British Young Pilots · Wings · Week 4INSTRUCTOR
🎬 Optional video · 1 minute
This is the kind of flying the Wings course leads to. Watch, then tell me: what would you most like to do up there?
British Microlight Aircraft Association (BMAA) · 56 seconds · Open on YouTube (needs internet)
👋 Welcome
Week four. Today: the four forces again, the twisting effects pilots call moments and couples, how you could earn a real pilot's licence, and then turning flight on the simulator.
Have you booked your flight yet?
🎯 Today you will
🙌 Activity
Hold them up. A real checklist has to fit on a pilot's kneeboard, so it needs to be small, clear and in the right order.
No checklist yet? Make one on plain paper while you wait for your simulator turn, finish it at home and bring it next week. There is a prize for the best one.
Part 1 of 5 · Module POF-1.1 · Principles of Flight
A recap from Week 1. Can you name each force and point to its arrow before the slide tells you?
Full module (its own cards, game and quiz): POF-1.1 The Four Forces and Equilibrium
Every aeroplane in flight is in a giant tug-of-war. Four invisible players pull on it all the time:
Source: Pooleys Vol 4 (10th ed.) p.3–4.
Every aeroplane in flight is pulled and pushed by four forces:
Notice the vertical arrows are drawn much longer than the horizontal ones. That's deliberate (see "How big are they?"). Source: Pooleys Vol 4 (10th ed.) p.3–4.
Two tug-of-war matches happen at once: the up-team (lift) against the down-team (weight), and the forward-team (thrust) against the backward-team (drag). When both matches are a draw, nobody wins, and the aeroplane just keeps cruising: same speed, same direction, until something changes a pull.
Source: Pooleys Vol 4 (10th ed.) p.4.
In steady straight and level flight, lift balances weight and thrust balances drag. With both pairs balanced the total (resultant) force is zero, so the aeroplane neither speeds up nor slows down: it is in equilibrium, and keeps the same speed and direction until the pilot or a gust changes something. That is Newton's First Law of Motion working in front of you.
Source: Pooleys Vol 4 (10th ed.) p.4.
The pairs balance, but the pairs are not the same size as each other. In the cruise, a training aeroplane's lift (and weight) is roughly ten times its drag (and thrust), a lift/drag (L/D) ratio of about 10:1. The engine only has to match the drag, not carry the whole aeroplane.
STRETCHIf thrust only needs to match drag, and drag is a tenth of the weight, why can a glider stay up with no engine at all?
Source: Pooleys Vol 4 (10th ed.) p.4.
Mass is not weight. Mass is the amount of matter the aeroplane contains. Weight is a force: the product of mass and gravitational force ('g'), acting through the centre of gravity towards the centre of the Earth. Somewhere gravity differs, the mass is unchanged while the weight changes.
Velocity is a vector. In equilibrium the aeroplane continues at a particular velocity: the same speed and the same direction. Changing either one requires a resultant force. That is why even a constant-speed turn needs a force acting on the aeroplane.
The 10:1 consequence. If lift is about ten times drag in the cruise, the engine only has to supply roughly a tenth of the aeroplane's weight as thrust. The wings carry the aeroplane; the engine pays the drag bill.
Source: Pooleys Vol 4 (10th ed.) p.3–4 and p.7. Lift gets the full treatment in module POF-2.5 (the lift equation).
🎬 Optional video · 30 seconds
Listen for the four forces and which way each one acts. Then check them against the arrows.
Smithsonian National Air and Space Museum · 28 seconds · Open on YouTube (needs internet)
⚖️ Part two
Not a moment in time. In flying, a moment is a turning effect. Before anyone explains it, find out for yourself with a ruler, a pencil and a coin.
🙌 Activity
Ask: what would happen if the weight was moved closer to the pivot? What if you applied the same force on the other end?
Part 2 of 5 · Module POF-6.1 · Principles of Flight
Full module (its own cards, game and quiz): POF-6.1 Moments, Couples and Equilibrium
A moment is a turning effect. Balance a ruler on a pencil and put a coin near the middle: it tips a little. Slide the same coin out to the end: it tips a lot. Same force, further from the pivot, bigger turning effect. That is why a door handle sits far from the hinge and a long spanner shifts a stiff nut. An aeroplane in the air turns about its centre of gravity, so that is its pivot.
