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Straight-and-level flight/Level turns

Nick Kraynyk

Objective:
The student will be able to demonstrate straight and level flight. In flight the student will be
able to calibrate a sight picture and maintain level flight.
Elements/Schedule:
1. c. Outside and instrument references used for pitch, bank, yaw, and power control; the crosscheck and interpretation of those references; and the control procedure used.- 15 minutes
2. d. Trim procedure.- 5 minutes
3. e. Methods that can be used to overcome tenseness and over controlling. 5 minutes.
4. 2. Exhibits instructional knowledge of common errors related to straight-and-level flight by
describing:
5. a. Failure to cross-check and correctly interpret outside and instrument references.- 5 minutes.
6. b. Application of control movements rather than pressures-. 5 minutes.
7. c. Uncoordinated use of flight controls. 10 minutes.
8. d. Faulty trim procedure.- 10 minutes.
9. Total time= 50 minutes.
Equipment:
PHAK chapters 4 and 5. White Board and markers. Model airplane. Actual airplane,
STANMAN, PTS.
Student Actions:
Student should be taking notes during ground discussions, asking questions and responding to
questions asked. During the flight the student will perform straight and level flight and level turns
while explaining their actions.
Instructor Actions:
To accomplish this lesson I will be opening a discussion to a student about straight and level
flight, and in flight I will be using the demonstration method. In the lesson I will be covering the effect
and use of flight controls, outside and instrument references used for bank, pitch, yaw and power
control, how to use trim and other factors relating to straight and level flight and level turns in flight
and on the ground.
Purpose:
1. Absolute basic of flying.
2. Will be performed every single flight, allows more complex maneuvers in the future.
3. Learning the controls and their uses is basic knowledge in airplane operations.
Aircraft controls:
1. Throttle adds and removes power.
2. Too much damages engine, too little means a crash.
a. Use the aircraft POH to find correct power settings for cruise.
1. Ailerons control roll.
2. Used for turning the aircraft.
3. Moving to the right causes the right aileron to come up.

4.
5.
6.
7.
8.
9.

Rudder to counter yaw.


When turning with the ailerons the nose lags behind.
Use rudder to keep coordinated..
Going up and down is controlled by the elevator.
Pushing the yoke forward and back.
Pulling the yoke back creates a downward force on the tail moving the nose up.

Control pressure:
1. A certain pitch or bank is not a fixed position on controls.
2. Pressure Change.
3. Over controlling.
1. Large quick control inputs.
2. Osculating.
4. Light grip on control yoke.
Proper trim procedure:
1. Set up power, pitch and airspeed before trimming.
2. Readjust changing conditions.
3. Relives control inputs.
Horizon:
1. Set horizon line.
2. Create sight picture.
3. Use sight picture to identify pitch/bank changes.
4. Quicker and easier than using instruments.
References and instruments:
1. Focus on horizon.
2. HSI, turn coordinator, airspeed..
3. Instruments are slow to react compared to viewing the horizon.
Common Errors:
Failure to cross check instruments and outside references.
Holding altitude but losing airspeed because power is too low.
Only looking inside during turns or flight.
Control movement rather than forces.
Uncoordinated use of flight controls
Not applying rudder during turns and straight flight.
Faulty trim procedure
Trim for a specific condition of power pitch and airspeed.
PTS Standards:
1. Exhibits instructional knowledge of the elements of straight-and-level flight by describing: a.
Effect and use of flight controls. b. The integrated flight instruction method. c. Outside and instrument
references used for pitch, bank, yaw, and power control; the cross-check and interpretation of those
references; and the control procedure used. d. Trim procedure. e. Methods that can be used to overcome
tenseness and over controlling. 2. Exhibits instructional knowledge of common errors related to
straight-and-level flight by describing: a. Failure to cross-check and correctly interpret outside and
instrument references. b. Application of control movements rather than pressures. c. Uncoordinated use

of flight controls. d. Faulty trim procedure. 3. Demonstrates and simultaneously explains straight-andlevel flight from an instructional standpoint. 4. Analyzes and corrects simulated common errors related
to straight-and-level flight.
Questions:
What are the main controls we have?
When should the rudder be used?
How does establishing a horizon sight picture help you?
What is the correct trim procedure?
What are some common errors to avoid?
How much force should holding the yoke require?
Whats the difference between control movement and control pressure?
How do I make my turn coordinated?
Completion Standards:
The student should be able to explain the uses of all the flight controls. Taking a canvas quiz can
measure this. The student should also be able to explain prevention of over controlling and proper trim
procedure.
In flight hold altitude within +- 200ft heading +-20 and airspeed +-10knts.
Commercial Pilot: In flight hold altitude within +- 50ft heading +-10 and airspeed +-5knts.

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