principles of flight lesson plan

Content:Four forces of flight; Stability, Maneuverability,Controllability; Stalls and spins; Weight and balance considerations;Left-turning tendencies; Lift-to-drag ratio and best glide; Turningflight; Airspeed limits. Thus, modern airplanes have airfoils that strike a medium between extremes in design. wing meets fuselage. The principles of flight discussed in this chapter are intended primarily for beginning pilots, and are not intended as a detailed and complete explanation of the complexities of aerodynamics. Laws and Definitions Introduction Before studying aerodynamics it is essential to have a thorough grounding in basic mechanics and any related units of measurement. Lesson Plans can also be used as a companion book for flight instructors who are following the principles of scenario-based training taught in Arlynn McMahon’s first book, Train Like You Fly: A Flight Instructor’s Guide to Scenario-Based Training. The lift would increase and the aircraft would climb as a result of the increased lift force or speed up. [, By looking at the cross section of a wing, one can see several obvious characteristics of design [, Notice that there is a difference in the curvatures (called cambers) of the upper and lower surfaces of the airfoil, The camber of the upper surface is more pronounced than that of the lower surface, which is usually somewhat flat, The two extremities of the airfoil profile also differ in appearance as the rounded end, which faces forward in flight, is called the leading edge; the other end, the trailing edge, is quite narrow and tapered, A straight line connecting the extremities of the leading and trailing edges denotes the Chord Line, The Chord line is a reference line often used in discussing the airfoil, The distance from this chord line to the upper and lower surfaces of the wing denotes the magnitude of the upper and lower camber at any point, Another reference line, drawn from the leading edge to the trailing edge, is the mean camber line, This mean line is equidistant at all points from the upper and lower surfaces, A certain amount of lift is generated by pressure conditions underneath the airfoil, Because of the manner in which air flows underneath the airfoil, a positive pressure results, particularly at higher angles of attack, There is another aspect to this airflow that must be considered, At a point close to the leading edge, the airflow is virtually stopped (stagnation point) and then gradually increases speed, At some point near the trailing edge, it again reaches a velocity equal to that on the upper surface, In conformance with Bernoulli's principle, where the airflow was slowed beneath the airfoil, a positive upward pressure was created (i.e., as the fluid speed decreases, the pressure must increase), Since the pressure differential between the upper and lower surface of the airfoil increases, total lift increases, If the airfoil profile were in the shape of a teardrop, the speed and the pressure changes of the air passing over the top and bottom would be the same on both sides, But if the teardrop shaped airfoil were cut in half lengthwise, a form resembling the basic airfoil (wing) section would result, If the airfoil were then inclined so the airflow strikes it at an angle, the air moving over the upper surface would be forced to move faster than the air moving along the bottom of the airfoil, This increased velocity reduces the pressure above the airfoil, Applying Bernoulli's Principle of Pressure, the increase in the speed of the air across the top of an airfoil produces a drop in pressure. Normal and crosswind takeoff and climb 16. The lift and drag equations are as follows (L = Lift in pounds; D = Drag; CL = coefficient of lift; ρ = density (expressed in slugs per cubic feet); V = velocity (in feet per second); q = dynamic pressure per square foot (q = 1⁄2 ρv2); S = the area of the lifting body (in square feet); and CD = Ratio of drag pressure to dynamic pressure): Typically at low AOA, the coefficient of drag is low and small changes in AOA create only slight changes in the coefficient of drag. 092 IFR communications P. The applicable LOs for each licence or the instrument rating are marked with an Zx [. a. Intro (5 min) 2. 1. altitude versus near the ground. Lift doesn’t equal drag, Reduced drag gives the perceptible illusion of greater lift, Do not pull out of ground effect too early. Create a mentality of conditions that must exist to maintain positive flight control. Principles of Flight Chapter 4. This is caused by deflection, which in turn causes the air to turn about the object within the air stream. Step 1: Begin by reflecting on the observations from lesson one. At high AOA, small changes in the AOA cause significant changes in drag. PRE-LESSON INSTRUCTIONS Resources needed for the delivery of this lesson are listed in the lesson specification located in A-CR-CCP-803/PG-001, Chapter 4. In this lesson, students will learn about forces and . They are shaped so that that air flows faster over the top of the wing and slower underneath. Otherwise, if the AOA is decreased too fast, the aircraft will descend, and if the AOA is decreased too slowly, the aircraft will climb, As the airspeed varies due to thrust, the AOA