- Pre-flight, Surface ops, Towline Inspection
Students MUST become familiar with the 2-32 Flight - Erection - Maintenance Manual as is describes the flight envelope, characteristics and procedures to be used in varied flight scenarios.
Students should be taught the proper use of the 2-32 Preflight checklist and explain it's importance. They will also be taught proper ground handling - were to pull/push the glider as well as how to clean a glider and prepare it for flight. Students should be instructed never to leave a glider unattended and to make sure the canopy is closed and latched. Instruct your student to always visually check the tow line before it is attached to the glider, looking for frays, cuts and knots in the rope.
- Signals (ground & in flight)
Students will be taught the Standard American Soaring Signals.
- Ground Handling & Securing
Students will demonstrate proper ground handling and securring of the glider and explainf the consiquences associated with doing so incorrectly.
- Wing Runner Course Certificate
Students will complete the Soaring Safety Foundation Wing Runner Course prior to solo to demonstrate that they have a clear understanding of how to interact with ground crew.
- Glider Basics Written Test
Since this is what it says - GLIDER BASICS - all chapter tests from the Glider Basics text will be completed within the first 10 flight. Students will not be allowed to fly, even dual, after their 10th fight until they have completed these tests.
The purpose is not that they pass the tests (after all the answers are in the book), but rather to make sure they understand these basic principles and we don't have to go back and "un-learn" bad habits or assumptions.
- Student Certificate
The student will be directed to IACRA to obtain their Student Certificate before solo.
- Assembly & Disassembly
Show your student the pins (that are commonly removed when the glider is trailered. Make sure your student understands the need and duties of the people required to assemble/disassemble an SGS 2-32.
- Pre-solo Written Test
- Pre-launch Checklist
Make sure the student uses the pre-launch checklist prior to every flight.
Altimeter & Trim - set
Belts - fastened (make sure they check the back seat as well).
Ballast - as needed.
Controls - freedom of movement and clear of obstructions.
Cable - checked and connected.
Canopy - closed, latched and verified.
Divebrakes - closed and locked.
Direction of wind - noted.
Emergency procedures - (at a minimum) landing straight ahead below 50 feet, turns can be made above 100 feet and at 300 feet a return to the airport is possible.
- Normal Launch
Students will be instructed and must follow the 2-32 operating procedures to include the correct launch location, procedures, required equipment and personal as described in the Standard Operating Procedures.
Initially, the student will follow along on the controls as the instructor performs the take off and aerotow. The principal lesson is for the student to notice how little the instructor moves the controls.
Explain to the student that just as the pilot doesn't make the aircraft fly when off tow, the pilot doesn't make the glider take off either. The glider will take off if the angle of attack is proper and the relative airflow is strong enough to provide enough lift.
Demonstrate that in a 2-32, the glider pilot sets the angle of attack by holding the stick just aft of the neutral position. Keeping the wings level with necessary aileron deflections, while steering the path of the glider with the rudder while on the ground, it will take off when conditions (angle of attack and speed) are right. However, emphasize to the student that if the glider begins to weathervane due to wind or a wing continues to drop even with aileron input that opposite rudder should be used to lift the wing (explain the effects of aileron deflection on angle of attack and exceeding the critical angle of attack results in a stalled condition). Don't attempt to force the glider to take off sooner or force it to stay on the ground. This technique will help the student prevent PIOs later on when they fly different gliders, especially single place sailplanes.
Tell the student to hold the stick lightly and to place their feet on the rudder pedals while the instructor performs the take off. The student is to notice that the instructor is holding the stick in the pre-set fore and aft position. After take off the instructor moves the stick slightly forward to hold the glider just a few feet above the ground as the tow plane develops enough speed for take off and climb.
Emphasize the importance of keeping the wings level and staying directly behind the tow plane. Express a special caution as to the dangers of allowing the glider to become too high during the take off.
After demonstrating the take off, it's time for the student to give it try. Have the student place the glider in a normal flight attitude and wait for the aircraft to become airborne. Don't let them yank the stick back to get off the ground too soon. Once airborne, the student should remain 2 - 5 feet off the ground (no higher) until the tow plane lifts off. The student should rise with the tow plane remaining in the high tow position.
