Circuit Training
Glide Approach
This lesson teaches the student to land the From a position of about 1000 feet agl downwind,
aeroplane without engine power. Initially this the students must be able to reach the 1/3 aim
is taught as part of the circuit lessons, but is point, preferably without flap. Once a landing is
equally important in the forced landing without assured various methods are used to reduce the
power lessons. L/D ratio and increase the rate of descent so as to
touch down as near to the threshold as practical.
Objective Considerations
To complete a landing without There are a number of factors that will affect the
ability of the aeroplane to reach the 1/3 aim point.
engine power from the 1000 foot Once it is assured that the aeroplane will reach
downwind position. the 1/3 aim point, the aim point is moved towards
the landing threshold, generally by applying flap,
so as to use all the available landing distance.
As this exercise will be practised on the home
aerodrome, the student should be encouraged
to initially aim 1/3 of the way into the runway.
Once they are more proficient, the distance
available can be progressively reduced by
requiring them to stop before an arbitrary point
on the runway.
Headwind on Final
If it becomes apparent that a stronger than expected
headwind on final is causing the aeroplane to
undershoot (aim point moves up the windscreen),
it may be necessary to lower the aeroplane’s nose
and increase the airspeed. This will increase the
groundspeed, allowing the aeroplane to better
penetrate into the wind. This is one of the reasons
for aiming 1/3 into the field and delaying flap.
2 Circuit Training: Glide Approach
Figure 1 Increase the airspeed by relaxing backpressure,
not by pushing the control column forward.
When combined with flap, only a small increase in
airspeed will be required to dramatically increase the
rate of descent. However, the increase in airspeed
means the aeroplane will float in the round-out, so
if it is used, it should be used early rather than late.
After round-out the airspeed will rapidly dissipate
due to the high drag produced by the flap.
Windshear on Final S-Turns
The only method of countering windshear when An S-turn not only increases the total distance to
no power is available is to increase airspeed. touch down, but also decreases the L/D ratio, as a
Aiming 1/3 of the way into the field provides a result of the increased drag generated in the turn.
buffer against this eventuality and is also another In the modern low-drag training aeroplane this
reason for delaying the use of flap. method is not particularly effective.
It should be noted that excessive use of S-turns
Figure 2
indicates poor judgement and a poor forced
landing plan. It should not be used as a standard
manoeuvre, but as a compensation for a
judgement error. Most commonly an S-turn is used
when the final track has been overshot and some
height needs to be lost.
Sideslip
A sideslip is an unbalanced manoeuvre, where the
controls are ‘crossed’. For example, right aileron is
applied in conjunction with left rudder to prevent
Moving the Aim Point the turn or to keep straight.
Assuming that the 1/3 aim point can be easily
Due to the comparative ineffectiveness of the
reached from about 500 feet agl, the L/D ratio is
rudder in most modern training aeroplane types,
reduced by:
full rudder will be required to keep straight, even
in a relatively shallow banked sideslip.
Flap
Flaps are the first option for increasing the rate Once again, in the modern low-drag light
and angle of descent, because they increase the aeroplanes, this manoeuvre is not particularly
drag very effectively. effective unless it is combined with the use of flap.
Some aeroplanes have a restriction against
Airspeed sideslipping with flap down (refer Flight Manual).
As discussed previously, gliding at any speed This is generally because the flap blankets
other than the airspeed for best L/D will decrease the tailplane in a sideslip, destroying the airflow
the range. Decreasing the airspeed to achieve over the tailplane. In most cases, where the
this increases the risk of a stall, especially tailplane normally provides a down load this
if the third option of S-turns is to be used as results in an abrupt nose-down pitch and total
well. Therefore, increasing the airspeed is elevator ineffectiveness. Although the pitch down
recommended. This method, however, is not ceases when the rudder is centralised (sideslip
particularly effective when used on its own. is stopped) this is an undesirable characteristic,
especially near the ground.
Circuit Training: Glide Approach 3
If this manoeuvre is not restricted, it is vital that In addition, the effects of up-slope and down-
airspeed is increased or at least maintained. slope on approach judgement are discussed.
