1. The National FAA Safety Team Presents
2nd Quarter CFI Forum
System/Component Failure
CFI Refresher Clinic Lake Mary Fl.
Dennis H. Whitley FAASTeam
June
2017/ (I) PP Original Author: John Steuernagle August 2017 POC: K. CloverAFS-850 Operations Lead Office:
Presentation Note: This is the title slide for FY 2018 CFI Forum 2nd Quarter – System/Component Failure
Presentation notes (stage direction and presentation suggestions) will be preceded by a Bold header: the notes themselves will be in Italic fonts.
Program control instructions will be in bold fonts and look like this: (Click) for building information within a slide; or this: (Next Slide) for slide advance.
Some slides may contain background information that supports the concepts presented in the program.
Background information will always appear last and will be preceded by a bold Background: identification.
We have included a script of suggested dialog with each slide. Presenters may read the script or modify it to suit their own presentation style.
The production team hope you and your audience will enjoy the show. Break a leg!
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2. Welcome Exits Restrooms Emergency Evacuation Breaks
Sponsor Acknowledgment
Set phones & pagers to silent or off
Other information
Presentation Note: Here’s where you can discuss venue logistics, acknowledge sponsors, and deliver other information you want your audience to know in the beginning.
You can add slides after this one to fit your situation.
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3. Anatomy of an engine failure
Dateline Dec 2006 – Peoria, IL
Aircraft Beech B36TC
Phase of Flight Cruise
Event Engine Failure/Fire
December 14, 2006: While cruising -over Peoria, Illinois the engine on a Beachcraft B36TC began to run rough. The pilot, who was the sole occupant for this flight, selected a full rich mixture, switched fuel tanks, and adjusted the propeller and throttle but the engine continued to run rough. With smoke in the cockpit and the windshield 60 % covered with oil the pilot made a forced landing in a field. (Click)
Fortunately he was able to exit the aircraft before it was consumed in fire.
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4. Overview GAJSC* System/Component Failure Work Group
Fatal Accident Analysis
SCF Work Group Safety Enhancements
Best Practices Discussions
Maintenance – Airworthiness Awareness for pilots
Operations – Systems operation and training for emergencies
Audience Participation
This is a forum.
We need to hear from you.
In this presentation we’ll be discussing findings and recommendations from a government/industry group known as the General Aviation Joint Steering Committee. The committee studies groups of fatal general aviation accidents and, based on those studies, recommendations that they call safety enhancements are released in order to increase general aviation safety.
This forum will discuss safety enhancements from the GAJSC System/Component Failure Work Group. Although the GAJSC is primarily concerned with fatal General Aviation accidents, we’ve chosen the event you’ve just heard about because it’s a good beginning for a discussion of GA maintenance and operations issues. (Click)
Today we want to discuss best practices for teaching Airworthiness Awareness in the hope that students will learn how to avoid system/component failure events (Click)
We’ll also talk about best practices for systems operation and how to prepare students to deal with an engine failure in flight. (Click)
This is a forum so audience participation is essential to success. We really need to hear from you so be sure to join in the discussion.
Presentation Note: If you’ll be discussing additional items, add them to this list on a subsequent slide.
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*General Aviation Joint Steering Committee

5. The rest of the story 14 Dec 2006 – Engine failure & fire
23 Jun 2004 oil analysis report
“Note Extreme Nickel Concentration caused by Valve Guide wear. Contact Manufacturer’s Service Rep. Resample in 25 Hours.”
2 1/2 Years and 300 flight hours later
Before we start our discussion, let’s hear the rest of the story (Click)
Remember – the event occurred on 14 December 2006.
An oil analysis report from June of 2004 had this to say. (Click)
Presentation note: Let the audience contemplate the oil analysis then:
No maintenance was performed on the engine in response to the analysis and (Click)
Three hundred hours later – the airplane made its’ last flight.
I know it’s an obvious example of what can happen if engines aren’t maintained properly but let’s use it as a springboard for discussion of what we flight instructors can do to decrease the chances of this happening to one of our students.
