Approaches and Landings Flashcards

1
Q

Describe a normal approach and landing.

A

Engine power is available
Winds are light, and in the direction of the runway
There are no obstacles in the approach path
Runway is hard-surfaced, and long enough to permit normal stopping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What are the steps for performing a normal approach?

A

Establish a normal traffic pattern altitude
Complete pre-landing checklist mid-field, downwind
Reduce power abeam touchdown point
Maintain altitude/pitch momentarily to reduce airspeed
Retrim for airspeed within white arc, and deploy first notch of flaps
Establish initial approach speed (1.4xVso)
At 45* from threshold, clear for traffic and turn base
Extend flaps and retrim for approach speed
Initiate base to final turn to roll out on extended runway centerline
Extend final flaps once field is assured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the steps for performing a normal landing?

A

Extend final flaps once field is assured
Adjust pitch and power to maintain approach path and airspeed
At 5’-10’ above runway, close throttle and begin landing flare
Continue to apply back pressure as airplane decelerates
Land on main wheels first
Brake as necessary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What actions, in addition to normal approach and landing procedures, are necessary to perform a wing-low, crosswind approach and landing?

A

On final, lower the upwind wing as necessary to control lateral drift
Use opposite rudder to align longitudinal axis with centerline
As airspeed slows during flare, increase control deflections as necessary
After touchdown, slowly increase aileron deflection into the wind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What standards are expected of a student performing a normal or crosswind approach?

A

Considers wind, landing surface, obstructions
Establishes/maintains recommended approach configuration/airspeed
Maintains stabilized approach at recommended speed (1.3xVso +/-5kts + gust factor)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What standards are expected of students performing a normal or crosswind landing?

A

Touches down near stall speed, aligned with runway, within 200’ (commercial) or 400’ (student) of intended point
Maintains crosswind correction and directional control
Exercises timely go-around decision
Uses after-landing runway incursion avoidance procedures
Completes appropriate checklists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are some common student errors in performing normal and crosswind approaches?

A

Improper/poorly timed configuration of aircraft
Failure to establish/maintain stabilized approach
Incorrect airspeeds for approach segments
Not adjusting power/pitch to control speed/descent rate
Not correcting for wind drift

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are some common student errors in performing normal and crosswind landings?

A

Removal of hand from throttle
Rounding out too late (results in hard landing, bounce, stall)
Rounding out too high (results in high sink rate, hard landing)
Ballooning (caused by misjudging sink rate/overcontrolling)
Floating (caused by excessive airspeed on final approach)
Bouncing (caused by excessive descent rate on final approach)
Touchdown in a crab (caused by improper wind correction)
Poor directional control after touchdown
Improper use of brakes
Failure to get landing clearance/exit runway correctly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is a forward slip?

A

Wing is lowered in direction of slip
Flightpath is maintained by use of opposite rudder
Flightpath is at an angle to the longitudinal axis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is the purpose of a forward slip to landing?

A

Dissipate altitude without increasing airspeed

Often used in airplanes without flaps

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What are the steps for performing a forward slip?

A

Reduce power to idle
Lower wing on the side to which the slip is to be made
Simultaneously apply opposite rudder to maintain ground track
Adjust pitch as necessary to maintain airspeed
Simultaneously level wings, reduce opposite rudder, and pitch for glide speed to discontinue slip

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Why might instrument errors occur during a forward slip?

A

Because of the location of the pitot tube/static ports, a slip might disrupt airflow, causing significant instrument errors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is a sideslip?

A

Lowering a wing, and applying just enough opposite rudder to prevent a turn
Longitudinal axis remains largely parallel to the flightpath

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Why is a sideslip used?

A

To counteract lateral drift during crosswind approaches and landings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are the steps for performing a sideslip to a landing?

A

Align airplane heading with runway centerline
Lower upwind wind enough to counter drift
Apply sufficient opposite rudder to prevent a turn, and maintain heading
Adjust control pressures as necessary to counteract increases/decreases in crosswind speed
Increase control deflections as airspeed decreases in flare
Keep upwind wing down in flare to prevent lateral drift
Touchdown on upwind main wheel first
Maintain full aileron deflection into wind during landing roll

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What standards are expected of a student in performing a forward slip to a landing?

