by
E. M. Van Wagner of the Rochester AeroModeling Society
First release
January 1994
Version 0.1
9/24/00
PREFACE
Described within this document is a method for teaching the beginning Radio Control Pilot (student) the basics of flying. Advanced aerobatics will not be covered in this manual. Although this is written primarily for use by the flight instructor, the student will benefit from reading this also. Understanding what is involved in learning to fly R/C aircraft will help speed up the learning process. The main items to learn are the flight commands used by the instructor and the criteria used to judge a successfully flown solo flight. (Flying for the first time on your own without an instructor’s intervention).
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| Students working with Dennis, one of the instructors. | A seven channel transmitter as an example | |||
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Table of Contents
I. INTRODUCTION
II. CLUB BENEFITS TO THE STUDENT
o Identified Flight Instructor
o Regular Instructions at the Field
o Building Instructor Assignment and Preflight Assistance
o Standardized Teaching Method
III. PREPARATIONS PRIOR TO ARRIVAL AT FIELD
BUILDING INSTRUCTOR CHECKLIST
* Propeller
* Mounting Screws
* Clevises
* Radio Components
* Fuel Tank
* Hinges
* Control Movements
* Balance
* Wings
* Radio Range
* Battery
* Engine Adjustment
* Nose Wheel Adjustment
IV PREFLIGHT CHECKOUT AT THE FIELD - Done By The INSTRUCTOR
* Building Instructor Certification
* Frequency Control
* Range Check and Battery
* Balance
* Control Movements
* Hinges
* Propeller
* Motor and Muffler
* Warped Surfaces
* Engine Run
* Rubber Bands
V GROUND SCHOOL
A. FIELD PROTOCOL & SAFETY PROCEDURES
1. Frequency Control
2. Transmitter Impound
3. Pit Area
4. Flight Line
5. Communication between pilots
A. UNIFORM INSTRUCTION COMMANDS
1. Aileron: “STICK RIGHT” & “STICK LEFT”
2. “ELEVATOR”
3. “NOSE DOWN”
4. “THROTTLE UP” & “THROTTLE DOWN”
5. “STICK TO THE LOW WING”
6. “STICK IN THE DIRECTION ITS GOING”
i. TO BRING IT BACK
C. RUDDER MOVEMENTS
D. STICK MOVEMENTS - SLOW AND SLIGHT
E. TAXIING PRACTICE - A TIP FOR THE STUDENT
F. TRAINER CORD USAGE 10.
VI. SEQUENCE OF STEPS TOWARDS A SOLO
A. Shallow turns - both directions
B. Steeper turns - both directions
C. Straight flight across the field
D. Throttle Adjustments - Mild Aerobatics
E. Controlled Approaches
F. Take Off s
G. Landing Procedure
VII. EXPLANATIONS AND REASONS (For sequence of steps) ... .
A. CONSTANT ALTITUDE TURNS
B. TIGHTENINGTHE TURNS
C. FLYING A STRAIGHT LINE
D. ADVANCING AND RETARDING THE THROTTLE
E. MILD AEROBATICS
o Try a Loop!
o Try an Immelman!
o Try a Split “S”!
F. CONTROLLEDAPPROACHES
G. “TAKE OFFS” - PROCEDURE
H. LANDING PROCEDURE
VIII. MULTIPLE INSTRUCTORS
IX. PROFICIENCY TEST
X. INSTRUCTOR QUALIFICATIONS
XI. BUILDING INSTRUCTOR QUALIFICATIONS
I INTRODUCTION
The objective of this booklet is to establish a system of teaching student pilots to fly radio controlled aircraft by a method found to be fast, easy, and safe.
Included is a method of instruction that standardizes the sequence of flying maneuvers leading to the solo flight. Also provided is a set of verbal commands that will be a common language used by all flight instructors.
By instituting a set of common verbal commands and sequence of aerial maneuvers, the student pilot will experience a minimum loss of instruction time and confusion associated with changing or alternating instructors during the learning period.
Described is a proficiency test to be taken by the student pilot after his solo. It must be passed before releasing the student pilot to fly without standby assistance.
