tow risks both aircraft
You're outside a safe glide range to a landable area and conditions are deteriorating

GFH ch 7, 8, 12

G.Abnormal Occurrences (Aero Tow)

Rope break at 100 ft AGL on takeoff. What do you do?

Land straight ahead on the remaining runway or in a clear area within ~30° of nose
Do NOT attempt a 180° turn back, insufficient altitude, low airspeed, stall-spin risk
Lower the nose to maintain best L/D, manage energy to ground
This is the X51 rule: below 200 AGL, straight ahead, period

GFH ch 8; X51 local procedure

Rope break at 300 ft AGL. Now what?

At or above 200 ft AGL, a course reversal becomes possible, but only if briefed and conditions allow (GFH doctrine)
Best 180° technique: 45° bank, coordinated, maintain safe airspeed; flown promptly, the reversal costs surprisingly little altitude
Land downwind on the remaining runway or wherever the turn-back ends
At or above 800 ft AGL, more options open up (GFH); the X51 local brief uses 500 ft as the gate for an abbreviated pattern
Brief the specific altitudes in the pre-takeoff briefing for that day's wind

GFH ch 8; X51 local brief

Towplane loses power at 1,000 AGL. What's your action?

Towplane will descend; expect the towplane to rock its wings, the release-immediately signal
Release immediately (a rudder waggle would mean "check your glider, close your airbrakes", do not confuse the two)
Establish best L/D, plan for the runway or landable field
Communicate with towplane on radio if possible
Both pilots have separate problems now, focus on yours

GFH ch 8, 12

Both releases fail. Procedure?

Pre-briefed plan; glider signals "cannot release" by moving out to the left of the towplane and rocking its wings (GFH Figure 12-10), or by radio
Towplane flies to a safe area; releases the rope from their end
You then have a rope dangling; land at the planned alternate field; rope drops on landing
If towplane release also fails, both land while still attached, on a long, clear runway, with very specific coordination
Discuss the contingency before every flight; never improvise

GFH ch 8, 12

Ground Tow (Auto / Winch)

H.Before Takeoff Check (Ground Tow)

How does the before-takeoff check differ from aero tow?

Verify belly / CG hitch selected, not nose
Confirm tow speed and signals with auto driver / winch operator
Cable inspected end-to-end for fraying, kinks, weak link integrity
Rotation altitude and abort criteria briefed
Wind component must be within glider + winch / vehicle limits

GFH ch 7

I.Normal and Crosswind Takeoff (Ground Tow)

Walk me through the climb profile on a winch launch.

Initial ground roll: stick neutral, wings level, accept acceleration
Liftoff at minimum safe airspeed; do NOT pitch up sharply
Initial climb: shallow, gradual rotation over 2 to 3 seconds
Steepen into the full climb attitude (typically 30 to 45° per the GFM), established by about 200 ft AGL
Maintain target airspeed within GFM range, too slow = stall, too fast = damage / overspeed
Top of launch: relax pitch; cable runs out of pull or is released; transition to glide

GFH ch 7

What's porpoising on a winch launch and how do you stop it?

Pilot-induced oscillation, over-control on pitch creates phugoid-like cycles
Stop with smooth, neutral elevator inputs, fly the airplane, don't chase the variation
If severe and the climb is unstable, release immediately

GFH ch 7

J.Abnormal Occurrences (Ground Tow)

Cable breaks during the steep climb portion of a winch launch. Action?

Immediately push to lower the nose, recover from steep pitch attitude
Establish best glide; do not stall
If very low (under ~200 ft), land straight ahead
If higher, abbreviated pattern, downwind landing on remaining runway is normal for ground-tow ops
Practice this regularly; it's the highest-risk failure mode of winch flying

GFH ch 8

Glider overruns the cable on takeoff. What does that mean and what do you do?

Cable goes slack because glider closes on the winch / vehicle faster than it pulls
Tow is effectively over, pull the release
Land immediately on remaining runway
Often caused by winch operator pulling too slow or vehicle losing traction

GFH ch 8

Self-Launch

K.Engine Starting (Self-Launch)

What are the safety precautions before starting the engine on a self-launch glider?

Wheel chocks or brake set; nose pointed in safe direction
"Clear prop" call before energizing
Area behind the glider clear of people, equipment, loose debris
Follow GFM start sequence, many self-launch gliders have unique procedures (priming, pitot heat, electric vs combustion)
Monitor temps + pressures during warm-up before taxi or launch

AC 61-94; GFM

L.Taxiing

What's special about taxiing a self-launch glider?

