RE: Safety Seminars Constructive Criticism.

SHOW ME A PILOT THAT CAN’T PERFORM A GIVEN TASK, & I’LL SHOW YOU A PILOT THAT DOESN’T “UNDERSTAND” WHAT HE/SHE IS TRYING TO DO.

AVOIDING THE SOLO ACCIDENTS. PRVENTION THROUGH UNDERSTANDING By DIEGO M. ALFONSO SR.

How long before I can solo? Max Immelman. Why is that question always asked? Pilots are different people?

What is the main reason to solo a student? To convince them that they to can fly. Confidence building Soloing, is 90% psychological.

Areas required to inspire confidence? PIC responsibilities. Proficiency. Psychological. Abnormal situations.

BEFORE THE FIRST SOLO. THE PROBLEM AREAS. THE FIRST SOLO. AFTER THE FIRST SOLO.

BEFORE THE FIRST SOLO.

When should instructors begin teaching about PIC responsibilities? After the second flight. The veto power.

PROCEDURES AND MANEUVERS. SLOW FLIGHT. GROUND REF. MANEUVERS. TAKEOFFS. LANDINGS.

THINGS THAT MAY HAPPEN AT ANY AIRPORT THAT MAY CONTRIBUTE TO A SOLO LANDING ACCIDENT.

Electrical failure. Engine failure. Door opening. Two way radio failure. EMERGENCIES TO CONSIDER.

Runway change. Wind change. Emergency in progress. Airport closure. Does the pilot knows where to go?

THINGS THAT MAY HAPPEN AT A TOWERED AIRPORT THAT MAY CONTRIBUTE TO A SOLO LANDING ACCIDENT.

Two way radio, failure. The controller may not answer. 360° turn for separation. 270° back to final. Extend downwind. Extend upwind.

HOW DOES THE INSTRUCTOR KNOWS IF THE STUDENT IS READY TO SOLO, PROFICIENCY WISE?

Performing 3 takeoffs and landings within PTS standards. The first one may be luck. The second one may be coincidence. The third one should be the product of knowledge and proficiency.

HOW DOES THE INSTRUCTOR DETERMINES THAT THE STUDENT IS READY TO SOLO PSYCHOLOGICALLY?

If the instructor asks the applicant for instance, You think you can do a couple takeoffs and landings while I watch from the ground? Or something to that effect. If the student’s response is kind of weak, most likely the student is not ready to solo psychologically. (I try not to use the word solo) STRESS,STRONGER,STARING

THE IMPORTANT THING HERE IS WHAT THE STUDENT THINKS. NOT NECESSARILY WHAT THE INSTRUCTOR THINKS.

FIRST SOLO PHASE CHECK

The second opinion. It should be standard. In similar conditions to prior experience. Only to verify normal and light crosswind takeoffs and landings. Unless something comes up.

Freelance flight instructor. Most large schools do this. The PTS standards should apply. Instructing in a small school bring this to their attention.

THE DAY OF THE FIRST SOLO

WHAT IS A SUPERVISED SOLO?

The instructor must be observing from the ground or from the tower. Full stop landings, taxi back. The instructor may stop after any landing.

The student may stop whenever they feel like it. Make sure the student understand the program in detail.

WHY SHOULD THE INSTRUCTOR FLY WITH THE STUDENT RIGHT BEFORE THE SUPERVISED SOLO?

Check the airplane mechanically. Allows an accurate assessment of the students attitude towards the solo. Strike while the iron is hot.

WHEN SHOULD THE INSTRUCTOR TELL THE STUDENT HE/SHE IS READY FOR SUPERVISED SOLO?

The same day, just moments before the first solo. Not the previous day. Endorsements, right after student agrees to solo. Take as little time as possible writing the endorsements

WHAT METEOROLOGICAL CONDITIONS MUST EXIST?

Preferably calm winds. Wind speed 5-8 knots. Cross wind degrees. Visibility at least five miles. Ceilings at least 2,000 feet. WHY?

AT WHICH AIRPORT SHOULD THE STUDENT BE SOLOED? Familiar airport. Very little traffic in the pattern. No distractions, such as sky diving, sail planes, hand gliders etc.

Runway Multiple runways. No snow/ice/slush. No water puddles. Level runway Grass surface Experience required. Recently cut grass. No water puddles.

Airplane No known problems. No intermitting problems. Good radios. Extra mike or headset. Handheld if possible. Plenty fuel.

Communications Always advise first solo student.

AT WHAT TIME OF DAY SHOULD THE FIRST, SECOND AND THIRD SUPERVISED SOLO TAKE PLACE? Anytime as long as conditions are right. Preferably in the morning.

