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Arizona Aero Models |
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Flying R/C in the Desert! |
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R/C Flight Instruction: |
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I offer flight instruction free of charge at the Sonoran Desert Flyers R/C club, available most weekends, and occasionally during the week. We fly strictly electric powered aircraft due to noise concerns and proximity to “civilization.” Don’t let that fool you—they have just as much power and fly just as well, only quieter. Visitors are ALWAYS welcome, come on out and give it a try! Please see the SDF website link below for location and details, or you can contact me here. |
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My son Robbie, flying at age 3! |
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© Copyright azaeromodels.com; 2009 All rights reserved. The contents of this page may not be reproduced without the express written consent of azaeromodels.com. |
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Jason’s Telemaster Trainer |
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Initial Contact / How to start 1. Aircraft Setup / Preflight / Lesson Plan 2. Flying Characteristics / Aerodynamics 3. Left Turns / Right Turns 4. Figure Eights / Flying the Pattern 5. More Pattern / Runway Approach 6. Take Off / Crosswind 7. Touch & Go / Landing 8. Basic Aerobatics 9. Stall / Spin / Deadstick / High Wind 10. Checkout “Test”/ Solo (Each step of the process is explained below.) |
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Initial Contact / How to start The very first thing to do when beginning aeromodeling is to figure out what and where you want to fly. To start off with, select a trainer which can fly fairly slow, handles well, and is large enough to see at a distance. Consider the cost of the airplane and all needed support equipment. I suggest finding and contacting a local R/C club, most areas have one near by. They can give you advice on which airplane to start with, all the necessary equipment to support it, and where to buy all this stuff, either online, or through a local hobby shop.
Join the Academy of Model Aeronautics. This allows you to fly at sanctioned clubs across the U.S., provides insurance, a monthly magazine(s), and lots more resources via their website (including a directory of clubs nationwide). Yearly membership dues are reasonable (approx. $58 for adult, open membership). To join, go to: www.modelaircraft.org or call 1-800–435-9262 (I FLY AMA).
Computer flight simulators are a great help when learning to fly. They range in price from free to several hundred dollars. The main advantage is that you don’t have to worry about crashing when flying on a simulator! A simulator will pay for itself the very first time you use it! It will help speed the learning curve because you can practice and learn even when the weather doesn’t cooperate, at night, or when you have nothing ready to fly. Several popular flight simulators are listed below, click the link to check them out:
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Aircraft Setup / Preflight / Lesson Plan I discuss with the student various aspects of setting up their model, and carefully check batteries, connections, airframe, and all hardware. Explain each function of the transmitter and adjust control surface throws. Test fly the model if it hasn’t been flown previously, and trim for flight. Explain the training plan, and arrange regular flying sessions for training. Before flying, discuss AMA and flying field safety rules, no-fly areas, frequency control, and operation of the trainer(“buddy box”) system. |
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Flying Characteristics / Aerodynamics Explain the functions of each control surface and how they affect flight and discuss forces acting on the aircraft such as lift, drag, thrust, weight, and torque. Explain the effects of wind on the model in flight. Student practices taxi at low speed to get used to how the aircraft moves with transmitter inputs. On the initial flight(s), student just gets the feel for what the plane will do when the transmitter sticks are moved. Demonstrate how the plane handles wind and explain throttle use to control altitude. See the links below for an excellent discussion of model aerodynamics: |
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Left Turns / Right Turns Student practices making left and right turns while maintaining a constant altitude. Often, people tend to have an easier time making a turn in one direction than the other. Explain and demonstrate making coordinated turns using ailerons, rudder, and elevator. The student gets used to flying toward themselves with “control reversal effect.” This lesson often takes two to three (or more) flying sessions, depending on the student. |
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Figure Eights / Flying the Pattern This is where the student puts the previous lessons together, and flies a figure eight to the left and right, while maintaining a constant altitude. Student practices keeping the center of the figure eight over mid-field. Student brings the plane in closer over the runway at a safe altitude, and practices flying rectangular patterns (traffic or “racetrack” pattern) in both directions. |
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More Pattern / Runway Approach The student continues to work on flying a consistent, rectangular traffic pattern in both directions. As these become easier for the student to perform correctly, I bring the student a little lower toward the runway to start making landing approaches (But not landing YET!) Explain using reference points to line up on the runway center line, and when to decrease power to slow the plane in preparation for an approach or landing. Demonstrate when to apply throttle to “go around” and to apply power before climbing. |
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Take Off / Crosswind By now, the student has figured out how to put the plane approximately where they intend. They are more comfortable with the aileron, elevator, throttle, and rudder. Explain the effects of engine/prop torque and thrust during takeoff, and how to correct for it using rudder. Student starts making their own take offs with gentle, straight ahead climb outs to a safe altitude. Also discuss the effects of a crosswind on the model in flight, and how to correct using rudder. This lesson is all about using the rudder! |
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Touch & Go / Landing The student continues making takeoffs, flying a consistent, rectangular traffic pattern, and making approaches to the runway. Discuss ground effect, flare prior to touching down, and controlling altitude and rate of decent using the throttle. Student makes touch & go and full-stop landings, practicing touching down on the runway centerline. This is the most exciting part for me… I have very little reaction time to take over if something gets “out of whack.” I stress to the student, “if in doubt—go around. Don’t try to save a bad approach.” |
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Basic Aerobatics Time to have some fun! Explain and demonstrate loops, aileron and “barrel” rolls, stall turn, immelman, and inverted flight. Student makes take off and climbs to altitude. Practice basic maneuvers outside of traffic pattern. Student then enters traffic pattern and lands. Student practices more landings, focusing on touching down on centerline and at beginning of runway. |
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Stall / Spin / Deadstick / High Wind These maneuvers will depend greatly on the students plane. Some aircraft just don’t do these well, but all should be practiced. Explain and demonstrate stall and stall recovery. Explain and demonstrate spin and recovery. Most planes, and especially light electrics, will glide fairly well without engine power. Explain to the student how to manage rate of descent during a glide, demonstrate a “deadstick” approach and landing. Student practices bringing the plane in without power, including making forced landings. Discuss how the plane will react to higher than usual wind, and demonstrate if possible. (Depends on weather) |
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Checkout “Test”/ Solo When the student (and I) feel they can handle the airplane in a safe manner in flight, and the student has demonstrated all the above lessons satisfactorily, it’s time for the checkout flight. The student makes a takeoff, climb to safe altitude, and I will give them a series of tasks to perform to demonstrate they have mastered each of the maneuvers taught earlier. I throw in an occasional “power off!”, or take over and roll the plane inverted without warning to insure the student is prepared to handle any unexpected situations. It’s time! The Solo Flight! By now, I haven’t had to take over on most flights. The student is flying the complete flight, from takeoff to touchdown, while still “on the buddy box” as a sort of insurance. Now we unplug the second transmitter, and with me standing beside (mostly for moral support), the student takes off, flies the traffic pattern, and any other maneuvers they are comfortable with, and lands the plane. The student is now a proficient flyer, but I encourage them to continue to practice the basic skills on their own. |
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Screen shots from popular flight simulators |
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Flight Training: New students often wonder how this works, and what they will learn. I try to break each lesson into a series of steps for the new pilot to master, this serves as a “roadmap,” or plan. Each lesson may take one or more flying sessions, depending on how quickly the student achieves proficiency in each task.
I also work with more experienced pilots to sharpen landing skills, troubleshoot problems, test new planes, or sometimes just to offer my opinion. This may be the most rewarding aspect of the hobby—sharing knowledge and enjoying each others company! |
