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Checkouts and Flight Review
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Contents
Aircraft Transitions; ...Checkout requirements of pilot; ...Review POH for aircraft capabilities and limits; ..Cross-country procedures; …Checkout Deficiencies; ...Proficiency Retention; ...Loss of skills; ...Lost performance factors; …Forms of complacency; ...Ground Instruction proficiency review; ...Flight Instruction proficiency review; …Instructor advice; …Flight Review;...Review Items; …Giving the Flight Review; ...Engine shutdown and parking; ...Legal Requirements of an Aircraft; ...Legal Requirements of a Pilot; ...Legal Flight Rules; …Flight Review Plan and Checklist; ...Flight Review Musts; …Your First Flight Review Landing; …Aircraft Proficiency Checkout; ...A Club 6-Month Checkout; ...AOPA Flight Review Info.; ....

Aircraft Transitions
A rudimentary transition flight will not provide a low time pilot with sufficient time in type and cockpit orientation to make the transition flight conducive to safety. The instructor must build upon the past experience and background of the pilot. Time in aircraft by the same builder is a plus because cockpit instrument and control layout will be similar. Time in aircraft of the same complexity is, likewise, a positive factor. Skills flying one make of aircraft do not readily transfer to another make.

The mistakes made in transition from type to type or make to make partake of an initial very steep learning curve followed by plateau after plateau. The probability of a stress initiated mistake decreases with increased experience but will always exist. My personal policy has always been to require two flights. The first is to become familiar with the aircraft and the second flight to become capable of flying the aircraft in its slowest controllable envelope. I have done this regardless of pilot background and experience. The second lesson is usually an eye-opener. Most revealing aspect of multiple flights can be the effect of flying at full gross weight on performance and skill requirements.

After the checkout, I urge the pilot to accumulate ten hours of flight time as quickly as possible. The time is
to get the pilot through those most dangerous ten-hours of initial transition. Instructor follow-up phone calls are well advised on the chance that unanticipated deficiencies have showed themselves. Follow-up time gives an opportunity to recharge the learning acquired in the transition flights. The required learning may well be restoring to the pilots conscious memory the operational similarities and differences as they exist in the transition. It only takes one regression to an old habit or missed procedure to cause an accident.

Experienced pilots rely on the creation and reinforcement of habit patterns to reinforce their success experiences. Transitions to other aircraft expose these past successful habit patterns as a potential hazard. Timing of what you do as well as the sequencing will cause inexperienced pilots in type to have a higher accident rate. Hence, the ten-hour suggestion for proficiency. Transitioning into more than one new aircraft at a time is a recipe for trouble. Multiple transitions will just multiply the high potential for a transitional accident.

Checkout Requirements of Pilot
High altitude required above 25000' in pressure chamber
Complex aircraft has retractable gear and constant speed propeller
High performance has OVER 200 horsepower.
Type certificates
Tail wheel

A pilot may not reveal weaknesses in aircraft system knowledge during a checkout. That is, it will not be revealed until something goes wrong. The most likely deficiencies or difficulty will occur where the procedures or limitations are different from original training. A typical example might be the difference between Cessna ammeter indications and those of Piper aircraft. Checking out should be and can be fun. It will add a new dimension to your flying experiences and capability.

A checkout that fails to cover those differences as might occur in an emergency is little more than a joyride. Prior to a checkout the pilot must have read the manual. He must have adapted the POH checklist to those that he commonly uses so that the hand made checklist combines the required features as well as the familiar procedures. You must know the systems, the meaning of instrument indications and any flight performance peculiarities.

Many aircraft accidents have occurred when night lighting has not been properly demonstrated. Where a pilot's night flying experience has been limited the instructor should at least offer a night flight. A night arrival into the Bay Area is unlike anything a pilot might experience elsewhere. One thing that can make a significant difference in a pilot's flying is operating in an unfamiliar area. A pilot or instructor should include an area familiarization flight as part of the checkride. The minimum currency requirements should be considered just that, minimum. The instructor should encourage a pilot to go beyond the specifications of the FARs.

The flight checkout should emphasize the slow flight maneuvering capability. Flying slow is where skill and competence is best demonstrated. Additionally, the checkout should require emergency operations, normal and abnormal landing operation, system operation, and the necessity of recurrent training. At some time in our flying we should strive for the perfect maneuver, landing, or cross-country. The new Trimble recording GPS and the associated Flight-Trac software makes it possible for us to record and actually plot just how well we fly.

