GOVERNMENT OF INDIA CIVIL AVIATION DEPARTMENT DIRECTOR GENERAL OF CIVIL AVIATION Operations Circular No. 06 of 2018 File no AV.220224/10/2018-FSD Date: 15 th October, 2018 Subject: Upset Prevention and Recovery Training (UPRT) 1. INTRODUCTION 1.1 This operation Circular provides guidance for aircraft operators, In accordance with ICAO standard and DOC 10011. 1.2 This was necessitated by ICAO in view of the fatalities in commercial and non-commercial aviation aircraft accidents due to Loss of Control in Flight. In order to reduce/minimize the number of accidents of this nature, ICAO prioritized the development and harmonization of training for flight crews to address and mitigate LOC events. 1.3 The term airplane upset is defined as an in-flight condition by which an airplane unintentionally exceeds the parameters normally experienced in normal line operations or training. An upset is generally recognized as a condition of flight during which the pitch of the airplane unintentionally exceeds either 25 degrees nose up or 10 degrees nose down, or a bank angle exceeding 45 degrees, or flight within the aforementioned parameters but at inappropriate airspeeds. 1.4 Analysis of Loss of Control Inflight (LOC-I) accident data indicated that contributory factors can be categorized as being either airplane systemsinduced, environmentally induced, pilot/human-induced, or any combination of these three. Of the three, pilot-induced accidents represented the most frequently identified cause of the event, principally resulting from one or more of the following reasons: a) Application of improper procedures, including inappropriate flight control inputs; b) One or more flight crew members becoming spatially disoriented;
c) Poor airplane energy management; d) One or more flight crew members being distracted; or e) Improper training, f) intentional low flying; g) Heavy airplane wake and clear air turbulence; h) Severe weather turbulence and icing conditions; 1.5 The Loss of control avoidance and recovery training (LOCART) initiative resulted in the following recommendations for implementing improvements to existing training practices by integrating a comprehensive upset prevention and recovery training (UPRT) program - a) Provide comprehensive academic training that covers the broad spectrum of issues surrounding airplane upsets at the earliest stages of commercial pilot development, during type rating training, and continued throughout the professional career at scheduled recurrent training intervals; b) Provide training scenarios involving conditions likely to result in upsets as part of the regular initial type rating and recurrent training exercises in type-specific FSTDs; c) Implement standards that demand UPRT be delivered by appropriately qualified and competent instructors; d) Implement standards that require that UPRT in FSTDs be conducted in an appropriately qualified device using the highest level of fidelity available. e) The safety level is expected to increase by improving existing training standards for the CPL and ATPL. 1.6 Assist Flight crew members to recognize and avoid situations that are conducive to encountering an in-flight upset, in other words, recognition, avoidance and prevention. Notwithstanding, any risk mitigation effort would be incomplete without including recovery training. 2. APPLICABILITY This OC is applicable to Schedule, Schedule Commuter, Non-Schedule, General Aviation and Approved Training Organizations (ATOs). Provided along with are the guidelines to formulate and implement UPRT syllabus and training Program in organizations engaged in type training on aircraft types certified for two pilot operations. 2
3. ABBREVIATIONS ADI Attitude director indicator AOA Angle of attack A/P Autopilot A/T Auto throttle (equivalent to A/THR depending on the airplane manufacturer) ATC Air traffic control ATO Approved training organization ATR Airline Transport Rating AURTA Airplane upset recovery training aid CAA Civil aviation authority CAT Clear air turbulence CBT Competency-based training CG Centre of gravity CPL Commercial pilot license airplane CRM Crew resource management EASA European Aviation Safety Agency EBT Evidence-based training FAA Federal Aviation Administration FBW Fly-by-wire FSTD Flight simulation training device Ft Feet FTO Flying training organization GTO Ground training organization IAS Indicated airspeed IATA International Air Transport Association IOS Instructor operating station ISD Instructional systems design KSA Knowledge, skills and attitudes lbs Pound LMS Learning management system LOCART Loss of control avoidance and recovery training LOC-I Loss of control in flight LOFT Line-oriented flight training LOS Line-operational simulation M Meter Mmo Maximum operating Mach number MOFT Maneuver-oriented flight training MTOM Maximum take-off mass OEM Original equipment manufacturer(s) PF Pilot flying PIO Pilot-induced oscillation PM Pilot monitoring (equivalent to pilot not flying) 3
QA Quality assurance RAeS Royal Aeronautical Society SARPs Standards and Recommended Practices SME Subject matter expert SMS Safety management system SOP Standard operating procedure SSP State safety programme TEM Threat and error management TOGA Take-off/go-around UPRT Upset prevention and recovery training Vc Cruising speed Vmo Maximum operating speed Vref Reference speed in the landing configuration Vs V stall vs. Versus VTE Valid training envelope 4. DEFINITIONS Academic training. Training that places an emphasis on studying and reasoning designed to enhance knowledge levels of a particular subject, rather than to develop specific technical or practical skills. Accountable Manager. The individual who has corporate authority for ensuring that all training commitments can be financed and carried out to the standard required by the Director General of Civil Aviation, and any additional requirements defined by the approved training organization. Aerodynamic stall. An aerodynamic loss of lift caused by exceeding the critical angle of attack (synonymous with the term stall ). Airplane upset. An airplane in flight unintentionally exceeding the parameters normally experienced in line operations or training, normally defined by the existence of at least one of the following parameters: a) Pitch attitude greater than 25 degrees, nose up; or b) Pitch attitude greater than 10 degrees, nose down; or c) Bank angle greater than 45 degrees; or 4
d) Within the above parameters, but flying at airspeeds inappropriate for the conditions. Airmanship. The consistent use of good judgment and well-developed knowledge, skills and attitudes to accomplish flight objectives. Angle of attack (AOA). Angle of attack is the angle between the oncoming air, or relative wind, and a defined reference line on the airplane or wing. Approach-to-stall. Flight conditions bordered by stall warning and aerodynamic stall. Approved training organization (ATO). An organization approved by and operating under the supervision of DGCA in accordance with the requirements of Annex 1 to perform approved training. Assessment. The determination as to whether a candidate meets the requirements of the expected performance standard. Auto flight systems. The autopilot, auto throttle (or auto thrust), and all related systems that perform automatic flight management and guidance. Behavior. The way a person responds, either overtly or covertly, to a specific set of conditions, which is capable of being measured. Behavioral indicator. An overt action performed or statement made by any flight crew member that indicates how an individual or the crew is handling an event. Bridge training. Additional training designed to address shortfalls in knowledge and skill levels so that all trainees possess the prerequisite levels upon which the approved training program was designed. Competency. A combination of skills, knowledge, and attitudes required to perform a task to the prescribed standard. Competency-based training. Training and assessment that are characterized by a performance orientation, emphasis on standards of performance and their measurement and the development of training to the specified performance standards. 5