- Tow
Begin teaching the tow by letting the student fly for 10 seconds, then you take control regardless of how well they are doing. This will give the student a chance to get a feel for the flight controls on tow and a chance to relax a bit (about 30-60 seconds) after finding out how different it is than normal flight. As the student gets more proficient, lengthen the time before taking back control. Eventually the student will be flying the entire tow.
Teach your student to maintain a constant position behind the tow plane with its landing gear on the horizon. During the aerotow, the instructor explains to fly the glider with the glider's wings level with the tow plane's wings while keeping the tow plane's wheels on the horizon. Point out that flying the tow is essentially formation flying. In formation flying there is always an established lead – in this case the tow plane. The glider pilot uses the flight controls to place the glider in proper position in reference to the lead – the tow plane. If you have as student who is continually chasing the tow plane and can't seem to keep in position, it may be that they are fixating on the tow plane and not seeing the "big picture". Tell the student to look beyond the tow plane at the horizon. This will allow them to see the tow plane as part of the overall picture and keep them on the horizon, keeping the glider in position up and down. It also allows them to see the tow rope while making it drawing a straight line through the middle of the tow plane, which will keep them in position left and right.
Explain that you are 200 feet behind the tow plane and at normal towing speeds, that is about 1½ - 2 seconds, so that when they see tow plane move, we will do the same thing in about 1½ - 2 seconds as well. Emphasize that we need to maintain the same bank angle as the tow plane, particularly in turns. While turning, the tow rope should draw a straight line through the middle of the tow plane.
Before releasing from the tow, the student will clear both left and right. Before making a level or climbing right turn upon release (look out for students who want to dive, or go straight), the student will announce that the rope is free and clear of the glider. It should be emphasized not to descend during the turn – the purpose of the turn is to get away from the rope and descending will put the glider closer to the rope. Once clear of the rope, have the student maneuver in a way as to maintain visual contact with the tow plane until it's reasonable to assume that both pilots are aware of the location of each other and that their flight paths won't result in a collision.
- Crosswind Launch (wing down)
With a wing down launch the student should apply full sick and rudder in order to pick up the down wing quickly. Once the wing is up, care should be taken to maintain position behind the tow plane and not allow the glider to drift down wind.
- Box the Wake
The applicant should be able to demonstrate control of the glider on tow by Boxing the Wake. The box is started by transitioning from the high to low tow position (the horizontal stabilizer will be even with the wing struts on a Callaire), then back up to high tow. The applicant will then smoothly maneuver the glider to one side or the other until the tail wheel of the tow plane is visually outside the main wheel. The applicant will then drop to the low tow position while remaining in the outside of the wake. Once in the low tow position, the applicant will maneuver to the other side of the wake so that the tail wheel is again outside the other main wheel. Now the applicant can come up to the high tow position while remaining outside the wake. Now it's a simple as easing control pressure to allow the glider to return to the normal high tow position.
- Pitch, Roll, Yaw, Adverse Yaw
Students will be taught smooth coordinated control of the glider in all 3 axis. Demonstrate pitch control and its relationship to speed control before teaching roll control. Once a student is comfortable with rolling the glider into a turn (while you control the rudder) introduce yaw and coordinated turns. Make sure your student can tell the difference between a slip and a skid. Explain the hazards of skids and the proper use of slips. Always emphasize clearing before turning the glider.
- Pre-landing Checklist, Pattern Speeds
Students are required to always use the pre-landing checklist.
Traffic
Obstacles
Wind direction & velocity
Air Speed
Retractable gear down & locked
Drag Devices (Spoilers and/or Flaps)
Students will learn to fly the pattern at (1.5 X Vs) + the headwind on final as published in the 2-32 Flight - Erection - Maintenance Manual. Given that, the minimum speed at which the pattern should be flown in a 2-32, dual is >= 70 mph.