Minimum of 3 supervised solos. Warn about lighter airplane. Just like when ½ or ¾ fuel on board. It doesn’t have to be 3 takeoffs and landings.

AFTER THE THIRD SUPERVISED SOLO

WHAT HAPPENS AFTER THE THIRD SUPERVISED SOLO? The student should not be allowed to solo without the instructors coaching before the next flight. This flight the student may start from the tie down.

What meteorological conditions must exist? What should be the limitations imposed on a student to solo, after the third supervised solo?

THE PROBLEM AREAS

SEATING ARRANGEMENTS. THE GO-AROUND. THE TOUCH AND GO. WIND AWARENESS. APPROACH AND LANDING ERRORS.

PROPER SEATING.

LINE OF SIGHT CONCEPT.

Sitting position. 27 SITTING POSITION.

27 The instructor’s picture is not Nesseceraly the student’s picture.

27

HOW MANY HOURS ON AVERAGE YOU THINK A STUDENT SPENDS ON LANDINGS?

THETOUCHANDGO.

THEGOAROUND.

THE LANDING MIND SET VS THE GO-AROUND MIND SET. AVERAGE GO-AROUND AT ALL LEVELS.

THEEFFECTOFWIND.

WHICH WAY WILL THE AIRPLANE WEATHERVANE IN A RIGHT CROSSWIND? THE AIRPLANE DOESN’T KNOW WHERE THE WIND IS COMING FROM.

APPROACH AND LANDING ERRORS

The following errors and the corrective action required should be demonstrated by the instructor before solo.

Low Final Approach High Final Approach Slow Final Approach Fast Final Approach High Roundout (Flare) Rapid Roundout (Flare) Ballooning During Roundout Floating During Roundout

The following errors and the corrective action required should be EXPLAINED by the instructor before solo.

Late Roundout (Flare) Wheelbarrowing Hard Landing Bouncing During Touchdown Porpoising Drifting during Roundout. Touchdown while Drifting Touch down while Crabbing Ground Loop Wing Rising After Touchdown

THE END.

The mechanics of a normal landing.

THE 40 HOUR SYNDROME.

WE’VE BEEN CALLED STUDENTS FOR TO LONG.

FINAL APPROACH GLIDE ATTITUDE. POWER SETTING. CONFIGURATION. CONSTANT AIRSPEED. NO FLAPS LANDINGS?

FLIGHT PATH. WHERE SHOULD WE TEACH THESE?. PITCH/POWER VS. ALTITUDE/AIRSPEED. WHICH APPROACH AIRSPEED?.

How does the pilot know where to select the aim point?

IMAGINARY SLIDE NORMAL GLIDE POWER OFF STABILIZED APPROACH TOUCH DOWN POINT 1000’ MARKER AIMING LINE AIMING POINT

HOW DOES THE PILOT KNOWS WHEN THE SLIDE HAS BEEN REACHED?

1 FINAL APPROACH STRAIGHT AND LEVEL TO LOW X

2 TO HIGH X

3 ON THE SLIDE X

4 INITIAL DESCENT ON GLIDE SLOPE X X

5 X

6 X

7 X

8 X

9 X TRANSITION POINT

NORMAL GLIDE POWER OFF STABILIZED APPROACH TRANSITION POINT

TRANSITION BREAKING THE GLIDE STABILIZED LANDING ELEMENTS DISREGARD THE AIM SPOT ATTITUDE APPROACH SPEED? DESCENT RATE TRANSITION POINT

10 ON GLIDE SLOPE X TRANSITION POINT

11 STRAIGHT AND LEVEL

12 LANDING ATTITUDE NORMAL LANDING

Proper directional control while on final, transition and touchdown. POWER APPLICATION PITCH CONTROL AILERON CONTROL RUDDER CONTROL Proper positioning of the feet on the pedals. Proper approach attitude and airspeed. (light or heavy)

TOUCH DOWN/GROUND ROLL Improper application of control inputs at touch down and during the roll out. Diverting attention from control of the airplane on the roll out by attending other chores that should be address after exiting the runway. Maintain center line (white line) until picking up the yellow taxiway line. Slow down to taxi speed before turning onto a taxiway. Taxi across the hold line, as far up as you can. After landing checklist completed, before talking.

CROSSWIND APPROACH AND LANDINGS

WHILE AIRBORNE THE AIRPLANE DOESN’T KNOW WHERE THE WIND IS COMING FROM. AIRPLANE ON FINAL, WITH A CROSSWIND FROM THE RIGHT, WHICH WAY WILL IT WEATHERVANE.

