Building on lessons 1–3: the student has already been introduced to the four forces, axes of rotation, straight-and-level flight and climbing and descending. This lesson explains what changes when we bank the aeroplane and why coordinated control inputs matter. The spiral dive segment is safety-critical — treat it seriously but not alarmingly.
Good chance to introduce **inertia** - or Newton's law:
- Use the 3d physical model to examine what forces are involved turning like a car (ie. flat)
- The car's tyres and through connection, the seat and belt, are providing the centripetal force which curves your body around the corner rather than continuing in a straight line.
- Draw the vector for gravity and the centripetal force (or the "felt" centrifugal force) to show how it's perpendicular on the next slide.
Railroad tracks and car roads do actually do this to some degree, just nowhere near as obviously.
Cover all six content sections. The spiral dive is an instructor-only demonstration in flight — so students need to understand recognition and recovery, not how to enter one.
Return to these at the recap. Ask the student to answer each from memory before revealing the answer.
Click Direct-To to advance to Forces in a Turn.
Quick recap — the student should know this from previous lessons. Ask: "What are the four forces?"
Quick recap — the student should know this from previous lessons. Ask: "What are the four forces?"
Draw this on the whiteboard. The horizontal component IS the turning force — this is what makes the aeroplane go around a curve rather than flying in a straight line.
The "load factor" concept: at 60° bank, you need to produce twice the lift. We don't need to teach the formula — just the principle that steeper = more load.
Click Direct-To to advance to Turning Manoeuvres.
Worth thinking about **why** we need to clear the area in the direction of the turn before a full scan - consider high-winged aeroplanes.
Good chance to **revise the stability** of low and high winged aeroplanes around the longitudinal axis.
Demonstrate on the model plane. The ⅓ bank angle rule for anticipating roll-out is a practical rule of thumb — at 30° bank, start rolling out 10° before the target heading.
Bloggs-off question: does anyone in GA ever calculate this in reality? It seems to be more feel from errors. In high-performance aircraft (jets) with large bank angles it may be very useful, but here?
The student should understand the why: bank reduces the vertical component of lift, which is already under pressure in the climb. Shallow turns in the climb preserve climb performance.
Power 45%, attitude 0 - gives 100kts and 500fpm
**Question**: Why is it so critical to limit ourselves to shallower turns during gliding turns?
Click Direct-To to advance to Underbanking and Overbanking.
TODO: insert a diagram showing the outer wing at a larger radius with higher airspeed.
Below 30°, the dihedral effect (and wing design) tries to roll the aeroplane level. The student needs to actively hold the bank — it won't hold itself in a medium turn.
Click Direct-To to advance to the Spiral Dive Introduction.
The classic error: student feels nose low and high speed, instinctively pulls back → loads up the aeroplane and tightens the spiral. This needs to be said clearly before the demonstration.
"Level wings FIRST, then pull out." This is the key teaching point. Walk through it verbally before the demonstration. In the flight, I will demonstrate this — the student does not enter a spiral dive.
Airspeed will continue to increase during the roll-out before it starts to come back down — this is normal.
Click Direct-To to advance to the recap.
Let the student answer each before revealing. Positive reinforcement — build confidence into the flight.