Competency element. An action that constitutes a task that has a triggering event and a terminating event that clearly defines its limits, and an observable outcome. Contributing factor. A reported condition that contributed to the development of an aircraft accident or incident. Core competencies. A group of related behaviors, based on job requirements, which describe how to effectively perform a job and what proficient performance looks like. They include the name of the competency, a description, and a list of behavioral indicators. Critical angle of attack. The angle of attack that produces the maximum coefficient of lift beyond which an aerodynamic stall occurs. Critical system malfunctions. Airplane system malfunctions that place significant demand on a proficient crew. These malfunctions should be determined in isolation from any environmental or operational context. Developed upset. A condition meeting the definition of an airplane upset. Developing upset. Anytime the airplane begins to unintentionally diverge from the intended flight path or airspeed. Energy. The capacity to do work. Energy state. How much of each kind of energy (kinetic, potential or chemical) the airplane has available at any given time. Error. An action or inaction by the flight crew that leads to deviations from organizational or flight crew intentions or expectations. Error management. The process of detecting and responding to errors with countermeasures that reduce or eliminate the consequences of errors and mitigate the probability of further errors or undesired airplane states. Evidence-based training (EBT). Training and assessment based on operational data that is characterized by developing and accessing the overall capability of a trainee across a range of core competencies rather than by measuring the performance of individual events or maneuvers. Fidelity level. The level of realism assigned to each of the defined FSTD features. 6
First indication of a stall. The initial aural, tactile or visual sign of an impending stall, which can be either naturally or synthetically induced. Flight crew member. A licensed crew member charged with duties essential to the operation of an airplane during a flight duty period. Flight management system. An aeroplane computer system that uses a large database to permit routes to be preprogrammed and fed into the system by means of a data loader. The system is constantly updated with respect to position accuracy by reference to the most appropriate navigation aids available, which are automatically selected during the information update cycle. Flight path. The trajectory or path of an object (airplane) travelling through the air over a given space of time. Flight simulation training device (FSTD). A synthetic training device that is in compliance with the minimum requirements for FSTD qualification as described in Doc 9625. Flying Training Organisation (FTO). All flying training schools/clubs/institutes who are imparting ab-initio ground and flying training for issuance of CPL. Instructional systems design (ISD). A formal process for designing training which includes analysis, design and production, and evaluation phases. Instructor. A person authorized to provide academic or practical training to a trainee or trainees for an aviation license, rating or endorsement. Line-orientated flight training. Training and assessment involving a realistic, real time, full mission simulation of scenarios that are representative of line operations. Load factor. The ratio of a specified load to the weight of the airplane, the former being expressed in terms of aerodynamic forces, propulsive forces or ground reactions. Maneuvers. A sequence of deliberate actions to achieve a desired flight path. Flight path control may be accomplished by a variety of means including manual airplane control and the use of auto flight systems. Maneuver-based training. Training that focuses on a single event or maneuver in isolation. 7
Motion turnaround bumps. A phenomenon associated with FSTD motion actuators when their direction of travel reverses, which results in acceleration spikes that can be felt by the pilot, thus giving a false motion cue. Negative training. Training which unintentionally introduces incorrect information or invalid concepts, which could actually decrease rather than increase safety. On-airplane training. A component of an upset prevention and recovery training (UPRT) programme designed to develop skill sets in employing effective upset prevention and recovery strategies utilizing only suitablycapable light airplanes. Performance criteria. Simple, evaluative statements on the required outcome of the competency element and a description of the criteria used to measure whether the required level of performance has been achieved. Phase of flight. A defined period within a flight, for example, take-off, climb, cruise, descent, approach and landing. Post-stall regime. Flight conditions at an angle of attack greater than the critical angle of attack. Practical training. Describes training that places an emphasis on the development of specific technical or practical skills, which is normally preceded by academic training. Quality assurance (QA). All the planned and systematic actions necessary to provide adequate confidence that all activities satisfy given standards and requirements, including the ones specified by the approved training organization in relevant manuals. Quality management. A management approach focused on the means to achieve product or service quality objectives through the use of its four key components: quality planning, quality control, quality assurance, and quality improvement. Quality system. The aggregate of all the organization s activities, plans, policies, processes, procedures, resources, incentives and infrastructure working in unison towards a total quality management approach. It requires an organizational construct complete with documented policies, processes, procedures and resources that underpin a commitment by all employees to 8
achieve excellence in product and service delivery through the implementation of best practices in quality management. Scenario. Part of a training module plan that consists of predetermined maneuvers and training events +Examples provided in Appendix C Scenario-based training. Training that incorporates maneuvers into realworld experiences to cultivate practical flying skills in an operational environment. Stall. An aerodynamic loss of lift caused by exceeding the critical angle of attack. Note Stalled condition can exist at any attitude and airspeed, and may be recognized by continuous stall warning activation accompanied by at least one of the following: a) Buffeting, which could be heavy at times; b) Lack of pitch authority and/or roll control; and c) Inability to arrest the descent rate. Stall event. An occurrence whereby the airplane experiences conditions associated with an approach-to-stall or an aerodynamic stall. Stall recovery procedure. This refers to the manufacturer-approved airplanespecific stall recovery procedure. If a manufacturer-approved recovery procedure does not exist, the airplane-specific stall recovery procedure developed by the operator based on the stall recovery template contained in the FAA Advisory Circular, AC 120-109, Stall and Stick Pusher Training, could be referred to. Stall warning. A natural or synthetic indication provided when approaching a stall that may include one or more of the following indications: a) Aerodynamic buffeting (some airplanes will buffet more than others); b) Reduced roll stability and aileron effectiveness; c) Visual or aural cues and warnings; d) reduced elevator (pitch) authority; e) Inability to maintain altitude or arrest rate of descent; and f) Stick shaker activation (if installed). Note A stall warning indicates an immediate need to reduce the angle of attack. 9
