We experienced an “impossible turn” fatal accident at our glider club a few years ago. We were using the winch to launch the glider, in which the winch pulls in the rope attached to the glider’s nose at high speed while the pilot climbs at a 45 degree angle.Cognitive view of learning definition just before a point directly over the winch the pilot releases and glides away to find lift. The preferred release altitude is about 1,000 feet.Cognitive view of learning definition

At less than 100 ft. Altitude and about 15 seconds after launch the glider unexpectedly released. The correct procedure if this happens in a winch launch is to instantly drop the nose, dive to the runway, level off and land.Cognitive view of learning definition since the nose starts at about a 45 degree angle of attack, without that action the glider will stall immediately. There was plenty of runway available for such a landing in this instance.Cognitive view of learning definition

In this case, the pilot started a right turn with nose high, literally, the “impossible turn.” the glider stalled, the right wing dropped and it spun in nose first after about 1.5 turns.Cognitive view of learning definition both pilot and passenger were killed instantly. No explanation was ever found as to why the pilot started the “impossible” turn, nor was the reason for the unexpected release ever identified.Cognitive view of learning definition

Of course, this was a glider, not a power plane, and many factors determine stall and spin characteristics. Conditions like wind speed and direction, loading and air density change from one flight to another.Cognitive view of learning definition in his 1940s book, stick and rudder, wolfgang langsweische describes many of these conditions and how they effect stall and spin characteristics.Cognitive view of learning definition this is a useful text because it was written in plain language for military pilot trainees who never had a course in aerodynamics.

Since I witnessed the consequences of one “impossible turn,” I agree that the turn is not necessarily impossible.Cognitive view of learning definition that being said, any pilot who might choose to make that turn must carefully study all of the relevant factors, identify all conditions on the day of the flight and know the precise characteristics of the airplane before trying this maneuver.Cognitive view of learning definition

The first failure was on nearly reaching pattern altitude on departure I lost oil pressure. I immediately dropped the nose and rolled left keeping the nose down to gain air speed.Cognitive view of learning definition best glide is 120 MPH while normal final CAS is 80MPH (old airplane) I kept the gear up until the runway was made. The second was a repeat of the first.Cognitive view of learning definition the last was much like the first with a healthy tail wind. The new oil filter mod (originally the engine only had a screen) blew a gasket. This time I had made pattern altitude so I glided around the pattern and landed (took off on 24 and landed on 24 rather than 6) the most difficult part was getting slowed down.Cognitive view of learning definition

NOTE: I had practiced this maneuver many times and knew the minimum turn-back altitude as well as ROD vs ground speed. IF I hadn’t made the minimum required altitude there was an expressway within gliding distance straight ahead.Cognitive view of learning definition the problem with that was an invisible over pass. All of those turn backs were done after dark. If it was still down, getting the gear up soon was critical to the best glide speed and distance.Cognitive view of learning definition

I remember when this subject came up with a mathematician that said it was possible. However there are too many variables. He claimed he proved it with his students on a computer.Cognitive view of learning definition yeah right, first of all when it happens there is the oh sh_t, what happened and disbelief. That alone burns valuable time. On a computer and in practice you KNOW you are going to have a failure and are all set to react.Cognitive view of learning definition I had a gas cap come off one time at about 300 ft. And still had the gear down. When I went to turn around I was surprised that it took full power to slow the descent in a 40 deg.Cognitive view of learning definition turn. I lost 5 gallons of fuel but had already changed tanks for safety. Notice I said slow the descent. The only redeeming statement that I saw in this idea of turning around was that if the danger of landing straight ahead or at a 45deg.Cognitive view of learning definition angle from departure posed much more of a danger to your life than attempting to turn around, then go ahead and try it. Basically, what do you have to lose??Cognitive view of learning definition but, isn’t that common sense ????????? And for the guy that put the airplane in knife edge flight, you must also believe in the tooth fairy.Cognitive view of learning definition that configuration is a huge amount of drag and as a former aerobatic instructor, I don’ think its possible especially after having a conversation with your instructor.Cognitive view of learning definition bottom line, you guys do what you want, I know what I will shoot for.

