Tips, Techniques & Info

Daily Plan for Teaching R/C Flying
by Dr. Robert Suding

(This is a very aggressive course, and will proceed much slower for many student pilots!)

This system does not use "Left, Right, Up or Down". It was specially designed for the "Perceptually Challenged!"

Day 1

Maiden Flight Preflight Safety Inspection
- Start inspection with wing off the aircraft for a complete safety inspection.
- Make sure it is an appropriate aircraft for learning to fly. A P51 Mustang is not a trainer!
- Check wing center for strength, especially if it is an ARF!
- Check wing for obvious warps.
- Check balance of aircraft; against plans if available.
- Make sure battery and radio is securely mounted, in foam vibration isolation.
- Make sure on/off switch has the off position towards the nose of the aircraft.
- Check that all servo screws are in place and tight.
- Check all clevises and make sure each has a keeper.
- Check tail of aircraft for weakness.
- Connect aileron servo and mount wing on aircraft. Using ~10 #64 rubber bands, show how you cross over the first pair, then place the next pair fore & aft, then cross over, then fore & aft, and the final pair must always be crossed over to insure they don't slide off the wing holders when oily. Suggest frequent replacement of the rubber bands, or keeping them in a jar of water with a little detergent added to remove the oil that eats away rubber. Suggest covering the rubber bands with a towel between flights on sunny days to minimize sunlight rotting.
- Pin up the radio frequency.
- Check battery voltage of transmitter (>10.4 volts) and receiver (>5.2 volts).
- Check radio range.
- Stand behind aircraft with radio on.
  - Move aileron stick towards each side and make sure the aileron on that side rises.
  - Pull elevator stick and make sure elevator rises.
  - Move rudder stick towards each side and make sure the rudder and nosewheel move towards that side.
  - Pull the throttle stick and make sure the throttle closes.
- Check all surfaces for neutral offset with the trims and sticks centered. Adjust clevises as needed.
- Make sure aircraft does not have excessive surface throw.
- Make sure nosewheel movement is minimal. I recommend setting the nosewheel throw such that the aircraft at near idle turns in a circle whose diameter = 1/2 the runway width. Most beginners show up with aircraft that turn in a 3' circle making them difficult to control on takeoff.
- Start the engine. Make sure you can shut off the engine when the throttle and the trottle trim are just at their lowest point.
- Adjust the engine high end for slightly rich. Adjust the low end so that the engine smoothly transitions to full throttle without dying, especially after idling for about 1 minute.
- With someone holding aircraft, run throttle up & down looking for any vibration induced electrical or mechanical problem.
- Perform any other safety check deemed appropriate.
Instructor takes the aircraft up for the first time, warning other pilots that this is the first flight of a new aircraft.
- If aircraft has a serious problem, land immediately, out in the field away from spectators if necessary.
- Flying at mid throttle after takeoff, adjust the trims for straight flight with a very slight climb. Land and adjust if the trims are so far out they can't be adjusted for straight flight with a slight climb.
- Holding the transmitter high, show how you slightly move the aileron stick to either side to make the aircraft fly that way when the aircraft is flying away from you.
- Holding the transmitter high, show how you move the aileron stick towards the down wing when the aircraft is flying towords yourself.
- Holding the transmitter high, show how you pull slightly on the elevator stick when banking for a turn to keep from loosing altitude. Show several times, with and without the elevator pull.
- Fly an oval pattern with the transmitter held high for all to see, and announce every stick movement. NEVER USE THE WORDS "LEFT, RIGHT, UP, or DOWN!" Instead say, "I am moving the stick toward the mountains, or parking lot, or the big tree, etc."or "I am flying towards the lake, etc."
- After no more than 5 minutes of flying, land the aircraft, pointing out your minute corrections as you land the aircraft straight down the middle of the runway.
Adjust the clevises so that the same surface deflection as when flying results when the trims are recentered.
Top off the fuel tank and start the engine for another flight. If major adjustments were made, treat it like a first flight!
I do not care for buddy boxes as too often the student is unaware that I am flying the aircraft, not him, and thinks he is doing a great job. I want there to be no doubt who is in control, he or I. Other instructors like the buddy box idea.
If a buddy box system is used, be absolutely sure that both the master tranmitter and the buddy transmitter are playing from the same sheet of music. I have rarely seen a buddy transmitter perfectly matched to the master transmitter, and this can cause real problems in a first flight situation.
Explain to the student exactly what you are going to do on this next flight, and what you expect of him. He won't be listening too good at this point, but make sure he knows who is boss. If any doubt, tell him (her) to find another instructor! Make sure he understands that if you say you want the transmitter back, that's it. I had one student that refused one time. He flew the aircraft straight into the ground for his final flight at our field. R/C flight instructing is not a democracy!
