FI-ASE-Slow Flight-Stalls

Flight Instructor Airplane Single-Engine

Slow Flight, Stalls, Spins, and Emergency Procedures ___________________________________________________________ Scenario:

A fellow flight instructor has requested that you fly with a student who is having difficulties performing various slow flight and stall maneuvers. You are going to take this student flying and analyze the maneuvers and provide instruction to correct the problems you discover. You also will demonstrate spin recovery procedures. You have also been asked to introduce emergency descents and to review emergency landings with this student.

Lesson Objectives:

The student instructor will demonstrate the ability to teach and analyze slow flight and various stall maneuvers as well as perform them. The student instructor will demonstrate the ability to plan and execute a maneuver lesson plan. The student instructor will also have to teach and demonstrate emergency descents, approaches and landings.

Pre-Briefing:

The student instructor will review the desired outcomes, discuss the scenario for the flight, and discuss the key elements of each maneuver to be flown. The student instructor will develop a maneuver lesson that describes and utilizes the scenario prescribed for this lesson. During the preflight briefing, the instructor will play the role of the student being trained and respond accordingly.

The student instructor should be able to explain the risks associated with teaching stall and slow flight maneuvers. The risks and safety precautions with teaching and demonstrating spin entries and recoveries should be discussed and how those risks can be mitigated. Minimum altitudes for the various maneuvers should be discussed. Methods for simulating an engine failure or failures of other systems should be discussed to prevent any misunderstanding between the instructor and student instructor.

Completion Standards:

This lesson will be complete when the student instructor can perform, teach and analyze each maneuver to the level shown on the desired outcome table and within the tolerances specified by the Flight Instructor Practical Test Standard for Airplane, Single-Engine.

Task Grades SRM

Grades

FI-ASE- Slow Flight, Stalls, Spins, and Emergency Procedures

Desired Outcome Grade Sheet Scenario Activities Task Desired Performance

Not Observed

Describe

Explain

Practice

Perform

Explain

Practice

Manage/Decide Maneuver LessonPreflight Lesson on a Maneuver to be

Performed in Flight.

SRM

Preflight Inspection

Engine Starting

Taxiing

Before Takeoff Check

Preflight Procedures

SRM

Radio Communications and ATC Light Signals Traffic Patterns Airport, Runway, and Taxiway Signs, Markings, and Lighting

Airport Operations

SRM Normal and Crosswind Takeoff and Climb Airport Departure Procedures

Takeoffs and

Departure SRM

Maneuvering During Slow Flight

Power-On Stalls (Proficiency)

Power-Off Stalls (Proficiency) Cross-Controlled Stalls (Demonstration) Elevator Trim Stalls (Demonstration) Secondary Stalls (Demonstration) Spins Accelerated Maneuver Stalls (Demonstration) Slow Flight, Stalls, and Spins

SRM

Emergency Approach and Landing Systems and Equipment Malfunction Emergency Equipment and Survival Gear Emergency Descent

Emergency

Procedures

SRM Normal and Crosswind Approach and Landing Arrival and Landings SRM Postflight ProceduresPost Flight Procedures SRM

De-Briefing:

The debriefing will be lead by the student instructor using the Learner-Centered Grading method. The student instructor will critique the instructor about the instructor’s “simulated student” performance. Then the student instructor will critique his/her own performance using the Desired Outcomes Grading sheet as a guide. The instructor and student instructor will discuss any discrepancies in their respective evaluations.

Notes to the Instructor:

The student instructor is learning how to prepare and to present effective scenario-based instruction. The student instructor may not have received scenario-based instruction and may need to review the information provided on the FAA/FITS website to gain a full understanding of the instructional process and its value.

The student instructor should develop a lesson plan that incorporates this scenario and conduct the flight in accordance with that plan. You should review this lesson plan during the preflight briefing and make any suggestions for improvement at that time.

In the Desired Outcomes Grade Sheet, the stall maneuvers are listed as either (Proficiency) or (Demonstration). This is how these maneuvers are listed in the Flight Instructor Practical Test Standards-Airplane Single Engine. The student instructor is expected to demonstrate, teach, and/or analyze these maneuvers as required by the individual task requirements.

You should assume the role of the student who is having trouble performing slow flight and stall maneuvers. When the student instructor asks you to perform a particular maneuver, do so with an error or mistake that might show a misunderstanding of how the maneuver is to be performed. If the student instructor provides correct instruction to remedy the problem, demonstrate the maneuver correctly. At various points during the scenario, you should ask the student instructor to demonstrate to you the proper way to perform the maneuver.

When you get to the demonstration maneuvers as defined in the PTS, the student instructor should be able to demonstrate each of them in accordance with the standards in the PTS.

At some point, the student instructor should initiate an emergency and evaluate your performance executing the proper procedures. You should make a few errors and then ask the student instructor to demonstrate the proper way to perform the emergency procedures.

When you return to the airport, the instructor student should give you an emergency situation requiring you to demonstrate an emergency landing. After evaluating your performance, the student instructor should demonstrate the proper way to perform the maneuver.