Startle. The initial short-term, involuntary physiological and cognitive reactions to an unexpected event that commence the normal human stress response. Stick shaker. A device that automatically vibrates the control column to warn the pilot of an approaching stall. Note A stick shaker is not installed on all airplane types. Stick pusher. A device that, automatically applies a nose down movement and pitch force to an aero plane s control columns, to attempt to decrease the aero plane s angle of attack. Device activation may occur before or after aerodynamic stall, depending on the airplane type. Note A stick pusher is not installed on all airplane types. Stress (response). The response to a threatening event that includes physiological, psychological and cognitive effects. These effects may range from positive to negative and can either enhance or degrade performance. Surprise. The emotionally-based recognition of a difference in what was expected and what is actual. Threat. Events or errors that occur beyond the influence of the flight crew, increase operational complexity and must be managed to maintain the margin of safety. Threat management. The process of detecting and responding to threats with countermeasures that reduce or eliminate the consequences of threats and mitigate the probability of errors or undesired airplane states. Train to proficiency. Approved training designed to achieve end-state performance objectives, providing sufficient assurances that the trained individual is capable to consistently carry out specific tasks safely and effectively. Training event. Part of a training scenario that enables a set of competencies to be exercised. Training objective. A clear statement that is comprised of three parts, i.e.: a) The desired performance or what the trainee is expected to be able to do at the end of training (or at the end of particular stages of training); 10
b) The conditions under which the trainee will demonstrate competence; and c) The performance standard to be attained to confirm the trainee s level of competence. Unsafe situation. A situation, which has led to an unacceptable reduction in safety margin. Wake encounter. An event characterized by the airplane experiencing the effects of wake turbulence brought about by wingtip vortices or engine exhaust. 5. TRAINING REQUIREMENTS 5.1 Objectives Training programme objective is to provide acceptable proficiency in following aspects: a) Heightened awareness of the potential threats from events, conditions or situations; b) Effective avoidance at early indication of a potential upset-causing condition; and c) Effective and timely recovery from an upset to restore the airplane to safe flight parameters. 5.2 Training Program 5.2.1Academic training Designed to equip pilots with the knowledge and awareness needed to understand the threats to safe flight and the employment of mitigating strategies; Knowledge plays a fundamental role in the UPRT framework. The foundation of avoiding, or recovering from, airplane upsets can be taught in a theoretical manner. Essential to the prevention of upsets is a pilot s knowledge of aerodynamics, flight dynamics and airplane design principles as it applies to airplane handling and upset recovery. Equally essential is a comprehensive understanding of human limitations and how these can affect a pilot s ability to avoid, recognize and recover from upsets. When combined with practical training, theory can be further enhanced and reinforced. Theoretical material used in academic training should indicate to pilots that upsets are a natural threat to operating airplanes and, especially, that automation alone may not help to prevent such occurrences. Course material 11
that delineates the various causes of upsets from an evidence-based perspective helps to generate a deeper understanding of the areas of threat. Theoretical recovery strategies should be taught prior to practical training as a helpful way of maximizing resources, in both FSTD and on-airplane training. Academic training sessions should be taught by a qualified UPRT ground or flight instructor in a classroom to answer questions and supplement the presentation as well as to ensure an accurate understanding of the material. It is recommended that the academic training elements be briefed before commencing practical training. Care should be taken to minimize delays between delivering preflight briefings and conducting the practical training. Academic Training elements and components are enclosed in Table 1. Table 1: UPRT Training elements, components and platforms Srl Subjects and training elements Academic Training Type specific FSTD training A Aerodynamics 1) general aerodynamic characteristics 2) advanced aerodynamics 3) aeroplane certification and limitations 4) aerodynamics (high and low altitudes) 5) aeroplane performance (high and low altitudes) 6) angle of attack (AOA) and stall awareness 7) stick shaker activation i) stick pusher activation ii) Mach effects if applicable to aeroplane type 8) aeroplane stability 9) control surface fundamentals i) trims 10) icing and contamination effects 11) propeller slipstream (as applicable) 12
Srl Subjects and training elements Academic Training Type specific FSTD training B Causes and contributing factors of upsets 1) environmental 2) pilot-induced 3) mechanical C D Safety review of accidents and incidents relating to aeroplane upsets G-awareness 1) positive/ negative/ increasing/ decreasing loads 2) lateral g-awareness (sideslip) 3) G-load management E Energy management 1) kinetic energy vs. potential energy vs. chemical energy (power) 2) relationship between pitch and power and performance 3) performance and effects of differing engines F Flight path management 1) automation inputs for guidance and control 2) type-specific characteristics 3) automation management 4) manual handling skills G Recognition 13
Srl Subjects and training elements 1) type-specific examples of instrumentation during developing and developed upset Academic Training Type specific FSTD training 2) pitch/power/roll/yaw 3) effective scanning (effective monitoring) 4) stall protection systems and cues 5) criteria for identifying stalls and upset H Upset prevention and recovery techniques 1) timely and appropriate intervention 2) nose-high/wings-level recovery 3) nose-low/wings-level recovery 4) high bank angle recovery techniques 5) consolidated summary of aeroplane recovery techniques I System malfunction 1) flight control anomalies 2) power failure (partial or full) 3) instrument failures 4) automation failures 5) fly-by-wire protection degradations 6) stall protection system failures, including icing alerting systems J Specialized training elements 1) spiral dive (graveyard spiral) 2) slow flight 14
Srl Subjects and training elements Academic Training 3) steep turns Type specific FSTD training 4) recovery from approach to stall 5) recovery from stall, including uncoordinated stalls (aggravating yaw) 6) recovery from stick pusher activation (as applicable) 7) nose-high/high-speed recovery 8) nose-high/low-speed recovery 9) nose-low /high-speed recovery 10) nose-low/low-speed recovery 11) high bank angle recovery 12) line-oriented flight training (LOFT) or line operational simulation (LOS) K Human Factors 1) situation awareness i) human information processing ii) inattention, fixation, distraction iii) perceptual illusions (visual or physiological) and spatial disorientation iv) instrument interpretation 2) startle and stress response i) physiological, psychological, and cognitive effects ii) management strategies 3) threat and error management (TEM) i) TEM framework ii) active monitoring, checking 15
