Taking Off and Landing

V. Step Three: Teaching How To Take Off

The objective: To get the student to the point where they can taxi and take off.

Another note about trainer systems Up until this point, it is relatively easy (though sometimes nerve-wracking) to train students without the trainer system. As long as you keep the plane relatively high, you can easily grab the transmitter out of the hands of a beginner when they get into trouble and still have time to right the airplane. However, as the student begins practicing takeoffs and landings, the plane will be very close to the ground, and there will be nothing you can do to save the plane if they get into trouble. I make it very clear at this point (to beginners who do not have trainer systems) that if we proceed it will be at their own risk. By this time, I have grown to know the student quite well. If they have shown the slightest tendencies that they may blame me for an accident which causes damage to their airplane, I will not help them any further until they have the trainer system. Additionally, I know of instructors who just flat out refuse to help students past this point without the trainer system. If you are a beginning instructor, my advise is not to continue training without the trainer system regardless of how persuasive the student may be.

Setting the plane's ground tracking: Experienced pilots can taxi and take off even if the plane is not perfectly tracking on the ground. In fact, if you've had a hard landing or two during training, it is likely that you may not have realigned the plane's ground tracking for the sake of saving some time. You may have simply held in some corrective rudder (coupled with nose or tail wheel) during the taxi run. However, beginners will not be able to handle a plane on the ground that does not track straight.

Before you turn the plane over to a beginner to take off, be sure the plane is tracking straight, and after every hard landing from this point on, be sure to check the tracking before the next takeoff. I cannot stress this enough. In the hands of an inexperienced pilot, a plane that is not ground tracking properly can be very dangerous indeed (especially if the plane veers toward the pits).

One way for the beginner to set tracking (at home) is to let the plane role down a shallow grade (with the radio on). Many suburban drive-ways are perfectly graded for this. With the rudder stick neutral, let the plane roll down the grade and watch for left/right tendencies. Be sure to tell the beginner not to adjust for tracking with the rudder's trim (this will, of course, affect flight trim). Adjustments must be made mechanically, within the airplane.

Teaching to taxi Your particular flying field's particular taxi surface (asphalt, cement, grass, etc.) has a great deal to do with how hard it is to taxi. Personally, I find hard surfaces more difficult since it is easier to get the plane moving too fast. A grass taxiway tends to slow the plane down quicker and requires more power. Unfortunately, you probably don't have control of your runway surface, meaning your students will have to get used to whatever you have.

Taxiing and making the takeoff run can be quite difficult to master, especially if your field has restrictions about takeoff directions. At our field, for example, we're only supposed to takeoff and land in an East or West direction. If the wind is out of the North or South, we must takeoff and land in a crosswind condition. Also, we're not allowed to walk out on the runway to make a take off, meaning all pilots must stand at designated pilot stations. If your field has such restrictions, it will take your student longer to fully master takeoffs.

Depending upon the size of your flying field, practice taxiing may be frowned upon. At most (crowded) fields, no one can take off and land while a student practices taxiing. This means the beginner may have to practice at odd hours (early in the morning or right at dusk) when there is no one else around. Fortunately, once you give the beginner a few pointers, they should be able to practice ground taxiing by themselves.

First of all, if they have a four channel system with rudder attached to steering on the left stick, they will probably find it awkward to precisely use their left hand. They will also find it difficult to control throttle and rudder independently. Begin by making them get comfortable with the left stick without the engine running.

Once they can move one control without the other, explain the plane's ground handling characteristics. You've been doing a lot of taxing with their airplane to this point, and while different airplanes can have dramatically different ground handling characteristics (tail dragger Vs tricycle gear, for example), you should be able to help them understand how responsive their plane will be on the ground.

Be sure to explain the plane's natural tendency to accelerate quickly as soon as it begins moving. I see many beginners (on our grass field) who slowly increase the throttle to the point where the plane begins moving and don't realize the plane will continue accelerating until the throttle is reduced. I teach beginners to quickly goose the throttle to about half way and back to idle in short quick bursts. This way they can get the plane moving slowly and stop any time the plane gets moving too quickly. As they develop a feel for what it takes to get the plane moving, they will make the plane move smoother. But first and foremost, be sure they keep the plane moving slowly - be sure to be ready to retake control as soon as the plane gets moving too quickly. As for steering with left and right, it may take quite a bit of practice, since it must be done with the left hand. Also, the same left/right problem they had in the air when the plane is coming toward them may recur.

Take off practice: Once they can handle the plane well on the ground, have them head the plane into the wind practice some high speed takeoff runs. Don't let them take off quite yet. As soon as the plane builds up speed, have them cut the throttle. Force them to see how little rudder it takes to make the plane respond at high ground speeds. Beginners have a tendency to overcontrol with rudder their first few times, so be ready to retake control at all times (keeping your master transmitter set to idle).

