USPA C LICENSE EXAM ACTUAL EXAM 60 QUESTIONS
AND CORRECT DETAILED ANSWERS (VERIFIED
ANSWERS) |AGRADE
Describe how to avoid the propeller(s) when approaching an aircraft
a. Approach fixed-wing aircraft from the rear.
b. Approach from the front so the pilot can see you.
c. Always duck lower than the height of the propeller. - ANSWER: Approach fixed-
wing aircraft from the rear.
Who is responsible for seat belt use in the aircraft?
a. Each jumper.
b. The load's jumpmaster.
c. The pilot and each jumper. - ANSWER: The pilot and each jumper
When must seat belts be fastened?
a. For takeoff.
b. During movement on the surface (taxi), takeoff, and landing.
c. During takeoffs and landings only. - ANSWER: During movement on the surface
(taxi), takeoff, and landing.
From whom do you take directions in the event of an aircraft problem?
a. My instructor.
b. The pilot.
The jumper on the plane who has been in the sport the longest. - ANSWER: My
instructor.
Why is it important to exit on 'Go!' (or 'Arch!')?
a. AFF and tandem students: helps student and instructors to leave at the same time.
All students: to leave at the right place over the ground.
b. To keep the plane from stalling.
c. To allow the plane to continue to climb. - ANSWER: AFF and tandem students:
helps student and instructors to leave at the same time. All students: to leave at the
right place over the ground.
Where does the wind come from initially upon exit from the aircraft?
a. Ahead
b. Below
c. Behind - ANSWER: Ahead
Why do skydivers first learn to fall stable face to earth (think in terms of the
equipment)?
a. So they can gauge when to pull based on proximity to the ground.
b. It is the best position for deployment.
c. So they can have a longer freefall. - ANSWER: It is the best position for deployment
,What changes during a turn that makes low turns so dangerous?
a. It dives.
b. It planes out.
c. Briefly gains altitude. - ANSWER: It dives
What are the landing priorities?
a. A: Land with the wing level and flying in a straight line; B:Land in a clear and open
area, avoiding obstacles; C: Flare to at least the half-brake position.
b. A: Land standing up B: Land right on the pre-declared target.
c. A: Land right on the pre-declared target. B: Land with as much forward speed as
possible. - ANSWER: A: Land with the wing level and flying in a straight line; B: Land
in a clear and open area, avoiding obstacles; C: Flare to at least the half-brake
position
What is the purpose of the landing flare?
a. To get the canopy in front of you.
b. To convert forward speed to lift.
c. To convert lift to forward speed. - ANSWER: To convert forward speed to lift
Solo students: Describe the procedure for a hard landing (parachute landing fall or
PLF).?
a. Legs spread slightly to distribute impact more evenly, arms out to stop fall.
b. Legs and knees up to avoid striking them into the ground. Absorb impact with butt
and lower back.
c. Student should demonstrate feet and knees together, hands and elbows in, roll on
landing. - ANSWER: Student should demonstrate feet and knees together, hands and
elbows in, roll on landing
Who must directly supervise your student training jumps?
a. USPA Instructor rated for my discipline.
b. The local Safety and Training Advisor.
c. Drop zone owner/operator. - ANSWER: USPA Instructor rated for my discipline
What is your most important task when in freefall?
a. Correctly complete planned dive flow.
b. Altitude awareness to recognize and act at the assigned pull altitude.
c. Fall stable and on heading. - ANSWER: Altitude awareness to recognize and act at
the assigned pull altitude
What are the maximum winds in which any student may jump?
a. 15 mph
b. 10-15 mph, depending on conditions and individual student ability.
c. 10 mph for a round reserve canopy; 14 mph for a ram-air reserve, waiverable by
an S&TA. - ANSWER: 10 mph for a round reserve canopy; 14 mph for a ram-air
reserve, waiverable by an S&TA
How would you clear a pilot chute hesitation?
, a. Pull harder.
b. Wait for the AAD to fire.
