PPG Instructor

Test your PPG Instructor knowledge with this test.

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1 / 49

1) Regarding reserve deployment practice, which is the best way to teach reserve deployment:

Have them verbally recite the steps in a simulator while you shake the simulator

Have them sit in a chair and practice the reserve toss motion

Have them draw on a whiteboard the steps for deployment

Have them sit in THEIR paramotor and have them practice deployment while you shake the machine.

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2) Which statements are true regarding towing (check all that apply):

You should only do towing if you've had thorough training on YOUR towing gear.

Towing is safer with two people. One running the tow and another on radio with students.

Towing is safe if only low tows are done.

Towing is safe as long as a weak link is used.

Towing should not be done in calm wind.

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3) With new students, which of the following is a big takeoff risk?

The student reducing power or brakes and setting back into the ground.

The student becoming paralyzed and staying on full throttle.

Reaching for the A's after liftoff and settling back to the ground.

Pulling the rear risers instead of the brakes.

4 / 49

4) Which statement is true regarding the number of students you can manage?

Students on their first few flights require your full attention.

It's safe to manage up to 3 students on their first few flights.

After their first flight, it's safe to add up 3 students.

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5) Which of the following statements are true regarding student response to situations (check all that apply)?

The instructor should ensure the student understands the response. (Have the student repeat the instruction)

Instructors should ensure that students can physically react appropriately. (Watch them do it on a simulator)

A fully articulating simulator is critical for practicing physical reactions.

Being able to describe reactions is sufficient for early students.

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6) Select which statements are true regarding active flying (check all that apply)?

Active flying should not be taught unless the student has indicated a desire to do thermalling.

Active flying reduces the chance for collapses.

Active flying requires no adjusting. It's only holding steady hold steady brake pressure to reduce the likelihood of a collapse.

Active flying is constant adjusting, using the least amount of inputs necessary to keep the wing overhead.

Active flying involves using corrective brake inputs when the wing STARTS a motion.

7 / 49

7) Which statements are true regarding a student's first few solos (check all that apply)?

Instructor should make sure the student knows that the radio can fail. (And what to do if it does)

Instructor should do a pre-flight briefing to go over what is expected for the flight.

Instructor should not give any radio commands to ensure the student can do it on their own.

Instructor should give periodic instructions as necessary and provide assurance on the radio.

Instructor should allow time for radio instructions to be absorbed and understood. (Avoid talking too fast on the radio)

8 / 49

8) What are some options if a brake locks/tangles in the risers? (Select all that apply)

Panic and flailing is always good

First, continue flying the craft using rear risers (if necessary) and establish a climb. (Gain altitude)

Once on a safe path, look at the problem and try to solve it while continuing to fly.

Spend brief times working the problem then go back to flying. (Don't fixate on the problem)

Immediately go to the rear risers and land right away, regardless of the terrain below.

9 / 49

9) Aside from failed launches, how else can lines get damaged? (Which scenario is most common/likely?)

Aggressive use of brakes during kiting (Pumping the brakes too hard).

Catching lines on ground protrusions (Snagging the lines).

Aggressive use of brake lines above their pulleys.

Catching lines on fingers.

10 / 49

10) What are some of the likely ways students cause line damage? (check all that apply)

Starting a launch while pulling A's.

Starting a launch without any throttle applied.

Putting too much slack in the lines when doing a running start.

Doing an aggressive forward launch in too much wind.

Using too much power (throttle) during the inflation.

11 / 49

11) If a student does not meet the minimum skills for a rating, what should you do?

Explain a course of action, recommend limitations, explain that ratings are merely a tool. Encourage the student to continue developing their skills.

Give the student a set number of flights to accomplish and offer to give the rating after those are done.

Don't do any explaining, tell the student that this sport isn't for them and encourage them to pursue other interests.