- Traffic Patterns
Students are taught standard traffic patterns with a 45° entry from the IP to Downwind, Base and Final legs. The standard pattern flown is listed in the Standard Operating Procedures .
- TLAR Technique
This is straight forward and taught straight from the Glider Basics text.
After the student understands the proper use of the flight controls and can maintain a constant airspeed and coordinated constant speed turns, they are ready to learn the That Looks About Right or TLAR technique (which is covered in the Glider Basics text) of judging angles in reference to the touch down point to fly proper landing patterns. There are 3 basic glide ratios the student should be able to identify.
The 5:1 glide ratio is the most important in gliding. It’s the glide angle (in still air) that most gliders perform with the dive brakes fully deployed. If the student understands this and learns to recognize it, they should have little difficulty making accurate landings on any spot.
34:1 is roughly the glide ratio (in still air) of the 2-32 with spoilers closed and is the minimum angle the glider will fly.
14:1 is the optimum glide ratio as it is about half way in between the 2 extremes. The optimum pattern would be flown entirely at 14:1, giving the pilot room for correction both plus and minus the target.
When flying the pattern, the student should keep the runway at a 45° down angle while on downwind (other angles such as 30°s is more difficult for the student to grasp). The turn to base should be made when the landing point is 45°s behind the glider, and should be a constant speed 45° bank turn. The turn from base to final should also be a constant speed 45° bank turn, lining up with the centerline of the runway. Don’t let the student perpetuate bad habits such as over shooting the turn to final
Students will learn to fly the pattern at (1.5 X Vs) + the headwind on final as published in the 2-32 Flight - Erection - Maintenance Manual. Given that, the minimum speed at which the pattern should be flown in a 2-32, dual is >= 70 mph.
- Normal Landing
A lot happens when landing, making it a complex task. Landing should be broken down into smaller building blocks making it easier to teach and comprehend.
- Not watching the horizon as the principal reference to airspeed control. Some students will watch the airspeed indicator, making it virtually impossible to maintain a constant airspeed. Covering the airspeed indicator will force the student to use the horizon as a speed reference.
- Not understanding the mechanics of flight. Is a student doesn’t understand that the wings, not the rudder turn the glider, or that the nose will drop when initiating a turn, or that aileron deflection causes adverse yaw, they won’t be able to properly coordinate constant speed turns. Proper control input is essential to coordination.
- Improper use of trim. Some students will leave the trim in the normal flying position while landing. This makes speed control more difficult. Setting the trim full forward will help keep the nose below the horizon and maintain a constant speed of at least 1.5 x Stall Speed.
- Not understanding the elements involved in landing. Student should understand the normal pattern legs and the TLAR technique. They should understand proper alignment with the runway and how to flare before touching down. Changing from controlling the glider in flight to controlling it on the ground can be troublesome for some students.
- Tailwind Landing
First, students should be made aware that when possible landing into the wind is preferable to a downwind landing. Make sure the student is aware that after touchdown control authority will be lost at a higher ground speed, necessitating good control of the glider and a quick stop. There is a tendency for the student to want to slow the glider down since their eye are telling them they are going too fast. Watch to make sure they maintain their airspeed.
- Crosswind Landing
Students will apply any combination of slip and or crab to maintain a stabalized approach and decent to the runway. They will understand and demonstrate the need to land on the downwind side of the runway with the upwind wing held slightly low as well as the hazards of failing to do so.
- Slips to Landing
The 2-32’s dive brakes are very effective and while they probably won’t be needed, slips are a valuable tool that all glider pilots need to be familiar with. It works best to introduce students to slips while at altitude. Get them used to the way the glider feels and sounds. Get them to where they can smoothly transition from normal flight to a slip and back to normal flight. Once they are familiar with slips, then have them do it on final. Watch to make sure they don't stall the glider.
- Aircraft Radio Procedures
It's a good idea to get the student using the radio early in their training. That way they it's not as big a distraction. The Basic Aircraft Radio Procedures and Operations Lesson Plan will help teach the student the proper radio procedures for use at Elsinore.
