Before beginning slow flight, make sure the student thoroughly understands the power curve as well as flight for endurance. If at all possible, make sure a demonstration of slow flight was conducted last lesson during exercise 10.
HASEL Check
Entry
- Ask the student to set up for flight for maximum endurance, no need to lean the plane out.
- Take control and set the flight attitude for slow flight and apply power to prevent altitude loss
- Discuss symptoms of slow flight which may include control responsiveness and high power combined with low speed
Recovery
- Demonstrate a proper recovery (full power, reduce nose attitude)
- Control yaw, if flaps were out, retract in stages
- Recover to straight and level flight
Student Practice
While student is practicing, have them maneuver a bit in slow flight. No turns specifically however have them bank the aircraft while maintaining a very good lookout.
Flaps
- If student is proficient in basic slow flight, ask them to extend flaps on entry
- Point out better visibility and better engine cooling
- Due to lower stall speed, aircraft can fly slower.
- Recover putting flaps up in stages
Do not overload the student on their first slow flight lesson. Progress the lesson as quickly as the student is mastering the skills which are being taught to them.
Turns
- Maximum 15° of bank for private, 30° for CPL
- Add power to maintain level flight
- For CPL, combine with climbing and descending
At times, students will point out slow flight stating that the stall horn must be going off or the nose must be in a nose up attitude. On the ground, make sure the student understands that this is incorrect. A thorough understanding of the power curve and the aircraft behaviour will ensure success in the flight. That being said, no death by briefing.
All of this information on pilot training and flight training in Canada is also available at www.flighttrainers.ca.