12 / 49

12) Besides helping your student survive and thrive, your position as a USPPA instructor can? (check all that apply)

Help preserve our sport as a minimally regulated way to fly. (Lead by example)

Encourage your students to leave a site in a way that welcomes future flyers. (Teach proper etiquette)

Work with airports and other neighbors to improve our welcome. (Foster good relationships)

Help ensure fellow instructors are thorough and only give ratings to those who EARN them. (Inform the USPPA if thats not the case)

13 / 49

13) What is a “pocket check” before flight?

A check to ensure you have a phone and other required tools in your pocket.

A check to ensure all pockets are empty before flight.

A check to ensure nothing will fall out of the pilot or the paramotors harness pockets.

14 / 49

14) Which statements are true regarding the use of speedbar/trimmers? (check all that apply)

Being heavily accelerated makes a front tuck more likely on reflex gliders if the main brakes are also being pulled.

Makes a front tuck more likely on all gliders regardless of brake pressure being used.

Makes a front tuck less likely as long as some brake pressure is held.

Wing manufacturers will generally give instructions on the appropriate use of speedbar/trimmers. (Consult the wing manual)

15 / 49

15) A student calls you to explain they found an easy way to practice forwards by getting towed with a truck. How should you respond?

Suggest limitations on speed.

Suggest limitations on rope length and use of a weak link.

Inform the student of the risk involved. This is among the riskiest things they can do.

Ask to be included in their will.

16 / 49

16) Which statements are true regarding a reserve? (check all that apply)

Carrying one makes sense if a pilot will be flying high enough to use it.

Carrying one introduces the chance for accidental deployment.

If you have a reserve, it would be wise to know the PLF (parachute landing fall) technique and practice it.

Motor students should not carry reserves during any part of training.

17 / 49

17) Which of the following is the most important aspect of preflight checklists?

They should be used EVERY TIME.

They should be THOROUGH.

They should be memorized verbatim.

They need to include the glider and weather elements.

18 / 49

18) What's a good response on how to land if a brake line or toggle comes disconnected?

Land using the middle risers for steering

Land using the throttle for flare and the remaining brake for its limited steering

Land using no brakes using only thrust to shallow the descent.

Land power off using the remaining brake but minimize its use

Land using the rear risers, consider using thrust to shallow the descent (if it makes sense to do so).

19 / 49

19) Which statement is true regarding the use of brakes to get off the ground during launch?

Can cause the wing to fall back if used too early.

Is not recommended in most cases.

May cause a front tuck.

May cause a wing collapse.

20 / 49

20) When is it most common to use brakes to launch? (check all that apply)

When there is little or no wind.

More common for foot launch vs wheel launch.

In stronger winds

On faster wings

On bigger wings

21 / 49

21) Steering somewhat upwind while flying a path in a crosswind (crabbing) is useful for what? (check all that apply)

Understanding the difference between heading and ground track.

Understanding the difference between compass heading and flight heading.

Getting used to “slipping” in to a landing if too high on the approach.

Getting use to what it may look/feel like on base leg of a landing pattern.

22 / 49

22) You're getting a student to land on a spot with obstructions present. Which statement is correct?

The student should look at the obstruction.

Establish a path to the spot then switch between looking at the spot and the obstruction.

Establish a path to the spot then concentrate on that path and the spot.

Look at the spot most of the time but also keep an eye on the obstruction.

23 / 49

23) What is the most effective way to teach safety to your students?

On your safety presentation, cover the latest knowledge about how accidents happen.

Teaching by example. Practice safety in all your actions, explaining your decisions when the opportunity arises.

Review accidents & incidents, explaining when opportunity arises.

Insist on mastery of each skill before allowing the student to advance. Skills alone teach safety.

24 / 49

24) Which statements are true regarding gust fronts? (select all that apply)

A gust front is always visible before it hits.

A gust front can be many miles away from the causing source.

Gust fronts are usually associated with thunderstorms.

A gust front is a horizontal inflow to a thunderstorms or large cumulus cloud.

