This lesson trains the response to an engine failure away from the aerodrome: recognising it, flying the immediate/vital actions, choosing and reaching a field, and completing the approach — plus the radio call, passenger brief and shutdown that fit around that core sequence. Confirm the pre-lesson workbook is done before starting — it covers the background/factual material (causes of failure, reading wind from the air, field-selection criteria, the MAYDAY call, detailed trouble checks, passenger briefing and shutdown). This session builds on that rather than re-teaching it from scratch, and spends the live time on the sequence, the flying, and the judgement calls.

Let the answers be rough — the point is to surface the instinct (many say "look for somewhere to land" first) before revealing that the very first action is actually about the aeroplane itself, not the ground.

Brian Parsley — "Student Pilot Loses Engine", the pilot's own account of the flight, cued to the engine failure at 2:07. This one ends well, which is why it's usable here: the point is to replace an imagined scenario with a real one before we start on the sequence. Play it, then come back to the two questions above and let the student revise their own answers. Keep it moving — the detailed walk-through of the same footage comes at the recap, with the sound off.

About 24 minutes total, leaving headroom in the 0.8 hr theory window for questions and the recap. Most of the factual/reference material (causes, wind reading, field-selection criteria, MAYDAY, detailed trouble checks, passenger brief, shutdown) is already covered in the pre-lesson workbook — this session focuses on the sequence, the flying, and the judgement calls that tie it together.

Click Direct-To to advance to Immediate Actions.

Confirm the workbook was actually completed and clear up anything that didn't land before moving on. If it wasn't done, take a few extra minutes here to cover the workbook content verbally rather than skip it — the causes-of-failure, wind-reading, field-selection, MAYDAY, trouble-check and passenger-brief/shutdown material there is assumed known from here on.

Two questions to ask *before* dragging the cursor — the slide text gives both away, so keep it covered. **"$V_{MD}$ sits almost on top of $V_Y$, but nowhere near $V_X$ — and both are climb speeds. Why?"** - Climb *angle* is excess **thrust** — in a prop the surplus peaks well before minimum drag, so $V_X$ sits far below it - Climb *rate* is excess **power** — that surplus peaks near L/D max, so $V_Y$ lands beside $V_{MD}$ - Today's payoff — no thrust, so glide angle is drag alone, and $V_{MD}$ *is* best glide. The Lesson 3 callback lands here **"Flying slower would keep you up longer — and it would. So why 73, not slower?"** The one that costs a field. - The glide is being asked for *reach*, not time aloft - Any other speed, faster **or slower**, steepens the glide — you arrive lower - Slower does cut the sink rate, down to minimum *power* required (~0.76 $V_{MD}$) — that is the restart/wait speed, not the get-there speed - Head off the drag half of the instinct — drag the cursor below $V_{MD}$ and watch the purple induced-drag curve overtake the still-falling blue parasite curve, driving total drag back **up** - The bucket is flat, though — a few knots either side costs little. Slow is the worse side to err — drag up, glide steeper, stall closer If asked why added drag (windmilling prop, flap, gear) changes the picture: it lifts the blue parasite curve, which shifts the crossing point — and therefore $V_{MD}$ — down and left, and flattens the bottom of the total-drag curve (lower L/D max). The consequence is the part that matters, question or no question — **flap or gear out early costs reach**, which is why they stay up until the field is assured. Drag the cursor to the green $V_{MD}$ marker and watch the parasite and induced drag dots meet, and the sum readout confirm it — the same stall-speed calibration as Lesson 3 ($V_S = 43$ kt), so the chart reads $V_{MD}$ at exactly 73 kt, the Warrior's published best glide speed. PHAK Ch 5 (Aerodynamics) is the reference for the parasite/induced/total drag curve itself. PHAK Ch 11 (Aircraft Performance) is the reference for the Vx/Vy recall, and it is explicit that the jet and the propeller cases differ. On angle of climb: in a jet, maximum excess thrust occurs where thrust required is at a minimum (approximately L/D max), but in a propeller aeroplane maximum excess thrust occurs at an airspeed *below* L/D max, frequently just above the stall — so $V_X$ is not the minimum-drag speed in our aircraft. On rate of climb: maximum rate for a typical propeller aeroplane occurs at an airspeed and AOA combination *closer to* L/D max — so $V_Y$ is the one that sits near best glide. Best glide distance is the L/D max condition (PHAK Ch 11 makes the same point for maximum range). L/D max occurs at a particular angle of attack, unaffected by weight or altitude — but the *airspeed* to fly it at does change with weight, which is why the published figure is quoted at max gross. Slower than that is minimum *power* required — best endurance, or minimum sink — a different, slower speed again. Warrior 151: best glide approximately 73 KIAS at max gross, against 75 KIAS $V_Y$ and 63 KIAS $V_X$ from Lesson 3, giving roughly a 10:1 glide ratio. Check the published figures for your training aircraft type. AFH Ch 4 (Energy Management) does *not* cover best glide speed — the AFH's forced-landing material is Ch 18 (Emergency Procedures), which is the better companion reference for the rest of this deck.

