Newcomers
Box 40, St. Peters MO 63376
One of the "things" (a cousin of "stuff") that has a profound effect on our lives is the computer. If nothing else, society has figured out how to construct a device that is obsolete about 38 minutes after you plug it in!
Computers have found a place in our hobby/sport; some of the more esoteric uses include CAD (Computer-Aided Drafting) and aircraft design, but a popular use of the computer is as a training device so that you can "fly" in the comfort of your home.
Simulators: progress and appeal
In the last couple of years, these simulators have gotten pretty sophisticated. You can call up dozens of situations, model aircraft, and weather conditions. The "transmitters" have morphed into copies of those used at the local flying site. The feel is there, the movement is there—what more could a person want than to learn to fly without risk?
There are some real advantages to a computer-generated flying scenario:
- You are not subject to the whims of weather, assuming a thunderstorm or high winds haven't dropped the power lines to the house.
- You have the ability to get used to the right/left reversal when the model is coming toward you.
- You can reset and try again after a crash without cost or delay.
Simulator limitations
However, there are other points to consider. I "buddy-boxed" a newcomer with my Thingamabob trainer, and after the first flight I asked whether he owned a computer training program. He answered "yes," and expressed curious surprise as to how I had guessed. It was simple: he tended to gravitate toward an altitude of 25–30 feet, no matter how high I started the model before turning it over to him.
We teased about staying "two-mistakes high" during the first flights; he was barely one-mistake high at best! With the computer program, he tended to keep the "ground" visible on the screen so that he had a reference point in his field of vision. He was doing the same thing in "real time," even though with his field of vision he had the ability to look around to stay in touch.
Modern computer programs provide a better visual feel and often offer insets that give details of position, but nothing beats space. A 17-inch screen doesn't have the biggest problem—lack of emotional investment. So you make a mistake—who cares? Reset and have at it again. I suspect I'm guilty of being old school. Making a mistake is an investment in learning, and so is putting something solid on the line. That "something" is a real model—not an image on one.
Flying an actual model tends to make pilots more careful in preparation and execution. It also teaches important elements of safety that are not present with an on-screen image. Is the propeller on the screen going to snag a pixel and cut a finger? I think not! Will the computer model hit someone? Do the creators program that possibility?
Most importantly, the computer doesn't react to your foibles and help you correct them as a live instructor will. It lets you make the same mistake repeatedly; the "why" isn't there. It's similar to learning by teaching yourself to fly, and that concept is strongly opposed.
Role of the instructor and proper use of simulators
It's bad enough when the newcomer invests only money by flying purchased Ready-to-Fly or Almost-Ready-to-Fly models. It is essential that you invest something of yourself and have knowledgeable feedback. Otherwise the activity can become a passing fancy.
Is there a place for the simulator? Absolutely! It can help in many ways, especially if accompanied by an instructor who provides input. The instructor can say, "that happened because ..." and you attempt to correct the problem. When combined with real-time practice, it will help retain skills between lessons and in fine-tuning them.
It's important not to treat the simulator as a computer game that is unplanned or unchallenging. If it's only for amusement, there are far more interesting games out there. Nothing beats real-time flying!
Teaching right/left reversal: "Stick to the low wing!"
To pass along a hint concerning the right/left confusion when the model is coming toward you, I've used the phrase "Stick to the low wing!" for years, and have tried to ingrain the concept in the newcomer's mind.
As the model is heading toward you and banking (rolling) to the right, that's the "low" wing. Moving the aileron stick toward that wing will cause the aircraft to roll back and thereby correct the bank. The phrase is: "model coming toward you, move the aileron stick toward the wing that's lower." Don't try to use the whole sentence unless you need to—exercise going out to pick up pieces.
Toward the end of the training period, the instructor usually has the student say "low wing," and the student tends to make the proper correction.
A training flight should contain elements of purposeful flying, which means the instructor or later the student verbally initiates specific flight patterns. Suggested progression:
- Early flights: straight flights parallel to the runway.
- Later: figure 8s, procedure turns, and landing approaches to about 50 feet altitude.
Practice and conditioning
The newcomer typically goes through a specific thought process during the takeoff and landing segments. During the rest of the flight the mind winds up bringing the model back somewhere—somewhere, hopefully, just short of the ground. You can't tell what it's going to do when it's far out—hopefully the instructor has excellent eyesight, has been following the student's movements, has mastered the transmitter sticks, or is lucky. All of the above!
If the right/left problem is a downfall, invest in a cheap electric RC car and see how quickly you become accustomed to the reversal bit. (Remember, there's no "low wing.")
Did you ever notice how quickly young kids pick up the right/left routine? Could it be their model car or computer game experience?
For full-scale aircraft pilots: lots of luck! Chances are you never had to face a control reversal problem, unless someone figured out how to put a swivel seat in your cockpit.
Last, but not least, forget about that "transmitter behind you" routine (turning to hold the transmitter in the relative position as the model). It's not a good habit; it often leads to only being able to land with an approach around yourself.
Practice turns in both directions. At most fields, you'll notice newcomers doing left-hand rectangular patterns much more frequently than right-hand ones.
Safety nut and AMA rules
Are you a safety nut? You probably should be, but have you seen a so-called "AMA Safety Nut"? You might hear individuals talk about the requirement that your engine must be equipped with a spinner or an AMA approved Safety Nut on the end of the propeller shaft.
While it's an excellent idea to cover the threads at the end of the shaft, there is no such thing as an approved AMA Safety Nut. It's not mentioned anywhere in the AMA Safety Code, which is the required document to follow for sport flying.
Many larger gasoline engines do not have exposed shaft-end threads, so there is no way to even install a safety nut.
There is mention of a spinner or safety nut in several of the AMA Competition Regulations rule book events. The only event that actually describes one is RC Aerobatics; item 6.5, page 66 indicates you must have a rounded device with a minimum radius of 3 mm.
These are specialized requirements for special competitive events. Should you use a safety nut? It's a good idea, especially if you hand-start your engine.
The safety nuts may also be required for general flying in some cases. If specific AMA Chartered Club safety rules require them for their site, they are required—period! The Safety Code states that chartered club safety rules automatically become a part of the official AMA Safety Code and should be enforced. Check with your club.
Flight-instructor program availability
In my January column, I published a letter by Bob Paddock that occasioned a number of requests for a flight-instructor program he had written. AMA received a copy of the program quite a number of years ago, while the Academy was still located in Reston, Virginia; it is still on file. Special Services Director Carl Maroney and I collected perhaps as many as 20 programs.
Since Carl is still at Headquarters and is outstanding at keeping records and knowing how to locate them, there is a copy of Bob's program. However, it is 17 pages long; while we are willing to share the information, we'd prefer not to dispense the programs like beads at Mardi Gras.
There were other excellent programs (some with diagrams) in that collection. Hopefully the renewed interest will stimulate a means of distributing them.
Transcribed from original scans by AI. Minor OCR errors may remain.
