Takeoff and Initial Climb
•Download as PPT, PDF•
0 likes•517 views
Takeoff and Initial Climb by FAAASTeam and SAFE
Recommended
Recommended
More Related Content
Viewers also liked
Viewers also liked (16)
Similar to Takeoff and Initial Climb
Similar to Takeoff and Initial Climb (20)
More from FAA Safety Team Central Florida
More from FAA Safety Team Central Florida (20)
Recently uploaded
Recently uploaded (20)
Takeoff and Initial Climb
- 1. 2012 / 2 / 7-007 (E) PP AFS-850 Approval
- 3. Ask a student pilotAsk a student pilot what they think iswhat they think is the most dangerousthe most dangerous part of any flight,part of any flight, and their answerand their answer most likely will be:most likely will be: The ___________?The ___________?
- 4. * 2010 Nall Report What the statistics show…What the statistics show…
- 5. Shown another way…Shown another way… Combining T.O./I.C. with Go-around = 35.8%Combining T.O./I.C. with Go-around = 35.8%
- 6. * 2010 Nall Report It’s not getting any better…It’s not getting any better…
- 7. “GA Takeoff Accidents average about one a day” 2007 2008 2009 2010
- 8. WHO?WHO?
- 9. WHAT?WHAT? * 2010 Nall Report
- 10. WHY?WHY?
- 11. Where does teaching takeoffsWhere does teaching takeoffs fit in your syllabus?fit in your syllabus? Do you include scenariosDo you include scenarios when teaching takeoffs?when teaching takeoffs?
- 12. Do you teach to the test?Do you teach to the test? oror Do you teach beyond the test?Do you teach beyond the test?
- 14. 1. Exhibits knowledge of the elements…1. Exhibits knowledge of the elements… What are the “elements”What are the “elements” thatthat YOUYOU teach/test?teach/test?
- 15. Do you teach or test briefingDo you teach or test briefing takeoff procedures and actionstakeoff procedures and actions in the event of engine failurein the event of engine failure during and after rotation?during and after rotation? HOW?HOW? What about:What about:
- 16. What about:What about: Do you teach or test abortingDo you teach or test aborting the takeoff if performancethe takeoff if performance parameters are not met?parameters are not met? HOW?HOW?
- 17. What about:What about: What do you teach orWhat do you teach or test about the timing oftest about the timing of retraction of gear andretraction of gear and flaps?flaps?
- 18. What about:What about: How do you teach or test proper directional control and wind-drift Correction? What tools do you use?
- 19. What are your thoughtsWhat are your thoughts or feelings about the whenor feelings about the when or how usage ofor how usage of checklists?checklists? What about:What about:
- 20. What about:What about: Do you teach applying appropriate safety margins when calculating takeoff & initial climb performance, crosswind components, and appropriate safety margins for an engine failure?
- 21. What about:What about: How do you teach or test confirming the wind direction before taking the runway?
- 22. Do you discuss voluntaryDo you discuss voluntary noise abatementnoise abatement procedures with yourprocedures with your clients?clients? What about:What about:
- 23. Short and/or soft fieldShort and/or soft field takeoffs?takeoffs? What are the specialWhat are the special considerations that youconsiderations that you emphasize?emphasize? What about:What about:
- 24. In summary:In summary: Takeoffs & initial climb-out areTakeoffs & initial climb-out are the most dangerous part of a flight!the most dangerous part of a flight! The rule of primacy is immutable!The rule of primacy is immutable!
- 25. In summary:In summary: It is important to teach aIt is important to teach a conservative approach in calculatingconservative approach in calculating T.O. / I.C. performance!T.O. / I.C. performance! It is much better to be down hereIt is much better to be down here wishing we were up there, than upwishing we were up there, than up there, wishing we were down here!there, wishing we were down here!
- 26. WWW.SAFEPILOTS.ORG WWW.FAASAFETY.GOV Thanks to: Gold Seal Flight WWW.GOLDSEALFLIGHT.COM Written by: Doug Stewart
Editor's Notes
- The purpose of this workshop is to stimulate discussion on what we can do as instructors to improve upon the way we are teaching. Your job as the presenter is to guide the discussion to get the instructors and examiners involved in sharing methods, techniques, and what examiners are seeing as shortcomings of applicants from their perspective as examiners. THIS IS NOT a ground school.
- Guide the discussion as to the “why’s” of typical student pilot perceptions. Don’t feel the need to limit this just to takeoffs and initial climb, rather encourage instructor discussion to take a good look at primary student pilot perceptions relative all phases of flight and how this relates to the structure of the flight instructors syllabus. Let’s keep in mind that the rule of primacy is immutable, and one of the first things a student pilot will get to experience in flight will be that first takeoff. The stage is set for all of their successive learning! This might also be a good time to discuss the whens and hows of intergrating scenario based training into the student pilot’s curriculum.
- From the 2010 Nall Report. It is interesting to note that 25 of the “other” accidents, 5 of which were fatal, occurred during the go-around portion of a flight. Considering and combining the similarities of the associated risks of takeoffs and go-arounds raises the lethality percentage significantly.
