Private Pilot (Airplane) Short Field & Maximum Performance Takeoff & Climb Lesson Plan

Private Pilot (Airplane) • ACS Area IV, Task E

Private Pilot (Airplane) Short-Field Takeoff and Maximum Performance Climb Lesson Plan covers the knowledge, risk management, and skills associated with a short-field takeoff, maximum performance climb operations, and rejected takeoff procedures.

Private Pilot (Airplane) Short Field & Maximum Performance Takeoff & Climb Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Part 1, Introduce the lesson:
    0:05
    Part 2, Obstacle Considerations:
    0:10
    Part 3, Factors impacting takeoff performance:
    0:10
    Part 4, Takeoff performance calculations:
    0:10
    Part 5, Factors impacting climb performance:
    0:10
    Part 6, Climb Performance Calculations:
    0:10
    Part 7, Short-Field Takeoff and Maximum Performance Climb Procedures:
    0:10
    Part 8, Anomalies and Malfunctions:
    0:10
    Part 9, Short-Field Takeoff and Maximum Performance Climb Risk Management:
    0:10
    Part 10, Guided Scenario(s):
    0:15
    Part 11, Conclude Lesson:
    0:10
    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:

    • The goal of the Short-field approach and landing is to maximize aircraft performance in order to safely and accurately land the airplane, obtaining maximum performance, by touching down at the slowest possible airspeed

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Private Pilot (Airplane) Short Field & Maximum Performance Takeoff & Climb Lesson Plan

Materials

Private Pilot (Airplane) Short Field & Maximum Performance Takeoff & Climb Lesson Plan

