Small Unmanned Aircraft Systems General Regulations Lesson Plan

Small Unmanned Aircraft Systems • ACS Area I, Task A

The Small Unmanned Aircraft Systems General Regulations Lesson Plan determine that the applicant is knowledgeable in the general regulatory requirements of 14 CFR parts 89 and 107.

Small Unmanned Aircraft Systems General Regulations Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Part 1, Introduce the lesson:
    0:05
    Part 2, General Regulations:
    0:10
    Part 3, General Regulations Risk Management:
    0:10
    Part 4, General Regulations 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 general regulations.
    • 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 general regulations supports safe and effective flight operations.

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Small Unmanned Aircraft Systems General Regulations Lesson Plan

Materials

Small Unmanned Aircraft Systems General Regulations Lesson Plan

Instructor Actions

  • Before the lesson, review reference materials.
  • Part 1, Introduce the lesson:
  • Part 2, General Regulations:
    • Elicit prior knowledge, then establish the operational relevance of applicability of 14 CFR Part 107 to small unmanned aircraft operations. (UA.I.A.K1)
    • Use guided questioning to have the learner explain and apply operations that qualify under Part 107 versus operations requiring other authorization, waiver, or certification.
    • Review operational definitions used in Part 107 including:
      • Remote Pilot in Command (RPIC)
      • Visual Observer
      • Small Unmanned Aircraft
      • Control Station
      • Payload
      • Visual Line of Sight (VLOS)
    • Use guided questioning to have the learner explain how incorrect interpretation of regulatory definitions can result in unlawful operations. (UA.I.A.K2)
    • Elicit prior knowledge, then establish the operational relevance of certificate responsibilities associated with remote pilot operations.
    • Discuss the ramifications of falsification, reproduction, or alteration of: (UA.I.A.K3)
      • Remote pilot certificates
      • Operational records
      • Maintenance records
      • Waivers and authorizations
    • Use guided questioning to have the learner explain and apply FAA (Federal Aviation Administration) enforcement actions, civil penalties, and certificate consequences resulting from fraudulent or inaccurate records.
    • Use retrieval questioning to have the learner explain accident reporting requirements under Part 107. (UA.I.A.K4)
    • Discuss reportable thresholds including:
      • Serious injury
      • Loss of consciousness
      • Property damage thresholds
    • Use guided questioning to have the learner explain and apply timelines and procedures for submitting accident reports to the FAA.
    • Elicit prior knowledge, then establish the operational relevance of inspection, testing, and demonstration of compliance requirements. (UA.I.A.K5)
    • Discuss FAA authority to inspect:
      • The aircraft
      • Operational records
      • Remote pilot certificates
      • Supporting documentation
    • Use guided questioning to have the learner explain and apply operator responsibilities for demonstrating regulatory compliance during FAA investigations or inspections.
    • Elicit prior knowledge, then establish the operational relevance of multiple-category sUAS operations and associated regulatory considerations. (UA.I.A.K6)
    • Discuss operational differences between:
      • Fixed-wing systems
      • Multirotor systems
      • Hybrid systems
    • Use retrieval questioning to have the learner explain record retention requirements associated with remote pilot operations. (UA.I.A.K7)
    • Discuss maintaining:
      • Training records
      • Maintenance logs
      • Waiver documentation
      • Operational authorizations
    • Elicit prior knowledge, then establish the operational relevance of previously manufactured sUAS and applicable regulatory requirements. (UA.I.A.K8)
    • Use guided questioning to have the learner explain and apply compliance considerations for older aircraft lacking current equipment or Remote Identification capabilities.
    • Use guided questioning to have the learner explain and apply integration of remotely piloted aircraft into the National Airspace System.
    • Use retrieval questioning to have the learner explain use of FAA guidance materials and Advisory Circulars to support regulatory compliance.
  • Part 3, General Regulations Risk Management:
    • Use guided questioning to have the learner explain and apply risks associated with operating outside the scope of Part 107 privileges.
    • Use guided questioning to have the learner explain and apply risks associated with incomplete understanding of regulatory definitions and operational limitations.
    • Use guided questioning to have the learner explain and apply operational risks associated with inadequate documentation and record retention.
    • Use guided questioning to have the learner explain and apply risks associated with failure to report qualifying accidents or incidents.
    • Use guided questioning to have the learner explain and apply risks associated with operating previously manufactured or modified aircraft without confirming regulatory compliance.
    • Use guided questioning to have the learner explain and apply risks associated with complacency during repetitive or commercial sUAS operations.
    • Elicit prior knowledge, then establish the operational relevance of aeronautical decision-making concepts as applied to remote pilot operations.
    • Use guided questioning to have the learner explain and apply distraction, task saturation, and loss of situational awareness during remote operations.
    • Use guided questioning to have the learner explain and apply collision hazards associated with operations near people, structures, airports, and other aircraft.
  • Part 4, General Regulations Guided Scenario(s):
  • 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 instructor endorsement records and the student's jacket, as required.
Small Unmanned Aircraft Systems General Regulations Lesson Plan

Interactive Guided Scenario

Interactive Guided Scenario

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Small Unmanned Aircraft Systems General Regulations Lesson Plan

Student Actions

Small Unmanned Aircraft Systems General Regulations Lesson Plan

Airman Certification Standards

Small Unmanned Aircraft Systems General Regulations Airman Certification Standards

Knowledge 8 ACS Elements
Risk Management 1 ACS Element
  • :

    NA:

    Reserved.
Skills N/A

N/A

Small Unmanned Aircraft Systems General Regulations Lesson Plan

Conclusion

  • Re-Motivation:

    • General Regulations 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 General Regulations prepares remote pilots for more complex missions and reinforces the judgment expected in later training and real-world operations.

  • Closure:

    • The 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.