121. Older pilots who fly at higher altitudes lose mental acuity. Simple errors of heading, frequency, OBS setting, and anticipation will show up long before physical errors of flying. Have noted same in myself the last couple of years. I'll bet smokers have the same problems regardless of age and even at lower altitudes. FAA ought to revoke licenses of smokers because of reduced capability.
122. How to overcome fear and anxiety in students. These are more emotional than intellectual. I have tried gradual exposure to such as turbulence, weather, mountains. It helps but seems to depend on chance exposures rather than planned lessons. Personal anxiety over water beyond gliding distance to land. Need to study/find technique. Open to suggestions. The absence of prior experience makes emotions rule over intellect. Fearless realists and faint-hearted pessimists alike are unable relate the present situation intellectually to any other. As in a bad dream the emotions create a scenario of catastrophe or high achievement both possible and unlikely.
132. Took student on flight between CCR and APC, preparatory for student to make flight immediately after on student solo. Student got ATIS. Student practiced call up. During this interval the tower changed runways from 18 to 24. Student made good adjustment. But when told to acknowledge "Viking" in sight, mistakenly acknowledged a Cessna. Tower sorted out problem but student too close to Cessna because of cutting corner from base. On return to CCR student gets ATIS and finds 32 in use. Practices call up for 32R from Benicia and Instructor started to correct. At this time CCR tower makes runway change to 19. Student makes good adjustment and asks for right base entry. When reporting two mile base, tower assigns runway 19L because of conflicting traffic but controller makes mistake and clears landing for 32R. Student confused and makes right turn toward airport. Instructor sorts out and sets up approach to 19L. A good lesson to student as to why you must know how to approach every runway at an airport. Student makes solo flight with excellent procedures and confidence.
124. Former student of 20 years ago, now 68. Overcame tremendous language handicap in learning to fly. Called me and wanted to fly. Planned local flight to nearby airport to which we would plan a series of arrivals and departures from different checkpoints. Rehearsed each callup and radio procedures several times before actual use of radio. Difficulty saying words but nothing I could put my finger on. As we made our last landing and planned departure home student unable to make tower understand his words or request. We had not rehearsed this last call. On our arrival home student said that his family had noticed that he was leaving off the last syllables of words. Now 83 and problem still exists. I am only three years behind.
Talked to medical practitioner who is an instrument student. Mentioned speech problem and queried as to whether a medical problem might be involved. Affirmative. Checked with another doctor, problem can be result of stroke. Contacted members of pilots family and poised the situation and problem. Tried to be kept out of it but no way. Pilot agreed to get checkup. Unable to find FAR to cover situation.
125. Had pilot pick me up at uncontrolled airport. Saw aircraft enter upwind and make pattern which resulted in downwind landing with 12 kt tailwind. Pilot had flown into 700 foot transition area at 1000' with generally less than 3 mile visibility. On starting for departure pilot turned pump on and off and commenced to start after pressure had dropped. Taxied out to correct runway, did runup but just before taking runway pilot changed fuel tanks. Pilot then proceeded to call for downwind departure which would have been over town and contrary to established pattern. Then pilot said he planned to fly the river as he had arrived. I suggested that we climb on top for better visibility. Pilot expressed desire to see ground. Not a problem ground just as visible at 3000 as at 1000 but flight visibility unlimited. Pilot tuned in VOR and proceeded to fly direct. I suggested that flying to a VOR used for instrument approaches was not a good option during marginal weather. I suggested flight direction to make base entry to 32 at CCR. Pilot got ATIS and contacted tower and gave position as West Pittsburg at which time we were at least 3 miles to the east. Tower advised departing traffic toward the northeast. Pilot turned as though to intercept departing traffic. I took command and proceeded for base entry and landing. Pilot contended that he never has any problems when flying by himself or with his usual instructor. I hope!
126. Was giving final checkout ride to pilot in new type aircraft. Pilot uncertain as how to request touch and go's. Pilot uncertain as to size of Class D airspace both on arrival and departure. Uncertain of how to enter 45 degree entry on downwind and was unaware than when not otherwise requested the 45 degree entry is mandatory. Pilot apparently unaware that winds tend to decrease with altitude. Unaware that the dangerous decelerating approach is usually preceded by adding power without increasing forward yoke pressure to maintain airspeed.