A

Considers wind, landing surface, obstructions
Establishes slipping attitude, adjusts pitch and power as needed
Maintains ground track aligned with runway
Maintains airspeed that results in minimal floating
Makes smooth, timely recovery from slip, roundout, and touchdown
Touches down within 400’ of specified point with no drift
Maintains crosswind correction throughout landing roll
Completes appropriate checklists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What are some common student errors in performing slips to a landing?

A

Not calculating landing distances correctly
Slipping with flaps in airplane for which this is prohibited
Failure to configure properly (timely, in sequence)
Failure to maintain stabilized slip (improper power, aileron/rudder inputs)
Removing hand from throttle
Improper recovery from slip (not aligned/underestimating sink)
Excessive airspeed at touchdown
Poor directional control after touchdown/improper use of brakes

18
Q

Describe a go-around.

A

Used when it is advisable to discontinue landing approach

Establish full power, drag reduction, and traffic pattern procedures

19
Q

Why is it important to be ready for a go-around?

A

The earlier a hazardous situation is detected, and the sooner the go-around is initiated, the safer the procedure

20
Q

What are some conditions that would demand a go-around?

A

Extremely low base to final turns
Overshot or low final approaches
Unexpected appearance of hazards on runway
Wake turbulence from preceding airplane
Overtaking another airplane on the approach

21
Q

What are the steps for executing a go-around?

A

Make the decision to go around as early as possible
Simultaneously increase pitch attitude and add full power
If trimmed for approach, expect to hold significant forward pressure to maintain climb (roughly retrim to reduce pressures)
Retract landing flaps after descent stopped
Establish Vx or Vy climb
Move to the side of the runway to prevent traffic conflict
Retract gear after positive rate of climb achieved
Retrim aircraft

22
Q

What standards are expected of students in performing a go-around?

A

Knowledge of procedure/conditions that might require go-around
Makes timely decision to go around
Applies power immediately and pitches for Vx or Vy
Retracts flaps appropriately
Retracts gear after positive climb rate established
Moves to the side of runway to avoid traffic conflict
Maintains takeoff power and Vy +/-5kts to safe altitude
Maintains directional control/wind-drift correction
Completes appropriate checklists

23
Q

What are some common student errors in the performance of go-arounds?

A

Failure/delayed recognition of when go-around is necessary
Improper power application (incl. carb heat)
Failure to control pitch attitude (not enough forward elevator)
Not correcting for torque effect in climb
Improper trim procedure
Failure to maintain Vx or Vy climb
Improper gear/flap retraction (no positive rate, not incremental)
Failure to maintain proper track, obstacle/traffic avoidance (parallel to runway)

24
Q

Describe a short-field approach and landing.

A

Maximum performance operation

Used when landing distance is short/obstacles in approach path

25
Q

What are the steps for performing a short-field approach?

A

Establish a wider than normal pattern
Complete pre-landing checklist at mid-field downwind
Reduce power abeam touchdown point, hold pitch to reduce speed
Deploy initial flaps and retrim for 1.4xVso
Turn base at 45* to threshold (30* with obstacle)
Extend flaps and retrim on base
Deploy full flaps on final and trim for 1.3xVso

26
Q

What are the steps for performing a short-field landing?

A

Touch down with minimal float
Retract flaps
Maintain directional control/wind-drift correction
Apply back elevator pressure for aerodynamic braking
Apply maximum braking

27
Q

What standards are expected of students in performing short-field approaches?

A

Considers wind, landing surface, and obstructions
Establishes recommended approach speeds/configuration
Makes necessary pitch/power adjustments
Maintains stabilized approach at 1.3xVso + gust factor (+10kts/-5kts student, +/-5kts commercial)

28
Q

What standards are expected of students in performing short-field landings?

A

Smooth, timely, correct control application in roundout/touchdown
Touches down smoothly at MCA
Touches down within 200’ (student)/100’ (commercial) of specified point, aligned with runway, with no drift
Maintains directional control/crosswind correction
Applies maximum braking
Runway incursion avoidance
Completes appropriate checklists

29
Q

What are some common student errors in performing short-field approaches?

A

Failure to establish approach configuration (time/sequence)
Failure to maintain a stabilized approach (improper pitch/power adjustments, flap deployment, airspeed management)
Improper use of flaps and trim
Removing hand from throttle

30
Q

What are some common student errors in the performance of short-field landings?