Wingspan, glider wings are much wider than a typical airplane; clear obstacles
Limited maneuverability with one main wheel + tail wheel
Wind sensitivity, never taxi cross- or downwind faster than safely controllable
Use wing-walker on the ground if conditions warrant
Brakes typically light, plan turns and stops in advance

GFH ch 7; AC 61-94

M.Before Takeoff Check (Self-Launch)

What additional items are on the before-takeoff check for a self-launching glider?

Engine: temperatures, pressures, magnetos, prop pitch, fuel quantity
V-speeds memorized: V_X (Best Angle of Climb), V_Y (Best Rate of Climb), abort speed, engine-out target
Climb gradient adequate for terrain (especially short field or hot/high)
Engine-out plan, at what altitude do you go for runway, off-airport, restart attempt
Static-source position (some gliders have alternate static)

AC 61-94; GFM

N.Normal and Crosswind Takeoff and Climb (Self-Launch)

How does a self-launch climb differ from aero tow?

Airframe is the only platform, no towplane to follow
Climb at V_Y (Best Rate of Climb) for best rate (or V_X (Best Angle of Climb) if obstacle clearance needed)
Maintain heading + climb attitude as in any single-engine airplane
Brief engine-out targets at every 100 ft of climb until safe glide range to runway
Crosswind correction same as airplane: aileron into wind, opposite rudder for track

AC 61-94

O.Engine Shutdown In Flight

Walk me through engine shutdown for soaring transition.

Reach planned soaring altitude
Reduce power per GFM cooling schedule (typically 1 to 2 minutes of cooling)
At specified airspeed, perform mfr-recommended feather / position / stow sequence
Switch static source if required by GFM
Reduce electrical load, set radios to needed channels only
Confirm engine fully secured before continuing soaring flight

AC 61-94; GFM

P.Engine Restart In Flight

When should you decide to restart the engine vs commit to a glide landing?

Plan a minimum-restart altitude, below it, do not attempt; commit to landing
For most self-launch gliders, about 1,000 to 1,500 ft AGL above the intended landing area
Restart sequence per GFM: airspeed, unfeather, prime / start, warm up, climb
If restart fails on first attempt, do not exhaust altitude on subsequent tries, land

AC 61-94; GFM

Q.Abnormal Occurrences (Self-Launch)

Engine power loss at 200 AGL during launch. Action?

Land straight ahead, same rule as towed gliders
Do not attempt restart; do not turn back below 200 AGL
Lower the nose to best glide; manage energy to a clear landing area within ~30° of nose
The fact that it's an engine and you have a starter is no temptation, fly the glider

AC 61-94; GFH ch 8

Smoke or fire in the engine compartment in flight. Action?

Fuel off, mixture cut, mags off, master off (per GFM)
Side-slip if smoke is entering cockpit, keep flames away from canopy
Land at nearest suitable airport / field, no go-around
Bail-out if equipped and fire is uncontrolled

AC 61-94; GFM

Landings

R.Normal and Crosswind Landing

What's the standard glider approach airspeed and how is it adjusted?

Approach airspeed = best L/D + ½ headwind component
Add for gusts (typically + the gust factor / 2)
Trade airspeed margin for spoiler authority, never bleed below stall margin to make a precise touchdown
For Blanik L-23: ~55 kt nominal in still air, more with wind

GFH ch 7; Blanik GFM

What's the proper crosswind landing technique for a glider?

Wing-low (sideslip from final), the typical glider method, hold upwind aileron and opposite rudder throughout final so the longitudinal axis stays aligned with the runway, more predictable than crab-and-kick at glider approach speeds
Alternative: crab and kick, crab on final, transition to slip just before touchdown
Touch down on the upwind main wheel first
Roll out with aileron progressively increasing into wind, rudder for directional control
Glider's long wing span makes it sensitive to wing-low touchdown, level the wings before they reach a tip

GFH ch 7

What's the PTS standard for a normal glider landing?

Approach airspeed ±5 kt
Touchdown smoothly within designated area
No appreciable drift, longitudinal axis aligned
Stop within 100 ft of designated point

FAA-S-8081-23B (numbers); FAA-S-8081-8C task VII.R

S.Slips to Landing

When would you use a forward slip vs a side slip?

Forward slip, to lose altitude without gaining airspeed; ground track unchanged
Side slip, for crosswind alignment; track follows runway centerline
Turning slip, slip while turning; useful for steep approach into a confined area
Slip is a glider's "extra brake" beyond the spoilers, useful when overshooting on final

GFH ch 7

What does a slip do to the airspeed indicator, and why?

Pitot is no longer aligned with relative wind → reads low (sometimes very low)
Glider is actually flying faster than indicated
Don't chase the indication, fly attitude (sight picture) and trust the pre-set slip technique
Recover from slip well above flare height; verify airspeed once aligned

GFH ch 7

T.Downwind Landing

When would a downwind landing be necessary, and what's different about it?

