Appendix 2 MANEUVER 1: MANUALLY CONTROLLED SLOW FLIGHT COMPLETION STANDARDS • 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.
COMMON PILOT ERRORS • 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.
Appendix 3 APPENDIX 3. FLIGHT SIMULATION TRAINING DEVICE (FSTD)
CONSIDERATIONS
1. SUMMARY OF FSTD CAPABILITIES.
a. FSTDs are a key element of a pilot training program because they are a cost-effective and safe alternative to performing training in the actual airplane while providing the capability to train certain tasks which cannot be easily trained in the actual airplane. Abnormal and emergency procedures that could not be trained in the actual airplane can be trained in an FSTD, in a risk-free environment, with an adequate level of fidelity when operated within its training limits.
b. An FSTD is a synthetic environment, which cannot fully replicate the exact experience of an aircraft; however, there is reason to be confident that the appropriately qualified FSTD has satisfactory fidelity for training normal, abnormal, and emergency procedures. In consideration of the normal limitations of FSTDs (such as aerodynamic validation, and motion cueing limitations), there is concern that practicing upset recovery techniques could include inadvertent excursions beyond its intended training envelope. This concern may be overcome if instructors have a better understanding of the FSTD limitations and additional instructor tools, which is why this advisory circular (AC) puts special emphasis on instructor training and qualification.
2. FSTD EVALUATION REQUIREMENTS.
a. Since the original publication of this AC, FSTD evaluation and qualification requirements have been codified in Title 14 of the Code of Federal Regulations (14 CFR) part 60,13 which requires that all FSTDs being used for Upset Prevention and Recovery (UPRT) maneuvers must be specifically evaluated and qualified for such maneuvers. After March 12, 2019, any FSTD being used to conduct UPRT must be qualified as described in part 60, FSTD Directive 2.
13 Refer to the Flight Simulation Training Device Qualification Standards for Extended Envelope and Adverse Weather Event Training Tasks final rule (81 FR 18177, March 30, 2016).
b. The National Simulator Program (NSP) currently maintains guidance for the evaluation of FSTDs for use in UPRT in FSTD Qualification Guidance Bulletin 11-05, FSTD Evaluation and Qualification for Upset Prevention and Recovery Training (UPRT) Tasks. NSP guidance bulletins may be found on the FAA’s public website at https://www.faa.gov/about/initi atives/nsp/.
3. 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, preprogramed distractors/initiators, as well as feedback tools to determine if the recovery maneuver has exceeded FSTD limits or airplane operational limits.
a. 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
Appendix 3 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.
b. 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.
• A set of upset initiation features (e.g., autothrottle/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.
• 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.
• 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.
c. 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,
• Powerplant limitations, and
• Maneuvering flight load factors including simultaneous roll and pitch.
d. 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. Refer to Appendix 3-D, Flight Simulator Information, of the Airplane Upset Recovery Training Aid (AURTA) Revision 2 and NSP Guidance Bulletin 11-05 for additional information.
Appendix 3 Page 3 (and 4)
e. The instructor should be provided with an indication of when an airplane limit is:
• 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.
• 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.
f. 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.
4. FSTD MOTION LIMITATIONS. Pilot control inputs are often highly influenced by load factor, or g. Unfortunately, a pilot in a typical FSTD feels less than 10 percent of the actual airplane g. Both the instructor and trainee need to be aware of this difference between flight and simulation. Upset recoveries in an FSTD at high altitudes can be prone to oscillations that go unnoticed if the full suite of available pilot and instructor displays are not used. As such, it is important for the instructor to be alert for such problematic recoveries, convey the errors appropriately to the trainee if they occur, and repeat the maneuvers until the trainee is proficient.
Advisory Circular Feedback Form If you find an error in this AC, have recommendations for improving it, or have suggestions for new items/subjects to be added, you may let us know by contacting the Air Transportation Division at 9-AFS-200-Correspondence@faa.gov or the Flight Standards Directives Management Officer at 9-AWA-AFB-120-Directives@faa.gov.
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