A

Rounding out too late (results in hard landing, bounce, stall)
Rounding out too high (results in high sink rate, hard landing)
Ballooning (caused by misjudging sink rate/overcontrolling)
Floating (caused by excessive airspeed on final approach)
Bouncing (caused by excessive descent rate on final approach)
Touchdown in a crab (caused by improper wind correction)
Poor directional control after touchdown
Improper use of brakes (excessive/skidding)
Failure to get landing clearance/exit runway correctly

31
Q

Describe a soft-field approach and landing.

A

Landing on rough fields
Landing on fields with soft surfaces: snow, mud, sand, tall grass
Wings support aircraft as long as possible to reduce stress on landing gear
Airplane is held 1’-2’ off the ground for as long as possible to dissipate speed

32
Q

What are the steps for performing a soft-field approach?

A

Establish a normal traffic pattern altitude
Complete pre-landing checklist mid-field, downwind
Reduce power abeam touchdown point
Maintain altitude/pitch momentarily to reduce airspeed
Retrim for airspeed within white arc, and deploy first notch of flaps
Establish initial approach speed (1.4xVso)
At 45* from threshold, clear for traffic and turn base
Extend flaps and retrim for approach speed
Initiate base to final turn to roll out on extended runway centerline
Extend final flaps once field is assured

33
Q

What are the steps for performing a soft-field landing?

A

Touch down at slowest possible airspeed, nose-high attitude
Hold sufficient back elevator pressure to keep nosewheel from touching down
Add slight power (if necessary) after touchdown to aid in easing nosewheel down
Avoid use of brakes
Apply power as necessary to keep airplane moving and avoid getting stuck

34
Q

What standards are expected of students performing soft-field approaches?

A

Considers wind, landing surface, and obstructions
Establishes recommended approach speeds/configuration
Makes necessary pitch/power adjustments
Maintains stabilized approach at 1.3xVso + gust factor (+10kts/-5kts student, +/-5kts commercial)

35
Q

What standards are expected of students in performing soft-field landings?

A

Smooth, timely, correct control application in roundout/touchdown
Maintains directional control/crosswind correction
Touches down softly, aligned with runway, with no drift
Maintains proper control inputs/sufficient speed
Runway incursion avoidance
Completes appropriate checklists

36
Q

What are some common student errors in the performance of soft-field approaches?

A

Failure to establish approach configuration (time/sequence)
Failure to maintain a stabilized approach (improper pitch/power adjustments, flap deployment, airspeed management)
Improper use of flaps and trim
Removing hand from throttle

37
Q

What are some common student errors in the performance of soft-field landings?

A

Rounding out too late (results in hard landing, bounce, stall)
Rounding out too high (results in high sink rate, hard landing)
Ballooning (caused by misjudging sink rate/overcontrolling)
Floating (caused by excessive airspeed on final approach)
Bouncing (caused by excessive descent rate on final approach)
Touchdown in a crab (caused by improper wind correction)
Failure to hold back elevator after touchdown
Closing throttle/reducing speed too soon after touchdown
Poor directional control after touchdown
Improper use of brakes

38
Q

Describe a power-off, 180* accuracy approach.

A

Gliding with the engine idling from a specific point downwind, to touch down within 200’ of a specific point on the runway

39
Q

What is the purpose of the power-off, 180* accuracy approach?

A

To accurately fly the airplane to a safe landing without power

40
Q

What standards are expected of students in performing a power-off, 180* accuracy approach?

A

Considers wind, landing surface, obstructions
Positions airplane on downwind at 1000’ AGL
Completes final airplane configuration
Touches down in normal landing attitude, at or within 200’ of specified touchdown point
Completes appropriate checklists

41
Q

What are some common student errors in performing power-off, 180* accuracy approaches?

A

Failure to establish proper configuration at proper time/sequence
Failure to identify key points in the pattern
Failure to establish/maintain stabilized approach
Failure to consider effects of wind
Improper use of power, flaps, trim
Rounding out too late in attempt to reach desired spot
Rounding out too early in attempt to stretch a glide
Poor directional control after touchdown
Improper/excessive use of brakes