Rejected Takeoff

Objective: To develop the students knowledge and skill in performing a rejected takeoff so that they will be able to maintain safe and legal flight while meeting PTS requirements. Why? A pilot must be prepared for situations which would require a takeoff to be discontinued.

Note: this lesson is meant to be combined with another lesson, such as other lessons on takeoffs or landings, or emergency procedures.

Instructor Actions: Review the procedure with student on ground prior to flight and explain and demonstrate the simulated procedure for the student at the beginning of the flight. Then continue following the Demonstration-Performance Training Method (Explanation, Demonstration, Student Performance/Instructor Supervision, Evaluation). Or use the Telling and Doing Technique (Instructor Tells-Instructor Does, Student Tells-Instructor Does, Student Tells-Student Does).

Student Actions: Student will answer questions to display knowledge of this procedure when prompted by the instructor. The student will perform each step of the procedure. If the Telling and Doing Technique is used then the student will also “tell” (describe each step of) the procedure.

Elements:

- prior to takeoff the pilot should have in mind a point on the runway by which the airplane should be airborne.

- if that point is reached and the airplane is not airborne immediate action should be taken to discontinue the takeoff.

- if properly planned the aircraft should be stopped in plenty of time using the available runway

- when a takeoff is rejected the power should immediately be reduced to idle and maximum braking applied while maintaining directional control.

- other emergency procedures should be followed as necessary according to the airplanes POH or AFM (such as turning off the engine and fuel if the takeoff was rejected due to an engine fire.)

Common Errors:

- hesitation to respond when aircraft is not airborne at the point chosen

- failure to choose a point or to plan ahead

Completion Standards: The lesson is complete when the student is able to demonstrate knowledge of the procedure by answering questions and by satisfactory performance of the procedures according to the expectations of the instructor based upon the standards of the PTS for the students stage in training.

Sources: AFH (2004 edition), page 5-11.