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6. Who’s the final authority for airworthiness?
Aircraft Owner
Aircraft Operator
Pilot in Command
Flight Instructor
Aircraft Mechanic
All of the above
All of the folks on this list have some responsibility for airworthiness, including the IA Mechanic who signs off the inspections but who’s the final authority?
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7. Who’s responsible for airworthiness?
14 CFR 91.3
“The pilot in command of an aircraft is directly responsible for, and is the final authority as to, the operation of that aircraft.”
14 CFR
“Each pilot in command shall, before beginning a flight, become familiar with all available information concerning that flight.”
Well this regulation makes who’s in charge abundantly clear. And how about this one (Click)
Do you think all available information would include the airworthiness status of the aircraft?
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8. Who’s the final authority for airworthiness?
Aircraft Owner
Aircraft Operator
Pilot in Command
Flight Instructor
Aircraft Mechanic
All of the above
The pilot in command is responsible for knowing whether the aircraft is good to go. (Click)
And since flight instructors are more often than not pilots in command, I guess the buck stops with us so let’s talk about how we determine airworthiness.
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9. How do you determine airworthiness?
Pre-flight Inspection
AD/SB compliance
Squawk sheets
Aircraft status board
Talk with mechanic
Other
“It flew in here – it’ll fly out.”
Raise hand to speak
Wait to be recognized
Airworthiness awareness starts with flight instructors so how do you determine airworthiness of the aircraft you fly?
Presentation note: Lead a discussion of how the attendees determine airworthiness. Ask whether they make a determination before each flight. Ask if there are methods and/or technologies for airworthiness determination that are not listed on the slide.
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10. Airworthiness Determination
Thoughts
Experiences
Best Practices
Raise hand to speak
Wait to be recognized
OK now it’s your turn.
Presentation note: Lead a discussion of how flight instructors determine airworthiness for each flight. If they’re flying in a client’s aircraft they may assume the client is on the hook for the determination but prudence would dictate that the instructor confirm the aircraft status before taking off.
If the instructor works for a flight school, the maintenance department may provide a status board or other means of determining airworthiness status. In any case the preflight inspection and consulting squawk sheets will be opportunities for pilots to round out the status picture.
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11. Teaching airworthiness determination
When & how do you introduce the subject?
Flight lesson, ground school, or both
When does the student become responsible?
Experiences
Best Practices
Now that we have an idea how we do it, let’s talk about when and how we teach airworthiness determination to our students.
Presentation Note: Moderate the audience discussion. Encourage sharing of best practices for effective teaching of airworthiness determination.
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12. Teaching airworthiness determination
During early flight lessons
Make students aware that preflight is just part of the determination.
Coordination with maintenance personnel
Talk with mechanics and or inspectors
Status board, squawk sheet
Aircraft log books
In ground school
Schedule a session in the maintenance shop
Have an IA explain airworthiness determination
Students show how they know that maintenance intervals, and inspections, are current & compliant.
Here are a few suggestions for effective teaching. Introduce airworthiness determination during an early lesson. Demonstrate that you care about the subject and show how you go about making the determination. Make sure students are aware that the preflight inspection is just part of the exercise. Coordinate with maintenance personnel and discuss squawk sheets and status board entries if they’re available. If not – walk students through the aircraft log books so they can see that required maintenance and inspections have been accomplished. (Click)
At some point before solo the student should be required to report airworthiness status to the instructor before each flight. This should include preflight inspection results and squawks and also a demonstration that the student knows how to determine that maintenance intervals and inspections are current and compliant.
Presentation Note: Moderate the audience discussion. Encourage sharing of best practices for effective engine maintenance and operation. Try to keep the discussion centered on maintenance issues for now. Table operations discussion until after the operations panel has been heard from.
