APPROACH WITH LOSS OF PRIMARY FLIGHT INSTRUMENT INDICATORS

Objective

The CFII candidate will demonstrate instructional knowledge and teaching ability for conducting an instrument approach with loss of primary flight instrument indicators in a helicopter. Upon completion, the candidate will effectively teach recognition of failed instrument systems, emergency procedures including ATC notification, transition to standby/emergency instrumentation, and safe execution of a nonprecision approach using partial panel. The candidate will meet the performance standards of PTS Task CFII.IX.B by demonstrating and simultaneously explaining the approach procedure while analyzing and correcting common student errors related to primary flight instrument failures.

Content

Introduction to Primary Flight Instrument Failures

Primary flight instrument indicators in helicopters include the attitude indicator, heading indicator, and turn coordinator. Unlike fixed-wing aircraft where partial panel operations are routine training exercises, helicopter single-pilot IFR operations demand immediate recognition and decisive action due to higher workload and unique flight characteristics. The CFII candidate must teach students that primary instrument failures represent true emergencies requiring structured response, clear communication, and deliberate technique changes.

Recognition of Failed Systems

Attitude Indicator Failure The attitude indicator is the primary instrument for pitch and bank control in IMC. Failure modes include:

• Tumbling or erratic movement during unusual attitudes
• Slow or sluggish response to control inputs
• Off-level indication during straight-and-level flight
• Complete freezing of the display
• Flag warnings on electronic displays

In helicopters, cross-check scan patterns heavily emphasize the attitude indicator due to inherent instability. Failure recognition must be immediate. Teach students the “trust but verify” principle—if attitude indication conflicts with other instruments during stable flight, suspect attitude indicator failure.

Heading Indicator Failure Heading indicator failures manifest as:

• Precession beyond normal limits (more than 3 degrees per 15 minutes)
• Erratic movement or oscillation
• Failure to respond to turns
• Complete stoppage
• Electronic heading flag warnings

Helicopter hovering and slow-speed operations make heading control critical for instrument departures and approaches. The magnetic compass becomes primary for heading but has inherent limitations in helicopter operations due to vibration and turning errors.

Turn Coordinator Failure Turn coordinator failures include:

• Ball stuck in center or extremes
• Miniature aircraft wing frozen or erratic
• No response to turns or slips
• Electronic failure indications

The turn coordinator provides critical backup bank and yaw information. In helicopters with right-turning tendencies and torque effects, coordinated flight indication becomes essential during partial panel operations.

Vacuum System Failures Many training helicopters use vacuum-driven gyroscopic instruments. Vacuum failure causes simultaneous loss of attitude indicator and heading indicator—the worst-case partial panel scenario. Recognition signs include:

• Vacuum gauge reading below minimum (typically 4.5” Hg)
• Both attitude and heading indicators showing erratic behavior
• Suction system warning lights

Teach students that vacuum failure creates immediate need for transition to backup instruments and emergency mode. Electric turn coordinator remains functional as it’s electrically driven.

Electronic Primary Flight Display (PFD) Failures Glass cockpit helicopters present different failure modes:

• Complete PFD blackout
• Red X symbols over specific instruments
• System status messages
• Reversionary mode activation

Students must know backup systems in their specific helicopter—standby attitude indicators, reversionary PFD modes, and emergency power procedures.

Regulatory Requirements and ATC Notification

14 CFR 91.185 — IFR Communications Failure While primarily addressing communication failure, this regulation guides emergency procedures. During instrument system failures, pilots should:

• Attempt to maintain assigned route and altitude if safe
• Proceed to approach fix if unable to continue
• Communicate intentions if able

14 CFR 91.187 — Operation Under IFR in Controlled Airspace: Malfunction Reports Requires pilots to notify ATC immediately of equipment malfunctions affecting safe IFR operations. Primary flight instrument failures absolutely meet this threshold.

AIM 5-3-3 and 6-4-1 — Emergency Procedures Recommend declaring emergency (Mayday) or urgency (Pan-Pan) when appropriate. Loss of primary instruments in IMC constitutes minimally an urgency situation, often an emergency depending on weather, pilot experience, and remaining equipment.