Instructor Actions

  • Before the lesson, review reference materials.
  • Part 1, Introduce the lesson:
    • Have the student compare planned and observed performance before the selected rejection point.
    • Use guided questioning to have the learner explain and apply aircraft-specific engine-failure decisions and escape options during the obstacle-clearance climb.
    • Review the lesson plan, including the attention and motivator.
    • Review the airman certification standards (ACS).
    • Use retrieval questioning to have the learner explain short-field takeoff and maximum performance climb, why is it important?
  • Part 2, Obstacle Considerations:
    • Obstacle location relative to runway.
    • Climb gradient vs obstacle height.
    • Departure path analysis.
    • Terrain escape options.
    • Turn-back impossibility at low altitude.
    • Terrain funneling.
  • Part 3, Factors impacting takeoff performance:
    • Have the student apply temperature, density altitude, and wind effects to short-field takeoff and climb planning; distinguish steady horizontal wind effects on climb rate from ground-referenced climb gradient. (PA.IV.E.K1)
    • Use retrieval questioning to have the learner explain surface wind impacts to short-field takeoff and maximum performance climbs, including determining wind direction with or without visual indicators.
    • Use retrieval questioning to have the learner explain wind shear impacts to short-field takeoff and maximum performance climbs.
    • Use retrieval questioning to have the learner explain wake turbulence considerations during short-field takeoff and maximum performance climbs. (PA.IV.E.R2d)
    • Review outside air temperature and field elevation/density altitude impacts to short-field takeoff and maximum performance climbs.
      • Propeller efficiency reduction.
      • Engine power reduction.
      • Wing performance reduction.
      • Reduced acceleration rate.
      • Reduced climb gradient despite normal indications.
    • Review runway surface condition impacts to short-field takeoff and maximum performance climbs.
      • Grass vs pavement rolling resistance.
      • Mud/snow/slush hydroplaning implications.
      • Braking degradation during rejected takeoff.
      • Wet grass performance hazards.
      • Surface contamination impact on acceleration.
    • Use retrieval questioning to have the learner explain runway slope impacts to short-field takeoff and maximum performance climbs.
    • Use retrieval questioning to have the learner explain gross weight and center of gravity impacts on short-field takeoff and maximum performance climbs.
    • Use retrieval questioning to have the learner explain power settings impacts to short-field takeoff and maximum performance climbs.
    • Use retrieval questioning to have the learner explain flight profile impacts to short-field takeoff and maximum performance climbs.
    • Use retrieval questioning to have the learner explain nose strut slope impacts to short-field takeoff and maximum performance climbs.
    • Use retrieval questioning to have the learner explain tire pressure impacts to short-field takeoff and maximum performance climbs.
    • Review best rate/best angle of climb.
      • Use retrieval questioning to have the learner explain Vx as best obstacle clearance performance given best angle.
      • Use retrieval questioning to have the learner explain Vx also reduces visibility/cooling margins if held.
      • Use guided questioning to have the learner explain and apply Vy as performance/time-driven.
      • Use guided questioning to have the learner explain why Vx/Vy vary with altitude.
  • Part 4, Takeoff performance calculations:
    • Have the student compare complete departure paths using pilot capability, aircraft limitations, available distance, surface, slope, wind, and terrain; verify margins, reject unsupported chart extrapolation, and change an inadequate plan. (PA.IV.E.R1)
    • Assess soft or contaminated surface effects on acceleration, stopping, and directional control; select a usable surface, added margin, delay, or another departure option. (PA.IV.E.R2, PA.IV.E.R2e)
    • Review Performance and Limitations lesson plan (as appropriate), specifically takeoff and climb performance.
    • Use retrieval questioning to have the learner explain weight & balance performance calculation.
  • Part 5, Factors impacting climb performance:
    • Use an aircraft- or scenario-specific example, then have the learner explain VX and VY and their aircraft-specific values; use the AFM or POH to select short-field rotation, obstacle-clearance, and subsequent climb speeds. (PA.IV.E.K2)
  • Part 6, Climb Performance Calculations:
  • Part 7, Short-Field Takeoff and Maximum Performance Climb Procedures:
    • Use the AFM or POH as the controlling source for short-field configuration and speeds; verify takeoff mixture rather than retaining a taxi setting, resolve flap indication discrepancies before runway entry, and sequence climb configuration changes as specified. (PA.IV.E.K3)
    • Observe checklist completion, appropriate radio calls, correct runway verification, wind determination with or without indicators, and flight-control positioning; identify and correct deviations to ACS standards. (PA.IV.E.S1, PA.IV.E.S2, PA.IV.E.S3, PA.IV.E.S4, PA.IV.E.S5)
    • Observe clearing the area and aligning on the centerline to use maximum available takeoff area; correct positioning and clearance deviations to ACS standards. (PA.IV.E.S6)
