Flight Instructor (Airplane) One Engine Inoperative (OEI) Performance (AMEL, AMES) Lesson Plan

Flight Instructor (Airplane) • ACS Area II, Task P

The Flight Instructor (Airplane) One Engine Inoperative (OEI) Performance (AMEL, AMES) Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) One Engine Inoperative (OEI) Performance (AMEL, AMES) 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 one Engine Inoperative (OEI) Performance (AMEL (Airplane Multiengine Land), AMES (Airplane Multiengine Sea)).
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands elements related to multiengine performance, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

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Flight Instructor (Airplane) One Engine Inoperative (OEI) Performance (AMEL, AMES) Lesson Plan

Materials

Flight Instructor (Airplane) One Engine Inoperative (OEI) Performance (AMEL, AMES) Lesson Plan

Instructor Actions

  • 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 II, Task P, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands elements related to multiengine performance, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Use current POH/AFM charts, tables, graphs, and limitations to determine accelerate-stop and accelerate-go capability, takeoff and climb performance, single-engine rate and gradient of climb, service and absolute ceilings, cruise, descent, and landing performance for the assigned conditions. (AI.II.P.K1)
    • Use an aircraft- or scenario-specific example, then have the learner explain the structural, aerodynamic, controllability, engine, and performance consequences of exceeding weight, speed, power, temperature, configuration, and operating limitations. (AI.II.P.K2)
    • Apply pressure altitude, density altitude, temperature, wind, runway slope and surface, contamination, humidity when relevant, icing, and turbulence to both all-engine and one-engine-inoperative performance. (AI.II.P.K3)
    • Determine whether the planned weight, configuration, runway, obstacle environment, terrain, weather, and available climb gradient remain within both the airplane's all-engine and one-engine-inoperative capabilities, including any required safety margin. (AI.II.P.K4)
    • Teach the aerodynamics of one-engine-inoperative operation, including: (AI.II.P.K5)
      • Have the learner identify the critical engine, when one exists, and explain the P-factor, accelerated-slipstream, spiraling-slipstream, and torque effects that make its failure most adverse. (AI.II.P.K5a)
      • Use an aircraft- or scenario-specific example, then have the learner explain how the recommended small bank toward the operating engine improves directional control and lowers actual minimum control speed, while excessive bank creates other hazards. (AI.II.P.K5b)
      • Use an aircraft- or scenario-specific example, then have the learner explain zero-sideslip flight, the relationship among rudder, bank, drag, and climb performance, and the use of the inclinometer or manufacturer guidance to establish the proper condition. (AI.II.P.K5c)
      • Relate loss of directional control to low airspeed, high asymmetric thrust, improper bank, excessive angle of attack, configuration, density altitude, loading, and delayed or incorrect pilot response. (AI.II.P.K5d)
    • Compare minimum control speed with stall speed and explain how density altitude may reduce engine power and actual minimum control speed while stall speed remains primarily tied to configuration and load factor, potentially changing which limit is encountered first. (AI.II.P.K6)
    • Determine the safest course of action after an engine failure by considering phase of flight, runway remaining, airspeed, altitude, obstacles, terrain, actual climb capability, configuration, weight, weather, pilot workload, and the consequences of continuing versus landing. (AI.II.P.K7)
  • Part 3, Risk Management Instruction:
    • Require immediate angle-of-attack reduction when airspeed, buffet, stall warning, or deteriorating climb performance indicates approach to the critical angle of attack; emphasize that maintaining control takes precedence over altitude. (AI.II.P.R1)
    • Establish directional-control intervention criteria and require prompt rudder and bank application, pitch and power adjustment, drag reduction, and power reduction on the operating engine when control cannot otherwise be maintained. (AI.II.P.R2)
    • Compare route terrain and obstacles with realistic one-engine-inoperative ceiling and climb-gradient capability, including drift-down or escape options, and reject routes without a defensible terrain-clearance plan. (AI.II.P.R3)
    • Plan and monitor fuel by tank, engine, phase, and diversion option; address crossfeed limitations, imbalance, unusable fuel, asymmetric consumption, leaks, and the reserve needed after an engine failure or precautionary shutdown. (AI.II.P.R4)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Have the learner compute and explain expected one-engine-inoperative climb rate and gradient for the assigned weight, altitude, temperature, configuration, and obstacles, apply required chart corrections, and determine whether the result supports continuation or requires another plan. (AI.II.P.S1)
    • 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) One Engine Inoperative (OEI) Performance (AMEL, AMES) Lesson Plan