Source: Pooleys Vol 4 (10th ed.) p.67 and p.69.
In straight and level flight the opposing forces are equal: lift equals weight and thrust equals drag. With no resultant force the aeroplane carries on in steady, unaccelerated flight. Lift and weight are much the larger pair.
The four forces do not act through one point, though:
The turning moment of any force on the aeroplane depends on the size of the force and its distance from the CG.
Source: Pooleys Vol 4 (10th ed.) p.65–66 and p.69.
Turn a steering wheel with two hands: one hand pushes up, the other pulls down. Open a jam jar: fingers push one way, thumb the other. Two equal forces, pointing in opposite directions, that do not line up. They cannot cancel out. They twist. Pilots call that pair a couple. Make the forces bigger, or move them further apart, and the twist gets stronger. Try it: grip a pencil with two fingers close together, then far apart, and twist.
Source: Pooleys Vol 4 (10th ed.) p.66–67.
A couple is a pair of equal, parallel forces acting in opposite directions along different lines of action. The pair produces no resultant force, but it does produce a turning moment, whose size depends on the magnitude of the two forces and the distance between their lines of action.
For the two moments to match, the big forces (lift and weight) need their lines of action fairly close together, while the much smaller thrust and drag need rather more distance between theirs.
STRETCHLift and weight are far larger than thrust and drag. How can two couples built from such different forces produce the same turning moment?
Source: Pooleys Vol 4 (10th ed.) p.66–68.
FOUNDATIONSThe four forces make two twisting pairs. On many aeroplanes lift sits just behind weight: that pair twists the nose down. Drag pulls back along a line above thrust: that pair twists the nose up. Swap a pair round and its twist swaps too. The designer sets one twist against the other. Clever bonus: if the engine stops, the nose-up twist fades and the nose lowers itself into a glide.
In many aeroplanes the lines of action are arranged so that the thrust-drag couple pitches nose-up and the lift-weight couple pitches nose-down, with the distances chosen so the two moments cancel. The practical pay-off: if thrust is lost, the nose-up couple weakens and the lift-weight couple lowers the nose into a gliding attitude without any action from the pilot. Add power and the nose tends to pitch up.
Source: Pooleys Vol 4 (10th ed.) p.66–69.
The two twists hardly ever match perfectly. Usually a little nose-down is left over. The tailplane (the small wing at the back) fixes it with a gentle push down on the tail, which lifts the nose. Remember the see-saw: the tail is a long way behind the centre of gravity, so a small force does a big job. That is why the tailplane can be so much smaller than the wings.
The centre of gravity moves when people, bags and fuel move, and that changes the twists. It is why pilots load an aeroplane carefully: see the module Weight and the Centre of Gravity (POF-1.2).
Source: Pooleys Vol 4 (10th ed.) p.65–66 and p.68–69.
A perfect balance between the four forces and their two couples is rarely possible, so there is usually a residual pitching moment. The tailplane (horizontal stabiliser) counteracts it. It is simply another aerofoil, usually of symmetrical section, that can produce an upward or downward force depending on its angle of attack to the local airflow.
The residual moment is usually nose-down, so the tailplane normally produces a downward force, giving a nose-up moment. Because its moment arm from the CG is long, a small force is enough, which is why the tailplane is small compared with the mainplanes. The pilot varies the force with the elevators (held by hand or by trim) or, on some types, by moving the whole tailplane.
Aeroplanes are designed so the forces and couples are in approximate equilibrium in the cruise, leaving the tailplane only a small balancing job. How loading moves the CG is covered in POF-1.2.
Source: Pooleys Vol 4 (10th ed.) p.68–69.
🎬 Optional video · 2 minutes
The same idea you found with the ruler, shown with a spanner and a see-saw. Listen for the word pivot.
Cognito (GCSE Physics) · about 2 minutes · Open on YouTube (needs internet)
💬 Talk about it
🔁 Part three
A couple is rotation from two opposite forces. The BYP syllabus gives the ailerons as the aeroplane's example: one wing pushed up, the other pushed down, and the aeroplane rolls. Here is how the ailerons do it.
