Jase T

Now I will have to look. I have a photo from my time on Bougainville with the ALT reading 10 000 feet and the RADALT reading 50 feet! Want to learn how to fly in high DA PNG is your place!! 

 

Have a full and current set not all the "pencil in" notams have been done though... Love htem, but I ma the sort of guy that loves to look at maps anyway. I am even reasonable good at folding them for use in flight. 

 

Have a full and current set not all the "pencil in" notams have been done though... Love htem, but I ma the sort of guy that loves to look at maps anyway. I am even reasonable good at folding them for use in flight. 

 

Did you know there are 15 maps of Texas stamped into various parts of the Bell UH-1H. 

http://services.casa.gov.au/airworth/airwd/ADfiles/UNDER/JABIRU/PADJABIRU-003.pdf?utm_source=Swift Digital&utm_medium=Email&utm_campaign=Airworthiness Directives

34 minutes ago, onetrack said:

There's some serious level of ongoing maintenance right there - just checking tyre inflation pressures, checking for wasps nests, and other insect attacks, and possibly even moving the aircraft regularly to prevent flat spots on tyres, would just be the start of the constant work to ensure that the aircraft that are going to fly again, will fly without problems. A lot of those aircraft parked there, will never fly again, though, I'd have to opine - particularly the 4 engine ones.

the engines have to be started every 7 days or 'pickeled properly' no other choice. I

Alic also has this awesome restricted area just to the south west of the airfield....... I remember when it was the only P area in the country... Now its just an R but a very very serious R

 

I have been using Rod as a goto guy to explain stuff for a while now. This is the best explanation out there on how it all works in my opinion. I  think it is clear from this that most surfaces produce lift as their primary purpose the drag is a byproduct. 

 

 

10 minutes ago, RFguy said:

 

OK downsides- flutter. But these are construction defficiencies? Or is it hard to build to do the job?

I see many air transport planes use them.

 

Many go very very fast aircraft use them as well.....

 

 

 

Love Flywire he has some great videos... I am a bit of a luddite and prefer old fashioned gauges because thats what I am used to. I never had to work out what mode the ball AH was in or what menu page the HSI was on. I have even flown in IMC at night single pilot in a helicopter with only a an ADF for navigation. I prefer needles on an RMI for SA in relation to a VOR. That said there is much to be said for the SA enhancements afforded by modern equipment but in a VFR see and be seen world there is also a lot to be said for setting an attitude using the huge AI out the front.

I assume you use the word 'lift' in your original question to mean a force in the upward (in relation to gravity) direction? Because in reality they work with the fixed part (or they change their AOA for a flying tailplane / fin) to make a variable  aerodynamic surface and the production of lift in one direction or the other is what they do, and what they are designed to do. 

 

In a lot of ways the direction of lateral lift depends on your CofG.. Whilst the tail plane should (I hope) be producing 'lift' in a downward direction normally (god help you if it isn't and you stall) there may be times when a large nose down movement is required and the stab is producing lift in an upward direction. Dont forget you need to include this downward lift in the total upward lift the aircraft is required to produce... Yes they produce drag (you get nothing for nothing) the production of lift always creates drag, but I believe they are designed to create lift in one direction or the other to change the attitude of the aircraft in the way you want them to. Then there are the effects if there is a disturbance away from straight and level... The stab/elevators and the fin / rudder dont care what direction they are pointed they will produce lift relative to the angle between their chord line and the relative airflow....

Every ½ hour on the ½ hour! 

Its all fun and games until someone releases an AD.......

 

Am I the only one who still does flight planning like this??

Neither. If the wind is measured at 10 knots then the same number of molecules are hitting the sale area per sq meter with the same force. 10 knots is 10 knots using anemometer. So it’s going to come down to the captains ability.  

Just out of curiosity, how many of you fly glide (throttle at idle) approaches when you land? Do you pull power to idle abeam the touch down point? On base? Or do you fly a powered approach (by that I mean relying on power until the flare) every time? Yes I realise some types with higher wing loading won't do it and will need power. 

Many years ago I had the opportunity to play crash test dummy for a system that projected a laser line on the cockpit that matched the horizon. It was intended to give you peripheral cues and help your eyes convince the rest of your brain which way you were tilted. To answer the first question.. No it didn't work well during the day. To answer the second question.. yes I wore laser goggles.. To answer the third question... It didn't work... it made bugger all difference. 

No one learned to fly alone, No one passed a test by themselves.. Make friends, accept advice, ASK QUESTIONS, shut up and listen, Be a knowledge sponge, its not below you to clean or push around aircraft and sweep hanger floors..  filter out the BS... Ask your instructor, enjoy the experience its expensive and its adictive. 

