Wednesday, 29 January 2014

Attitudes

Judith Mole provides a great podcast on Safety - human factors, simulation, training, mindset, and the need for candid discussion/examination of issues regarding it.

Part of the discussion brings up the idea of the 'snuff list' - an informal list of pilots who are likely going to hurt/kill themselves that is shared word of mouth. Invariably this list gets around and often draws the attention of the list-ees themselves. 

The outcome of this attention can vary depending on the attitude of the pilot with respect to safety. Two cases from my personal experience:

There was one particular recent graduate that demonstrated an above average aptitude for the sport of skydiving and was quickly racking up jump numbers. Come the halfway point into the season, they noticed fewer and fewer folk available to jump with them. When they commented on this to our group, one of the more seasoned jumpers pulled them aside and explained the situation -> the jumper had gained a reputation for being reckless and was becoming known as 'bounce bait'. No one wanted to jump with them for fear of getting hurt (or killed). 

Fast forward to more recent years. It was getting late in the flying season and the days were becoming stable. Anyone out before early afternoon would only find sled runs -> which was perfect for me as I needed the quick turn around of top to bottom to get the flight numbers up for a rating upgrade planned in the new year. These conditions were also ideal for new pilots, still getting comfortable with their wings in calm conditions. After one such sled run, I was packed up in the LZ awaiting a ride back up when I see a wing snapping off relatively moderate wing overs just above the tree height. I recognize the low experience pilot based on the wing make and give a 'you gotta be kidding me' look to a pilot nearby. An exasperated shrug is the reply. Upon landing I approach the pilot and make an uncharacteristically tactful (as opposed my typical Sheldon Cooper/INTJ-esque, "that was stupid and here is why..") comment regarding the wisdom of low wing overs. The nearby pilot in the LZ also expresses his concern. 

As for the jumper: The candid discussion struck a chord with the jumper and brought about a rather quick change in attitude -> the seasoned jumper invited them to begin working with our group to help get them squared away (we had a motto of 'If you are new and too dangerous to jump with others - come talk to us'). By the end of the season they turned out to be a rather skilled and safe skydiver. 

As for the pilot: Our concerns were brushed off. A year later…. 

I gave up jumping because, in part, I got tired of attending memorial services and having to fill out witness statements for coroner/sheriff investigations. I once commented to a fellow PG pilot, if my experience jumping is any indication, in time you will come to pick your friends based on the likelihood of them still being alive next year. A persons attitude regarding safety is a huge factor in that decision.

Thursday, 9 January 2014

Amateur Radio License made easy (in Canada)

Radio - pretty much paramount to the safety of the paragliding pilot.

Whether used to acquire up to date landing conditions, unfolding weather further along an XC route, or relaying information in assisting a downed pilot - radio is a must.

Radio Options


There are multiple radio options available to Canadian Paragliding pilots, including:
  1. FRS
  2. GMRS
  3. HAM/Amateur Radio
FRS - Family Radio Service
  • unlicensed. 
  • Ultra High Frequency (UHF). 
  • 0.5 watt. 
  • 1 mile realistic range.*
  • Typically used by students/new flyers.
GMRS - General Mobile Radio Service
  • unlicensed (Canada).
  • Ultra High Frequency (UHF).
  • 2.0 watt (Canada).
  • 2 miles realistic range.*
  • Recent addition to Canada, not yet commonly in use. Mistaken assumption that 5 watt US GMRS radios are approved.
HAM/Amateur Radio
  • Licensed (handled by Industry Canada), no renewal requirement.
  • Very High Frequency (VHF)/ High Frequency (HF) with endorsement.
  • 250 watt/1000 watt (Basic/Advanced) - 5.0 watt typical for handheld.
  • 5 miles realistic range with handheld.*
  • Essential part of XC pilot's flying kit.
* A major limiting factor for radio range is the degree of obstruction. A radio situated on the top of a mountain will have a longer effective range than one situated within a downtown core.

Unlicensed, a pilot is limited to two watts of power to be able to call for assistance, arrange a retrieve, get LZ conditions from launch, etc. With an Amateur Radio license, this restriction is lifted.* Most paraglider pilots want (if not need) the ability to make contact across some rather large distances - the fewer restrictions, the better.

* License, power, frequency restrictions do no apply in the event of a distress call - the understanding is that the protection of life supersedes regulation.

An Amateur Radio License in Three Easy Study Steps.


