Teaching pattern alt and descents ...

[Clearsky]

Help me out here. What do you guys consider to be a typical interval of time that a pilot scans his airspeed in the pattern, especially on final. I tend to scan the airspeed within a 5 or 6 second internval at the most. Included in that would be looking for traffic and aligning with the runway etc. Also, how do you fly just by feel in gusty conditions. Don't you want to aim for a gust factor?

Wouldn't you want to emphasis airspeed to a student since they don't have a "feel" for the plane yet? Just curious because I would like to instruct someday and find this a very interesting thread.

Additionally, could you tell me if this is bad technique. I don't concern myself with the VSI or altitude after I'm at the TPA. I just have a feel for being too high or too far out. I set the power in a 172 for downwind then pull to another setting at the numbers to start a descent. After that I don't have a specific power setting. I gradually reduce the power as needed and try to avoid re-applying it. I do 10 flaps on downwing, 20 base, and 30 final when the runway is made.

Thanks much.

 

[snoopy]

I basically have the same approach as a lot of others on this thread. I originally talk about "the numbers" approach on the ground, then I caveat this by saying this isn't a perfect world -- no wind, no other traffic, etc. Then in the air we work with the numbers as a basis.

HOWEVER, I present the rest as "points of decision". Of course there are many decision points, but the main ones I try to enforce are at downwind to base, base to final, and right before landing. At these points we will evaluate how the approach is looking. If we are high, we might go ahead and add all flaps to slow down. If we are flying a wide pattern or look a little low we wait for flaps or slow the descent. On the turn to final we decide if need a little extra speed for gusts or turbulence. Then right before we begin roundout and flare, we decide whether to continue (do we have enough runway, is the plane under control, etc).

We do reference the instruments to double check that the airplane is were we think it is -- speed, altitude.

I find that presenting the points of decision make it clear to the new student that things can be different and that they have to start thinking as PIC. I get better approaches this way and thus better landings.

--- Snoopy

 

[Timebuilder]

I think you have it!

A good landing starts with a stabilized approach.

 

[bobbysamd]

One other thing I just thought of . . .

A lot of instructors will cover all the instruments after pattern work has been practiced extensively as a student is "getting it" and is close to solo. The instruments are uncovered at various points in the pattern to show the student how close he/she is to hitting the parameters, especially at pattern altitude. It is surprising how close to the numbers the student will be and is great reinforcement and a confidence-builder. Also, it is good training just in case a bug or something blocks the pitot.

 

[Snakum]

I'm amazed at how basic questions can turn into such a tremendous learning experience on here. The wealth of knowledge available to the neophyte is unbelievable, and rest assured ... I have made much use of the discussions here over the last two years. I have alot of stuff from here - like the recent discussion of air density - printed and placed into my PPL/IR notebook (along with everything Jedi Nein and Steve Whitt have ever put on the net).

Thanks for graciously sharing your time and experience, guys. It is MOST HIGHLY appreciated. I hope to be able to return the favor one day for those less experienced than myself.

Thanks again ...

Rev. Thich Minh Thong
(Pronounced "tong" ... not like the underwear.)