Off-airport landing forced by terrain or wind shift; pattern altitude exhausted before turning to upwind
Higher groundspeed at touchdown, significantly longer roll-out
Approach airspeed: same indicated, but groundspeed = airspeed plus the tailwind; compared with landing into the wind, the touchdown groundspeed difference is twice the wind
Glider feels "fast", resist the urge to bleed airspeed; airspeed is the only stall margin
Maximum tailwind for downwind landing per GFM (typically 5 to 10 kt limit for safety)

GFH ch 7, 8

A student wants to take off downwind because the runway 09 is in use but the wind is from the east at 10 kt and they're already lined up on 27. What's the call?

No. Reposition; never accept downwind for routine ops
Tailwind takeoff: longer roll, slower acceleration, reduced climb gradient, every margin shrinks
Teaching moment: the time saved by not repositioning is not worth the loss of margin

GFH ch 7

X51 emphasis: Runway 09/27 grass surface, ~3,300 ft usable. 200 ft AGL rope-break rule, below, land straight ahead in the field on remaining runway; at or above, a 180° turn back may be attempted. Brief the rule on every takeoff. No go-around once committed to the pattern.

VIII.Fundamentals of Flight F(at least one Task)

Refs: AIH; GFH.

A.Straight Glides

What's the standard for a straight glide on the practical test?

Specified heading ±10°
Specified airspeed ±5 kt
Coordinated, trimmed, no wandering

FAA-S-8081-23B (numbers); FAA-S-8081-8C task VIII.A

Why does a glider tend to wander off heading in straight flight?

Long wings + light loading = sensitive to gust and asymmetry
Pilot's natural drift if not actively scanning a reference point
Out-of-trim airplane = constant pressure on stick = drift
Fix by setting trim, picking distant ground reference, scanning yaw string

GFH ch 7

B.Turns to Headings

What's the technique for a coordinated turn?

Roll-in: aileron + simultaneous rudder in same direction (rudder leads aileron in slow gliders)
Hold bank: neutral or slight aileron-out to counter overbank; back pressure to maintain altitude / airspeed
Roll-out: aileron + rudder in opposite direction; release back pressure
Yaw string centered throughout

GFH ch 7

What's the PTS standard for a turn to heading?

Desired airspeed ±5 kt
Rollout on heading ±10°
Coordinated, smooth, planned

FAA-S-8081-23B (numbers); FAA-S-8081-8C task VIII.B

IX.Performance Airspeeds F(at least one Task)

Refs: AIH; GFH; GFM.

A.Minimum Sink Airspeed

Define minimum sink airspeed.

The airspeed at which the glider has the lowest rate of descent in still air
Slower than best L/D, slightly higher sink rate per mile, but lowest sink rate per second
Used for: thermalling (max time aloft per turn), staying aloft in weak lift, holding pattern over a known thermal

GFH ch 5; Blanik GFM

When would you use min sink vs best L/D?

Min sink, staying aloft is the goal; weak / thermal lift; circling
Best L/D, covering distance; cruising between thermals; final glide home
Adjust best L/D up for headwind, down for tailwind; min sink doesn't change with wind

GFH ch 5

B.Speed-To-Fly

What is the MacCready theory of speed-to-fly?

Optimum cruise speed between thermals depends on the expected lift rate of the next thermal
Stronger expected lift → fly faster between (less time at lower altitude pays off)
Weaker expected lift → fly slower (preserve altitude)
The MacCready ring / setting on a vario gives the recommended airspeed for any given sink rate

GFH ch 11

How do you adjust speed-to-fly for sink and lift en route?

Flying through sink → speed up (get out of the sink quickly)
Flying through lift en route → slow down (extract energy)
"Dolphin flight", continuous adjustment in response to vario
Rule of thumb without instrument: in sink, push to ~best L/D + 10 to 15 kt; in lift en route, slow to min sink

GFH ch 11

X.Soaring Techniques G/F(F if conditions; G otherwise; at least one Task)

Refs: AIH; GFH.

A.Thermal Soaring

How does a thermal form?

Sun heats ground unevenly, dark fields, parking lots, rocks heat faster than grass / water
Heated surface warms the air above; air becomes less dense and rises
Thermal rises until it reaches air of equal temperature (LCL or top of unstable layer)
Cumulus cloud often marks the top; "blue thermal" if conditions don't reach LCL

GFH ch 9

How do you recognize a thermal in the air?

