Terry
Greetings Terry,
Yes, I'm a big, big fan of using ground trainers-let's call them simulators here-for the instrument rating. There's absolutely no reason why they can't, and shouldn't, be used for the 20 hours of instrument training you mentioned. It's important, however, that students who use them learn to behave the same way as they would in the actual airplane.
Several years ago, I worked with a student who had taken a six-month flight simulator class at a local college. On our first IFR takeoff in the airplane, the tower instructed us to contact departure control. Instead of using the radio, he did exactly what he had practiced (incorrectly) in his class. He turned his head slightly to the right as if he were talking to his simulator instructor and yelled out, "So Cal departure, this is Two-One-Three-Two-Bravo, over." I chuckled a bit, but not before turning my head to the left and yelling, "Three-Two-Bravo, we can hear you a little better if you use the radio, over."
It turned out that he had never used the mic, the checklist, or other common procedures associated with a real airplane. Yes, this was the fault of the instructor, but it's also why my preference is to fly one hour in the airplane after every four to five hours in a simulator. I've found that this helps students to integrate the simulator experience with the airplane that they'll fly later. Keep in mind that this is simply my preference. I've known a few instructors who do a great job and spend the first 20 hours entirely in the simulator.
Floating Through The Flare
Dear AOPA Flight Training,
I have been learning to fly in a Katana DA-20. Every aspect of my training has been going well until now. My instructor cannot find fault with anything other than my landings. I have logged more than 20 hours but cannot seem to handle the airplane once I get over the numbers....I have been working on it for weeks and am not improving. I can land in crosswind conditions but seem to float down the runway in calm weather. My instructor has to take over every time. Any suggestions would be appreciated.
Help!
Michael
Greetings Michael,
Students who have difficulty with floating during the flare are typically approaching at too fast an airspeed. Here's why I think this is your problem. You state that you can land well in crosswind conditions but not in calm weather. If you're using a sideslip during crosswind landings (as I suspect you are), this increases drag, which helps to counteract the floating caused by excessive airspeed. Under calm conditions, without the benefit of drag from the sideslip, the airplane floats as a result of your faster approach speed.
Unless the airplane's manual suggests otherwise, try a final approach speed of 1.3 VSO - that's 30 percent above the stall speed for the flap configuration used. Now the airplane is operating close to the bottom of its drag curve. Increasing the angle of attack for the roundout and flare results in an increase in induced drag, which minimizes your chance of floating.
Additionally, if the airplane isn't properly trimmed on final approach, it's very easy to over control during the flare. When I make an approach, the airplane is typically trimmed for a speed of 1.3 VSO. I maintain that speed with a light touch until I'm ready to begin the roundout, which normally occurs about 20 feet above the runway. At that point, I raise the nose slightly and the descent rate decreases, but the airplane continues to descend because of the increasing drag. If the airplane is trimmed, it usually takes no more than two distinct attitude changes to land the airplane - the roundout and the flare.
Here's something else to try. Have your instructor hold your right wrist with his or her left hand and flare the airplane for you as you hold the controls. (Don't let go while he's doing this. He'll never speak to you again if you do.) This technique imparts a sense of the pressure and timing necessary for a proper flare.
One Hand Or Two
Dear Rod,
What do you think about letting students use two hands to flare the airplane? The reason I ask is that one of my petite female students can't land the Cessna 210 unless she can pull back on the controls with both hands. Any suggestions here?
Your comments would be appreciated,
Mike
Dear Mike,
As a practical matter, it's always better if the student has one hand on the yoke and the other hand on the throttle during a landing. Of course, certain airplanes like the Cessna 182 and Cessna 210 often require lots of elevator back-pressure during the flare. I had a petite female student who had a similar problem in her Cessna 210.
First, your student won't be arrested by the yoke police if she uses two hands to flare. The only law that governs how you flare an airplane is the law of gravity. Nevertheless, it's always a good idea to have one hand on the throttle because it provides immediate access to engine power. If she has to flare with two hands, then so be it. I can assure you that if she needs to add power quickly, she'll be able to let go of the yoke with the right hand and slap the throttle forward in no time.
Another solution is to let her use trim during the flare. If the airplane has electric trim, she might be able to simultaneously flare and provide nose-up trim with the left hand while keeping the right hand on the throttle. If the airplane has a manual trim wheel, let her flare with the left hand while applying nose-up trim with the right. This helps to reduce the heavy nose-down stick forces experienced during flare.
But this method creates a potential problem. If your student is forced to go around during the flare, then the full application of power can cause excessive nose-up pitch. I solved this problem with my Cessna 210 student by having her begin the go-around by applying only three-quarter takeoff power, then adding sufficient nose-down trim, and only then applying full takeoff power.
There's nothing unsafe with any of these procedures. After all, the alternative is for your student to give up flying. That's not much of an alternative in my book.
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