![]() ![]() Slipstream should be described as the spiral column of air being forced back by the propeller and the primary controls it affects should be pointed out (see Figure 3). This moves the aeroplane’s nose left or right. The effect of moving the rudder is to yaw the aeroplane. The effect of moving the ailerons is to roll the aeroplane. This changes the position of the aeroplane’s nose in relation to the horizon – the aeroplane’s attitude – and will consequently affect the aeroplane’s speed. The effect of moving the elevator is to pitch the aeroplane. If the student has difficulty understanding Bernoulli, angle of attack or pressure, state that movement of the controls deflects the airflow and the tail is pushed up or down as applicable (Newton’s third law). Start with the elevator, as this is the easiest to describe. ![]() For example, the lateral axis, the elevator and the word pitch could all be coloured purple (see Figure 2).ĭescribe how deflection of the controls changes the shape and/or angle of attack, affecting lift and producing the first aerodynamic effect. ![]() Speed is controlled by the hand operated throttle and the main wheel-brakes, while direction is controlled by the use of the pedals linked to the steerable nosewheel.ĭrawings, PowerPoints or overheads should be gradually built up and colour coordinated. Principles of flight Primary controlsĭescribe how the aeroplane is controlled on the ground (see Taxiing lesson and Figure 1). To operate the ancillary controls and to experience the feel and observe the effect on the aeroplane in flight. To operate the primary control surfaces and observe the further (or secondary) aerodynamic effects on the aeroplane in flight. To operate the primary control surfaces and to experience the feel and observe the first aerodynamic effect on the aeroplane in flight. A clear understanding of the effect of using these controls is important, and then with practice, any adverse effect can be countered. The student needs to know how to operate each of these correctly and what effect their operation will have on the flight of the aeroplane. They also need to see the effect of moving each of these primary flight controls individually, so that any unwanted secondary effect can be countered through coordinated use of the primary flight controls.Īncillary controls are the throttle, flap and trim. The student needs to know what effect these controls have on the aeroplane’s flight path in order to accurately manoeuvre the aeroplane. When these are deflected in flight the aeroplane moves about one or more of its three axes. Primary flight controls are the elevator, ailerons and rudder. As a consequence, some of the manoeuvres in this lesson may seem less coordinated than normal. This lesson focuses primarily on each control, how it works, and how it is related to other controls. This lesson does not aim to teach the student to fly, that will come over the next few lessons. ![]() The Airmanship section covers good aviation practice. It′s important that the student understands and has the opportunity to practise these effects.Īs this is commonly the first formal preflight briefing, a short explanation of the sub-headings should be included, as well as the normal introduction. A thorough understanding of the primary and secondary effects of control inputs is the basis of all future flying. This lesson is arguably the most important lesson a student will take. ![]()
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