Flight Instructor Instrument (Airplane) Aeromedical Factors Lesson Plan
Flight Instructor Instrument (Airplane) • PTS Area II, Task B
The Flight Instructor Instrument (Airplane) Aeromedical Factors Lesson Plan covers the instructional objectives required by FAA-S-8081-9E.
Introduction
Schedule
Topic:Time:Attention/Motivator:0:05Part 1, Lesson Introduction:0:05Part 2, PTS Objective Instruction:0:45Part 3, Demonstration and Teaching:0:30Part 4, Guided Scenario:0:20Part 5, Lesson Conclusion:0:05Remotivation/Closure:0:05Total Ground Time:0:00Attention Getter:
- Present an IFR (Instrument Flight Rules) teaching scenario in which safety or learner understanding depends on effective instruction in aeromedical factors.
- 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 aeromedical factors by describing the effects, corrective action, and safety considerations of:
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:
- Federal Aviation Administration (FAA) Practical Test Standards (PTS).
- Aviation Instructor's Handbook.
- Instrument Flying Handbook.
- Task references: FAA-H-8083-25; Aeronautical Information Manual (AIM).
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 II, Task B, and the Practical Test Standards.
- State the lesson objective: To determine that the applicant exhibits instructional knowledge of the elements related to aeromedical factors by describing the effects, corrective action, and safety considerations of:
- Part 2, PTS Objective Instruction:
- Present a concrete example, then require the learner to explain and apply the causes, symptoms, performance effects, prevention, recognition, and immediate corrective actions associated with hypoxia. (CFII.II.B.1)
- Contrast hyperventilation with hypoxia and teach recognition, controlled breathing, and appropriate use of oxygen. (CFII.II.B.2)
- Use an aircraft- or scenario-specific example, then have the learner explain pressure-related middle-ear and sinus problems, aggravating conditions, prevention, and when a flight or descent must be discontinued. (CFII.II.B.3)
- Present a concrete example, then require the learner to explain and apply vestibular and visual causes of spatial disorientation, common illusions, prevention, instrument reliance, and recovery priorities. (CFII.II.B.4)
- Present a concrete example, then require the learner to explain and apply motion-sickness recognition, contributing factors, prevention, instructor response, and safe transfer of control. (CFII.II.B.5)
- Use an aircraft- or scenario-specific example, then have the learner explain how alcohol, medications, and other drugs impair judgment and performance, including legal limits, residual effects, and conservative self-assessment. (CFII.II.B.6)
- Present a concrete example, then require the learner to explain and apply carbon-monoxide sources, symptoms, detection, immediate ventilation and landing actions, and the need for medical evaluation. (CFII.II.B.7)
- Use an aircraft- or scenario-specific example, then have the learner explain decompression-sickness risk after scuba diving, symptom recognition, recommended waiting periods, oxygen use, descent, landing, and medical response. (CFII.II.B.8)
- Present a concrete example, then require the learner to explain and apply recognition and management of acute and chronic stress and fatigue, including their effects on instrument scan, workload, judgment, and fitness for flight. (CFII.II.B.9)
- Part 3, Demonstration and Teaching:
- Use symptom-based questions and short operational cases to make the applicant distinguish conditions with similar presentations and select the safest immediate response.
- Require instruction that prioritizes aircraft control, transfer of control, oxygen or ventilation when appropriate, descent or landing, and timely medical assistance.
- Assess whether the applicant recognizes subtle impairment in a learner and intervenes before degraded performance becomes an emergency.
- Part 4, Guided Scenario:
- Present an IFR flight in which the learner develops ambiguous symptoms while workload and external pressure are increasing.
- Require the instructor applicant to identify the likely aeromedical threats, transfer control when appropriate, apply immediate corrective actions, and choose whether to continue, descend, divert, or land.
- Vary the symptoms so the applicant must differentiate hypoxia, hyperventilation, carbon monoxide exposure, spatial disorientation, illness, stress, or fatigue and cover every element of CFII.II.B.1–B.9.
- 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.
Guided Scenario(s)
- During an IFR instructional flight, introduce progressive learner impairment with symptoms that could indicate more than one aeromedical condition.
- Have the applicant maintain control, question and observe the learner, apply immediate corrective actions, and make a conservative landing or diversion decision.
- Continue with short variations that require instruction on every condition in CFII.II.B.1–B.9, including prevention and postflight follow-up.
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.
Practical Test Standards
Flight Instructor Instrument (Airplane) Aeromedical Factors Practical Test Standards
- Source: FAA-S-8081-9E, Flight Instructor Instrument Practical Test Standards for Airplane and Helicopter.
- Area II, Task B: Aeromedical Factors.
- Area note: The evaluator shall select Tasks A and D and at least one other Task.
- References: FAA-H-8083-25; AIM.
- Objective: To determine that the applicant exhibits instructional knowledge of the elements related to aeromedical factors by describing the effects, corrective action, and safety considerations of:
Objective Elements 9 PTS Elements
-
CFII.II.B.1: Hypoxia. -
CFII.II.B.2: Hyperventilation. -
CFII.II.B.3: Middle ear and sinus problems. -
CFII.II.B.4: Spatial disorientation. -
CFII.II.B.5: Motion sickness. -
CFII.II.B.6: Alcohol and drugs. -
CFII.II.B.7: Carbon monoxide poisoning. -
CFII.II.B.8: Evolved gases from scuba diving. -
CFII.II.B.9: Stress and fatigue.
Conclusion
Re-Motivation:
- Effective instruction in aeromedical factors 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.