Change body position to modify the air flow over my back - ANSWER: Change body
position to modify the air flow over my back
In the event of a canopy problem, students should decide and act about executing
emergency procedures by what altitude?
a. 2,000 feet
b. 2,500 feet
c. 3,000 feet - ANSWER: 2,500 feet
How would you address the following routine opening problem: Twisted lines?
a. Before releasing the brakes, spread risers or twist risers to transfer line twist to
risers, kick in opposite direction, watch altitude to 2,500 feet.
b. Cut away and deploy the reserve.
c. Pump rear risers or steering controls at the bottom of the stroke while watching
altitude to 2,500 feet. - ANSWER: Before releasing the brakes, spread risers or twist
risers to transfer line twist to risers, kick in opposite direction, watch altitude to
2,500 feet
How would you address the following routine opening problem: Slider stops halfway
down?
a. Pull toggles to flare position and hold (or pull down rear risers and hold) and
watch altitude. If stubborn, determine controllability with turn and flare by 2,500
feet.
b. Pump rear risers or steering controls at the bottom of the stroke while watching
altitude to 2,500 feet.
c. Cut away and deploy the reserve. - ANSWER: Pump rear risers or steering controls
at the bottom of the stroke while watching altitude to 2,500 feet
How would you address the following routine opening problem: Closed end cells?
a. Pull both front risers and release them rapidly
b. Pump rear risers or steering controls at the bottom of the stroke while watching
altitude to 2,500 feet.
c. Pull toggles to flare position and hold (or pull down rear risers and hold) and watch
altitude. If stubborn, determine controllability with turn and flare by 2,500 feet. -
ANSWER: Pull toggles to flare position and hold (or pull down rear risers and hold)
and watch altitude. If stubborn, determine controllability with turn and flare by
2,500 feet
How would you address the following routine opening problem: Broken lines or
other damage?
a. Determine controllability and ability to flare by 2,500 feet.
b. Cut away and deploy the reserve.
c. Pump rear risers or steering controls at the bottom of the stroke while watching
altitude to 2,500 feet. - ANSWER: Determine controllability and ability to flare by
2,500 feet
AND CORRECT DETAILED ANSWERS (VERIFIED
ANSWERS) |AGRADE
Describe how to avoid the propeller(s) when approaching an aircraft
a. Approach fixed-wing aircraft from the rear.
b. Approach from the front so the pilot can see you.
c. Always duck lower than the height of the propeller. - ANSWER: Approach fixed-
wing aircraft from the rear.
Who is responsible for seat belt use in the aircraft?
a. Each jumper.
b. The load's jumpmaster.
c. The pilot and each jumper. - ANSWER: The pilot and each jumper
When must seat belts be fastened?
a. For takeoff.
b. During movement on the surface (taxi), takeoff, and landing.
c. During takeoffs and landings only. - ANSWER: During movement on the surface
(taxi), takeoff, and landing.
From whom do you take directions in the event of an aircraft problem?
a. My instructor.
b. The pilot.
The jumper on the plane who has been in the sport the longest. - ANSWER: My
instructor.
Why is it important to exit on 'Go!' (or 'Arch!')?
a. AFF and tandem students: helps student and instructors to leave at the same time.
All students: to leave at the right place over the ground.
b. To keep the plane from stalling.
c. To allow the plane to continue to climb. - ANSWER: AFF and tandem students:
helps student and instructors to leave at the same time. All students: to leave at the
right place over the ground.
Where does the wind come from initially upon exit from the aircraft?
a. Ahead
b. Below
c. Behind - ANSWER: Ahead
Why do skydivers first learn to fall stable face to earth (think in terms of the
equipment)?
a. So they can gauge when to pull based on proximity to the ground.
b. It is the best position for deployment.
c. So they can have a longer freefall. - ANSWER: It is the best position for deployment
,What changes during a turn that makes low turns so dangerous?
a. It dives.
b. It planes out.
c. Briefly gains altitude. - ANSWER: It dives
What are the landing priorities?
a. A: Land with the wing level and flying in a straight line; B:Land in a clear and open
area, avoiding obstacles; C: Flare to at least the half-brake position.