Part 3 of 5 · Module POF-7.3 · Principles of Flight
Full module (its own cards, game and quiz): POF-7.3 Ailerons and Adverse Yaw
The ailerons are little flaps at the back of each wing, right out near the tips. They always move in opposite directions. Push the stick left and the left aileron goes up while the right one goes down. Hold your arm flat out of a car window and tilt your hand so the front edge points up: the air shoves your hand upwards. A down-going aileron does that to its wing, so that wing rises, the other wing drops, and the aeroplane rolls.
Source: Pooleys Vol 4 (10th ed.) p.91–92.
The ailerons are the primary control in roll. They sit on the outboard trailing edge of each wing and always move in opposite directions: one goes up and reduces the lift of its wing, the other goes down and increases the lift of its wing. The pilot moves them with sideways control column or by rotating the control wheel.
The unequal lift creates a rolling moment. Its size depends on the lift difference and on the moment arm to the CG, which is why the ailerons are placed outboard. The rule: the down-going aileron is on the up-going wing, and the up-going aileron is on the down-going wing.
Source: Pooleys Vol 4 (10th ed.) p.91–92.
Back to the car window. When your tilted hand gets shoved up, it also gets shoved back. More lift always brings more drag. So the wing with the down-going aileron rises, but it is also held back, like rowing harder with one oar. Pull harder on the left oar and the boat swings right. The rising wing is the hard-working oar: the nose swings towards it, which is away from the turn you wanted. Pilots call this adverse yaw. Roll left, nose sneaks right.
Source: Pooleys Vol 4 (10th ed.) p.92.
A down-going aileron effectively increases its wing's camber and angle of attack, so that wing makes more lift and more drag. The up-going aileron does the reverse: less lift and less drag. The lift difference rolls the aeroplane, but the drag difference (differential aileron drag) holds the rising wing back and yaws the nose away from the direction of roll. This is adverse aileron yaw, also called aileron drag. It is hard to spot unless you look for it, and it is mainly a low airspeed problem, most obvious in a slow turn.
Source: Pooleys Vol 4 (10th ed.) p.92.
Two helpers stop the nose sneaking the wrong way. First, the designers: on most modern trainers the up-going aileron moves through a bigger angle than the down-going one, adding a bit of drag to the dropping wing so the two wings pull back about the same. Second, you: press the rudder pedal on the same side as the roll. Stick left, foot left. Try it now: arms out, roll left by dropping your left arm, and turn your nose left at the same time. That is a tidy turn: ailerons and rudder together.
Source: Pooleys Vol 4 (10th ed.) p.92–93.
Good design has largely removed aileron drag from modern trainers, using one or more of three ideas:
Whatever remains, the pilot removes with rudder. Rudder's primary effect is yaw, its secondary effect roll; the ailerons' primary effect is roll, their secondary effect yaw. Using rudder to cancel adverse yaw while the aeroplane is rolling is one of the most important elements of aeroplane control.
Source: Pooleys Vol 4 (10th ed.) p.92–93.
Once banked, the lift is tilted and its sideways component has nothing to balance it, so the aeroplane slips towards the lower wing. That sideways airflow hits the fuselage and the big keel surfaces such as the fin, mostly behind the CG, and the nose yaws progressively towards the bank. With the ailerons back to neutral the yaw continues, and the aeroplane will drift into a spiral descent and lose height unless the pilot levels the wings or applies back pressure.
STRETCHTwo yaws point opposite ways during a turn entry: adverse yaw (away from the roll, while the ailerons are deflected) and the secondary-effect yaw (towards the bank, once banked). Which one is the rudder mainly fighting on the way in?
Source: Pooleys Vol 4 (10th ed.) p.94.
Where the adverse drag comes from. The rising wing's extra drag is the cost of its extra lift: Pooleys' figure labels it high induced drag. The design fixes do not remove it. Differential and Frise ailerons instead add parasite drag to the descending wing (a bigger upward deflection, or an aileron nose protruding into the airflow beneath the wing) so the two wings' drags more nearly balance and the yawing moment shrinks.
Coupled controls. Linking the rudder to the ailerons puts an aerodynamic sideforce on the fin as the ailerons deflect, producing a yawing moment into the bank that opposes the adverse yaw directly.
