the airport, smoke from factories or houses, dust, fi res, fl ags,  ripples on water surfaces, and windmills. Once a field has been selected, the student pilot should  always be required to indicate it to the instructor. Normally,  the student should be required to plan and fly a pattern for  landing on the fi eld first elected until the instructor terminates  the simulated emergency landing. This gives the instructor  an opportunity to explain and correct any errors; it also gives  the student an opportunity to see the results of the errors.  However, if the student realizes during the approach that  a poor field has been selected—one that would obviously  result in disaster if a landing were to be made—and there is  a more advantageous field within gliding distance, a change  to the better field should be permitted. The hazards involved  in these last-minute decisions, such as excessive maneuvering  at very low altitudes, should be thoroughly explained by  the instructor. Steep approaches, varying the position of the  base leg, and varying the turn onto final approach should be  stressed as ways of correcting for misjudgment of altitude  and glide angle. Eagerness to get down is one of the most common faults of  inexperienced pilots during simulated emergency landings.  In giving way to this, they forget about speed and arrive at  the edge of the field with too much speed to permit a safe  landing. Too much speed may be just as dangerous as too  little; it results in excessive floating and overshooting the  desired landing spot. It should be impressed on the students  that they cannot dive at a fi eld and expect to land on it if it  is short. During all simulated emergency landings, the engine should  be kept warm and cleared. During a simulated emergency  landing, the student should have control of the foot throttle  and the instructor should have control of a second throttle.  The instructor should tell the student to increase the throttle  when needed, but the instructor should be ready with the  second throttle in case the student does not apply it as  required. Every simulated emergency landing approach should be  terminated as soon as it can be determined whether a safe  landing could have been made. In no case should it be  continued to a point where it creates an undue hazard or an  annoyance to persons or property on the ground. In addition to flying the aircraft from the point of simulated  engine failure to where a reasonable safe landing could be  made, the student should also be taught certain emergency  flight deck procedures. The habit of performing these fl ight  deck procedures should be developed to such an extent that,  when an engine failure actually occurs, the student checks  When the aircraft is flown at slower-than-normal airspeed  on the final approach, pilot determination of the rate of sink  (descent) and the height of roundout is difficult. During an  excessively slow approach, the wing is operating near the  critical AOA and, depending on the pitch attitude changes  and control usage, the aircraft may stall or sink rapidly and  contact the ground with a hard impact. When the final approach is too high, perform a steep approach  as required for the height above the landing spot. Refer to the  steep approach section earlier in this chapter. When the base leg is too low, insufficient power is used, or  the velocity of the wind is misjudged, sufficient altitude may  be lost, which causes the aircraft to be well below the proper  final approach path. In such a situation, the pilot would need  to apply considerable power to maintain or gain altitude as  required to fly the aircraft (at an excessively low altitude)  up to the runway threshold. When the proper approach path  has been intercepted, the correct approach attitude should be  reestablished, the power reduced, and a stabilized approach  maintained.  [Figure 11-36]  Do not increase the pitch attitude  without increasing the power since the aircraft decelerates  rapidly and may approach the critical AOA and stall. If there  is any doubt about the approach being safely completed, it is  advisable to execute an immediate go-around. Critical items to be checked should include the quantity of  fuel and the position of the magneto switch. Many actual  emergency landings could have been prevented if the pilots  had developed the habit of checking these critical items  during flight training to the extent that it carried over into  later fl ying. There are definite steps and procedures to be followed in  a simulated emergency landing. Although they may differ  somewhat from the procedures used in an actual emergency,  they should be learned thoroughly by the student and each  step called out to the instructor. The use of a checklist is  strongly recommended. Most aircraft manufacturers provide  a checklist of the appropriate items.  the critical items that would be necessary to get the engine  operating again while selecting a field and planning an  approach. Combining the two operations—accomplishing  emergency procedures and planning and flying the  approach—is difficult for the student during early training  in emergency landings.  Faulty Approaches and Landings  Low Final Approach  High Final Approach  Slow Final Approach 11-27