Srl Subjects and training elements Academic Training iii) fatigue management Type specific FSTD training iv) workload management v) crew resource management (CRM) 5.2.2Practical training designed to equip pilots with the required skill sets to effectively employ upset, avoidance strategies and, when necessary, effectively recover the airplane to the originally intended flight path. The practical training component is further broken down into two distinct subcomponents involving: (I) On-airplane training During type endorsement flying training by an appropriately qualified instructor, objectivity is to develop the knowledge, awareness and experience of airplane upsets and unusual attitudes, and how to effectively analyze the event and then apply correct recovery techniques and Prevention can be conducted to a lesser extent on the aircraft however to cover the full range and extent of UPRT, FSTD training is more suitable. While FSTD is an essential component of overall flight training for UPRT, some older FSTDs have limitations that render them incapable of providing complete exposure to conditions synonymous with preventing or recovering from a LOC-I event. Newer simulators are fully capable of Upset and Recovery Training. FSTD qualification requirements are given in Appendix 3 of this OC. When introducing a stall event in on-airplane training, whenever possible, pilots should ideally be exposed to both approach-to-stall and aerodynamic stall conditions. During Training, emphasis should not be unduly applied to the manner by which the event was entered. Training should, however, emphasize that recovery from either condition is carried out in the same manner and is effected immediately upon the pilot s recognition of the ensuing stall event. (II) FSTD training On specific or generic airplane types to build on knowledge and experience, and apply these to the multi-crew crew resource management (CRM) environment, at all stages of flight, and in representative conditions, with appropriate airplane and system performance, functionality and response. Once again, this instruction should only be provided by appropriately qualified instructors. Limitations in FSTD motion cueing and the reduced emotional response create boundaries that prevent pilots from experiencing the full range of airplane attitudes, load factors and behavior that can be present during an actual flight. These areas 16
of missing experience provide gaps in pilots understanding and proficiency when confronted with an actual upset. The same process applies when utilizing an FSTD to conduct UPRT, except that because of fidelity limitations of these devices, aerodynamic stall training should only be conducted as a carefully managed demonstration using only devices that have the highest levels of fidelity and are qualified and approved for the training task, thereby ensuring that inappropriate understandings of the event are avoided. This gap is not present on newer simulators that are specially approved for Upset Prevention and Recovery Training. 5.3 UPRT INSTRUCTORS 5.3.1 Instructor Qualification Regardless of an individual s background, all instructors assigned to provide training in a UPRT program should successfully complete a UPRT instructor qualification training course approved by the DGCA. Table 2 provides a nonexhaustive list of training elements appropriate to the level of an instructor s participation in delivering a UPRT program. Both the initial qualification and recurrent training curriculum for instructors should address all these elements, as a minimum, to ensure that the instructor assigned to UPRT acquires and maintains the required UPRT knowledge levels and skill sets. 5.3.2 INSTRUCTOR TOOLS FOR UPRT. To support UPRT in an FSTD, additional tools and capabilities should be made available to the instructor for briefing, training, and debriefing UPRT maneuvers. This may include video and audio capability, pre-programed distractors/initiators, as well as feedback tools to determine if the recovery maneuver has exceeded FSTD limits or airplane operational limits. (I) A set of simple instructor controls which can aid the instructor in developing distractors. The distraction should be a nonstandard event such that the crew thought process and the actions they take are not based on the use of the checklist. These may be weather related, traffic, air traffic control (ATC), or other such inputs which may create a distraction. (II) A dynamic set of upsets, which may be a result of internal or external factors. The intentional degradation of FSTD functionality (such as degrading flight control effectiveness) to drive an airplane upset is generally not acceptable unless used purely as a tool for repositioning the FSTD with the pilot out of the loop. Aircraft system malfunctions or other malfunctions may be utilized to stimulate an aircraft upset, however the effects of these malfunctions must be representative of the aircraft and, where possible, supported by data. 17
(III)A set of upset initiation features (e.g., auto throttle/autothrust disconnection not commanded by the pilot) designed to assess the prevention of an upset event by the crew. The objective of this upset feature is to generate a condition that, if the crew does not recognize it and take timely corrective action, it will continue to develop and result in an upset. (IV) A set of upset initiation features (e.g., sub-threshold roll) designed to lead the crew to initiate recognition measures. The objective of this upset feature is to generate a developing upset condition so that crew action will prevent a fully developed upset condition. (V) A set of upset initiation features (e.g., a full pitch up using external stimuli) designed specifically to progress in severity so that the crew has to initiate recovery measures. The objective of this upset feature is to generate a developed upset condition so that the crew has to initiate appropriate recovery action to prevent further loss of control. (VI) Instructor feedback tools should be provided which indicate if airplane operating limits are exceeded, the parameters monitored may include the following: Airspeed limitations, Maximum operating speed, Maneuvering speed, Flap extended speed, Minimum control speed, Landing gear speeds, Rough air speed, Altitude limitations, Power plant limitations, and Maneuvering flight load factors including simultaneous roll and pitch. (VII) The instructor should be provided with an indication of when the FSTD has exceeded the validation limits of its aerodynamic model. The model limits may be based upon an angle of attack and sideslip range as defined by the FSTD s aerodynamic model provider. (VIII) The instructor should be provided with an indication of when an airplane limit is: (IX) Approached (cautionary warning amber) or reasonable margins as appropriate can be used; the intent is to give the instructor an initial indication that the airplane is operating close to a limit. (X) Exceeded (exceedance warning red). The simulation should not automatically freeze unless the limit is exceeded by a predefined margin that voids the training or can cause an unsafe condition on the FSTD. 18
The dividing line between a valid and invalid training envelope may be grey instead of being represented by a clear line on an instructor s display. While an instructor may adopt a conservative approach by repeating a maneuver that caused the FSTD to exceed its training envelope slightly, it is more important for both the instructor and trainee to recognize that the objective is not to convey the precise aircraft response but to reinforce the proper recovery technique. The actual response of the aircraft may vary whether inside or outside the intended training envelope. Ultimately, sound judgment is required on the part of the instructor, which can best be applied through an adequate understanding of an FSTD s limitations 5.3.3 Academic instructors After completing their course of study, instructors who will be providing academic UPRT courses should be assessed in their ability to accurately deliver theoretical UPRT courses and assess a trainee s level of understanding while employing sound instructional techniques before they receive the final authorization to teach without supervision. Table 2: Instructor training elements UPRT instructor training elements UPRT academic instructor UPRT aeroplan e instructor UPRT FSTD instructor Comprehensive knowledge of all applicable training elements (refer to Table 1)* Training platforms (aeroplanes and devices) 19 1) limitations of training platform 2) operation of IOS and debriefing tools Review of LOC-I accidents/incidents Energy management factors* Disorientation Workload management Distraction OEM recommendations* UPRT recognition and recovery strategies* How to do a flight risk assessment (aeroplane) (as applicable ) Recognition of trainee errors Intervention strategies
