Exercise 5 - Attitudes and Movements

Air Exercise 5 — Attitudes and Movements
Lesson ID: LS-AIREX-05.01 Stage: Incubation Phase: Early PTR Prerequisite: Air Exercise 4 — Taxiing Next Lesson: Air Exercise 6 — Straight and Level
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Objective of Air Exercise 5

The purpose of this exercise is to introduce the basic attitudes and movements of the aircraft in flight.
This is one of the first true airborne handling exercises. The student begins learning how the aircraft’s nose, wings, and flight path relate to the horizon, the instruments, and the outside world.
At this stage, the goal is not perfect aircraft control. The goal is to begin recognizing:
● What an aircraft attitude is
● How the aircraft moves around its axes
● How the controls create pitch, roll, and yaw
● How control response changes with airspeed and power
● How outside references and instruments confirm what the aircraft is doing
Think of this lesson as moving from:
“I am riding in the aircraft”
to:
“I am beginning to feel how the aircraft responds.”
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Lookout

Now that real flight training has begun, lookout becomes a primary habit.
A pilot must continuously look around for other aircraft. Do not assume that other traffic has seen you. In some aircraft attitudes, especially nose-up attitudes, parts of the aircraft may block your view and create blind spots.
A good lookout is not a random stare out the window. It is an active scan.
The eye sees best in a small central area, so the pilot should use a series of short, regular eye movements instead of staring at one spot. Fixating too long in one direction reduces the effectiveness of the scan.
The habit to build early is:
Look outside. Scan deliberately. Keep looking for traffic.
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Transfer of Control

During flight training, there must always be a clear understanding of who is flying the aircraft.
When one person gives control to the other, the handover must be spoken clearly and acknowledged immediately.
Use a clear verbal exchange:
● Instructor: “You have control.”
● Student: “I have control.”
● Student: “You have control.”
● Instructor: “I have control.”
This prevents confusion at the worst possible time.
The aircraft should never be left in a vague state where both people think the other person is flying.
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What Is an Aircraft Attitude?

An aircraft attitude is the position of the aircraft in relation to the horizon.
The basic reference attitude is the cruise attitude. This is the normal attitude for level flight at a constant altitude and airspeed, using a recommended cruise power setting, with the wings parallel to the horizon.
All other attitudes are described relative to the horizon and the cruise attitude.
There are two main attitude families:

● Pitch attitudes
● Bank attitudes
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Pitch Attitudes

Pitch attitude describes whether the aircraft nose is above or below the reference attitude.
A nose above the reference attitude is a nose-up attitude. A nose below the reference attitude is a nose-down attitude.
In early training, the student learns to recognize a normal range of pitch attitudes. These attitudes are not extreme manoeuvres. They are the ordinary pitch changes needed to control the aircraft.
The important idea:
Pitch changes are judged by comparing the aircraft nose to the horizon.
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Bank Attitudes

Bank attitude describes the position of the wings relative to the horizon.
When one wing is lower than the other, the aircraft is banked.
In early training, the student learns to recognize a normal range of bank attitudes. The goal is to see how wing position changes relative to the horizon and how this relates to turning.
The important idea:
Bank changes are judged by comparing the wings to the horizon.
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Outside References and Instruments

From the beginning, the student should learn to use both:
● Outside visual references
● Flight instruments
The outside world gives the primary picture of aircraft attitude.
The instruments help confirm what the aircraft is doing.
The goal is not to stare inside the cockpit. The goal is to develop a habit of comparing the outside picture with instrument information.
A developing pilot learns to ask:
Does what I see outside match what the instruments are telling me?
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Handling the Controls

Aircraft control requires relaxed, precise handling.
The feet should be comfortable on the rudder pedals, with most of their weight supported by the heels in contact with the floor. This allows fine rudder pressure using the toes.
The control column should be held firmly but lightly with the fingers.
Avoid gripping, squeezing, or choking the control column. Tension makes the aircraft harder to feel. A tight grip usually makes control inputs rougher and reduces the student’s ability to sense what the aircraft is doing.
The goal is:
Light hands. Active feet. Smooth pressure.
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Control Response