- Collision Avoidance, Wind Shear & Wake Turbulence
Emphasize to your students that they need to be vigilant by looking outside the aircraft to be aware of possible collisions, wind shear and wake turbulence.
Students will recognize that flying is a three dimensional activity, which means that collision threats can come from any direction and the only way to combat them is to be cognizant of all threats - again looking in all directs outside the glider. Time spent looking at instruments or anything else that brings their attention back inside the aircraft only increases the risk of a collision.
Students will understand the hazards associated with flying into a wind shear. Students will be able to identify conditions that may contribute to these hazards and how to mitigate the, again by looking outside the aircraft. There's nothing inside the glider that will help them avoid these hazards.
Students will understand that wake turbulence is caused by the production of lift and that the heavier they aircraft, the stringer the wake turbulence will be. Emphasize that they need to be aware of where other aircraft using the same runway they are using took off or touched down and how to avoid the wake turbulence generated. They also will understand that wake turbulence will extend behind aircraft in flight - just like the wake generated by the tow plane. In general, the heavier the aircraft, the longer (further behind) the wake turbulence will exist.
Time spent with their attention diverted inside the aircraft will only increase the likelihood of encountering these threats.
- DZ Familiarization
This is a great way to begin training. On the student's first flight, have the tow pilot do a DZ familiarization tow where the glider is towed around the perimeter of the DZ. Point out the landmarks denoting the limits of the DZ to your student. As the student's training progresses, test their knowledge of the DZ by having them make maneuvers near the DZ boundaries, but give them instructions to stay clear of the DZ. The limits of the DZ are published in the Standard Operating Procedures.
- Current Weather & Winds
Student will demonstrate that they know how to obtain current weather and winds and describe the hazards that may be present. It is required that they enter this information on their Tow Pass and should be taught this procedure early on to develop the proper habit of doing so.
- Glider Instruments
Students will be able to draw a plumbing schematic to show the hookups for each instrument and thier proper sources. They will also understand what the iinstrument is actually measuring, not what it's indicating and be able to properly interperet what they instruments are telling them.
- Glider Performance
Students will demostrate that they understand how to maximize the performance of the glider for the given airmass by properly adjusting speeds and flight paths to accomodate for changing weather. They will also demonstrate proper control inputs to minimize drag and achieve maximum performance and a safe termination of the flight.
- Speed To Fly
Provide the student with the basic idea of speeding up in sink and slowing down in lift. Use the 5 MPH rule of thumb for every 100 FPM down over the standard 150 FPM of sink in the 2-32. Explain to the students that speed to fly is really an adjustment of the best L/D speed. This can be easily demonstrated using the aircraft polar.
- Precision Turns
Students should be able to roll out within 5°s of a predetermined heading. Always emphasize clearing before turning the glider.
- Slow Flight
Slow flight should be conducted at the verge of stall. If the student wants to take the aircraft up to stall to find that precise attitude and speed this is fine, provided they don't stall the aircraft for the remainder of the slow flight demonstration. Once a stable slow flight condition has been established, have the student make a 90° turn, remaining in slow flight. Caution the student on steepness of bank and the application of controls not to exceed the critical angle of attack (use of rudder to lift a falling wing rather than aileron). Always emphasize clearing before turning the glider.
- Steep Turns
Steep turns should be made at a bank angle between 45° and 60°. Speed shouldn't deviate more than 10 MPH through the turn. Emphasize bank and pitch control via visual reference to the horizon. Always emphasize clearing before turning the glider.
- Stall Series & Recovery / Forward
Stalls should be taught after the student has demonstrated the ability to control the glider in all three axes. Teaching stalls prior to this may cause the student anxiety while performing stalls, which will affect their ability to recover from them in a timely fashion. Emphasize that the stall is a function of angle of attack and may occur at any flight attitude regardless of speed.
Stalls, like every maneuver have a setup, execution and recovery.
Setup for stalls by clearing the airspace. Clearing turns must be made prior to initiating any stalling maneuver and 3 stalls may be executed before another series of clearing turns is required. This can be accomplished with 2 steeply banked 90° turns (1 in each direction) or a single turn of 180°s or more, looking in all directions, above, below, forward, behind, left and right of the glider during each turn.