Aeroplane type-specific characteristics* Operating environment How to induce the startle factor Value and benefits of demonstration How to assess pilot performance using core competencies if conducting CBT (refer to the appendix) * OEMs may at some point develop differing guidance regarding procedures to address these areas of training which may deviate from the material provided herein. In all cases, whenever type-specific UPRT is being conducted, training organizations should provide procedural training which conforms to the appropriate aeroplane flight manual. 5.3.4 On-aero plane instructors The UPRT on-aero plane environment may be beyond that which is experienced during normal training operations. The unpredictable nature of trainee inputs, reactions, and behavior requires fluency in response to a wide variety of potential situations requiring a time-constrained and accurate response. This specialized expertise cannot be acquired through routine flight operations alone, but demands that instructor training provide the appropriate degree of exposure necessary to develop a comprehensive understanding of the entire UPRT operating environment, as well as the aero plane s limitations and capabilities. Prior to qualifying, on-aero plane instructors assigned to conduct UPRT should be assessed by the FSD or the Head of Training of the organisation as successfully demonstrating competency in: a) Accurately deliver the training curriculum employing sound instructional techniques; b) Understanding the importance of adhering to the UPRT scenarios, during the lesson, that were validated by the training program developer; c) Accurately assessing a trainee s performance levels and providing effective remediation; d) Recovering the aero plane in those instances when corrections are required which could exceed the capabilities of the trainee; e) Foreseeing the development of flight conditions which might exceed aero plane limitations and acting swiftly and appropriately to preserve necessary margins of safety; f) Projecting the aero plane s flight path and energy state based on present conditions with consideration to both current and anticipated flight control inputs; and 20
g) Determining when it becomes necessary to discontinue training to maintain safety and the well-being of the trainee. 5.3.5 FSTD instructors In addition to preparing the instructor to effectively deliver the course material, UPRT FSTD instructor training should focus on: a) understanding the capabilities and limitations of the specific FSTDs used for UPRT; b) understanding the VTE of the device in use and the appreciation for the potential of negative training that may exist when training beyond the boundaries of this VTE; c) Specific UPRT-related functionality of the IOS and other tools. d) Distinguishing between generic UPRT strategies and OEM specific recommendations with respect to their relevance to the device capabilities and limitations; and e) Understanding the importance of adhering to the UPRT scenarios that have been validated by the training program developer during the lesson. Note: Prior to qualifying, UPRT FSTD instructors should have experience as described in section 6.1.2, instructor qualifications, of PANS-TRG (Doc 9868) and be assessed as successfully demonstrating their competency in: a) Accurately delivering the training while employing sound instructional techniques and ensuring that the device fidelity is appropriate to the course content being taught; b) Accurately assessing a trainee s performance levels and providing effective remediation; and c) Effectively operating the device and all its available debriefing tools. 6 OPERATORS RESPONSIBILITY 6.1 Academic Training All Schedule, Non-schedule, ATO s, GA must incorporate UPRT academic training in their Training Manual as per guidelines. 6.2 FSTD Training 21
UPRT training must be incorporate in their type rating training program when applicable 6.3 FSTD Qualification A software of UPRT in their type of Aero plane is pre-requisite, simulation training to be conducted using highest level of FSTD fidelity available utilizing flight test data and valid training envelope (VTE). Only FSTD that are specifically approved by the DGCA per its requirements for the qualification of upset prevention and recovery training (UPRT) on Level C and Level D FSTDs may be used. FSTD Qualification requirements are given in Appendix 3 of this OC. 6.4 UPRT INSTRUCTORS All Instructors assigned to provide training, on Academic, on Aero plane and FSTD should successfully meet Instructors qualification requirement and complete training course. Both the initial and recurrent training for Instructors should address all the element of UPRT. UPRT Instructors (ACADEMIC, AERO PLANE AND FSTD) selection will be completed by Operators on merits. The training syllabus will be submitted to FSD DGCA for approval. The training devise (FSTD) capability for upset recovery will need to be ensured by DGCA prior to granting the operator approval 6.5 Operators approval The academic, aero plane and FSTD training syllabus is to be submitted to FSD DGCA for approval which will be incorporated in the operators training curriculum. 6.6 Implementation time lines All Schedule; Non-Schedule, General Aviation and ATO s are to be in compliance of this circular by 1 September, 2019. Operators must inform DGCA of phased implementation of UPRT in their respective Organisation to DGCA. GUIDANCE MATERIAL ON DIFFERENT PITCH ATTITUDES AND SAMPLE TRAINING SCENERIOS ARE PROVIDED IN THE APPENDIX 1 TO THIS OC. Sd/ (Capt Atul Chandra) 22
Chief Flight Operations Inspector For Director General of Civil Aviation 23
GUIDANCE MATERIAL ON DIFFERENT PITCH ATTITUDES AND SAMPLE TRAINING SCENERIOS TABLE 1. NOSE HIGH RECOVERY TEMPLATE Either Pilot: Recognize and confirm the developing situation. Announce: Nose High Pilot Flying APPENDIX I Pilot Monitoring AP: DISCONNECT 3 MONITOR airspeed and attitude throughout the A/THR: OFF recovery and ANNOUNCE any PITCH: Apply as much nose-down control input as continued divergence. required to obtain a nose-down pitch rate. THRUST: Adjust (if required) When airspeed is sufficiently increasing: RECOVER to level flight 4 NOTE: Recovery to level flight may require use of pitch trim. NOTE: If necessary, consider reducing thrust in airplanes with underwing-mounted engines to aid in achieving nosedown pitch rate. WARNING: Excessive use of pitch trim or rudder may aggravate the upset situation or may result in high structural loads. TABLE 2. NOSE LOW RECOVERY TEMPLATE Either Pilot: Recognize and confirm the developing situation. Announce: Nose Low Pilot Flying AP: DISCONNECT 5 A/THR: OFF RECOVER from stall if required ROLL 6 in the shortest direction to wings level. THRUST and DRAG: Adjust (if required) RECOVER to level flight 7 Pilot Monitoring MONITOR airspeed and attitude throughout the recovery and ANNOUNCE any continued divergence. 24