Actually taking off By this point, the beginner should be quite comfortable with handling the plane on the ground. But you'll still want to make it as easy as possible for their first few takeoffs. Explain that taking off is just a matter of building up flying speed while heading into the wind. Once flying speed is reached (they should know when flying speed is reached by having watched you do it many times), they must apply just a small amount of up elevator (though some well trimmed planes may actually lift off by themselves). Once the plane comes off the ground, the nose will be pointed up slightly and they can release the up elevator. If the plane is properly trimmed, the plane will continue its gradual climb at full throttle until it reaches a comfortable altitude and can be turned. As the plane rises, they must be ready to make minor corrections to hold the plane's heading directly into the wind (with aileron) and to maintain a gradual ascent (with elevator). Always have them make their first turn away from the pit area! Once the plane has reached a safe altitude, the throttle can be cut. Beginners tend to be so nervous after their first few takeoffs that they forget to cut throttle. Of course, you should demonstrate taking off prior to having them do it.

If your field allows it, position the beginner so that they can takeoff in a direction directly away from them. Walk them out to the middle of the field if necessary. (Once they master this, they will still have to learn how to take the plane off in different directions while standing at the pilot's station.) As they increase throttle for takeoff be sure you match your master transmitter's throttle setting to theirs in the event you must retake control.

Beginners have problems in three areas.

First, they have problems holding the plane in the proper heading with the rudder while the plane is on the ground. This can be very dangerous if the plane wanders off in the direction of the pits. Be sure to let them know that just because they started the takeoff roll does not mean they have to take off. If anything looks wrong or they feel panic for any reason, have them cut the throttle! By the way, this is why the high speed practice runs are so very important. During these runs, the beginner does not expect to take off and will be cutting the throttle every time. With this experience, they will be much more likely to cut the throttle at the first signs of problems during actual takeoff runs.

Second, when taking off in winds over about 2-3 mph and especially with a cross wind, beginners have trouble holding the wing tips level after the plane lifts off. Since the plane is not moving very fast at this point, it may respond rather sluggishly. The beginner must be ready with firm, accurate aileron control. When taking off in any kind of cross wind, be sure to make them predict which way the wind will tend to blow the plane as it lifts off the ground. This way, they will be ready to apply the opposite aileron.

Third, beginners tend to apply too much up elevator to get the plane off the ground. Or they hold the elevator in too long. Either way, the plane will have the tendency to stall soon after liftoff.

Practice, practice, practice I see many beginners who think they have mastered takeoffs with their first successful one, regardless of how scary it was. However, you must stress that each takeoff will be different, and it will take many takeoffs to become fully proficient. Wind direction, wind speed, and rudder sensitivity will make for a few nerve-wracking moments. As soon as the beginner has successfully taken off, retake control, land the plane, and make them do it again - and again - and again. If all practice is done on a nice calm day, be sure you are with them the first few times they takeoff on windy days.

When have they completed this step? When you are confident that they are in complete control on the ground, when you have seen them make a mistake and know enough to cut the throttle (they recognize when to abort takeoffs), when they can repeat the takeoff roll time and time again regardless of wind conditions, when they can maintain the takeoff heading in a nice gradual climb over and over again - then they're ready to go on to the fourth and final step - landing.

VI. Step Four: Teaching How To Land

The objective: To get the student to the point where they can make consistent approaches from both direction and land.

A note about engine reliability This step requires a great deal of throttle changing. Before starting this step, it would be wise to confirm that your student's engine will maintain idle, go from idle to full, and in general, perform without stopping or stuttering at all throttle settings.

Are they ready to land? If all steps to this point have been truly mastered, landing will simply be an extension of what the student already knows. However, if they are having problems with this step, it should be taken as a signal that further practice (especially with step two) is needed.

Teaching slow flight characteristics Before the beginner can begin learning how to land, they must understand how the plane responds at slower speeds. With the plane rather high, have them reduce the throttle to just above idle and fly the figure eight pattern. Have them take note of how the ailerons respond more sluggishly. Also have them note how, at idle, it is impossible to keep the plane from losing altitude (especially in the turns). Most importantly, have them note how if they try to maintain altitude by pulling back further with up elevator, the plane will eventually stall.

As they continue to lose altitude in their figure eight pattern, eventually have them kick the throttle back up to regain altitude. Have them repeat this several times. Be sure they can still maintain control even at slow speeds (especially holding a heading into the wind). Be sure the know they know at what point the plane will stall. And be sure they know what tends to happen during a stall. Fortunately, most trainers are very stable in a stall and no radical controls will be required to recover (though you may wish to explain that more aeorbatic airplanes may not be so forgiving when they stall).

In step two, we had the beginner flying with precision. We had them flying right down the middle of the runway (in an oval pattern). The goal was to hold the heading all the way from one end of the field to the other. Now have them repeat this practice (still up high), but this time have them reduce the throttle for each pass down the middle of the runway. Again, be sure they can hold the heading for the length of the field at idle. Have them increase the throttle at the end of each pass. Be sure to make them practice this from each direction.