Bridges from Lesson 9 (Circuit Emergencies) without re-teaching it — the point is the contrast, not the EFATO procedure itself. If Lesson 9 hasn't been flown yet, ask the student what they'd expect to be different about height and time before revealing the bullets above.

CASA A6.3(f-m): identify complete power failure, control the aeroplane, perform immediate actions, formulate and describe a recovery plan including selecting the landing area, establish the optimal glide, land if the engine cannot be restarted, advise ATS, re-brief passengers, land ensuring the safest outcome. NTS1.4 (task prioritisation) and NTS1.5 (Aviate, Navigate, Communicate) underpin this whole sequence. C3.3(a,e): operate the transponder during abnormal/emergency operations and recall the emergency code (7700) — introduced here (level 2), not yet polished. Why the quick check comes *before* field selection: carburettor heat, fuel and mixture are the causes that are both most likely and most reversible, and they take about three seconds with the hands already near the throttle quadrant. That is the one chance of getting the engine back before anything else matters. It is a reflex, not a search — if it does not work, move on to the field immediately and do not go hunting. Two different checks, deliberately at two different points in the sequence: the three-item reflex here, and **CFMOST** — the systematic trouble check from the workbook — at step 5, once the glide and the field are settled and there is height and attention to spare. Ask the student to name both and say where each belongs; confusing them is the common error.

The distinction is the point of this slide, not the letters. The reflex is a grab at the three things that most often stop an engine and can be undone from the seat; it is not a search, and if it doesn't work you go straight to the field. CFMOST is the unhurried version — you only earn the right to run it once the aeroplane is trimmed, the field is chosen and you know you can reach it. Ask which CFMOST items could plausibly restart the engine and which only tell you what went wrong — that was question 2 of the workbook, so this is checking their answer. Oil temperatures and pressures diagnose rather than fix; Throttle is as much about confirming the linkage as about setting power. Check the letters against your aircraft: a type without a carburettor has no C, which is worth saying if the student watched a DA40 fly the sequence in the workbook video.

Click Direct-To to advance to Choosing a Field.

This is a live discussion, not new teaching — the goal is to see the student actually apply the workbook criteria to a real, local scenario rather than recite them. Use the training area you'll actually fly today.

The mnemonic comes *after* the student's own reasoning, not before it — the list they built in the workbook is the one they'll actually remember, and this just gives it a handle. Compare the two out loud: what did they have that WOSSSSET doesn't, and vice versa? The Sun half of that S is about where it will be on final — landing into a low sun costs you the one thing you have left, which is the ability to see the surface. Civilisation is proximity to help: a road, a farmhouse, a town. It is the *last* of the S's for a reason — never trade a good surface for a shorter walk. The framing matters more than the letters: in a real failure there isn't time to grade every option, so it's a rejection filter. Wind and Size rule out most of the map in the first few seconds; Slope, Surface and the Shoots are what you refine as you get lower and can see more. Elevation matters because the whole pattern is flown to heights above *ground* while you're reading an altimeter set to heights above the sea — a field on a 1,500 ft plateau is 1,500 ft closer than the altimeter suggests. Terrain is the country around and on the way in: rising ground on final, a valley you cannot glide out of.

Click Direct-To to advance to Flying the Approach.

