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![]() "Vaughn" wrote in message ... the simple formula "E= M * V^2", Typo. Actually, the formula is "E=.5M * V^2" but the important thing is the relationship between mass and velocity. Double the mass of your glider and you "only" double the landing energy, double your speed and you quadruple the energy! Vaughn |
#2
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Great thread you guys but I'm thinking that there are tons of folks missing
out due to the "Dear Burt" title. I agree with you Steve and will add in response to some earlier comments that I get very tired of the "guess what I'm thinking" approach to teaching. Many years ago I had an instructor refuse to sign me off at a commercial operation in So Cal because my approach turns were not at the exact altitudes he expected and the speed was slightly slower than he wanted. As far as I'm concerned if your approach is identical whether landing on a 7000' paved runway or an outlanding in a short field you have missed the boat somewhere. I teach residents in a medical setting and learn a lot from watching them. There are nearly always multiple appropriate solutions to the same problem and to insist that there is a single solution not only is incorrect it confuses the student. It also shows that prior instructors were insecure in their own knowledge base. What I suggest they do is to politely listen to all of the various methods and then to either incorporate one that they feel best fits their own thinking or to maybe combine some to make a new solution. Casey Lenox KC Phoenix |
#3
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Some parties are best kept small...
Casey, could you expand a little on your methodology. Specifically, as it relates to aviation, your residents must have a foundation of knowledge you can trust. Methods for monitoring patients, a copy if Griffith's in their pockets, etc. Experimentation and sharing insights, opinions, sudden flashes of clarity are an important part of learning, but we do the majority of learning in the air alone. What about teach the immutables? (or semi immutables... ie, if I choose to go against this precept, I'd better have a damn good reason). What is the parallel in medicine of a certified pilot yanking back the yoke and trying to snatch up a dropping wing without an equal helping of rudder? Is it possible for a doc, under your tutelage, to get it that wrong? I'm trying to work us backwards into the beginnings of an answer for "Why aren't we giving every pilot the tools necessary to protect him from self-inflicted injury?" And how do we get there? |
#4
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Good questions Chris but requiring a long answer some of which would
certainly scare the public. Let's just say that there are many ways that new residents (and even some not so new residents) could off a patient. Probably the simplest way to explain it is that all of the medications used for euthanizing prisoners and terminal patients (in other countries) are used by anesthesia providers each and every day. It is a matter of dose and timing. So you can see that if not paying attention (esp in my area of pediatrics) it would be easy to do harm. I would thereby submit that you and I have similar situations wrt how far to let them go before reeling them back in and not allowing harm to in my case another person and in yours to themselves as well as you. I think with years of teaching most of us get a good sense of students in a short period of time. Do they ask appropriate questions? Do they know when they are in trouble and if so do they ask for help or try to muddle through? I will take a student with average intellect that knows when to ask for help any day over an extremely bright one that is clueless or that refuses to admit failure. Those types are dangerous not only in my field but would be in the air as well. I'll have to respectfully disagree with your statement that "we do the majority of learning in the air alone". It certainly has not be true for myself at least. After days that were the most frustrating learning to fly (and in the OR) I would come home and go through it again and again in my mind until I had a solution that would work for the next time. That not only helped me to learn it also solidified things so that they became second nature. Interestingly though I'm not so sure that is a good thing for an instructor. You remember when my wife took flying lessons...she would come home and ask me how to keep the nose straight on the initial roll and I realized that it had become so ingrained that I had trouble giving her an adequate answer. We have to face up to the fact that some folks are never going to be good teachers no matter how hard they try. Others will never be able to solo an aircraft no matter how good the teacher. Those are the minority but nevertheless it our responsibility as students and teachers to look them in the eye and tell them such. Learning is a dynamic process. If a student wants to simply "get by" i.e. learn just enough to pass the test, then they are a danger to themselves and others. If not today then sometime in the future. At least in the areas of medicine and aviation. Pretty sure this only scratched the surface. Boy would it be great to sit around a fireplace and discuss this over a beer! Casey |
#5
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Kilo Charlie wrote:
far as I'm concerned if your approach is identical whether landing on a 7000' paved runway or an outlanding in a short field you have missed the boat somewhere. In our club, the approach is: No matter how long and wide a runway is, every landing is a spot landing because every landing is a training for that outlanding to come. Of course, a busy airport with commercial traffic may be another story. Stefan |
#6
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A point well taken Stefan and that scenario should be practiced enough to