Guided Scenario(s)

  • Assign an AMEL or AMES departure near limiting weight, temperature, runway, obstacle, and terrain conditions and require the instructor applicant to teach the applicable performance data, limitations, and one-engine-inoperative aerodynamics. (AI.II.P.K1–K7)
  • Require calculation and explanation of one-engine-inoperative climb rate and gradient through the first safe landing option, followed by a defendable continue, reject, reroute, reduce-weight, or delay decision. (AI.II.P.S1)
  • Introduce an engine failure at a phase selected for discussion and require the learner to prioritize angle-of-attack and directional control, compare terrain with actual capability, manage configuration and fuel, and choose the safest course of action. (AI.II.P.R1–R4)
  • Introduce a realistic learner error, such as using an all-engine chart, confusing rate with gradient, assuming book climb performance without correcting conditions, or attempting to maintain altitude below controllable airspeed, and require timely instructor intervention and correction.
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) One Engine Inoperative (OEI) Performance (AMEL, AMES) Lesson Plan

Student Actions

  • 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) One Engine Inoperative (OEI) Performance (AMEL, AMES) Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) One Engine Inoperative (OEI) Performance (AMEL, AMES) Airman Certification Standards

  • Note: The evaluator must select Tasks C, K, and at least one other Task from this Area of Operation. The evaluator must also select Task P for multiengine applicants.
  • Task P: One Engine Inoperative (OEI) Performance (AMEL, AMES).
  • Note: Evaluator assesses the applicant's knowledge of at least two knowledge elements from this Task.
  • Objective: To determine the applicant understands elements related to multiengine performance, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • References: FAA-H-8083-2, FAA-H-8083-3, FAA-H-8083-9, FAA-H-8083-25; FAA-P-8740-66; POH/AFM
Knowledge 7 ACS Elements
  • AI.II.P.K1:
    Proficient use of appropriate performance charts, tables, graphs, or other data to determine airplane performance and limitations for all phases of flight.
  • AI.II.P.K2:
    Effects of exceeding limitations.
  • AI.II.P.K3:
    Effects of atmospheric conditions on performance.
  • AI.II.P.K4:
    Factors to be considered to determine required performance is within the airplane's single and multiengine cababilities.
  • AI.II.P.K5:
    Aerodynamics of OEI operation including:
    • AI.II.P.K5a:
      Critical engine
    • AI.II.P.K5b:
      Effects of bank angle on VMC
    • AI.II.P.K5c:
      Zero side slip
    • AI.II.P.K5d:
      Reasons for loss of directional control
  • AI.II.P.K6:
    The relationship between minimum control speed (VMC) and stall speed and the effect of density altitude on that relationship.
  • AI.II.P.K7:
    How to determine the best course of action after an engine failure.
Risk Management 4 ACS Elements
  • AI.II.P.R1:
    Exceeding the critical angle of attack.
  • AI.II.P.R2:
    Loss of directional control.
  • AI.II.P.R3:
    Flying over terrain that exceeds the single engine service ceiling.
  • AI.II.P.R4:
    Fuel management.
Skills 1 ACS Element
  • AI.II.P.S1:
    Compute the expected single engine climb performance.
Flight Instructor (Airplane) One Engine Inoperative (OEI) Performance (AMEL, AMES) Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in one Engine Inoperative (OEI) Performance (AMEL, AMES) 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.