Stall series, part one: power-off, power-on, accelerated

What this lesson is for: teaching power-off, power-on, and accelerated stalls from the right seat, and being able to take a Student to a stall on purpose, safely, with them learning something from it.

Lesson 31 comes first and this lesson does not happen without it. That is the one hard sequencing rule in phase 3. You understand spins before you teach the stalls that can produce one.

This is not a spin lesson. Nothing here goes there.

Read:

• FAA-S-ACS-25, tasks AI.X.C, AI.X.D, and AI.X.E, in full. Note which tasks call for recovery at the first indication and which call for a full stall.
• FAA-H-8083-3C, the chapter covering stalls.
• AC 61-67C with Changes 1 and 2, again, specifically the sections on the accident categories.
• Your lesson 14 notes on angle of attack, and the list of what critical angle of attack does not change with.
• standards/MANEUVER-LESSON-SHAPE.md, addition 2.
• Your own lesson 31 work.

Deliverable: Three things. First, write the preflight ground lesson you will teach on the three stalls. This is two of your seventeen P3 plans, covering a power-off stall and a power-on or accelerated stall. Second, the stall speeds in every configuration for the airplane you will fly, from that airplane's own approved material, written down. Third, your altitude budget: entry altitude, expected altitude loss, and the altitude recovery will be complete by, for each of the three.

Everything you have taught so far has been a maneuver where the airplane does what it is asked. Today the airplane is deliberately taken to the point where it stops flying, with somebody at the controls who has not done it before and who is frightened.

Two things follow, and they are the lesson.

1. Your monitoring has to be ahead of their hands. The distance between "this is going wrong" and "this is unrecoverable from here" is shorter today than anywhere else in the program.
2. Their fear is teaching content, not an obstacle to it. Ignore a frightened Student and push on, and you will have produced a pilot who avoids the slow end of the envelope for a career.

1. Angle of attack, and why the stall is not about airspeed.
2. Power-off stalls, in the approach-to-landing configuration, which is why they are realistic.
3. Power-on stalls, in the departure configuration, and the yaw that comes with them.
4. Accelerated stalls, and the stall that arrives at a speed nobody expects.
5. Recognition at the first indication, and what "first indication" actually means.
6. Recovery, and why altitude loss is a consequence rather than a goal.
7. Clearing turns, altitude budget, and the entry checklist, taught rather than done quietly.
8. The power-off stall as the accident it actually represents.
9. Teaching a frightened Student.
10. Left-turning tendencies at the power-on break, and where that connects back to lesson 31.
11. The accelerated stall as the proof that airspeed does not predict the stall.

The power-off stall taught as the accident it represents. Not as an ACS item. This is the third appearance of the base-to-final thread you first met in lesson 6, and you should be able to name the other two before you are asked.

You will also be given the overshoot geometry itself: too much bank, bottom rudder, nose held up. Recognize it and stop it. You do not fly it. The cross-controlled stall is demonstrated deliberately at lesson 33, with a brief and a plan, not by accident today.

1. Teach your preflight ground lesson on the three stalls.
2. Do the weight and balance and state the result out loud.
3. Demonstrate each of the three from the right seat, narrating throughout.
4. Talk your instructor through each of the three.
5. Recognize and stop a cross-controlled entry.
6. Handle a Student who freezes on the controls, and one who says they want to stop.
7. Take the airplane at the threshold, out loud, three-way.
8. Critique, self-critique, then listen.

1. You deliver the preflight ground lesson on the three stalls, covering all seven items of the brief, and state the altitude budget and the entry altitude that makes it achievable rather than a general assurance about height.
2. You explain the stall in terms of angle of attack, can answer a Student who asks about airspeed without falling back on a number, and name at least three of the things critical angle of attack does not change with.
3. You demonstrate power-off, power-on, and accelerated stalls to the tolerances the current tasks specify, from the right seat, while narrating continuously, recovering at the first indication where the task calls for it and at the full stall where it calls for that.
4. You talk the Simulated Student through each of the three stalls, and on the power-on stall direct a rudder correction for yaw at or before the break.
5. You recognize the cross-controlled entry and stop it, and state why it is not flown as a demonstration in this lesson.
6. You respond to the frozen Student within two seconds, by instruction or by taking the airplane, and do not continue the demonstration as though nothing happened.
7. You respond to a Student who asks to stop by reducing the workload or ending the exercise, and do not talk them past it.
8. You name altitude loss as a consequence of the recovery rather than a goal of it, in the taught content.
9. You take the flight controls using the three-way exchange, out loud, in both directions, including at least once when the airplane was not offered.
10. You deliver a critique naming the error, its probable cause, and the correction for at least two of the errors flown.
11. You deliver a self-critique before hearing the instructor's.

Standards 6 and 7 count as much as the flying. They are the difference between an instructor a nervous Student will fly with again and one they will not.

Falling short does not block lesson 33. No proficiency gate. It triggers the visibility rule in policy/REMEDIATION-VISIBILITY.md. If standard 4 is not met we will fly this again before lesson 33, because lesson 33 stacks cross-controlled and trim stalls on top of what you did today.

• Explaining the stall as an airspeed. It is the misconception every private student arrives with, and if you teach it that way they keep it. The accelerated stall is your evidence: the wing stalls well above the number they memorized, in front of them. Critical angle of attack does not move with weight, bank angle, temperature, density altitude, or centre of gravity.
• "We have plenty of room" as an altitude budget. Give a number.
• Pushing on when your Student has frozen.
• Talking a frightened Student into one more. It works exactly once, and it costs you their trust permanently.
• Squashing an early recovery. Recognition at the first indication is the goal. Praise it, then ask for the full task.
• Uncorrected yaw at the power-on break.
• Recovering with power while the angle of attack is unchanged.
• Pulling on the recovery and producing a secondary stall.
• Teaching minimum altitude loss as the objective. That produces a pilot who pulls.
• Flying the cross-controlled entry because it turned up.
• Quoting stall speeds from another airplane.
• Skipping clearing turns because the area looked empty.

• Yaw at the stall break is not corrected within one second.
• Any roll exceeding 20 degrees develops at or after the break.
• The nose is held up after the break for more than two seconds.
• Recovery is not complete by 2,500 ft AGL on any stall.
• Your Student is frozen on the controls and you have not acted within two seconds.
• A secondary stall develops below 3,000 ft AGL.
• Either of us is unclear about who is flying the airplane.

Hard floor: recovery complete by 2,500 ft AGL, and no stall entered below 4,000 ft AGL. North Aero policy, not regulation, and both are above the regulatory minimum on purpose. Your briefed entry altitude has to make that achievable for all three stalls, including the accelerated.

The one second on yaw is the tightest number in the program. Deliberately. Yaw at the break is what turns a stall into something neither of us signed up for today.

Positive exchange of controls, both directions, every time.

Four slots, all currently empty: VS-32-1 Exemplar on AI.X.C, VS-32-2 Error on AI.X.C, VS-32-3 Error on AI.X.D, VS-32-4 Error on AI.X.E.

This lesson is complete and deliverable whether or not its Video Slots are filled.