The scenario was a student's approach on Final. He was
too high and fast. When should the instructor assist with a go
around? At what point would you take over from the student? How
would you teach CFI candidates to make this decision?
In my opinion, this is an instructional opportunity (which is
different from a "Watch this!") to practice a slip to landing to
be followed by some basic rules:
Rule one: If you are going to land longer than 1/2 of the
runway length go around. If this is the student's very first
approach and attempt at landing, instruct the student on a go
around; or if applicable, execute a landing for the student and
explain the airspeed and altitude situation that was just
experienced.
Rule two: Anytime an approach doesn't feel right go around.
These two rules apply to both CFI candidates and student
pilots. If there is a chance of running out of airspeed,
directional control, altitude and experience, especially all at
the same time, consideration should be made for the CFI to take
over the aircraft control to avoid a mishap.
Excerpts from my book, "The Art of Broomstick Flying
(teaching of pre-solo flight)"
www.betterpilot.com,
mention to watch the runway "closure rate." Looking too close to
the aircraft's nose you will probably hit the ground hard. Looking
over the nose at the far end of the runway may cause you to flare
too high and drop the aircraft in.
"...vision is therefore the most important sense used. The
controls are moved accordingly, as the ground seems to rush up at
the airplane or come at it more slowly. Unless the student is
concentrating on some other factor, such as drift or other
aircraft, or is in a plain state of coma, the reactions on the
controls to prevent the airplane flying into the ground will be
instinctive and of the 'self-preservation type.'
However, not being trained reactions, they are likely to be
wrong, particularly as to degree and often as to type as well.
Correct training of these reactions requires expert direction on
the part of the instructor and hard practice on the part of the
student.
Accurate estimation of distance is, besides being a matter of
practice, dependent upon how clearly objects are seen; it requires
that the vision be focused sharply in order that objects stand out
as clearly as possible. All things that tend to diminish the
vision, or the clarity with which the objects are seen, will
hinder the accurate estimation of their distance.
Speed blurs objects at close range. Everyone has noted this
in a car moving at high speed. Nearby objects seem to run
together, while objects farther away stand out clearly. The
driver subconsciously 'focuses his eyes sufficiently far ahead of
the car to see objects distinctly at least, and sometimes farther
but rarely closer. Ordinarily, at the time of landing, the vision
should be focused ahead of the airplane approximately the same
distance as it would be in a car traveling at the same speed.
This distance should not be taken as the distance at which a
driver would ordinarily focus to drive safely, but as the distance
ahead at which he could see the road clearly. The latter distance
is much closer than the former and is the one to be use in landing
the airplane. This point should be impressed upon the student, or
there is apt to be a tendency to look too far ahead of the
airplane.
However, the distance at which the vision is focused should
be proportionate to the speed at which the aircraft is traveling.
Thus, as speed is reduced during the glide, the distance ahead of
the airplane at which it is possible to focus the vision sharply
becomes closer, and the focus should be brought closer
accordingly.
If the student attempts to focus too close or looks directly
down, the objects become blurred, and his reactions will be either
too abrupt or too long delayed. When the student focuses too far
ahead, he is unable to judge accurately the closeness of the
ground at his position and his consequent reactions will be slow,
since there seems no necessity for any actions.
The student who alternates his focus from one extreme to the
other will probably seriously over control in an attempt to make
his reactions take care of a situation which he did not expect.
If the focus is changed gradually, being brought progressively
closer as speed is reduced, this interval and its attendant
reactions will be materially reduced and the whole process
smoothed out
When seated in the airplane, the student should look along a
line on the left side that will include the nose of the airplane,
and focus on a distance ahead of the airplane as though he were
driving a car at an equivalent ground speed. He must be conscious
of the angular attitude of the nose and wings while the focus is
maintained at this distance ahead--not on any object, but at the
distance. Then, as speed is lost, the focus will be brought back
and the change in angularity of the nose observed without the
necessity of actually looking at it. If the student has had a
sufficient background in glides, and stalls, this action will be
easily understood and the sensations of speed loss registered in
his consciousness at the same time"
In conclusion a proactive position, watch the runway
constantly, may be better than a reactive position.