Vario shows positive indication; one wing lifts
Glider yaws toward the lift in some thermal structures (ragged edge)
Birds circling overhead; cu cloud forming above; haze dome
Other gliders already circling: join in the same direction, entering tangentially across the circle at the same height, never directly above or below another glider

GFH ch 10

What's your initial entry technique once you find lift?

Slow to thermal speed (just above min sink)
Bank into the lifting wing, usually 30 to 45° initially
Roll out briefly to feel for the strongest core, then re-bank into it
Adjust bank to keep the glider in the strongest part of the thermal

GFH ch 10

How do you decide which direction to circle?

Match other gliders already in the thermal: the first glider establishes the turn direction, a GFH / SSA convention, not an FAA rule
§91.113 still governs right-of-way generally (converging, overtaking, head-on)
If alone and entry was clear: turn into the lifting wing on entry
Once established, direction is fixed unless thermal is lost and re-entered

GFH ch 10 (convention); 14 CFR §91.113 (right-of-way)

B.Ridge and Slope Soaring

What conditions produce ridge lift?

Wind blowing perpendicular (within ~30°) to a long ridge
Air forced up the windward face → continuous lift band
Wind speed minimum ~12 to 15 kt for usable lift
Lift band typically extends 2× the ridge height upward, maybe 1× outward from face

GFH ch 10

What's the rule of thumb for approaching and crossing a ridge?

Approach at 45° to the ridge, never head-on
Approach from the windward side (the lift side); never approach a ridge from leeward at low altitude
Cross only at altitude high enough that the rotor on the lee side will not slam you down
Plan turn-around well before reaching the ridge in case lift drops

GFH ch 10

What are the common errors in ridge soaring?

Approaching at 90° → hitting sink directly into the face
Flying too close to the face → lose maneuvering room
Flying too fast in lift → high penetration but high sink
Lost orientation, ending up downwind of the ridge with insufficient energy

GFH ch 10

C.Wave Soaring

How does mountain wave form?

Wind of at least 15 to 20 kt at mountaintop level, increasing with altitude, within about 30° of perpendicular to the ridge or range
A stable layer near the crest (well-defined inversion at or near mountaintop, less stable air above); the displaced air then oscillates downstream of the ridge
Wave crests visible as lenticular cloud caps; may extend 5,000+ ft above the ridge
Lift on upwind side of crest; sink on downwind side; rotor turbulence below the lowest crest

GFH ch 9

What's the difference between wave lift and rotor?

Wave, smooth, steady, often very strong (1,000+ fpm); above the rotor zone
Rotor, violent turbulence in a roller cylinder downwind of the ridge; can break a glider
Entry into wave goes through rotor, smooth above, very rough below
Plan vertical entry through the rotor at maneuvering speed, V_A (Maneuvering Speed); minimize time in turbulence

GFH ch 9, 10

What additional equipment do you need for wave flight?

Oxygen, wave can carry you above 18,000 MSL routinely
Cold-weather clothing, ISA at FL200 is about -25°C, often colder in winter wave
Transponder, Class A operations require it; ATC authorization required for Class A (typically a standing wave-window Letter of Agreement with the ARTCC, activated by request)
Barograph / flight recorder, for badge attempts
Specific training, wave is an advanced discipline; don't take a student into wave on a first try

GFH ch 10; 14 CFR §91.215, §91.211

XI.Performance Maneuvers F(at least one Task)

Refs: AIH; GFH.

A.Steep Turns

What's the PTS standard for a steep turn?

One continuous 720° turn
Bank 45° ±5°
Airspeed ±5 kt
Rollout on entry heading ±10°

FAA-S-8081-23B (commercial skill standard); FAA-S-8081-8C task XI.A

What's the load factor at 45° bank, and how does it affect stall speed?

Load factor at 45° = 1.41 G
Stall speed increases as √(load factor) → ~1.19× normal V_S (Stall Speed)
For Blanik with V_S (Stall Speed) = 32 kt → ~38 kt at 45° bank
Approach airspeed for the maneuver should provide margin above this

GFH ch 3; PHAK ch 5

What's overbanking tendency, and how do you counter it?

In steep turns, the outside wing travels faster, generates more lift → wants to bank further
Counter with slight opposite aileron (out of the turn) to maintain bank angle
Common error: pilot continues into turn, bank steepens past PTS limit, stall margin shrinks fast

GFH ch 7

B.Recovery from a Spiral Dive

What's the difference between a spiral dive and a spin?

Spiral dive, wings unstalled, airspeed increasing rapidly, descending in a steep banked turn
Spin, wings stalled, lower airspeed (steady), autorotation
Recovery is opposite: spiral needs roll-out FIRST then pitch up; spin needs unstall FIRST then roll-out
Misidentifying one for the other can be fatal

GFH ch 8; AC 61-67

Walk me through spiral dive recovery.

