4. Rejected takeoffs with aircraft weight, runway length, and contamination considerations (D, E); and
5. Ability to apply appropriate precautions for adverse weather during takeoff to include: windshear, contaminated runway surfaces, and crosswinds with gusts (D, E).
17.1.1.2.3 V2 Climb Performance:
1. Climb at V2 (D, E);
2. Effects of speeds less than V2 and greater than V2 (D); and
3. Automation during departure (D, E).
17.1.1.2.4 Approach/Landing:
1. Icing conditions in flight and its effects on performance and decision making (D, E);
2. Achieve a stabilized approach using energy management concepts (D);
3. Landing in crosswinds with and without gusts with emphasis on airplane performance limitations in crosswinds (D, E);
4. Landing technique and stopping distances on contaminated runways (D, E); and
5. Operations in low visibility conditions: taxi, takeoff, and landing (D).
17.1.2 High-Altitude Operations, Stall and Upset Prevention and Recovery (Recommended: 3 hours).
17.1.2.1 Learning Objective. Students should reinforce their understanding of low-energy states, stalls, upset and high-altitude aerodynamics through demonstration and experience-based training.
17.1.2.2 Training Topic Components.
17.1.2.2.1 High-Altitude Operations:
1. Speed/Mach changeover (D);
2. Effects of weight on maximum altitude (high- and low-speed convergence) (D);
3. Effects of high-altitude turbulence with limited performance margins (D); and
4. Relationship between weight, thrust, and altitude (D, E).
17.1.2.2.2 Low-Energy States/Stall Prevention Training:
1. High-altitude/low-energy recovery demonstrating limited thrust capability and necessity to exchange altitude for airspeed (D);
2. Acceleration performance from second regime (back side of power curve) at low altitude and high altitude (D);
3. Demonstration of stall recovery without application of thrust (D); and
4. Stall prevention training (E). Emphasis on reduction of AOA for recovery in the following configurations (refer to AC 120-109):
• Takeoff or maneuvering configuration approach-to-stalls,
• Clean configuration approach-to-stalls (high altitude), and
• Landing configuration approach-to-stalls.
Note: For each student, one of the three tasks above should be experienced using a realistic scenario and autoflight (samples of the training scenarios and demonstrations can be found in AC 120-109, Appendix 2, Sample Demonstrations, and Appendix 3, Sample Training Scenarios).
17.1.2.2.3 Stick Pusher (if installed). Refer to AC 120-109 for proper recovery from stick pusher activation (D, E).
17.1.2.2.4 Considerations for Upset Prevention and Recovery Training (UPRT).
1. Techniques for working as a crew to return the aircraft to normal flight and communicating airplane state between pilots, including CRM callouts to improve SA, should be integrated into FSTD training.
2. A Commercial Aviation Safety Team (CAST) study of 18 accidents and incidents resulting from a pilot loss of airplane state awareness determined that many accidents and incidents occurred when pilots did not have visual references available (i.e., instrument meteorological conditions (IMC) or night operations). In the past, unusual attitude training was commonly conducted in visual meteorological conditions (VMC), giving the pilot considerable advantage in determining the appropriate recovery. UPRT should include scenarios where visual references are not available.
3. Evidence shows that in many loss-of-control incidents and accidents, the PM may have been more aware of the aircraft state than the PF. Training should emphasize crew interaction to vocalize the divergence conditions, use CRM to stop the divergence, and return the aircraft to stabilized flight.
4. Startle has been a factor in upset incidents and accidents. Although it may be difficult to create the physiological response of startle in the training environment, if achieved, startle events may provide a powerful lesson for the crew. The goal of using startle in training is to provide the crew with a
26 startle experience which allows for the effective recovery of the airplane.
Considerable care should be used in startle training to avoid negative learning.
17.1.2.2.5 UPRT Elements.
1. Flying the aircraft, with sole reference to pitch and power emphasizing core handling skills in the event of system failure (e.g., loss of airspeed or unreliable airspeed indications) (refer to AC 120-111, Upset Prevention and Recovery Training, Appendix 2, Sample Training Scenarios and Maneuvers) (D, E).