Source: Pooleys Vol 4 (10th ed.) p.92–94.
🏆 Part four
Most of you have booked or taken your first flight. So what could come next? The Wings course is the first step on a ladder, and the top of that ladder is very achievable.
🎬 Video · 3 minutes
A microlight pilot explains where you start and what you have to do. Count the steps he mentions, then we will put them on a ladder.
PaulieB796 · about 3 minutes · Open on YouTube (needs internet)
Part 4 of 5 · Module AL-10.6 · Air Law
Full module (its own cards, game and quiz): AL-10.6 UK National Licences: the NPPL and the Microlight Route
A driver needs a driving licence. A pilot needs a pilot's licence. The UK has its own simpler one called the NPPL: the National Private Pilot's Licence. It comes in versions for aeroplanes, motor gliders, microlights and helicopters, and it is normally used in UK skies on UK-registered aircraft.
The best news: you do not need a licence to start learning. A student pilot trains under the supervision of a flight instructor. The licence is what you earn at the end.
Try it: hands up if you thought you needed a licence before lesson one.
Source: Pooleys Vol 2 (17th ed.) p.171 and p.152.
A microlight is a small, light aircraft built to carry no more than two people: you and one other. A two-seat land microlight may weigh no more than 450 kg in total. Microlights come as single-seat or two-seat, and as three-axis or weight-shift types.
The microlight version of the NPPL is a great first rung on the ladder because the list of things to do is short and clear. Once you have the licence, it lasts for life.
Try it: point to the person you would take in the second seat.
Source: Pooleys Vol 2 (17th ed.) p.172.
Three numbers carry you to a full microlight licence:
There are flight tests too, and a medical step called a medical declaration. For the aeroplane version of the NPPL the book gives ages: 16 for your first solo and 17 to hold the licence. It prints no separate age for microlights, so ask your instructor for today's rule.
Try it: count the five exam subjects on one hand.
Source: Pooleys Vol 2 (17th ed.) p.171–173.
Wings is rung one. Every rung above it is a short, clear job. Which rung are you looking forward to most?
Source: Pooleys Vol 2 (17th ed.) p.172–173 and p.152. Rung 1 is the BYP starting point, not a Pooleys fact.
Alongside the Part-FCL licences sit the UK's own national licences. A UK PPL has no expiry date, but the rating you want to use must be kept valid with a Certificate of Revalidation. Its privileges are set out in Part A of Schedule 8 to the ANO 2016. One difference to remember: the holder of a UK PPL(A) may not fly out of sight of the surface unless they hold an IMC Rating or an IR.
The National Private Pilot's Licence (NPPL) arrived in 2002. It is administered by the Light Aircraft Association under authority delegated by the CAA, and is available for aeroplanes, motor gliders, microlights and helicopters. In general it can be used only in UK airspace on UK-registered aircraft, unless another country's aviation authority has specifically agreed otherwise.
Source: Pooleys Vol 2 (17th ed.) p.170–171.
A simpler licence than the Part-FCL PPL. Minimum requirements for issue:
Limits: day VFR only, UK airspace, no more than 140 kt IAS maximum continuous cruise, no more than 2,000 kg maximum take-off weight. More than 4 persons on board, retractable undercarriage or a variable-pitch propeller each need differences training signed off in the logbook.
Source: Pooleys Vol 2 (17th ed.) p.171.
Microlights are classed as single-seat or two-seat, three-axis or weight-shift. They carry no more than two people, with a maximum authorised total weight of 300 kg (single-seat landplane), 450 kg (two-seat landplane), 330 kg (single-seat amphibian or floatplane) or 495 kg (two-seat amphibian or floatplane). Wing loading is limited to 25 kg per square metre and/or the stalling speed (VSO) to 35 kt calibrated airspeed.
Microlights operate on a Permit to Fly, and the only aerial work permitted is instruction. Syllabus and flight test details are published by the BMAA.
STRETCHThe aeroplane rating asks for 9 exams, 22 hours dual and 10 solo; the microlight rating for 5 exams and 25 hours including 10 solo. What does each extra requirement buy the pilot in terms of what they may fly?
Source: Pooleys Vol 2 (17th ed.) p.172–173.