Reduce bank with coordinated aileron + rudder to wings level
If applicable, deploy spoilers to control airspeed
Gently raise the nose to level flight, DO NOT pull abruptly (high G + risk of overstress)
Verify airspeed is below V_NE (Never Exceed Speed) throughout

GFH ch 8

What's the danger of delayed recovery from a spiral?

Airspeed builds rapidly toward V_NE (Never Exceed Speed) (135 kt in our Blanik)
Risk of structural failure if V_NE (Never Exceed Speed) exceeded, especially in turbulence
Altitude loss builds extremely fast; descent rates can exceed several thousand feet per minute
Hard pull-out during high-speed dive can exceed limit load (+5.3 G in Blanik)

GFH ch 8; Blanik GFM

XII.Slow Flight, Stalls, and Spins F(at least one Task; Task C (spins) is not required for an ASE-rated add-on applicant; for any applicant the evaluator may, at their discretion, accept a certified logbook record of spin instructional competency in lieu of the flown Task)

Refs: 14 CFR part 23; AIH; GFH; GFM.

A.Maneuvering at Minimum Control Airspeed

What's "minimum controllable airspeed" in a glider?

An airspeed that any further reduction or increase in AOA would result in an immediate stall
Used to demonstrate flight characteristics near the stall, build awareness of cues

GFH ch 7; AIH ch 9

What are the characteristics of a glider in slow flight?

Mushy controls, large stick movement for small response
High deck angle, high AOA
Aileron less effective; rudder more important for keeping wings level
Adverse yaw very pronounced
Any sudden pitch input or banking turn can stall

GFH ch 7

What's the technique for raising a wing without stalling in slow flight?

Use rudder to lift the low wing, opposite rudder yaws the nose, lifts the down-going wing
Aileron at high AOA can stall the wing further → spin entry
Once recovered to wings level, gently lower nose to recover airspeed

GFH ch 7; AC 61-67

B.Stall Recognition and Recovery

What are the indications of an imminent stall?

Decreasing airspeed (if you're watching it)
High pitch attitude
Reduced control effectiveness, mushy stick
Buffet, aerodynamic shake on wing or stabilizer
Stall warning device if equipped (most US glider trainers don't have one)
For the candidate: feel + sound + visual all at once

GFH ch 7; AC 61-67

Walk me through the stall recovery procedure.

Reduce AOA, push the nose down decisively (not violently)
Level the wings with coordinated aileron + rudder
Recover to level flight; do not exceed V_NE (Never Exceed Speed)
Minimum altitude loss is the goal, not zero
For glider: no power available, so AOA-reduction is the only tool

GFH ch 7; AC 61-67

What's the PTS minimum altitude for stall recovery?

Entry altitude must allow recovery no lower than 1,500 ft AGL
Turning stalls at bank 15° ±5°
Recover at first buffet or rapid decay of control effectiveness

FAA-S-8081-23B (numbers); FAA-S-8081-8C task XII.B

What's an accelerated stall and when does it happen?

Stall at higher-than-1G load, happens in steep turns, abrupt pull-up, recovery from dive
V_S (Stall Speed) increases with load factor: at 60° bank, V_S is √2 × normal stall speed
Common scenario: low base-to-final turn, pilot pulls back to "save" the turn → accelerated stall + spin

PHAK ch 5; AC 61-67

What's the secondary stall, and how do you avoid it?

A second stall occurring during recovery from the first, usually because pilot pulled out too aggressively
Avoid by reducing AOA decisively but smoothly, then gradually pitching up only after airspeed recovers
Recognize a secondary stall by repeat buffet during what should be the recovery

AC 61-67

C.Spins

What is a spin and what causes it?

An aggravated stall combined with yaw → autorotation
One wing more stalled than the other; the more-stalled wing drops, drag asymmetry sustains rotation
Both wings stalled, but one is producing more lift than the other (post-stall) → spin entry
Two ingredients required: stall + yaw. Eliminate either and you can't spin.

AC 61-67; GFH ch 8

Walk me through the standard spin recovery.

P, Power (n/a in glider); set propulsion to idle if motorglider
A, Ailerons neutral
R, Rudder OPPOSITE the spin direction, briskly to the stop
E, Elevator forward to break the stall (the moment rotation stops, neutralize)
As rotation stops: rudder neutral, gradually pull out of dive
This is "PARE", universal sequence; verify GFM specifics for the type

AC 61-67; Blanik L-23 GFM

What's the difference between an incipient spin and a fully developed spin?

