Brother Francis
Well-known member
- Joined
- Aug 7, 2002
- Posts
- 266
1) 141 school I used to work for had spins in the curriculum. 2 or 3 lessons after the student was proficient at recovery, and after reviewing spin entry and recovery in the pre-brief and advising we would review it in flight as well, I would kick a rudder at the break during a departure stall, inducing a spin entry.
Aside fron the advantage to them of having to deal with an unexpected sudden and critical situation, the real value was the "real world" implications if this situation were to occur inadvertantly after they were out from under my wing. I would point out the altitude loss in the recovery and call their attention to the agl altitude where this situation was likely to occur in the real world and the bgl altitude where they would end up if it did. It was very effective at teaching stall awareness and avoidance.
I would then promise never to do that again to them and extracted a promise they would not narc to the other students.
2) Real world unusual attitude recovery. I used this when the students were nearing the end of their training. This only works at night when the a/c can be placed on a heading where there are no ground lights in view. May work over water day or night.
With emphasis during the pre-brief on use of instruments for UA recovery, without the hood I would induce several attitudes with the city lights of PHX clearly visible. Of course, the student recovered accurately and easily using the lights as a visual reference. When I was satisfied they were comfortable with how easy this was, I would turn the a/c away from the city and induce an attitude (nose up with an overcast, nose down without).
When told to recover, they would confidently look out the window for their horizon reference and find a blank screen. After a moment's hesitation, and maybe a friendly reminder if it was longer than a moment, they would return to the instruments for recovery.
Aside fron the advantage to them of having to deal with an unexpected sudden and critical situation, the real value was the "real world" implications if this situation were to occur inadvertantly after they were out from under my wing. I would point out the altitude loss in the recovery and call their attention to the agl altitude where this situation was likely to occur in the real world and the bgl altitude where they would end up if it did. It was very effective at teaching stall awareness and avoidance.
I would then promise never to do that again to them and extracted a promise they would not narc to the other students.
2) Real world unusual attitude recovery. I used this when the students were nearing the end of their training. This only works at night when the a/c can be placed on a heading where there are no ground lights in view. May work over water day or night.
With emphasis during the pre-brief on use of instruments for UA recovery, without the hood I would induce several attitudes with the city lights of PHX clearly visible. Of course, the student recovered accurately and easily using the lights as a visual reference. When I was satisfied they were comfortable with how easy this was, I would turn the a/c away from the city and induce an attitude (nose up with an overcast, nose down without).
When told to recover, they would confidently look out the window for their horizon reference and find a blank screen. After a moment's hesitation, and maybe a friendly reminder if it was longer than a moment, they would return to the instruments for recovery.