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II CLUB BENEFITS TO THE STUDENT
For the student, the benefits of belonging to a club that enable him to achieve solo flight while meeting the safety objectives of the club are:
A. Identified Flight Instructors
Currently, instructors are identified in the club roster, which is available to all members. However, introduction to and recommendations of instructors is available from any club officer. Protocol is for the student to contact an instructor personally and arrange for a compatible meeting at the field for lessons.
B. Regular Instruction Sessions at the Field
Currently it is a practice to dedicate the hours of 10:00 AM to 12:00 noon of each Sunday for training sessions. Instructors are available and appointments are not necessary during these hours. As mentioned, at other times, the student should arrange by phone to meet an instructor at the field. Simply showing up at the field does not insure getting lessons, although no one is denied if a qualified instructor is available to help.
C. Building Instructor Assignment and Preflight Assistance
If requested, a Building Instructor member will be assigned to a new member to advise during building, setting up, and or checking the aircraft before attending the field. Any club officer may be contacted to assign a Building Instructor. A building advisor or Building Instructor can be any willing member and not necessarily a flight instructor. Building Instructors are identified in the club roster.
D. Standardized Teaching Method
The remaining contents of this booklet deals with a method of standardizing the teaching of R/C flying. It stresses using a set of commands common for all instructors, and a defined sequence of aerial maneuvers leading to the solo flight. By instituting a standardized teaching method, the student can have different or alternate instructors during the learning process, and can smoothly take up with a new instructor where he left off with the former one.
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III PREPARATIONS PRIOR TO ARRIVAL AT FIELD - BUILDING INSTRUCTOR CHECKOUT
Ideally, arrangements should be made between the Building Instructor and student while the airplane is under construction in the student’s workshop. Correcting construction problems at the shop (home) and insuring the craft is airworthy then, will save considerable time at the field making the model flight worthy and safe. Checking out the model prior to showing up at the flying field saves valuable instructor’s time. A home checkout list for the Building Instructor is as follows:
* PROPELLER - The propeller is in good condition, balanced, mounted on the shaft with the foil side forward, rotates to the horizontal position on compression, and the mounting nut is on tight. A spinner or smooth prop nut must be installed. The prop does not touch the spinner.
* MOUNTING SCREWS - All mounting screws including engine to mount, mount to firewall and muffler screws are secured with lock washers and/or “Locktite” on the threads.
* CLEVISES - The clevises are secured with ‘keepers’
* RADIO COMPONENTS - The servo arms have retaining screws and are tight, the receiver, battery, and servos are mounted securely in the fuselage in the appropriate manner. The antenna is the correct length and routed well away from all of the wiring.
* FUEL TANK - The tank is assembled such that the clunk is free to move within the tank without bottoming out, and the correct lines are connected to the carburetor and to the muffler pressure tap (or atmosphere). Fuel tubing connections are secure.
* HINGES - All hinges are installed to prevent loosening by pinning or with proper adhesive application.
* CONTROL MOVEMENTS - The throttle movement fully closes down and fully opens the carburetor intake, and the throttle servo arm has a spring loaded over-ride. The rudder swings to the ‘right’ when the transmitter stick is pushed to the ‘right’, and the nose wheel (if so equipped) moves in the same direction as the rudder. The elevator moves ‘up’ when the stick is moved toward the bottom of the transmitter or ‘back’ towards the operator. And double check that the ailerons movement is correct by applying the rule of THE THREE R’S, and that is: the ‘RIGHT’ aileron ‘RISES’ when the stick is moved to the ‘RIGHT’. Check and correct for excessive play in the control surfaces.
* BALANCE - The aircraft is ‘fore/aft’ balanced at the specified balance point (CG) as stated on the plans or instructions. Radio components should be moved first to achieve balance before adding any necessary weight. Axial balance is checked by holding the craft by the nose spinner (off engine compression) and the base of the rudder, and adding weight to a wing tip, if needed.
* Wings
Wings must be checked for warps,. For plastic film covered wings, the wing can be corrected by softening the covering with a heatgun, twisting, the frame, and allowing the covering to shrink as the wing is held in the desired position.