2. To mitigate loss-of-control in flight, each of these maneuvers has the following objective: manage the energy, arrest the flightpath divergence, and recover to a stabilized flightpath (refer to AC 120-111) (D, E).
17.1.2.2.6 UPRT Recovery Template and Scenarios. See Appendix A, Upset Prevention and Recovery Training (UPRT) Recovery Template and Scenarios, for sample training scenarios and an Original Equipment Manufacturer (OEM)-approved upset recovery template on:
1. Nose-high/wings-level recovery.
2. Nose-low/wings-level recovery.
Note: All instructors must be knowledgeable of the limitations of both the simulator motion and approved flight envelope. Particular care should be used when conducting these maneuvers to stay within both envelopes. Excursions outside of either must include an instructor debrief emphasizing that the flight handling characteristics in that region may not be representative of the actual aircraft.
17.2 FSTD Training (4 hours). The remaining 4 hours of FSTD training may be accomplished in a Level 4 or higher FSTD. An FFS (Level A, B, C, or D, motion on or off) may be used for the FSTD training portion of the program, provided the FSTD is qualified under part 60 and represents a multiengine turbine airplane. Use of an FTD for the automation/navigation section should be limited to operations on autoflight. The learning objectives for this section of the course can more effectively be met without students attempting to hand-fly an FTD.
17.2.1 Navigation and Flight Management Systems (FMS).
17.2.1.1 Learning Objective. Students should reinforce their understanding of the components of typical air carrier navigation equipment and experience the navigation equipment’s interface with automation. Students should also understand and experience how to apply these principles to the various phases of flight in air carrier operations.
17.2.1.2 Training Topic Components:
1. Interpret navigation displays (ND), a primary flight display (PFD), and/or a multifunction display (MFD) (D, E);
2. Perform FMS route input and modifications (D, E);
3. Receive and understand air traffic control (ATC) instructions (D, E); and
4. Use of RNAV systems in flight (D, E).
17.2.2 Automation and Autoflight.
17.2.2.1 Learning Objective. Students should reinforce their understanding of the use of airplane automation and the relationship of these components with navigation and learn how to manage both to achieve the desired flightpath.
17.2.2.2 Training Topic Components:
1. Interact with the mode control panel; verify mode control panel inputs;
interpret flight mode annunciations (D, E);
2. Use various levels of autopilot/autothrottle automation applicable to PF duties and PM duties with and without the autopilot engaged (D, E);
3. Use of FD/flight guidance systems (FGS) (D, E);
4. Knowledge of an FMS for each phase of flight (D);
5. Use of automation in climb, cruise, descent, and approach modes (D, E); and
6. Use of TCAS and TAWS (D, E).
18 ATP CTP TRAINING FOOTPRINT. Training providers should consider if the ATP CTP will create an opportunity for a student to have an extended lapse in time between the academic portion of the ATP CTP and the FSTD portion. If so, the training provider should address how they intend to ensure retention of knowledge due to the lapse in time between the two portions of ATP CTP training. There are many acceptable methods by which a training provider may mitigate these concerns. For example, a training provider may develop written policies that describe that a student must complete the FSTD portion of the ATP CTP within a set number of days of finishing the academic portion, or the student must repeat the academic training. The training provider could also describe a method for evaluating student retention of knowledge (e.g., a written test) if the training provider’s defined duration between academic and FSTD training has lapsed.
19 ATP CTP GRADUATION CERTIFICATE.
19.1 Academic Evaluation. Students who successfully pass the academic evaluations and complete the ATP CTP must be issued a graduation certificate by the training provider pursuant to § 61.156 certifying such. Graduation certificates may only be issued to students who have completed all curriculum requirements of the ATP CTP. Students who
28 do not pass the academic evaluation(s) will not be issued a graduation certificate. It is up to the training provider to determine how to manage students with unsatisfactory performance or evaluations (e.g., remedial training hours, required benchmarks, or removal from the program). These policies should be provided to the FAA in the ATP CTP application.