Point out that on his first few flights he should forget that the rudder / throttle stick exists. All he needs to be concerned about on the first few flights is the aileron / elevator stick. If the throttle needs any adjustment, the instructor will reach over and do the adjusting.
The instructor takes the aircraft off for its second flight, and after reducing the throttle to achieve a slow cruise, the instructor again retrims the aircraft so it flies straight with just a slight climb. Fly around for a few minutes with the transmitter held high, announcing what you are doing, as I mentioned above. If the student does not pay attention, land the aircraft and let him sit on the bench until he (she) decides to listen! R/C aircraft are lethal; I was president of a club where a modeler in the pits had been killed by an out of control one.
I like to have the student on the throttle side of the transmitter (popularly known as to my left side) and me on the aileron side as we stand side by side preparing for the first student flight experience. This way when I grab the transmitter in an emergency my aileron hand is on the aileron stick as I grab.
Take the aircraft up to "TWO CRASHES HIGH" as we call it (one for him; one for me). Point out that his sight angle should be between 30 degrees high and 60 degrees high. Below 30 degrees at two crashes high means he is too far away to see the aircraft, and above 60 degrees means he is flying overhead and can't see the angle on the wings and fuselage. Every student I have ever had wound up at some point overhead. I then tell them that overhead gives me a pain in the neck looking straight up, and that makes me mean. Then I tell them the last thing they ever would want is a mean flight instructor. They laugh, and keep it lower and out in the field after that.
I bring the R/C aircraft past us and point it slightly upwards. Then I had the transmitter across to the student for his (her) first flight experience.
By the time the student fumbles around for a couple of seconds the aircraft is generally still in a good attitude but it is time to execute an outbound first turn. I usually tell him which direction to move the aileron stick like "towards me about a 1/4 of an inch" or "towards the mountains about a 1/4 of an inch". Youngsters seem to be very good at making small precise stick movements but most of my oldster students have no sense of the minute. In this case I tell them "bump the stick towards me". If they don't get it, I take the transmitter back and show them the difference between slamming the stick sideways and minute stick movements. One of my oldster students is a good flier now, but I sure had a hard time breaking him of slamming the stick.
After the first gradual turn the student usually comes out flying inwards towards the center of the field. Then I say, "see that down wing? Move (bump) the stick towards that down wing." The wing pops up to flat or slightly more and he briefly gets the biggest smile on his face. His (her) first turn. You notice my use of she and her. I insist on the wife or mother of the new student taking a try at the controls too. Equal opportunity and all that.
Now the student flies at about 30 degrees high towards the other end of the field. When just about 100 yards past straight out, I tell him to start a turn to bring it back towards us by moving (bumping) the stick away or toward me as appropriate.
As the aircraft gradually completes the turn back, I point out the down wing and that is the direction he should move (bump) the stick to end the turn. As he passes center at about 45 degrees high (students are very sloppy on the first flight) I commend him on making his first oval flight.
I do the same thing for the next oval, telling him which way to move (bump) the stick for each turn and pointing out the down wing.
If he has gotten the idea so far, the next oval I ask him which way he wants to turn (expecting an outbound response) and tell to move the stick that way. This continues for several ovals.
By this time (about 5 minutes) he is mental exhausted, so I take the transmitter back and land the aircraft so the new student flier can relax for at least 15 minutes telling everybody around himself how exciting it was. Too many instructors make their student fly too long and frustration/exhaustion sets in, creating a negative learning environment.
The instructor takes off for the 3rd flight of the aircraft. When TWO CRASHES HIGH is reached the student is given the transmitter and begins practicing the oval in the same direction as before. After about 2 ovals, I direct him so that he reverses the oval direction. He then spends the next 4 minutes flying the oval in that direction before the instructor takes the transmitter back and lands the aircraft so the student can again relax for 15 minutes or so.
The 4th and usually final flight of the day starts as usual, but a few clockwise ovals are followed by a few counterclockwise ovals. Finally I get him to mix it up with a horizontal figure 8 pattern, stressing precision. After about 7 minutes this time, I take the transmitter back and he is done for the day.
After landing the aircraft, I let him triumphantly taxi the aircraft back towards the pits.
When we arrive in the pits, I review what he learned today, and make suggested changes in aircraft setup (see coloring section) to him to make flying easier the next time.

