Commercial Pilot (Airplane) Operation of Systems Lesson Plan

Use oral questions, scenario decisions, and aircraft-specific walkthroughs to verify the objectives below. Apply the current Commercial Pilot Airplane ACS and aircraft limitations; this review does not replace commercial maneuver standards or instructor assessment.

• CA.I.G.K1a: List the primary flight controls.
• CA.I.G.K1a: Describe the aerodynamic effects of deflecting the primary flight controls.
• CA.I.G.K1a: Explain about which axis the aircraft is maneuvered when using each primary flight control.
• CA.I.G.K1a: Explain the cause of adverse yaw and how coordinated rudder input counters it.
• CA.I.G.K1b: List the secondary flight controls.
• CA.I.G.K1b: Explain how the secondary flight controls are actuated.
• CA.I.G.K1b: Explain how the use of each secondary flight control affects the airplane.
• CA.I.G.K1b: Describe the aerodynamic effects that result from deflecting each secondary flight control.
• CA.I.G.K1b: Compare trailing edge flap aerodynamics.
• CA.I.G.K1b: Compare trailing edge flap aerodynamics.
• CA.I.G.K1: Explain density altitude effect on normally aspirated engine power.
• CA.I.G.K1: Identify approved anticollision light system types.
• CA.I.G.K1: Identify red flashing or rotating light as beacon.
• CA.I.G.K1: Infer aircraft relative position and direction from position lights.
• CA.I.G.K1: Distinguish 91 209 requirement and safety exception from engine running recommendation.
• CA.I.G.K1: Identify required position light period including alaska alternative.
• CA.I.G.K1: Determine when ground strobe use creates a hazard.
• CA.I.G.K1c: Explain reciprocating engine construction, operating principles, and the four-stroke cycle.
• CA.I.G.K1c: Explain the components and operation of a reciprocating-engine ignition system.
• CA.I.G.K1c: Explain induction-system operation and factors that can restrict induction airflow.
• CA.I.G.K1c: Explain the purpose and operation of turbochargers and superchargers.
• CA.I.G.K1c: Explain gas turbine engine types, major sections, and operating principles.
• CA.I.G.K1c: Explain turbine-engine operational considerations.
• CA.I.G.K1c: Explain foreign object debris hazards, prevention, and inspection considerations.
• CA.I.G.K1c: Explain common powerplant malfunctions and appropriate emergency responses.
• CA.I.G.K1c: Compare piston- and turbine-engine performance characteristics.
• CA.I.G.K1c: Identify powerplant instruments and interpret their indications.
• CA.I.G.K1c: Explain methods and limitations of powerplant cooling.
• CA.I.G.K1c: Explain how a propeller converts engine power into thrust.
• CA.I.G.K1c: Explain propeller rotation mechanics and the aerodynamic effects of blade angle.
• CA.I.G.K1c: Compare fixed-pitch, ground-adjustable, controllable-pitch, constant-speed, and other propeller designs.
• CA.I.G.K1c: Explain the purpose and operation of a propeller governor.
• CA.I.G.K1c: Identify propeller-system instruments and interpret their indications.
• CA.I.G.K1c: Explain propeller feathering systems and their proper use.
• CA.I.G.K1c: Explain appropriate propeller operation during takeoff, climb, and cruise.
• CA.I.G.K1c: Explain propeller inspection, maintenance, and overhaul considerations.
• CA.I.G.K1c: Recognize propeller-system failures and describe appropriate responses.
• CA.I.G.K1c: Recognize propeller damage or severe vibration and describe appropriate immediate actions.
• CA.I.G.K1c: Identify axial flow compressor.
• CA.I.G.K1c: Identify low pressure turbine compressor relationship.
• CA.I.G.K1c: Identify high pressure turbine compressor relationship.
• CA.I.G.K1c: Locate turbine section.
• CA.I.G.K1c: Locate diffuser section.
• CA.I.G.K1c: Identify torque producing turbine engine types.
• CA.I.G.K1c: Identify thrust producing turbine engine types.
• CA.I.G.K1e: Trace fuel storage, venting, selection, pumping, and delivery.