127. Working on ANNUAL with 300 hr pilot. Flying generally good and local area knowledge satisfactory. Have student plan cross country to nearby airport. Did not check figures but once en route it is obvious that something is wrong. Heading is off over 30 degrees. At lunch we find that student added variation because we are in the West. Instead, he should have subtracted variation as East from isogonic lines on sectional.
128. Had pilot that I had taught call me regarding a flight into the eastern side of the Sierras in far Northern California. I decided to go with him because of the potential for problems. While on the flight I discovered that the pilot was unaware that the different colors of tan etc.on the sectional could be used to determine approximate altitude through reference to the legend.
129. Had student pilot with 18 hours decide to take me on as an instructor. Student had 7 hours at uncontrolled airport in Oregon and 10 hours at CCR from local FBO. One flight from CCR had been in a different direction to a local airport. Student had minimal knowledge of airport checkpoints. Student taught that flaps could not be applied except in 10 degree increments. Student had been told that 30 degree banks could not be made with flaps. Weird!
130. Student near solo. Met for landing practice. First winds in a month. Student having great difficulty compensating for winds. Turbulence (light) causing mental lapses and problems. Good lesson for student and good lesson for instructor. Winds squirrelly. We tried four different runway directions and found tail winds every time.
131. Commercial student contacted tower for T/O clearance and was told to taxi into position and hold. Student stopped at hold bars. Did not know difference between ATC's , Taxi closer and hold" vs. "Taxi into position and hold. We don't know what we don't know, again.
133. Evening flight. Night introduction from sunset to dark. Left and right landings O.K. While taxiing in instructor decides to show difficulties of taxiing with only navigational lights to show taxiway. Instructor taxis into mud with nose wheel.
134. Preparing student for solo Palo Alto to Livermore. During preflight discussion of desirable en route altitudes, student selects 2500. Instructor demurs and suggests 2000' even though it will be close to hills. During flight over and back numerous aircraft and radio communications indicate aircraft at 2500 and others at 3000 and none at 2000'. Good lesson on traffic avoidance.
135. Student had been forced to cancel several cross countries scheduled on Saturdays in 8 or 07U. Had made repeated changes in date and aircraft for solo cross country endorsement. Instructor believed next flight was to be on a Saturday in 8. Instead student had scheduled 07U on Sunday. On Saturday, instructor checked with FSS regarding progress of flight. No flight plan but a Flight Watch contact out of SAC. Instructor called Columbia, no contact. Instructor contacted Rancho FSS and SCK FSS, no contact. Scheduling unable to read record of pilot or phone number. Instructor unable to establish contact with CCR tower due to phone number change on weekend. Instructor calls Navajo and has friend go to tower and get weekend number and ask about 8. Call tower and establish that 8 had departed at 9:30. Considerable delays in establishing contact with OAK FSS due to increased operations. Instructor unable to make contact with student's home. Instructor drives to airport and finds 8 gone but student's car not there. Calls OAK FSS via tower direct line and cancels Search and Rescue just before initiated by FSS. Communicate, communicate, communicate.
136. Had trained student in flight operations in both 150 and C-172. Student indicated that getting prepared for flight test was confusing because of differing numbers. Occasion was flight in C-172 because C-150 was down for several weeks for new engine installation. He was the only student able to continue his flight training.
137. Student returned from X-country but found that his flight plan was closed before he actually closed it himself. Instructor found that student had screwed up information related to how long FSS will hold a flight plan (one hour) after its expected time off, and the one-half hour after ETA before FSS begins radio search. A big difference and a real life application of Murphy's Law.
138. Preflight instruction includes procedures for the draining of the engine sump and checking engine oil. I have, for years, shown students that wiping the oil dip stick with the left hand makes it possible to pull the engine sump with the right hand and reach under the cowling with the left to wash off the oil. Watched student preflight without pulling engine sump. Inquired as to reason. Was told no need to pull sump since his hands were clean. Will instructors ever learn?
139. Simulated emergency over uncontrolled airport from altitude. Student sees aircraft in pattern making left traffic. Instructor insists that student use segmented circle to determine traffic pattern at airport. Student unable to reconcile aircraft operation to segmented circle. Found that student did not understand interpretation of segmented circle. Neither did pilot of other aircraft.
