Normal Procedures - Approach and Landing

Objective: To develop the students knowledge and skill in performing normal approaches, and landings so that they will be able to maintain safe and legal flight.

Note: This lesson does not cover traffic patterns, go-arounds, or crosswind, short field, or soft field landings.

Instructor Actions: Review the procedures with student on ground prior to flight and explain and demonstrate the procedures 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, Student Tells-Student Does).

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

Elements:

- if already in the traffic pattern, we could say that the landing approach begins just past midpoint of the downwind leg (flying parallel to the landing runway)

- should begin at traffic pattern altitude (1,000’ AGL unless advised otherwise by the AFD or ATC)

- during this leg of the approach the landing gear should be extended (if retractable) and the before landing checklist should be completed

- decent should begin when abeam the numbers (of the landing runway)

- decent should begin by a power reduction and by turning the carburetor heat on.

- speed should be reduced enough, and the yoke pulled back so that a decent is established and airspeed is in the white arc at which time 10° of flaps should be added

- about 45° from the approach end of the runway the base turn should be entered (so that the ground track of the airplane is 90° (perpendicular) to the landing runway

- during the base leg the decent should continue and flaps can be lowered an additional 10° to the 20° mark

- the turn to final should be begun so that the plane rolls out lined up with the runway straight ahead

- the rest of the flaps can be lowered (extended) during the final leg with airspeed reduced

- an aiming point on the runway should be chosen and a stabilized decent made until just before that point - at which time the airplane is flared, by pulling the yoke back to achieve a landing attitude (a more level attitude)

- the airplane should touchdown smoothly, main gear first, with no drift, with the airplane’s longitudinal axis aligned with the runway centerline, at or within 400’ of the specified point (and within the first 1/3 of the runway) very close to stall speed

- after the main wheels touchdown back elevator pressure should be held so that a positive angle of attack is maintained for aerodynamic breaking.

- the nose wheel should be held off the runway as long as possible (until the airplane decelerates)

- the landing is not over until the airplane has decelerated to taxi speed and is clear of the runway

- appropriate checklist should be completed

Common Errors:

- flying the airplane into the ground

- bouncing

- ground loop

- not compensating correctly for wind

- poor directional control

- letting the nose wheel touch the runway too soon

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

Sources: AFH (2004 edition), page 7-1 to 8-33, figure 8-29. Private Pilot PTS (updated 2/22/2008), 1-11. AIM (2011 edition), page 4-3-3 to 4-3-6.

Emergency Procedures - Engine failure/off airport landing without engine power

Objective: To develop the student’s knowledge and skill in performing emergency procedures so that they will respond appropriately in emergency situations to maintain safe and legal flight.

Instructor Actions: Review the procedures with student on ground prior to flight and explain and demonstrate the procedures 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, Student Tells-Student Does).

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

Elements:

- when engine failure is simulated student immediately responds by establishing best glide speed (once best glide speed is established the airplane should be trimmed to maintain that airspeed)

- flaps and gear should be adjusted as appropriate

- best glide speed should be maintained +/- 10 knots

- student should have a field or other suitable area chosen for a landing, and should indicate the field chosen to the instructor

- carburetor heat should be on and engine should be cleared (by advancing the throttle) occasionally during the simulated emergency procedure

- Student should perform “Engine Failure During Flight Checklist” (Best glide speed, carburetor heat - on, fuel selector valve - both, mixture - rich, ignition switch - both (or start if propeller is stopped), primer - in and locked)

- if engine does not start, student should then perform (Only pretend to perform by calling out the items, unless a real emergency) “Emergency Landing Without Engine Power Checklist” (Best glide speed, mixture - idle cut-off, fuel selector valve - off, ignition switch - off, landing gear down (up if terrain is rough or soft), wing flaps - as required (30° recommended), unlatch doors before touchdown, turn master switch off when landing is assured, touchdown slightly tail low, apply brakes heavily after touchdown)

- note that section 3 in the POH/AFM will usually contain emergency procedures

- student should spiral over the landing field until arriving at a key position on a normal traffic pattern altitude for the selected landing area (considering altitude, wind, terrain, and obstructions, i. e. land into the wind, and not downhill)

- the simulated emergency landing should be terminated as soon as it can be determined whether or not the landing could have been made.

- using slips might be useful in this procedure more so than a regular approach (if too high)

Common Errors:

- eagerness to land may result in arriving at the end of the field with too much speed

- failure to maintain best glide speed +/- 10 knots

- failure to account for wind

- failure to arrive at the end of the field at the proper altitude/or speed

- failure to follow checklist

- delaying the choosing of a suitable landing area

- adding flaps to soon or too late

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

Sources: AFH (2004 edition), page 8-25 to 8-27, figure 8-29. Commercial PTS (Effective August 1, 2002), 1-32. Private Pilot PTS (updated 2/22/2008), 1-32. PHAK (2008 edition) page 8-4. Cessna 1979 model 152 information manual, page 3-4. Cessna 1980 model 172 Cutlass RG Information manual, page 3-4.