The same is true of the climb – the forces are in equilibrium. The forces acting on the aeroplane in a climbįrom the previous lesson the student will know that there are four forces acting on the aeroplane: lift, drag, thrust, and weight, and that in straight and level flight, the aeroplane was in equilibrium.
Lots of additional power available will mean a high rate of climb. The rate at which the aeroplane will climb depends on how much more power is available. The most important concept the student should grasp, in simple terms, is that in order for an aeroplane to climb, thrust must be equal to drag plus the rearward component of weight (T = D + RCW). Drawing the forces to show that lift is not increased in the climb – but is slightly reduced – should illustrate that the aeroplane is in equilibrium during the climb. There is a common misconception that in the climb the lift is increased, since if lift must equal weight in level flight, it might appear logical that lift should be increased to climb, but it is not so. Statements illustrated with diagrams are sufficient to support the air exercise. There is no requirement to prove anything in a preflight briefing. We demonstrate the relationships between the four forces in the climb to show that the aeroplane is still in a state of equilibrium when climbing. To maintain a constant speed and direction, the aeroplane must be in equilibrium, as discussed in the straight and level lesson. To maintain a climb and a descent at a constant speed, constant rate, in a constant direction, and in balance.
To enter the climb and the descent from straight and level flight. Now we must learn how to climb and descend to and from straight and level flight, so that we can move towards the circuit lessons. It is recommended you teach the best rate climb and the glide, with a demonstration of the others as time permits. There are also generally three types of descent: glide, powered, and cruise. There are generally four types of climb: best angle, best rate, cruise, and recommended (for visibility and engine cooling). There are a large number of power changes made during this air exercise and it is important the student reviews and practises the coordination of elevator and rudder adjustments with changes in power. Have they remembered the attitudes you looked at last time, and that all the controls need to be moved in a coordinated way? Check with the student what the important elements of the last lesson were. This lesson builds on the coordination skills learnt in the previous lesson, straight and level.
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