ATC Notification Procedures Teach students the structured communication:

1. Alert ATC immediately: “N123RD, I’m experiencing primary flight instrument failure, partial panel, requesting vectors for approach”
2. State specific failures: “Attitude indicator and heading indicator failed, vacuum system failure”
3. Request assistance: “Request no-gyro vectors” or “Request surveillance approach” if available
4. Declare emergency if needed: “N123RD declaring emergency due to instrument failure”
5. Update ATC on ability to comply: “Unable to maintain assigned heading, request vectors” or “Able to continue, tracking with GPS”

Unable to Comply with Clearances 14 CFR 91.123(a) requires compliance with ATC clearances unless amended or emergency exists. During instrument failures, immediately notify ATC when:

• Unable to maintain assigned heading
• Unable to fly published procedure turns or holding patterns
• Unable to maintain assigned altitude within standards
• Need immediate vectors for approach
• Request priority handling

Transition to Emergency/Standby Instrumentation

Immediate Actions Upon Recognition

1. Maintain aircraft control — Use remaining instruments (altimeter, airspeed, VSI, turn coordinator, magnetic compass)
2. Declare emergency/urgency — Key microphone and notify ATC
3. Identify functional instruments — Verify what’s working
4. Transition scan pattern — Shift from primary/supporting to partial panel scan
5. Reduce workload — Engage autopilot if available and functional, request vectors, simplify plan

Partial Panel Scan Development Without attitude indicator:

• Pitch control: Altimeter (primary), VSI (supporting), airspeed (supporting)
• Bank control: Turn coordinator (primary), magnetic compass (supporting), heading change rate
• Yaw control: Turn coordinator ball, pedal coordination feel

Without heading indicator (but attitude indicator functional):

• Heading: Magnetic compass (primary), GPS track (supporting if installed)
• Turns: Timed turns using attitude indicator for bank, turn coordinator for rate
• Tracking: GPS, VOR needle deflection, ADF relative bearing changes

Without both attitude and heading indicators (vacuum failure):

• Pitch: Altimeter, VSI, airspeed as primary pitch instruments
• Bank: Turn coordinator miniature aircraft, compass movement
• Heading: Magnetic compass with turning error compensation, GPS track

Helicopter-Specific Considerations

• Power management becomes critical: Without attitude reference, correlate power settings with level flight performance (manifold pressure and torque for specific airspeed equals level flight)
• Trim is limited: Most training helicopters lack extensive trim systems; pilot must maintain constant pressure
• Control sensitivity: Helicopters require continuous minor corrections; partial panel magnifies workload
• Vibration affects instruments: Magnetic compass more difficult to read than in airplanes
• No wings for stability: Airplane pilots can momentarily relax controls; helicopter pilots cannot

Navigation Equipment Utilization in Emergency

GPS as Primary Navigation Modern IFR helicopters typically have IFR-certified GPS:

• Use GPS for tracking and situational awareness
• GPS provides groundspeed, track, and course guidance without gyroscopic instruments
• Follow GPS magenta line for course guidance
• Monitor CDI/HSI for lateral deviation

VOR Navigation

• Track VOR radials using CDI deflection only
• Standard rate turns using turn coordinator (3° per second)
• Time turns: 30° heading change = 10 seconds standard rate turn
• Bracket course to center needle

NDB Navigation

• Track using ADF relative bearing changes
• Turn to place ADF needle on wingtip (90° relative bearing) for 90° turn to intercept
• Monitor bearing changes to confirm tracking

ATC Radar Services

• Request no-gyro vectors: ATC provides “turn left/right” and “stop turn” commands
• Request surveillance approach if available (ASR)
• Accept vectors to final approach course

Nonprecision Approach Without Primary Flight Instruments

Approach Selection Criteria Choose approaches that minimize workload and maneuvering:

• Straight-in approaches preferred: Avoid procedure turns and course reversals
• GPS approaches: Provide track guidance, eliminate VOR/NDB bracketing workload
• Vectored approaches: Let ATC provide heading guidance to final
• Higher minimums acceptable: Consider requesting approach with higher ceiling/visibility if options exist