Incipient, from the stall and onset of rotation until the spin stabilizes, which may take up to about two turns in most gliders; training recoveries typically begin before one full turn of rotation
Fully developed, the rotation rate, airspeed, and descent rate have stabilized; aerodynamic and inertial forces are in balance
Recovery from incipient is much easier, same procedure but fewer turns to recover
Most unintentional accidental spins are incipient, recognized + recovered quickly

GFH ch 8; AC 61-67

Which gliders are approved for spins, and where do you find that?

Check the Type Certificate Data Sheet (TCDS) and the GFM for approved maneuvers
Aerobatic-category gliders typically approved; Utility category may have spin restrictions
Blanik L-23, approved for intentional spins per GFM; recovery within ~1 turn from incipient with standard PARE
Never spin a glider not certificated for spins, recovery is not guaranteed

14 CFR §91.9; Blanik L-23 TCDS / GFM

What spin-training endorsement does the CFI-G applicant themselves need, and can it replace flying spins on the test?

§61.183(i)(1): a logbook endorsement of instructional proficiency in stall awareness, spin entry, spins, and spin recovery, received in an aircraft certificated for spins (AC 61-65K sample §A.49)
The evaluator may accept that endorsement in lieu of flying the spin task
Exception: if the test is a retest after a failure in the spin / stall-awareness area, the spins must be flown, the endorsement no longer substitutes

14 CFR §61.183(i); AC 61-65K §A.49; FAA-S-8081-8C Area XII Task C note

How do you teach spin awareness without inducing fear?

Brief thoroughly on the ground, model gliders, diagrams, video
Demo first; let the student experience the rotation as a passenger
Walk them through recovery with you on controls; gradually transfer authority
Reinforce that recovery is procedural and the airplane is approved, anxiety drops with familiarity
Stop training if anxiety produces reactive behavior; reschedule

AC 61-67; AIH ch 9

XIII.Emergency Operations F(at least one Task)

Refs: AIH; GFH; GFM.

A.Simulated Off-Airport Landing

What's your decision-making sequence when the lift dies and you're losing altitude away from the field?

Best L/D speed, first action; preserves glide range
General AREA chosen no lower than 2,000 ft AGL (GFH gate)
Specific FIELD picked by 1,500 ft AGL, ranked against alternates (GFH gate)
COMMITTED to landing at 1,000 ft AGL, stop soaring, fly the approach (GFH gate)
X51 local backstop numbers, labeled as such in the brief: abbreviated pattern by 800 ft, absolutely no field changes below 200 ft

GFH ch 8, 11

How do you estimate wind direction without an instrument?

Smoke from chimneys / fires
Dust raised by wind
Movement of clouds, especially low ones
Water surface: the calm band hugs the upwind shore, and the wind blows from the calm band toward the ripples
Cattle stand tail to the wind; birds face into it
Ground tracking yourself: drift across a known feature

GFH ch 8

What's the rule for evaluating an unfamiliar field for landing?

Size, at least 1,000 ft of usable length plus margin
Surface, smooth, firm; avoid plowed, recently planted, high crops
Slope, uphill if possible; never downhill in tailwind
Surroundings, clear approach; avoid wires, fences, trees in the approach corridor
Stock / structures, livestock, irrigation pivots, posts
Surface wind, head- or quartering-headwind direction

GFH ch 8

A student is committed to a field but you see a fence they didn't. What do you do?

Take controls if safety requires it, instructor's authority and obligation
Call out the obstacle; if a side-step or sideslip can avoid, coach the student through it
If the field is unsafe, transition to the next-best alternate if energy permits
Debrief on the ground: what did the student see, what did they miss, what's the learning

AIH ch 9; GFH ch 8

B.Emergency Equipment and Survival Gear

What survival equipment should be carried on a cross-country glider flight?

Water, at least 1 quart per person
Cell phone + portable radio (charged)
Personal locator beacon (PLB) or 406 ELT
First aid kit; signal mirror; whistle
Climate-appropriate: warm clothes for wave / mountain ops; sun protection in desert / coastal
Documents: pilot license, ID, medical (n/a for glider but useful)

GFH ch 8

If parachutes are worn, what does the FAA require?

Required when intentional maneuvers exceeding 60° bank or 30° pitch are conducted with passengers (§91.307)
Parachute must be packed within preceding 180 days by appropriately rated rigger (60 days if the canopy, shrouds, or harness contain silk, pongee, or other natural fiber)
For training to / from a CFI candidate: parachutes are not required, but typically worn for spin training and aerobatic maneuvers
Brief the bailout procedure: jettison canopy, release straps, push out, count, pull

14 CFR §91.307

When does an ELT have to be installed and operating in a glider?