Day 2

Routine Preflight Safety Inspection (to be performed EVERY Day before flying)
- Internal
  - Check servo mounts & servo arms for secure screws
  - Check pushrods secure
  - Check receiver and battery secure
  - Check for loose item & wiring that could foul servo arms & pushrods
  - Check for fuel leaks
- Wing
  - Check wing for breaks, warps, cracks, especially at the center.
  - Check aileron pushrods, linkage and clevises.
  - Check aileron servo mount & servo arm for secure screws
- Engine Area
  - Check engine mount, muffler, prop nut, and spinner for security
  - Check propellor for nicks, cracks, etc.
  - Check nose wheel for secure and tracks straight ahead when rudder is neutral.
- Tail
  - Check vertical fin, rudder and rudder clevises for security
  - Check horizontal stabilizer, elevator, and elevator clevises for security
- Range Check
  - Make sure you have full control at 50 yards with antenna collapsed, antennas in line and the transmitter at ground level.
  - Check that all control surfaces move in the correct direction (see maiden flight section)
  - Make sure all trim levers are centered
  - Make sure that aircraft control surfaces are at the proper setting.

Day 2 should demonstrate more precise control of the aircraft by the student

1st flight -Instructor takes off, and after checking trim, flies to "two crashes high" altitude. Student takes over and begins with ovals, then reverses the ovals, and final does horizontal 8s. Instructor should emphasize keeping long legs of oval parallel to runway, and making smooth turns at ends with gain or loss of altitude. After flying for about 10 minutes, the instructor lands the aircraft, student taxiis the aircraft back to the pits.
2nd flight - If student has made a smooth previous flight without glitches, the instructor gets the student pilot to perform his first aerobatics to build flying confidence for the tough takeoff and landing exercises. I usually show the student how it should look and then let him try his first loop. With the wings flat and cruising 2 crashes high about 50 yards out in the center of the field in front of us, I dip the nose for about a 1/2 second to pick up speed then pull the elevator all the way back. As the loop goes over the top approaching the bottom I release my pull tso the aircraft flies out straight at the bottom of the Inside loop. The student then attempts the same thing, usually corkscrewing due to not having his wings flat. The rest of the 2nd flight is spent in ovals and horizontal 8s with interspersed loops. After flying for about 10 minutes, the instructor lands the aircraft, student taxiis the aircraft back to the pits.
3rd flight - If student has made a smooth previous flight without major glitches, the instructor gets the student pilot ready for his first takeoff. Instructor gives student pilot the following instructions before the student taxiis onto active runway:
4th flight - After the usual preflight control and transmitter checks, the student taxiis out to the middle of the runway and takes off. He keeps his speed high, and after reaching "two crashes high" proceeds with a couple of ovals,8s and loops, stressing precision. The instructor lands the aircraft and the student takes off again. This repeats 3 or 4 times, then the instructor lands the aircraft and the student taxiis the aircraft back to the pits. The instructor reviews what has been learned this day, and the aircraft is done for the day so it is disassembled and checked over for any problem.