• CA.I.G.K1e: Verify fuel grade, usable quantity, and contamination.
• CA.I.G.K1e: Recognize fuel starvation, exhaustion, and system malfunctions.
• CA.I.G.K1e: Explain oil functions, circulation, and servicing requirements.
• CA.I.G.K1e: Interpret oil pressure and temperature abnormalities.
• CA.I.G.K1e: Identify hydraulic components and their functions.
• CA.I.G.K1e: Recognize hydraulic limitations, leaks, and loss of pressure.
• CA.I.G.K1i: Compare cabin heat sources and recognize carbon-monoxide hazards.
• CA.I.G.K1i: Explain ventilation, defrosting, and cooling-system operation.
• CA.I.G.K1i: Explain pressure control, relief valves, and cabin indications (if applicable).
• CA.I.G.K1i: Explain pressurization controls and limitations (if applicable).
• CA.I.G.K1i: Respond to suspected heater contamination or malfunction.
• CA.I.G.K1i: Explain response to loss of pressurization (if applicable).
• CA.I.G.K1f: Identify the battery, alternator or generator, regulator, and buses.
• CA.I.G.K1f: Explain circuit protection and electrical-system controls.
• CA.I.G.K1f: Interpret charging, load, voltage, and warning indications.
• CA.I.G.K1f: Identify electrically dependent equipment and backup capability.
• CA.I.G.K1f: Explain load shedding after charging-system failure.
• CA.I.G.K1f: Respond to electrical smoke, overheating, or circuit faults.
• CA.I.G.K1g: Identify communication, navigation, surveillance, and emergency avionics.
• CA.I.G.K1g: Verify active modes, selected sources, and intended guidance.
• CA.I.G.K1g: Recognize invalid navigation information and loss of equipment.
• CA.I.G.K1g: Explain traffic and weather display limitations.
• CA.I.G.K1h: Select current altimeter setting below 18000 msl.
• CA.I.G.K1h: Identify vacuum failure effects and response.
• CA.I.G.K1h: Identify heading indicator information.
• CA.I.G.K1h: Verify magnetic compass taxi response.
• CA.I.G.K1h: Distinguish slip from skid with inclinometer.
• CA.I.G.K1h: Verify inclinometer taxi response.
• CA.I.G.K1h: Identify pitot and static inputs and the instruments they supply.
• CA.I.G.K1h: Explain blockage indications and alternate-static limitations.
• CA.I.G.K1h: Identify vacuum, electrical, and electronic instrument power and sensing.
• CA.I.G.K1h: Explain instrument preflight checks and operating limitations.
• CA.I.G.K1h: Identify reliable backup information after a system failure.
• CA.I.G.K1d: Compare tricycle, tailwheel, fixed, and retractable landing gear.
• CA.I.G.K1d: Explain steering, brakes, and shock absorption.
• CA.I.G.K1d: Explain retraction, extension, indications, and speed limitations (if applicable).
• CA.I.G.K1d: Select the correct gear configuration for land or water operations (if applicable).
• CA.I.G.K1d: Recognize tire, strut, brake, and gear inspection discrepancies.
• CA.I.G.K1d: Explain abnormal indications and emergency extension (if applicable).
• CA.I.G.K1j: Distinguish anti-icing from deicing.
• CA.I.G.K1j: Determine installed protection and icing approval limitations.
• CA.I.G.K1j: Compare pneumatic, thermal, and fluid-based surface protection (if applicable).
• CA.I.G.K1j: Explain propeller, windshield, and probe protection (if applicable).
• CA.I.G.K1j: Explain checks, activation timing, and resource limitations.
• CA.I.G.K1j: Recognize ineffective protection and exit icing conditions.
• CA.I.G.K1l: Identify oxygen-system components and delivery types (if applicable).
• CA.I.G.K1l: Verify compatible equipment, fit, and operating limits (if applicable).
• CA.I.G.K1l: Apply supplemental-oxygen requirements to cabin pressure altitude.
• CA.I.G.K1l: Check supply, flow, duration, and occupant use (if applicable).
• CA.I.G.K1l: Explain oxygen fire precautions and servicing limitations (if applicable).
• CA.I.G.K1l: Recognize inadequate oxygen delivery and take corrective action.