- If we combine the lethality index of Takeoff/Initial Climb with the Go-Around (which has the same inherent risk factors of low altitude/low enery) the percentage is: 35.8%
- In particular the fatal accident rate trend is pretty much flat-lined. We have the opportunity to change and improve this rate
- Quote is from Air Safety Institute webpage: http://www.aopa.org/asf/ntsb/takeoffmap.cfm?window=9. Maps are interactive maps allowing one to click on each accident point to get details. Note that the ammount of „push points” on each year’s map is not much different.
- A discussion of the different levels of certification having these accidents requires some comment that many of the take off and initial climb accidents occur during instructional flights, which are not determined in this graph. Do not overlook the element of proficiency and recency of experience as you discuss each level of certification. When discussing those accidents that occur during instructional flights encourage the sharing of mitigation strategies that instructors can use to minimize the possibility of a takeoff or initial climb accident.
- Note that as with each additional “type” the lethality rate increases almost exponentially. Whereas the highest fatal percentage lies within the ASEFG group, the highest lethality percentage is in the multi-engine group.
- Take the time to look at each element and discuss not only what might have caused the accident in each category, but more importantly what elements of risk management should we be teaching to our clients to minimize the possibility of each element leading to an accident. The fact that powerplant malfunctions has the highest percentage leads to an assumption that we are not doing as good a job in our pre-flight inspections as we should. The next highest area is Loss of Control. This could be attributed to poor training of primary skills, but perhaps more important is the consideration of the lack of proficiency we are seeing in the pilot population. Perhaps we should be emphasizing the need for more frequent, voluntary, recurrency training for pilots with less than 500 hours! One hour of flying in a flight review once every 24 months is hardly sufficient!
- The rule of primacy is immutable! The things we learn first are the things that stick. Seeing as how the very first maneuver we demonstrate, if not teach, is the takeoff, we have the opportunity to inculcate a safety mentality from the very get go. The vast majority of student pilots do not realize how dangerous the takeoff is. We have the responsibility/opportunity to teach risk management from the very get go… Who said we can’t teach and embrace the concepts of scenario based training from the very inception of training?
- This is just for a quick asessment of audience mentality. In the next slide we’ll look at the PTS Area of Operation, Tasks, and Objectives, and then in successive slides break it all down item by item, looking at what the PTS leaves out.
- These are the PTS Area of Operation, Tasks, and Objectives. A question that could be asked here is: Does the PTS leave anything, especially some critical areas, out?
- Here we are looking for the generalities. The discussion can certainly bring in many areas not directly addressed in the PTS. Certainly elements of RISK MANAGEMENT should be highlighted. In successive slides we will look at more specific areas of discussion.
- Is it “kick the tires… light the fires”… or??? Things to address here include: a briefing that includes” when/where/if “ Do you teach/test clients to determine what their actions will be in the event of an engine failure predicated upon their position relative the runway threshold? If they’re going to turn back, how much altitude gained before they do, in which direction will they turn, and why? Do you simulate engine failures during the takeoff roll / shortly after rotation / at 100’ AGL / etc.?
- Do you teach / test confirming: engine power; oil pressure; airspeed; fuel flow; determining abort point; proper runway; etc.
- The PTS says: “Retracts the landing gear, if appropriate , and flaps after a positive rate of climb is established.” Many people interpret “if appropriate” to meaning IF the airplane has retractable gear. The more important consideration is WHEN is the appropriate time to retract the gear. Runway length is a big determinant in this, as well as potential obstacles in the initial climb path. Too often airplanes land gear up in an engine failure because the gear was retracted while there was still runway left on which to land. In airplanes like the C172 / 177 / 182 / 210 the worst climb rate occurs when the gear is in transition, so waiting until any obstacles are cleared is more important than just a “positive” rate of climb. In airplanes like the early Mooneys with a johnson bar reatraction system, waiting too long could end up with an airspeed high enough to prevent some without sufficient strength to get this done. Different strokes for different folks here. Your job as a presenter is to bring out the differences.
- Do you use reference points out the window, which are hard to see in a nose high pitch attitiude? Do you use peripheral vision? Do you use technology, if available (Track information via GPS to track the runway heading.)? All of the above, or something else all together? Again, there is no one correct answer… the issue is to get instructors and DPEs sharing techniques and mentalities.
- Survey the participants as to how they teach/test checklist usage. Do they advocate the checklist as a “do” list? Do they prefer to use a flow and then the checklist as just that… a “check” list?
- Do you emphasize the fact that “book” figures are predicated on a brand new airplane, with a highly skilled test pilot doing the flying? More importantly do you emphasize that whereas the knowledge exam might seek out the ability of the applicant to determine minute differences to come up with the “correct” answer, longevity as a pilot requires more conservative calculations?
- What do you teach relative proper pilot decision making? Do you “go with the flow” at non-towered airports? Do you always accept the tower / atis advised runway? What if the windsock and awos/assos disagree… what do you teach?
- The importance of noise abatement procedures is often overlooked in flight instruction. However the importance of keeping our neighbors happy cannot be overstressed if airports are going to continue to exist in crowded environments.
- Do you stress the importance of determining the “abort” point in a short field takeoff. Do you show your client whether their pre-determined calculations meet actual performance? Do your clients understand the differences in control (elevator/stabilator) position for these two different techniques?