Re: Balanced vs Uncoordinated

On Oct 1, 7:00=A0am, Stealth Pilot <notranspon...@[EMAIL PROTECTED]
>
wrote:
> On Tue, 30 Sep 2008 18:55:16 -0700 (PDT), "Ol Shy & Bashful"
>
> <selway...@[EMAIL PROTECTED]
> wrote:
> >On Sep 29, 9:03=A0am, Stealth Pilot <notranspon...@[EMAIL PROTECTED]
>
> >wrote:
> >> On Mon, 29 Sep 2008 04:30:24 -0700 (PDT), "Ol Shy & Bashful"
>
> > I'm fairly certain you aren't landing with the
> >longitidual axis all askew with sloppy rudder control?
>
> you would kill yourself in a Tailwind if you did that.
>
> secrets to a good landing:
> 1 longitudinal centreline of the aircraft paralllel to the direction
> of flight.
> 2 no sideslip
> 3 no excess speed
> 4 no vertical speed at the point of touchdown.
>
> crack all 4 at once and you will have a greaser.
>
> >Like you, (I'm presuming here) I've got a lot of tailwheel flying time
> >in a wide variety of aircraft in both single and twin engine aircraft.
> >Most of it is doing takeoff and landings rather than once every 2-3
> >hours.
>
> I havent had access to as many aircraft as you have enjoyed.
> I spent 5 hours or so doing my tailwheel training in and Auster J1
> Autocrat. Soon after that I bought a share in a W8 Tailwind. I've
> since bought out the other share holders. I've enjoyed over 350 hours
> in the Tailwind.
>
> >As Dudley and others have pointed out, much of the recent discussions
> >seemed to have slipped into a quagmire of animosity and personal
> >attack rather than an exchange of information, techniques and
> >procedures.
>
> we're in different countries. our countries safety culture is awash
> with useless quirky questions designed to make students feel
> inadequate. the questions have little relevance to competent flying so
> these days I shoot the bastards down at every op****tunity.
> they are not contributing to safer aviation.
> sorry but you looked like a rabbit when I was out shooting rabbits.
>
> >I'm still adamant that 80% of the pilots flying today don't know how
> >to use their feet properly while flying aircraft and could care less
> >if the ball is centered or not.
>
> in the tailwind failure to keep the slip indicator centred will lose
> you at least 5 knots off the optimum cruise speed.
>
> in lots of turns, especially those made in the legs after initial as
> you climb to circuit height, failure to keep the bat centred will mean
> that you just wont turn. it isnt uncommon to need to apply right
> rudder in a left turn to centre the bat. I put it down to the
> aerodynamic effects of fuselage lift.
>
> >Is it any wonder they don't have any
> >idea why they have trouble in landings with a cross wind? Or how about
> >the ones who get into inadvertant spins and no clue how it happens?
> >And the undortunates who get into a spin while attempting to land and
> >get sloppy with rudder control causing them to become News At 9 and
> >all on board fatal?
>
> much of that comes from confusing the hell out of students during the
> learning process!
> we have been aviating for over a hundred years now and most of the
> aviation since the late 50's is what I'd call 'modern aviation'. In
> the last 50 years there has been a lot of ac***ulated understanding of
> how students progress economically and competently through the
> learning process.
>
> much of achieving competent aeronautical understanding comes from
> progressing the student's knowledge from a competent understanding of
> simple first principles, followed by some further experience, then
> followed in stages by further teaching and further experience, until
> the student has a robust and sophisticated understanding of the
> complex theory. (the understanding of which is one of mankinds finest
> achievements after computers)
>
> there is no point in exposing students to questions arising in the
> last stages of training when they are still in the first stages of
> their understanding. all you do is confuse them. =A0
> a secondary effect is that they can give up and quit because it can
> seem that no matter how much they've learnt they still dont understand
> anything.
>
> it is actually a hell of a problem for the very experienced instructor
> because over time, as your own familiarity with the subject matter
> grows, you lose track of the learning difficulties that the students
> are experiencing.
> first principle in teaching is that you can only teach at the pace
> that the student is learning. ...that is if you are actually trying to
> teach them.
> modern teaching tries to counter the experience difficulties by
> establi****ng as teaching goals what competencies can be expected of a
> student at each stage and orienting the teaching toward achieving
> those competencies at each stage of training.
>
> I can see in your question the 'old instructor' problem :-)
> it beat me and I gave up teaching because of it. no matter that I
> taught experienced people to expertise, I found myself finding it
> harder and harder to slow to the learning speed of the novices.
> (I was teaching industrial control systems programming)
>
> just take this as a gentle dig in the ribs and be more aware that
> asking students esoteric advanced questions may not be helping them.
> spend the time helping them to a competent understanding of the basic
> principles and a lot of the modern malaise will vanish.
>
> mmmv (my mileage may vary)
> Stealth Pilot
>
> >Cheers
> >Ol S&B
>
> ( I hope I get to buy you a beer one day)

Stealth
My place or yours?