These skills should not be taught only to instrument pilots. Remember the "law of primacy"? If, during a pilot's initial primary training, the importance of attitude and power is not stressed, the student will develop the habit of flying without this understanding. The "law of interference" will then make it more difficult for the student to appreciate the need for this understanding when trying to fly instruments.
An additional aspect of this skill is understanding the relationship to trim and attitude. If the pilot learns the amount of trim adjustment necessary in a particular airplane when transitioning from one configuration to the other, the trim input can be anticipated. The transition from one configuration to another will take less mental effort, again leaving more mental bandwidth available for other tasks.
Harry Leicher
Whittier, California
Descent speeds
Karen Kahn's article on descent planning, "Low Aspirations" (January AOPA Flight Training), reminds me of a conversation I had during a flight review. When we were to descend, I pulled the throttle of my Cherokee back slowly so the airplane maintained the same airspeed while losing altitude. The instructor was surprised by that and said her usual descent was to push the nose down, to gain airspeed for the descent.
My reasoning is that if 120 miles per hour was a good speed in cruise, a reasonable time-fuel tradeoff, then why shouldn't it be a good tradeoff in descent? Now that I live in Arizona, I find myself having to lose 6,000 feet, and I prefer a gentle descent through uncontrolled airspace (Class E or even Class G) without changing speed. Going 140 mph instead of 120 is the same amount of extra fuel in climb, cruise, or descent.
I guess the flip side is that some engines don't like power changes, and it might be less wear and tear on the engine to maintain cruise power at a faster-than-cruise airspeed. I figure I'm going to have to reduce power eventually, so why not do it slowly at altitude?
Adam N. Rosenberg
Scottsdale, Arizona
A landing mnemonic
I am a student pilot and enjoy your magazine. At this point in my training, I am trying to master the art (and science) of smooth landings...consistent smooth landings. I found Dan Namowitz's article, "Tips for Top-Notch Touchdowns" (December 2006 AOPA Flight Training), very helpful.
After reading it a couple of times, I wondered why his excellent points couldn't be put into an acrostic (like everything else in aviation) to help students remember his advice. There may already be such a memory tool that I just haven't run across yet, but I'll submit what I've come up with anyhow in hopes that it too may help someone remember Dan's advice.
AGREES (everyone agrees what's needed to land well)
A--airspeed (make sure it's right for the airplane you're flying)
G--ground effect (expect it and consider it your friend)
R--relax (be patient, there's plenty of runway and space)
E--end of runway (keep your eyes looking far ahead rather than up close to the aircraft)
E--endless options (you can make control inputs, you can go around, you can land. You're in control and you have choices. As my instructor, Renae with Allmond Aviation in Peoria, Illinois, tells me, "Hey, if the inputs you give happen to result in a landing--great! Consider it a plus. If not, consider a go-around as normal. Safety first." Some may not appreciate that advice, but it sure does help a student pilot to relax.)
S--straighten (use "S"light corrections only and use back-pressure)
Brad Van Beuning
Washington, Illinois
Personal mnemonics are a great memory tool. We encourage students to work with their instructors and develop a memory aid that works for them.--Ed.
Erratum
The 2007 College Directory (December 2006 AOPA Flight Training) included an incorrect telephone number for Northwest Arkansas Community College. The correct numbers are 479/986-6927 and 479/936-5132. AOPA Flight Training regrets the error.
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