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Area Familiarization 2010-03-18
I have instructed at a largely general aviation airport (CCR) with two sets of dual runways. This has been fortunate because the potential complexity of arrivals and departures makes it doubly important that the instructional process prepare the student for this complexity. Any pilot capable of planning arrivals and departures to this airport need not fear any other. My first airport meeting includes a visit (with a tape recorder) to the tower and other facilities. The visit includes introduction to the tower chief and controllers. From the tower I point out the runway directions and numbering system. I make a point of discussing the flight of aircraft in the pattern as to position relative to runway and direction. I show how the differing locations of aircraft as they call up on the radio can show you where to look in reference to your movement and location. Next I point out the two- mile reporting points for each runway as they are used for straight-in or base arrivals. The Concord Airport Class D footprint is a communications required area extending a nonstandard 3.1 nautical miles from the center of the airport up to 2500' AGL. I point out the wind sock and how it can be interpreted as to wind direction and velocity. I make a tour of the ramp to show student how to look at airplanes according to manufacturer and types. When ATC (Air Traffic Control) advises you to look for a certain type aircraft, it is important that you know what it looks like. It is even more important to know where you are. Knowing where you are is the best stress reducer known to flying. Stress focuses the attention and vision. It is the partial reason finding an airport or an airplane is difficult. In addition to the tower and home facilities I will take my students to a Flight Service Station and a radar facility. I prefer to self conduct these trips since FAA personnel often see the facility from a different view. From the visits the student can appreciate and see the logic behind some of the recommended ATC procedures. I see that the student gets a practical tour suited to the flying being done. The visit to facilities removes the mystique of ATC and gives the radio voices reality. If these visits occur early on, it is worthwhile to repeat again when correlating knowledge makes the visit more meaningful. Regardless of the student's experience I like to begin with a directional orientation exercise. I first ask the student to point to magnetic North. In Northern California a surprising number of flyers still believe the highway sign system which more often than not has signs saying North that is actually West, etc. The fact that Northern California is really West of "Southern" California only adds to the confusion. Any pilot departing South from any major airport in California can expect to be over The Pacific Ocean within 200 miles. After getting the four cardinal headings sorted out, I like to position all the cities around the airport for a distance of fifty miles. Lastly, I point out the directions to nearby airports. Prior to entering the plane, after the preflight is completed, a complete discussion and analysis of both planned departure and arrival are made. On the first lesson this may consist of only mentioning toward a particular city. As lessons proceed, the coverage becomes more specific and intense as required knowledge for solo flight. I will generally warn the student during our phone conversations as to what to expect and how to prepare. According to the runway, a specific departure request is required to get us where we are going. Choose a specific checkpoint toward which to depart. Have the student locate the checkpoint and figure out the request to be made to the tower. An additional benefit of this instructional process is that the student can use his knowledge of airport checkpoints for traffic awareness. An airplane reporting at the other side of the airport from your departure can virtually be eliminated as a hazard. However your downwind departure may be in conflict with an aircraft reporting two mile base. During each departure, flight checkpoints along the flight line should be pointed out as to identification, distance, and runway orientation. These points will be incorporated into the radio work for subsequent arrivals. This radio planning for arrivals is best done on the ground prior to departure to be followed by a known arrival. The area orientation process proceeds gradually with discussion and explanations over many lessons. A complete diagram of the airport is provided the student with most reporting points identified at two, five and ten miles around the airport. A visit to the tower gives the student a better idea of the airport layout. By understanding the ground controller's viewpoint of the airport and the tower's view of the various checkpoints the student will be a safer pilot. The student is expected to visit the tower once for each three-hours of flight time. Taking coffee to the controllers is a plus. The planned return to the airport requires that the beginning student at least have an idea of which way to go. Later flights require discussion and analysis that covers at least three or four runways with a variety of entries and two-mile reporting points. In my instructional material I incorporate an area diagram covering call up checkpoints as well as an airport diagram giving Class D airspace checkpoints and two-mile reporting points. Intermediate position points are included where practical. 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