    • Demonstrate and observe braking while setting maximum-performance takeoff power, verifying power before brake release, and checking engine and flight indications before rotation in accordance with aircraft guidance; correct deviations to ACS standards. (PA.IV.E.S7, PA.IV.E.S8)
    • Observe rotation and liftoff at the recommended speed, acceleration to recommended obstacle-clearance speed or VX, and pitch control to maintain the required speed within ACS tolerances until the obstacle is cleared or the specified simulated-obstacle height is reached; correct deviations. (PA.IV.E.S9, PA.IV.E.S10)
    • Observe transition to VY after obstacle clearance or the ACS simulated-obstacle height, manufacturer-directed configuration after positive climb, VY within ACS tolerances to safe maneuvering altitude, directional control, and wind correction; identify and correct deviations. (PA.IV.E.S11, PA.IV.E.S12, PA.IV.E.S13, PA.IV.E.S14)
    • Have the student locate and comply with applicable noise-abatement procedures without compromising safety; observe execution and correct deviations to ACS standards. (PA.IV.E.S15)
    • Use retrieval questioning to have the learner explain taxiing, as required.
    • Review aircraft configuration considerations.
      • Use retrieval questioning to have the learner explain the impact of partial flaps.
      • Relate configuration to ground effect implications.
      • Use retrieval questioning to have the learner explain premature rotation impacts on acceleration.
    • Use retrieval questioning to have the learner explain short-field takeoff and maximum performance climbs.
    • Use retrieval questioning to have the learner explain short-field takeoff and maximum performance climbs.
    • Use retrieval questioning to have the learner explain rejected takeoff considerations.
  • Part 8, Anomalies and Malfunctions:
    • Brief rejected-takeoff hazards, triggers, and controls, including abnormal power and poor early acceleration; explain why a midpoint speed check cannot assure the whole departure is safe. (PA.IV.E.R3, PA.IV.E.R3a)
    • Assess engine-failure hazards during takeoff and climb; prebrief aircraft-specific control priorities, emergency landing options, and decision points rather than relying on a generic turnback altitude. (PA.IV.E.R3b)
    • Use retrieval questioning to have the learner explain potential emergency procedures during short-field takeoff and maximum performance climbs.
    • Review aborted/rejected takeoffs. (PA.IV.E.R3a)
      • Acceleration checkpoints.
      • Abnormal engine indications.
      • Runway remaining assessment.
      • Go/no-go point concepts.
      • Continuing vs aborting tradeoffs.
  • Part 9, Short-Field Takeoff and Maximum Performance Climb Risk Management:
    • Resolve wind components using a common heading reference; compare demonstrated crosswind, actual operating limits, and pilot capability, and practice roll-to-climb controls and an early rejection if the intended path cannot be maintained. (PA.IV.E.R2a)
    • Assess windshear and microburst departure hazards, including misleading initial headwind gain and subsequent airspeed or lift loss; select delay or a different plan and use aircraft-specific guidance rather than an airliner pitch target. (PA.IV.E.R2b)
    • Assess tailwind takeoff ground-roll and climb-path penalties; justify changing runway, increasing verified margins, delaying, or cancelling. (PA.IV.E.R2c)
    • Assess wake movement, including retention by a light quartering tailwind; use the preceding aircraft's rotation and climb path to choose separation, delay, or another option rather than premature liftoff, even after takeoff clearance. (PA.IV.E.R2d)
    • Visually check the runway and surrounding approach and departure paths, maintain a departure traffic scan, and prioritize control and necessary collision avoidance; continuous movement never replaces runway-entry authorization. (PA.IV.E.R4)
    • Assess low-altitude stall, spin, and CFIT hazards; preserve stall margin, choose a viable early escape when climb cannot clear terrain, and reject unsafe noise-abatement maneuvering. (PA.IV.E.R5)
    • Assess distraction, disorientation, and lost-awareness hazards; practice recovery from checklist interruption, defer nonurgent passenger conversation, and maintain climb attitude, path, and situational awareness. (PA.IV.E.R6)
    • Use retrieval questioning to have the learner explain collision hazards. (PA.IV.E.R4)
    • Use retrieval questioning to have the learner explain low altitude maneuvering, including stall, spin and controlled flight into terrain risks.
    • Use retrieval questioning to have the learner explain distractions, task prioritization, situational awareness, and disorientation.
    • Use retrieval questioning to have the learner explain runway incursion risks.
    • Actual vs. expected performance:
      • Imperfect pilot technique.
      • Engine wear.
      • Runway contamination.
      • Delayed rotation.
      • Environmental variability.
  • Part 10, Guided Scenario(s):
    • Conduct the guided scenario, requiring the learner to integrate short-field planning, obstacle clearance, aircraft control, and risk-management decisions.
  • Part 11, Conclude Lesson:
    • Relate lesson to power-on stalls.
    • 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) Short Field & Maximum Performance Takeoff & Climb Lesson Plan

