Viewing page 70 of 206

This transcription has been completed. Contact us with corrections.

66       U. S. CIVIL AERONAUTICS AUTHORITY

sity for ease and to explain that under such circumstances a pilot must be even more receptive to stimuli than at any other time.  This is impossible if tension is present.
8.  Lack of coordination in general, and letting the nose wander during the entry and recovery from banks in particular.
9.  Slips. Poor feel and control analysis.  This results in loss of altitude instead of gain.
10.  Slighting of right hand climbing turns.
Climbing and gliding turns are probably among the best exercises for the development of smoothness and coordination and for the eliminating of roughness and control movement.  If the student shows signs of roughness in advanced work, return these maneuvers, particularly to the exercise of rolling from one bank to the other in climbing and gliding turns and the transition directly from climbing turns to gliding turns during the process.  If these are accomplished smoothly and accurately, this practice will eliminate the roughness and further develop coordination of controls by pressure rather than movement, since such exercises cannot be done smoothly by control movement.
It must be remembered that, although advanced work in each of these maneuvers is discussed, a student should not be expected to be perfect before going on to another.  It is only desirable and necessary that he grasp the principles and show a fair proficiency in the elementary phases of them before being advanced.  In the review and sols periods later, he will attain the perfection expected.  The advanced phases offer an excellent excuse for constant review and should be given only as experience and proficiency develop to the point when they are appropriate.

GLIDES

A normal glide of an airplane is a glide at the angle and speed at which the airplane will go the greatest forward distance for a given loss of altitude.
This angle can only be determined by trial in aircraft with which a pilot is not familiar, as each aircraft has it own normal gliding angle.  Even in different ships of the same design it varies in some degree.  Therefore some experimentation is necessary before even an experienced pilot can determine the most efficient glide.  To do this the ship is eased into a glide of some degree that past experience has taught should be safe.  If this proves too fast, it is shallowed out until some sluggishness of the controls and a sense of settling or mushing is felt and then the angle and speed are increased until good control is maintained with a minimum loss of altitude.  After this angle and speed are found they are fixed in the mind by visually checking the attitude of the aircraft with reference to the horizon and noting the pitch of the sound made by the air passing over wires, struts, etc., the feel of the controls, and the feel of the airplane.  This, with experience, becomes a subconscious action and the impressions are retained and remembered when needed without any conscious effort.
Since the student is lacking in background and experience he must have these elements explained to him and use them consciously until they become habits.  He must be alert when attention is diverted from the attitude of the aircraft and be responsive to any warning