A gust front is a horizontal outflow from a sudden descending mass of air.

25 / 49

25) Sunrise was at 7 AM. Your student has been trying to launch all morning. It's now 10:30 am on a sunny day. What is the safest option?

It's probably best to stop training and wait for another flight window.

Continue with training but don't allow flights to go beyond 10 minutes.

Continue with training but don't allow flights to go above 200 feet.

Continue with training as long as the student says they are OK flying in the stronger thermal conditions.

26 / 49

26) What should you consider when launching a student amidst large buildings or hills, especially if it feels calm?

This is a safe condition provided the student stays below 100 feet.

This is safe if the winds at the surface are less than about 5 mph.

You could be in a wind shadow with dangerous winds a few hundred feet up.

There is never a situation where this can be done safely.

27 / 49

27) A student starts oscillating on final approach. What are some ways to manage this? (select all that apply)

Have the student go hands up if it's safe to do so.

Have the student apply slight turning input.

Give radio instructions on which brake to pull and when.

Have the student do a go-around if they are high enough to do it safely.

28 / 49

28) Go arounds should be rehearsed before first flight. What are the ideal steps for a go-around? (check all that apply)

Pull brakes to half and apply full power.

Pull brakes to half and go to half power.

Increase to half power, wait a few seconds, then gradually go to climb out power while easing hands mostly up.

Go to half power while easing hands mostly up

Pull brakes to the maximum safe amount while easing up to full power.

29 / 49

29) A glider tends to overshoot your student during inflation. What tips can you offer? (check all that apply)

Let off the A's earlier.

Let off the A's later.

Go to the brakes earlier (brake check).

Setting the trimmers to a slower setting (if applicable).

Keep moving forward as the wing comes overhead (keep forward momentum).

30 / 49

30) What is the main risk of being heavy in the brakes while at full power?

Cravat.

Getting lines in the prop.

Getting a brake toggle in the prop.

Parachutal stall.

31 / 49

31) A paragliding (freeflight) wing that advertises a glide ratio of 9 to 1, if used for paramotoring will likely have a glide ratio of?

about 7 to 1 with a well-netted paramotor.

9 to 1 since it's measured with a typical paramotor.

Barely under 9 to 1.

At LEAST 9 to 1 since test paramotors are meant to be at the high end of drag.

32 / 49

32) What does a 6 to 1 glide ratio mean?

You will descend 6 feet for every 1 mph of speed.

You will descend 6 feet for every 100 feet of foward flight.

You descend 1 foot for every 6 feet of air distance.

Will descend 6 feet for every 1 foot of air distance.

33 / 49

33) Flying with a paramotor and the engine turned off...What effect does the paramotor frame have on the wing? (check all that apply)

It reduces sink rate.

It increases sink rate.

It reduces the airspeed.

Worsens the glide ratio.

34 / 49

34) If you fly a heavily loaded wing (over the recommended limit). Which statement is true?

If the wing collapses, it will be mild and easier to handle.

If the wing collapses, it will be more intense and harder to handle.

Collapses are more likely but easier to manage.

Collapses are more likely but harder to manage.

35 / 49

35) You have two students, one is lighter and one is heavier, and they will learn on the same wing. Which statement is true?

The heavier student will have a more responsive wing than the lighter student.

The heavier student will have a less responsive wing than the lighter student.

The difference in weight will have no effect on the wings responsiveness.

36 / 49

36) Which scenario is more likely to be a major contributor to the possibility of a student being injured or killed?

A student that is light on a wing and experiences a collapse.

A student learning on a responsive/advanced glider and they get into an oscillation.

A student that is heavy on a wing and experiences a collapse.

A student that is learning on a responsive/advanced glider and they are subtle with the inputs.

37 / 49

37) Which statement is the most accurate regarding wings/gliders for new students to learn on?

A student should learn on the easiest inflating glider they can afford.

A student should learn on a small wing since it will inflate easier.