make it ingrained. Soaring is a very dynamic sport however and we need to teach students not only to react to certain situations reflexively but to be able to evaluate each one and to stay tuned into what is happening around them. My point is more of a mental issue.....if a pilot/student is not able to see that there is a difference between landing in an unknown short field and a huge paved runway then there is something very wrong with their processing. Whether that leads to a problem with an outlanding is not so much the issue. I would argue that they have a basic failure to evaluate situations adequately and that failure will lead to a problem with another situation that is yet unseen. Not to point too fine a point on it but I would also argue that by ALWAYS doing approaches like you are landing in a small field you are unnecessarily putting yourself at risk. It is worth the risk to be slow on final if you must stop short but if you do this each and every time you land eventually a gust or sudden change in wind direction may cause you or the glider harm. Casey Lenox KC Phoenix |
#7
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KC
I am just beginning my soaring career with only 60 flights in 10 months. I would like to explain our clubs handling of approaches as explained by our instructors and as practiced in everyday operations. We attempt to fly all approaches at our club as PRECISION approaches. Not SLOW! Every proper approach is handled this way and our landing zone is a 250X50 meter marked area. Improper\unusual approaches are also expected to end up in this zone, although not at the risk of flight safety. The point is that (almost) every approach into our field is handled this way. This, per instructors, makes field/outlanding an adjunct of your normal operations i.e. lowers the options and requirements for the outlanding. If you want to land long to put the plane away or to end up near the launch point you make the approach to land in the zone and apply less airbrakes. @20/1 from 20 meters you can fly most of the way to the far end of the field. No slow flying until the flare at 2-5 meters. As a matter of fact I have only unintentionally missed stopping in this zone 2-3 times in my 60 flights. Two weeks ago I had an unusual approach to the field, low at IP so very much shortened downwind-base-final (all one turn and much too low over the trees). Had no trouble landing in the "Zone" but had lots of friendly queries about my approach. At no time during this approach was I flying slow and the safety envelope is quite large (to tell the truth I have a speed issue, I have a problem keeping my speed down on the base to final turn but can now keep it within 10KMPH.) Bob McDowell |
#8
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Kilo Charlie wrote:
Not to point too fine a point on it but I would also argue that by ALWAYS doing approaches like you are landing in a small field you are unnecessarily putting yourself at risk. It is worth the risk to be slow on final if you Fly the yellow triangle (plus correction for estimated wind) and you are safe. If you are not able to fly the yellow triangle, you're not ready for solo. It's as simple as that. Under no circumstances fly the final slower than that triangle, especially not when outlanding. That said, of course a pilot should be able to analyse a situation and adopt his behaviour accordingly. We train for this by choosing a different touch down spot for each landing. Likewise, on a busy airport, he should be able to hurry up. Stefan |
#9
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At 17:30 05 February 2005, Vaughn wrote:
'Vaughn' wrote in message ... the simple formula 'E= M * V^2', Typo. Actually, the formula is 'E=.5M * V^2' but the important thing is the relationship between mass and velocity. Double the mass of your glider and you 'only' double the landing energy, double your speed and you quadruple the energy! Vaughn Thank you for that simple statement. It is clear and concise, the way our instructions should be. Many of us and many, many more do not 'read' formulae. I have no personal knowledge of the meaning of the '^' symbol in the above equation, but I know very well the truth of what it purports to state. |
#10
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A student pilot with 5 hours bought an experimental taildragger
"midget mustang II" and proceeded to reconstruct it into a nosedragger. When he was done, I convinced him to fly with the old owner, and to get the former owner to train his CFI. This happened. During the test flights the stall was 82mph IAS. The student also mentioned the engine was "sometimes rough or unresponsive." I mentioned quite plainly that if it failed on takeoff, he would die. And I told him the squared business. So he redid the leading edge. No difference. Same stall speed, and a dramiatic, instant wing drop during stall, with a spin entry and 500 foot recovery (if you were doing it intentionally). I recommended avoiding full stall landings for a bit, and also calibrating the ASI. Turns out the stall is 56mph (48 kts?). He's working on the calibration some more now. And then I mentioned to him again that he would still be severely injured. 35 knot stall in a Cessna 152 vs 48 knots in a Mustang II means about 2 times as much energy. Then, drop the wing at stall and cartwheel into the ground, and it's worse. So he's working on getting the stall speed down with fences. Hmmmm...I hope it works. All this because the published performance was better. 1100 NM range. And speed. But no safety whatsoever. I've told people the difference between a 2-33 and an ASW-20 is simple. Just take all of the built in safety for the design and replace it with higher workload and higher required pilot proficiency for the same level of safety. As Bob K. is apt to say "it goes like stink." The downside is the naked edge of safety vs. performance. In article , Nyal Williams wrote: At 17:30 05 February 2005, Vaughn wrote: 'Vaughn' wrote in message ... the simple formula 'E= M * V^2', Typo. Actually, the formula is 'E=.5M * V^2' but the important thing is the relationship between mass and velocity. Double the mass of your glider and you 'only' double the landing energy, double your speed and you quadruple the energy! Vaughn Thank you for that simple statement. It is clear and concise, the way our instructions should be. Many of us and many, many more do not 'read' formulae. I have no personal knowledge of the meaning of the '^' symbol in the above equation, but I know very well the truth of what it purports to state. -- ------------+ Mark J. Boyd |
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