The pilot who fails to make a gradual transition from trainer to high performance aircraft is going to be weak in many basic experience components. Having the money does not mean you have the qualifications. Stepping up is best made in a series of steps to allow filling in the blank spots of your experience. When you go to a particular step-up aircraft you should fly only with the most knowledgeable instructor you can find. Buy a POH first and read/study it thoroughly and become knowledgeable enough to evaluate an instructor in an interview. Have the instructor evaluate your knowledge and experience and ask for a professional opinion as to your capability and wisdom in planning the move up.

Don't be in a hurry. The first ten hours are the most dangerous and could well be spent as dual time. A failure to understand aircraft systems is a frequent cause of low-time-in-type accidents. a good way to resolve this is to participate in some 100 hour or annual inspections. If you don't have time to learn the aircraft you don't have any business flying it.

The final element of any checkout presumes that the instructor is thoroughly trained and current in the make and model. Additionally, the instructor should understand non-standard or supplemental instruments or capabilities. I personally, have limited time in a C-152. I went to an FBO for a checkout. The instructor had even less time than I did. I wound up exploring the performance parameters for his benefit as well as my own.

Review POH for Aircraft Capabilities and Limits
Approved flight maneuvers
Emergency procedures
Crosswind limits and procedures
Stall characteristics
Speeds, configuration, flaps
Pattern speed and configuration
Update checklist
Takeoff and climb speeds
Fuel time, consumption
Operating limitations
Emergency procedures
Density Altitude performance
Weight and balance

Cross-country Procedures
Preflight planning
Weather considerations
Destination conditions
Survival kit
Navigation by pilotage
Electronic aids
Collision avoidance
Takeoffs
Normal takeoffs

Checkout Deficiencies:
--Knowledge of aircraft systems is seldom included.
--Runaway electric trim can be stopped by killing the avionics master or the master, whichever.
--Failure to know the aircraft systems have probably killed as many pilots as any other single factor.

Proficiency Retention
As of 1997, Out of 3,000,000 licensed pilots only 600,000 are active. A pilots license never expires; activation requires only a medical and a flight review to become a legal pilot. Competency takes longer.

Your logbook as a student or a retread shows very much about your flying education. What it does not show is how much you can't remember, second, things you never learned and third, things that must be unlearned due to changes. Flying situations have devious and subtle way to punish pilot who demonstrate inattention, incapacity, poor judgment, neglect and stupidity.

It is not flying you forget. Flying is much like roller-skating or bike riding, the basics stay with you forever. What you lose is the timing, the anticipation, and the confidence that can only come with competence. The worst thing that can happen is to 'get away' with incompetence. There is no way of knowing what you don't know. The worst way to know what you don't know is knowing it too late. The Wright brothers knew all there was to know about flying for about twelve seconds in 1906. Since then, what is known for certain is only exceeded by what is not known for certain.

To be a truly competent pilot you must maintain a constant renewal of an unbelievable amount of knowledge. As a pilot you will never stop learning. There can be no recess from this renewal. A month does not go by without a major change in one of the areas of FARs, technology, or training. You lose competence by lacking current information and knowledge. The more you know about the plane you are flying, the better able you will be to fly within its limitations. Consistency in knowing what needs to be known leads to consistent best decisions.

Being proficient means that you have maintained the basic skills that acquired your initial certification. Maintaining proficiency means that you have polished the basics and added to them the anticipation and procedures that can only be acquired through experience. Proficiency requires more than practice. It is practice of the right kind that keeps complacency at bay and prevents the formation of bad habits. It does not take long for practice to lead into bad habits and poor performance. You will not get your money's worth from your flying if self-instruction keeps you from expanding your flying limits.

It is far better to maintain proficiency than to regain it. It is also less expensive. By flying to higher standards than the PTS you will recognize deficiencies. Cut the tolerances by 50%. Avoid the use of navigational aids, practice pilotage at relatively low altitudes. Cover your instruments and fly the compass, power and airspeed. See how well you can maintain altitude with the altimeter covered. Make up problems that will require attention and skill. Improve yourself every time you fly. The more skill specific any recurrent training is, the better for the student.