No ‘washin’ must be present, and ‘washout’ if called for, must be equal for both wings. These can be corrected sometimes reshrinking the covering material while the wing is held in the desired position.
* RADIO RANGE
The radio should be ranged checked at home after the batteries are fully charged. A range check should be done before the radio is installed in the craft per manufacturer’s instructions, and before the assembled craft is taken to the field.
* BATTERY
The battery should be checked with an Expanded Scale Voltmeter (ESV) after charging to determine charge condition under load.
* ENGINE ADJUSTMENT
The Building Instructor should check the engine and make running adjustments at home to determine proper high speed and idle RPMs, that it idles well without loading up and ‘konking out’ with advance of the throttle.
* NOSE WHEEL ADJUSTMENT
With the rudder control and trim centered, the alignment of the nose wheel can be tested by coasting the craft down a driveway or sidewalk, and adjustment must be made until the craft coasts in a straight line.
Note: Only after the Building Instructor has fully checked out the aircraft to his full satisfaction should he allow the aircraft to show up at the field. As mentioned, a fully checked and airworthy craft will save valuable instructor time at the field, and will eliminate a big disappointment for the student if the plane can’t be flown due to the severity of problems.
IV PREFLIGHT CHECKOUT AT THE FIELD - BY INSTRUCTOR
* BUILDING INSTRUCTOR CERTIFICATION - It would be ideal if the Building Instructor and instructor discussed the student’s aircraft before preflight checkout to be assured that the detailed checkout at the shop met all the requirements for airworthiness. This conversation would eliminate a lengthy checkout at the field, and speed up the time getting into the air.
* FREQUENCY CONTROL - The student is made aware of frequency control and that the frequency pin for his channel must be clipped to the antenna of his transmitter before operating the radio.
* RANGE CHECK AND BATTERY - The instructor will ask the student if he has charged his batteries for at least 12 hours. He will check the battery voltage under load using an expanded scale voltmeter. If the reading is acceptable, a radio range check will be made according to the manufacturer’s instructions.
* BALANCE - The instructor will check for lateral balance (fore and aft) by suspending the craft at its designated balance point.
* CONTROL MOVEMENTS - All controls will be operated to determine that they work in the correct direction. The “Three R’s” rule should be used for the ailerons, and pointed out to the student for his future checkout. Note: Aileron movement is the most common mistake during set up, and spells disaster if not checked.
* HINGES - The hinges are checked by giving each control surface a firm tug. The devises are equipped with keepers.
* PROPELLER - A check is made for freewheeling to the horizontal upon compression.
* MOTOR AND MUFFLER - A firm pull on the engine and muffler will be made to determine it they are secure.
* WARPED SURFACES - All surfaces will be checked for warps, and especially the wings. They must be free of ‘Wash In’, and be flat or with equal amounts of ‘Wash Out’.
* ENGINE RUN - All of the above being acceptable, the engine will be started, and checked or adjusted for high speed and a reliable idle. A properly adjusted idle will allow a full minutes running time after which the throttle is opened fully and the engine does not “konk out” from crankcase ‘load up’. When held nose up and running at high speed, the engine does not ‘sag’.
The student will be shown the safe way to start an engine and the method of keeping the model pointed in such a way that others are not inline with the prop arc.
* RUBBER BANDS - If the wing(s) of the airplane are connected to the fuselage with rubber bands, the instructor will demonstrate to the student the proper number of bands to be attached by lifting the plane with the palms of his hands at the root of the wing and shaking the plane vertically. If the body separates from the wings, additional rubber bands are installed. This is done until the body does not separate from wings.
V GROUND SCHOOL
A. FIELD PROTOCOL & SAFETY PROCEDURES
Part of the GROUND SCHOOL should be a short discourse on Field Protocol and Safety Procedures. It is not intended that a complete set of field rules be presented, but there are a few essential topics that are imperative to safely flying at the field, and these are:
1. Frequency Control — The student must be shown where the frequency pin control center is and how to use it. The pin must be in the student’s possession before he can turn on his radio, and the pin should be clipped to his radio. After the flying session, the pin must be returned to the board.