THE CROSSWIND PATTERN HOW MUCH TO CRAB. DISTANCE FROM THE RUNWAY. AIRSPEED. DOWNWIND LEG. WHEN TO TURN BASE?.

THE CROSSWIND APPROACH DO NOT CONFUSE WITH THE FORWARD SLIP. THE CRAB/KICK-OUT METHOD. THE WING LOW METHOD. CROSSWIND GREATER THAN CONTROL. THE AIRPLANE DOESN’T KNOW WHERE THE WIND IS COMING FROM.

THE CROSSWIND FLARE LITTLE FASTER THAN NORMAL LITTLE FLATTER THAN NORMAL

THE CROSSWIND ROLLOUT THE CROSSWIND TAXIING. THE CROSS WIND LANDING BEGINS AT TOUCHDOWN. THE CROSSWIND LANDING ENDS WHEN THE AIRPLANE IS TIED DOWN.

DO YOU HAVE AND USE A CROSSWIND COMPONENT CHART IN YOUR AIRCRAFT?

wind direction 110° wind speed 30 kts Runway 7 crosswind angle 40°

WIND110° 7 crosswind angle 40° WHAT ARE THE OPTIONS? 4-LAND AT ANOTHER AIRPORT 1-LAND IF YOU THINK YOU CAN HANDLE IT. 2-REQUEST ANOTHER RUNWAY. 9-LAND ON A TAXIWAY. 11-AS A LAST RESORT.LAND ON A LARGE ENOUGH RAMP. (NO MOVEMENT) 8-LAND ON THE GRASS. 6-DO THE FOLLOWING. 3-LAND ON ANOTHER RUNWAY. NONTOWERED AIRPORT 5-IF NONE OF THOSE WORK. YOU HAVE AN EMERGENCY AND MORE OPTIONS. 10-PRECAUTIONARY LANDING OFF AIRPORT. 7-DRASTIC MEASURES DON’T DO THIS FORTAKEOFF crosswindcomponent 19 kts

IF YOU DON’T FEEL COMFORTABLELANDING IN A CROSSWIND, YOU NEED TO TRAIN UNTIL YOU DO.

SHORT FIELD APPROACH.

NORMAL GLIDE POWER OFF SHORT FIELD APPROACH

SHORT FIELD LANDING.

NORMAL GLIDE POWER OFF STABILIZED APPROACH

BREAKING THE GLIDE STABILIZED LANDING

SHORT FIELD NON-STABILIZED APPROACH 9

IMAGINARY WIRE SHORT FIELD STABILIZED APPROACH AIMING POINT TOUCH DOWN POINT 9

DEFINITION OF A LANDINGACCIDENT

LANDINGS TOUCH DOWN GROUND ROLL FINAL APPROACH

ORIGINAL

WIND EFFECTS FLIGHT CONTROLS APPLICATION EFFECTS POWER APPLICATION EFFECTS TOUCH DOWN EFFECTS BRAKES APPLICATION EFFECTS

WIND EFFECTS GUSTY WINDS RIGHT CROSSWIND LEFT CROSSWIND DIRECT TAILWIND RIGHT TAILWIND LEFT TAILWIND DIRECT HEADWIND

CROSSWINDAPPROACH

CROSSWINDLANDINGS

TYPES OF LANDINGACCIDENTS

CAUSES OR FACTORS IN LANDING ACCIDENTS

AIRSPEED CONTROL

WHAT TO DO IF HIGH OR LOW?

APPROACH TO A LANDING

DOWNWINDBASEFINALFLARE

THETOUCHDOWN

WHEN TO HOW TO? BEFORE TOUCHDOWN CHECKLIST DUMPING THE PLANE

THEROLLOUT

LEFT TURNING TENDENCIES EFFECT

WIND EFFECTS

CROSSWIND APPROACH AND LANDINGS

LETS NAME SOME FACTORS AFFECTING THE LENGTH OF THE LANDING ROLL?

ILLUSIONS

GO AROUND

MULTIENGINE APPROACH AND LANDINGS

FINDING THE GLIDE ATTITUDE AND RANGE.

THERE ARE TWO CRITICAL AREAS IN EVERY FLIGHT. FLIGHT. THE TAKEOFF AND THE LANDING.

HOW CAN WE AVOID THE SOLO ACCIDENTS?

WE HOLD A PERFECT RECORD IN AVIATION.

AIMING POINT IMAGINARY CABLE NORMAL STABILIZED APPROACH 1,000 " MARKER TOUCH DOWN POINT 9 IMAGINARY AIMING LINE

O

9 X