As a pilot you are a very poor judge of your own capabilities. Pilots tend to overestimate their flying ability in every aspect. The longer the period since last flying, the greater will be the over estimate of ability. The more recent the skill acquisition the more drastic will be the loss of any skill that is not regularly practiced. The greatest skill loss will be where mental anticipation is required for control anticipation. Unpracticed pilots react instead of anticipating.

Challenge your radio procedures. Try a different departure or arrival to your home field. Make a short approach to a soft field landing. Do your landings so the nose-wheel doesn't touch until off the runway. See how low you can fly the length of the runway. Test your go-around performance and reactions to holding altitudes while removing flaps and initiating climb airspeeds. You won't do better if you don't try. Proficiency and flight safety can be improved by flying smarter. Share time with other pilots.

Loss of skills
Your ability to retain information is directly related to the 'shock' applied with the information. We remember selectively and retain that knowledge and associated skills according to how we value it for survival. Retention of flight skills requires constant use or they are lost but quite quickly regained. Mental skills combined with flight skills are harder to recover. Purely mental functions are both quickly lost and more difficult to regain. I have long felt that the rusty pilot trying to regain past competency will require 50% of total time. Skills erode from lack of use. How much erosion occurs depends on flight frequency. A pilots estimate of his skill will always be much higher than can be demonstrated. This misplaced confidence is a demonstrated cause of aircraft accidents.

Lost performance Factors
--Taxiing control position is a mental/control combination that is last learned and easiest forgotten.
--Next greatest loss is skill in combining all factors of a required communication into one unpunctuated sentence. Applied mostly to flight modifications.
--On a flight involving airspace changes and at least two airports the pilot will fail to hear at least one ATC transmission.
--Pilot recognition of need for identifying navigational aids will fail.
--Stall recognition, or more accurately, recognition of conditions leading to stalls.
--applying carburetor heat ranks high on intellectual performance skills lost but may be due to different aircraft requirements.
--Airport arrival at unfamiliar uncontrolled airports was a prime source of intellectual errors.
--Diverted attention--where flying the aircraft ceases to be #1 and relatively unimportant considerations focus the attention.
--Over confidence--that personal ability can make up for lack of training or proficiency.
--Will the capabilities of the aircraft meet the needs of the occasion?
--Lack of familiarity in aircraft--Less than 10 hours in type and an inadequate checkout.
--Lack of experience or currency of that experience--most pilots seldom practice use of the outer performance capabilities of themselves or their aircraft.
--Self-induced pressures--this is usually a get-home-itus situation.
--Pressure induced by others--this is a variation of the above.

Forms of Complacency --Contentment, Apathy and Indifference
My experience as to how skill area loss occurs does not agree with that of the FAA, but this is probably to be expected.
Areas of Greatest Loss:
FAA Opinion Gene Whitt Opinion
Uncontrolled field operations Radio communications
Short field landings Use of checklists
Ground reference Taxiing
Hood Airspeed control
Minimum Controllable 4-basics
Maximum performance landing/takeoff Cross-wind skills
Normal landing/takeoff Use of ground effect
Unusual attitude recovery Emergencies
Emergency procedures Hood skills
Communications Pattern skills
Pre-takeoff procedures. Use of trim

Earning your license was neither easy nor inexpensive. You will soon lose the skills you paid for in time and money if they are not refreshed about once a week. Every pilot has some skills that are weaker than others. The pilot ego is such that most pilots are in denial of their weaknesses. This seems to be a feature of pilot personalities. Such a pilot will lapse into complacency and fail to challenge a weakness. Self-practice seems to breed bad habits. A bad habit in a maneuver can only develop if the pilot is successful in escaping harmful consequences. The pilot begins to perceive a certain condition as normal and not a problem.

I recently flew in the back seat behind a pilot I taught over 25 years ago. He was beside an instructor I recently taught. I did not wear a headset because I knew I would be unable to keep quiet. The instructor let the pilot to descend 400' below pattern altitude on entry. The pilot was obviously behind the airplane. When turning base and final the pilot kept trying to look around the wing for the airport. With his head both turned and tilted his approach airspeed would vary by 20-30 knots. At some point both the instructor and the student will get a strong wake-up call. This pilot was reluctant to take any proficiency courses because of his deficiency in knowing what he knew he should know.