The field here is drawn as a runway because that's what the component gives us — treat it as the chosen paddock, and say so. Orbit the scene, then use the legend's play button to fly the track: the student sees the field stay in the same place in the windscreen the whole way down, which is the point of the pattern. Three tracks, each toggled from the legend — teach the blue on-profile pattern alone first, then bring the others in one at a time. - Same failure, same place — amber about 400 ft **high** (~2,950 ft), red about 450 ft **low** (~2,100 ft) - All three finish on the *same* final, 246 ft at 450 m — the correction is made with track distance, not with the aiming point - Amber spends the surplus by holding each straight longer — a wider circle, same 50c shape — and takes flap earlier - Red buys distance by turning in early and cutting the corner, and stays clean as long as it can - Same 10:1 glide on every path, steepening to 6:1 as the turns tighten — only the *track flown* differs, which is the student's one lever - Furthest apart at the top, converging toward final — corrections are cheap early, expensive late - Red is the one that runs out of options — already tight, so a stronger wind than expected means a **nearer field**, not a tighter turn Note there is no big turn onto final — the same small turns continue right down to the runway centreline. That is deliberate: a large, low, final turn in a glide is where speed gets lost, and rolling out on final should be the least eventful part of the pattern. Why the 50c technique rather than one continuous descending turn: each straight segment is a moment with the wings level to look at the field, check the wind, and confirm you're still on profile — then a small turn to reposition. A single sustained turn hides all of that, and in a glide it's much easier to let the speed decay in a continuous turn than in short ones. The geometry drawn is self-consistent: about 10:1 clean in the upper part of the pattern (matching the Warrior's glide ratio), steepening to roughly 6:1 over the last 1,600 m as the turns tighten and flap goes in. That is what makes the height gates fall where they do — around 2,500 ft at the failure, 1,500 ft abeam the aiming point, 1,000 ft turning base. Talk about it in those terms, not as fixed numbers to memorise: the heights and distances depend entirely on the aircraft, the wind and where the field is. The abeam figure is 1,500 ft rather than 1,000 ft for a reason worth saying out loud — at 1,000 ft abeam there is only just enough height to reach the field at best glide with nothing left over, so any error, any headwind, and any flap puts you short. The pattern is deliberately flown with height in hand, and the shape of it — how long each straight is held before turning in — is how the surplus gets spent. Say the "stays below the horizon" line as a principle, not a gate to hit — it is what makes the pattern make sense. - At 10:1 the field is *just* reachable at about **6 degrees** below the horizon — that is the edge of the glide, and the whole approach is flown far steeper than it - Angles the drawn pattern holds to the aiming point — reference, not for the student to memorise: | Where | Below the horizon | Glide needed, against 10:1 | |---|---|---| | Engine fails, ~2,500 ft | about 33 degrees | 1.5 to 1 — huge surplus | | Abeam, ~1,500 ft | about 15 degrees | 3.7 to 1 | | Base, ~1,000 ft | about 12 degrees | 4.7 to 1 | | Final, ~250 ft | about 9 degrees | 6 to 1 | - From abeam on, the angle barely moves — 15 degrees easing to 9. That is a **sight picture**, and worth naming as one: something to see continuously, where the height gates are only three moments - The upper pattern is the opposite — 33 degrees collapsing to 18 — and that is the surplus being spent deliberately, which is what the circling is for - The margin shrinks on purpose and never closes — many times the glide needed at the failure, about two-thirds spare on final - Being *close* to the limit is what "on profile" means. No margin at all means the field was too far away to start with FIM Ch 15 background (structure only, not reproduced): the descent profile continually reassesses the field choice; the abeam position is roughly equivalent to a downwind leg, and the 1,000 ft position to a base leg.

The principle underneath both rows, and worth drawing on the whiteboard rather than just saying: in a pattern like this the *straights* are what buy distance and the *turns* are what cut it. Holding a straight for longer before turning in swings you wider and adds track, so you arrive lower. Turning in early cuts the corner off and gets you there with height to spare. Students reliably get this backwards and add turns when they are high, which is exactly the wrong way round — a turn brings the field closer, not further away. FIM Ch 15 background: adjust by turning slightly away from the field if too high, or turning in early if too low; a longer or shorter base leg achieves the same. Restrict flap initially to preserve control over the approach angle and rate of descent — use full flap only once landing in the field is assured (aircraft-type permitting).