19.2 Graduation Certificate. Pursuant to § 61.156, an applicant for the ATP must present an ATP CTP graduation certificate when they apply to take the ATP knowledge test. A graduation certificate should contain the following information in order to be considered valid:
19.2.1 The full name, address, and FAA certificate number of the training provider authorized to conduct the course.
19.2.2 The full name, FAA pilot certificate number, and address of the graduate.
19.2.3 The following statement: “The applicant named above has successfully completed the Airline Transport Pilot Certification Training Program as required by § 61.156, and therefore has met the prerequisite required by § 61.35(a)(2) for the Airline Transport Pilot Airplane Knowledge Test.”
19.2.4 The date of issuance.
19.2.5 The signature of the authorized instructor who completed the academic portion of the course.
19.2.6 A sequential number on the certificate starting with the first four identifiers of the training provider’s certificate number.
20 INTERNAL EVALUATION PROGRAM (IEP).
20.1 Identify and Eliminate Deficiencies. The FAA recommends the implementation of an IEP to ensure the quality of the ATP CTP. An effective IEP would identify and attempt to eliminate deficiencies identified within the training program. At minimum, the proposed IEP should measure, track, and analyze:
1. Student performance on both quiz and test scores;
2. Student graduation rates; and
3. Student feedback forms.
20.2 Amend Deficiencies. Based on the analysis of the data captured from the measurements above, the training provider should identify course deficiencies and amend as appropriate:
1. Instructor performance; and/or
2. Course material.
29 Note: Further guidance on developing IEPs can be found in AC 120-59, Internal Evaluation Programs.
21 FSTD MINIMUM EQUIPMENT REQUIREMENTS. The following describes the minimum equipment the FSTD must have for use in the ATP CTP under § 61.156(b).
21.1 FSTD. A Level 4 or higher FSTD qualified under part 60 is required for the 4 hours of training under § 61.156(b)(2). The equipment used in the FSTD portion of the program should also be equipped with:
1. FMS;
2. Electronic Flight Information Systems (EFIS) (PFD and ND);
3. TCAS; and
4. TAWS.
Note: For alternative training devices which the training provider believes can meet the learning objectives defined in this AC, training providers may submit a detailed request in its application for course approval or course revision.
21.2 FFS. A Level C or higher FFS qualified under part 60 is required for the 6 hours of training under § 61.156(b)(1). As part of the evaluation of the FFS training topics and learning objectives, the FAA reviewed all of the approved FFSs under part 60 including the associated weights of the aircraft they represent. Based on that review, the FAA has determined an FFS representing an aircraft with an MTOW of at least 40,000 pounds is necessary to meet the objectives of the ATP CTP, as required by regulation.
21.2.1 Minimum Weight of the Aircraft That the FFS Represents. The weight of the aircraft the simulator represents is an important factor in ensuring handling characteristics of a typical transport aircraft. The 40,000-pound minimum requirement will ensure that the device can replicate the lower performance margins and handling qualities inherent in transport category aircraft when being operated near their maximum operating weight at altitudes near their service ceiling.
21.2.2 Deviation Authority. If a training provider seeks to use a device that does not meet the weight criteria set forth in § 61.156 but believes it can adequately demonstrate the learning objectives in the alternate device, it must apply for a deviation.
21.2.2.1 Deviation requests must be submitted to the CH’s assigned POI or TCPM.
Once the assigned inspector is satisfied the submitted device meets the learning objectives of the course as defined by the guidance contained in this AC, the assigned inspector will forward to the appropriate OSS office for review.
21.2.2.2 If the OSS feels the deviation request is creditable, the OSS will issue the deviation request. Deviations are typically valid until rescinded, revised, or removed. The POI or TCPM will note the deviation on the CH’s
30 OpSpec/Training Specification (TSpec)/Letter of Authorization (LOA) A504, Initial Approval of an Airline Transport Pilot Certification Training Course, or A304, Final Approval of an Airline Transport Pilot Certification Training Course, as appropriate.
