Flight Instructor Instrument (Airplane) Loss of Communications Lesson Plan

Flight Instructor Instrument (Airplane) • PTS Area IX, Task A

The Flight Instructor Instrument (Airplane) Loss of Communications Lesson Plan covers the instructional objectives required by FAA-S-8081-9E.

Flight Instructor Instrument (Airplane) Loss of Communications Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Attention/Motivator:
    0:05
    Part 1, Lesson Introduction:
    0:05
    Part 2, PTS Objective Instruction:
    0:45
    Part 3, Demonstration and Teaching:
    0:30
    Part 4, Guided Scenario:
    0:20
    Part 5, Lesson Conclusion:
    0:05
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Present an IFR (Instrument Flight Rules) teaching scenario in which safety or learner understanding depends on effective instruction in loss of communications.
    • Ask the instructor applicant to identify the first instructional decision that will shape the outcome.

  • Motivator:

    • To determine that the applicant exhibits instructional knowledge of the elements related to loss of communications by describing:

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Flight Instructor Instrument (Airplane) Loss of Communications Lesson Plan

Materials

  • Required Materials:

    • Writing instrument and instructional surface.
    • FAA-S-8081-9E, Flight Instructor Instrument Practical Test Standards for Airplane and Helicopter.
    • Lesson plan, student training record, and applicable instructor records.

  • Optional Materials:

    • Model-specific Pilot's Operating Handbook or Airplane Flight Manual (POH/AFM).
    • Current IFR charts, procedures, weather information, Notices to Airmen (NOTAMs), and electronic flight bag, as applicable.
    • Airplane, approved aviation training device, cockpit procedures trainer, or classroom teaching aids, as appropriate.

  • Reference Materials:

Flight Instructor Instrument (Airplane) Loss of Communications Lesson Plan

Instructor Actions

  • Before the lesson, review the reference materials, applicable airplane limitations, and the instructor applicant's preparation.
  • Part 1, Lesson Introduction:
    • Present the attention getter and motivator.
    • Use retrieval questioning to have the learner explain Area of Operation IX, Task A, and the Practical Test Standards.
    • State the lesson objective: To determine that the applicant exhibits instructional knowledge of the elements related to loss of communications by describing:
  • Part 2, PTS Objective Instruction:
    • Teach the learner to recognize a communications failure, distinguish a receiver, transmitter, audio-panel, microphone, headset, or electrical-system problem, and complete an orderly troubleshooting flow without sacrificing aircraft control. (CFII.IX.A.1)
      • Include radio and audio-panel selections, volume and squelch, microphone and headset connections, alternate radios or frequencies, relay through another aircraft or facility, transponder code 7600, and use of 121.5 when appropriate.
      • Emphasize that circuit breakers are reset only when the applicable checklist or approved guidance supports doing so.
    • Explain when visual conditions permit continued flight and landing under VFR and, when operating in instrument conditions, teach the route and altitude priorities commonly remembered as AVE of FAME. (CFII.IX.A.2)
      • AVE route: Assigned, Vectored, Expected, then Filed.
      • FAME altitude: the highest of the minimum IFR altitude, altitude expected by ATC (Air Traffic Control), or altitude last assigned by ATC.
      • Require the instructor applicant to apply the priorities to an actual clearance and charted route rather than merely recite the mnemonic.
    • Teach how the clearance limit, an expect-further-clearance time, and whether the clearance limit is an approach fix affect when the pilot should leave the clearance limit and begin the destination approach. (CFII.IX.A.3)
      • Have the applicant use the current regulation, clearance, chart, estimated time of arrival, and approach geometry to explain the timing decision.
  • Part 3, Demonstration and Teaching:
    • Have the instructor applicant demonstrate a complete lost-communications decision process while maintaining aircraft control, navigating, monitoring for restored communications, and communicating intentions by every practical means.
    • Introduce an incorrect route or altitude choice and require the applicant to diagnose the learner's reasoning, correct it with an actual clearance and chart, and verify understanding.
    • Emphasize workload management, fuel and weather considerations, VMC escape opportunities, terrain and obstacle clearance, and the point at which safety requires instructor intervention.
  • Part 4, Guided Scenario:
    • Lead the guided scenario and evaluate organization, technical accuracy, risk management, learner engagement, and every applicable PTS objective.
  • Part 5, Lesson Conclusion:
    • Review the 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 Instrument (Airplane) Loss of Communications Lesson Plan

Guided Scenario(s)

  • Assign an IFR flight with a realistic clearance, weather that changes between IMC (Instrument Meteorological Conditions) and VMC, and a communications failure before arrival.
  • Require the instructor applicant to teach recognition and troubleshooting, decide whether a VFR landing is practical, apply AVE and FAME to the clearance, and determine when to leave the clearance limit for the approach. (CFII.IX.A.1–A.3)
  • Have the learner select one incorrect route, altitude, or approach-start time; evaluate whether the applicant intervenes promptly, explains the governing priority, and restores a safe plan.
  • Conclude with a learner-centered assessment and instructor self-critique addressing technical accuracy, risk management, and all three PTS objectives.
Flight Instructor Instrument (Airplane) Loss of Communications Lesson Plan

Student Actions

  • Complete assigned readings and prepare a lesson plan with objective, content sequence, teaching aids, assessment, and completion standards.
  • Teach every applicable PTS objective accurately and in learner-appropriate language.
  • Identify, assess, mitigate, and teach risks associated with the task.
  • Explain or demonstrate applicable procedures while maintaining positive control, observing the learner, and correcting errors appropriately.
  • Use effective questions, check understanding, conduct a learner-centered assessment, and perform an instructor self-assessment.
Flight Instructor Instrument (Airplane) Loss of Communications Lesson Plan

Practical Test Standards

Flight Instructor Instrument (Airplane) Loss of Communications Practical Test Standards

  • Source: FAA-S-8081-9E, Flight Instructor Instrument Practical Test Standards for Airplane and Helicopter.
  • Area IX, Task A: Loss of Communications.
  • Area note: The evaluator shall select at least one Task. The evaluator shall omit Tasks C and D unless the applicant furnishes a multiengine airplane for the practical test, then Task C or D is mandatory.
  • References: 14 CFR part 91; FAA -H-8083-9, FAA-H-8083-15; FAA-S-ACS-8, FAA-S-ACS-14; IAP; AIM.
  • Objective: To determine that the applicant exhibits instructional knowledge of the elements related to loss of communications by describing:
Objective Elements 3 PTS Elements
  • CFII.IX.A.1:
    Recognition of loss of communications.
  • CFII.IX.A.2:
    When to continue with flight plan as filed or when to deviate.
  • CFII.IX.A.3:
    How to determine the time to begin an approach at destination.
Flight Instructor Instrument (Airplane) Loss of Communications Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in loss of communications builds sound instrument 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.