Industry Canada (IC) wants everyone who uses Amateur Radio to be licensed. With the exception of writing the test for the prospective licensee, IC makes it as simple as possible:

  1. Learn Ohm's Law. Understand how it applies in series and parallel circuits.
  2. Learn the relation of frequency and wavelength to the speed of light.
  3. Download the Test Generator from IC. This is the program the examiner will use to generate your test. The Generator pulls a random selection of questions from the test bank and allows you to try your hand. Do this repeatedly for two weeks until you can recite the answer for any given question in your sleep. Then print a few sample exams off and try those (to get used to the printed form factor over the computer screen version).
These three steps are what I used to get ready for my exam, resulting in a grade of 98%. I would not be surprised if the same happens for you.



Saturday, 28 December 2013

A Milestone!

It has been notable year for the FlyinOrange.

The numbers:
Blog visits: 20,000
Associated Vimeo visits: 33,000
Pilot flight: 200

A pilgrimage to the Mecca of free flight, Europe, on a journey of discovery. Discovery and documentation of bounds for both wing and pilot. Bounds to be respected for the former and pushed for the latter.

A serendipotuous byproduct, the sites and pilot have become a dominant return in Google search for those researching XC and SIV with the Ozone Delta 2. For better or worse, the trio have become part of the Delta 2's legacy.

2013? A big year indeed. 

2014? Unknown potential.


Tuesday, 24 December 2013

Les Fermatures? Inacceptable! / Collapses? Unacceptable!

Collapses.

They earn an inordinate amount of attention from novice pilots, attention that has a flavouring of fear.

As previously discussed (see 'Fear Factor'), fear is a useful tool if harnessed correctly. It helps identify that which we do not yet understand.

Collapses, for the most part, are an angle of attack (AoA) issue. A low angle of attack can disrupt the airflow pressurizing the wing, causing some portion of the leading edge to fold. This fold, either span or chord wise, and loss of rigidity in the wing is the collapse. Collapses are not to be confused with stalls, the byproduct of too high an AoA.

Recovery from collapses may be automatic via design (as is expected of EN A and B wings) or may require pilot input (as is sometimes the case in EN C and D wings).

The identification, management, and recovery from collapses should only be learned under the guidance of a qualified instructor.

Collapses are important for the novice.

A collapse occurs because of an (in)action on the part of the pilot, allowing the wing to achieve an AoA that disrupts the airflow into it.

Knowing that the collapse is a byproduct of the pilot, the collapse can become a learning mechanism. Every collapse is the result of a mistake (though not every mistake results in a collapse). Accepting this means we can:

  1. Begin to dissect the situation that set up the collapse. 
  2. Identify the sensations in the wing and harness just before and during the collapse.
  3. Test the results of our actions as we attempt to mitigate and resolve (and ultimately try to prevent) the collapse.


A case study from personal experience:

Early February. West Launch, Mt.Borah, Manilla, Australia.

The record setting rains had passed the week earlier, allowing the ground to finally dry out. The promise of a proper summer flying day in Australia. Upper winds were light from the west, the cloud base high and the air active. Heat collecting on the vast plain below launch was continuously rolling its way up and triggering off various points of this relatively flat top hill. What was affectionately known as 'idiot lift' was clearly abundant.

I had had a couple of great flights in the mild days preceding, being able to take advantage of being 15 kg under weight on my high end EN-B to hook the relatively weak thermals and climb out. One flight over the back had set a personal best in both distance and duration, so I was eager to get flying and push further.

Boating around to the WSW of launch, I find and hook a thermal. While in absolute terms the thermal was not particularly strong, my limited experience leaves me with the impression of being on an express elevator to low Earth orbit.

The elevator drifts back, over launch, to meet up with other elevators that had popped off along the flat top hill. The wing begins to move around in this mixing air. I decide this is getting a bit much, exit my climb and begin to push north.

Without warning the left side of the harness drops.

WHACK!

Any thought of pushing north is forgotten. I am now above and behind launch and have no desire of going back into that mixing pot to try for the bail out LZ. The campground LZ a few km's behind launch looks inviting. I turn towards it, failing to connect the dots that the thermal I am still in is connected to the cloud 3000m above said camp ground. Long story, short - I end up smashing my personal best distance wise, scratching out 20 km total from the altitude gained in that single thermal.

The earlier collapse? A distant memory.

Dissection.