NOTE: Recovery to level flight may require use of pitch trim. WARNING: Excessive use of pitch trim or rudder may aggravate the upset situation or may result in high structural loads. TABLE 3. NOSE HIGH RECOVERY TEMPLATE WITH EXPLANATION Either Pilot: Recognize and confirm the developing situation. Announce: Nose High Explanation: A critical element in recognition and confirmation is to clearly understand the energy state and the rate to which it is changing because this will have an effect on how the PF handles the recovery. AP: DISCONNECT 8 A/THR: OFF Pilot Flying Explanation: Leaving the autopilot or autothrottle/autothrust connected may result in inadvertent changes or adjustments that may not be easily recognized or appropriate, especially during high workload situations. PITCH: Apply as much nose-down control input as required to obtain a nose-down pitch rate. Explanation: This may require as much as full nose-down input. If a sustained column force is required to obtain the desired response, use nose-down trim as needed to counter high stick forces. If nose-down inputs are not successful in achieving a nose-down pitch rate, pitch may be controlled by rolling the airplane. A large bank angle is helpful in reducing excessively high pitch attitudes. The angle of bank should not normally exceed approximately 60. Continuous nose-down elevator pressure will keep the wing angle of attack low, which will make the normal roll controls effective. The rolling maneuver changes the pitch rate into a turning maneuver, allowing the pitch to decrease. THRUST: Adjust (if required) Explanation: Combined with pitch trim, an additional effective method for achieving a nose-down pitch rate on airplanes with under-wing-mounted engines can be to reduce the power. Thrust should only be reduced to the point where control of the pitch is achieved. This reduces the upward pitch moment. In fact, in some situations for some airplane models, it may be necessary to reduce thrust to prevent the angle of attack from continuing to increase. If the pitch rate is being managed by trim and elevator inputs, it is not recommended to reduce thrust. 25
TABLE 3. NOSE HIGH RECOVERY TEMPLATE WITH EXPLANATION (CONTINUED) RECOVER to level flight 9 when airspeed is sufficiently increasing: Explanation: Recover to slightly nose-low attitude to reduce the potential for entering another upset. Roll to wings level, if necessary, as the nose approaches the horizon. Check airspeed, and adjust thrust and pitch as necessary. Pilot Monitoring MONITOR airspeed and attitude throughout the recovery and ANNOUNCE any continued divergence. Explanation: Evidence shows that the PM is often in a better position than the PF to recognize adverse trends in airplane state or flight parameters. TABLE 4. NOSE LOW RECOVERY TEMPLATE WITH EXPLANATION Either Pilot: Recognize and confirm the developing situation. Announce: Nose Low Explanation: A critical element in recognition and confirmation is to clearly understand the energy state and the rate to which it is changing because this will have an effect on how the PF handles the recovery. AP: DISCONNECT 10 A/THR: OFF Pilot Flying Explanation: Leaving the autopilot or autothrottle/autothrust connected may result in inadvertent changes or adjustments that may not be easily recognized or appropriate, especially during high workload situations. RECOVER from stall if required Explanation: Even in a nose-low, low-speed situation, the airplane may be stalled at a relatively low pitch. It is necessary to recover from the stall first. This may require nose-down elevator, which may not be intuitive. ROLL 11 in the shortest direction to wings level. Explanation: Full aileron and spoiler input may be necessary to smoothly establish a recovery roll rate toward the nearest horizon. It is important that positive G force not be increased or that nose-up elevator or stabilizer trim be used until the airplane approaches wings level. It may be necessary to unload the airplane by decreasing backpressure to improve roll effectiveness. If the airplane has exceeded 90 of bank, it may feel like pushing in order to unload. It is necessary to unload to improve roll control and to prevent pointing a large lift vector towards the ground. THRUST and DRAG: Adjust (if required) 26
Explanation: If airspeed is low, apply thrust; if airspeed is high, reduce thrust, and if necessary, extend speedbrakes. RECOVER to level flight 12 Explanation: Complete the recovery by establishing a pitch, thrust, and airplane drag device configuration that corresponds to the desired airspeed. TABLE 4. NOSE LOW RECOVERY TEMPLATE WITHEXPLANATION (CONTINUED) Pilot Monitoring MONITOR airspeed and attitude throughout the recovery and ANNOUNCE any continued divergence. Explanation: Evidence shows that the PM is often in a better position to recognize adverse trends in airplane state or flight parameters than the PF. NOTE: Recovery to level flight may require use of pitch trim. WARNING: Excessive use of pitch trim or rudder may aggravate the upset situation or may result in high structural loads. 3 A large out-of-trim condition could be encountered when the AP is disconnected. 4 Avoid stall because of premature recovery or excessive G loading. 5 A large out-of-trim condition could be encountered when the AP is disconnected. 6 It may be necessary to reduce the G loading by applying forward control pressure to improve roll effectiveness. 7 Avoid stall because of premature recovery or excessive G loading. 8 A large out-of-trim condition could be encountered when the AP is disconnected. 9 Avoid stall because of premature recovery or excessive G loading. 10 A large out-of-trim condition could be encountered when the AP is disconnected. 11 It may be necessary to reduce the G loading by applying forward control pressure to improve roll effectiveness. 12 Avoid stall because of premature recovery or excessive G loading. 27
APPENDIX 2. SAMPLE TRAINING SCENARIOS AND MANEUVERS Three scenarios were constructed using the philosophies and concepts described in this Operations Circular (OC). Training providers are encouraged to develop additional scenarios that fit their training needs. The examples should be easily tailored to any transport category airplane. The examples given are not intended to be limiting; they are provided as a framework for developing a training curriculum. NOTE: The manufacturer s procedures take precedence over the recommendations in this OC. EXAMPLES OF SCENARIOS AND MANEUVERS FOR UPSET PREVENTION AND RECOVERY TRAINING SCENARIO 1: NOSE-HIGH ATTITUDE IN AN AIRPLANE WITH UNDER-WING-MOUNTED ENGINES INSTRUCTOR ROLE Implement scenarios that result in an unexpected nose-high attitude (40 or greater) with full power. OBJECTIVE This scenario is ONLY for airplanes with under-wing-mounted engines. The pilot will recognize the nose-high attitude and immediately perform the upset recovery procedure. If a detectable nose-down pitch rate is not initially achievable, the pilot should demonstrate recovery by reducing the thrust to a point where a nosedown pitch rate is achieved. EMPHASIS AREAS Effect of thrust on pitch moment. Recognition and recovery. Crew coordination. Angle of attack (AOA) management, including available AOA indications. Aural and visual warnings (environment and airplane cueing). Surprise and startle. Situational awareness while returning to desired flight path after the upset recovery, including such items as heading, altitude, other aircraft, and flight deck automation. FSTD SETUP CONSIDER ACTIONS In order to create potential onset conditions, consider use of the following: System malfunctions resulting in erroneous pitch attitude indications; Other system malfunctions resulting in a nose high attitude; 28
SCENARIO 1: NOSE-HIGH ATTITUDE IN AN AIRPLANE WITH UNDER-WING-MOUNTED ENGINES Realistic environmental threats destabilizing the flight path. SCENARIO ELEMENTS Upon recognizing the first indication of an upset, perform the upset recovery procedure. The necessity for smooth, deliberate, and positive control inputs to avoid increasing load factors. Reducing thrust, if necessary, can reduce the COMPLETION STANDARDS COMMON ERRORS PILOT upward pitch moment. Recognizes and confirms the situation. Initiates recovery by reducing thrust to approximately midrange until a detectable nose-down pitch rate is achieved. Verifies the autopilot and autothrottle/autothrust are disconnected. Proper recovery consists of up to full nose-down elevator and by using stabilizer trim, if required. A steady nose-down pitch rate should be achieved and it should be noted that the airplane would be less than 1g and the associated characteristics of such. When approaching the horizon the pilot checks airspeed, adjusts thrust, and establishes the appropriate pitch attitude and stabilizer trim setting for level flight. The maneuver is considered complete once a safe speed is achieved and the airplane stabilized. Satisfactory crew coordination must be demonstrated. Fails to disengage the autopilot and autothrottle. Fails to reduce thrust sufficiently, if necessary, to obtain nose-down pitch. Reduces thrust excessively. Fails to use sufficient elevator authority. Fails to use stabilizer trim when necessary. COMMON INSTRUCTOR Fails to notice improper control inputs. ERRORS If the FSTD training envelope was exceeded, fails to advise the pilot to prevent negative training. 29