 

3 hours ago, APenNameAndThatA said:

 

 If you apply power before moving the stick forward, you might increase the airflow across the elevators, increasing their effectiveness, increase the angle of attack, and worsen the stall. Also, if you apply power before the moving the stick forward, and the thrust line is below the centre of drag and/or the centre of gravity, you might pitch the nose up, increase the angle of attack and worsen the stall. (I think that I will see if this is true, flying with an instructor.) 

Yes all good considerations, also if you lower the nose with the power already applied you will accelerate downwards and have to break this vector before you can begin climbing again, you will loose far more height than if you lower the nose, break the stall, apply full power and once above your safety speed set the climb attitude... The difference can be more than 50 feet! 

21 minutes ago, facthunter said:

I can't see what's wrong in preparing yourself and having some questions to put to the Instructor in the pre flight briefing. I know of one arranged  "course" where it was really an aerobatic fairly full on whether you felt like it or not, experience which wouldn't achieve the desired aim and can put people off doing any more.  Anytime MY instructor set  up one,  (atttude)the plane didn't use any extreme 'G" and the plane was placed fairly gently and in such a way as I didn't get any obvious clues. I could only work out what had happened by  assessment of what the plane was doing by interpreting the instruments which you must do to decide SPIN or SPIRAL. You can't do the right recovery IF you get that wrong. ONE thing I recall was the I centralised the controls to allow the plane to settle enough to allow enough information to present to cover the situation and hold the rudder and elevators firmly to cover a tail slide. That procedure I would still use. However discuss it to see if HE /She thinks it has merit. It's your money Ralph. It's a little stressful so 30 mins would be enough.( Maybe.) Do something else then back to it?

     It's not anything to have great fear about as long as you are high enough up and your instructor person is good news. Cover the Handing over ---  I have it, bit  It's NOT all about spinning.  IF you had your feet anywhere near the pedals you'd know what was happening if that was the aim. You sensory thingo's don't help much. They can lead you astray. UNUSUAL attitudes are just that. The plane may be in some position you would not expect it to get (normally) which might result  from wake turbulence or a willy willy or you might flick off a turn etc. Nev

Nev your instructor should discuss with you beforehand what you normally do in your aircraft and what your expectations are and tailor the training to suit. There is no value in scaring the student. In fact the moment you go beyond your comfort threshold you are not learning a thing you are paying $$ to be scared! Its not worth experiencing a hammer head or a snap roll spin  entry when for the same money I can be showing you the difference between a S&L stall and a stall at 60 degrees AOB caused by you trying to let your friends get a good look while wale watching.. Or while turning downwind counting cattle.. Look at a stall speed v AOB graph beforehand and ask Q's... 

 

Generally a stall with full flap and power in a left descending turn is the one pilots need to see.... First one, brief the hell out of it, let it happen with everything discussed. Second one just let it happen, see how fast and how much height you can lose before its recovering. The difference between a spiral and a spin is almost as important to experience.. Its also important to discover what happens when you are well out of balance and the speed is low and you slam the throttle open....

 

The FAA still insist commercial pilot candidates demonstrate an emergency descent (no one can give a real reason why you would ever use one) that is virtually a spiral dive to the gro

Wakunai on Bougainville Island..... 

Quote

 

 

48 minutes ago, turboplanner said:

 

 

He's said he's going to do some spin training on Saturday; why not let him do it?

He should, IMHO everyone should, in some countries it is still compulsory for certain licences and qualifications, I remember way back when incident spin recovery was a pre-solo requirement. I applaud him for doing it he is buying himself some skills that may save his life one day. My comment was directed at you and your comments that you cant learn by correspondence.... 

 

19 minutes ago, turboplanner said:

These are not lessons; these are extracts of what an Instructor, who is familiar with all the terms is going to impart to a student in a real-life lesson.

As far as I know, nowhere in the world is flying taught by correspondence; too much modulation and multiple-response actions are needed, and many students never really pick up terms.

 

To give you an example, at one stage I was in a group of competing cadets to decide who was going to be the school Guard with the white spats and bayonets.

On the command "By the right, quick march!" where you lead off with the left foot, but align ranks with the Right Hand marcher, one of the guys would always start with his right foot.

By one on one splitting up the command (because at times we drilled by the centre) and showing him we always moved the trouser leg with the pin in it first, we won the competition.

 

Some aircraft will spin so fast and hard that there's no time to recite by rote.