The conditions:
Solar energy was no longer being wasted in drying out of the ground. All of this available energy when coupled with the high lapse rate made the air more active than previous days.

The wing:
A high end EN-B that was acquired in late summer the year prior. This new higher performance wing would react to the air much quicker than it's EN-A predecessor.
15 kg under max weight for this wing, meaning the wing would be less loaded and more prone to collapse.

The site:
The western side of Mt. Borah is more or less a table top ridge. Thermals from the valley below work their way up this ridge and trigger from a variety of points along the front of launch. This thermic air then churns as it combines until it settles into a new aggregate core extending to cloud base.

The pilot:
Novice rated with approximately 70 flights. Thermalling experience extremely limited with most active flying skills coming from a pair of SIV courses. Active flying technique limited to weight shift responses. Flying with basic toggle grip.

Action.

Following the trip, a number of changes were made.
  1. A wing with a lower upper weight range was acquired. The wing used during the trip was relegated to mild day use only.
  2. More attention was given to the employment of ballast.
  3. Basic toggle grip technique was replaced by use of a half wrap to better feel changes in wing pressure.
  4. Coaching was sought out to improve thermalling technique.
  5. Adjustment to flying style made to keep wing loaded in strong lift (open carve to leave lift rather than fly straight out).
  6. Better attention paid to changes in atmospheric conditions and the role of ground moisture.
Any significant collapse should be dissected afterwards to determine the causes and needed corrective actions moving forward. To simply brush the collapse off as a random occurrence out of our control is to waste a valuable learning experience.

Collapses should be unacceptable to the experienced.

Collapses away from terrain are a necessary part of learning to fly in thermic conditions. They teach us novices the boundaries of our judgement and skill. Knowing where these boundaries are means we can focus effort on correcting the issues that lead to a collapse in the first place and become more proficient pilots.

For an experienced pilot, on the other hand, a collapse should not be a welcome or even acceptable occurrence. The experienced pilot should already be in tune with their wing, knowledgable in both macro and micro meteorology, and be able to provide an honest self assessment of their current flying state. The experienced pilot should already know their boundaries and be working on increasing them in a controlled manner, as opposed to the floundering of the novice. 

In the air the experienced pilot should have a sphere of awareness that extends well beyond their immediate world framed by the risers. The wider this sphere, the more information the pilot is able to process in adjusting their cross country flight to changing conditions. A collapse shrinks this sphere of awareness to the immediate problem at hand, distracting the pilot (not to mention the time and altitude lost). This distraction can linger and influence the pilots mindset for the remainder of the flight if the collapse is particularly energetic. Anything that can influence this mental state should not be underestimated as it plays a huge role in the success of a cross country flight. The fewer the distractions stealing mental capacity, the greater the sphere of awareness of the pilot and the more successful the flight.




Saturday, 21 December 2013

Paragliding Economics 102: Lessons in Vancouver.

In my previous post, I began explaining the importance of reining in impulse and delaying the purchase of your first wing (favouring rental over outright purchase during training).

During that discussion, it became apparent that there needs to be an additional investigation into the economics of lessons, including the importance of shopping around and asking questions.

Using three local schools posted rates (and rough estimates of retail equipment prices) - you can see the impact a little legwork can have on your pocket book. The assumption is total cost to get to the HPAC mandated minimum of 25 flights, assuming you as the student meet all learning objectives within that time. Some may not, requiring additional instruction (and cost) - ask about this up front.

In my opinion, each school has turned out some remarkable novice pilots since I started flying.

School ASchool BSchool C
HPAC required 25 flights for Novice$2000$2400$1650
Equipment rentalyesnoyes
- if yes, flight required.1110
- if yes, cost per flight.$25 ($50/day flat rate, assuming two flights per day)$25
- if yes, total cost to 25th flight.$350$375
- if no, equipment purchase flight required.6
- if no, estimated purchase cost (based on last available price).$6000
Total cost to HPAC Novice$2350$8400$2025


This pricing assumes worst case, you finish your lessons and forget about flying. It happens. More than you think.

If instead you continue on, you now have full access to the secondary equipment market and have a relationship with an instructor (or two) that you hopefully trust the opinion of. 

In end ask questions of the school(s) you are looking at, find an instructor you are comfortable with, and make a spreadsheet like I just did - your wallet will thank you.

Happy Hunting!

Friday, 20 December 2013

Paragliding Economics 101: First Wing Purchase.

First flight just complete.

Standing in the landing field.

