Small Unmanned Aircraft Systems Physiology Lesson Plan

Small Unmanned Aircraft Systems • ACS Area V, Task E

The Small Unmanned Aircraft Systems Physiology Lesson Plan determine that the applicant is knowledgeable in the physiological factors affecting remote pilot performance.

Small Unmanned Aircraft Systems Physiology Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Part 1, Introduce the lesson:
    0:05
    Part 2, Physiology:
    0:10
    Part 3, Physiology Risk Management:
    0:10
    Part 4, Physiology Guided Scenario(s):
    0:15
    Part 5, Conclude Lesson:
    0:10
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Research and present a mishap case study:
      • Ask the learner to describe prior knowledge or experience related to physiology.
    • 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:

    • Explain how proficiency in physiology supports safe and effective flight operations.

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Small Unmanned Aircraft Systems Physiology Lesson Plan

Materials

Small Unmanned Aircraft Systems Physiology Lesson Plan

Instructor Actions

  • Before the lesson, review reference materials.
  • Part 1, Introduce the lesson:
  • Part 2, Physiology:
    • Explain and assess the essential knowledge and procedures associated with physiology.
  • Part 3, Physiology Risk Management:
    • Elicit prior knowledge, then establish the operational relevance of collision hazards.
    • Elicit prior knowledge, then establish the operational relevance of low altitude maneuvering, including stall, spin and controlled flight into terrain risks.
    • Elicit prior knowledge, then establish the operational relevance of distractions, task prioritization, situational awareness, and disorientation.
    • Elicit prior knowledge, then establish the operational relevance of runway incursion risks.
    • Approved syllabus objective coverage:
      • Use an aircraft- or scenario-specific example, then have the learner explain how dehydration, heat illness, cold stress, hunger, illness, and prolonged posture degrade judgment, attention, coordination, and safe mission performance. (UA.V.E.K1)
      • Use an aircraft- or scenario-specific example, then have the learner explain alcohol and drug impairment, residual effects, applicable prohibitions, and the need to remove an impaired crewmember from duty. (UA.V.E.K2)
      • Evaluate prescription and over-the-counter medication side effects, interactions, underlying conditions, and fitness for operational duty. (UA.V.E.K3)
      • Recognize hyperventilation causes and symptoms and apply controlled breathing, workload reduction, and removal from duty when symptoms persist. (UA.V.E.K4)
      • Recognize acute and chronic stress and fatigue, their performance effects, and mitigations including rest, scheduling, workload sharing, and mission cancellation. (UA.V.E.K5)
      • Use an aircraft- or scenario-specific example, then have the learner explain visual acuity, adaptation, glare, contrast, blind spots, scanning, fixation, display use, and environmental factors that affect traffic and aircraft observation. (UA.V.E.K6)
      • Apply a structured fitness-for-duty self-assessment to the remote PIC and every required crewmember before and during the operation. (UA.V.E.K7)
      • Use an aircraft- or scenario-specific example, then have the learner explain dark adaptation, reduced acuity and color perception, lighting discipline, fatigue, temperature, and visual-observer coordination during night operations. (UA.V.E.K8)
      • Recognize and mitigate autokinesis, false horizons, size-distance illusions, featureless terrain, and other night visual illusions. (UA.V.E.K9)
  • Part 4, Physiology Guided Scenario(s):
    • Give the remote PIC (Pilot in Command) a hot-weather night mission after poor sleep and medication use; require recognition of fatigue, dehydration, heat stress, visual limitations, medication effects, and night illusions, followed by a defensible fitness-for-duty decision.
  • Part 5, 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 the instructor log and student progress. Select the student and sign off completed objectives. If the student does not have a connected account, record the update manually in the instructor log and student training record.
Small Unmanned Aircraft Systems Physiology Lesson Plan

Interactive Guided Scenario

Interactive small unmanned aircraft systems scenario covering physiology.

The Night Search After a Long Shift

Evaluate whether a remote pilot and crew can safely support a night search while fatigue, medication, vision, stress, and workload interact.

7 DecisionsPart 107PhysiologyContinuous Operational ScenarioConsequence-BasedRetry and Debrief
Decision 1
0%

Scenario Complete

Small Unmanned Aircraft Systems Physiology Lesson Plan

Student Actions

Small Unmanned Aircraft Systems Physiology Lesson Plan

Airman Certification Standards

Physiology Airman Certification Standards

Knowledge 9 ACS Elements
  • UA.V.E.K1:
    Physiological considerations and their effects on safety such as dehydration and heatstroke
  • UA.V.E.K2:
    Drug and alcohol use.
  • UA.V.E.K3:
    Prescription and over-the-counter medication
  • UA.V.E.K4:
    Hyperventilation.
  • UA.V.E.K5:
    Stress and fatigue
  • UA.V.E.K6:
    Factors affecting vision.
  • UA.V.E.K7:
    Fitness for flight.
  • UA.V.E.K8:
    Physiological aspects of night operation
  • UA.V.E.K9:
    Night illusions.
Risk Management 1 ACS Element
  • NA:
    Reserved.
Skills 1 ACS Element
  • NA:
    Not Applicable.
Small Unmanned Aircraft Systems Physiology Lesson Plan

Conclusion

  • Re-Motivation:

    • Physiology builds the knowledge and disciplined operating habits remote pilots need to conduct safe, compliant small UAS (Unmanned Aircraft System) missions.
    • Understanding how aircraft limitations, weather, airspace, people, and mission objectives interact helps remote pilots recognize hazards before launch and respond as conditions change.
    • Consistent inspections, crew coordination, communication, situational awareness, and aeronautical decision-making turn regulatory knowledge into dependable operational performance.
    • Continued scenario-based practice with Physiology prepares remote pilots for more complex missions and reinforces the judgment expected in later training and real-world operations.

  • 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.