The NPPL itself is valid for life; its ratings last 24 months. To revalidate, either pass a General Skill Test, or log 12 hours of flight time including 8 hours as PIC, 12 take-offs and landings and 1 hour with an instructor, with 6 of the hours flown in the 12 months before expiry. A microlight rating is kept valid in the same way as the SSEA/SLMG rating.
Minimum medical for UK licences: UK Medical Declaration for the NPPL(A) (SSEA, SLMG or Microlight), the UK PPL(G) and the UK PPL(BA); Part-MED Class 2 for the UK PPL(A) and PPL(H); a Part-MED certificate for the NPPL(H). A Part-MED LAPL, Class 1 or Class 2 certificate is valid in place of the Pilot Medical Declaration (PMD).
Licence rules change. These are the requirements in the captured edition of Pooleys; check the current CAA and BMAA requirements before advising anyone.
Source: Pooleys Vol 2 (17th ed.) p.172–173.
🔄 Part five
Time to put the controls, the forces and the couples together. How does an aeroplane actually go round a corner?
Part 5 of 5 · Module FT-9.1 · Flying Training
Full module (its own cards, game and quiz): FT-9.1 The Medium Level Turn
Watch a cyclist go round a bend: they lean into it. An aeroplane turns the same way. It does not steer like a car. It banks: one wing goes down, the other goes up, and round it goes.
A medium level turn is a gentle lean of 30 degrees or less, staying at the same height, with the power left alone.
Try it now: stand up, arms out like wings. Tip your left arm down a little and your right arm up. That is about 30 degrees, and you are turning left.
Source: Pooleys Vol 1 (15th ed.) p.141.
Banking tilts the lift. The sideways part pulls the aeroplane round. The upward part is now too small, so ease back on the stick for a little more lift. Tap the steps in order.
Source: Pooleys Vol 1 (15th ed.) p.141–142 and p.150.
Exercise 9a. A medium level turn is flown at a constant height, with a medium angle of bank (30° or less), at constant power and in balance. Later in training come climbing turns, descending turns, rate 1 turns and steep turns (45° of bank or more).
The forces: banking tilts the lift, and its horizontal part is the turning force (the centripetal force). Nothing opposes that force, so the aeroplane is no longer in equilibrium and is pulled into the turn. More bank gives more turning force. Tilting the lift also shrinks its vertical part, so you add back pressure as you bank: a higher angle of attack, more total lift, and the vertical part balances the weight again.
Source: Pooleys Vol 1 (15th ed.) p.141–142.
Pilots call that last one LAI: Lookout, Attitude, Instruments. Say the four moves out loud together.
Source: Pooleys Vol 1 (15th ed.) p.147, p.149 and p.151.
Judge the bank against the natural horizon and confirm it on the AI (attitude indicator). In a side-by-side cockpit the nose looks higher against the horizon in a left turn than in a right turn, seen from the left seat.
Source: Pooleys Vol 1 (15th ed.) p.142–143 and p.147.
Remember the landmark you picked? Just before the nose reaches it, start to roll out, because the aeroplane keeps turning until the wings are level.
Too early or too late? No problem: tidy up the heading and the height afterwards. On the sim, call out your landmark before you start.
Source: Pooleys Vol 1 (15th ed.) p.148–151.
While the aeroplane is rolling, aileron drag (adverse yaw) swings the nose away from the roll. Counter it with rudder pressure in the direction of the roll, both rolling in and rolling out; the extra pressure comes off once the turn is steady. After that the ball tells you the balance: ball out to the right, more right rudder, and the same on the left.
Source: Pooleys Vol 1 (15th ed.) p.144–145 and p.149.
Do not trim in the turn: it is a transient manoeuvre. On the panel the DI shows the heading changing while the altimeter stays put.
STRETCHWhy start the roll-out before the reference point, and what happens to the height if you forget to release the back pressure?
Source: Pooleys Vol 1 (15th ed.) p.147–151.
Turning performance has two measures: the rate of heading change and the radius of the turn. At a constant airspeed, a steeper bank gives a higher rate and a smaller radius. At a constant bank angle, a lower airspeed does the same.