[Note: Even though the wind will be blowing from only one direction on a given day, and of course the actual landing must be done into the wind, I recommend having the beginner practice approaches equally from both directions (from the left and from the right). This will prepare them for days when the wind is blowing from the other direction.]

Practicing approaches During the actual approach, of course the beginner must begin letting the plane come closer to the ground. But first have them practice the approach pattern up high. I teach a symmetrical approach pattern. That is, the same basic pattern can be used from either side of the field (left or right). This also makes it quite easy to practice from both directions.

I use a modified figure eight pattern for teaching approaches. Starting with the plane flying right down the middle of the field from right to left, I have the student veer off to the right (at about 45 degrees) shortly after the plane passes by. I have them hold this heading until the plane has made sufficient room to make a left final approach turn. The student will then begin a long sweeping left turn with the goal being to end the turn with the plane perfectly aligned with the middle of the runway. At this point they cut the throttle to just above idle and hold the heading just until the plane passes by. The student then increases the throttle and veers of to the left (at about 45 degrees). The heading is held until enough room is made for a right approach turn. The student will then begin the long sweeping right turn to line up with the middle of the runway. This is repeated over and over again. As the student gains proficiency, the throttle is cut earlier and the plane is allowed to come closer to the ground. While all of this may sound a little difficult, if the student has truly mastered setting and holding headings, believe it or not, this is actually rather easy! All we are really adding at this stage is the increase and decrease of the throttle.

The final approach turn Though this is rather difficult to explain to students, the student must understand that the nose of the plane must maintain a slightly downward attitude throughout the final approach turn (especially if the throttle is cut). This is how we cause the plane to maintain airspeed as it comes to the ground. The windier it is, the more important this point (and the more severe the downward attitude). While some pilots try to counteract the wind with higher throttle settings, I feel the decent of the airplane allows much finer control of airspeed than throttle. If the nose of the plane balloons up at the end of the final approach turn, the plane will eventually stall. It will be impossible to maintain airspeed, and if very close to the ground, could result in disaster. As the student is practicing approaches up high, have them pay particular attention to the nose of the airplane.

Actually landing Once the student has progressed to the point where they can consistently align the plane with the runway and bring the plane to within twenty to thirty feet from the ground, they are finally ready to land. Once again, remember that beginners tend to rush this. You must determine when their ready. If anything, a little more practice than necessary won't hurt. Also, remember to be aligning your master transmitter throttle setting to their transmitter, so you'll be ready to take over at any moment!

Before letting them land, explain that landing (if done right) is really nothing more than letting the airplane drift to the ground. Explain that if they do it right, they will not be having to force down elevator into the approach to get the plane to come down. It will do so naturally because of the low (idle) throttle setting. During the last twenty to thirty foot of decent, the beginner must keep the wingtips nice and level. As when taking off, they have to be ready with sharp, precise corrections to keep the plane on the center of the runway. Again, the natural tendency of the plane at idle will be to descend, so if the proper heading is maintained, it is a relatively simple matter of waiting until the plane comes to the ground. When the plane drifts down to within about 1-2 feet above the ground, explain that they should gently pull back on the up elevator to cause the plane to flare out. Of course, you should demonstrate the landing procedure prior to having the beginner do it.

A beginner's first few landings tend to be a little rough. Though the correct amount of approach practice should help them overcome nervousness, landing can be especially unnerving. Beginners tend to panic when low to the ground. They forget which way to turn, especially if minor aileron corrections are necessary. I tell them to remember that if approaching from the right, right is your friend, meaning if they panic, giving right aileron will take the plane in the direction away from the pits. If approaching from the left, left is your friend. Dumping the plane is always better than flying into the pits.

Practice, practice, practice Though a beginner's first solo is a great confidence builder, do not let the beginner think they have mastered landing just because they have done it once. As with taking off, every landing will be different. While the beginner will be very anxious to begin flying by themselves at this point, be sure they have practiced landings over and over again - in several directions and in different wind conditions.

One excellent way to practice landing (and taking off) is with touch and gos. After landing (without killing the engine), have the beginner taxi back, take off, and land again. As they gain proficiency, have them reapply throttle as soon as the plane touches down, performing a true touch and go.

What about dead sticks? It is likely that at some point during training you had a few dead sticks. The beginner got to see how you handle them, but they should also practice them, since sooner or later, we all have to land without power. One obvious way to practice is to simply cut throttle and pretend the engine is no longer running. At first, have the plane in a nice approach position so the beginner can land with relative ease.

As you continue practicing, get the plane into more precarious conditions when you cut throttle. Even if you just have the beginner tell you what they would do if the engine kills in a given position may be good enough. In any case, be sure the beginner is prepared.

Are they ready to fly by themselves? The whole point of RC training is to get the beginner to the point where they no longer need your help. If they have successfully completed the four steps we have given, they should be ready. Make sure that they understand, however, that they are by no means expert pilots. The practice they have done has been with close supervision. In the real world, there will be no instructor there to take control when things go wrong. They could still get the plane into rather precarious situations. This knowledge should inspire them to be quite cautious for a while.