2. Transmitter Impound - The student must be shown how the transmitter impound rack is used. That all radios not in use must be stored on the rack with their antenna collapsed and the switched checked to be assured the radio is ‘off’ when stored on the impound rack.
3. Pit Area - The pit area is for placement of the aircraft when not in use. No engines can be started or run in the pit area, but only on the flight line. If the engine is being ‘broken in’, the engine or plane is moved to the South end of the parking lot where the engine noise will not disturb flyers.
4. Flight Line - The pilot must stand at a designated pilots box which insures adequate separation between transmitters during flying to prevent interference. He must not walk around or behind other pilots with his transmitter ‘on’ while they are flying. Also, the pilot must not change pilot boxes while flying.
5.Communication between Pilots — Pilots will verbally announce to the flight line that they are: “Taking off”, “Landing” and from what direction, and in case of motor stoppage “Dead Stick”, so that other pilots will stay clear during these events.
B. UNIFORM INSTRUCTION COMMANDS
Before putting the aircraft into the air, a short discourse should be held by the instructor to clarify what is expected of the student when various commands are given. The most common problems of new pilots is over controlling (too much stick movement) or hanging onto a control too long (not allowing the control to return to center in time). The stick movement should be thoroughly understood by having the student practice reacting to the instructor’s commands by actually working the transmitter sticks.
A set of recommended common commands have been established that should be used uniformly by all instructors, and these are:
1. 
Aileron Control (Rudder on 3 channel
models)
“STICK RIGHT” & “STICK LEFT” – or simply “RIGHT” and “LEFT”. When the instructor gives the command “RIGHT”, the student is required to move the right stick to the right of the transmitter, and when “Left” is commanded push the right stick to the left of the transmitter, regardless of the direction the model is flying.
2. “ELEVATOR”
When the command “ELEVATOR UP” or simply “Up” is given, the student is required to pull the right stick back towards himself.
When the “NOSE DOWN” or simply “Down” command is given, the student should push the stick up or away from himself, that this movement depresses the elevator, and causes the airplane to bring its nose down. It is used to level off if the climb is too steep, or to dive and lose altitude.
The instructor is to explain that these first two controls are mandatory to successfully turn a model. The plane MUST BE FIRST BANKED BEFORE IT CAN BE TURNED. This is accomplished by using the RIGHT OR LEFT STICK movement moving the ailerons, and then is driven around the turn by use of the elevator. Impress upon the student that after the plane is rolled to the right or left to achieve a bank of about 45 degrees, the stick is returned to the center or neutral position, after which the stick is pulled back to apply “up” elevator, and that the stick is HELD BACK UNTIL THE TURN IS COMPLETED. Explain how the elevator essentially becomes the rudder during banking, and how the steeper the bank, the more elevator is required. Request that only shallow banks of less than 45 degrees be initiated during the early phases of flight instruction.
4. “THROTTLE UP” & “THROTTLE DOWN” - These commands are for vertical movements of the left hand stick. To THROTTLE UP is to push the stick up or away from the pilot to increase engine speed, and to THROTTLE DOWN the stick is moved to the bottom of the transmitter and is to decrease engine speed.
Note: Sometimes an instructor will request “UP Trim” or “Down Trim”. These commands are for the student to move the appropriate trim control for the throttle and/or elevator in the correct direction. The “Left Trim” and “Right Trim” may be commanded for the ailerons and/or rudder controls.
5. “STICK TO THE LOW WING” - A TURN RECOVERY PROCEDURE
The command “STICK TO THE LOW WING” is used to level the wings of the plane after is has exited the turn and is facing the pilot. It is a ‘mental crutch’ that is rapidly applied and replaces the analytical process of deciding how to move the control when the plane is facing the pilot, and the controls are reversed from the natural attitude of the pilot being ‘behind the stick’ or when the plane is flying away from him. When the command “STICK TO THE LOW WING” is given, the student observes which side of the plane has the lowest wing, and moves the stick to the same side of the transmitter. If the wing on the pilot’s right side of the oncoming silhouette is drooping, the stick is moved to the right, and if the wing on the left side of the silhouette is drooping the stick is moved to the left to raise that wing to the level position. The student and instructor should practice this control movement on the ground by having the instructor form an airplane with his hand, using the little finger and thumb for wings and the middle fingers for a fuselage. With the middle fingers pointing towards the pilot, the instructor will tilt his hand or lower a wing, and give the command “stick to the low wing”. The student’s stick control movements will be closely observed to determine if he responds correctly to the command and that he has an understanding of what the command means.