22 AC FEEDBACK FORM. For your convenience, the AC Feedback Form is the last page of this AC. Note any deficiencies found, clarifications needed, or suggested improvements regarding the contents of this AC on the Feedback Form.
Appendix A APPENDIX A. UPSET PREVENTION AND RECOVERY TRAINING (UPRT)
RECOVERY TEMPLATE AND SCENARIOS A.1 Upset Recovery Template.
The following Upset Prevention and Recovery template was created by Airbus, ATR, Boeing, Bombardier and Embraer. The Original Equipment Manufacturer (OEM) recovery techniques will be updated in their respective manuals and remain consistent with the information contained in the Airplane Upset Recovery Training Aid (AURTA), Revision 2. It is important to note that correct interpretation and application of techniques and recommendations can only be determined when the supporting information is well understood.
The following techniques represent a logical progression for recovering the aircraft. They are not necessarily procedural. The sequence of actions is for guidance only and represents a series of options for the pilot to consider and to use depending on the situation. Not all actions may, or should, be necessary once recovery is underway. If needed, use pitch trim sparingly. Careful use of rudder to aid roll control should be considered only if roll control is ineffective and the airplane is not stalled These techniques assume the aircraft is not stalled. A stalled condition can exist at any attitude and may be recognized by continuous stall warning activation accompanied by one of the following
• Buffeting, which could be heavy at times.
• Lack of pitch authority and/or roll control.
• Inability to arrest descent rate.
If the aircraft is stalled, recovery from the stall must be accomplished first by applying and maintaining nose-down elevator until stall recovery is complete and stick shaker activation ceases.
NOTE: Operators should work with their airplane manufacturer(s) to ensure they have the manufacturer-approved, airplane-specific upset prevention and recovery guidance and techniques in their operating manual.
NOTE: The manufacturer's procedures take precedence over the following recommendations:
A-1
Appendix A Nose-High Recommendation Recognize and confirm the developing situation. Announce: "Nose High" PM ZAP - DISCONNECT Monitor Airspeed and A/THR - OFF Attitude throughout the APPLY as much nose down control input as required to obtain a nose-down recovery and announce any pitch rate. continued divergence.
Thrust - Adjust (if required) Roll - Adjust (if required) not to exceed 60 degrees When Airspeed is sufficiently increasing: RECOVER to level flight Recovery to level flight may require use of pitch trim.
1 If the AP and/or A/THR are responding correctly, it may not be appropriate to decrease the level of automation while assessing if the divergence is being stopped.
2 A large out of trim condition could be encountered when the A/P is disconnected.
3 Avoid stall because of premature recovery or excessive g loading.
Warning: Excessive use of pitch trim or rudder may aggravate the upset situation or may result in high structural loads.
Nose-Low Recommendation 'Recognize and confirm the developing situation. Announce: "Nose Low" PF PM 2AP - DISCONNECT Monitor Airspeed and A/THR - OFF Attitude throughout the recovery RECOVER from stall if required and announce any continued ROLL in the shortest direction to wings level. divergence.
Thrust and Drag Adjust (if required) Recover to level flight Recovery to level flight may require use of pitch trim.
If the AP and/or A/THR are responding correctly, it may not be appropriate to decrease the level of automation while assessing if the divergence is being stopped.
2A large out of trim condition could be encountered when the A/P is disconnected.
It may be necessray to reduce the g loading by applying forward control pressure to improve roll effectiveness.
*Avoid stall because of premature recovery or excessive g loading.
Warning: Excessive use of pitch trim or rudder may aggravate the upset situation or may result in high structural loads A-2
Appendix A A-3 A.2 Upset Recovery Scenarios. Two scenarios were constructed using the philosophies and concepts described in this appendix. The examples should be easily tailored to any transport category airplane. The examples given are not intended to be limiting in any way; they are provided as a framework for developing a training curriculum.
