Flight Instructors Training Procedures _revised AIC_x

elative to the small increase in the speed. Also point out the fast
bleed-off in speed when the correct glide attitude (for the flap setting)
is resumed.
c. To prepare the student for circuits and landings allow him to practice
gliding with flap and power settings as for final approach so that he
can familiarise himself with the speed/attitude relationship.
vii. From a descent with flap and undercarriage down, initiate a straight climb
while raising flaps and undercarriage:
a. Most important aspect is the correct sequence of events namely
power, rotate to climb attitude, clean-up flaps and gear throughout.
b. Maintain heading and balance.
2. Discuss the common faults students usually make.
i. When initiating the glide a tendency exists to lower the nose into the glide
attitude as the power is reduced. This results in too high a glide speed with
high rates of descent.
ii. Most students forget the carb heat.
iii. Speed control. If the student tends to vary his nose position, which causes
variations in speed, the chances are good that his problem is caused by trying
to pay too much attention to instrument indications and disregarding attitude
flying.
iv. Balance control. If no rudder trim is fitted the pilot must constantly apply the
correct amount of left rudder.
v. During the warm-up the speed must be maintained throughout. This is also a
very good co-ordination exercise.
vi. The flap must not be used as a speed-brake during the glide. It is not there to
control the speed with, but to control the rate of descent.
vii. Most students are not prepared for the large pitch-up moment when power is
applied during the levelling off exercise.
viii. Point out the dangers of trying to ‘stretch the glide’ – i.e. the reason for gliding
at the recommended airspeeds.
ix. Only a very thorough briefing can result in the go-around procedure being
executed correctly. The whole exercise is based upon the correct sequence of
events being followed.
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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