Brian Trapp DPE Checkride Gouges

Oral Emphasis

The oral portion centers heavily on aerodynamics and the fundamentals of instruction. Expect thorough questioning on:

• Stall aerodynamics — how stalls develop, the physics involved, and how to teach them effectively
• Turning tendencies (P-factor, torque, spiraling slipstream, gyroscopic precession) — not just naming them, but explaining the underlying aerodynamics and when each is most pronounced
• The "why" behind maneuvers — Brian wants to see that you truly understand the aerodynamics, not just rote memorization. Be prepared to explain concepts as you would to a student
• Endorsements and instructor responsibilities under the FARs
• Teaching techniques — how you would structure lessons and correct common student errors

Common Questions

Pilots reported questions that test depth of understanding rather than surface-level recall. Examples of the style include:

• Being asked to explain the aerodynamic forces at play during specific phases of flight or maneuvers, then being pushed further with follow-up "why" and "what if" questions
• Scenario-based questions about how you would teach a particular maneuver and what errors you'd expect from students
• Questions that link aerodynamic theory to practical application — e.g., how does understanding a concept change the way you fly or teach a maneuver

Practical Focus

The flight portion is thorough, and one maneuver stands out as requiring special preparation:

• 8s-on-Pylons: Brian has a specific technique for setting up and executing eights-on-pylons that differs from what many pilots learn during initial training. He reportedly walks through his method during the checkride and expects you to understand and apply it. Make sure you have a solid grasp of pivotal altitude, how to select pylons, and the relationship between groundspeed and wing reference to the pylon. Being adaptable to his approach is key.
• Expect to demonstrate and teach maneuvers in-flight — he may ask you to talk through what you're doing as if instructing a student while performing the maneuver
• Stall demonstrations and slow flight — performed to a high standard with emphasis on understanding what's happening aerodynamically throughout

Examiner Style

Brian is described as thorough but fair. Key observations from pilots who flew with him:

• Conversational and professional — not adversarial, but he will push you on topics to find the edges of your knowledge
• He genuinely cares about whether you understand the material well enough to teach it safely, not just well enough to pass a test
• He is willing to discuss and teach during the process — if he has a technique or perspective (like his 8s-on-pylons method), he'll share it
• Expect the checkride to be comprehensive and not rushed — come prepared for a full day

What Surprised Pilots

• The depth of aerodynamics questioning caught some pilots off guard — several reported needing to go well beyond what they initially prepared. Textbook-level understanding of aerodynamic principles is the minimum; he expects you to synthesize and apply that knowledge.
• His specific technique for 8s-on-pylons was unexpected for pilots who had only practiced the standard method — being open to learning and adapting on the spot is important
• Despite the rigor, pilots noted that the experience felt more like a learning conversation than an interrogation, which was a pleasant surprise for those expecting a high-pressure environment