Avoid Complex Approaches

• Skip approaches requiring multiple course changes
• Avoid circling approaches (higher in helicopters anyway, nearly impossible partial panel)
• Defer holding if possible—land as soon as practicable

Pre-Approach Planning

1. Review approach plate thoroughly
2. Identify final approach course heading
3. Calculate time from FAF to MAP at approach speed
4. Brief emergency missed approach procedure
5. Consider diversion to better weather if available
6. Prepare for surveillance or no-gyro approach as backup

Approach Execution — Partial Panel Technique

Before FAF:

• Verify correct approach loaded and activated
• Set final approach course in GPS or CDI
• Configure helicopter: approach power, reduce speed
• Complete approach checklist
• Confirm altimeter setting
• Brief again: course, altitude, time, minimums

FAF to MAP:

• Heading control: Use magnetic compass and GPS track

  • Note final approach course heading
  • Make small corrections (5-10°) using turn coordinator
  • Allow compass to stabilize before reading
  • Cross-reference GPS track display

• Altitude control: Stepdown fixes and glidepath

  • Use altimeter as primary pitch instrument
  • VSI shows trend (descent should be 500-700 fpm typical)
  • Airspeed confirms pitch (increasing = nose low, decreasing = nose high)
  • Cross-check power setting matches expected descent performance
  • Level at stepdown altitudes using altimeter reaching target

• Course tracking:

  • Follow CDI/HSI needle for lateral guidance
  • Make small bracketing corrections
  • GPS provides excellent tracking backup
  • Use timed turns if needle deflection requires correction

• Airspeed control:

  • Maintain approach speed with power adjustments
  • In helicopters, attitude changes required for small speed adjustments
  • Monitor airspeed closely—low speed leads to high power, high nose attitude, control difficulty

At MAP:

• Time-based or GPS waypoint
• Decision: land if runway environment in sight, execute missed approach if not
• No attempt to descend below MDA without visual reference

Missed Approach Partial Panel

• Add power smoothly to climb power setting
• Pitch for climb using altimeter (altitude increasing) and VSI (positive rate)
• Maintain runway heading or track GPS missed approach course
• Clean up configuration
• Notify ATC: “N123RD going missed approach, partial panel, request vectors”
• Do NOT attempt published missed approach holds or complex procedures
• Request vectors to another approach or diversion airport

Common Errors — Recognition and Correction

Error 1: Failure to Recognize Failed System Components

Error manifestation: Student continues using failed instrument, attempting to reconcile conflicting indications, leading to spatial disorientation or loss of control.

Recognition:

• Student states confusion about conflicting instruments
• Overcorrecting based on failed instrument indication
• Increasing control inputs and workload
• Inability to maintain altitude, heading, or airspeed

Instructional correction:

• Teach failure mode recognition during ground training
• Practice instrument failure scenarios regularly
• Use “cover the instrument” training method
• Emphasize cross-check: if one instrument disagrees with others during stable flight, it’s likely failed
• Train immediate action: “Identify, verify, cover/ignore”
• Demonstrate proper scan transition away from failed instrument

Error 2: Failure to Notify ATC of Situation

Error manifestation: Student attempts to continue approach without declaring emergency or requesting assistance, leading to ATC issuing clearances student cannot comply with, increasing workload and stress.

Recognition:

• Student struggles silently with partial panel
• Accepting clearances requiring heading changes they cannot safely fly
• Not requesting vectors or assistance
• Falling behind aircraft

Instructional correction:

• Emphasize “aviate, navigate, communicate” priority
• Teach assertiveness: ATC is there to help, use them
• Practice emergency phraseology
• Demonstrate immediate notification: “Atlanta Approach, Helicopter 123RD, I have partial panel, attitude and heading indicator failed, I need vectors for the approach”
• Role-play ATC interactions during ground training
• Explain ATC can provide no-gyro vectors, surveillance approaches, priority handling
• Reinforce: declaring emergency is appropriate and provides legal protection (14 CFR 91.3)

Error 3: Failure to Transition to Emergency/Standby Instrumentation

Error manifestation: Student fixates on failed instruments, doesn’t utilize backup instruments or standby systems, continues referencing unusable indications.