§91.207 applies only to airplanes; gliders are outside its scope entirely (not "explicitly excepted", the rule simply never reaches them)
The 12-calendar-month ELT inspection attaches to ELTs required by §91.207; a voluntarily installed glider ELT is maintained per the manufacturer's instructions
For cross-country, a portable PLB or 406 ELT is good practice even though not required

14 CFR §91.207 (airplanes)

XIV.Postflight Procedures F

Ref: AIH; GFH; GFM.

A.After-Landing and Securing

What's the procedure after touchdown and rollout?

Maintain directional control; aileron progressively into wind
Apply wheel brake smoothly to stop in designated point
Once stopped: clear the runway / landing area as soon as practical
For self-launch: shut down engine per GFM cooling schedule
For pure glider: wing-walker support, push to parking

GFH ch 7; GFM

What's the post-flight inspection looking for?

Damage from the flight: dings, dents, bug strikes, control freedom
Hard-landing indicators: cracked skin near gear, deformed gear strut
Loose or popped fasteners
Tire condition; brake function
Make a pirep-style note of anything for the next pilot

GFH ch 6

How do you secure a glider for parking outside overnight?

Tie down all three points (wings + tail), facing into the prevailing wind
Lock control surfaces (control lock, or aileron / elevator gust lock)
Cover canopy and pitot if available
Chock or block the wheel
If thunderstorms forecast, disassemble and store in trailer or hangar

GFH ch 6

What logbook entries are required after the flight, both for student and CFI?

Student logs: date, makes / model, ID, total time, type of training, conditions
CFI signs the entry; lists training given and lesson length; signature, date, certificate number, and certificate expiration date or recent-experience end date (per §61.197), as applicable (§61.51(h)(2)(ii))
Aircraft maintenance log if anything unusual occurred (rough landing, suspected damage)
Squawks should be entered formally so the next pilot knows

14 CFR §61.51(h), §61.189

+Privileges, Limitations, Recent Experience (§§61.183, 61.193, 61.195, 61.197)

Ref: 14 CFR Part 61 Subpart H.

§61.183Flight Instructor Eligibility (the CFI-G Applicant)

Summarize the eligibility requirements for a flight instructor certificate with a glider rating.

At least 18 years of age; read, speak, write, and understand English (§61.183(a), (b))
Hold a commercial pilot or ATP certificate with a glider category rating (§61.183(c))
Pass the FOI knowledge test (§61.183(e)) and the FIG glider-instructor knowledge test (§61.183(f))
Receive training and a logbook endorsement on the areas of operation (§61.183(g)), plus the spin-training endorsement (§61.183(i))
Log at least 15 hours PIC in gliders (§61.183(j))
Pass the flight instructor practical test (§61.183(h))

14 CFR §61.183

Who is excused from the FOI knowledge test?

An applicant who already holds a flight instructor or ground instructor certificate issued under Part 61
An applicant who holds a current teacher's certificate issued by a state, county, city, or municipality authorizing teaching at the 7th-grade level or higher
An applicant employed as a teacher at an accredited college or university
The FIG (glider instructor) knowledge test is still required in every case

14 CFR §61.183(e)

§61.193Flight Instructor Privileges

What can a CFI-G provide instruction for?

Student pilot certificate
Pilot certificate (private through ATP, glider category)
Flight instructor certificate (additional ratings)
Ground instructor certificate
Aircraft rating (within glider category)
Practical-test recommendation
Flight review (§61.56)
Recurrent training

14 CFR §61.193

Can a CFI-G endorse a power pilot for a glider add-on?

Yes, CFI-G can train and endorse a candidate for a glider add-on rating
For an additional category rating at the same certificate level there is no knowledge test (§61.63(b)(4)): the path is training + aeronautical experience + endorsement + practical test
Training given must be logged in the student's logbook with CFI signature

14 CFR §61.193, §61.63(b)

§61.195Flight Instructor Limitations

How many hours of instruction can a CFI give in 24 consecutive hours?

8 hours of flight training in any 24 consecutive hours
The cap applies to flight training only; ground training is not limited by §61.195(a)
This is a hard regulatory limit, not a guideline; exceeding it is a violation by the instructor

14 CFR §61.195(a)

What's the additional-rating requirement before instructing in a different category / class?

To give instruction toward a particular rating, CFI must hold that rating themselves AND the appropriate flight-instructor rating
For glider: the CFI-G must hold a commercial pilot or ATP certificate with a glider category rating (§61.183(c)), plus at least 15 hours PIC in gliders (§61.183(j))
For an additional instructor rating, §61.191(b) waives only the FOI knowledge test; the FIG (glider instructor) knowledge test is still required, plus the practical test

14 CFR §61.195(b), §61.191, §61.183

What currency rules apply to CFIs themselves before they can instruct?

