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3. RECOMMENDED GROUND TRAINING.
a. Maintenance. As mentioned under subparagraph 2b above, there are many possible sources of information regarding maintenance and repair of experimental airplanes or modified TC’d airplanes. Owners/operators should explore all avenues when seeking such information.
Also, owners/operators should develop maintenance routines that will aid in early detection of potential maintenance problems or continued airworthiness issues. Regular attendance at local and national aviation events will also expose the owner/operator to others who operate similar airplanes or systems, allowing for the sharing of information among all operators. Educational and informational forums at these events are also a good source of information.
b. Organization Information Sources. National organizations such as the Experimental Aircraft Association (EAA) offer both print and electronic publications that will support the maintenance and operation of experimental airplanes. Also, many of the more popular designs have active “type clubs” or other user groups that provide a good source of information relating to complete airframes as well as individual components and systems. These type clubs often have related Web sites that offer information along with a method of contacting operators of similar airplanes or systems. The owner/operator of an experimental airplane needs to thoroughly explore all of these sources.
c. Other Sources. Another source of guidance is the current edition of Advisory Circular (AC) 43.13-1, Acceptable Methods, Techniques, and Practices - Aircraft Inspection and Repair.
This AC contains methods, techniques, and practices acceptable to the Administrator for the inspection and repair of non-pressurized areas of civil aircraft, only when there are no manufacturer repair or maintenance instructions.
6/29/15 Appendix 9 APPENDIX 9. SPECIALTY AIRPLANE FAMILY
1. DEFINITION. Aircraft in this family may possess one or more of the following characteristics:
• One-of-a-kind or highly modified airplane;
• Limited kit production;
• Unique;
• Unstable;
• Extremely high power-to-weight ratio,
• Jet-powered;
• Turboprop-powered;
• Rocket-powered; or
• Other unconventional powerplant.
2. DISCUSSION. One of the core principles of the experimental aircraft world is the freedom to design, create, or modify. Nowhere is this more evident than with the very special one-of-akind designs or highly modified existing designs. In some sense, this can be the most exciting form of homebuilding as leading-edge products emerge. However, this can also be one of the highest risk categories of airplanes due to a very high degree of undetected hazards and flaws.
a. Example Accident from the National Transportation Safety Board (NTSB) Records.
(1) The single-seat, twin-engine, homebuilt airplane was of the pilot’s own design, with a T-tail and a forward canard. The engines were mounted on the inboard trailing edge of each wing facing aft, in a pusher type configuration. The aircraft had not yet flown.
(2) During previous high-speed taxiing tests (35-55 knots), pitch was nonresponsive; the nose would not lift to a positive angle of attack (AOA). Ballast was added to move the center of gravity (CG) aft and a larger canard control surface (elevator) was added. This allowed the desired pitch control at 45-50 knots.
(3) The pilot was performing high-speed taxi tests and routinely raised the nose of the airplane up during the test runs. An onboard recorder showed a maximum of 9 degrees pitch during these runs. On the last run, pitch rose rapidly from 8 degrees to 45 degrees. The airplane became airborne and rose to about 120 feet, started a right-hand turn, stalled, and impacted terrain in a flat attitude. Probable cause was the pilot’s failure to maintain pitch control of the airplane.
b. Become Familiar With Your Airplane. It is critical that pilots who are interested in pursuing an airplane model from this category become highly familiar with every aspect of their new airplane prior to the first flight. An option would be to seek analysis of likely performance and handling characteristics from aviation departments of universities or colleges, aircraft design software, or other sources of aeronautical design analysis. Not taking advantage of every opportunity to understand your aircraft before your first flight can result in a very bad outcome.
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3. RECOMMENDED GROUND AND FLIGHT TRAINING. With the aid of an experienced certificated flight instructor (CFI) knowledgeable in the aircraft develop a specific and customized lesson plan for your specific airplane. This plan should encompass all the specific parameters that make your specialty airplane unlike most other airplanes. Above all else, seek specialty training from an instructor who has experience in your type or a type that is very similar to your airplane. Do not think you can just “feel” your way into understanding the special characteristics of your airplane. For example, an amateur-built airplane equipped with a commercially available turbine engine should consider training sources such as operators or training centers who have established training on that specific engine.
6/29/15 Appendix 10 APPENDIX 10. TRANSITIONAL GUIDANCE
1. TRANSITIONING TO HIGHER PERFORMANCE AIRPLANES. Transitioning to a complex airplane, or a high-performance airplane, can be demanding for most pilots without previous experience. Additional training is required by Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.31 (e) and/or (f) to operate complex and high-performance aircraft. Increased performance, complexity, and additional systems require enhanced planning, judgment, and piloting skills. Accomplish the transition to these types of airplanes in a systematic manner, through a structured course of training administered by a qualified flight instructor.
a. Turbocharged Engine. The turbocharged engine allows the pilot to maintain sufficient cruise power at high altitudes where there is less drag, which means faster true airspeeds and increased range with fuel economy. Aggressive and/or abrupt throttle movements increase the possibility of over-boosting, which could damage the engine.
b. Retractable Landing Gear. Retractable landing gear systems may be operated mechanically, hydraulically, electrically, or may employ a combination of the two systems. Pilot knowledge of the system, including procedures for extension when the system malfunctions, is vital.