Recognition:

• Eyes dwelling on failed attitude indicator
• Not using turn coordinator for bank reference
• Ignoring magnetic compass for heading
• Not activating standby attitude indicator if installed
• Not switching to backup display mode in glass cockpit

Instructional correction:

• Train immediate physical action: cover failed instrument with sticky note or approach plate
• Practice standby system activation procedures specific to aircraft
• Demonstrate reversionary mode in glass cockpit helicopters
• Teach new scan pattern explicitly: “altimeter-VSI-airspeed-turn coordinator-compass”
• Use simulator or training device to practice transition without risk
• Emphasize stabilizing aircraft first, then configure systems
• Build muscle memory for emergency switch positions and activation sequences

Error 4: Inadequate Workload Management

Error manifestation (not explicitly in PTS but common): Student attempts complex procedures beyond partial panel capability, doesn’t simplify flight plan, accepts complicated clearances.

Instructional correction:

• Teach decision-making: “What’s the simplest path to landing safely?”
• Demonstrate requesting vectors instead of flying published procedures
• Show how to decline ATC requests: “Unable, partial panel, request vectors”
• Practice approach briefing reduction—essential items only
• Emphasize single-pilot IFR helicopter already high workload; partial panel requires radical simplification

Teaching Methodology for CFII Presentation

The CFII candidate must demonstrate ability to teach this material effectively. Key teaching strategies:

Ground Instruction Techniques:

• Use cockpit poster or photograph to identify each primary instrument
• Demonstrate failure modes using iPad simulator or desktop sim
• Role-play ATC communications with candidate playing both pilot and controller
• Use approach plates to brief partial panel approach step-by-step
• Draw scan patterns on whiteboard showing transition from normal to partial panel

Flight Instruction Techniques:

• Chair-fly entire scenario before flight: “Talk me through what happens when you lose vacuum”
• Use instrument covers to simulate failures (safety pilot required)
• Start with straight-and-level partial panel, build to approach complexity
• Provide graduated scenarios: single instrument, then vacuum failure
• Debrief using approach plate: “At what point should you have notified ATC?”

Evaluation Techniques:

• Observe student scan during partial panel—are they using failed instrument?
• Listen for immediate ATC notification in training scenarios
• Check for smooth transition to backup instruments
• Verify student briefing includes emergency procedures
• Confirm student can explain why each action is taken

Error Analysis and Correction:

• When student fixates on failed instrument: “What’s your primary bank instrument now?”
• When student delays ATC notification: “When does ATC need to know about this?”
• When student attempts complex procedure: “Is there a simpler way to get on the ground safely?”
• Use positive reinforcement: “Good call requesting vectors—that reduced your workload significantly”

Schedule

Equipment

Required References

• FAA-S-8081-9E Instrument Rating Practical Test Standards (CFII)
• FAA-H-8083-15B Instrument Flying Handbook (Chapter 5 — Helicopter Instruments and Systems, Chapter 9 — Emergency Operations)
• FAA-H-8083-21 Rotorcraft Flying Handbook (Chapter 11 — Helicopter IFR Operations)
• FAA-H-8083-9B Aviation Instructor’s Handbook (Chapter 9 — Teaching Practical Risk Management)
• FAA-H-8083-25 Pilot’s Handbook of Aeronautical Knowledge (Chapter 8 — Flight Instruments)
• 14 CFR Part 91 Subpart B (Flight Rules, specifically 91.123, 91.185, 91.187)
• AIM Chapter 5 Section 3 (En Route Procedures), Chapter 6 Section 4 (Emergency Procedures)
• Current instrument approach procedure charts for local airport (both GPS and ground-based)
• IFR-certified helicopter POH/AFM for specific make/model to be used

Training Materials

• Whiteboard and markers for scan pattern diagrams
• Instrument panel photograph or poster showing all primary instruments
• Instrument covers or Post-it notes (for simulating failures)
• Sample vacuum gauge showing normal and failure indications
• Approach plate examples (GPS, VOR, NDB nonprecision approaches)
• Instrument cockpit training device or approved flight simulator (if available)
• iPad or tablet with aviation training app showing instrument failures
• Navigation log or scratch paper for approach timing calculations
• Plotter and chart for demonstrating navigation techniques