A rate 1 turn changes heading at 3° per second: 180° in one minute, 360° in two (the "2 MIN" marking on many turn coordinators). It is the standard rate used in instrument flying. The bank needed depends on speed. Rule of thumb with the ASI in knots: airspeed divided by 10, plus 7. At 90 knots that is 9 + 7 = 16° of bank. With an ASI in miles per hour, add 5 instead of 7. Confirm on the turn coordinator, or with the heading indicator and a clock.
Stall speed in the turn rises with the load factor: the wings carry extra load at a higher angle of attack, so the stalling angle is met at a higher speed (about 7% higher at 30° of bank).
Source: Pooleys Vol 1 (15th ed.) p.142 and p.145–146.
🎬 Optional video · 2 minutes
The same picture as the animation, in a real aeroplane. Watch what the pilot does with the stick once the wings are banked.
flight-club · under 2 minutes · Open on YouTube (needs internet)
🕹️ Put it together
The instructor demonstrates first, then everyone gets five minutes. The power stays where it is for the whole turn.
Coach calls: eyes outside, then the nose on the horizon, then the dials. Losing height: less bank or nose up. Waiting for your turn? Do the wordsearch, finish your checklist, or take the quiz.
🔎 Wordsearch
Tap the letters to mark a word, or use the paper copy.
| L | I | C | E | N | C | E | M | E | F | A | F | O |
| Y | B | S | O | L | O | M | T | H | R | U | S | T |
| M | R | H | C | P | M | O | M | E | N | T | P | H |
| H | I | G | N | E | U | T | R | T | U | R | N | N |
| W | C | C | B | A | L | A | N | C | E | E | I | C |
| L | E | O | R | M | A | D | Y | S | B | U | I | R |
| R | I | I | U | O | T | I | R | P | A | A | O | H |
| M | U | F | G | P | L | P | L | E | O | T | N | F |
| B | R | D | T | H | L | I | I | E | A | Y | A | K |
| E | Y | S | D | G | T | E | G | V | R | B | P | G |
| I | F | E | A | E | R | U | E | H | O | O | K | O |
| C | S | R | D | W | R | L | S | M | T | T | N | Y |
| M | D | U | M | S | E | Y | L | N | K | B | Y | A |
✅ Quiz
Twelve questions on today's topics and the last two sessions. Do it while you wait for your simulator turn.
🏁 Wrap up
Quick questions: what is a moment? What is a couple? What turns the aeroplane in a turn?
Book tip: The Aircraft Book: The Definitive Visual History.
Have you joined Young Pilots International yet?
Next week: the surprise lesson.
Resources (from the BYP lesson plan): a ruler or light wooden stick per pair (the fuselage), a pencil or dowel (the pivot, standing in for the centre of gravity), a few coins or small weights, tape, a kneeboard to show the size a checklist must be, plain paper, a wordsearch for each child (print BYP/Courses/Wings/Week 4/Wordsearch.pdf, or use the on-screen one near the end of this deck).
Objectives (official): explain what a moment is in relation to aviation; describe what a couple is; know how to achieve a pilot's licence; demonstrate turning flight. The deck also revises the four forces.
Present mode: press ▶ Present and use the arrow keys or a clicker. Animations have numbered step buttons: tap through them, do not let them run unattended. Videos load only when you press Play and need the venue wifi; every one is optional and the lesson stands without them.
Licence rules change. The licence module states the requirements as printed in the captured Pooleys edition (microlight route: 25 hours of instruction including 10 solo, 5 ground exams, flight tests, a medical declaration). Pooleys prints no minimum age in its microlight section; the ages 16 for first solo and 17 for licence issue appear only under the SSEA/SLMG rating, so give today's rule yourself. Check the current BMAA and CAA requirements before advising a parent or child. Background for you, not the class: the CAA's September 2025 clips say the aeroplane LAPL is no longer issued from 1 October 2025, with trainees moving to the NPPL (youtu.be/Y0buqaJCRcQ, youtu.be/qeBDGEOdNNM).
