Performance Maneuvers - Chandelle

Objective: To develop the coordination, orientation, planning, and accuracy of control during maximum performance flight.

Instructor Actions: Review this maneuver with student on ground prior to flight and explain and demonstrate the maneuver for the student toward the beginning of the flight. Then continue following the Demonstration-Performance Training Method (Explanation, Demonstration, Student Performance/Instructor Supervision, Evaluation). Or use the Telling and Doing Technique (Instructor Tells-Instructor Does, Student Tells-Instructor Does, Students Tells-Student Does).

Student Actions: Student will answer questions to display knowledge of this maneuver when prompted by the instructor. The student will perform each step of the maneuver. If the Telling and Doing Technique is used then the student will also “tell” (describe each step of) the maneuver.

Elements:

- a chandelle is a maximum performance climbing turn beginning from approximately straight-and-level flight, and ending at the completion of a precise 180° turn in a wings-level, nose-high attitude at the minimum controllable airspeed

- first, select an altitude that will allow the task to be performed no lower than 1,500’ AGL

- clear the area (using a total of 180° of turn)

- set up for entry (power to cruise, airspeed at recommended speed, not to exceed maneuvering speed)

- choose reference points (90° and 180° points)

- begin maneuver by entering turn with bank approximately 30°

- after bank angle is established begin climb by increasing pitch attitude at a constant rate, and simultaneously increasing power to full throttle so that red line is not exceeded in a airplanes with fixed-pitch propellers (in airplanes with constant-speed propellers, power may be left at the normal cruise setting).

- maximum pitch attitude should be reached at the 90° point

- begin (a coordinated constant rate) bank rollout at the 90° point, while holding pitch constant until the 180° point

- completes rollout at the 180° point +/- 10° just above stall speed, with 0° of bank, should hear stall horn (maintain that attitude momentarily avoiding a stall)

- resume straight and level flight with minimum loss of altitude (smoothly release back pressure, and reduce power (in airplanes with fixed pitch propellers) so as not to exceed RPM red line.

Common Errors:

- not using enough right rudder (gradually applied) toward the top of the 180° turn to counteract torque

- slipping/skidding

- failure to scan for traffic

- control roughness

- too steep an initial bank, resulting in stall before the 180° point

- attempting to perform the maneuver by instrument, rather than visual reference

- allowing pitch to change after the 90° point

- Nose low on recovery resulting into much altitude loss

- allowing bank to change before the 90° point

- not changing pitch before the 90° point

- not changing bank after the 90° point

Completion Standards: The lesson is complete when the student is able to demonstrate knowledge of the maneuver by answering questions and by satisfactory performance of the maneuver according to the expectations of the instructor based upon the standards of the PTS for the student’s stage in training.

Sources: AFH (2004 edition), 9-4, through 9-5, figure 9-3. Commercial PTS (Effective August 1, 2002), 1-24. AIH (2009 edition), 8-6 through 8-8.

Performance Maneuvers - Lazy Eights

Objective: To develop the perfect coordination of controls through a wide range of airspeeds and altitudes so that certain accuracy points are reached with planned altitude and airspeed.

Instructor Actions: Review this maneuver with student on ground prior to flight and explain and demonstrate the maneuver for the student toward the beginning of the flight. Then continue following the Demonstration-Performance Training Method (Explanation, Demonstration, Student Performance/Instructor Supervision, Evaluation). Or use the Telling and Doing Technique (Instructor Tells-Instructor Does, Student Tells-Instructor Does, Students Tells-Student Does).

Student Actions: Student will answer questions to display knowledge of this maneuver when prompted by the instructor. The student will perform each step of the maneuver. If the Telling and Doing Technique is used then the student will also “tell” (describe each step of) the maneuver.