A pilot must know the rules and procedures of the flying system and of his aircraft. Only good initial and recurrent training with a competent instructor can be an effective deterrent against those 80 % of accidents caused by pilots. Misuse of either system or aircraft will eventually not be forgiven. Making a flight to a nearby airport is going to use the flight time better than doing closed traffic. Don't just go out to fly. Plan your proficiency maintenance just as you would a training lesson. Throw in some slow flight stalls, and navigation. Challenge any reluctance to use the radio. After the flight use it to make notes of what you will do next time. Practice at least one new technique every time you fly. If your last crosswind landing showed a weakness, challenge that weakness by requesting crosswind runways. Set higher standards than just meeting the PTS for your performance. It takes a dedicated pilot who is dedicated to precision performance to keep a high level of flying performance.

Develop your skills to gain personal satisfaction. Set tolerance levels for altitude variations, airspeed control, heading errors, landing accuracy and radio communications. A pilot has not only skill, but also judgment and knowledge. Subscribe to a variety of magazines. You must read two hours of new flying material for every hour of flying, just as you did while training. Consider going for an instrument rating. It will make you a better pilot. You are probably flying an aircraft with more electronics than your former trainer had. Shut things down until you are flying with minimum equipment; no autopilot, dual VORs, GPS, HI, and AI. See how things go. Fly some self-tests related to how long you can fly on heading and on altitude. Once you have established a base work on doubling the time on each flight. You only need to double 1 minute 7 times and you are over an hour. Seven flights will do it.

Once heard said that the pilot stops being good when he stops getting better.

One way to save money is to fly at off-peak hours like early in the morning. You will spend less time being delayed by other aircraft. You might even arrange for lower rental prices then. To maintain proficiency you don't need a fully equipped aircraft. Avionics usually cost about $1.00 per device additional.

If you are short of cross-country experience make all your flights over 50 nautical miles. There is some question as to whether this requirement only applies to student pilots and their pre-private requirements. Where money is the major limiting factor climb in the pattern to clear the airspace and do your airwork for half an hour right over the field. Make your climbs and turns precise as to airspeed and headings. Work on timed turns to altitude 180-degrees while gaining or losing 500'. In level flight make changes in various airspeeds and configuration on a time basis. Do it once and then try to cut the time in half the next time.

You probably have done 360degrees for a while at 45-degree banks or even 60-degree banks. Do a couple and then cut the altitude variation in half on the third one. Do a 720-degree just to cut your own wake turbulence. Practice landings in the worst weather your proficiency level will allow. You will probably be the only plane in the sky. Make every landing contain at east one unique element be it in configuration, pattern, speed, or power. Expand your capability and explore the outer parameters of aircraft performance.

Ground Instruction Proficiency Review
--Weather:
Convective activity
Wind velocities
Possible extremes
Information sources:
FSS
DUAT
AWOS and ASOS
METAR/TAF

-- Regulations:
Recency
90 day requirements
Flight review
IFR competence/currency
FARs
VFR
IFR

--Airspace:
Class differences in
Aircraft operations
Pilot requirements
Dimension

--Aircraft
Required inspections and maintenance
Required documents
System operations
New electronics
Weight and balance
Performance
Takeoff, cruise, landing

Flight Instruction Proficiency Review
--Preflight
Enhanced POH checklist
--Taxiing
Speed and alignment
Control position

--Radio
Minimum words

--Takeoffs and Landings
Normal
Short
Soft
X-wind

--Maneuvers
Slow Flight
Stalls
Steep turns
Ground reference

--Emergency
Electrical
Fire
Engine
VFR into IFR

--Post flight

Instructor Advice
What the airlines call transition training, General aviation calls a checkout. It is unfortunate that all the lesson learned by the airlines and the military in training pilots to fly different aircraft has not carried over into G.A. What is involved is using previous basic skills of flying in one type of aircraft, a trainer, and fitting those skills and habits into a different aircraft.

The transition of habits and skills from one aircraft to another is not as straight forward as it might seem. To some degree it is similar to transferring your driving skills from one car to another of different manufacture, size, and performance. You are going to need to blend existing habits into a new and somewhat different sequence. You are going to need to learn the sounds, the controls and aircraft sensitivity. Some planes are quicker than others; not necessarily faster just more sensitive and slicker. How much you anticipate what comes next will require a change in perception, timing. and even personality.

