Sport Pilot (Airplane) Systems & Equipment Malfunctions Lesson Plan
Sport Pilot (Airplane) • PTS Area IX, Task B
The Sport Pilot (Airplane) Systems And Equipment Malfunctions Lesson Plan covers the knowledge and skills required by FAA-S-8081-29A.
Introduction
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Schedule
Topic:Time:Attention/Motivator:0:05Part 1, Lesson Introduction:0:05Part 2, Systems and Equipment Malfunctions:0:15Part 3, Systems and Equipment Malfunctions Risk Management:0:20Part 4, Systems and Equipment Malfunctions Guided Scenario(s):0:20Part 5, Lesson Conclusion:0:05Remotivation/Closure:0:05Total Ground Time:0:00
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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
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Motivator:
- PIC (Pilot in Command) is directly responsible for and is the final authority as to the operation of that aircraft
- Pilots must be prepared to act in the event of an abnormal condition (abnormalities not time threatening) or an emergency (immediate action required)
- In an emergency requiring immediate action, the pilot-in-command and remote pilot-in-command may deviate from FAR (Federal Aviation Regulations) 91 or FAR 107 respectively, to the extend required to meet the emergency
- If the PIC choses to deviate from the provisions of an ATC (Air Traffic Control) clearance, the PIC must notify ATC as soon as possible and obtain an amended clearance
- Note this is not a blanket clearance to perform unnecessary deviations!
- Unless deviation is necessary under the emergency authority of 91.3, pilots of IFR flights experiencing two-way radio communication failure are expected to adhere to the procedures prescribed under "IFR operations, two-way radio communications failure"
- If the PIC choses to deviate from the provisions of an ATC (Air Traffic Control) clearance, the PIC must notify ATC as soon as possible and obtain an amended clearance
- Troubleshooting is important but don't fix an airplane airborne when you can safely land first
- Be directive, if you want something, tell them, don't let ATC drive you
- Declare emergencies with general terms, use "electrical" or "engine" for example
- The PIC must notify ATC as soon as possible and obtain an amended clearance
- Discrete emergency frequencies may be assigned by ATC
- By default use CTAF (Common Traffic Advisory Frequency) or guard (121.5/243.0)
- You must hear different radio communications
- Emergency hand signals are listed in 6-5-3
- First 3 seconds, ask yourself, where am I? What do I have? Is the light valid?
- With every emergency there will be primary and secondary signals
- It is important to realize that secondary indications may, or may not be present
Materials
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Required Materials:
- Writing instrument (pen, marker, etc.).
- Writing surface (paper, whiteboard, etc.).
- Pilot Operating Handbook
- Weight & Balance Form Template
- Airman Certification Standards.
- Student jacket.
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Optional Materials:
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Reference Materials:
Instructor Actions
- Before the lesson, review reference materials.
- Part 1, Lesson Introduction:
- Review the lesson plan, including the attention and motivator.
- Review the airman certification standards.
- Part 2, Systems and Equipment Malfunctions:
- Use guided questioning to have the learner explain and apply Systems and Equipment Malfunctions situations.
- Use guided questioning to have the learner explain and apply Systems and Equipment Malfunctions considerations.
- Use guided questioning to have the learner explain and apply Systems and Equipment Malfunctions procedure.
- Use guided questioning to have the learner explain and apply Systems and Equipment Malfunctions common errors.
- Part 3, Systems and Equipment Malfunctions Risk Management:
- Assess misdiagnosis, checklist fixation, loss of aircraft control, fire, electrical isolation, fuel exhaustion, unsuitable landing continuation, distraction, and automation-dependence risks; require aircraft-specific immediate actions followed by deliberate checklist use.
- Required teaching coverage:
- Teach recognition, immediate priorities, aircraft-specific procedures, and landing considerations for: (SP.1)
- Powerplant and propeller malfunctions.
- Fuel, oil, and hydraulic-system malfunctions.
- Flight-control, flap, and trim malfunctions.
- Landing-gear, steering, and brake malfunctions.
- Electrical-system malfunctions.
- Avionics, sensor, display, and automation malfunctions.
- Pitot-static, vacuum or pressure, and flight-instrument malfunctions.
- Water-rudder malfunctions (ASES).
