The Power Curve: Teaching the Essentials of Flight

Abstract

If you were to skim through a text on classical aerodynamics for engineers, and then take a close look at one presenting basic theory of flight for pilots, you may be struck by the similarities rather than by the differences between the two. Of course, the former will contain more detailed information and give it in a much more technical and complicated way. Yet, both will be organized similarly, starting with isolated, basic components and building up to some major applications of the theory. This is the traditional way of teaching basic theory of flight to pilots. This paper proposes an alternate approach. Rather than beginning with the underlying causes of flight, it proposes to unravel basic principles by starting with the consequences of aerodynamic phenomena. Perhaps the best way of illustrating how this opposite approach may work is by presenting a simple model. Here, I show how the power curve, representing the most generalized consequence of all aerodynamic processes, could be used as a vehicle to introduce basic principles of flight to beginner pilots. This approach may allow schools to standarize teaching of basic aerodynamics and may permit students to increase their understanding of flight in a way they can effectively apply this knowledge during initial training. Although a solid understanding of how airplanes fly is not the only goal of a sound training program, gaining a high level of understanding in this vital area should be one of the most crucial requirements for ensuring competency and safety among professional pilots.

Flight Energy Management Training: Promoting Safety and Efficiency

“…Amelink, Mulder, van Paassen, and Flach (2005) apply total energy control principles to describe how pilots can control aircraft speed and altitude. Finally, Merkt (1990;1991; explores the instructional merits of a ''top-down,'' energy-centered approach for training pilots. The top-down approach is discussed later in this paper.…”

“…The instructional value of an energy-centered approach for pilot training was examined some years ago (Merkt, 1990;1991;. Figure 3 illustrates two opposite approaches to learning principles of flight.…”

“…This approach is most obvious in traditional aerodynamics textbooks (e.g., von Mises, 1945) as well as those dealing with theory of flight for pilots (e.g., Figure 3. Two opposite approaches to the study and practice of flight (adapted from Merkt, 1990). The designer (engineer) oriented approach starts by studying the causes of aerodynamic phenomena (e.g., fluid properties) and proceeds up to higher-level consequences (e.g., aircraft performance).…”

“…Dole, 1989;Hurt, 1965). This traditional method of teaching basic principles can be viewed as the designer approach (Merkt, 1990).…”

“…The problem with the bottom-up training approach is that it often introduces basic concepts as isolated ''parts'' (Hadjilogiou, 2001;Merkt, 1990). Without the proper ''big picture'' context and a solid background in physics and mathematics, it may be difficult for students to grasp the theoretical-let alone practical-significance of abstract concepts such as ''lift'' or ''angle of attack,'' which they cannot ''see'' or ''feel'' during training flights (Merkt, 1990).…”