b. A: Land standing up B: Land right on the pre-declared target.
c. A: Land right on the pre-declared target. B: Land with as much forward speed as
possible. - ANSWER: A: Land with the wing level and flying in a straight line; B: Land
in a clear and open area, avoiding obstacles; C: Flare to at least the half-brake
position
What is the purpose of the landing flare?
a. To get the canopy in front of you.
b. To convert forward speed to lift.
c. To convert lift to forward speed. - ANSWER: To convert forward speed to lift
Solo students: Describe the procedure for a hard landing (parachute landing fall or
PLF).?
a. Legs spread slightly to distribute impact more evenly, arms out to stop fall.
b. Legs and knees up to avoid striking them into the ground. Absorb impact with butt
and lower back.
c. Student should demonstrate feet and knees together, hands and elbows in, roll on
landing. - ANSWER: Student should demonstrate feet and knees together, hands and
elbows in, roll on landing
Who must directly supervise your student training jumps?
a. USPA Instructor rated for my discipline.
b. The local Safety and Training Advisor.
c. Drop zone owner/operator. - ANSWER: USPA Instructor rated for my discipline
What is your most important task when in freefall?
a. Correctly complete planned dive flow.
b. Altitude awareness to recognize and act at the assigned pull altitude.
c. Fall stable and on heading. - ANSWER: Altitude awareness to recognize and act at
the assigned pull altitude
What are the maximum winds in which any student may jump?
a. 15 mph
b. 10-15 mph, depending on conditions and individual student ability.
c. 10 mph for a round reserve canopy; 14 mph for a ram-air reserve, waiverable by
an S&TA. - ANSWER: 10 mph for a round reserve canopy; 14 mph for a ram-air
reserve, waiverable by an S&TA
How would you clear a pilot chute hesitation?
, a. Pull harder.
b. Wait for the AAD to fire.
Change body position to modify the air flow over my back - ANSWER: Change body
position to modify the air flow over my back
In the event of a canopy problem, students should decide and act about executing
emergency procedures by what altitude?
a. 2,000 feet
b. 2,500 feet
c. 3,000 feet - ANSWER: 2,500 feet
How would you address the following routine opening problem: Twisted lines?
a. Before releasing the brakes, spread risers or twist risers to transfer line twist to
risers, kick in opposite direction, watch altitude to 2,500 feet.
b. Cut away and deploy the reserve.
c. Pump rear risers or steering controls at the bottom of the stroke while watching
altitude to 2,500 feet. - ANSWER: Before releasing the brakes, spread risers or twist
risers to transfer line twist to risers, kick in opposite direction, watch altitude to
2,500 feet
How would you address the following routine opening problem: Slider stops halfway
down?
a. Pull toggles to flare position and hold (or pull down rear risers and hold) and
watch altitude. If stubborn, determine controllability with turn and flare by 2,500
feet.
b. Pump rear risers or steering controls at the bottom of the stroke while watching
altitude to 2,500 feet.
c. Cut away and deploy the reserve. - ANSWER: Pump rear risers or steering controls
at the bottom of the stroke while watching altitude to 2,500 feet
How would you address the following routine opening problem: Closed end cells?
a. Pull both front risers and release them rapidly
b. Pump rear risers or steering controls at the bottom of the stroke while watching
altitude to 2,500 feet.
c. Pull toggles to flare position and hold (or pull down rear risers and hold) and watch
altitude. If stubborn, determine controllability with turn and flare by 2,500 feet. -
ANSWER: Pull toggles to flare position and hold (or pull down rear risers and hold)
and watch altitude. If stubborn, determine controllability with turn and flare by
2,500 feet
How would you address the following routine opening problem: Broken lines or
other damage?
a. Determine controllability and ability to flare by 2,500 feet.
b. Cut away and deploy the reserve.
c. Pump rear risers or steering controls at the bottom of the stroke while watching
altitude to 2,500 feet. - ANSWER: Determine controllability and ability to flare by
2,500 feet