To execute forward stalls, have the student pull the nose of the glider up to an attitude where their feet are on the horizon and maintain this attitude as the glider slows by applying appropriate back stick pressure. At the first indication of the stall (have the student verbalize what they see as an indication of the stall), the student should immediately neutralize the controls to gain airspeed.
Recovery will be made smoothly with minimum altitude lost and not enter into a secondary stall.
- Stall Series & Recovery / Turning
Stalls should be taught after the student has demonstrated the ability to control the glider in all three axes. Teaching stalls prior to this may cause the student anxiety while performing stalls, which will affect their ability to recover from them in a timely fashion. Emphasize that the stall is a function of angle of attack and may occur at any flight attitude regardless of speed.
Stalls, like every maneuver have a setup, execution and recovery.
Setup for stalls by clearing the airspace. Clearing turns must be made prior to initiating any stalling maneuver and 3 stalls may be executed before another series of clearing turns is required. This can be accomplished with 2 steeply banked 90° turns (1 in each direction) or a single turn of 180°s or more, looking in all directions, above, below, forward, behind, left and right of the glider during each turn.
To execute turning stalls, have the student begin a shallow bank (approximate 10° to 15°) turn, then pull the nose of the glider up to an attitude where their feet are on the horizon and opposite aileron to prevent the inside wing from dropping too much, making it more difficult to stall (be careful not to level the glider or you will end up with a forward stall). At the first indication of the stall (have the student verbalize what they see as an indication of the stall), the student should immediately center the stick and apply full opposite rudder. The student will then let the glider build enough airspeed that the stick can be used to level the wings.
Recovery will be made smoothly with minimum altitude lost and not enter into a secondary stall.
- Uncoordinated Flight
The student will demonstrate uncoordinated flight as well as understanding when uncoordinated flight is preferable.
- Spin Demo & Recovery
While not required by the FAA, all LESC students are required to experience a spin before they solo. Most importantly, the student should recognize the conditions that lead to a spin. Secondly, we don't want them to panic if they ever are in a spin, so make this fun. Since we have a victor airway that runs down the middle of the valley, spins need to be conducted back over the Ortega's. This will necessitate a high tow, so make the most of it - do several spins. Make sure the student understands that a 2-32 spins more readily than most trainers and requires a more aggressive recovery technique –
- The 2-32 has a long wing span and all up weight is relatively high.
- Spin entries are normal throughout the CG range.
- After entry, there will most likely be a nose up and down oscillation before a stable spin occurs.
- Rotations are normally slow with about 300 feet lost per revolution.
- Recovery technique is normal with the exception that full forward stick will most likely need to be applied along with full opposite rudder
- Rotation will continue for ¼ to ½ revolutions after this recovery technique is applied.
- Recover quickly to avoid accelerating and increased G load.
- Benign Spiral
Students will be made aware that while they may not be able to maintain level flight without visual reference, because of the stability designed into the 2-32 (and most gliders - other than aerobatic aircraft), the glider will inherently want to return to level flight. You can demonstrate this by having the student trim the glider to fly hands-off at about 55 mph and then have them open the spoilers and take their hands and feet off the controls. Make sure they're aware that the glider will fly just fine without their control inputs.
Next you will need to demonstrate that the glider will eventually return to stabilized flight by inputting a large aileron input to upset this stabilized flight and then taking your hands and feet off the controls and then waiting for the glider to return to stabilized flight
- Flight without reference to instruments
Students will be able to fly the glider without reference to any instruments, judging adiquate safey margins. The safety of the flight should never be in question.
- Rope Break
The student's first action should be to drop the nose to maintain airspeed. Then a coordinated 45° turn back to the airport should be executed. A normal landing (probably down wind) will then be made.
- Wave Off
Students should readily notice the wing wag of the tow plane and release. Special vigilance should be given to avoid the tow rope and giving the tow plane the room it needs (they're probably going to turn back to the airport).