must also vary to maintain level flight, At very high speeds and level flight, it is even possible to have a slightly negative AOA, As thrust is reduced and airspeed decreases, the AOA must increase in order to maintain altitude, If speed decreases enough, the required AOA will increase to the critical AOA, Any further increase in the AOA will result in the wing stalling, Therefore, extra vigilance is required at reduced thrust settings and low speeds so as not to exceed the critical angle of attack, If the airplane is equipped with an AOA indicator, it should be referenced to help monitor the proximity to the critical AOA, Some aircraft have the ability to pivot the engines or vector the exhaust, thereby changing the direction of the thrust rather than changing the AOA [Figure 5-4], Drag is the rearward, resisting force caused by disruption of airflow, Drag is the net aerodynamic force parallel to the relative wind, Drag is always a by-product of lift and thrust, Their are two basic types of drag (induced and parasite) with total drag being a combination of the two, In level flight, the aerodynamic properties of a wing or rotor produce a required lift, but this can be obtained only at the expense of a certain penalty, That penalty, induced drag, is inherent whenever an airfoil is producing lift, as AOA increases, induced drag increases proportionally, To state this another way—the lower the airspeed, the greater the AOA required to produce lift equal to the aircraft's weight and, therefore, the greater induced drag. These are seen in high-speed aircraft having symmetrical wings, or on symmetrical rotor blades for many helicopters whose upper and lower surfaces are identical. Lesson Plans Lesson Plans Familiarize student with the privileges, obligations and responsibilities of a private pilot. You might even want to reference the chart that the class made together. CFI Notebook. 3.4 Generic structure of a lesson plan 3.5 Assessing and evaluating lessons 4. That's important for one very good reason: lift is always perpendicular to the relative wind. This lateral flow imparts a rotational velocity to the air at the tips, creating vortices that trail behind the airfoil, When the aircraft is viewed from the tail, these vortices circulate counterclockwise about the right tip and clockwise about the left tip. This Principles of Flight CFI Lesson Plan has come from Chapter Six of The Complete CFI Binder. On top of that, it takes energy for your wings to create downwash and vortices, and that energy creates drag, The greater the size and strength of the vortices and consequent downwash component on the net airflow over the airfoil, the greater the induced drag effect becomes. PREVIEW LESSON PLANS ... Each lesson plan has been designed to be used as a stand alone reference. Students will also learn how lift and gravity, two of the four forces of flight, act on an airplane while it is in the air. Understand the four forces of flight and the reasons behind why an airplane flies. Describe airfoils and flight 3. The next few lessons should be roughly three hours each, including one hour actual flying for each session. This chapter is a total of 34 pages and contains a complete lesson for teaching your students and FAA Examiner. Think of a hand being placed outside the car window at a high speed. 30 - Individual Lesson Plans Covering: Instrument Pilot & Certified Flight instructor-Instrument (CFI-I). The Four Forces: The basic forces acting on an aeroplane in flight. Force, weight and lift. The fixed airfoils are the wings, the vertical stabilizer, and the horizontal stabilizer. In order to maintain its lift at a higher altitude, an aircraft must fly at a greater true airspeed for any given AOA. In the vicinity of the tips, there is a tendency for these pressures to equalize, resulting in a lateral flow outward from the underside to the upper surface. During this project, students will investigate the principles of flight. b. 20° AOA is therefore the critical angle of attack. Ground Lesson Plan. Flight Lesson Plans . Helicopter CFI Syllabus and Lesson Plans, Part 141 by Philip Greenspun and Kasim Te; updated August 2010 Site Home: Flying: Helicopter Instruction (Part 141): One Course . 1. Problems come in all shapes and sizes, and so do solutions. By the end of this lesson the cadet shall be expected to identify the four forces that act upon an aircraft. The diagram is taken from the "Teacher'sGuide" to Flight: the Sky'sthe Limit, a 1975 Smithsonian Institution television film by In Figure 5-11, you can see that when you have less downwash, your lift vector is more vertical, opposing gravity. MUSEUM IN A BOX. Discover for yourself the answers to things you've always wondered about flight. We will learn more about how Bernoulli's principle is related to flight in Lesson 2 of the Airplanes unit. The “bite” of the downward moving blade is greater than the “bite” of the upward moving blade. If EO C331.01 (Review Principles of Flight, Section 2) is chosen as a complementary period, it should be Turns around a point 10. Visual scanning and collision avoidance 6. Identify the axes of an airplane. Identify the features of rotary wing aircraft that enable flight and control. 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