Private Pilot (Airplane) Power off Stalls Lesson Plan

Private Pilot (Airplane) • ACS Area VII, Task B

The Private Pilot (Airplane) Power-Off Stalls Lesson Plan covers the knowledge, risk management, and skills associated with power-off stalls.

Private Pilot (Airplane) Power off Stalls Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Attention/Motivator:
    0:05
    Part 1, Lesson Introduction:
    0:05
    Part 2, Power-Off Stalls:
    1:15
    Part 3, Power-Off Stalls Risk Management:
    1:15
    Part 4, Power-Off Stalls Guided Sceneario:
    0:20
    Part 5, Lesson Conclusion:
    0:05
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Research and present a mishap case study:
    • Discuss how the initial conditions developed into an incident/accident/mishap
    • Relate similar personal experiences of the same type of incident/accident/mishap
    • Consider incorporating a case study as a guided scenario

  • Motivator:

    • Power-off stalls simulate a stall during the normal approach to landing
      • Should be set up in the landing configuration
    • Recoveries therefore train a pilot to make prompt, positive, and effective recoveries with a minimum loss of altitude
    • This stall may occur while descending in an actual or simulated emergency or in any power-off situation when airspeed is not controlled

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Private Pilot (Airplane) Power off Stalls Lesson Plan

Materials

Private Pilot (Airplane) Power off Stalls Lesson Plan

Instructor Actions

  • Before the lesson, review reference materials.
  • Part 1, Lesson Introduction:
  • Part 2, Power-Off Stalls:
    • Observe clearing, class-appropriate recovery-height margin, assigned approach/landing configuration, coordination, and stabilized descent before power-off-stall entry. Identify and correct observed deviations; brief safe exercise limits and control-transfer responsibilities. (PA.VII.B.S1) (PA.VII.B.S2) (PA.VII.B.S3) (PA.VII.B.S4)
    • Observe a smooth stall-inducing pitch transition with assigned heading or bank, recognition of impending-stall cues, and prompt aircraft-specific recovery after the full stall. Identify and correct observed deviations. (PA.VII.B.S5) (PA.VII.B.S6) (PA.VII.B.S7) (PA.VII.B.S8) (PA.VII.B.S9) (PA.VII.B.S10)
    • Observe manufacturer-directed recovery configuration and acceleration to VX or VY, return to assigned flight conditions, and appropriate single-pilot or crew resource management. Identify and correct observed deviations to applicable ACS standards; brief safe exercise limits and control-transfer responsibilities.
    • Discuss power-off stalls, including the aerodynamics, operating situations, and preventive actions associated with inadvertent power-off stalls, spins, and loss of control. (PA.VII.B.K1) (PA.VII.B.K3) (PA.VII.B.R1)
      • Use guided questioning to have the learner explain and apply glide-stretching, deteriorating approaches, and abandoning unsafe base-to-final corrections.
      • Use guided questioning to have the learner explain and apply normal-operation warning response and aircraft-specific AOA-indicator limitations.
      • Use guided questioning to have the learner explain and apply recovery sequencing, coordinated power application, configuration changes, and avoiding secondary stalls.
      • Use guided questioning to have the learner explain and apply accelerated and cross-control stall hazards without treating a shallow bank as stall protection.
      • Brief traffic and terrain clearance, recovery-height margins, environmental limits, and control priorities.
      • Use guided questioning to have the learner explain and apply angle of attack, airspeed, and attitude at the stall.
      • Use guided questioning to have the learner explain and apply weight, center of gravity, load factor, and configuration effects on stall behavior.
      • Use guided questioning to have the learner explain and apply power and yaw effects, including why power does not replace angle-of-attack reduction.
    • Use guided questioning to have the learner explain and apply aircraft-specific stall characteristics, the range and limitations of stall-warning indicators, and recognition of impending- and full-stall cues using sight, sound, and feel. (PA.VII.B.K2) (PA.VII.B.R2) (PA.VII.B.R3)
    • Distinguish impending-stall warnings from full-stall indications without requiring a particular nose or wing drop.
    • Use guided questioning to have the learner explain and apply power-off stall recovery fundamentals and procedure. (PA.VII.B.K4) (PA.VII.B.R4)
    • Use guided questioning to have the learner explain and apply power-off stalls common errors.
  • Part 3, Power-Off Stalls Risk Management:
    • Use retrieval questioning to have the learner explain currency vs. proficiency and how that plays into performing self-assessments.
    • Use retrieval questioning to have the learner explain secondary stalls, accelerated stalls, elevator trim stalls, and cross-control stalls. (PA.VII.B.R5)
    • Use guided questioning to have the learner explain how turbulence, microbursts, high-density altitude, and other environmental factors affect power-off stall performance and recovery margins. (PA.VII.B.R6)
    • Use retrieval questioning to have the learner explain collision hazards (PA.VII.B.R7)
    • Use retrieval questioning to have the learner explain considerations when operating unfamiliar aircraft or avionics.
    • Use retrieval questioning to have the learner explain flight deck management, including distractions, task prioritization, loss of situational awareness, and disorientation. (PA.VII.B.R8)
  • Part 4, Power-Off Stalls Guided Sceneario:
    • Present a realistic power off stalls scenario and have the learner identify hazards, make appropriate decisions, and explain the proposed course of action.
  • Part 5, Lesson Conclusion:
    • 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.
  • Update instructor endorsement records and the student's jacket, as required.
Private Pilot (Airplane) Power off Stalls Lesson Plan