It MUST be stressed there are very specific protocols in teaching this type of maneuver and when you should and shouldn’t consider it.Cognitive view of learning definition first, it should only be considered at airports that have no straight ahead option available. Second, the maneuver itself. Basically a 45 degree wing-over with a complete emphasis on pushing the nose over to maintain airspeed and practicing in the actual aircraft to determine what minimum altitude is required before the attempt is ever made.Cognitive view of learning definition third, you must then brief the it just before take-off that IF in the event of an engine failure AT the minimum altitude or higher, an attempt to return to the field would be executed.Cognitive view of learning definition

Make no mistake about this. It is the most complex flight instructing that the FAA is asking CFI’s to consider and the reason they are keeping the conversation between CFI’s during a flight instructor refresher courses for now.Cognitive view of learning definition the FAA is spending extra time in examining our lesson plan before approving it to be shown and discussed in our FIRC. I have been a proponent of barry schiff’s idea of this for almost 30 years.Cognitive view of learning definition I talked to barry on the phone just a few months ago and we both agreed the FAA’s change in stance on this topic is over-due, but again, if taught improperly or without the due diligence it deserves, the outcome may not be what we all hope for.Cognitive view of learning definition

Definitely interested in brian’s presentation. I too have been experimenting and testing turnbacks for two decades, and our flight school has been effectively teaching them for 5 years, carefully recording data to compare results in varied single-engine aircraft at different weights and atmospheric conditions, the greatest of which is wind factor.Cognitive view of learning definition while I completely agree that this turn is not impossible, I would say that it should only be attempted by a proficient pilot who knows the glide characteristics of the plane, has practiced this many times in order to not end up as another LOC statistic, and who has adopted the personal and professional discipline of briefing EVERY takeoff….To include a minimum altitude benchmark (below which a turnback WILL NOT be an option), the direction of turn for best wind advantage, speed to maintain, and the identification of other possible landing sites beyond the departure end of the runway.Cognitive view of learning definition under these well-thought, well-practiced, and predetermined conditions, I can say that turnbacks can be done successfully by PREPARED pilots!Cognitive view of learning definition A recipe for disaster is attempting one for the first time on your own personal doomsday…so if you want to keep believing it’s “impossible” then just don’t ever go practice it, but the FAA is definitely on the right track by finally acknowledging that this maneuver should be in every pilot’s survival kit.Cognitive view of learning definition

This is a maneuver that needs to be practiced and understood. The performance of the aircraft is important here, and the pilot has to know if the aircraft is capable of making the 180 back to the runway with the altitude and the distance available.Cognitive view of learning definition the pilot’s ability to be precise in understanding the situation and making the quick decision to execute the maneuver is as important as being able to execute.Cognitive view of learning definition

A successful 180 and landing in a high wing loading aircraft like a marchetti might not be successful in some thing like a slippery mooney, where the aircraft might float right off the end of the runway.Cognitive view of learning definition an understanding of both the aircraft, the 180 turn procedure and the available runway is necessary, and some thought to that particular maneuver must be part of the take off planning.Cognitive view of learning definition one procedure doesn’t fit all.

In my experience, I have had to do this twice, each time in an aircraft with very different engine out performance (one fast, with the glide ratio of a brick, the other, fast, but with the glide ratio of a low performance sail plane), and was successful both times.Cognitive view of learning definition luck was not as much of a factor as my training from a very smart instructor, situational awareness, knowledge of the aircraft’s performance envelop, and my own diligence in keeping up my emergency skills.Cognitive view of learning definition

Once upon a time at chardon, ohio where cleveland soaring society was managing the airport and enjoying a long pleasant stay at a wonderful grass airport, we had an exciting event.Cognitive view of learning definition by good fortune, this event produced no damage or injuries. The good fortune was a christmas party at the lithuanian club in cleveland. We were all temporary lithuanians thanks to member rimvidas (ray to all) cepulis.Cognitive view of learning definition someone, likely steve raab, had invited well known glider flight training writer,tom knauff as a guest speaker. He had everyone write questions regarding safety on small slips of paper which were collected and tom responded with many excellent answers.Cognitive view of learning definition I did not know what to write but since I was then also a tow pilot I wrote a tow pilot dilemma. I wrote, “ what does one do if there is an engine failure on tow at low altitude “ ?Cognitive view of learning definition part of tom’s answer was embedded in my brain. He said if you have a towplane problem you can not do anything to help the glider pilot. He/she is on their own and the best thing you can do is let them know right away so they can deal with the glider part of the problem.Cognitive view of learning definition I think he said, good luck on the rest. He may have said what steve often said, “do what you gotta do “.

