Light
Dark
System
Log In
Loading...
Compare / EASA/
Incorporated Amendments
/
Compare & Highlight Differences
AMC2 to Appendix 3
Available versions for ERULES-1963177438-11505
ED Decision 2019/005/R
found in: Aircrew (1178/2011) Part-FCL Part-MED Part-CC Part-ARA Part-ORA Part-DTO (Aug 2023)
From
Aircrew (1178/2011... (Nov 2025)
Aircrew (1178/2011... (Dec 2024)
Aircrew (1178/2011... (Aug 2023)
From section
To
Aircrew (1178/2011... (Nov 2025)
Aircrew (1178/2011... (Dec 2024)
Aircrew (1178/2011... (Aug 2023)
To section
No visible text changes
0 removals
0 additions
View
Rich
Plain
Sync scrolling
Share
From
Show details
Hide details
To
Show details
Hide details
Version
Show side by side
AMC2 to Appendix 3; AMC1 to Appendix 5 ED Decision 2019/005/R BASIC UPRT FOR AEROPLANE ATP INTEGRATED, CPL/IR INTEGRATED, CPL INTEGRATED AND CPL MODULAR COURSES AS WELL AS MPL COURSE PHASES 1 TO 3 (a) BASIC UPRT ELEMENTS AND COMPONENTS In order for student pilots to develop the competencies to prevent and recover from aeroplane upsets, the basic UPRT elements and respective components in the following Table 1 should be integrated into the flying training modules and phases, such that all the elements are covered. <table border="1" cellpadding="0" cellspacing="0" width="603"><thead><tr><td colspan="2" valign="top" width="378"><p><b>Table 1: Basic UPRT elements and components </b></p></td><td valign="top" width="114"><p><b>Pre-flight briefing</b></p></td><td valign="top" width="111"><p><b>Flying training </b></p></td></tr></thead><tr><td valign="top" width="37"><p>A. </p></td><td colspan="3" valign="top" width="566"><p>Aerodynamics </p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>General aerodynamic characteristics </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Aeroplane certification and limitations </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>4. </p></td><td valign="top" width="342"><p>Aerodynamics (high and low altitude) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"></td></tr><tr><td valign="top" width="37"><p>5. </p></td><td valign="top" width="342"><p>Aeroplane performance (high and low altitude) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"></td></tr><tr><td valign="top" width="37"><p>6. </p></td><td valign="top" width="342"><p>AoA and stall awareness </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>7. </p></td><td valign="top" width="342"><p>Aeroplane stability </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>8. </p></td><td valign="top" width="342"><p>Control surface fundamentals </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>9. </p></td><td valign="top" width="342"><p>Use of trim </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>10. </p></td><td valign="top" width="342"><p>Icing and contamination effects </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>11. </p></td><td valign="top" width="342"><p>Propeller slipstream (as applicable) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>B.</p></td><td colspan="3" valign="top" width="566"><p>Causes of and contributing factors to upsets</p></td></tr><tr><td valign="top" width="37"><p>1.</p></td><td valign="top" width="342"><p>Environmental</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"></td></tr><tr><td valign="top" width="37"><p>2.</p></td><td valign="top" width="342"><p>Pilot-induced</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"></td></tr><tr><td valign="top" width="37"><p>3.</p></td><td valign="top" width="342"><p>Mechanical (aeroplane systems)</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"></td></tr><tr><td valign="top" width="37"><p>C.</p></td><td colspan="3" valign="top" width="566"><p>Safety review of accidents and incidents relating to aeroplane upsets</p></td></tr><tr><td valign="top" width="37"><p>1.</p></td><td valign="top" width="342"><p>Safety review of accidents and incidents relating to aeroplane upsets</p></td><td valign="top" width="114"><p>•</p></td><td valign="top" width="111"></td></tr><tr><td valign="top" width="37"><p>D.</p></td><td colspan="3" valign="top" width="566"><p>G-load awareness and management</p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>Positive/negative/increasing/decreasing G-loads </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Lateral G awareness (sideslip) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3. </p></td><td valign="top" width="342"><p>G-load management </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>E.</p></td><td colspan="3" valign="top" width="566"><p>Energy management</p></td></tr><tr><td valign="top" width="37"><p>1.</p></td><td valign="top" width="342"><p>Kinetic energy vs potential energy vs chemical energy (power)</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>F.