Day 3

Routine Preflight Safety Inspection (to be performed EVERY Day before flying)
1st flight - After the usual preflight control and transmitter checks, the student taxiis out to the middle of the runway and takes off. He keeps his speed high, and after reaching "two crashes high" proceeds with a couple of ovals,8s and loops, stressing precision. The instructor lands the aircraft and the student takes off again. This repeats 3 or 4 times, then the instructor lands the aircraft and the student taxiis the aircraft back to the pits.
2nd flight - After the usual preflight control and transmitter checks, the student taxiis out to the middle of the runway and takes off. He keeps his speed high, and after reaching "two crashes high" proceeds with a couple of ovals,8s and loops, stressing precision. But this time, he begins landing approaches, starting 50 yards out in the field. He throttles back to near idle well off to one side, and lets the trainer glide down to about 20' high directly in front of himself, still 50 yards out. The student should get the feel of the elevator spring tension, and the instructor constantly reminds the student pilot to keep this elevator spring tension GRADUALLY INCREASING as the aircraft slows down into a flare.When the aircraft reaches 20', the student throttles up. If he did well, then he comes in about 10 yards to 40 yards out, and does the same thing. If he didn't do so well then he loses 10 yards and goes out for a 60 yards out approach. The idea of this exercise is learning to land without the worry of the aircraft coming directly at himself or trying to hit that wide strip of asphalt that somehow shrinks to miniscule as the aircraft approaches it. After several approaches over a 10 minute period, the instructor takes over on one approach and lands the aircraft and the student taxiis the aircraft back to the pits so the student can relax for 15 minutes.
3rd flight - This flight proceeds like the 2nd flight with the student taking off, and doing approaches. But sooner or later the student will find himself over the runway. Then I tell the student to NOT THROTTLE UP. The airplane lands by itself usually, often breaking a propeller when it hits, and usually veering off to the side of the runway. But the student has done his first LANDING, and he is happy! If by chance the motor is still running, which is very rare, I have him taxi back to the takeoff point and try it again. If he did break a propellor, then I tell him that is the purpose of the flare during landing.
4th flight - The student pilot taxiis out to the point of takeoff, but before he takes off this time, we both walk out on the runway and sight down the middle of the runway, looking for a distant object that lies in direct line with the runway. Now I tell the student "that is his turn marker". Most student landing problems are caused by diagonally approaching (usually from out in the field and flying at himself) the runway instead of approaching it from the runway axis. This flight the student does "touch and go" for the whole flight. A good supply of propellors and a strong nosewheel are recommended. Finally, after either his fuel or props or firewall screws are expended, he lands and taxiis back to inspect and dissassemble for the day.

Day 4

Routine Preflight Safety Inspection (to be performed EVERY Day before flying)
1st flight - This flight the student does "touch and go" for the whole flight, after each takeoff doing a quick precision oval with two well done loops. This re-enforces the learning from the previous 3 days.
2nd flight - This time the student will try some fundament aerobatic skills that all pilots should be able to perform. I take the aircraft's transmitter when flying "two crashes high" and do a fast roll with elevator push when inverted. Then I do a roll without the push so the student sees what happens when rolling a trainer without push. Then I let the student try it several times. Next I teach him the Immelman turn. I get a little bit lower, about one crash high, and now do a 1/2 loop up, followed by a 1/2 roll. Most trainers do a very poor Immelman, but close is good enough. Then the student practices the loop, the roll and the Immelman for the rest of the flight. Finally he lands the aircraft and taxiis back to the pits and rests for 15 minutes.
3rd flight - This time after takeoff and a little practice on the 3 maneuvers learned so far, I have him climb to three crashes high. Then I take the transmitter, and do a split S maneuver with a 1/2 roll to inverted, and pull for a 1/2 loop down. Some trainers need the altitude,; most don't but its better to be too high. Now it is his turn. The rest of the flight is spent do the 4 maneuvers. When he is about done flying, and is slightly downwind, I reach over and turn off his engine. Now he has to "dead stick" land on the runway. This time he gets to carry his airplane back to the pits.
4th flight - The student takes off and practices the 4 maneuvers, and then lands with about a 1/2 tank of fuel. Then I take the ransmitter and push one of the trims slightly off center . Now he takes off knowing that something is slightly off, and he has to find and correct the trim, than land. I push another trim. slightly off center and he takes off, finds the problem and continues to fly. I usually walk away about 25 feet, talking to the guys, seeming to not be paying any attention to him. He knows that he has to do it himself now.Finally he lands and taxiis back.

At this point the student pilot should be ready for his solo test shown below.

Solo Flight Demonstrating these Skills:

Routine Preflight Safety Inspection

Takeoff down middle of runway

High Altitude Slow Oval Flight (CW & CCW)

High Altitude Slow Horizontal 8 Flight

Medium Altitude Fast Ovals & Horizontal 8 Flight

Loop

Immelman Turn ( ½ Loop Up, ½ Roll to Upright)

Split S Turn ( ½ Roll to Inverted, ½ Loop Down)

Horizontal Roll

Landing down middle of runway

Out of Trim Flight (Elevator, Rudder, and/or Aileron) with Inflight Correction

Dead Stick Landing on Runway

Permission to use and reproduce my system is granted to anyone. Please credit this Website