- Rudder waggle
This is best accomplished before giving the Wave Off. Some "old time" students will release thinking this is a wave off. The first thing the student should check is if the spoilers are deployed, then a systematic check of other systems.
- Slack Line Recovery
Once the student understands how a slack line condition can occur, the CFIG will take the controls of the glider on tow and introduce a slack line scenario. The student will use any combination of jaw and or spoilers to return the glider to a normal high tow position without breaking the rope or descending below the tow plane.
The student will also understand and demonstrate that a release from the tow plane is required if the belly of the slack line is even with the cockpit and the hazards associated.
- Full Spoiler Landing
After a student has mastered normal landings and is comfortable with TLAR, it's time to lock the spoilers open on them when they do their pre-landing checklist. As the student is coming in to land, ask them if you look too high or too low. find out when they plan on making the turn to base and final. Chances are they will do fine, but be ready to offer timely advice on how to get back.
- No Spoiler Landing
After a student has made a few slips to landing, it's time to "jam the spoilers closed" when they do their pre-landing checklist. Glide path control should be handled by slipping the glider. The pattern can be extended if need be, but the student should stay pretty close to a normal approach.
- Diverting to an alternate landing area
Early in a student's training, have them look back at the airport as you fly the take off and ask them to identify landable areas. It won't be long until one day there will be another airplane in the runway, or the glider is not on the glider slope, or the winds are just too high. Before this happens explain to the student how we can land the glider in the areas they have identified and show them other options they may not have noticed.
- Simulated Off-field Landing
The CFIG will setup the parameters for a simulated off field landing - preferably not on the normal runway. Without reference to the altimeter (which is pretty much useless in a such situations), the student will demonstrate the ability to land with in the specified parameters.
- Over Wire Pattern
If the winds are more than 10 MPH favoring runway 29L, it's time for an over the wires pattern. This is a conventional left hand pattern with the base leg flown directly over the wires on Corydon. Your touch down point is still the middle set of tires. Have no fear, someone will bring the car out and drag you back. Take note, it's not very noticeable but the runway does run down hill towards the lake.
- Steep Approach
Students will understand the increase in parasitic drag with the increase in speed.
The CFIG will demonstrate a steep approach to landing from 800' to 1000' AGL when turning Base to Final. This will emphasize and demonsrate to the student the WIDE (1000' - 200' = 800')window of variability where they can still make a safe landing. This will also serve to emphasize that being higher on fiinal is better than being ower.
Make sure you student understands that more than 70% of all glider accidents and more than 85% of all glider fatalities are a result of being too low on final and not reaching the touchdown point.
- Thermal Technique
Describe the dynamics of a thermal to your student paying particular attention to both the lift and sink generated. Students should be made aware that it is easier to make adjustments to core a thermal if they can maintain a constant speed and bank angle. Emphasize that these should be maintained be visual reference to the horizon, not the instruments. To make the most advantage of the thermals energy, the glider should be flown at minimum sink speed. Make sure the student understands that as bank angle increases so does the minimum sink speed.
- Ridge Technique
Describe the dynamics of a ridge lift to your student paying particular attention to the location both the lift and sink generated. Emphasize all turns are made away from the ridge and faster gliders should pass slower gliders between the slower glider and the ridge. Since there is obviously wind, make sure the student is aware of the wind direction and how it will affect his return to the airport.
- Wave Technique
Describe the dynamics of wave generation to your student paying particular attention to both the lift and sink generated.
- Solo Practice Area (including Sedco Hills)
Students will describe the limits they are allowed to fly solo as well as being familiar with how to safely return to the airport from the Sedco Hills.
- Silent Pattern
The Silent Pattern is the last flight before solo. Basically, the instructor is a fly on the wall and shouldn't have to say anything. If you do, it's time for some more dual instruction before trying another Silent Pattern.
- First Solo!
This is the flight you've all been waiting for. Make sure all the paperwork is filled out prior to sending the student off on their first solo.
Once they have returned, the CFIG will need to update the training system to indicate that they are signed off to fly the SGS 2-32 solo and award them thier SSA "A" Badge or direct them to an SSAI who can award the badge.
LESC Soaring