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It must be stressed that there is no single more important pilot reaction to an oncoming, banked airplane in flying radio control than using the “STICK TO THE LOW WING” stick movement. He will not only use it in the recovery from turns, but also in continually correcting the aircraft attitude during maneuvers, and especially during the landing process when the wings must be kept level and the plane flying in a straight line close to the ground.
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6. “STICK IN THE DIRECTION IT IS GOING” - TO BRING IT BACK
In order to steer an R/C plane toward the pilot, the stick is moved in the direction the plane is headed. If the plane is drifting to the right, then the stick is moved to the right of the transmitter. If the plane is drifting to the left of the pilot, then the stick is moved to the left on the transmitter. This process serves to turn the plane towards the pilot at all times, and can be used bring the plane back to the field from a long distance, as well as, to steer it on the ground when taxiing back to the pits. This process works regardless of whether the plane ,d is going away from the pilot or heading towards him. At some time during the course of instruction the student should be made to experiment with this action to verify it and have confidence in using it.
The technique “STICK IN THE DIRECTION ITS GOING” is essential in bringing an airplane back to the field in the event it has drifted out so far that its wings cannot be discerned, its shape is not distinguishable, or it has become a ‘dot’ in the sky. In this case, the pilot must fly the ‘dot’. If the ‘dot’ (of and airplane) is moving to the right, then the stick is moved to the right and vice versus for the left direction. The ‘dot’ can be made to go up or down and turn to eventually return the craft to the field. The instructor should have the student pilot practice this control and become familiar with it. It can prevent an airplane from flying away and losing it.
“STICK IN THE DIRECTION ITS GOING” !!! CAUTION - all movements while flying the ‘dot’ should be very slight, otherwise, a tight turn will cause it to spiral in. Just a touch and watch for the response.
C. RUDDER MOVEMENTS - In the ground school session, rudder movements may be discussed, but no commands will be used or given for the left hand horizontal movement of the stick during flight training instruction. If the student has a four channel set up, he will become familiar with the left hand movements by taxiing at a later time. If he has a three channel set up, ground control will come naturally as he has become familiar with the right stick during flying instructions. During instruction for coordinated turns, the Instructor will give “LEFT RUDDER “ or “RIGHT RUDDER” commands. These will be generally used while practicing landing passes.
D. STICK MOVEMENTS - SLOW AND SLIGHT
It must be stressed that all movements of the stick be made very slowly and be very slight during the initial phases of learning; that full and rapid movements of the stick at this stage can and will produce an undesirable attitude of flight that can result in a crash if not corrected in time by the instructor. Impress upon the student that slow stick movements and short stick travel will allow easy recovery in case the movement was wrong. A little error is easy to correct, but a gross error caused by over control, especially near the ground, spells disaster. There are no emergencies ‘up there’ if you take it easy. Don’t over control. Slow stick movements means a smooth flying airplane.
E. TAXIING PRACTICE - A TIP FOR THE STUDENT
An easy way to become familiar with the steering and throttle controls without the aid of an instructor, is to taxi your airplane around the field when there is no activity, or possibly use a vacant parking lot if the field is in use. The wing is removed to prevent accidental ‘take off’, and the opening is covered with a piece of cardboard and rubber bands to prevent oil depositing on the radio gear. The student should try taxiing in a straight line or follow a line on the lot or field. This will
sharpen reactions to different directions the plane is header and what movements are needed to bring it back.
F. TRAINER CORD USAGE - It is ideal if a buddy box system were used where transmitters of both the instructor and pilot are coupled with a Trainer Cord (but not absolutely necessary). This system provides a degree of safety over handing the transmitter back and forth between student and instructor.