</p></td><td colspan="3" valign="top" width="566"><p>Flight path management</p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>Relationship between pitch, power and performance </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Performance and effects of differing power plants </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3. </p></td><td valign="top" width="342"><p>Manual and automation inputs for guidance and control (if applicable) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>4. </p></td><td valign="top" width="342"><p>Class-specific characteristics of flight path management </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>5. </p></td><td valign="top" width="342"><p>Management of go-arounds from various stages during the approach </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>6. </p></td><td valign="top" width="342"><p>Automation management (if applicable) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>7. </p></td><td valign="top" width="342"><p>Proper use of rudder </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>G.</p></td><td colspan="3" valign="top" width="566"><p>Recognition</p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>Class-specific examples of physiological, visual and instrument clues during developing and developed upset </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Pitch/power/roll/yaw </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3. </p></td><td valign="top" width="342"><p>Effective scanning (effective monitoring) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>4. </p></td><td valign="top" width="342"><p>Stall protection systems and cues </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>5. </p></td><td valign="top" width="342"><p>Criteria for identifying stalls and upsets </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>H.</p></td><td colspan="3" valign="top" width="566"><p>System malfunction</p><p>(including immediate handling and subsequent operational considerations, as applicable)</p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>Flight control defects </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Engine failure (partial or full) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3. </p></td><td valign="top" width="342"><p>Instrument failures </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>4. </p></td><td valign="top" width="342"><p>Loss of reliable airspeed (training elements as per point (lb) of AMC2 ORA.ATO.125<a href="#_ftn15">[15]</a>).</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>5. </p></td><td valign="top" width="342"><p>Automation failures </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>6. </p></td><td valign="top" width="342"><p>Stall protection system failures, including icing alerting systems </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr></table> (b) MANOEUVRE-BASED UPRT EXERCISES The following Table 2 contains manoeuvre-based basic UPRT exercises. <table border="1" cellpadding="0" cellspacing="0" width="603"><tr><td colspan="2" valign="top" width="378"><p><b>Table 2: Manoeuvre-based basic UPRT exercises </b></p></td><td valign="top" width="114"><p><b>Pre-flight briefing </b></p></td><td valign="top" width="111"><p><b>Flying training </b></p></td></tr><tr><td valign="top" width="37"><p>A. </p></td><td colspan="3" valign="top" width="566"><p>Timely and appropriate intervention </p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>Arresting divergence of the aeroplane from intended flight path </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Preventing flight at airspeeds inappropriate for the (intended flight) condition </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3. </p></td><td valign="top" width="342"><p>Avoiding spins </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>B. </p></td><td colspan="3" valign="top" width="566"><p>Flight path management </p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>Steep turns </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Slow flight (including flight at critically low airspeed) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3. </p></td><td valign="top" width="342"><p>High airspeed (including flight at relatively high airspeed) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>C. </p></td><td colspan="3" valign="top" width="566"><p>Application of OEM recommendations (if applicable) during developing upsets </p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>Nose-high attitudes at various bank angles </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Nose-low attitudes at various bank angles (including spiral dive) </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>D. </p></td><td colspan="3" valign="top" width="566"><p>Stall events in the following configurations </p></td></tr><tr><td valign="top" width="37"><p>1.</p></td><td valign="top" width="342"><p>Take-off configuration</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2.</p></td><td valign="top" width="342"><p>Clean configuration</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3.