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Feature Article: Area Familiarization
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.
Last Modified December 22, ©2025 TAGE.COM