VI SEQUENCE OF STEPS TOWARDS A SOLO
Given is a set of training steps that must be used by all flight instructors, and applied in the sequence as listed. The steps are a set of skills to be achieved by the student, and he must satisfactorily perform each step before he can proceed to the next. Following the list of steps is an explanation of how each step or maneuver is performed, and how that step contributes towards a landing.
A. Shallow turns in both the right and left hand direction.
B. Steeper turns in both directions.
C. Straight Flight across the field in both directions without the aircraft straying from a straight course.
D. Throttle Adjustments with mild acrobatics.
E. Controlled approaches.
F. Take off s.
G. Landing procedure.
II EXPLANATIONS AND REASONS (For sequence of steps above)
. CONSTANT ALTITUDE TURNS - Turns that are made without the aircraft gaining or losing altitude, usually accomplished by "coordinating" the aileron, elevator and rudder controls.
Stick Movements - During the initial learning process of making turns, the instructor should separate the movements of the stick notion between the aileron and elevator. The stick movements are is follows:
i. Move the stick horizontally to right or left to achieve a bank of 45 degrees or less after which the stick is returned to the center or neutral position.
b. The elevator stick is pulled back to cause the plane to fly around the turn, and is held ‘up’ until the turn is completed. The amount of up is determined by the degree of bank, and the student must learn the amount of bank and elevator application, and practice turns until he develops a touch for the right amount of elevator to keep the turn at a constant altitude.
The reason for separating the stick movements at this stage of the learning process is to prevent a natural tendency with a new student of holding the stick over during the turn while applying elevator. Combining the movements will cause the plane to spiral
in. Tell the student that only the elevator is held in the ‘up’ position until the turn is completed, and that the aileron is only used momentarily to position the plane in a bank; that holding the aileron over causes the airplane to continue to roll. The instructor should demonstrate what he has explained. Coordinating turns by combining stick motions will come to the student naturally after he is flying a while.
The student should be made to fly turns in both directions or do figure ‘8’s. This will prevent developing the bad habit of being able to comfortably turn in one direction only. Now is the time to quell any tendencies before they become strong and difficult to overcome.
If a wind is blowing, the turns should be made into the wind. This will shorten the turns for the beginner, and keep the plane upwind in case of motor stoppage. Turns with the wind take the plane far downwind causing large turns, and taking valuable instruction time in returning to the practice area. A motor stoppage downwind means a landing off the field, damage to the craft and time spent recovering it.
Reasoning: Constant altitude turns are a must when landing approaches are being made. Turns into the wind for landing are usually made close to the ground, and if altitude is lost during such a turn, the plane may either crash or the approach may have to be aborted. The student should be informed of why constant altitude turns must be achieved.
B. TIGHTENING THE TURNS
After the student is fairly proficient at making constant altitude shallow turns in both directions, have him tighten or steepen the turns considerably. This maneuver will require lots more elevator.
Reasoning: Steeper turns now will give the student a better feel for his craft, its maneuverability, and how much control is needed in turns. Most students, on their downwind leg, fly out and around too far, and in the process either misjudge the approach line up and come in at an angle other than lined up with the runway. Tightening the turns to a landing approach is a good practice
Again, inform the student, the steeper the turns, the more elevator is needed.
C. FLYING A STRAIGHT LINE
Flying a straight line across the field in both directions is the first precise maneuver for the student. It combines the art of turning and lining up with the field, with the start of practice for the landing approach.
Making turns is akin to ‘boring holes in the sky’. The instructor can only judge that the student is making flat turns. There is usually no requirement on the radius of the turn, or a prescribed circle in the sky to fly. However, to fly a straight line requires more attention to flying on the student’s part as he~ has to judge when the plane is starting to veer from a straight path, and has to correct for the tiniest of variances from the line of flight. This appears very difficult for the student on first try~”~ It requires steering the airplane. When driving a car down a highway, the driver makes many small, almost imperceptible, corrections to keep the car centered on the road. After a while this reaction becomes mechanical. The R/C student must learn to do the same thing in the air.