INSTRUCTOR ROLE OBJECTIVE SCENARIO 2: LOSS OF RELIABLE AIRSPEED Implement scenarios that result in erroneous airspeed indications. The pilot will recognize the airspeed discrepancy, determine airspeed data is erroneous, and apply the appropriate non-normal procedure while maintaining airplane control using pitch and power targets. EMPHASIS AREAS Recognition. Crew coordination. AOA management including available AOA indications. Maintain awareness of and manage flight path and energy. Aural and visual warnings (environment and airplane cueing). Completion of the appropriate nonnormal checklist. Surprise and startle. Manual flying skills. Effects of altitude on control inputs. FSTD SETUP CONSIDERATI ONS The scenario will be conducted at or near the maximum operating altitude in instrument meteorological conditions (IMC). Use of flight simulation training device (FSTD) capabilities to induce erroneous airspeed indications may include: Full or partial pitot/static blockage or icing. Air data computer failures. SCENARIO ELEMENTS During cruise, one or two airspeed indicators will malfunction. The pilot recognizing the erroneous airspeed data indication will verbally announce the discrepancy. The pilot flying will maintain control of the airplane and call for the appropriate nonnormal checklist. At the conclusion of the scenario, the instructor will discuss available airplane AOA indications. 30
SCENARIO 2: LOSS OF RELIABLE AIRSPEED COMPLETION STANDARDS The pilot flying will manage pitch and power to avoid a stall. Satisfactory crew coordination must be demonstrated. Correctly identifies the erroneous airspeed data. Completes the appropriate non-normal checklist. Verifies the autopilot and autothrottle/autothrust are disconnected. The pilot monitoring provides the pilot flying with meaningful input (e.g., attitude and altitude deviations and trends). COMMON PILOT ERRORS The importance of pitch control and AOA is not recognized. Use of large thrust changes. Failure to complete the appropriate non-normal checklist. Over controlling the airplane, especially pitch. COMMON INSTRUCTOR ERRORS Fails to notice improper control inputs. If the validated FSTD envelope was exceeded, fails to advise the pilot and stop the scenario to prevent negative training. 31
SCENARIO 3: SUB-THRESHOLD ROLL INSTRUCTOR ROLE Implement scenarios that cause an imperceptibly slow roll rate (less than 3 per second) that result in an unexpected high bank angle. OBJECTIVE The pilot will recognize the high bank angle and immediately perform the upset recovery procedure. EMPHASIS AREAS Recognition and recovery. Crew coordination. AOA management. Out-of-trim control forces at autopilot disconnect (if engaged). Aural and visual warnings (environment and airplane cueing). Surprise and startle. Effects of multiple levels of automation. Effects of altitude on recovery. Situational awareness while returning to desired flight path after the upset recovery, including such items as heading, terrain, altitude, other aircraft, and flight deck automation. FSTD SETUP CONSIDER ACTIONS SCENARIO ELEMENTS The scenario will be conducted at an altitude that will allow for a recovery. Crew distractions may be used (e.g., minor malfunctions, air traffic control (ATC) instructions, weather). Use of FSTD capabilities to induce a slow, imperceptible roll rate (less than 3 per second) may include: Attitude changes, Thrust asymmetry, System malfunctions (e.g. Surreptitious disabling of automation). Dynamic upsets should not be implemented in a manner that disables or unrealistically reduces flight control effectiveness for the purpose of generating or attaining an upset condition. The instructor will introduce a situation which causes the airplane to enter an imperceptible roll resulting in an unexpected bank angle greater than30. Either pilot will notice and announce the excessive bank. The pilot flying will demonstrate the proper recovery procedure. Disengage the autopilot and autothrottle. 32
SCENARIO 3: SUB-THRESHOLD ROLL If a nose-high or nose-low condition exists, identify the situation and apply the correct recovery. Maintain awareness of energy management and airplane roll rate. Unload (reduce AOA) as necessary and roll to wings level as the nose approaches the horizon. Recover to a slightly nose-low attitude. Check airspeed and adjust thrust and pitch as necessary. When recovery is assured, adjust the pitch attitude to return to the intended flight path. COMPLETION STANDARDS COMMON PILOT ERRORS COMMON INSTRUCTOR ERRORS Rolls in the shortest direction to wings level. Returns the airplane to the assigned flight path. Satisfactory crew coordination must be demonstrated. Recovery is initiated by rolling in the wrong direction, increasing the bank. Losing situational awareness and failing to return to assigned flight path or follow ATC instructions after recovery. Pilot(s) slow to recognize or announce the excessive bank. Executes improper recovery procedure. Failure to disengage the autopilot and/or autothrottle/autothrust. Slow to reduce angle of attack(unload). Failure to maintain awareness of energy management. Fails to notice improper control inputs. If the FSTD training envelope was exceeded, fails to advise the pilot and stop the scenario to prevent negative training. 33
OBJECTIVE MANEUVER 1: MANUALLY CONTROLLED SLOW FLIGHT EMPHASIS AREAS FSTD SETUP CONSIDER ATIONS Recognize the low energy or high drag configuration and the slow response to flight control and thrust inputs to enhance the pilot s knowledge of the low speed handling qualities prior to stall training. Manual flying skills Select ceiling and visibility unlimited. The maneuver will be conducted in the following two scenarios: o Low altitude beginning in a clean configuration, and then slowing while configuring the airplane for landing. This maneuver will be conducted at maximum landing gross weight while maintaining speed at the V REF for the configuration. o High altitude in a clean configuration (e.g., near the service ceiling), near maximum gross weight while maintaining minimum speed for the configuration. Target speeds must be below the speeds that are normal and appropriate for the various configurations. The minimum speed must avoid stick shaker. Ideally a single speed can be selected for use throughout the maneuver that will permit judicious maneuvering without stick shaker. Encountering stick shaker without executing a stall recovery could lead to negative training. SCENARIO ELEMENTS While maintaining altitude, slowly establish the pitch attitude (using trim or elevator or stabilizer), bank angle, and power setting that will allow a controlled speed reduction to establish the desired target airspeed. Maneuver in straight and level flight to stabilize speed and trim. Turn left and right, and change direction of turn, to observe changing handling characteristics. Turns through 90º left and right, at bank angles appropriate to speed and configuration. Climb and descend at 500 feet per minute (fpm) while in a turn. 34
COMPLETION STANDARDS COMMON ERRORS MANEUVER 1: MANUALLY CONTROLLED SLOW FLIGHT PILOT Recover to appropriate airspeed for the configuration and establish the appropriate altitude and heading. Recovery is complete when straight and level unaccelerated flight is achieved. Inadequate back-elevator pressure as power is reduced, resulting in altitude loss. Excessive back-elevator pressure as power is reduced, resulting in a climb, followed by a rapid reduction in airspeed and mushing. Inadequate compensation for adverse yaw during turns. Fixation on the airspeed indicator. Failure to anticipate changes in lift as flaps are extended or retracted. Inadequate power management. Inability to adequately divide attention between airplane control and orientation. 35