- Present a concrete example, then require the learner to explain and apply recognition, immediate priorities, aircraft-specific checklist actions, and landing decisions for partial or complete power loss; engine roughness or overheating; carburetor or induction icing; oil-pressure loss; fuel starvation; electrical, vacuum/pressure, pitot-static, flap, trim, door/window, smoke/fire, flight-control, ballistic-recovery-system, and other aircraft-appropriate malfunctions; include water-rudder malfunctions for ASES. (SP.2)
- Require the learner to maintain aircraft control, perform only prescribed memory items, verify critical actions with the checklist when workload permits, communicate or declare an emergency as appropriate, and avoid delaying a required landing. (SP.3)
- Organize recognition and response by system family: powerplant and propeller; fuel, oil, and hydraulic; primary and secondary flight controls; landing gear, steering, and brakes; electrical and ignition; avionics, sensors, displays, and automation; pitot-static, vacuum/pressure, and instruments; and ASES water-rudder systems.
- For each family, identify normal indications, credible failure signatures, common dependencies, immediate aircraft-control priorities, checklist and reset limitations, remaining reliable information or manual control, and the conditions requiring prompt or immediate landing.
- Include door/window opening, smoke or fire, ballistic-recovery-system hazards, and aircraft-specific emergencies not otherwise listed.
- Teach recognition, immediate priorities, aircraft-specific procedures, and landing considerations for: (SP.1)
- Part 4, Systems and Equipment Malfunctions Guided Scenario(s):
- Present an inflight malfunction with ambiguous indications; require the learner to maintain control, diagnose without confirmation bias, apply immediate actions and the checklist, communicate as needed, select a suitable landing option, and explain when continuation is no longer prudent.
- Part 5, Lesson Conclusion:
- Use guided questioning to have the learner explain and apply the possible differences between calculated performance and actual performance.
- 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.
Guided Scenario(s)
- Present a realistic systems and equipment malfunctions scenario and have the learner identify hazards, make appropriate decisions, and explain the proposed course of action.
- Preflight Assessment.
Student Actions
- Complete the assigned readings (see content above).
- Find all limitations in the Pilot's Operating Handbook (POH).
- Ask pertinent questions.
- Perform self-assessment, including fitness for flight and personal minimums, as appropriate.
- Make a go/no-go decision, as appropriate.
Airman Certification Standards
Sport Pilot (Airplane) Systems & Equipment Malfunctions Practical Test Standards
- Source: FAA-S-8081-29A, Section 1 - Sport Pilot Airplane.
- Task: SYSTEMS AND EQUIPMENT MALFUNCTIONS (ASEL and ASES).
- References: FAA-H-8083-3; AFM/POH.
- Objective: To determine that the applicant:
Objective Elements 3 PTS Elements
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SP.1: Exhibits knowledge of the elements related to system and equipment malfunctions appropriate to the airplane provided for the practical test. -
SP.2: Evaluates the situation and takes appropriate action for simulated emergencies appropriate to the airplane provided for the practical test for at least three (3) of the following- partial or complete power loss
- engine roughness or overheat
- carburetor or induction icing
- loss of oil pressure
- fuel starvation
- electrical malfunction
- vacuum/pressure and associated flight instrument malfunctions
- pitot/static
- flap malfunction
- inoperative trim
- inadvertent door or window opening
- smoke/fire/engine compartment fire
- flight control malfunction
- ballistic recovery system malfunction, if applicable
- any other emergency appropriate to the airplane
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SP.3: Follows the appropriate checklist or procedure.
Conclusion
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Re-Motivation:
- Systems and Equipment Malfunctions develops the calm, disciplined response needed when time, altitude, aircraft capability, or available options are limited.
- Early recognition, aircraft control, checklist use, clear priorities, and continuous evaluation of recovery or landing options help prevent an abnormal event from becoming unmanageable.
- Scenario practice strengthens situational awareness and aeronautical decision-making so pilots can adapt procedures to the aircraft, environment, and urgency of the event.
- Continued practice with Systems and Equipment Malfunctions prepares sport pilots to manage more complex failures while preserving the margins needed for a safe outcome.
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Closure:
- Advise students that this lesson will be used as a starting point for the next lesson.
- Assign study materials for the next lesson.