Originally Posted by
Desert185
Any example to enhance understanding and transfer of knowledge to the student is relevant, IMO. I would rather impart related experience to reinforce the importance of Vmca (to include Vmcg, if applicable), and the relationship to Vyse/V2 speeds than parse the information. As usual, the devil is in the details.
Actually I do use the case for 4 engine transport category aircraft as an example of a case where Vmcg and Vmca actually has operational relevance before I return to emphasizing the factors which have operational relevance to the aircraft being actually operated for the training flight (usually a Pa 44 in my case), where Vmc is only a theoretical consideration in a normal takeoff, or any other phase of flight for that matter.
I am all for students having a sound understanding of the relevant theory, but not all theory is equally important. In the case of Vmc I think entirely too much time is spent on configuration trivia and pedantry over definition and far too little time on the practical operational significance of the published Vmca and the concept of Vmc in general. In other words it is assigned an importance in the training syllabus that exceeds its value.
I find there is a discouragingly large number of ME instructors who can site chapter and verse on Vmc but also think it is possible to fly away from a engine failure just after liftoff in your average piston twin......