It has always been my objective in transitional training to train my pilots to utilize the best performance capabilities of the aircraft. I cannot accept a pilot who habitually slows a Bonanza to C-172 speeds for airport arrivals. This is a tragic waste of performance capability. The basic proficiency level acquired in a trainer will no longer satisfy the needs of the next level aircraft. Not only do things happen faster, they happen differently. The acceleration time from climb to cruise changes. The number of cockpit adjustments change for each configuration change. You have more things to do and less time to do it in.

When you first see a new aircraft type you have enhanced expectations and apprehensions. Initially, your confidence level will need readjustment. What you know and what you think you know are going to be recycled into a new learning curve. You must enter into a transition with the expectation that the making of mistakes. Initially, you will make mistakes but with frequency of practice your ability to anticipate will improve and eliminate them. How well you perform IS related to your basic training and the skills acquired.

The pilot who's basic training included the entire gamut from throttle control, taxi skill, yoke finger touch, radio use, situational awareness, and care of the aircraft is going to transition sooner and better. All of these factors will need further refinement and development to best fit into the requirements of the new aircraft.

How well you fly a new aircraft will depend upon your existing level of training and skill, your level of information retention and how well you reactivate prior instruction. Under stress every pilot can be expected to revert back to first learned techniques. Ideally, there will be sufficient similarity between what you are doing and are expected to do that there will be no conflict of old habits and new training. One should complement the other. Otherwise, considerable unlearning and relearning conflict will exist. The best course, although not always the most practical, is to make a clean break from the old to the new. This will minimize any reversion back to old habits. Experience is not always an advantage.

The first ten hours in type are the most hazardous. It has always been my desire to have my pilots get those first ten hours as quickly and possible. Good checkout/transitional training will expose the trainee to a full gamut of airports, winds, and terrain. The rudimentary 'one flight checkout' will not suffice in today's complex aviation environment. Poor checkouts cause aircraft damage and potentially accidents. Instructors should be accountable for those they 'checkout'.

What flight maneuvers do you all do with somebody when checking them out in an airplane... same stuff as BFR?

I prefer to take pilots on two flights when checking them out in a new aircraft. Once with just pilot and instructor and the second one with a full load. Some aircraft fly so differently that they are like two different airplanes Pipers especially. Run weight and balance both times.

The year of the airplane can make a great difference as well. Read about Pipers and Cessnas of different years.
Learn as much as you can about how the same model can be different. Size of elevators, flap extensions, airspeeds. Manual differences. Just because you can fly one C-150 doesn't mean that they are all alike. There is an 18 mph difference in the Vso of C-150 models.

Anybody got a good BFR lesson plan?

Begin by going over the FAR changes in past two years. Then go to the charts and cover the changes there. Special emphasis on how to use and avoid airspaces. Run through the POH and ask questions. Do a W & B.

Prior to meeting have pilot prepare flight to least familiar nearby airport. Set up radar contact to get there. Have pilot prepare minimum radio use flight and maximum radio use flight.

Under the hood, have pilot close eyes at some point. Reach over and make major change in heading indicator. When hood comes off have pilot fly to an unfamiliar VOR. Very interesting disorientation lesson if pilot does not reset HI.

Run through a simulated SVFR arrival with you acting as ATC. Have pilot take off headset and make NORDO controlled airport arrival. (Just advise ATC that you will be monitoring frequency) Don't make it easy for ATC by telling them where you are.

Flight Review
FROM FAA AC NO: 61-98A 3-26-91 LIST OF FLIGHT REVIEW KNOWLEDGE, MANEUVERS AND PROCEDURES
ALL TO BE PERFORMED TO PRACTICAL TEST STANDARDS FOR PILOT CERTIFICATION IN CATEGORY AND CLASS. No negative comments are allowed in a pilot's logbook about a failure to satisfactorily complete a flight review.
Flight review must include minimum of 1-hour ground, 1-hour flight.

FAR 61.56 says that you must have a flight review within the preceding 24 calendar months to act as pilot in command. Commercial aviation is believed to be 10 times safer than general aviation because of the required recurrent pilot training program. 30% of pilots involved in accidents are not current for the type of conditions at than time. The flight review is meant to provide pilot currency and improve awareness of applicable aviation changes. You can't fail a flight review. You have completed the flight review only when an instructor has properly endorsed your logbook.