Videos (vetted 2026-09-30: public, embeddable, captions read, start and end chosen to stay child-suitable). All are supplements, none is a fact source. The licence video says 25 hours minimum and five exams, matching the module, and adds that the average is nearer 43 hours; it never states ages. Extras if the discussion runs: BMAA "British Microlighting and the BMAA" from 0:33 to 2:26 (what a microlight is, the youth bursary for ages 15 to 20, youtu.be/8OyWkYs766I); a first solo at 16 from 0:03 to 3:13 (American setting, youtu.be/dIo-SL7Bhns). For a younger group the moments video can be swapped for SciShow Kids "Levers" (youtu.be/lueqE0lxLyc, 0:12 to 2:18).
Couples and the ailerons. The BYP slide gives the ailerons rolling the aircraft as the example of a couple. Pooleys (Vol 4) describes only the two pitching couples (lift with weight, thrust with drag), so the moments module teaches those, and the aileron cards present roll as unequal lift far out on the wings. Teach the BYP line as the syllabus states it and use the two-pairs animation as the textbook example.
Instructor copy only.
Misconception 1: "thrust must beat drag and lift must beat weight to fly." Hammer the distinction: balanced forces mean constant speed and height; an imbalance is what changes speed or flightpath.
Misconception 2: the four forces are all equal in size. They balance as pairs, and the vertical pair is about 10 times the horizontal pair in the cruise. The diagram draws this deliberately.
Prop: a pencil pushed across a table at constant speed. Your push is thrust matching friction (drag); the table pushes up (lift) matching gravity (weight).
Delivery: run the labelling game before the quiz; with Foundations groups keep the Technical toggle off and use the tug-of-war framing throughout. The dice roll pairs well after the flash cards.
Instructor copy only. Sources: Vol 4 (10th ed.) p.3–6.
Misconception 1: "equal and opposite forces always cancel." They cancel as a push, but if they do not line up they still twist. That twist is the whole point of a couple.
Misconception 2: "the tailplane lifts the tail like a small wing." On most aeroplanes it normally pushes down, to cancel the leftover nose-down moment.
Misconception 3: "a bigger force always wins." A small force a long way from the pivot can beat a big force close in. The tailplane is the proof.
Props: a 30 cm ruler, a pencil and two identical coins with a blob of tack (the see-saw); a jam jar with its lid on, or a toy steering wheel (the couple); a model aeroplane held at its balance point between finger and thumb.
Hook: ask who has been on a see-saw with someone much bigger. How did the smaller person win? By getting the bigger one to shuffle in towards the middle. Same force, less distance, smaller turning effect.
Delivery tip: always say which way the NOSE goes, never "clockwise", because the class sees the model from both sides. When you show the two couples on the model, push up behind the balance point and down at it with two fingers for lift and weight, then pull back high and forward low for drag and thrust.
Ailerons and the BYP deck: the BYP Wings deck describes the ailerons rolling the aircraft as a couple. The pages behind this module (the start of the Stability chapter) describe only two couples, lift-weight and thrust-drag, both in pitch. They do not describe the ailerons as a couple. Present aileron roll with what is supported: one wing gains lift, the other loses it, and that gives a rolling moment, made bigger because the ailerons sit far out from the centre of gravity (the see-saw idea again). For the detail use module POF-7.3, Ailerons and Adverse Yaw. If a student asks, it is fair to say "one wing pushed up and the other pushed down twists the aeroplane like your two hands on the wheel", as an analogy rather than as a quoted fact.
Wings delivery: Week 4, straight after the four forces revision. Project Foundations card 1 and run the ruler, pencil and coin demo at the front while stepping the see-saw animation (5 minutes). Card 2: everyone does the two-finger pencil twist (2 minutes). Card 3: step the couples animation and have the class call "nose up" or "nose down" before each step plays (4 minutes). Card 4, then the "Nose up or nose down?" sort game with hands-up voting (5 minutes). About 16 minutes in total. Hand over to POF-1.2 for loading and the centre of gravity.
Instructor copy only. Sources: Vol 4 (10th ed.) p.65–69.
Misconception 1: "the down-going aileron pushes that wing down." It is the opposite: the down-going aileron makes more lift, so that wing rises. Drill the pair "down aileron, wing up" until it is automatic.
Misconception 2: "adverse yaw means the aeroplane refuses to turn." It still rolls and turns; the nose just starts by swinging the wrong way until rudder tidies it up.
Props: two rulers taped to a pencil (the pencil is the fuselage, the rulers the wings) to show one aileron up and one down; a rowing mime with two imaginary oars for the yaw.
