Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan

Flight Instructor (Airplane) • ACS Area X, Task G

The Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Attention/Motivator:
    0:05
    Part 1, Lesson Introduction:
    0:05
    Part 2, Instructional Knowledge:
    0:25
    Part 3, Risk Management Instruction:
    0:15
    Part 4, Skill Demonstration and Teaching:
    0:30
    Part 5, Guided Teaching Scenario:
    0:20
    Part 6, Lesson Conclusion:
    0:05
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Present a teaching scenario in which learner safety or understanding depends on effective instruction in elevator Trim Stall Demonstration (ASEL (Airplane Single-Engine Land), ASES (Airplane Single-Engine Sea)).
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands elevator trim stalls, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

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Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan

Materials

Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan

Instructor Actions

  • Review the maneuver's common errors and assess the learner's understanding of their mitigations.
  • Before the lesson, review the reference materials, applicable airplane limitations, and the instructor applicant's prior lesson preparation.
  • Part 1, Lesson Introduction:
    • Present the attention getter and motivator.
    • Review Area of Operation X, Task G, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands elevator trim stalls, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Use an aircraft- or scenario-specific example, then have the learner explain how nose-up trim, rapid power application, thrustline effects, propeller effects, and configuration can produce an excessive pitch increase and critical-angle-of-attack exceedance. (AI.X.G.K1)
    • Use a go-around from a trimmed landing approach—especially with delayed pitch correction or improper configuration management—to show where an elevator-trim stall may occur. (AI.X.G.K2)
    • Present a concrete example, then require the learner to explain and apply recognition through trim force, rapid pitch change, increasing angle of attack, decaying airspeed, buffet, stall warning, and reduced controllability. (AI.X.G.K3)
    • Brief the manufacturer-recommended entry, landing configuration, trim condition, power application, and an altitude that permits completion no lower than 3,000 feet AGL. (AI.X.G.K4)
    • Present a concrete example, then require the learner to explain and apply recovery by positively controlling pitch, reducing angle of attack, applying power as appropriate, maintaining coordination, managing configuration, and retrimming only after control is assured. (AI.X.G.K5)
    • Identify, demonstrate, and correct common errors, including weak pitch control during power application, delayed recognition, improper configuration changes, and premature retrimming. (AI.X.G.K6)
  • Part 3, Risk Management Instruction:
    • Brief recovery priorities, positive transfer of aircraft control, intervention points, and altitude-based discontinue criteria before the demonstration. (AI.X.G.R1)
    • Account for turbulence, microbursts, density altitude, and other environmental factors that affect go-around performance, pitch response, and recovery altitude. (AI.X.G.R2)
    • Control collision hazards through clearing turns, continuous traffic scanning, and suitable practice-area selection. (AI.X.G.R3)
    • Verify weight and balance, configuration, trim, power, flap and gear limits, and other applicable POH/AFM limitations before entry. (AI.X.G.R4)
    • Manage distractions and task priorities so pitch control, coordination, altitude awareness, and orientation remain primary during the simulated go-around. (AI.X.G.R5)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Clear the area and maintain an effective traffic scan. (AI.X.G.S1)
    • Select an entry altitude that permits completion no lower than 3,000 feet above ground level (AGL). (AI.X.G.S2)
    • Retard the throttle and configure the airplane for landing. (AI.X.G.S3)
    • Establish and trim for normal glide airspeed. (AI.X.G.S4)
    • Advance the throttle to maximum allowable power as in a go-around while maintaining positive pitch control. (AI.X.G.S5)
    • Have the learner identify and acknowledge the first stall indication, including buffet, warning horn, or another applicable cue. (AI.X.G.S6)
    • Recover at the first indication or after a full stall, as specified, using coordinated manufacturer-recommended procedures. (AI.X.G.S7)
    • Adjust trim deliberately and return to the desired flightpath after positive control is established. (AI.X.G.S8)
    • Relate the demonstrated trim, power, configuration, and pitch conditions to go-around avoidance and proper technique. (AI.X.G.S9)
    • Analyze learner performance and correct common errors without compromising positive aircraft control. (AI.X.G.S10)
    • Coach simultaneous explanation, demonstration, observation, error correction, and, when airborne, positive aircraft control.
  • Part 5, Guided Teaching Scenario:
    • Lead the guided scenario.
    • Evaluate instructional organization, technical accuracy, risk management, learner engagement, and every applicable ACS element.
  • Part 6, Lesson Conclusion:
    • Review the lesson objective, instructional strengths, risk-management decisions, and items requiring additional practice.
    • Present the re-motivation and closure.
  • Update instructor records and the instructor applicant's training record, as required.
Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learner a lesson involving an elevator-trim stall demonstration (ASEL, ASES) while maintaining an organized lesson flow and an appropriate level of learner participation.
  • Require a briefing of recovery and intervention criteria, environmental effects, traffic, aircraft limitations, distractions, and the relationship to a go-around from a trimmed landing approach. (AI.X.G.R1–R5)
  • Have the applicant clear the area, establish a safe altitude and landing configuration, trim for the glide, apply go-around power, recognize the first indication, recover, retrim, and explain avoidance. (AI.X.G.S1–S9)
  • Introduce an error such as weak pitch control, delayed recognition, premature flap retraction, or trimming before control is established; require timely intervention and learner-centered correction. (AI.X.G.K6; AI.X.G.S10)
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan

Student Actions

  • Review the maneuver's common errors and explain how to prevent and correct each applicable error.
  • Complete assigned readings and prepare a lesson plan with objective, content sequence, teaching aids, assessment, and completion standards.
  • Teach the applicable knowledge elements accurately and in learner-appropriate language rather than relying on rote recitation.
  • Identify, assess, mitigate, and teach the risks associated with the task.
  • Demonstrate or explain each applicable skill while maintaining positive control, observing the learner, and correcting errors appropriately.
  • Use effective questions, check learner understanding, conduct a learner-centered assessment, and perform an instructor self-assessment.
Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Airman Certification Standards

  • Note: For single-engine, the evaluator must select Task A or B; Task C, D, or E; Task F, G, or H; and Task I. For multiengine the evaluator must select Task A and Task C, D, or E.
  • Task G: Elevator Trim Stall Demonstration (ASEL, ASES).
  • Note: See Appendix 2: Safety of Flight and Appendix 3: Aircraft, Equipment, and Operational Requirements & Limitations for information related to this Task.
  • Objective: To determine the applicant understands elevator trim stalls, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • References: AC 61-67; FAA-H-8083-2, FAA-H-8083-3, FAA-H-8083-9, FAA-H-8083-25; POH/AFM
Knowledge 6 ACS Elements
  • AI.X.G.K1:
    Aerodynamics of elevator trim stalls.
  • AI.X.G.K2:
    Flight situations where elevator trim stalls could occur.
  • AI.X.G.K3:
    Recognition of elevator trim stalls.
  • AI.X.G.K4:
    Entry procedure and minimum entry altitude.
  • AI.X.G.K5:
    Recovery procedure.
  • AI.X.G.K6:
    Common errors related to this Task.
Risk Management 5 ACS Elements
  • AI.X.G.R1:
    Stall recovery procedure.
  • AI.X.G.R2:
    Effect of environmental elements on airplane performance related to cross-controlled stalls (e.g., turbulence, microbursts, and high-density altitude).
  • AI.X.G.R3:
    Collision hazards.
  • AI.X.G.R4:
    Aircraft limitations.
  • AI.X.G.R5:
    Distractions, task prioritization, loss of situational awareness, or disorientation.
Skills 10 ACS Elements
  • AI.X.G.S1:
    Clear the area.
  • AI.X.G.S2:
    Select an entry altitude that allows the Task to be completed no lower than 3,000 feet above ground level (AGL).
  • AI.X.G.S3:
    Retard the throttle and configure the airplane for landing.
  • AI.X.G.S4:
    Establish a normal glide airspeed and trim the airplane.
  • AI.X.G.S5:
    Advance the throttle to the maximum allowable power as in a go-around.
  • AI.X.G.S6:
    Acknowledge the cues at the first indication of a stall (e.g., aircraft buffet, stall horn, etc.).
  • AI.X.G.S7:
    Recover at the first indication of a stall or after a full stall has occurred, as specified by the evaluator.
  • AI.X.G.S8:
    Adjust trim and return to the desired flightpath.
  • AI.X.G.S9:
    Describe and demonstrate conditions that lead to an elevator trim stall for future avoidance.
  • AI.X.G.S10:
    Analyze and correct common errors related to this Task.
Flight Instructor (Airplane) Elevator Trim Stall Demonstration (ASEL, ASES) Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in elevator Trim Stall Demonstration (ASEL, ASES) helps learners build sound judgment, technical competence, and safe operating habits.

  • Closure:

    • Advise students that this lesson will be used as a starting point for the next lesson.
    • Assign study materials for the next lesson.