26. Actual: My first instructional emergency occurred when thin student let 8 inches of seat belt hang out the bottom of the door. No problem until we accelerated in level flight. Then noise and clatter of belt made it seem that something was about to fall off. Landed without incident. Discovered and corrected problem prior to next departure.

27. Simulation: I make a point of opening door on takeoff for student prior to solo. I teach them to ignore problem until at altitude. Alternative is to land. Cessna doors can usually be closed without problem. Piper doors require combination of opening small pilot's window, slow flight and slipping. Should never be done solo.

28. Simulation: I show students how to read fog layers as they reflect power plants, cities and terrain. I take them through the process of configuring the aircraft for minimum safe operational speed and initiating descent down through fog into unknown terrain. Direction should be into last known wind direction. Occupants should be secured and cushioned. Doors should be opened. Aircraft design makes it possible for a properly secured occupant to survive a controlled landing configuration crash.

29. The first element of my student's emergency checklist is 'checklist'. Emergency checklist is the last element of the pre-takeoff checklist. The list is colored red and kept available/visible at all times except when other checklists are in use.

30. Actual: Years ago in a very isolated airport in the Ozarks I departed and had the engine quit before reaching 800' AGL. The only open area was a sludge pond from a lead mine. I did every thing that time would allow and finally backed off the mixture an inch. The engine fired up and ran fine. Never did find out why this worked. Moral: It's great to be good, it's better to be lucky. (Found out in 1998 was caused by stuck carburetor float.)

31. Student questioned interpretation of remark regarding 240 degree emergency turn back to runway. Talked/walked through effect of 180 vs. 240 turn. Discussed angle of bank and wind effect. Climbed to 4,200' three times and while in climb on North heading reduced power to idle. Had student immediately count out loud to 10 and initiate 240 degree turn to right. (1) Student did not trim for airspeed and initiated 30 degree bank. At 240 degrees had lost 500' mostly due to excess airspeed. (2) Student trimmed for best glide and initiated 30 degree bank to 240 degrees while losing 300'. (3) Student trimmed for best glide and initiated 45 degree bank to 240 degrees while losing 200'. Do exercise both left and right. We check altitude loss in each situation. This gives student altitude parameter for his likely performance when experiencing engine failure on take off. He can set own altitude, bank and airspeed limits for going straight ahead or turning back.

32. Years ago I asked my instructor how fast an airplane had to go in order to start the propeller turning. He didn't know. Do you? We climbed a C-150 to 9000' and proceeded to stop both the engine and the propeller. I don't know what the terminal power off velocity for a C-150 is but the propeller finally turned and the engine started when we reached 120 mph.

33. Simulation: At altitude I reduce power to idle and have student practice setting up best glide until little or no loss of altitude occurs. Preconceptions of aircraft attitude while in a glide need to be overcome.

34. Simulation: I have a local "cow pasture international" which I have used many times with students during simulated emergencies. Wind velocities tend to be high so it is a very good location to make students keep within gliding range of the field. Very worthwhile confidence builder.

35. Simulation: About the sixth lesson concentrated instruction in landing is supposed to commence. But not with this instructor. Students react in an emergency the way they are first taught. For this reason, I initiate landing instruction in the technique and procedures required for the go-around and low approach. I do this in both left and right patterns, in ever decreasing altitudes, in widely different configurations, and finally from full flares prior to touchdown.

36. Actual:
Student just prior to solo had been overly anxious to solo but was not meeting my frequency-of-flight requirements. On second landing was in hurry to takeoff but forgot to remove flaps. Like Brer' Rabbit, I sat there and didn't say 'nothin'. Student complained that aircraft was acting funny on the runway. Student left power on. Instructor, he just sat there saying 'nothin'. Student left power in as aircraft left ground but refused to fly normally. With a little coaching normal flight was attained. Student solo anxiety cured.

37. Simulation: Will set student upon four/five mile final to runway. With power at 1500 and airspeed at 60, I have student learn to recognize his glide angle and capability of reaching the airport. We then make airspeed changes and attitude changes with this constant power so as a better understand how approach illusions can be created which affect your ability to reach an airport. Really demonstrates importance of stabilized approach.

38. Actual: Recently went though the process of calibrating back up vacuum pump. Required disconnecting regular system. Gyros really act funny under low or partial vacuum. Backup developed good pressure only when power reduced. There ought to be a way to simulate such failure.

39. Actual: Once flew in and out of Susanville, CA twice in the same summer day. Once in the early AM and later in mid-afternoon. What a difference. Best personal lesson I ever had on density altitude performance effects.

40. Actual: At high density altitude airport. On departure student over rotated too soon because of trees at end of runway. Psychologically very difficult to keep nose down to acquire speed needed to achieve best angle of climb.

41. Actual: Elko, NV at 110 degrees. GA-5A at gross. Got into air but flew in ground effect two miles before being able to climb.

