• Review stall characteristics of current aircraft and stall-related aerodynamics
• What is an elevator trim stall?
• How can it be avoided?

During Flight:

• Clear the area
• Ensure safe altitude for recovery from spin
• Instructor demonstrates first, followed by student’s execution of the maneuver

See AFH C. 4-3 to 4-12

• Occurs with controls crossed and excessive back elevator pressure is applied
• Most likely during correction of overshot runway on turn to final by inexperienced pilots
• In a right turn:
  • Right rudder used to turn airplane rather than ailerons to avoid any increase in bank
  • As outside (left) wing produces more lift, airplane banks right and pilot applies opposite (left) aileron pressure to correct this and back elevator pressure to raise nose
  • Inner (right) wing’s camber is increases and therefore at a very low speed it can no longer produce lift
  • Right wing stalls and left wing continues to produce lift, resulting in a snap-roll to the right

During Flight:

• Airplane must be at a safe altitude for a spin as this may develop
• Instructor will first demonstrate, followed by student’s execution of the maneuver
• Flaps should not be extended, but airplane should otherwise be in landing configuration

See AFH C. 4-3 to 4-12

• Review:
• What is a stall?
• When can a stall occur?
• What do power-on/power-off/turning stalls simulate?
• Wing washout
• Warnings before a stall occurs:
• Visual
• Aural
• Feel
• Stall warning devices
• Steps to stall recovery:
• Release back elevator pressure or apply forward pressure
• Advance throttle
• Regain straight and level flight using all controls
• Aileron/rudder control should be used with care
• Recovery should be completed no lower than 1,500 feet AGL during practice

During Flight:

• Clear the area
• Instructor demonstrates all stalls first
• Student performs imminent stalls only at first
• When performing full stalls the airplane must be stalled in different attitudes so the student doesn’t think a stall can only occur in nose-high attitudes
• Student recovers from full stalls at first without the use of power to better understand the effect of power in later stall recovery attempts

• What is a stall?
• When can a stall occur?
• What do power-on/power-off/turning stalls simulate?
• Wing washout
• Warnings before a stall occurs:
• Visual
• Aural
• Feel
• Stall warning devices
• Steps to stall recovery:
• Release back elevator pressure or apply forward pressure
• Advance throttle
• Regain straight and level flight using all controls
• Aileron/rudder control should be used with care
• Recovery should be completed no lower than 1,500 feet AGL during practice

During Flight:

• Instructor demonstrates all stalls first
• Student performs imminent stalls only at first
• When performing full stalls the airplane must be stalled in different attitudes so the student doesn’t think a stall can only occur in nose-high attitudes
• Student recovers from full stalls at first without the use of power to better understand the effect of power in later stall recovery attempts

See AFH C. 4-3 to 4-12

• What power/pitch settings lead to following descents:
• Partial power descent
• aka. Cruise or En route descent
• 400 – 500 fpm
• Airspeed/pitch should be constant at predetermined levels
• Descent at minimum safe airspeed
• Nose-high, power assisted
• Principally used for clearing obstacles during short-field landing
• Airspeed recommended by manufacturer (usually no more than 1.3 VSO
• Steeper than normal descent angle
• Excessive power required to “recover” from low airspeed
• Glides
• Glide ratio
• L/D ratio determines distance aircraft can glides
• Weight will not affect glide angle
• Best glide speed corresponds to angle of attack giving L/Dmax
• Lessened propeller slipstream causes immediate nose down tendency when power is reduced

During Flight:

• Student should maintain 400 – 500 fpm during partial power descents
• Student should maintain precise airspeed during descents at minimum safe airspeed
• Student should adjust pitch attitude to adjust airspeed during glides

• Student should not attempt to “stretch” a glide using back elevator pressure
• Instructor demonstrates maneuvers first
• Instructor/student attempt abnormal glides for better understanding

See AFH C. 3-15 to 3-19

• Ability to climb limited by thrust available
• What power/pitch settings lead to following climbs:
• Normal climb
• Better engine cooling
• Easier control
• Better visibility over the nose
• Best rate of climb, Vy
• Airspeed at which most excess power is available
• Best angle of climb, Vx
• Airspeed at which most excess thrust is available
• As altitude increases, Vx increases and Vy decreases. The point at which they meet is the absolute ceiling of the airplane
• Higher angle of attack and slower airspeed will cause torque and asymmetrical propeller loading to cause airplane to roll and yaw left
• Initiate level-off at 10% of climb rate above/below desired altitude
• Loss of vertical lift due to turning
• Adverse yaw more pronounced in climbing turns because of lower speed

During Flight:

• Student should add power and pitch up simultaneously for a straight climbing
• Student should adjust aircraft attitude in relation to outside references, only checking his accuracy using aircraft instruments
• Student should begin to level off at about 10% of the climb rate above/below desired altitude
• After leveling off, student should maintain climb power until cruise speed is reached

See AFH C. 3-13 to 3-15

• Review general aircraft operation and speeds
• Review aerodynamics for level turns
  • Aileron actions
  • Adverse yaw
  • Use of rudder
    • Once established in medium turn, rudder is no longer needed (no adverse yaw because ailerons are neutral)
• Terms:
  • Shallow turns – lateral stability attempts to return wings level ( < 20?(
    • Extra lift developed by outside wing moving faster is not enough to overcome inherent lateral stability
  • Medium turns – airplane remains at constant bank (20? – 45?)
    • Increased lift developed by outside wing moving faster balances aircraft’s inherent lateral stability
  • Steep turns – airplane tends to overbank (> 45?)
    • Increased lift developed by outside wing overpowers inherent lateral stability and causes tendency to increase bank angle
    • As a result of increase lift, increased induced drag causes wing to lag slightly, inducing a slight slip in steep turns
  • Parallax error in turns in aircraft with side-by-side seats
    • Left turns make nose appear to rise
    • Right turns make nose appear to descend
• Roll out of turns ½ bank angle before desired heading

During Flight:

• Instructor begins lesson with medium turns to reduce interfering factors such as lateral stability and overbanking tendency
• Instructor ensures student has a light grip on controls and makes small corrections
• Instructor ensures student maintains coordination in turns

• Students should focus outside, but crosscheck situation with instruments occasionally
• Check, correct, recheck
• Instructor ensures student retains an upright posture during turns
• During steep turns, instructor ensures student corrects altitude loss by first lessening bank angle’

See AFH C. 3-7

• Review general aircraft operation and speeds
• Review aerodynamics for straight and level flight
• Straight and level flight is a matter of consciously correcting the relationship between the position of some portion of the airplane, used as a reference point, with the horizon (AFH 3-4)
• Level flight accomplished by checking a reference point (usually point on nose) with natural horizon
• Straight flight accomplished by checking airplanes wingtips with the horizon

During Flight:

• Instructor emphasizes a light grip on controls and small corrections
• Students should focus outside, but crosscheck situation with instruments occasionally
• Check, correct, recheck
• Instructor should ensure the student adjusts reference point on attitude indicator for level attitude when airspeed changes
• Instructor ensures student is using wingtips and horizon as reference points for straight flight and point on nose and horizon as reference points for level flight

See AFH C. 3-4 to 3-7

• Review aircraft V-speeds
• Terms:
  • Takeoff Roll (Ground Roll)
  • Lift-off (Rotation)
  • Ground Effect
  • Initial Climb
  • Torque/P-Factor
  • Propeller slipstream
• Pre-takeoff considerations
  • Preflight check
  • CTAF or ATC
  • Wake turbulence
  • Maintaining runway centerline during takeoff roll and climbout
  • Why takeoff into the wind?
  • Noise abatement procedures
  • Runway condition

During Flight:

• Have student perform takeoff briefing, instructor corrects when needed
• Instructor talks student through the takeoff and soft-field technique while student controls the airplane; instructor very closely monitors controls
• Instructor emphasizes applying slight pressure against resistance felt through the controls to prevent over-controlling the airplane
• Instructor emphasizes attitude resulting in lowest drag (tail-wheel only)
• Instructor emphasizes holding correct attitude for climbout after rotation as accurately as possible

See AFH C. 5-10 to 5-11

See AFM/POH

• Review aircraft V-speeds
• Terms:
  • Takeoff Roll (Ground Roll)
  • Lift-off (Rotation)
  • Ground Effect
  • Initial Climb
  • Torque/P-Factor
  • Propeller slipstream
• Pre-takeoff considerations
• Preflight check
• CTAF or ATC
• Wake turbulence
• Maintaining runway centerline during takeoff roll and climbout
• Why takeoff into the wind?
• Noise abatement procedures
• Obstacles or short runway

During Flight:

• Have student perform takeoff briefing, instructor corrects when needed
• Instructor talks student through the takeoff and short-field technique while student controls the airplane; instructor very closely monitors controls
• Instructor emphasizes applying slight pressure against resistance felt through the controls to prevent over-controlling the airplane
• Instructor emphasizes attitude resulting in lowest drag (nose-wheel only)
• Instructor emphasizes holding correct attitude for climbout after rotation and Vx as accurately as possible

See AFH C. 5-8 to 5-9

See aircraft AFM/POH