Instructor recent experience: privileges may be exercised only if recent experience under §61.197 was established within the preceding 24 calendar months (practical test, 5-endorsement / 80% pass-rate record, evaluator duty, FIRC, military proficiency check, or the WINGS option)
Pilot currency to act as PIC while instructing: a current flight review (§61.56) and, to carry a student or passenger, the 90-day takeoff-and-landing currency (§61.57)
CFI may not endorse for a rating they themselves don't hold and aren't instructor-rated for

14 CFR §61.195, §61.197, §61.56, §61.57

Can a CFI sign their own logbook for instruction received?

No, instruction received must be signed by another CFI
The student's logbook is the student's responsibility; CFI signs only the entries for instruction they personally gave
The CFI may sign their own logbook for PIC time, dual given, etc., but not for instruction received

14 CFR §61.51, §61.189

§61.197Flight Instructor Recent Experience (Keeping Privileges Current)

Does a flight instructor certificate expire? How do you keep instructor privileges current?

Since December 1, 2024 (89 FR 80051), flight instructor certificates are issued without an expiration date (§61.19(d))
§61.197 is now "Recent experience requirements": to exercise instructor privileges you must have established recent experience within the preceding 24 calendar months by one of:
- Passing a flight instructor practical test (existing or additional rating)
- Endorsing at least 5 practical-test applicants with at least an 80% first-attempt pass rate
- Serving as a check pilot, chief flight instructor, check airman, or in a position involving regular evaluation of pilots
- Completing an FAA-approved Flight Instructor Refresher Course (FIRC) within the preceding 3 calendar months (course content per AC 61-83; the rule sets no hour count)
- Passing a U.S. Armed Forces instructor-pilot or pilot-examiner proficiency check
- The WINGS option: completed a WINGS phase in the preceding 12 months AND conducted at least 15 WINGS flight activities evaluating at least 5 different pilots

14 CFR §61.197, §61.19(d)

What happens if a CFI's recent experience lapses?

The privileges are suspended, not the certificate; the certificate itself no longer expires
Within 3 calendar months after the recent-experience period ends: a FIRC (or any §61.197(b)(2) means) reinstates the privileges (§61.199(a)(1))
Beyond 3 months: a flight instructor certification practical test is required (§61.199(a)(2))
Holders of OLD certificates with a printed expiration date follow the old renewal process until that date; from March 1, 2027 those certificates must be exchanged to keep exercising privileges
The underlying pilot certificate is unaffected throughout

14 CFR §61.197, §61.199

Walk me through the activity-record (pass-rate) path to recent experience.

Endorsed at least 5 applicants for a practical test in the preceding 24 calendar months
AND at least 80% of all applicants endorsed passed that test on the first attempt
Records include student names, certificate numbers, date of practical test, examiner, results
Submit documentation in a form and manner acceptable to the Administrator
Both conditions must be met; failed first-attempts count against the 80% rate

14 CFR §61.197(b)(2)(i)

Recordkeeping (§61.189): the rule requires two records, kept at least 3 years: (1) the name and date for each person endorsed for solo flight privileges, and (2) the name, kind of test, date, and results for each person endorsed for a knowledge or practical test. Recording flight reviews given is good practice, not a requirement. Keep this list separate from the student's logbook so you have your own copy.

Flight Instructor Glider, Oral Prep

I.Fundamentals of Instructing G(waived for add-on; tasks E and F are required)

II.Technical Subject Areas G(Task K + at least one other)

III.Preflight Preparation G(at least one Task)

IV.Preflight Lesson on a Maneuver to be Performed in Flight G(waived for add-on)

V.Preflight Procedures F(at least one Task)

VI.Airport and Gliderport Operations F(at least one Task)

VII.Launches and Landings F

Aero Tow

Ground Tow (Auto / Winch)

Self-Launch

Landings

VIII.Fundamentals of Flight F(at least one Task)

IX.Performance Airspeeds F(at least one Task)

X.Soaring Techniques G/F(F if conditions; G otherwise; at least one Task)

XI.Performance Maneuvers F(at least one Task)

XII.Slow Flight, Stalls, and Spins F(at least one Task; Task C (spins) is not required for an ASE-rated add-on applicant; for any applicant the evaluator may, at their discretion, accept a certified logbook record of spin instructional competency in lieu of the flown Task)

XIII.Emergency Operations F(at least one Task)

XIV.Postflight Procedures F

+Privileges, Limitations, Recent Experience (§§61.183, 61.193, 61.195, 61.197)