140. Pilot had just obtained license at Rio Vista. Had been to CCR twice and FAT once for extent of controlled airport experience. Wanted checkout in C-172. Found that pilot had never used carburetor heat, trim, clearing procedures, S-turns prior to takeoff, copied ATIS, any checklist other than manual. Gave two weeks to review manual and prepare flight CCR to OAK. Unable. Recommended to take money owed me and get flying lessons.
142. At dusk student was reviewing full flap slow-flight when the flaps failed to retract. No ampere reading. X-mitter relay would not cycle. Reduced electric load to minimum and squawked 7600. Barely heard tower advise other traffic of a NORDO aircraft that seemed inbound. Landed without incident on green light. Broken alternator wire. Moral: The x-ponder takes very little power to be a big help.
143. Student has great difficulty in flare. Always seemed to be too low in round-out. Demonstrated use of yoke and power to ease aircraft to landing. Student made two excellent landings. After flight discussed problem and found that student has construed my suggestions that flare be made between hip and shoulder level as applying to something other than the proximate level of the wheels during the flare. Another example of, " If what you mean and say can be misunderstood or misinterpreted, it will." I don't believe I ever made clear to any of my past students that I was talking about the height of the wheels.
144. The only aircraft available for this short 100 pound student was a fine old C-172. Instruction proceeded normally up to solo. The solo was less than auspicious. Landings were flat, every time, indicative that the student was not getting the yoke back and up. Solution: A 60 pound bag of concrete in the luggage compartment. 20 years later the same problem arises as shimmy problems because of 6" extension of C-172 wing. Same solution? I suspect that new wing is causing same problem on C-1407U. Solution: always land with partial power of 1200+ RPM. You might notice that C-172 always lands better with rear seat passenger.
145. Student making VFR arrival to CCR. Have ATIS and 32 in use. Student makes call-up and gives position as Lafayette Reservoir. Tower clears for Left base entry 32 L. It is not efficient to make a left base entry from this position. The effect of such a radio position report is to give ATC control authority instead of the pilot. Much more effective for pilot to select call-up position (Briones) from which base entry is efficient. Other option would have been to request straight in and proceed from Lafayette over to vicinity of Bart yard for reporting two mile final. It is poor arrival planning to make a call-up that does not keep the pilot in charge.
146. Took 220 hour pilot up in C-150. Pilot had never set trim for an airspeed and used arms forward and back to judge sensitivity and accuracy of trim set to control airspeed. Pilot had never been taught the C-150 relationship of the trim best rate of climb speed to the trimmed level cruise speed. Pilot had never done trimmed 30 degree banks to show hands-off stability in such a bank. Pilot had never been shown the 1 to 1 relationship a C-150 has between a full turn of trim and every 10 degrees of flap at approach power (1500 rpm). Pilot had never been shown that C-150 can be landed with power remaining at 1500 through touchdown. A potentially good pilot doing all the work and not using the engineered aircraft properties to make things easier.
147. Have started flying with student who has 50 hours of instructional time and two solo flights. Student very weak in many areas. Learning and instruction weak as far as runway and geographic orientation. L/I not evident as trim flaps and airspeed control. Student has no parameters for trim movement effects on airspeed. Airspeeds given as 10 knot ranges of acceptability. Student has been twice to local airports. Never made a course reversal. Very poor understanding of ground reference. Unable steep turns, level turns. All banks at 20 degrees or less. Student has been terrified into fears that have little relationship to reality. Unable to detect carburetor ice. Unable to hold yoke correctly when taxiing. Unable to make go-around in safe manner. Unable to safely correct being low/high on final. Afraid of the ground. On and on and on. Pupils do not fail; teachers do.
148. Getting ready to solo student. Ready for takeoff. Make clearing turn of runway and apply takeoff power. Slapping noise on student's side of aircraft. I pull power and abort takeoff while contacting tower. We cross holding bars and I have student open door to check outside of aircraft. Nothing. We taxi back to runup area and I get out and make exterior check of everything behind the engine. I point out to student that the end of his seat belt is long enough to hang out the door and make the noise. We agree that the seat belt might have been out and went inside the first time he opened the door. I get back in and we once again takeoff. This time a more metallic noise is on my side of the aircraft. Once again we abort and return to the runup area. As I open the door I note that my shoulder harness is not attached to my seatbelt. It is hanging out my door. For the third time we depart, successfully.
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