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13. Teaching airworthiness determination
Make students responsible
Report status to you before each flight
Detail information resources used in the determination
Before students solo they should be able to make an airworthiness determination with reference to all available information resources. We suggest that you make their status report to you part of each lesson – just as you have them report the weather conditions expected for the flight. Take the time to actively listen to and question your students assessments. They need to see you are interested in what they have to say. This can be difficult for instructors who hear the same reports many times each day but it’s essential to building strong risk management cultures in your students.
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14. Good maintenance is worth it
Airframe and power plant longevity
Catch small problems before they become big ones
Well maintained aircraft last longer
And have higher resale value
Make sure your students understand the importance of good preventive maintenance and inspection programs.
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15. One more thing….. Actions speak louder than words.
Students are always watching
If we take airworthiness for granted; so will our students.
Confirm airworthiness status before each flight.
One more thing before we move on to the next topic. Like it or not we are role models for our students. On an off the field they’ll try to emulate us. That means we have to do it right, all the time, even if we think nobody’s looking. So make sure your students see you checking aircraft status before every flight. Years from now their lives may depend on the example you set today.
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16. Modern aircraft are very reliable
It’s what we expect
And that can lead to problems
Complacency
Expectation Bias
Startle Effect
We expect reliability from our flying machines and much more often than not; they deliver. That expectation can lead to problems though. What do you think they are?
Presentation note: Solicit ideas fro the audience then: (Click)
Complacency is certainly a problem. When there are few problems and anomalies associated with a system we can become complacent and we either stop looking for problems or we don’t look as hard. That means we might miss something important that could be a harbinger of bad things to come. (Click)
Closely related to complacency is expectation bias. In other words we see and hear what we expect to see and hear. This has led to many pilot deviations over the years. In the airworthiness world, pilots have been known to miss obvious indications that things are not right with their aircraft simply because they expect to see what they’ve always seen – an airworthy aircraft.
Expectation bias has played a part in many collisions between cars and bicycles or motorcycles. Car drivers expect to see cars and trucks – not cycles and consequently they frequently pull out in front of cyclists. (Click)
And when we’re confronted with the sudden onset of an emergency situation we are subject to the startle effect. In essence we need some time to process that the event is really happening and to decide what to do about it. The startle effect can last from a few seconds to a minute or more and, by the way, when action does come – it may be inappropriate to the situation. Scenario-based training can do a lot to reduce the startle effect and to ensure appropriate responses to emergencies.
So many of our students will never have to respond to an engine failure but……………
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17. But every once in a while …
Every once in a while something goes really wrong and you’re faced with a situation like the one that led to this unscheduled, off-airport landing.
The story behind this picture is worth telling. An experienced Alaskan pilot and respected flight instructor was justifiably proud of his Cessna He oversaw a maintenance and inspection program that kept the aircraft in top shape. Nevertheless on a cross country flight over taiga – the word for often swampy coniferous forests found in Alaska and at northern latitudes around the world – something unexpected happened. An engine component failed followed by complete power loss. Day VFR conditions beneath a rather low ceiling prevailed and the pilot executed a classic dead stick landing with no injury to himself and little damage to the airplane.
After voicing some words - kept in reserve for such occasions -that will not be repeated here, the pilot placed a satellite phone call to alert authorities and to arrange for alternate transportation. Referencing hand held GPS, he walked several miles to a forest track where he was met by troopers on 4-wheelers. The airplane was subsequently recovered by helicopter, repaired, and returned to service.
That’s a story with a happy ending and we all hope our students will do as well in similar circumstances. Once again, how we prepare our students today may pay huge dividends in the years to come.
So let’s take a look at how we prepare our students for forced landings.
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18. How do we prepare students for forced landings?
Aircraft systems training
Normal and emergency operations
Speeds & configurations for emergency operations
Other
So we’ve done all we can to maintain our aircraft and the engine quits anyway. How do we prepare our students for successful forced landings.
Let’s begin with a discussion of best practices for teaching forced landings.
Presentation Note: Lead a discussion of the items on the screen. Ask when and how are these subjects are introduced.
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19. How do we prepare students for forced landings?