The altitude for this maneuver should be about 100 to 150 feet, so the student can catch a little of the horizon to judge direction by. At a high altitude, it is difficult to determine if the airplane is over the field of if it is lined up correctly. There is no earth reference to judge by. The student should feel comfortable flying at a lower altitude since he is by now fairly proficient in making turns, and feels safer flying his airplane lower.
The instructor is to demand that the student make a turn without losing altitude, line up with the field, and fly directly over the center of the field. Flying should be done in both directions, from right to left and from left to right.
The instructor should continue with the student until he is able to line up with the field reasonably well, and keep the plane on a reasonably straight course. This may be boring, but it is a big part of perfecting the landing.
Reasoning: Flying a straight line is practice for making the landing. Keeping the wings level and flying straight is a must for the approach. Too many times, in making an approach, the student is in awe of the airplane in flight, and just watches as it drifts off course. He somehow feels that the airplane will land by itself. Landing is a full time job for every pilot, and he must control the craft all the way to the ground.
D. ADVANCING AND RETARDING THE TROTTLE - MILD AEROBATICS
Now that the student is fairly proficient at flying straight and keeping the wings level, he can attempt some mild aerobatics and become used to the throttle at the same time.
First step is to have the student advance the throttle beyond the cruising setting. He will note that the plane climbs, and that the sensitivity to control has increased. Have him make turns at the higher speeds. He will note that he must use slower control movements and less of them to slow the turns down. Have him retard the throttle to idle. He will note how the plane begins to loose altitude, and how sluggish the controls have become over that of full throttle. Have him operate the throttle several times over its full range to let him get used to moving the left stick.
Try a loop! With the wings level, have the student advance the throttle and pull back on the stick. At the top of the loop, have him reduce the throttle to a few clicks above idle and hold the elevator back until the airplane has resumed level flight again. Once level, have him advance the throttle back to a cruising position.
Try an Immelmann Have the student advance the throttle, pull back on the elevator, and at the top of the loop, let the elevator go to neutral, then half roll to an upright position. Reduce the throttle back to a cruise setting.
Try a “Split 5”! Making sure the student has sufficient altitude, have him make a half roll to inverted, reduce the throttle, and pull back on the elevator until the airplane is flying level. Increase the throttle back to cruising.
Reasoning: During the course of landing, the throttle will have to be retarded, and during the approach, it may have to be advanced to reach the field. Getting used to changing airspeeds with the left hand stick will reduce any hesitancies during the course of landing. As for the manoeuvres, they may be a bit uncomfortable for the student at first, but it really gets him closer to his airplane and what can be expected of it. There is nothing like the first loop for the beginner to reduce the boredom of making turns or flying straight. The student finally realizes the fun of R/C flying.
E. CONTROLLED APPROACHES
It is time for the student to practice the approach to the landing. He will now bring into play all he has learned so far. He must fly downwind, make a turn without loosing altitude, line up with the field, reduce the throttle, and fly a straight course keeping the wings level. No landing will be made. The instructor will coach the student in holding the stick back slightly to reduce its speed and to cause it to fly much slower during the approach. After the plane has reached the field (it will be too high to land), the throttle will be advanced for another go around. The instructor will have the first approaches made at a safe altitude to allow the student to get used to used to applying all skills learned so far. As the approaches appear to improve, the procedure turns will be made closer to the ground and the altitude at which he throttles up will be lowered.
Reasoning: Getting used to the turns, gliding approaches, and use of the throttle is setting the student up for a landing. A series of approaches will fine tune his judgment skills at landing in the center of the field.
F. “TAKE OFFS” - PROCEDURE
A short ground school is necessary before the student is allowed ~..d to take off for the first time. First, the instructor will become familiar with the taxiing characteristics of the plane. If the nose wheel is slightly out of adjustment, and the plane turns to the right or left during what is supposed to be a straight run, the instructor should see that the nose wheel is adjusted so that with neutral rudder the plane rolls out in a straight line.