Visual Aids

• Scan pattern diagram: normal six-pack scan vs. partial panel scan
• Flow chart: “Immediate Actions — Primary Instrument Failure”
• Approach profile view showing altitude/time relationship without glideslope
• Magnetic compass turning error diagram (ANDS: Accelerate North, Decelerate South, Undershoot North, Overshoot South)
• ATC communication card with emergency phraseology examples
• Instrument failure mode recognition checklist
• Partial panel approach briefing card template

Aircraft/Simulator

• IFR-certified helicopter with both working and coverable primary instruments OR
• FAA-approved flight training device configured for helicopter IFR OR
• Advanced aviation training device (AATD) with helicopter simulation
• Safety pilot if conducting in-flight training (required when covering instruments)
• Instrument covers or approved method of simulating instrument failures safely

Instructor Actions

The CFII candidate demonstrates instructional knowledge and teaching ability by:

1. Conducting comprehensive ground instruction on primary flight instrument systems, failure recognition, regulatory requirements for ATC notification, and emergency procedures specific to single-pilot helicopter IFR operations.

2. Explaining and demonstrating immediate action steps upon recognition of primary instrument failure: maintain aircraft control, identify failed instruments, notify ATC using proper phraseology, transition scan pattern to remaining functional instruments, and declare emergency if warranted.

3. Teaching transition techniques from normal instrument scan to partial panel scan for various failure scenarios (attitude indicator only, heading indicator only, and vacuum system failure affecting both), emphasizing helicopter-specific control challenges and workload factors.

4. Demonstrating proper ATC communication including declaring emergency/urgency, stating specific failures and remaining capabilities, requesting appropriate assistance (vectors, no-gyro approach, surveillance approach), and advising ATC when unable to comply with clearances.

5. Chair-flying a complete nonprecision approach without primary flight instruments while simultaneously explaining each action: approach selection criteria, briefing items, FAF identification, descent profile management using altimeter/VSI/airspeed, course tracking using remaining navigation equipment, timing to MAP, and decision criteria at MAP.

6. Explaining navigation equipment utilization during partial panel emergency including GPS track guidance, VOR/NDB bracketing techniques with limited instruments, timed turns using turn coordinator, and magnetic compass heading control with compensation for turning errors.

7. Analyzing and correcting common errors by identifying each error (failure to recognize failed instruments, failure to notify ATC, failure to transition to standby instruments), explaining how to recognize the error in students, and demonstrating specific corrective teaching strategies for each error.

8. Presenting missed approach procedures adapted for partial panel operations, emphasizing simplified procedures, immediate ATC notification, requesting vectors rather than flying complex published procedures, and prioritizing safe landing over procedural compliance.

9. Teaching risk management specific to single-pilot helicopter IFR operations with failed instruments, including workload assessment, decision to continue vs. divert, weather minimums considerations, and personal minimums application.

10. Demonstrating instructional techniques appropriate for teaching emergency procedures including proper use of simulation/training devices, graduated introduction of complexity, stress management for students, and evaluation criteria for student proficiency.

11. Using effective communication and instructional methods including clear explanations, appropriate technical language, checking student understanding through questions, providing specific feedback, and adapting teaching to student learning style and experience level.

12. Answering evaluator questions regarding scenario variations (different failure combinations, ATC communication challenges, equipment-specific procedures), regulatory interpretations, and instructional decision-making throughout the emergency procedure.

Student Actions

During this instructional scenario, the DPE (acting as student) will:

1. Listen attentively to ground instruction on primary instrument failures, taking notes on key recognition criteria, emergency procedures, and regulatory requirements.

2. Ask relevant questions to assess the CFII candidate’s depth of knowledge, such as “How do I know if it’s the attitude indicator or the vacuum system?”, “What if ATC denies my emergency declaration?”, or “Can I still shoot an ILS approach with no attitude indicator?”

