Personal computer simulators are obviously limited in their visual presentation by screen size, but that doesn’t mean they’re limited in how they can be used to help students learn and master stabilized approaches to landing.
One of the ways students are taught to recognize whether they’re high or low on final approach is by evaluating changing runway geometry. If a student is on a safe, stabilized glidepath that takes him to a specific point on the runway, the runway’s trapezoidal shape doesn’t change, though the overall trapezoid becomes larger as the airplane approaches the runway.
If the glidepath changes, the runway’s trapezoidal shape also changes, stretching (elongating) or shrinking (shortening) the trapezoid, depending on whether the airplane is above or below the desired glidepath, respectively. Developing the perceptual skill to assess a runway’s changing shape is essential. This is where PC simulators can help.
Begin by creating and saving a flight scenario on the simulation software with the airplane placed on a two-mile final and configured for a stabilized approach to landing. Instruct your student to fly several flights at variable power settings while holding a constant airspeed. Have him or her pay close attention to how the runway geometry changes as the glidepath changes.
The objective is to help the student identify when the runway’s trapezoidal shape becomes longer or shorter, showing that the airplane is above or below the desired glidepath. After only a few practice approaches, the runway’s varying shape will be easier to recognize based on variations in glidepath. It won’t take long before the student develops the perceptual skill needed to properly evaluate whether he or she in on the appropriate glidepath in the real airplane.
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Personal computer simulators are obviously limited in their visual presentation by screen size, but that doesn’t mean they’re limited in how they can be used to help students learn and master stabilized approaches to landing.
One of the ways students are taught to recognize whether they’re high or low on final approach is by evaluating changing runway geometry. If a student is on a safe, stabilized glidepath that takes him to a specific point on the runway, the runway’s trapezoidal shape doesn’t change, though the overall trapezoid becomes larger as the airplane approaches the runway.
If the glidepath changes, the runway’s trapezoidal shape also changes, stretching (elongating) or shrinking (shortening) the trapezoid, depending on whether the airplane is above or below the desired glidepath, respectively. Developing the perceptual skill to assess a runway’s changing shape is essential. This is where PC simulators can help.
Begin by creating and saving a flight scenario on the simulation software with the airplane placed on a two-mile final and configured for a stabilized approach to landing. Instruct your student to fly several flights at variable power settings while holding a constant airspeed. Have him or her pay close attention to how the runway geometry changes as the glidepath changes.
The objective is to help the student identify when the runway’s trapezoidal shape becomes longer or shorter, showing that the airplane is above or below the desired glidepath. After only a few practice approaches, the runway’s varying shape will be easier to recognize based on variations in glidepath. It won’t take long before the student develops the perceptual skill needed to properly evaluate whether he or she in on the appropriate glidepath in the real airplane.
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