c. Fuel Systems. Complex and high-performance airplanes may have complicated fuel systems. This can lead to fuel mismanagement. The 2009 Nall report states that almost one-third of fuel-related accidents were a result of fuel mismanagement.
d. Performance. Power management is a significant part of flying high-performance airplanes, so you should learn to “fly the numbers.” The aerodynamics that allow the airplane to fly at a higher airspeed makes them less forgiving than slower airplanes.
e. Turbopropeller Transition. The turbopropeller-powered airplane flies and handles just like any other airplane of comparable size and weight; the aerodynamics are the same. The major difference between flying a turbopropeller and other non-turbine-powered airplanes is in the engine and systems. The engine is different and requires operating procedures that are unique to gas turbine engines.
f. Jet Transition. Due to their performance, flight characteristics, and complicated systems, it is imperative that a pilot receive training in the particular jet from a knowledgeable and experienced instructor.
g. High Altitude Training. Not only are there physiological considerations, there are aerodynamic and handling considerations in operating at the airplane’s altitude limit; all this is critical to safety. Knowledge gained from this training is invaluable, even if you stay below flight level 250. There are many training courses and advisory materials available.
h. Avionics/Flight Automation. Pilots and aircraft owners have taken advantage of the expanding technical evolution of modern avionics and flight automation equipment. Glass cockpits are available for virtually every new 14 CFR part 23 airplane, as well as for most experimental designs. Global Positioning System (GPS) positioning on a moving map, real time
6/29/15 Appendix 10 weather, terrain/traffic awareness, and modern autopilots have made a significant inroads in the General Aviation (GA) fleet. Pilots also employ handheld equipment not installed in the airplane much more frequently than in the past. While this equipment can make the aircraft safer and help avoid loss-of-control situations, pilots must be fully trained on its use. Similarly, over-reliance on automated flight systems has resulted in accidents: while advanced avionics and flight automation equipment can increase safety, pilots must be proficient in manual flying in the event of automation malfunction.
2. TRANSITIONING TO LOWER PERFORMANCE AIRPLANES. There are just as many challenges transitioning from high-performance to low-performance airplanes. The prudent pilot respects the challenges of flying a new airplane regardless of whether the transition is from low performance to high performance or vice versa. For example:
• The effects of weather will be more pronounced on low-performance airplanes.
• It will be affected more (as a percentage) by headwinds.
• Turbulence may be more pronounced.
• The ability to handle crosswind landings may be reduced.
• Avionics may be less capable.
• Handling characteristics will be different.
NOTE: The prudent pilot respects the challenges of flying a new airplane, regardless of whether the transition is from low-performance to high-performance or vice versa. Transitioning from a multi-crew airplane to a single-pilot airplane creates its own challenges.
3. INDUSTRY-PROVIDED TRAINING SYLLABI: TYPE-CERTIFIED (TC) AIRCRAFT.
a. GA Master Syllabus. To address the need for a standard training syllabus for pilots transitioning into high performance aircraft, the General Aviation Manufacturer’s Association (GAMA) has developed a Transition Training Master Syllabus (GAMA Publication No. 5). This document is a general outline of the items that can be included in the ground and flight training of pilots transitioning into specific airplanes. The master syllabus lists groups of airplane makes and models manufactured that are sufficiently similar so that a pilot with proficiency in one airplane model would not normally require full transition training to operate another model in that group.
b. Syllabus Use. The master syllabus developed by GAMA is intended for use by manufacturers, flight instructors, training organizations, aviation publishers and others to develop transition training guides for specific airplanes or groups of airplane models. If necessary, these transition training guides could provide for differences in training to cover variations in model groupings. These syllabi can be used to produce transition training guides for any high performance airplane. The GAMA master syllabus is not intended for use in developing training programs or guides for pilots transitioning into airplanes for which a type rating is required by § 61.31(a), for airplanes that do not meet the definition of a complex aircraft found
6/29/15 Appendix 10 Page 3 (and 4) in § 61.1, or for aircraft certificated in the experimental category. Furthermore, it was not developed for rotorcraft, gliders, or lighter-than-air aircraft. Pilots transitioning into different complex and high-performance aircraft models may wish to use the transition training guide as an aid to conversion to new models. The GAMA Transition Training Master Syllabus is available at the GAMA Web site, www.gama.aero.
4. TRAINING GUIDANCE. You can find the guidance for transition training in many publications including, but not limited to the current editions of:
• AC 61-67, Stall and Spin Awareness Training.
• AC 61-107, Operations of Aircraft at Altitudes Above 25,000 Feet Mean Sea Level (MSL) and/or Mach Numbers Greater Than .75.
• FAA-H-8083-3, Airplane Flying Handbook.
• FAA-H-8083-25, Pilot’s Handbook of Aeronautical Knowledge.
• Turbine Pilot’s Flight Manual by Gregory N. Brown, Published by ASA.
• The Advanced Pilot’s Flight Manual, by William K. Kershner, Published by Blackwell Publishing.
5. ADDITIONAL INFORMATION. Additional information can found at:
• Experimental Aircraft Association (EAA), http://www.eaa.org.
• Aircraft Owners and Pilots Association (AOPA) Online, http://www.aopa.org/.
• GAMA, http://www.gama.aero/.
• FAA Safety Team, http://faasafety.gov/.