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142   U.S. CIVIL AERONAUTICS AUTHORITY

vering when the glide is established and the field is being approached to take care of variations of the wind and other errors as they occur.

This requires a knowledge of the effects of maneuvering. The knowledge of where an airplane will glide is of little use without maneuvering ability, and an accurate conception of its results in a practical application. This is gained by extending the visualization of the true flight path, through the maneuvers contemplated, to the final desired landing spot. With practice and experience it is possible to do this very accurately through several maneuvers, such as a series of S turns or a spiral. In the beginning, this is usually done by estimating the resultant of the forward and downward speeds by reference to some convenient part of the airplane which is in the direction of the turn. The action or the appearance of the relative speed during the turn to that of the normal, straight glide determines the action to be taken in maneuvering. If the speed appears to slow down, so that the true path is falling short, it will be necessary to cut in, or turn, more sharply. If the spot will be apparently overrun, due to an apparent increase of the speed with which it is approaching, the turn will have to be shallowed until an extension of the path ends at the desired spot.

The lower the altitude and the closer the spot, the more accurately the true path can be judged, provided that a constant, normal glide is maintained.

The ability to pick up this path accurately with the eye and extend it through the results of maneuvers comes only as a result of careful and consistent practice. The following will aid in developing this ability:

1. Practice and experience in executing various maneuvers at a constant altitude, where a visual perception of altitude and the corrections necessary for the effects of wind drift are gained.

2. Landings from set altitudes and positions relative to a selected spot, so that the effects of various winds and maneuvers are evaluated in reaching the spot. During these the estimation of the path and the execution of maneuvers are worked up to the limits possible while still reaching the spot.

Elementary eights, S turns across a road, rectangular courses, and the 90° and 180° turns for a landing during the pre-solo practice all assist in the development of the altitude concept and the effects of wind and maneuvering.

The more advanced pylon eights and 90° and 180° turns for a spot, as well as the 180°'s, 360°'s, spirals from overhead approaches, and simulated forced landings from various attitudes and positions, are all extensions of the principles involved and, with the exception of the eights, all are for the sole purpose of developing power-off accuracy. Each develops the ability of the student to adapt the characteristics of his airplane to the problem at hand through an estimate of radius of turn, speed, and relative movement of the airplane with relation to the spot, all in consideration of the altitude available.

Early in the student's landing practice he will have discovered that there is a point, in the general location of the corner of the airport, from which he can more or less judge his glide along the back of the 

Transcription Notes:
Are we allowed to insert "°" in transcor do we type it out as "degrees"? ^ I think we need to insert "°"