Charlie's exercise (instructor feedback on this brief): "on profile" was a term the deck used without ever teaching the student how to *recognise* it. Most people have never consciously judged an angle like this, so "hold the aiming point at the right angle" is an empty instruction until they've felt what an angle actually is — and this fixes that cheaply, with no aeroplane required. Run it literally, in the classroom: place a book (or similar) in the middle of the room, stand right beside it and point an outstretched arm straight at it, then step back five paces and point again. The arm drops to a noticeably shallower angle — same object, same height, more distance. That's the whole exercise; the insight is in *noticing* the change, not measuring it precisely. Connect it straight back to the angle table two slides earlier (15 degrees abeam, 12 at base, 9 at final) — those numbers only mean something once a student has a felt sense of what 10-15 degrees pointed at the ground actually looks like. Worth asking them to point at that angle now, from where they're sitting, before moving on. Be clear the aiming point sits **out to the side**, not ahead, for almost all of the 50c pattern — flying a series of straights around the field, it's abeam or behind the wing for most of the descent, the same as looking at a field from a downwind or base leg. It's only on the final straight, lined up and tracking toward it, that it moves out in front into the windscreen. For the earlier straights, pick a fixed reference out the side — a strut, the door frame, a rivet line — and read the same rise/sink/still against that, just turned 90 degrees from the exercise. The table is the in-flight payoff, and worth deriving out loud if a student asks why it works: fly at a genuinely constant angle to a fixed point and the point neither rises nor sinks against your reference — height and distance are shrinking together at the same rate, so the angle between them never changes. Carry more height than that angle needs and you're descending too shallow for where you are, so the point sinks away as you close the distance faster than the height. Carry less and you're too steep for where you are, so the point rises clear of your reference as your height falls away faster than the distance. It's the same principle a PAPI encodes with lights instead of eyeball estimation. This is exactly what the 50c technique's straight segments are *for* — each one is wings-level time to check whether the aiming point has drifted against your reference and make a small correction before it becomes a large one. It's also the direct answer to "why 50c and not one continuous turn": you cannot read this angle reliably while banked and turning.

Check your aircraft's flight manual for whether sideslipping with flap extended is approved before including it in the live demonstration.

CASA A6.3(k,l,y): advise ATS of situation and intentions; re-brief passengers about the flight situation, brace position and harness security; shut down and secure the engine and aeroplane when a safe landing position is established. C5.1/C5.2: manage and assist passengers. CFMOST and BUSH FMMM were both introduced in the workbook, and CFMOST was expanded earlier in this deck — so this is recall, not new teaching. Ask the student to expand BUSH FMMM before revealing the line, and ask *why* the master comes last (electric flap, and radio until you no longer need it). Check the expansion against your aircraft's own checklist: a fixed-gear type has nothing to do for U beyond confirming it, and the order of the switches follows the flight manual where it differs. Draw the distinction with the immediate actions again if it hasn't landed: the three-item reflex (carburettor heat, fuel, mixture) happens in the first seconds; CFMOST is the unhurried version done here, in the glide, only if height and workload allow.

Click Direct-To to advance to the recap.

The video stays on the page as a reminder of the real footage, not as today's exercise — the point now is producing the sequence with your own hands, not watching someone else's. Run it literally: a book (or similar) on the floor is the field/threshold, a physical model aeroplane is the aircraft. Walk the model through the whole sequence from "failure height" — trim for the glide, run the checks, pick the field, make the MAYDAY call, brief the passengers, fly the 50c pattern down to the book, land — pausing the model at each stage and asking what the student would be doing at that exact point. Same device as the muted video, just driven by the student's own hands instead of someone else's footage. Start simple: one generous-height run so the sequence itself comes out clean before adding variation. Then do a few more from different simulated heights — higher (more time: a wider 50c pattern, more straights, more reassessment) and lower (less time: a tighter pattern, earlier decisions, less margin for indecision). The sequence doesn't change with height, only how much pattern there is room to fly — the same point the descent-profile diagram made earlier, now felt with their own hands rather than watched on a diagram.