Elements:

- a lazy-eight consists of two 180° turns in opposite directions, while making a climb and a descent in a symmetrical pattern during each of the turns (forces on controls are not constant)

- select an altitude that will allow the task to be performed no lower than 1,500’ AGL

- clear airspace prior to beginning the maneuver (use a total of 180° of turn while scanning for traffic)

- establish appropriate settings (normal cruise power, at recommended airspeed not to exceed maneuvering speed)

- chose reference points at 45°, 90°, and 135° in relation to a straight line

- first note airspeed and altitude, then roll into a climbing turn adding a very small amount of bank at first so that maximum pitch up is reached at 45°

- at 45° max pitch attitude should be reached and pitch should then begin to decrease, bank angle should begin to increase

- at 90° the bank should have increased to about 30° and airspeed should only be 5-10 knots above stall then bank should begin to decrease and pitch attitude should begin to decrease

- at 135° the pitch attitude should be lowest, and should be gradually increased, as bank continues to decrease so that straight-and-level flight at the entry altitude and airspeed is reached at 180°

- Immediately after reaching 180° the maneuver should be continued (repeated in the opposite direction) for the second half of the maneuver

- resume straight and level flight after completing the maneuver

Common Errors:

- not using enough right rudder (gradually applied) at top of turns to counteract torque

- failure to adequately clear the area

- not watching reference points, eyes not outside

- inadequate planning, not meeting prescribed points with the proper pitch or bank

- slipping/skidding

- failure to scan for traffic

- control roughness

Completion Standards: The lesson is complete when the student is able to demonstrate knowledge of the maneuver by answering questions and by satisfactory performance of the maneuver according to the expectations of the instructor based upon the standards of the PTS for the student’s stage in training.

PTS: The student should achieve the following throughout the maneuver

a. approximately 30° bank at the steepest point

b. constant change of pitch and roll rate

c. altitude tolerance at 180° points, +/- 100’ from entry altitude

d. airspeed tolerance at the 180° point, +/- 10 knots from entry airspeed

e. heading tolerance at the 180° point +/- 10°

Sources: AFH (2004 edition), 9-6, through 9-8, figure 9-4 and 9-5. Commercial PTS (Effective August 1, 2002), 1-24. AIH (2009 edition), 8-6 through 8-8.

Private Pilot Certification in the United States

Pilot Certification in the United States is regulated by the Federal Aviation Administration, which is a branch of the Department of Transportation. See Part 61 and Part 141 of the FARs.

To be eligible for a private pilot certificate (SEL or SES), a person must meet the following requirements as shown below. See FAR 61.103 for all the details.

- 17 years of age

- able to read, write, speak, and understand the English language

- received a logbook endorsement from an authorized instructor certifying that the student is prepared for the required knowledge test (because they have received the training from the instructor, or the instructor has reviewed the person's home study course, so that the aeronautical knowledge areas listed in FAR 61.105 (b) (as they apply to the aircraft rating sought) have been covered in the training.

- passed the required knowledge test (on the aeronautical knowledge areas listed in FAR 61.105(b)

- received flight training an a logbook endorsement from an authorized instructor who conducted the training in the areas of operation listed in FAR 61.107(b) as it applies to the aircraft rating sought, certifying that the student is prepared for the practical test

- met the aeronautical experience as required by FAR 61.109

- holds a U.S. student pilot certificate, sport pilot certificate, or recreational pilot certificate

- passed the practical test (FAR 61.103(h))

Definitions of Aviation Abbreviations Part 2

PTS - Practical Test Standards

AFH - Airplane Flying Handbook

AIH - Aviation Instructor's Handbook

PHAK - Pilot's Handbook of Aeronautical Knowledge

FOI - Fundamentals of Instructing

FIRC - Flight Instructor Refresher Course (or Clinic)

SEL - Single Engine Land

MEL - Multi Engine Land

SES - Single Engine Sea

PIC - Pilot In Command

SIC - Second In Command

POH - Pilot's Operating Handbook

AFM - Airplane Flight Manual

AGL - Above Ground Level

MSL - Mean Sea Level

Definitions of Aviation Abbreviations Part 1

METAR - Meteorological Aviation Report or Meteorological Terminal Aviation Routine Weather Report, but originally from the French term "MÉTéorologique Aviation Régulière" - which literally translates as "Meteorological Aviation Regular"

TAF - Terminal Aerodrome Forecast

AIRMET - AIRman's METeorological Information

SIGMET - SIGnificant METeorological Information

TFR - Temporary Flight Restriction

FAR - Federal Aviation Regulations (which are under title 14 of the Code of Federal Regulations)

IFR - Instrument Flight Rules

VFR - Visual Flight Rules

Phonetic Alphabet

Click Here to see the Phonetic Alphabet


Why is the number 9 included with the phonetic alphabet?

Because the number 9 is the only number that is not pronounced normally. In Aviation it is pronounced "niner" rather than "nine" so that it is not confused with the German word for "No" (nein).