• Review the lesson plan, including the attention and motivator.
• Review the airman certification standards (ACS).

• Use retrieval questioning to have the learner explain Review aircraft components and structure.
• Use retrieval questioning to have the learner explain how the shape of a wing influences lift, including chord, relative wind, and AOA (angle of attack).
• Use retrieval questioning to have the learner explain primary flight controls, including the controls that manipulate them. (CA.I.G.K1a)
• Use retrieval questioning to have the learner explain secondary flight controls, including the controls that manipulate them. (CA.I.G.K1b)
• Use retrieval questioning to have the learner explain other aerodynamic surfaces.
• Use retrieval questioning to have the learner explain specific aerodynamic surfaces and controls on the aircraft used for training.
• Use retrieval questioning to have the learner explain preflight checks.
• Use retrieval questioning to have the learner explain indications of and procedures to handle flight control malfunctions and anomalies.

• Use retrieval questioning to have the learner explain reciprocating engines and the four-stroke cycle.
• Use retrieval questioning to have the learner explain the induction system.
• Elicit prior knowledge, then establish the operational relevance of the ignition system.
• Use retrieval questioning to have the learner explain turbo-charging systems.
• Use retrieval questioning to have the learner explain powerplant instrumentation.
• Use retrieval questioning to have the learner explain specific powerplant system functions and instrumentation on the aircraft used for training.
• Use retrieval questioning to have the learner explain preflight checks.
• Use retrieval questioning to have the learner explain indications of and procedures to handle powerplant malfunctions and anomalies.
• Use retrieval questioning to have the learner explain turbine engines.

• Use retrieval questioning to have the learner explain propeller mechanics, referencing how propellers relate to airfoil design.
• Use retrieval questioning to have the learner explain fixed-pitch propeller systems.
• Use retrieval questioning to have the learner explain variable-pitch propeller systems, if appropriate.
• Use retrieval questioning to have the learner explain variable-pitch propeller procedures, if appropriate.
• Use retrieval questioning to have the learner explain propeller instrumentation.
• Use retrieval questioning to have the learner explain specific propeller system functions and instrumentation on the aircraft used for training.
• Use retrieval questioning to have the learner explain preflight checks.
• Use retrieval questioning to have the learner explain indications and procedures to handle propeller malfunctions and anomalies.
• Walk around an engine under maintenance, if available

• Elicit prior knowledge, then establish the operational relevance of heating systems.
• Elicit prior knowledge, then establish the operational relevance of cooling systems.
• Elicit prior knowledge, then establish the operational relevance of pressurization systems function and instrumentation.
• Elicit prior knowledge, then establish the operational relevance of and discuss specific environmental control system functions and instrumentation on the aircraft used for training.
• Elicit prior knowledge, then establish the operational relevance of indications and procedures to handle environmental control system anomalies.

• Use retrieval questioning to have the learner explain the types of aviation fuel systems.
• Use retrieval questioning to have the learner explain aviation fuel system design.
• Use retrieval questioning to have the learner explain aviation fuel grades.
• Use retrieval questioning to have the learner explain refueling procedures.
• Use retrieval questioning to have the learner explain fueling contamination.
• Use retrieval questioning to have the learner explain fueling system icing.
• Use retrieval questioning to have the learner explain indications and procedures to handle fuel system malfunctions and anomalies.
• Use retrieval questioning to have the learner explain and discuss specific fuel system functions and instrumentation on the aircraft used for training.
• Use retrieval questioning to have the learner explain preflight checks.
• Demonstrate aircraft refueling procedures (can be done separately after a live flight).

• Use retrieval questioning to have the learner explain the types of oil/lubrication systems.
• Use retrieval questioning to have the learner explain the oil/lubrication system components.
• Use retrieval questioning to have the learner explain the oil/lubrication system indicators.
• Use retrieval questioning to have the learner explain the specific oil/lubrication system functions and instrumentation on the aircraft used for training.
• Use retrieval questioning to have the learner explain preflight checks.
• Use retrieval questioning to have the learner explain indications and procedures to handle oil/lubrication system malfunctions and anomalies.

• Use retrieval questioning to have the learner explain hydraulic/pneumatic system designs.
• Use retrieval questioning to have the learner explain hydraulic/pneumatic system components.
• Use retrieval questioning to have the learner explain hydraulic/pneumatic system servicing and maintenance.
• Use retrieval questioning to have the learner explain hydraulic/pneumatic system malfunction and anomaly indications and procedures.

• Use retrieval questioning to have the learner explain and generally discuss the types of electrical systems (alternating and direct current).
• Use retrieval questioning to have the learner explain and generally discuss the electrical system components and their function (alternators/generators, batteries, switches, fuses/circuit breakers, voltage regulators, ammeter/loadmeters, static wicks/dischargers, bus bars, and associated wiring.
• Use retrieval questioning to have the learner explain and generally discuss what equipment utilizes the electrical system (avionics, interior and exterior lights, instruments, etc.).
• Use retrieval questioning to have the learner explain and generally discuss the electrical system indicators.
• Use retrieval questioning to have the learner explain and discuss the specific electrical system equipment, functions, and instrumentation on the aircraft used for training (vice what is vacuum driven, etc.).
• Use retrieval questioning to have the learner explain preflight checks.
• Review indications and procedures to handle electrical system malfunctions and anomalies (potential impacts, where to find appropriate procedures).
  • Note: discussed fully in systems and equipment malfunctions lesson plan.
• After material is introduced, review the electrical system components, their purpose, and relevant performance numbers and limitations

• Use retrieval questioning to have the learner explain the types of landing gear.
• Use retrieval questioning to have the learner explain landing gear design.
• Use retrieval questioning to have the learner explain landing gear components.
• For ASES or AMES applicants, review water-rudder design, operation, limitations, retraction and extension, indications, and abnormal procedures. (CA.I.G.K1k)
• Use retrieval questioning to have the learner explain brake design.
• Use retrieval questioning to have the learner explain brake components.
• Use retrieval questioning to have the learner explain preflight checks.
• Use retrieval questioning to have the learner explain servicing and maintenance.
• Use retrieval questioning to have the learner explain landing gear system malfunction and anomaly indications and procedures.