Takeoff, departure, and arrival planning
Forced landing opportunities
Local
Straight ahead, return to airport, other
En route
Gliding distance vs altitude
Route planning
Destination
Descent planning
We should prepare for a forced landing prior to every takeoff. How do you teach takeoff, departure and arrival planning? Do you require your students to brief each takeoff? Do you discuss forced landing opportunities for each flight?
Presentation Note: Lead a discussion of best practices for teaching planning for forced landings.
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20. How do we prepare students for forced landings?
Ground reference maneuvers
Power off approaches and landings
Unannounced loss of power drills
Other
So far we’ve been talking mostly ground preparation now let’s get to the flying part. Scenario-based instruction should be employed here. What are your best practices for teaching these items? How do you deal with the human startle response to emergent situations?
Presentation Note: Lead a discussion of best practices for teaching forced landings and for maintaining proficiency
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21. Operations Summary
Plan, fly, and brief with the possibility of power loss in mind.
Commit to conditions under which you’ll make a precautionary landing.
Practice partial power and engine-out landings.
Initiate power-loss scenarios
In summary, we recommend that you and your students plan an fly every flight with the possibility of power loss in mind. That way you’re thinking about what you would do should the need arise. This is especially important for takeoff and initial climb. Ask your students to brief you before every takeoff.
Unless we’re flying in Alaska or some other remote areas of the world, landing off-airport with an engine that’s still running is not something we do every day. Precautionary landings are problematic because we’re often reluctant to risk damaging an aircraft in the interest of avoiding an uncertain future with an airplane that isn’t 100% due to mechanical problems, weather, available fuel, or electrical power. Better to commit to conditions under which you will make a precautionary landing in advance. That way you won’t waste time deciding under the pressure of the moment, whether it’s the right thing to do.
And practice partial power and engine-out landings. Some instructors make at least one landing on every flight from a power off approach. That way they and their students are always proficient in the task.
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22. Maintenance Summary
Follow required maintenance procedures at recommended intervals.
Discuss maintenance with your mechanic and IA.
Operate you engine within manufacturer’s limitations.
Determine airworthiness status for every flight.
With respect to airworthiness:
Make sure your students understand the importance of maintaining the aircraft at required intervals. Introduce your students to mechanics and inspectors so that the students will be comfortable discussing maintenance issues with them.
Always operate the aircraft and aircraft within manufacturer’s limitations. Here too you must walk the talk. Your students must never witness you operating any aircraft outside of its limitations.
Finally, determine airworthiness status for every flight.
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23. Questions?
Presentation Note: You may wish to provide your contact information and main FSDO phone number here. Modify with
Your information or leave blank.
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24. Proficiency and Peace of Mind
Fly regularly with your CFI
Perfect Practice
Document in WINGS
If you’re not a WINGS instructor, we heartily recommend that you become one. It’s a great way to build risk management culture in your students. Here’s what we’re telling your students about WINGS:
There’s nothing like the feeling you get when you know you’re playing your A game and in order to do that you need a good coach (Click)
So fly regularly with a CFI who will challenge you to review what you know, explore new horizons, and to always do your best. Of course you’ll have to dedicate time and money to your proficiency program but it’s well worth it for the peace of mind that comes with confidence. (Click)
Vince Lombardi, the famous football coach said, “Practice does not make perfect. Only perfect practice makes perfect.” For pilots that means flying with precision. On course, on altitude, on speed all the time. (Click)
And be sure to document your achievement in the Wings Proficiency Program. It’s a great way to stay on top of your game and keep your flight review current.
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25. Thank you for attending
You are vital members of our GA safety community
Your presence here shows that you are vital members of our General Aviation Safety Community. The high standards you keep and the examples you set are a great credit to you and to GA.
Thank you for attending.
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26. The National FAA Safety Team Presents
2nd Quarter CFI Forum
System/Component Failure
CFI Refresher Clinic Lake Mary Fl.
Dennis H. Whitley FAASTeam
June
(The End)