Flight Instructors Training Procedures _revised AIC_x

i. Primary effect of controls – to introduce the student to the planes of movement
of an aircraft, relative to the aircraft and to the horizon. Also point out that
movement in all the three planes is possible at the same time by the combined
and simultaneous use of all the flight controls.
ii. Adverse Aileron Yaw – To introduce the student to balanced flight through the
combined use of rudder and aileron.
iii. Further effect of controls – To introduce the student to the correct use of the
flight controls i.e.: Change, Check and Hold.
iv. Effect of Airspeed – To point out the response of the aircraft and the feel of the
flight controls at various speeds.
v. The effect of slipstream – Using the knowledge gained in exercise (iv) the
student can roughly determine the aircraft’s speed by relating to the feel
effectiveness of the ailerons, which will be directly proportional to the aircraft’s
airspeed due to their position outside the propeller slipstream area.
vi. The effect of power changes – To anticipate the resultant trim change effects
and to correct accordingly.
vii. The effect of power changes – To anticipate the resultant pitch and yaw and to
correct accordingly.
viii. Effect of trim – To teach the student the correct use of the trimmer, the
instructor must also point out the factors which will necessitate a trim change,
i.e. attitude changes and power changes. The results in a further development
of the procedure for the use of flight controls namely:- Change, check, hold
and trim, i.e. First acquired the attitude necessary, then relieve any control
pressures with the trimmer.
ix. Engine controls – To demonstrate the effect each control has upon the
aeroplane’s performance and also the correct method of use.
2. Discuss the common faults students usually make
i. The most common fault is that the student is tense and therefore does not hold
the controls correctly. Several attempts are often necessary to convince the
student that a light touch is essential. We apply pressures to the controls to
make changes.
ii. Not following the correct procedure for the use of the flight controls:- Change,
Check, Hold and Trim.
iii. Common instructional faults:-
a. Insufficient pre-flight preparation resulting in a mass of information
being passed over to the student which he usually finds impossible to
absorb.
b. Too rushed with insufficient time allowed for the student to appreciate
the feel of the aircraft.
3. Discuss the student’s actual faults
For each fault the instructor must indicate:-
i. The symptoms of the fault.
ii. The cause of the fault.
iii. The result the fault could have led to.
iv. The corrective action required.
f. BRIEFLY DISCUSS THE REQUIREMENTS OF THE NEXT LESSON
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