Hook: ask who has held an arm out of a car window. Flat hand, nothing much. Tilt the front edge up and the arm gets shoved up AND back. That is the down-going aileron in one gesture.
Delivery tip: stand facing away from the class so left and right match theirs when you do the arms-out roll. Say the drill out loud with them: "stick left, foot left".
Wings delivery: project the three Foundations cards (about 6 minutes), run the arms-out roll-and-yaw drill from card 3 (2 minutes), then the "Which aileron?" sort game on the projector with the class voting by hand (5 minutes). Total about 15 minutes; it slots into Week 2 effects of controls before the sim, and pays off again in Week 4 turning. Sign-off 6.3.
Instructor copy only. Sources: Vol 4 (10th ed.) p.91–94.
Licence rules change. These are the requirements in the captured edition of Pooleys; check the current CAA and BMAA requirements before advising anyone. Every number on these cards (16, 17, 25, 10, 15, 7, 8 miles, 5 exams, 450 kg, 24 months) is the book's figure, not a promise about today's rule.
Ages, handle with care: the 16 (first solo) and 17 (licence issue) appear in the book's NPPL aeroplane (SSEA/SLMG) section. The microlight section prints no age at all, and the book gives no minimum age for starting lessons. If a child asks "how old to fly a microlight solo?", say the book does not print it and that you will check the current BMAA figure.
Misconception 1: "you need a licence before you can have a lesson." No: a student pilot trains without one under a flight instructor. The licence is the finish line, not the entry ticket.
Misconception 2: "25 hours and you are done." It is a minimum, and the exams, flight tests and medical declaration sit alongside it.
Props: your own licence and logbook passed round (cover personal details); five fingers for the five exam subjects.
Hook: "Who here has already started their pilot training?" Every hand should go up: Wings is rung one of the ladder on the screen.
Delivery tip: keep it reachable. 25 hours is about one full day and one hour. Let the class work that out themselves rather than telling them.
Wings delivery: Week 4, sign-off 3.3 (how to get a pilot's licence), alongside the "Big Goals" slide. Project the four Foundations cards in Present mode (about 8 minutes), finishing on the ladder and asking each child which rung they want most. Then run the "Licence ladder sort" game on the projector with thumbs up or down votes (5 minutes). Total about 13 to 15 minutes.
Instructor copy only. Sources: Vol 2 (17th ed.) p.170–173 and p.152.
Misconception 1: "the rudder turns the aeroplane, like a boat." The turn comes from banking: the tilted lift supplies the sideways force. Rudder only keeps the ball in the middle, mostly while rolling in and rolling out.
Misconception 2: "the nose drops in a turn because I did something wrong." Tilting the lift always shortens its upward part. Back pressure is part of the turn, not a correction, and it comes off again on the roll-out or the aeroplane climbs.
Props: arms out as wings for the bank (30 degrees is a gentle lean, not a wing pointing at the floor). A ball on a string swung in a circle shows a pull towards the middle keeping something on a curve; a cyclist leaning into a bend shows "lean to turn".
Hook: ask "which control turns an aeroplane?" and let them argue for the rudder before playing the animation step by step. Stop on step 3 and ask what will happen to the height.
Delivery tip: teach the turn as a chant the class can say on the sim: "Look out. Roll. Back pressure. Look out. Roll level. Relax." Coach the height with two fixes only: losing height means less bank or nose up, gaining height means more bank or nose down.
Wings delivery: project the four Foundations cards in Present mode (about 10 minutes): card 1 with the arms-out lean, card 2 stepping the animation with the five buttons and asking the class to predict each step, cards 3 and 4 as the chant. Run the "Turn sorter" game as a whole-class shout or tap vote (5 minutes). Then the sim: demonstrate one turn, then each child flies turns for five minutes, first onto any landmark (sign-off 7.3), then onto a named heading or landmark rolling out just before it arrives (sign-off 7.4).
Scope note: climbing, descending and steep turns are only named on these pages, not taught. The compass and turning onto compass headings are not covered here either: for sign-off 7.4 these pages support rolling out on a reference point, starting about 10 degrees early.
Instructor copy only. Sources: Vol 1 (15th ed.) p.141–151.
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