A couple of years passed. A new engine had been installed in the scout and we were operating normally.Cognitive view of learning definition at chardon, ohio, which had a relatively short three thousand foot runway, we kept the fuel load light, enough fuel for ten tows. The scout at that time had tanks with a seventy gallon capacity.Cognitive view of learning definition it had been calculated, through experience, that we used a gallon and a half per tow. We would normally put a maximum of ten gallons in each tank and refilled after ten tows, thus remaining light.Cognitive view of learning definition

I was towing and we were taking a passenger on a ride. As I recall the ride was a very attractive young lady so there were many volunteers among the commercial pilots, but it was joni whitten’s turn and she was not relinquishing that turn.Cognitive view of learning definition the flight was normal until we were at about a hundred and fifty feet over the woods at the south end of the runway when the engine quit.

Joni saw me disappear below her view, released and went into rope break mode.Cognitive view of learning definition as I was sinking into the trees and looking ahead for a landing spot the remaining fuel sloshed forward to the fuel pickup and the engine started again… briefly.Cognitive view of learning definition I saw I was not going to reach any forward landing site so I did that which is frowned upon. I did a forty-five degree banked turn, which was well above stall speed and headed back to the field quickly released the rope.Cognitive view of learning definition as I was ninety degrees through the turn, the engine quit again but the turn sloshed more fuel into the pickup and I had another brief spurt of power.Cognitive view of learning definition I made it back to land downwind at the field.

I looked in the mirror wondering “oh my god what happened to joni” and there to my great relief, was joni on her final approach behind me.Cognitive view of learning definition the engine again started and ran long enough to get me clear of the runway. It quit for a final time and I coasted to the gas pump. Joni had calmly flown a standard one eighty back to the field as well.Cognitive view of learning definition

The passenger remarked that the flight was shorter than she expected and I believe was surprised that she got her money back. How is that for calmness and handling an emergency?Cognitive view of learning definition the passenger was unaware. Until joni learned what happened she said she wanted to kill me for releasing her. We had both released the rope almost simultaneously she assumed that since I made it back to the field I could not have had a power loss.Cognitive view of learning definition

I do not know what was going on in joni’s mind but it was likely similar to mine. I was operating in a mode that was likely put there by all my previous experience, instruction, listening to hangar tales, and finally tom knauff’s remark at the christmas meeting.Cognitive view of learning definition “ you can’t do anything for the glider, solve your own problem and let them solve theirs “. I can say I was in a different time mode, everything slowed down and I seemed to be an observer of the actions I was taking.Cognitive view of learning definition some of them must have been correct. It was interesting and I never want to do it again. I recall not having time to think the standard two word remark, oh! #%&*!Cognitive view of learning definition

Joni reacted properly by instinctively releasing the tow rope as soon as she saw me disappear below the panel, and I would not, and should not, have made the turn back to the airport had the engine not restarted after already releasing my end of the towrope.Cognitive view of learning definition the correct decision I made was to keep the aircraft above stall speed in the 45 degree banked turn and was flying it to wherever it was going, not spinning in.Cognitive view of learning definition

As you are betting your life on the success of such a manoeuvre, this is something that has to be practiced so that your reactions become instinctive.Cognitive view of learning definition you also have to become so familiar with the glide characteristics of your aircraft that you become immediately cognizant when a successful outcome becomes untenable: finding yourself a quarter mile off the end of the runway at a 100 feet with 40 degrees of turn left to go with the horn blaring and the stick shaking is a little late to realize that the safe landing site you earlier ignored is now behind you and unreachable.Cognitive view of learning definition and neither is the runway…

There is nothing wrong with exploring the capabilities of you and your aircraft as concerns EFATO and a possible return to the departure runway.Cognitive view of learning definition however, there is a caveat to all this: change any of the variables listed in para one and you change the outcome. Practice makes perfect. (and add a fudge factor; actual engine failure will be a ‘no notice’ event and leave you ‘swimming’ in glue for a few seconds.)