Demonstrate on the ground about how much the stick should be held back during the take of f, and while holding the stick back, how the wings must be kept level with a horizontal movement of the stick during climb out. Instruct him to check the windsock for wing direction, and that he must take off into the wind to reduce ground speed and achieve a shorter take off. Tell him that once aligned into the wind, to give full throttle and keep a slight back pressure on the elevator until the craft breaks ground; that too much elevator will cause it to climb too steeply before it gains airspeed and will stall or snap roll into the ground. If it is climbing too steeply, explain how he must let go of the elevator input and perhaps put the nose down until it is flying level.
Taking of f is not a difficult maneuver, as most trainers take off by themselves with very little help. Have the student take off several times, and for every practice session from now on.
G. LANDING PROCEDURE
Before allowing the student to land, have a short discussion to describe what is expected of him, and especially what is meant by “flaring” and how it is accomplished. A flying demonstration is in order with the instructor explaining what he is doing during the landing procedure.
Okay! Now is the time to put together all the things that were learned. The student has to fly the downwind leg, make a tight turn, line up with the field, cut the throttle, and fly towards the field in a straight line while keeping the wings level and the nose up slightly to reduce speed. The throttle must be used to get the plane to the field in case the glide won’t make it. No approach is the same. Wind conditions can shorten the glide, and not all line ups are good. Tell the student that for poor approaches, throttle up and go around again.
Before actually landing, several practice approaches should be made, with each approach nearer to the ground. Only when the instructor deems that the approach is satisfactory should he allow the student to land.
Eventually, the student will make the downwind turn at a suitable altitude and distance from the field to allow a shallow, controlled glide towards the field for a landing. The instructor will talk the pilot into landing by giving instructions all the way to the ground. As the plane nears the ground, the instructor will command the student to start his flair by ‘easing back on the stick’ and keeping the airplane aloft for as long as possible. The flair will slow the plane down, and prevent hard, nose wheel damaging landings, and shorten the landing to within the boundaries of the field.
Tip for Lining Up - It has been experienced that a good line up with the field can be achieved by flying towards oneself during the approach. When the plane is near the edge of the field, a slight correction in the form of a bank will align the plane to be parallel with the strip, and landing on the centerline of the field is usually accomplished.
Congratulations are in order for the student has just performed his first successful landing. However, the student must continue to fly with an instructor standing by until he qualifies himself to fly solo by passing the Proficiency Test as described in section IX.
VIII MULTIPLE INSTRUCTORS
In those instances where the student and his primary instructor cannot coordinate their times to meet at the field for a flying lesson, the student may take pot luck, show up at the field, and hope that he can find a certified* instructor available. If a certified* instructor is available and agrees to help train the student, the instructor should first inquire of the student what ‘step’ in the sequence he is at. Further lessons with the new instructor are not to go beyond the last step mentioned, until the student has demonstrated reasonable proficiency at where he left off with the previous instructor.
The new instructor should not assume the airplane airworthy on the basis that it has been previously flown, but give it a ground check as prescribed in this manual before taking the craft aloft.
* A Certified Flight Instructor is one who has read the COURSE IN FLIGHT INSTRUCTION and is familiar with its contents.
IX PROFICIENCY TEST - TO FLY WITHOUT ASSISTANCE (SOLO)
After the student has performed a successful landing, the instructor will require that he demonstrate a minimum of five (5) take off s and landings without verbal instruction, and in a manner that is deemed to show sufficient skill that an instructor need not stand by for future flights. It would be better if a different instructor, other than the student’s primary instructor, qualify the student for flying unassisted, or a designated flight examiner, if such a person is appointed.
X INSTRUCTOR QUALIFICATIONS
A RAMS member may become an instructor providing he has:
a. Flown a variety of aircraft including trainers and higher performance models.
b. Built his own models, and is knowledgeable about engines and construction.
c. Patience and understanding of the student pilot’s difficulties in learning the skills of flying R/C.
d. Familiarity with the Field Rules and AMA Safety Regulations
XI BUILDING INSTRUCTOR QUALIFICATIONS
For a RAMS member to qualify as a Building Instructor he must have experience in building and a knowledge of adhesives, covering, engines, radio gear installation, alignment of surfaces, and settings as the apply to model flight. Preferably. he should live near the student.