Guided Scenario(s)

  • Ground:
    • Discuss hazards while operating at or below the traffic pattern altitude, relating hazards to the training airfield, as appropriate
    • Discuss reasons for shallowing descent on final approach (birds, another airplane, descending below glide slope, rising terrain, etc.)
    • Discuss compounding hazards with a base-to-final turn
  • In air, set a simulated field elevation at approximately 2500+ feet AGL (Above Ground Level)
    • Complete the power-off stall procedure, but allow time to stabilize on a simulated approach
    • Provide the student with a reason to pull back on the elevator, note the altitude at which the student initates the stall
    • Upon recovery, note the altitude, and ensure safe recovery
    • While the student establishes a stabilized climb, note the altitude lost in the maneuver, and discuss the results
  • Discuss impacts of transponder being in the improper mode
  • Discuss clearing the area for takeoff and potential recognition time of someone on final if low-visibility
  • Related scenarios:
    • None
Private Pilot (Airplane) Power off Stalls Lesson Plan

Student Actions

Private Pilot (Airplane) Power off Stalls Lesson Plan

Airman Certification Standards

Private Pilot (Airplane) Power off Stalls Airman Certification Standards

  • Objective: To determine whether the applicant exhibits satisfactory knowledge, risk management, and skills associated with power-off stalls
  • Note: See Appendix 2: Safety of Flight and Appendix 3: Aircraft, Equipment, and Operational Requirements & Limitations for information related to this Task
  • References: AC 61-67; FAA-H-8083-2 (Risk Management Handbook), FAA-H-8083-3 (Airplane Flying Handbook), FAA-H-8083-25 (Pilot Handbook of Aeronautical Knowledge); POH/AFM.
Knowledge 4 ACS Elements
Risk Management 8 ACS Elements
Skills 11 ACS Elements
  • PA.VII.B.S1:
    Clear the area.
  • PA.VII.B.S2:
    Select an entry altitude that allows the Task to be completed no lower than 1,500 feet above ground level (AGL) (ASEL, ASES) or 3,000 feet AGL (AMEL, AMES).
  • PA.VII.B.S3:
    Configure the airplane in the approach or landing configuration, as specified by the evaluator, and maintain coordinated flight throughout the maneuver.
  • PA.VII.B.S4:
    Establish a stabilized descent.
  • PA.VII.B.S5:
    Transition smoothly from the approach or landing attitude to a pitch attitude that induces a stall.
  • PA.VII.B.S6:
    Maintain a specified heading ±10°° if in straight flight; maintain a specified angle of bank not to exceed 20°, ±10° if in turning flight, while inducing the stall.
  • PA.VII.B.S7:
    Acknowledge cues of the impending stall and then recover promptly after a full stall occurs.
  • PA.VII.B.S8:
    Execute a stall recovery in accordance with procedures set forth in the Pilot's Operating Handbook (POH) or Airplane Flight Manual (AFM).
  • PA.VII.B.S9:
    Configure the airplane as recommended by the manufacturer, and accelerate to best angle of climb speed (Vx) or best rate of climb speed (Vy).
  • PA.VII.B.S10:
    Return to the altitude, heading, and airspeed specified by the evaluator.
  • PA.VII.B.S10:
    Use single-pilot resource management (SRM) or crew resource management (CRM), as appropriate.
Private Pilot (Airplane) Power off Stalls Lesson Plan

Conclusion

  • Re-Motivation:

    • Power Off Stalls strengthens the coordination, energy awareness, and precise control needed to keep the airplane within safe aerodynamic limits.
    • Recognizing changes in angle of attack, load factor, control effectiveness, wind drift, and developing errors allows pilots to correct before safety margins disappear.
    • Structured practice builds visual awareness, aircraft feel, checklist discipline, and the judgment required to discontinue or recover when a maneuver becomes unstable.
    • Mastery of Power Off Stalls provides a foundation for the more precise and complex aircraft-control tasks encountered in later training.

  • Closure:

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