Performance Maneuvers

Question 1

Describe a steep turn.

Answer 1

Bank angle greater that 45*
Overbanking tendency overcomes stability
Relatively high load factors imposed on aircraft

Question 2

What are the steps for performing a steep turn?

Answer 2

Establish a specific heading and outside reference
Perform clearing turns
Roll into a 45-60 bank, maintaining altitude with back pressure
Add power as necessary to maintain altitude
Use cowl/outside reference to maintain bank angle
Decrease bank/increase pitch if losing altitude
Increase bank/decrease pitch if gaining altitude
Lead rollout heading by 1/2 bank angle

Question 3

What standards are expected of a student performing steep turns?

Answer 3

Shows knowledge of the elements related to steep turns
Establishes recommended airspeed (less than maneuvering speed)
Rolls into a 45 degree/50 degree bank
Divides attention between airplane control and orientation
Maintains entry altitude +/-100’
Maintains airspeed +/-10kts
Maintains bank +/-5*
Rolls out onto entry heading +/-10*

Question 4

What are some common student errors in performing steep turns?

Answer 4

Increasing pitch before establishing bank angle (altitude gain)
Not releasing back pressure in recovery (altitude gain)
Too much/not enough bank
Not increasing power to assist in maintaining altitude
Improper rudder use (slipping/skidding turn)
Not making minor control corrections for altitude deviations
Loss of orientation
Excessive deviation from desired heading during rollout

Question 5

Describe a steep spiral.

Answer 5

Gliding turn in which a constant radius around a point is maintained
Steepest bank should not exceed 60*

Question 6

What standards are expected of a student in the performance of a steep spiral?

Answer 6

Selects altitude that permits 3 complete 360 degree turns
Selects suitable ground reference point
Applies wind-drift correction to maintain constant radius (<60* bank)
Divides attention between aircraft control and ground track
Maintains airspeed +/-10kts
Rolls out on specified heading +/-10*

Question 7

What are some common student errors in performing steep spirals?

Answer 7

Not establishing proper pitch, power, and airspeed for glide
Exceeding 60* of bank
Not clearing engine during maneuver
Uncoordinated use of controls (slipping/skidding)
Not maintaining constant radius/correcting for wind-drift
Failure to hold airspeed constant during bank changes
Failure to stay oriented to number of turns/rollout heading
Not completing 3 full turns before rollout heading/altitude

Question 8

What is a chandelle?

Answer 8

Maximum performance, 180 degree, climbing turn, ending with wings-level, nose-high attitude at minimum controllable airspeed

Question 9

What are the steps for performing a chandelle?

Answer 9

Establish a specific heading and altitude (above 1500’ AGL)
Perform clearing turns
Establish 30* bank
Apply takeoff/climb power and increase pitch at constant rate
At 90 degree point, begin rolling out bank while maintaining pitch
Roll wings level at 180 degree point, and momentarily hold pitch to fly straight and level at MCA

Question 10

What are the differences between the first and second halves of a chandelle?

Answer 10

First half-constant bank, changing pitch

Second half-constant pitch, changing bank

Question 11

What standards are expected of a student performing a chandelle?

Answer 11

Selects appropriate altitude (above 1500’ AGL)
Established recommended entry configuration, power, and airspeed
Establishes 30* bank angle
Simultaneously applies power and smoothly increases pitch
Begins smooth rollout, maintaining constant pitch, from 90 degree point
Completes rollout at 180 degree point +/-10*, at MCA
Resumes straight and level flight with minimal loss of altitude

Question 12

What are some common student errors in performing chandelles?

Answer 12

Initial pitch-up too quick (airspeed decreases too quickly)
Initial pitch-up too slow (completes maneuver above MCA)
Too much bank (completes maneuver above MCA)
Too little bank (maneuver completed with excessive airspeed)
Failure to add power at start of maneuver
Inadequate rudder to compensate for torque effect
Improper timing of pitch and bank changes
Not maintaining appropriate pitch/bank angles
Stalling during maneuver
Deviation from desired heading at rollout (torque correction)

Question 13

What is a lazy eight?

Answer 13

Two 180 degree turns in opposite directions

Symmetrical climb and descent during each of the turns

Question 14

What are the steps for performing a lazy eight?

Answer 14

Establish specific heading and altitude (above 1500’ AGL)
Perform clearing turns
Pick a prominent reference point (perform into the wind)
Establish maneuvering speed, and begin gradual climbing turn toward reference point
At 45 degree point-maximum pitch-up and 15* bank
At 90 degree point-level pitch, 30* bank
At 135 degree point-maximum pitch-down and 15* bank
At 180 degree point-level flight, entry airspeed and altitude

Question 15

What standards are expected of a student in performing lazy eights?

Answer 15

Selects altitude that allows performance above 1500’ AGL
Establishes recommended entry configuration, power, and airspeed
Maintains coordinated flight throughout maneuver
30* bank at steepest point
Constant change of pitch and roll rate
Altitude tolerance at 180 degree point-+/-100’ of entry altitude
Airspeed tolerance at 180 degree point-+/-10kts of entry airspeed
Heading tolerance at 180 degree point-+/-10*

Question 16

What are some common student errors in performing lazy eights?

Answer 16

Poor selection of reference points
Not correcting for increased torque effect at low airspeeds
Non-symmetrical loops resulting from poorly-planned pitch and bank changes
Initial pitch-up too quick-stall before reaching 90 degree point
Initial pitch-up too slow-90 degree point reached before MCA
Initial bank too steep-90 degree point reached before MCA
Pitch in last 90 degrees too low-excessive airspeed/altitude at completion
Loss of orientation
Excessive deviation from reference points