 

 

 

TP thanks for that. My reply was in response to the statement that no instructors comment here. I was trying to add a QFI voice to the discussion without using a QFI voice.  As I said I am well aware of spin characteristics of a number of aircraft, some avgas some turbine.. I have done aerobatic charters for years and, shock horror, I am qualified to teach aerobatics (including fully developed spins and their recovery). I would hazard a guess that most QFI's will not comment on a forum because (just like horse trainers and tv nutritionists) the only thing you can get two people around here to agree on, is that a third is doing it wrong....    I agree there is not time to quote by rote but one must first gain the knowledge to react instinctually. Generally that knowledge comes form either text or teacher. If there is no teacher available (there are plenty of good and bad ones on youtube if you prefer that method) then text will have to suffice. There is nothing wrong with "Flying the desk" after reading something, it may transfer well when the time comes actual flight instruction. No, flight is not taught by correspondence but the theory is... VERY OFTEN, ask John and Martha King (who didn't have "Date night with Martha" when they were learning POF?) or Rod Machado. If you expect to only learn the knowledge and practice from flight instruction or in the aircraft alone you must have very very deep pockets and a very very thick wallet. 

26 minutes ago, turboplanner said:

 Teaching should always becoming from qualified instructors and one of the weakness of this forum is that instructors don't seem to speak up when they should.

Here is the advice from the RAAus instructor reference manual...

 

Instructor. I am now reducing the power and you can see that the nose pitches down and yaws. To prevent height loss I am applying back pressure to the control column and sufficient rudder to stop

further yaw. As the speed drops further I apply more back pressure and keeping the wings level using more rudder.

Note the reduced airspeed and the comparatively high nose attitude. I can feel that the controls are becoming less responsive and now we hear the stall warning. There is a slight buffet and a quick glance at the airspeed which is registering XX knots. The control column is now fully back, the nose pitches down and we are losing height. That was a stall and I am recovering by simply releasing the

back pressure on the control column and smoothly pitching the nose attitude to just below the

horizon. As the speed increases I can apply cruise power and fully recover to level and straight flight. You can see that this is a fairly straight forward procedure which we will be introducing you to during the next exercise....

 

Now you demonstrate the effect of power on the stall, resulting in slower speed reduction, more

sensitive elevator and rudder due to slipstream effect, and less effective ailerons as they are outside the slipstream. A slightly higher nose attitude at stall will be evident and a reduced airspeed at stall due to power application. The aircraft may show an increased tendency for uncommanded yaw.

Ensure the student completes the correct recovery actions, pitching the nose down to just below

horizon while applying full power. The resulting pitching up and yaw due to power application should be controlled and finally wings leveled if roll occurs.

Demonstrate the effect of flaps on the stall, commencing with half flap and then full flap. Expected

outcomes include a faster speed reduction, slightly lower nose attitude and reduced airspeed at

stall. Demonstrate the recovery action including raising flaps at safe speed and in stages. The student should then practice these with the Instructor monitoring.

Now demonstrate the effect of power and flaps and provide reference to an approach configuration, resulting in slightly higher nose attitude, increased tendency for a wing to drop, reduced airspeed and the need for prompt recovery action.

It is essential that the student becomes highly proficient with recognition and recovery from this type of stall and does not allow the nose to pitch too high, and context is provided relative to the approach

configuration and the conduct of go-around manoeuvres.

 

 

And the NZ CAA instructor reference manual (which oddly enough is written in more plain english the the Australian one) says;

To unstall Decrease the backpressure, or check forward, with ailerons neutral and remaining straight on the reference point with rudder. The student should be reminded that check forward with the elevator is a smooth but positive control movement but not a push. The correct use of aileron must be reinforced toproduce the required automatic response.

Advanced Manoeuvres: Advanced Stalling 5

To minimise altitude loss Full power is smoothly but positively applied – use rudder to keep straight – and the nose is smoothly raised to the horizon. There is no need to hold the nose down as excessive altitude will be lost, while increasing backpressure too rapidly, or jerking, may cause a secondary stall. The result is sufficient to arrest the sink and minimise the altitude loss. Hold the aeroplane in the nose-on-the-horizon attitude and reduce the flap setting (as appropriate to aeroplane type) immediately. Do not raise all the flap at this stage, for example in a PA 38 reduce to one notch of flap, or in a C152 reduce the setting by at least 10 degrees. Any benefit

of attitude plus power will be reduced the longer

the aeroplane is held in the nose-on-the-horizon attitude with full flap extended. A pitch change will occur as flap is raised if uncorrected, therefore, the nose attitude must be held constant. In addition, flap should not be raised with the nose below the horizon, as this will result in considerable altitude loss. Before raising the remaining flap, there are three criteria that must be met;

• safe altitude,

• safe airspeed (above a minimum and

accelerating), and

• a positive rate of climb (to counter the sink as

a result of reducing lift through flap retraction).

 

When these conditions have been met, raise the remaining flap and counter the pitch change. The aeroplane will continue to accelerate, and at the nominated climb speed, select the climb attitude. Straight and level flight should be regained at the starting altitude, and the reference point or heading regained if necessary. The student should expect an altitude loss of less than 50 feet, and reducing to zero when recovering at onset.

 

Sorry for the theory lesson.