The amount of control movement required depends heavily on airflow over the control surfaces.
At normal cruise speed, the aircraft controls respond in a fairly consistent way.
At speeds above cruise, the controls usually feel firmer, and smaller control movements are needed.
At lower cruising speeds, the controls usually feel lighter and less force is required, but larger control movements may be needed to achieve the same aircraft response.
The ailerons are not in the propeller slipstream, so aileron response is mainly affected by airspeed.
The elevator and rudder are affected by both airspeed and propeller slipstream. With power applied, the propeller slipstream can make the elevator and rudder more effective even at lower airspeeds.
This is why the aircraft may not feel the same at every speed and power setting.
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Important Control-Response Lesson

The same control input does not always produce the same result.
Control feel changes with:
● Airspeed
● Power setting
● Propeller slipstream
● Aircraft attitude
● Aircraft configuration
A student should not memorize one fixed amount of control movement.
Instead, learn to sense the aircraft response and adjust smoothly.
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Movements, Controls, and Axes

An aircraft moves around three axes.
These axes pass through the aircraft’s centre of gravity.
The three basic movements are:
1. Pitching — movement around the lateral axis
2. Rolling — movement around the longitudinal axis
3. Yawing — movement around the normal / vertical axis
These movements are always relative to the aircraft and pilot. They are not always easy to visualize when the aircraft is climbing, descending, or turning.
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Pitch

Pitch is movement around the lateral axis.
Pitch changes are controlled by the elevator or stabilator.
When back pressure is applied to the control column, the nose pitches up. When forward pressure is applied to the control column, the nose pitches down.
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Roll

Roll is movement around the longitudinal axis.
Roll changes are controlled by the ailerons.
When the control column is moved right, the aircraft rolls right. When the control column is moved left, the aircraft rolls left.
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Yaw

Yaw is movement around the normal / vertical axis.
Yaw is controlled by the rudder.
When the left rudder pedal is pressed, the nose yaws left. When the right rudder pedal is pressed, the nose yaws right.
Yaw can also occur because of turbulence, power changes, or poor rudder coordination.
Poor yaw control can lead to slipping, skidding, and unwanted rolling tendencies. Coordinated yaw control is an essential part of smooth flight.
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Effects of Controls

The basic control effects are:

These effects are the foundation for every later air exercise.
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Inertia

An aircraft has inertia.
This means it tends to continue along its original path even after a control input is made. Because of this, there may be a short delay between moving the controls and seeing the full attitude change.
The student must learn not to chase the aircraft with sudden overcorrections.
Move the control smoothly. Observe the response. Adjust as required.
This is where aircraft “feel” begins.
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Flight Instrument Indications

During pitch and bank demonstrations, the instructor may ask the student to observe how the flight instruments respond.
The goal is not to fly by instruments yet. The goal is to begin connecting aircraft attitude with instrument indications.
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Nose-Up Attitude

When the aircraft is pitched nose-up:
● Airspeed decreases
● The miniature aircraft appears above the horizon bar on the attitude indicator
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Nose-Down Attitude

When the aircraft is pitched nose-down:
● Airspeed increases
● The miniature aircraft appears below the horizon bar on the attitude indicator
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Banked Attitude / Turn

When the aircraft is rolled into a banked attitude for a turn:
● The attitude indicator shows bank relative to the horizon bar
● The heading indicator shows a change in direction
● The turn coordinator or turn-and-bank indicator deflects in the direction of turn
● If the turn is coordinated, the ball remains centred
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Combined Pitch and Bank Example

If the aircraft is pitched nose-down while in a coordinated left bank:
● Airspeed increases
● The miniature aircraft appears below the horizon bar and banked left on the attitude indicator
● The turn coordinator / turn-and-bank needle deflects left
● The ball remains centred if the turn is coordinated
● The heading indicator shows decreasing heading
● The altimeter shows a steady decrease in altitude
This helps the student understand that instruments often show a combination of aircraft movements, not just one thing at a time.
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Student Expectations

This is one of the first real airborne handling exercises.
Many new students find it strange at first. The aircraft may seem sensitive, the horizon picture may feel unfamiliar, and coordination may feel awkward.
That is normal.
The purpose of this exercise is not to prove that the student can already fly well. The purpose is to begin building recognition, coordination, and confidence.
If something is unclear, ask.
A good student does not pretend to understand. A good student communicates, observes, and keeps improving.
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What Can You Expect in This Exercise?

