When you learn you begin with A B C – etc.
Or, even 1 + 1 = 2; small steps taken on the road to 'education'. After a while, with proper schooling and application a pupil learns the basics of the three 'R's” then; with that solid base they can progress to rocket science or whatever; BUT the basics need to be established. Those 'basics' lead to an ability to read, understand and – importantly – how to think a problem through to a conclusion. For example:-
From the age of seven, through to today; the mantra “Look Left, Look Right, Look Left again AND if there's anything coming – WAIT – until its 'safe to cross'. Strict obedience was rigorously enforced. By the age of 11, the 'Cycling Proficiency' test was in place; tested on the Highway code and a test of riding skill, supervised by the Police was the 'big deal' – and about then I realised that there was both logic and safety built in to the early methods used to safeguard against my ignorance. Yep, Still got the badge.
And; the fool is about to weigh in on the Cowra 'misadventure'. For adventure it was not; let us begin with our A,B,C.
A. The instructing pilot should have been completely aware of the AFM method for simulating an engine out situation.
B. The instructing pilot should have been aware that the scenario used could, potentially, end in tears and was obliged to ensure it did not....WTD? Why not 'step in' and sort out his mistake? How did a supposed 'professional' engineer an almost perfect scenario for an 'event'? Aye, tick a box, on paper justified proficiency rules.
C. Why was the 'simulation' allowed to carry on beyond the initial cock up?
No matter the 'method' used to simulate a failure (the 'instructing' pilot should 'know' the right method; no excuses). The student, at the point of the 'failure' should have called out the checks; loud and clear – Failure – then 'touched' the taps – Mixture rich; props fine; throttle open; Identified: (dead foot etc) Verified (throttle) – Feathered.
Once the victim had 'touch executed' the drill – the instructing pilot should have set and declared 'Zero thrust set'. Total time 30 seconds – even 40. (Pass or fail on accuracy and time). Much of one needed (+ little for the other): while the victim learns the ropes – it is instruction after all.
The next part of this exercise is the 'big business' end of it. (i.e. Back in the Pub, with air-frame, engines and student 'all' in one piece). This is where the real work and learning is done – in the situation presented, the engine failure is a minor inconvenience – the tangible proof of 'understanding' the aim is to establish a stable, controlled approach path to a safe landing. That is the challenge – maximizing performance, speed and descent rate control through the approach; anticipation of the effect of flap – when to select, undercarriage, and speed / flight path management through the final stages. Even the circuit direction – if a change suits you best. Non of this can happen – or be beneficial if the 'tools' available can't be used. The moment the student tapped the feather lever – zero thrust (+ a bit for Mum) should have been available. The engine was just called 'feathered' – by the flying pilot – in real life zero thrust achieved.
I might add here that IMO the landing should, (if first exercise) have been made to a full stop; time taken to collect thoughts, assess the performance, reset and agree to repeat, only 'brief' that this time a 'low' overshoot would be required – from a zero thrust (1 inop) situation; with the adjunct that unless there is a heard of Buffalo on the runway and no side strip – land anyway. The brakes are working just fine and hitting anything at 40 knots is preferable to piling into rocks and trees and stuff, part inverted at 90 knots.
Look left; Look Right – Look left again and if there is a possibility of ending up under a bus; wait till it has passed you by.
When the what's-it hits the windmill – there is little time for poncing about; manage the failure and use all the cunning, guile, knowledge and good -luck you can muster to finalise the event – sooner rather than later. The best story is the one you live to tell.
Phew! Seriously thirsty now; Ale with you Sirrah?
Toot toot.
Or, even 1 + 1 = 2; small steps taken on the road to 'education'. After a while, with proper schooling and application a pupil learns the basics of the three 'R's” then; with that solid base they can progress to rocket science or whatever; BUT the basics need to be established. Those 'basics' lead to an ability to read, understand and – importantly – how to think a problem through to a conclusion. For example:-
From the age of seven, through to today; the mantra “Look Left, Look Right, Look Left again AND if there's anything coming – WAIT – until its 'safe to cross'. Strict obedience was rigorously enforced. By the age of 11, the 'Cycling Proficiency' test was in place; tested on the Highway code and a test of riding skill, supervised by the Police was the 'big deal' – and about then I realised that there was both logic and safety built in to the early methods used to safeguard against my ignorance. Yep, Still got the badge.
And; the fool is about to weigh in on the Cowra 'misadventure'. For adventure it was not; let us begin with our A,B,C.
A. The instructing pilot should have been completely aware of the AFM method for simulating an engine out situation.
B. The instructing pilot should have been aware that the scenario used could, potentially, end in tears and was obliged to ensure it did not....WTD? Why not 'step in' and sort out his mistake? How did a supposed 'professional' engineer an almost perfect scenario for an 'event'? Aye, tick a box, on paper justified proficiency rules.
C. Why was the 'simulation' allowed to carry on beyond the initial cock up?
No matter the 'method' used to simulate a failure (the 'instructing' pilot should 'know' the right method; no excuses). The student, at the point of the 'failure' should have called out the checks; loud and clear – Failure – then 'touched' the taps – Mixture rich; props fine; throttle open; Identified: (dead foot etc) Verified (throttle) – Feathered.
Once the victim had 'touch executed' the drill – the instructing pilot should have set and declared 'Zero thrust set'. Total time 30 seconds – even 40. (Pass or fail on accuracy and time). Much of one needed (+ little for the other): while the victim learns the ropes – it is instruction after all.
The next part of this exercise is the 'big business' end of it. (i.e. Back in the Pub, with air-frame, engines and student 'all' in one piece). This is where the real work and learning is done – in the situation presented, the engine failure is a minor inconvenience – the tangible proof of 'understanding' the aim is to establish a stable, controlled approach path to a safe landing. That is the challenge – maximizing performance, speed and descent rate control through the approach; anticipation of the effect of flap – when to select, undercarriage, and speed / flight path management through the final stages. Even the circuit direction – if a change suits you best. Non of this can happen – or be beneficial if the 'tools' available can't be used. The moment the student tapped the feather lever – zero thrust (+ a bit for Mum) should have been available. The engine was just called 'feathered' – by the flying pilot – in real life zero thrust achieved.
I might add here that IMO the landing should, (if first exercise) have been made to a full stop; time taken to collect thoughts, assess the performance, reset and agree to repeat, only 'brief' that this time a 'low' overshoot would be required – from a zero thrust (1 inop) situation; with the adjunct that unless there is a heard of Buffalo on the runway and no side strip – land anyway. The brakes are working just fine and hitting anything at 40 knots is preferable to piling into rocks and trees and stuff, part inverted at 90 knots.
Look left; Look Right – Look left again and if there is a possibility of ending up under a bus; wait till it has passed you by.
When the what's-it hits the windmill – there is little time for poncing about; manage the failure and use all the cunning, guile, knowledge and good -luck you can muster to finalise the event – sooner rather than later. The best story is the one you live to tell.
Phew! Seriously thirsty now; Ale with you Sirrah?
Toot toot.