A student should learn on a large wing to make takeoff and landing slower.

A student should learn on a wing that is sporty enough to learn more advanced flying skills after training.

A student should learn on a wing that is rated for beginners AND within the recommended weight range for that specific wing.

38 / 49

38) Why is it important to check a glider's weight range, as recommended by the manufacturer?

It can be mostly ignored because all gliders of the same size have the same characteristics in flight.

It is important because it reflects the weight range where the manufacturer tested the glider for safety.

It is important because it is the primary metric for choosing a student's glider.

It can be mostly ignored because the weight range is a secondary metric to the wings rating.

39 / 49

39) All other things being equal, being light on a wing does what to the wing? (Select all that apply)

Increases the chance for wing malfunctions/collapses.

It changes how responsive the brake inputs will be.

The wing will be easier to inflate.

The wing will have a lower sink rate.

40 / 49

40) What is one of the ways that paraglider wings maintain internal pressure?

Cross vents (or ports) that allow internal left/right airflow between the cells.

Using small lines to induce turbulent airflow.

Nylon rods to create internal turbulent flow.

Specially shaped fabric that bulges when pressurized.

41 / 49

41) Why is it risky to fly deep in the brakes?

It's not risky, it's recommended for flying in thermally conditions.

It's not risky, it's recommended for landing approach in turbulent conditions.

Its risky because the pilot could be close to stalling or spinning the wing.

It's risky because the pilot might fatigue and have less strength for the flare.

42 / 49

42) Which statement is true regarding rotor?

Rotor is swirling air that forms just windward and below certain shaped obstructions.

Rotor is swirling air that happens downwind of certain obstructions.

Rotor is swirling are that forms just windward and above certain shaped obstructions.

Rotor is turbulent air that forms downwind of weak thermals.

43 / 49

43) What is mechanical turbulence?

It's when air gets disturbed after a prop or wing has just flown by.

It's when air is disturbed by thermal interaction with wind shear layers.

It's when air flows over obstructions, and the normal wind flow is disturbed and becomes eddies and other irregular air movements.

It's when air starts to swirl air under mountain waves.

44 / 49

44) Which statements are true regarding towing? (check all that apply)

Towing is extremely risky if not done with trained skill, vigilance, and discipline.

Towing can be a good way to get students repetitions at takeoffs and landings.

Towing is a nearly accident-free activity.

Most towing accidents were preventable by the tow operator.

Towing is easy and should be used even without proper tow training.

45 / 49

45) What is one of your most important jobs as an instructor while teaching PPG 1 students?

To ensure students will respond promptly and automatically to your commands during their first few flights.

To ensure students have a useful understanding of weather and airspace.

To ensure students have a working knowledge of collapse recovery.

To ensure students have a working understanding of aerodynamics.

46 / 49

46) Which of the following can cause or aggravate wing surging/pitch control? (Select all that apply)

Turbulent and gusty air.

Erratic use of the brakes.

Erratic use of the throttle.

Keeping a steady high power setting.

47 / 49

47) Increasing thrust affects flight path angle (FPA) and Angle of Attack (AoA) how?

Decreases AoA slightly, increases FPA

Increases AoA slightly, mostly increases FPA

Increases AoA mostly, and makes no change in FPA

Does not increase either on its own, brakes must also be applied

48 / 49

48) An airfoil is “stalled” when (check all that apply)

Lift exceeds drag

The “critical Angle of Attack (AoA)” has been exceeded

Airflow has significantly separated from the top and drag goes way up

A “full stall” in a paraglider is different in that it is more like a falling sheet than a typical airfoil stall

A “Full Stall” in a paraglider has normal airflow over the first half of the wing

49 / 49

49) Regarding paraglider airfoils and lift (check all that apply)

Airfoils efficiently redirect air downward to make lift

When air starts to separate from the top, efficiency decreases

When air starts to separate from the top, drag decreases

When air starts to separate from the top, lift decreases

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