Your instructor may demonstrate and practise:
● Lookout technique
● Transfer of control
● Cruise attitude
● Nose-up attitudes
● Nose-down attitudes
● Bank attitudes
● Control feel
● Pitch response
● Roll response
● Yaw response
● Effects of airspeed on control response
● Effects of power and propeller slipstream
● Basic instrument indications
● Coordinated versus uncoordinated yaw awareness
● Smooth handling of the control column and rudder pedals
You are not expected to master everything immediately.
Your first goal is to begin connecting:
attitude → movement → control input → aircraft response.
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Common Mistakes

● Staring inside instead of maintaining lookout
● Fixating on one point outside instead of scanning
● Failing to confirm transfer of control clearly
● Gripping the control column too tightly
● Using abrupt control movements
● Moving the controls too much before waiting for the aircraft response
● Ignoring rudder coordination
● Confusing pitch, roll, and yaw
● Thinking the same control input always produces the same response
● Looking only at instruments instead of outside references
● Becoming frustrated because coordination feels awkward at first
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Why Does This Matter?

Air Exercise 5 is the foundation of aircraft handling.
Every later exercise depends on the student understanding:
● What the aircraft attitude looks like
● How the aircraft moves
● Which control creates which movement
● How airspeed and power affect control response
● How to compare outside references with instrument indications
● How to stay relaxed enough to feel the aircraft
This is where the student begins to turn basic aircraft awareness into actual control.
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Key Takeaways

● Aircraft attitude is the aircraft’s position relative to the horizon.
● Pitch attitude is nose position relative to the horizon.
● Bank attitude is wing position relative to the horizon.
● Pitch occurs around the lateral axis and is controlled by the elevator or stabilator.
● Roll occurs around the longitudinal axis and is controlled by the ailerons.
● Yaw occurs around the normal / vertical axis and is controlled by the rudder.
● Control response changes with airspeed and power.
● Elevator and rudder response can be affected by propeller slipstream.
● Aileron response is mainly affected by airspeed.
● Smooth control pressure is better than gripping or forcing the aircraft.
● Inertia means the aircraft may not respond instantly.
● Outside references and instruments should agree.
● Early awkwardness is normal. Coordination improves with practice.
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Exercise Summary

Exercise Number: Air Exercise 5 

Exercise Name: Attitudes and Movements 

Student Role: Early PTR flight student 

Goal: Begin recognizing and controlling basic aircraft attitudes and movements using outside references, smooth control inputs, coordinated rudder use, and basic instrument awareness.
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Knowledge Graph Metadata

Lesson ID: LS-AIREX-05.01 

Domain: Pilot Training 

Audience: Student Pilot Stage: Incubation 

Phase: Early PTR Training Level: Recognition / Early Execution 

Primary Concept: Aircraft attitude and movement 

Prerequisites: Air Exercise 4 — Taxiing Related Topics: Lookout, transfer of control, pitch, roll, yaw, aircraft axes, control response, inertia, attitude indicator, heading indicator, turn coordinator, airspeed indicator, altimeter 

Next Topic: Air Exercise 6 — Straight and Level PTR / Flight

Reference: Air Exercise 5 — Attitudes and Movements Ground School

Area: Aerodynamics / Aircraft Handling / Human Factors 

Skills Developed: Lookout, control feel, attitude recognition, smooth control input, rudder awareness, instrument cross-check, aircraft response awareness 

Operational Link: Foundation for all aircraft handling, including straight-and-level flight, climbs, descents, turns, slow flight, stalls, and circuits 

Teach As: “This is where the student learns that flying is attitude, movement, response, and correction.”