Utterly jacked.

Conveniently forgetting the butterflies that swarmed your stomach on launch not even twenty minutes before.

Enthusiastically you demand of the instructor, "MOAR!"

Instructor replies, "VISA!"

Financial caution is thrown to the wind as animal spirits take over, seeking to repeat the same rush of adrenaline and endorphin.

A quick word on lessons.

The lessons are pricey - but worth it. The quality and quantity of instruction will have a direct bearing on our safety (and enjoyment) moving forward. There is little excuse to be self taught in this day and age, especially when it could fast track one to the emergency room (or morgue).

With lessons, I can only offer this advice - find the best lessons you can afford* and complete the lessons in as continuous a timeframe as possible (fly every day back to back vs once or twice a month). You should finish with the ability to consistently launch, land, and soar in novice appropriate conditions. As well, you should be able to judge what is a novice appropriate site and what novice appropriate conditions are. If you feel you cannot accomplish these things upon award of a license, discuss with your instructor what remedial lessons are needed to correct this before flying on your own.

More on the economics of lessons can be found under Paragliding Economics 102: Lessons

Wing for student training?  Rent. 

A wing suitable for someone with a few flights under their belt is typically not the same wing they will want to fly upon graduation. As beginners, none of us understand what our flying style will be when we graduate or what wing 'personality' we would feel most at ease with. The process of learning is not only about learning how to fly, but learning what sort of pilot we will be. Different ratings, makes and models of wings present a very wide swath of potential choices. A school that carries multiple brands presents a chance to try the various flavours of beginner oriented wings over your learning experience.
A school that allows you to rent means you have less risk of deciding prematurely. Pragmatically, a rental wing means you are causing typical beginner wear and tear (and it is ALOT of wear and tear) on a schools wing rather than your own.


Graduated with license in hand? Buy used, unless...

When it comes time to make the first purchase post graduation, buy used.

The school should carry a number of trade in wings that pilots grew out of as their flying progressed (I am on my fourth). If the school can provide an objective inspection of the wing (including a porosity test), then you will have some idea of the remaining lifespan and potential resale value when upgrade time arrives.

Keep in mind that wings depreciate rapidly in their first year post purchase and again in their third year post release to market. The first year is the transition from 'new' to 'used' and the third year is typically when a manufacturer will deprecate the model in favour of a new design. These two times present great opportunities for purchase of used product.

In terms of resale, lower rated wings will retain resale much better than higher rated. Likewise more popular brands will retain value over those that are obscure.

... you can continue to rent, if it is available.

If you can find a killer deal on a used wing as you approach graduation and it is still early in the season, go for it.

If it is late in the season or the deals are simply not there, rent (if you can).

Why?

When I have sold used wings in the past, it appears a 20 to 25 % reduction of residual value per year was needed to get the wing to move. I see wings that try to sell for more sitting for months, with weekly BTT posts trying to drum up interest.

So taking the $6000 worst case new purchase price (see School B in Paragliding Economics 102: Lessons) , an assumed 20% annual depreciation, and a $50 / day rental rate (see School A) - let's have a look at the numbers:

YearEquipment value @ startDepreciation @ 20%Rental days @ $50 / day
1$6000$120024
2$4800$96019
3$3840$76815


If you are like myself and work a 9-5/M-F job, 24 flying days in a year (let alone my first year) would be absolutely amazing. That would be 1 day a weekend for 6 months (those that can do both days a weekend have a flying partner, are single, or quickly will be).

Happy hunting.

Oh and remember - *EVERYTHING* is negotiable. Paragliding is a want, the money you have is a need. You want the lessons and gear, the school/gear vendor needs your money. Keep that in mind when it comes time to discuss price.

* caveat - just because a school charges less (or more) does not mean the quality is lower (or higher). Different schools run on different business models - some sacrifice margin for volume, others may charge less for lessons and look to make up the money in gear sales. Ask questions, a lot of them - if the price is significantly higher or lower than the local average, find out why.

Monday, 9 December 2013

The season comes to a close.

Lacking plans to travel to sunnier (and warmer climes) and heated gloves for local flying, the arrival of winter here in the valley heralds a close to the 2013 season.

Not one to sit idle, I've decided to occupy this free time with an activity more or less shelved a few years ago (actually, in the interest of flying).

Those exploits with continue on under a sister blog - The ShootinOrange.

Otherwise, see all y'all in the air come spring.