3. Participate in chair-flying exercises by verbalizing scan patterns, identifying which instruments become primary for each flight parameter, and describing control inputs needed to maintain parameters using partial panel.

4. Practice ATC communication through role-play scenarios, making initial emergency call, responding to ATC instructions, and advising when unable to comply with clearances.

5. Review approach plates with the instructor, identifying approach selection criteria, briefing essential items, and discussing decision points during partial panel approach.

6. Demonstrate understanding by explaining back to the instructor the transition process from normal to partial panel scan, showing ability to identify primary and supporting instruments for each flight parameter.

7. Identify common errors when presented with scenarios, such as recognizing when a hypothetical student is fixating on a failed instrument or failing to notify ATC appropriately.

8. Respond to instructor questions testing knowledge of failure modes, emergency procedures, regulatory requirements, and teaching methodology.

9. Evaluate instructor presentations (if evaluator role-reverses to assess candidate’s ability to critique instruction) by identifying effective teaching techniques and suggesting improvements.

10. Apply knowledge to scenario-based questions posed by the CFII candidate, such as “You’re on final approach when you lose your attitude indicator—what do you do?” to demonstrate both procedural knowledge and teaching effectiveness assessment.

Completion Standards

The lesson is complete when the CFII candidate meets the performance standards of PTS Task CFII.IX.B by:

1. Demonstrating instructional knowledge of primary flight instrument systems in helicopters including attitude indicator, heading indicator, and turn coordinator failure modes with specific recognition criteria for each failure type.

2. Explaining regulatory requirements for ATC notification under 14 CFR 91.123 (clearance compliance) and 91.187 (malfunction reporting), including when and how to declare emergency/urgency, and proper phraseology for notifying ATC of specific instrument failures.

3. Teaching transition procedures to emergency mode and standby instrumentation with immediate action steps clearly sequenced: maintain control, identify failure, notify ATC, transition scan, reduce workload, and plan approach.

4. Presenting partial panel scan patterns that correctly identify primary and supporting instruments for pitch (altimeter/VSI/airspeed), bank (turn coordinator/compass), and heading (magnetic compass/GPS track) in absence of attitude and/or heading indicators.

5. Demonstrating and simultaneously explaining execution of a nonprecision instrument approach without primary flight instruments, including approach selection, briefing, FAF-to-MAP procedures using remaining instruments, course tracking techniques, descent profile management, and MAP decision criteria.

6. Utilizing navigation equipment effectively during the demonstrated approach by explaining GPS track guidance, VOR/NDB bracketing with turn coordinator, magnetic compass heading control with turning error compensation, and workload distribution strategies.

7. Analyzing common errors by correctly identifying and explaining correction techniques for: (a) failure to recognize failed instrument systems, (b) failure to notify ATC of emergency situation, and (c) failure to transition to standby instrumentation, with specific teaching strategies for each error.

8. Explaining helicopter-specific considerations for partial panel operations including higher workload in single-pilot IFR, lack of inherent stability, power management requirements, vibration effects on instruments, and risk management decision-making.

9. Presenting missed approach procedures appropriate for partial panel operations, emphasizing simplified procedures, immediate ATC notification, requesting vectors in lieu of complex published procedures, and prioritizing safety over procedural compliance.

10. Demonstrating effective teaching methodology throughout the presentation by using clear explanations, appropriate analogies, checking understanding, providing specific examples, sequencing material logically from simple to complex, and adapting presentation to evaluator questions and responses.

11. Answering evaluator questions accurately and completely regarding scenario variations, regulatory requirements, equipment-specific procedures, instructional techniques, and risk management considerations related to primary instrument failures.

12. Maintaining safety consciousness throughout instruction by emphasizing use of safety pilots during actual partial panel training, appropriate use of simulation, graduated introduction of emergency scenarios, and student stress management techniques.

The CFII candidate must demonstrate both knowledge of emergency procedures for loss of primary flight instruments AND the ability to teach these procedures effectively to instrument students, meeting the dual standard of technical proficiency and instructional competence required for the CFII certificate. All explanations must be helicopter-specific, acknowledging the unique characteristics of single-pilot helicopter IFR operations compared to fixed-wing operations.