If the aeroplane were permitted to stall in
this configuration (controls crossed) a spin is
almost inevitable. Aeroplane Management
If sideslipping with flap is permitted, the resulting Whenever the engine is at idle the carburettor
rate of descent is usually very impressive. When heat should be HOT.
the student first sees the ground rushing up,
there is a tendency to increase backpressure to
arrest the high sink rate rather than decrease the Human Factors
amount of rudder being used. Therefore, if this Visual limitations in relation to optic flow rates and
manoeuvre is to be used it should be taught at depth perception, as a result of the high descent
altitude before this lesson (refer CFI). It is also rates are discussed.
more appropriate to use sideslip in the base turn
rather than when close to the ground.
The factors affecting rate of descent should Air Exercise
also be applied in the above order, flap first then Confirm spacing and configure the aeroplane late
increase airspeed, so that a safe margin over the downwind. Reduce power, maintain height, apply
stall speed is maintained during the following carburettor heat early, and trim in preparation for
manoeuvres, then S-turn or sideslip. the glide attitude.
At the 1000-foot area abeam the threshold, the
throttle is fully closed and the base turn started.
Airmanship The approach is judged by reference to the 1/3 aim
This is only a simulation and the safety of the point, down to about 500 feet agl. At this point
aeroplane and crew are paramount. Therefore, the question is asked, “Can the 1/3 aim point be
power should be used at any time the safety easily reached?”
of the aeroplane is in doubt, or on the
“go around” instruction.
Yes No
Glide approach practise must, however, be treated
with some seriousness and the importance of a Manoeuvres Delay the application
successful outcome stressed. to reduce the L/D of flap until the
ratio are applied answer is a positive
Plan the glide approach practise with consideration
where necessary yes.
for other traffic, as the exercise does not entitle
in sequence and
you to the right of way. At controlled aerodromes it
combined to modify
may be appropriate to request a “glide approach”
the touchdown point.
so that ATC can sequence following traffic.
Consistent with good aviation practice, no
passengers should be carried during glide
approach practise.
If increasing airspeed to lose height, be aware of
the limiting flap speed – although this would not
be a consideration with an actual engine failure.
Anticipate the round-out earlier to compensate
for the high rate of descent and excess airspeed.
4 Circuit Training: Glide Approach
Airborne Sequence The countering of strong headwinds and
windshear, by maintaining the 1/3 aim point to
On the Ground about 500 feet agl and then increasing airspeed,
Nothing new in here, just perfecting ground are demonstrated and experienced when
operations. conditions permit.
If the aeroplane is low, or more commonly high
The Exercise or fast at the threshold, and the ability to make a
Use the full length of the runway available as it safe landing is in any doubt whatsoever – carry
makes the demonstration of how easily height out a go around. During the subsequent go
can be lost (but not regained) much clearer. around, remind the student that maximum braking
For most aerodromes, choosing an aim point was still an option (if it would have stopped the
1/3 into the field will result in the aeroplane being aircraft in the space available). Do not put the
excessively high in relation to the threshold. aeroplane in a position where these have to be
used during a simulation.
This is the whole point of the 1/3 aim point.
There is no possibility of the aeroplane being Although during an actual forced landing the
flown through the first fence. When the chosen aeroplane may be forced onto the ground so
landing site is shorter, the 1/3 aim point is still 1/3 as to apply maximum braking, during the
of whatever length is available, and the possibility simulation a normal landing is carried out with
of flying through the first fence remains constant. brakes as required.
Only the possibility of overrunning the far end of
the landing site increases. After Flight
Let the student know that there will be lots
From this excessively high position, most or all
more practise at this manoeuvre and will serve
of the various methods of increasing the rate of
to complete the forced landing lessons.
descent can be demonstrated.
Once the forced landing lessons have been
completed, more realistic field lengths can be
simulated by restricting the amount of runway
available, for example, from the threshold to the
300-metre (1000-foot) markers. In this case the
1/3 aim point will be about 100 metres in, and only
those manoeuvres that are required (in sequence)
will be used to modify the actual touchdown point.