Note: The manufacturer’s procedures take precedence over the recommendations in this appendix.
SCENARIO 1: NOSE HIGH INSTRUCTOR ROLE Initiate a condition which will result in an unexpected nose-high attitude (40 degrees or greater) with full power.
OBJECTIVE The pilot will recognize the nose-high attitude and immediately perform the upset recovery procedure.
EMPHASIS AREAS • Recognition and recovery.
• Crew coordination.
• Angle of attack (AOA) management.
• Aural and visual warnings (environment and airplane cuing).
• Surprise and startle.
• Situational awareness (SA) while returning to desired flightpath after the upset recovery, including such items as heading, altitude, other aircraft, and flight deck automation.
FSTD SETUP
CONSIDERATIONS Use of simulator capabilities to induce a nose-high attitude may include:
• Automated simulator presets.
• Airspeed slewing.
• Attitude changes.
• Airplane weight and center of gravity (CG) changes.
• Environmental changes.
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.
• If the airplane is equipped with underwing mounted engines, the pilot should demonstrate recovery by reducing thrust to approximately midrange until a detectable nose-down pitch rate is achieved.
COMPLETION STANDARDS • Recognizes and confirms the situation.
• Verifies the autopilot and autothrottle/autothrust are disconnected.
• Proper recovery consists of up to full nose-down elevator and, if required, by using stabilizer trim to relieve elevator control pressure. A steady nose-down pitch rate should be achieved, and it should be noted that the
Appendix A A-4 SCENARIO 1: NOSE HIGH airplane would be near zero g and the associated characteristics of such.
• When approaching the horizon, the student checks airspeed, adjusts thrust, and establishes the appropriate pitch attitude and stabilizer trim setting for level flight.
COMMON STUDENT ERRORS
• Fails to disengage the autopilot and autothrottle.
• Hesitates to use up to full control input.
• Overtrims nose-down stabilizer.
• Fails to use nose-up stabilizer trim.
SCENARIO 2: NOSE LOW INSTRUCTOR ROLE Initiate a condition which will result in an unexpected nose-low attitude (approximately 20 degrees).
OBJECTIVE The pilot will recognize the nose-low attitude and immediately perform the upset recovery procedure.
EMPHASIS AREAS • Recognition and recovery.
• Crew coordination.
• Angle of attack (AOA) management.
• Aural and visual warnings (environment and airplane cuing).
• Surprise and startle.
• Situational awareness (SA) while returning to desired flightpath after the upset recovery, including such items as heading, altitude, other aircraft, and flight deck automation.
FSTD SETUP
CONSIDERATIONS Use of simulator capabilities to induce a nose-low attitude may include:
• Automated simulator presets.
• Airspeed slewing.
• Attitude changes.
• Airplane weight and center of gravity (CG) changes.
• Environmental changes.
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.
COMPLETION STANDARDS • Recognizes and confirms the situation.
• Verifies the autopilot and autothrottle/autothrust are disconnected.
• Proper recovery consists of rolling to approaching wings level, then applying nose-up elevator; applying stabilizer trim, if necessary; and adjusting thrust and drag as necessary.
Appendix A A-5 SCENARIO 2: NOSE LOW
• For a satisfactory nose-low recovery, the student must avoid ground impact and accelerated stall and respect g-force and airspeed limitations.
• Recovers to stabilized flight with a pitch, thrust, and airplane configuration that corresponds to the desired airspeed.
COMMON STUDENT ERRORS
• Forgets to disengage the autopilot and or autothrottle.
• Fails to use full control inputs.
• Initiates pull-up before approaching wings level.
• Attempts to precisely obtain wings level and delays pull-up.
• Enters secondary stall.
• Exceeds positive g-force during pull-up.
• Fails to reduce thrust to idle for high speed.
• Fails to use speedbrakes, if required.
• Achieves inadequate pull-up to avoid ground impact.