The flight review is an FAA-monitored program. An instrument competency ride is not a flight review. The flight is not a test or checkride, but a flight to assess a pilot's knowledge and flight skills. The instructor is trying to determine if the pilot measures up to the FAR requirements. The instructor will teach and review as required to establish the needed skills. Discuss with the instructor the type of flying you do so that the flight review will suit your immediate needs as well as an expansion of your flight experience. The flight review is an opportunity for the pilot to improve. It should be practical, challenging and fun. Any recurrent training should include at least one instance of dealing with an abnormal situation. The unusual and unexpected incident may not be available except in a training situation. Consider simulated radio failure, SVFR procedures, DF steer, VOR failure, etc.

Ground portion would do well to concentrate on chart changes and interpretation, regulation changes and interpretation, and the aircraft POH. Flight portion should concentrate on most common operations using V-speeds, fuel considerations and system operations. Set up flight to include small airports and short field landings. The point is to work on those areas a pilot is not apt to explore on his own. The whole purpose is to enhance safety and confidence.

In giving Flight Reviews I have made a practice of finding a way to get the fuel selector to OFF prior to start without the victims knowledge. Instructing in Cherokees, where the fuel selector is by the student's left shin makes how to change the fuel selector without the student noticing is difficult. Do it on the ground.

A grace period exists that allowed the review to be any time during the calendar month of the last review. If your CFI will not sign you off, you are free to go to another and another CFI until you fly well enough to get signed off.

In giving Flight Reviews I have made a practice of finding a way to get the fuel selector to OFF prior to start without the victims knowledge. Several scenarios follow:
1. The victim spots the selector position prior to start and I make it a lesson to see how long the engine will run in the OFF position.
2. The victim doesn't spot the selector position and at some point in the taxi the engine quits. I have been amazed at the inability of victims to discover the problem. Wonder if this would happen in the air?
3. The victim doesn't spot the selector position and the engine continues to run throughout taxi and multiple run-ups. There is obviously something wrong with the selector and we do not fly. I have had this happen several times. I feel that periodic checks of the selector OFF position, on the ground, is a worthwhile procedure. Being able to shut off the fuel is an essential in the event of fire.

Review Items
1. Use of sectional
2. Not tricks but hypothetical flight in marginal conditions which activate Transition Areas and ATC controlled airspace.
3. How to contact Flight Watch
4. How to contact a radar facility
5. How to contact a unicom airport and land.
6. How to contact a multicom airport and land.
7. How to contact a FSS only airport and land.
8. SVFR procedure-typical clearance
9. RCO procedure
10. Give pilot questions for study. Covers Sectional, FARs, Aircraft. Plan sign-off based on knowledge of these as well as flight review. Oral to cover at least 10% of questions.
11. AIM knowledge
12. Questions and answers
13. Radio frequencies
14. Those to be memorized:
15., 122.0, 122.2, 122.75, 122.85, 122.9,
16. Those to be recognized:
17. 123.6, 122.6

OTHER ITEMS
1. FAR Part 91 flight rules and changes in last two years (Not part 61.)
2. Check papers-currency requirements.
3. Use flight as opportunity to become current in landings, night flight, and instruments.
4. VFR CCR to Neighboring Airport
5. RETURN TO CCR
6. Knowledge of area and use of radio
7. Pilot certificates and other FAR Part 61 Requirements
8. Aircraft
9. Documents and records
10. Performance and limitations Loading, weight and balance Systems and operating procedures Abnormal and emergency procedures
11. The difference between legal and safe
12. Flight planning and obtaining weather information
13. Avoidance of hazardous weather
14. Air traffic control and airspace
15. Preflight inspection
16. Ground operations
17. Taxiing
18. Flying
19. Normal operations
20. Straight and level
21. Ground reference, traffic patterns
22. Climbs, turns and descents
23. Emergency operations
24. Use of:
25. Checklists
26. Aircraft systems
27. Trim
28. Control smoothness
29. Radio communication
30. Navigation
31. Crosswind takeoffs
32. Landings
33. Normal
--Crosswind
--Soft field
--Short field
--Go-arounds
34. Maneuvering during slow flight
35. Stalls
--Stall recognition
-- Stall recovery
--Stall situations
--Base to final
36. Constant altitude turns
37. Simulated forced landings and other emergencies
38. Flight by reference to instruments
--Unusual attitude recovery