061 ATPL subject guide
General Navigation
General Navigation is one of the subjects that most often separates high scorers from struggling students.
- Subject code
- 061
- Difficulty
- Very Hard
- Key topics
- 3
Worked example questions
Independently authored revision questions in the same multiple-choice format as the exam. Try each one before opening the answer.
Worked example: heading to steer in a direct crosswind
Not quite. The correct answer is B.
Correct answer: B
- A. This flies track as heading and applies no drift correction at all, so the wind from the north is left free to push the aircraft south of the intended track.
- B. Correct: drift = 60 x 25 / 150 = 10 degrees, and since the wind from the north pushes the aircraft south of track, the correction turns the nose towards the wind, adding 10 degrees to the track.
- C. This applies the 10 degree correction in the wrong direction, turning further away from the wind instead of into it, which would add to the drift rather than cancel it.
- D. This applies only half the required correction, 5 degrees instead of 10, as if the halving used for conversion angle elsewhere in navigation also applied to a drift calculation, where it does not.
Step by step
- The wind is a direct crosswind (at right angles to the required track), so drift can be found with the 1 in 60 style closing-the-triangle technique: drift (degrees) = 60 x crosswind component / TAS.
- Drift = 60 x 25 / 150 = 1500 / 150 = 10 degrees exactly.
- The wind blows from the north across a westerly track, so it pushes the aircraft south of the intended line; the pilot must turn the nose towards the wind (north) to cancel that push, so the correction is added to the track figure.
- Heading = track + drift = 270 + 10 = 280 degrees (T).
- Sanity check: a heading north of the track points partly into a northerly wind, which is exactly the correction needed to stop that wind from carrying the aircraft south of the required track.
Worked example: local mean time to UTC by arc to time
Not quite. The correct answer is A.
Correct answer: A
- A. Correct: 45 degrees of longitude is 3 hours of arc-to-time, and a place east of Greenwich runs ahead of UTC, so UTC is 3 hours behind LMT: 1430 minus 3 hours is 1130.
- B. This adds 3 hours instead of subtracting, treating an easterly longitude as if it were behind UTC rather than ahead of it.
- C. This treats 1 degree of longitude as 1 minute of time instead of 4 minutes, so 45 degrees becomes only 45 minutes rather than the correct 180 minutes.
- D. This applies no correction at all, as though local mean time and UTC were the same everywhere, ignoring longitude entirely.
Step by step
- The Earth turns 15 degrees of longitude every hour, so 1 degree of longitude equals exactly 4 minutes of time.
- Convert the longitude: 45 degrees x 4 minutes = 180 minutes, which is exactly 3 hours.
- A place east of Greenwich sees every event, including local noon, earlier than Greenwich does, so its local mean time runs ahead of UTC, meaning UTC is behind LMT.
- UTC = LMT minus 3 hours = 1430 minus 0300 = 1130.
- Sanity check: adding the 3 hours back to 1130 UTC returns 1430 LMT, confirming both the arithmetic and the direction of the correction.
What this subject asks of you
The concepts are manageable, but only if you build them layer by layer and keep the maths active.
What the paper tests
Conceptual navigation maths and chart interpretationWhy it matters
The paper blends geometry, chart logic, time, wind, and route-planning concepts that show up again in other ATPL subjects, especially Flight Planning.Best next step
Use timed practice and spaced recall together so weak areas come back before they decay.
Compare ATPL subject difficulty
Compare ATPL subject difficulty
Key topics
Chart projections, convergency, and route representation
Wind triangles, track, heading, groundspeed, and ETA logic
Great-circle and rhumb-line concepts plus position determination
How to study it
- Master the fundamental relationships first before trying to memorise advanced shortcuts.
- Keep mental maths and calculator workflow active with short daily drills.
- Link every navigation calculation to a picture, chart, or triangle so the numbers stay meaningful.
Where General Navigation candidates lose marks
Common traps
- Jumping into long calculations without understanding what the variables represent.
- Confusing projection properties or the conditions where each route concept matters.
- Losing confidence and slowing down because the early algebra was not automated enough.
The hardest General Navigation exam areas
Where candidates actually lose marks in 061, and why.
Local mean time, standard time, and date line arithmetic
The arc-to-time conversion is simple on its own, but stacking a standard time offset, a daylight-saving adjustment, and an International Date Line crossing into one stem means a single sign error early on flips the final answer by a whole day rather than by a few minutes.Reading convergence and scale correctly on Lambert charts
A Lambert chart's convergence is scaled by the chart's own constant of the cone, not simply the sine of latitude used for the sphere, and candidates who reuse the sphere formula on a Lambert plotting question get a plausible but wrong answer without any warning that something is off.Chained triangle-of-velocities and revised ETA problems
A single stem often asks for drift, then heading, then groundspeed, then a revised ETA in sequence, and because each answer feeds the next, one early slip, particularly getting the direction of the drift correction backwards, silently invalidates every later figure without the working ever looking wrong.
Frequently asked questions
Is General Navigation the hardest ATPL subject?
Is General Navigation the hardest ATPL subject?
How should I revise ATPL Navigation?
How should I revise ATPL Navigation?
General Navigation topic deep dives
General Navigation topic deep dives
Focused guides to the 061 topics students search for most, each with a fully worked example and the common mistakes.
Topic guide
Great Circles vs Rhumb Lines
Great circles and rhumb lines for the ATPL exam: which route is shorter and why, where the two coincide, and how each looks on a Mercator or Lambert chart.
Read the guideTopic guide
Convergency and Conversion Angle
Convergency and conversion angle for ATPL Navigation: why meridians converge, the formulas linking them, and a fully worked example.
Read the guideTopic guide
Compass Turning and Acceleration Errors
ATPL compass errors explained: why dip causes acceleration errors (ANDS) and turning errors (UNOS), how the Southern Hemisphere mirrors both.
Read the guideTopic guide
The 1 in 60 Rule
The ATPL 1 in 60 rule explained: where the approximation comes from, track error, closing angle, correcting to destination, and a fully worked example.
Read the guideFree tools for this subject
Free tools for this subject
Practise what General Navigation tests, free and without an account.
Free tool
True Airspeed Calculator
The first mechanical step of most triangle-of-velocities problems: CAS to TAS from pressure altitude and temperature, with the working shown.
Open the toolFree tool
Wind Component Calculator
Drift and groundspeed come from the same wind split you practise here: sine for the crosswind, cosine for the head or tailwind.
Open the toolFree tool
Aviation Unit Converter
Nautical miles, kilometres, metres and feet switch mid-question in GNav. Keep the factors honest and check your conversions in seconds.
Open the toolFree tool
Top of Descent Calculator
Turn a rate-of-descent or path-angle problem into distance and time the way a GNav en-route question sets it up, then cross-check the answer against the rule of three.
Open the toolQuestion bank
Practice General Navigation questions
Exam-style 061 General Navigation questions with explanations, spaced repetition, and timed mock exams. Free to start.
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Read guideTurn General Navigation revision into actual practice.
The SkyStudy question bank turns General Navigation revision into practice.
Exam-style questions, mock exams, spaced repetition and progress tracking.
Subject knowledge becomes exam performance instead of passive reading.