• Use retrieval questioning to have the learner explain supplemental oxygen regulations, including SCUBA diving regulations.
• Use retrieval questioning to have the learner explain supplemental oxygen system designs.
• Use retrieval questioning to have the learner explain supplemental oxygen system delivery systems.
• Use retrieval questioning to have the learner explain oxygen sensing systems.
• Use retrieval questioning to have the learner explain preflight checks.
• Use retrieval questioning to have the learner explain supplemental oxygen system servicing and maintenance.
• Use retrieval questioning to have the learner explain supplemental oxygen system malfunction and anomaly indications and procedures.

• Use retrieval questioning to have the learner explain the difference between de-icing and anti-icing.
• Review frezing level and icing conditions.
  • Use retrieval questioning to have the learner explain products/calculations used to determine freezing level.
• Use retrieval questioning to have the learner explain anti-icing systems.
• Use retrieval questioning to have the learner explain de-icing systems.

• Use retrieval questioning to have the learner explain the Pitot-static system.
• Use retrieval questioning to have the learner explain the vacuum/pressure system.
• Review Pitot-static instruments (airspeed indicator, altitude, altimeter):
  • Use retrieval questioning to have the learner explain Pitot-static instrument designs.
  • Use retrieval questioning to have the learner explain Pitot-static instrument function/operation.
  • Use retrieval questioning to have the learner explain Pitot-static instrument indications.
  • Use retrieval questioning to have the learner explain Pitot-static instrument system malfunction and anomaly indications and procedures.
• Review vacuum/pressure system instruments (attitude indicator, turn coordination, heading indicator):
  • Use retrieval questioning to have the learner explain vacuum/pressure instrument designs.
  • Use retrieval questioning to have the learner explain vacuum/pressure instrument function/operation.
  • Use retrieval questioning to have the learner explain vacuum/pressure instrument indications.
  • Use retrieval questioning to have the learner explain vacuum/pressure instrument system malfunction and anomaly indications and procedures.
• Review the airspeed indicator.
  • Use retrieval questioning to have the learner explain the types of airspeeds and their relationship to temperature and density altitude.
• Review the altimeter.
  • Use retrieval questioning to have the learner explain the types of altitudes and their relationship to temperature and density altitude.
• Use retrieval questioning to have the learner explain the vertical speed indicator

• Use retrieval questioning to have the learner explain the attitude indicator
• Use retrieval questioning to have the learner explain the heading indicator
• Use retrieval questioning to have the learner explain the turn coordinator
• Use retrieval questioning to have the learner explain the magnetic compass
• Use retrieval questioning to have the learner explain automatic-dependent surveillance-broadcast
• Use retrieval questioning to have the learner explain communications avionics
• Use retrieval questioning to have the learner explain distance measuring equipment
• Use retrieval questioning to have the learner explain emergency locator transmitter
• Use retrieval questioning to have the learner explain enhanced flight vision system
• Use retrieval questioning to have the learner explain flight management and autopilot systems
• Use retrieval questioning to have the learner explain global positioning system (GPS)
• Use retrieval questioning to have the learner explain transponder
• Use retrieval questioning to have the learner explain VHF (Very High Frequency) Omni Directional Range (VOR) and Tactical Air Navigation (TACAN) systems

• Lead a operation of aircraft systems guided scenario.
• Using the training aircraft's POH/AFM and installed-equipment documentation, present normal and abnormal indications and require the learner to detect a system malfunction, explain the applicable procedure and limitations, manage the failure, and monitor any resulting effects on other systems. Include automation mode awareness, active monitoring, appropriate reversion or disconnection, and continued manual-flight capability when automated systems are installed. (CA.I.G.K2, CA.I.G.R1, CA.I.G.R2, CA.I.G.R3)
• Have the learner appropriately operate at least three applicable systems identified in the ACS, respond to instructor-selected indications or failures, and complete the associated normal, abnormal, or emergency checklist without losing aircraft control or situational awareness. (CA.I.G.S1, CA.I.G.S2)

• Tie lesson back to previous lessons to reinforce past experiences (law of readiness).
• Present the remotivation, conclude, and provide guidance for follow-on lessons.
• Review student actions required ahead of the next lesson.

• How can this be?
• What if the pilot had recently changed altitude?