Guided Scenario(s)

  • Discuss the purpose of and conditions that warrant a short-field takeoff and maximum-performance climb procedure.
  • Conduct a weight and balance calculation for the day.
  • Conduct a takeoff distance calculation for the day, noting where takeoff should occur in reference to the airport runways (save for later in lesson)
    • Provide simulated variables that cover different airfield elevations (takeoff distance), temperatures, surface conditions, and winds for subsequent calculations and discuss on how they effect takeoff and climb performance.
  • Conduct a short-field takeoff and maximum performance climbs and compare actual rotation location to calculated location.
  • Discuss how crosswind takeoffs.
    • How do control inputs change as the aircraft accelerates?
    • How does the pilot manage the liftoff/transition to climb?
  • Discuss rejecting the takeoff in the rain/snow.
    • How would rejecting a takeoff on a wet runway change a pilot's action?
    • How would performance change?
  • Discuss an engine failure on takeoff roll, just after takeoff, and while in the climb.
    • How does a pilot recognize loss of performance? What is the normal engine speed in revolutions per minute (RPM)?
    • How do pilot options change as the aircraft gains altitude?
  • Discuss the importance of checking for aircraft on final before taxiing onto the runway.
    • What are some reasons pilots may be on final without other pilots otherwise knowing?
  • Discuss hazards by providing an example of taking off after a larger aircraft (windshear).
  • Discuss minimum safe altitudes.
    • Describe minimum safe altitudes for a given area?
    • Discuss how minimum safe altitudes apply to takeoff/airport operations?
  • Discuss reasons where Vx and Vy would be most appropriate for climbout.
  • Discuss risk in climb (power-on stall) as well as terrain avoidance being low altitude, nose-high, high workload.
  • Discuss why noise abatement procedures exist and where to find them.
    • Have student locate noise abatement procedures for the local or a nearby airport.
  • Related scenarios:
Private Pilot (Airplane) Short Field & Maximum Performance Takeoff & Climb Lesson Plan

Student Actions

Private Pilot (Airplane) Short Field & Maximum Performance Takeoff & Climb Lesson Plan

Airman Certification Standards

Private Pilot (Airplane) Short Field & Maximum Performance Takeoff & Climb Airman Certification Standards

  • To determine that the applicant exhibits satisfactory knowledge, risk management, and skills associated with a short-field takeoff, maximum performance climb operations, and rejected takeoff procedures
  • References: FAA-H-8083-2 (Risk Management Handbook), FAA-H-8083-3; POH/AFM; AIM
Knowledge 3 ACS Elements
Risk Management 6 ACS Elements
Skills 15 ACS Elements
  • PA.IV.E.S1:
    Complete the appropriate checklist(s).
  • PA.IV.E.S2:
    Make radio calls as appropriate.
  • PA.IV.E.S3:
    Verify assigned/correct runway.
  • PA.IV.E.S4:
    Determine wind direction with or without visible wind direction indicators.
  • PA.IV.E.S5:
    Position the flight controls for the existing wind, if applicable.
  • PA.IV.E.S6:
    Clear the area, taxi into takeoff position, and align the airplane on the runway centerline utilizing maximum available takeoff area.
  • PA.IV.E.S7:
    Apply brakes while setting engine power to achieve maximum performance.
  • PA.IV.E.S8:
    Confirm takeoff power prior to brake release and verify proper engine and flight instrument indications prior to rotation.
  • PA.IV.E.S11:
    Establish a pitch attitude for Vy and accelerate to Vy, +10/-5 knots after clearing the obstacle or at 50 feet AGL if simulating an obstacle.
  • PA.IV.E.S12:
    Configure the airplane in accordance with the manufacturer's guidance after a positive rate of climb has been verified.
  • PA.IV.E.S13:
    Maintain Vy +10/-5 knots to a safe maneuvering altitude.
  • PA.IV.E.S14:
    Maintain directional control and proper wind-drift correction throughout takeoff and climb.
  • PA.IV.E.S15:
    Comply with noise abatement procedures, as applicable.
Private Pilot (Airplane) Short Field & Maximum Performance Takeoff & Climb Lesson Plan

Conclusion

  • Re-Motivation:

    • Short Field and Maximum Performance Takeoff and Climb combines performance planning, directional control, and precise aircraft configuration during a phase of flight with little time or altitude to correct errors.
    • Wind, runway condition, density altitude, weight, obstacles, and aircraft limitations must be evaluated before committing to the takeoff.
    • Briefing abort points, continuously evaluating acceleration and aircraft response, and acting decisively when performance is not as expected transform calculations into meaningful risk management.
    • Continued practice with Short Field and Maximum Performance Takeoff and Climb prepares private pilots for more demanding runway, weather, and aircraft-performance scenarios later in training.

  • Closure:

    • The Federal Aviation Administration (FAA) provides test-taking guidance and test guides on its website.
    • To learn more about preparing for the practical test, visit the checkride page.
    • Advise students that this lesson will be used as a starting point for the next lesson.
    • Assign study materials for the next lesson.