APPENDIX 3. FLIGHT SIMULATION TRAINING DEVICE (FSTD) QUALIFICATION CONSIDERATIONS Upset Prevention and Recovery Training (UPRT) Maneuver Evaluation 1. Applicability: This attachment applies to all simulators that are used to satisfy training requirements for upset prevention and recovery training (UPRT) maneuvers. For the purposes of this attachment (as defined in the Airplane Upset Recovery Training Aid), an aircraft upset is generally defined as an airplane unintentionally exceeding the following parameters normally experienced in line operations or training: a. Pitch attitude greater than 25 degrees nose up; b. Pitch attitude greater than 10 degrees nose down; c. Bank angles greater than 45 degrees; and d. Within the above parameters, but flying at airspeeds inappropriate for the conditions. FSTDs that will be used to conduct training maneuvers where the FSTD is either repositioned into an aircraft upset condition or an artificial stimulus (such as weather phenomena or system failures) is applied that is intended to result in a flight crew entering an aircraft upset condition must be evaluated and qualified in accordance with this section. 2. General Requirements: The general requirement for UPRT qualification defines three basic elements required for qualifying an FSTD for UPRT maneuvers: a. FSTD Training Envelope: Valid UPRT should be conducted within the high and moderate confidence regions of the FSTD validation envelope as defined in paragraph 3 below. b. Instructor Feedback: Provides the instructor/evaluator with a minimum set of feedback tools to properly evaluate the trainee's performance in accomplishing an upset recovery training task. c. Upset Scenarios: Where dynamic upset scenarios or aircraft system malfunctions are used to stimulate the FSTD into an aircraft upset condition, specific guidance must be available to the instructor on the IOS that describes how the upset scenario is driven along with any malfunction or degradation in FSTD functionality that is required to stimulate the upset. 3. FSTD Validation Envelope: For the purposes of this attachment, the term flight envelope refers to the entire domain in which the FSTD is capable of being flown with a degree of confidence that the FSTD responds similarly to the airplane. This envelope can be further divided into three subdivisions. a. Flight test validated region: This is the region of the flight envelope which has been validated with flight test data, typically by comparing the performance of the FSTD 36
against the flight test data through tests incorporated in the QTG and other flight test data utilized to further extend the model beyond the minimum requirements. Within this region, there is high confidence that the simulator responds similarly to the aircraft. Note that this region is not strictly limited to what has been tested in the QTG; as long as the aerodynamics mathematical model has been conformed to the flight test results, that portion of the mathematical model can be considered to be within the flight test validated region. b. Wind tunnel and/or analytical region: This is the region of the flight envelope for which the FSTD has not been compared to flight test data, but for which there has been wind tunnel testing or the use of other reliable predictive methods (typically by the aircraft manufacturer) to define the aerodynamic model. Any extensions to the aerodynamic model that have been evaluated in accordance with the definition of an exemplar stall model (as described in the stall maneuver evaluation section) must be clearly indicated. Within this region, there is moderate confidence that the simulator will respond similarly to the aircraft. c. Extrapolated: This is the region extrapolated beyond the flight test validated and wind tunnel/analytical regions. The extrapolation may be a linear extrapolation, a holding of the last value before the extrapolation began, or some other set of values. Whether this extrapolated data is provided by the aircraft or simulator manufacturer, it is a best guess only. Within this region, there is low confidence that the simulator will respond similarly to the aircraft. Brief excursions into this region may still retain a moderate confidence level in FSTD fidelity; however, the instructor should be aware that the FSTD's response may deviate from the actual aircraft. 4. Instructor Feedback Mechanism: For the instructor/evaluator to provide feedback to the student during UPRT maneuver training, additional information must be accessible that indicates the fidelity of the simulation, the magnitude of trainee's flight control inputs, and aircraft operational limits that could potentially affect the successful completion of the maneuver(s). At a minimum, the following must be available to the instructor/evaluator: a. FSTD Validation Envelope: The FSTD must employ a method to display the FSTD's expected fidelity with respect to the FSTD validation envelope. This may be displayed as an angle of attack vs sideslip (alpha/beta) envelope cross-plot on the Instructor Operating System (IOS) or other alternate method to clearly convey the FSTD's fidelity level during the maneuver. The cross-plot or other alternative method must display the relevant validity regions for flaps up and flaps down at a minimum. This validation envelope must be derived by the aerodynamic data provider or derived using information and data sources provided by the original aerodynamic data provider. b. Flight Control Inputs: The FSTD must employ a method for the instructor/evaluator to assess the trainee's flight control inputs during the upset recovery maneuver. Additional parameters, such as cockpit control forces (forces applied by the pilot to the controls) and the flight control law mode for fly-by-wire aircraft, must be portrayed in this feedback mechanism as well. For passive side sticks, whose displacement is the flight control input, the force applied by the pilot to the controls does not need to be 37
displayed. This tool must include a time history or other equivalent method of recording flight control positions. c. Aircraft Operational Limits: The FSTD must employ a method to provide the instructor/evaluator with real-time information concerning the aircraft operating limits. The simulated aircraft's parameters must be displayed dynamically in real-time and also provided in a time history or equivalent format. At a minimum, the following parameters must be available to the instructor: i. Airspeed and airspeed limits, including the stall speed and maximum operating limit airspeed (Vmo/Mmo); ii. Load factor and operational load factor limits; and iii. Angle of attack and the stall identification angle of attack. This parameter may be displayed in conjunction with the FSTD validation envelope. Example: FSTD alpha/beta envelope display and IOS feedback mechanism are shown below in Figure 1 and Figure 2. The following examples are provided as guidance material on one possible method to display the required UPRT feedback parameters on an IOS display. FSTD sponsors may develop other methods and feedback mechanisms that provide the required parameters and support the training program objectives. The above requirements for FSTD qualification can be provided by OEM, compliance with requirements as given in FAA 14 CFR Part60 or alternate means of compliance by the service provider which is acceptable to DGCA. 38
5. Statement of Compliance. SOC for the purpose of qualification, and is required as per Appendix3 that defines the source data used to construct the FSTD validation envelope. The SOC must also verify that each upset prevention and recovery feature programmed at the instructor station and the associated training maneuver has been evaluated by a suitably qualified pilot. The statement must confirm that the recovery maneuver can be performed such that the FSTD does not exceed the FSTD validation envelope, or when exceeded, that it is within the realm of confidence in the simulation accuracy. For motion queuing fidelity, testing may be accomplished by the FSTD manufacturer and results provided as a statement of compliance. 39