Operations Circular No. 06 of 2018

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: 15th 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 systems-

induced, 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;

OPERATIONS CIRCULAR 6 OF 2018

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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.


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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)


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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


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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.


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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.


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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.


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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 suitably-

capable 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


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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 real-

world 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 airplane-

specific 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.


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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);


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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


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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) ● ●


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B Causes and contributing factors of upsets

1) environmental ● ●

2) pilot-induced ● ●

3) mechanical ● ●

C Safety review of accidents and incidents relating to aeroplane upsets

● ●

D 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


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1) type-specific examples of instrumentation during developing and developed upset

● ●

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 ●


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3) steep turns ●

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 ● ●


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iii) fatigue management ● ●

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


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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 non-

exhaustive 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.


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(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.


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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 aeroplane instructor

UPRT FSTD instructor

Comprehensive knowledge of all applicable training elements (refer to Table 1)*

● ● ●

Training platforms (aeroplanes and devices)

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 ●


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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


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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


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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)


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Chief Flight Operations Inspector

For Director General of Civil Aviation


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APPENDIX I

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 Pilot Monitoring

AP: DISCONNECT3 MONITOR airspeed and attitude throughout the recovery and ANNOUNCE any continued divergence.

A/THR: OFF

PITCH: Apply as much nose-down control input as required to obtain a nose-down pitch rate.

THRUST: Adjust (if required)

When airspeed is sufficiently increasing:

RECOVER to level flight4

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 nose-down 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 Pilot Monitoring

AP: DISCONNECT5 MONITOR airspeed and attitude throughout the recovery and ANNOUNCE any continued divergence.

A/THR: OFF

RECOVER from stall if required

ROLL6 in the shortest direction to wings level.

THRUST and DRAG: Adjust (if required)



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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.

Pilot Flying

AP: DISCONNECT8

A/THR: OFF

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.


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TABLE 3. NOSE HIGH RECOVERY TEMPLATE WITH EXPLANATION (CONTINUED)

RECOVER to level flight9 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.

Pilot Flying

AP: DISCONNECT10

A/THR: OFF

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.

ROLL11 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)


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Explanation: If airspeed is low, apply thrust; if airspeed is high, reduce thrust, and if necessary, extend speedbrakes.


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.



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.


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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 nose-down 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 CONSIDERACTIONS

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;


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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 upward pitch moment.

COMPLETION STANDARDS

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.

COMMON PILOT ERRORS

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.

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SCENARIO 2: LOSS OF RELIABLE AIRSPEED

INSTRUCTOR ROLE Implement scenarios that result in erroneous airspeed indications.

OBJECTIVE 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.


Completion of the appropriate non-normal checklist.


Manual flying skills.

Effects of altitude on control inputs.

FSTD SETUP CONSIDERATIONS

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 non-normal checklist.

At the conclusion of the scenario, the instructor will discuss available airplane AOA indications.

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SCENARIO 2: LOSS OF RELIABLE AIRSPEED

COMPLETION STANDARDS The pilot flying will manage pitch and power to avoid a stall.


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.

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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).



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 CONSIDERACTIONS

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.

SCENARIO ELEMENTS

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.

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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.


Rolls in the shortest direction to wings level.

Returns the airplane to the assigned flight path.


COMMON PILOT ERRORS

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.

COMMON INSTRUCTOR ERRORS

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.

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MANEUVER 1: MANUALLY CONTROLLED SLOW FLIGHT

OBJECTIVE 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.

EMPHASIS AREAS Manual flying skills

FSTD SETUP CONSIDERATIONS

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.

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MANEUVER 1: MANUALLY CONTROLLED SLOW FLIGHT


Recover to appropriate airspeed for the configuration and establish the appropriate altitude and heading.

Recovery is complete when straight and level un-accelerated 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.

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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 train-ing 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 fol-lowing 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 repo-sitioned into an aircraft upset condition or an artificial stimulus (such as weather phe-nomena 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 sec-tion.

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 mod-erate 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 feed-back 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 re-quired 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

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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 air-craft. 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 aero-dynamic model that have been evaluated in accordance with the definition of an ex-emplar 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 accessi-ble 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 comple-tion of the maneuver(s). At a minimum, the following must be available to the instruc-tor/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 fidel-ity 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 infor-mation 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. Addi-tional 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

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displayed. This tool must include a time history or other equivalent method of record-ing flight control positions.

c. Aircraft Operational Limits: The FSTD must employ a method to provide the instruc-tor/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 parame-ters 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.

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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.

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6. Requalification. Where qualification is being sought on previously qualified FSTDs, to conduct upset prevention and recovery training tasks in accordance with this OC, the FSTD sponsor must conduct the required evaluations and modifications as prescribed in this circular. These standards include the evaluation of qualified training maneuvers against the FSTD’s validation envelope and providing the instructor with minimum feedback tools for the purpose of determining if a training maneuver is conducted within FSTD validation limits and the aircraft’s operating limits. The re-qualification statement must mention the following:

a. A description of any modifications to the FSTD. b. Statement of Compliance (FSTD Validation Envelope) c. A confirmation statement that the modified FSTD has been subjectively evaluated by

a qualified pilot (SME).

d. FSTD Validation Envelope: The FSTD validation envelope may be thought of as the entire realm in which the FSTD may be flown as a function of angle of attack and sideslip. The envelope is divided into three regions of relative fidelity. These regions are defined by the type of validation and analysis used to develop the aerodynamic model. With this information, relative confidence levels can be defined to compare the simulator’s response to the expected aircraft response.

7. 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 Operations Circular (OC) puts special emphasis on instructor training and qualification.

8. FSTD EVALUATION REQUIREMENTS. a. The DGCA must perform an FSTD evaluation and qualification for all

FSTDs being used for Upset Prevention and Recovery (UPRT) maneuvers. All FSTDs must be specifically evaluated and qualified for such maneuvers. UPRT is different from unusual altitude training of the past. This must not be confused.

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b. The DGCA currently maintains guidance for the evaluation of FSTDs for use in UPRT additional approval shall be required for each specific simulator.

9. 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.

Documents

Operations Circular No. 06 of 2018