42. Actual: Departed South Lake Tahoe in 180 hp Piper. Preceded by another aircraft which proceeded straight up valley. We circled for 20 minutes in ridge lift to gain sufficient altitude to make easy crossing of ridge. Read next day other plane did not make it. Simulation: Home field is sea level but a 90 degree plus day puts density altitude at 3000. I have student make partial power takeoff and climb from 5000' runway.

43. Simulation: Try to get my students to take several glider flights to learn rudder use, wind effects and ground effect.

44. Actual: Black cumulus on three sides at 9000' over Ozarks. Ask center for nearest airport. Verburimum, MO is 4 miles. Initiate tight spiral descent to unmarked paved strip and uneventful landing. Check with FSS from ground and they suggest immediate SE departure. Hurried departure and find that compass has failed due to expansion of air bubble during rapid descent. Immediately contact center on previously recorded frequency. I outline the problem and establish heading. I set gyro from their information and proceed. At Springfield, MO use brake fluid to make fix of compass and proceed. Moral: The hurrieder you want to go the behinder you get.

Five years later I had C-150 engine stop on takeoff at 800' at same airport.  Crash preparation included pulling mixture.  For reasons unknown engine started and continued to run.  In 1996 found out that AOPA's TriPacer prize aircraft had similar stoppage caused by carburetor float sticking.  Had they leaned, the engine would have re-started, too. . 

45. Actual: My normal night checkout of student or pilot consists of night landings at a variety of airports. For every landing made with a landing light one is made without. A landing light failure is not a problem to a properly trained pilot.

46. I have found that when the landing light reflects off moisture in the air it creates a visual illusion which results in a landing flare too far above the runway. If you are able to see the light beam in front of the plane while landing,  you may be better off without it.

47. I have made an instructional practice of breaking habit students may develop of focusing too intently on airspeed indicator. I cover airspeed indicator so student cannot see speed but I can. Fly approach pattern and landing without reference to airspeed indicator. Student can be trained to recognize airspeed and performance by reference only to power settings, trim and flap position.

48. At this particular airport an intersection departure was the most practical departure. For several flights I had tutored the student on the radio procedure to contact ground ending in ...request Hotel. After a few more flights, the student remarked, "Where is this hotel we keep asking for?"

49. Many years ago there was a bright full moon, I prepared for a night departure. I completed my run-up and switched to tower. The aircraft ahead proceeded to take off. The controller remarked, "Mooney 34X you just took off without clearance." I was then cleared in my Mooney. I made an immediate left turn and used the parallel moonlit taxiway to depart. At which I heard over the radio, "The looneys are really out in their Mooneys tonight."

50. I have often warned students of the hazards of confidence. I have said, "When you think you know how to fly be twice as careful". On this particular flight we were practicing short field landings and takeoffs. After several student efforts I decided to demonstrate, successfully, of course. On my arrival home I described the flight to my wife. She remarked, "Now that you think you can fly, will you be twice as careful? I have not shown-off since.

51. Had my family aboard with wife in back seat. On two mile final was directed to do a right 360 for spacing from base traffic. This instruction and maneuver occurred in middle of landing checklist. Proceeded on approach to short final only to feel a tap on the shoulder. Wife says, "Funny, but I don't see the shadow of the wheels on the ground. Moral: There are gear warning systems and gear warners.

52. At social gathering met lady who was taking flight instruction. She had over 60 hours and had soloed nine-tenths of a hour. Suggested that we go for a ride. Lady flew beautifully. Discovered she habitually became lost on freeways and roads. She had absolutely no concept of direction or orientation. Previous instructors had completely overlooked her disability. Several checkpoint familiarization flights and taxi trips about the airport solved difficulty. Lady now instrument rated flying Mooney 201.

53. Make a practice of finding out how well a student is oriented. Ask to locate north, direction to nearby cities and airports. Take to the tower and point out checkpoints used by ATC and local pilots. Expect student to visit tower for 1/2 hour for every three hours of flight. Occasional can of coffee to ATC helps. Purchase Airport Guide for state if available. Prefer for students to know reference points for all runways, 45 entry, base, straight in.

54. Most students are not aware that radio communications should not have punctuation pauses. Practice communications before starting the plane. Have student hold microphone to lips while practicing. Use telegraphic brevity generally without prepositions. Clarity essential. Play private game with controllers by trying to get them to respond with, "Approved as requested" You can get this if you state your message so as to include all the expected elements of the ATC clearance. Addendum: Operated at two Bay Area airport with two different students. 1st instance: I responded to tower before my student had a fair opportunity. Tower said, "Gene you keep quiet and let your students handle the radio." 2nd instance: Had rehearsed student as to callup and request. Tower gave student, "Approved as requested" clearance but added, "You wouldn't be Gene Whitt's Student by any chance? I acknowledged my presence. Response was, "Gene, your students have your trademark on them."

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