Ground Reference Maneuvers

Question 1

Describe a rectangular course maneuver.

Answer 1

Ground track of the airplane is equidistant from each side of a rectangular area on the ground
Altitude and airspeed are held constant

Question 2

What are the steps for performing a rectangular course maneuver?

Answer 2

Perform clearing turns and select suitable emergency landing spot
Establish altitude of 600’-1000’ AGL (500’ above obstructions)
Select square/rectangular field with sides approx. 1 mile
Enter left or right pattern, 45* to downwind, 1/4 mile from course
Adjust bank angle in each turn to compensate for wind-drift
Adjust heading to compensate for wind-drift in course legs

Question 3

How should the turns be made in a rectangular course?

Answer 3

Downwind to crosswind-steep to medium
Crosswind to upwind-medium to shallow
Upwind to crosswind-shallow to medium
Crosswind to downwind-medium to steep

Question 4

What standards are expected of a student performing a rectangular course maneuver?

Answer 4

Selects suitable reference area
Plans maneuver to enter left or right pattern, 45* to downwind, 600’-1000’ AGL
Applies adequate drift correction to straight legs
Adjusts bank angle as necessary to maintain constant distance from course
Divides attention between airplane control and ground track
Maintains altitude +/-100’
Maintains airspeed +/-10kts

Question 5

What are some common student errors in performing the rectangular course maneuver?

Answer 5

Poor planning, orientation, or division of attention
Skidding turns from a downwind heading, slipping turns from an upwind heading
Improper wind-drift correction
Failure to maintain altitude/airspeed
Selection of course where there is no suitable landing spot within gliding distance

Question 6

Describe an S-turn.

Answer 6

Airplane’s ground track describes semi-circles of equal radii on either side of a straight line on the ground
The airplane should cross perpendicular to the ground reference line
Constant altitude should be maintained throughout the maneuver

Question 7

What are the steps for performing S-turns?

Answer 7

Establish altitude 600’-1000’ AGL (500” above obstacle)
Perform clearing turns and select suitable emergency landing spot
Select straight line ground reference, 90* to the wind
Approach on downwind heading, roll into turn when crossing line
Shallow the bank when approaching the line upwind
Begin upwind turn with shallow bank angle
Increase bank angle when approaching the line downwind

Question 8

What standards are expected of a student in performing S-turns?

Answer 8

Selects suitable ground reference line and emergency landing spot
Plans to enter the maneuver at appropriate altitude, perpendicular to the reference line, and downwind
Applies adequate wind-drift correction to track a constant radius
Reverses direction of turn directly over reference line
Divides attention between airplane control and ground track
Maintains altitude +/-100’
Maintains airspeed +/-10kts

Question 9

What are some common student errors in performing S-turns?

Answer 9

Faulty entry (not upwind, not clearing area, improper altitude)
Poor planning, orientation, division of attention
Poor selection of reference line/emergency landing spot
Uncoordinated flight control application
Improper wind-drift correction (forgetting where wind is)
Non-symmetrical ground track (especially upwind side)
Failure to maintain altitude/airspeed

Question 10

What are turns around a point?

Answer 10

Flying 2 or more circles of uniform radii around a point on the ground
Maximum bank angle less than 45*
Constant altitude maintained throughout maneuver

Question 11

What are the steps for performing turns around a point?

Answer 11

Establish altitude of 600’-1000’ AGL (500’ above obstacle)
Perform clearing turns and select suitable emergency landing spot
Enter downwind at a distance equal to desired radius of turn
Roll into turn when abeam reference (steepest bank)
Decrease bank angle as airplane turns into wind

Question 12

How should bank angle vary during various phases of turns around a point?

Answer 12

Downwind-steepest bank
Downwind to crosswind-gradually decrease to medium bank
Crosswind to upwind-gradually decrease to shallow bank
Upwind to crosswind-gradually increase to medium bank
Crosswind to downwind-gradually increase to steep bank

Question 13

What standards are expected of students in performing turns around a point?

Answer 13

Selects suitable reference point and emergency landing spot
Plans to enter 600’-1000’ AGL, downwind, at appropriate distance
Applies adequate wind-drift correction to maintain constant radius
Divides attention between airplane control and ground track
Maintains altitude +/-100’
Maintains airspeed +/-10kts

Question 14

What are some common student errors in performing turns around a point?

Answer 14

Not entering downwind
Not clearing area/selecting emergency landing spot
Not using steepest bank on initial turn
Poor planning, orientation, division of attention
Uncoordinated flight control application
Improper wind-drift correction
Failure to maintain altitude/airspeed

Question 15

Describe the eights-on-pylons maneuver.

Answer 15

Flown in figure-8 pattern around 2 reference points on ground
Altitude and airspeed/groundspeed are adjusted so that a line parallel to the lateral axis, extending from the pilot’s eye, appears to pivot around the points
No attempt is made to maintain a constant radius

Question 16

What are the steps for performing eights-on-pylons?

Answer 16

Establish approximate pivotal altitude (GS[kts] squared/11.3)
Select 2 points on the ground along a line 90* to the wind
Fly diagonally crosswind between the pylons to a point downwind
Lower wing to place line of sight on pylon
As groundspeed decreases, lower altitude to maintain line of sight
As groundspeed increase, increase altitude to maintain line of sight

Question 17

How would a pilot use the airplane wing/wingtip as a reference in performing eights-on-pylons?

Answer 17

If the pylon appears to move ahead of the wingtip, the airplane is above pivotal altitude-decreasing altitude will increase groundspeed and raise pivotal altitude
If the pylon appears to move behind the wingtip, the airplane is below pivotal altitude-increasing altitude will reduce groundspeed and lower pivotal altitude

Question 18

What standards are expected of students in performing eights-on-pylons?

Answer 18

Determines the approximate pivotal altitude
Selects suitable pylons that will permit level flight for 3-5 seconds in between turns
Enters at appropriate altitude and airspeed, with steepest bank 30-40
Applies necessary corrections so line of sight remains on pylons
Divides attention between airplane control and visual references
Holds pylon at correct pivotal altitude, without slips or skids

Question 19

What are some common student errors in the performance of eights-on-pylons?

Answer 19

Improper entry (poor pylon selection, incorrect altitude/heading)
Failure to select appropriate emergency landing spot
Poor planning, orientation, division of attention
Losing pylon, forgetting wind direction
Uncoordinated controls (holding pylon with rudder)
Improper line of sight reference
Improper timing of turn entries and rollouts
Improper wind-drift correction between pylons