</p></td><td valign="top" width="342"><p>Landing configuration</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr></table> (c) INTEGRATION OF TEM, PILOT CORE COMPETENCIES, AND HUMAN FACTORS Threat and Error Management (TEM), pilot competencies and human factors, as shown in the following Table 3 below, should be integrated into the flying training modules and phases as appropriate. <table border="1" cellpadding="0" cellspacing="0" width="603"><tr><td colspan="2" width="378"><p align="center"><b>Table 3: Core elements and components of TEM, pilot competencies and human factors</b></p></td><td width="114"><p align="center"><b>Pre-flight briefing</b></p></td><td width="111"><p align="center"><b>Flying training</b></p></td></tr><tr><td valign="top" width="37"><p>A. </p></td><td colspan="3" valign="top" width="567"><p>TEM </p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>TEM framework </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Recognition of threats and errors </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3. </p></td><td valign="top" width="342"><p>Management of threats and errors </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>4. </p></td><td valign="top" width="342"><p>Countermeasures against threats and errors to prevent undesired aircraft states, including early intervention and, when necessary to prevent upsets, timely application of countermeasures to manage undesired aircraft states </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>B. </p></td><td colspan="3" valign="top" width="567"><p>Pilot Competencies, including CRM </p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>All elements listed in Table 1 of GM2 FCL.735.A </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>C. </p></td><td colspan="3" valign="top" width="567"><p>Human factors </p></td></tr><tr><td valign="top" width="37"><p>1. </p></td><td valign="top" width="342"><p>Instrument interpretation, active monitoring, checking </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>2. </p></td><td valign="top" width="342"><p>Distraction, inattention, fixation, fatigue </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>3. </p></td><td valign="top" width="342"><p>Human information processing, cognitive effects </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>4. </p></td><td valign="top" width="342"><p>Perceptual illusions (visual or physiological) and spatial disorientation, effects of G-loads </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>5. </p></td><td valign="top" width="342"><p>Stress, startle and surprise effect </p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr><tr><td valign="top" width="37"><p>6.</p></td><td valign="top" width="342"><p>Intuitive and counter-intuitive behaviour</p></td><td valign="top" width="114"><p>• </p></td><td valign="top" width="111"><p>• </p></td></tr></table> --- [[15]](#_ftnref15) Please refer to ED Decision 2012/007/R.
AMC2 to Appendix 3; AMC1 to Appendix 5 ED Decision 2019/005/R BASIC UPRT FOR AEROPLANE ATP INTEGRATED, CPL/IR INTEGRATED, CPL INTEGRATED AND CPL MODULAR COURSES AS WELL AS MPL COURSE PHASES 1 TO 3 (a) BASIC UPRT ELEMENTS AND COMPONENTS In order for student pilots to develop the competencies to prevent and recover from aeroplane upsets, the basic UPRT elements and respective components in the following Table 1 should be integrated into the flying training modules and phases, such that all the elements are covered. <table border="1" cellpadding="0" cellspacing="0" width="603"> <thead> <tr> <td colspan="2" valign="top" width="378"> <p><b>Table 1: Basic UPRT elements and components </b></p> </td> <td valign="top" width="114"> <p><b>Pre-flight briefing</b></p> </td> <td valign="top" width="111"> <p><b>Flying training </b></p> </td> </tr> </thead> <tr> <td valign="top" width="37"> <p>A. </p> </td> <td colspan="3" valign="top" width="566"> <p>Aerodynamics </p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>General aerodynamic characteristics </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Aeroplane certification and limitations </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>4. </p> </td> <td valign="top" width="342"> <p>Aerodynamics (high and low altitude) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> </td> </tr> <tr> <td valign="top" width="37"> <p>5. </p> </td> <td valign="top" width="342"> <p>Aeroplane performance (high and low altitude) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> </td> </tr> <tr> <td valign="top" width="37"> <p>6. </p> </td> <td valign="top" width="342"> <p>AoA and stall awareness </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>7. </p> </td> <td valign="top" width="342"> <p>Aeroplane stability </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>8. </p> </td> <td valign="top" width="342"> <p>Control surface fundamentals </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>9. </p> </td> <td valign="top" width="342"> <p>Use of trim </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>10. </p> </td> <td valign="top" width="342"> <p>Icing and contamination effects </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>11. </p> </td> <td valign="top" width="342"> <p>Propeller slipstream (as applicable) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>B.</p> </td> <td colspan="3" valign="top" width="566"> <p>Causes of and contributing factors to upsets</p> </td> </tr> <tr> <td valign="top" width="37"> <p>1.</p> </td> <td valign="top" width="342"> <p>Environmental</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> </td> </tr> <tr> <td valign="top" width="37"> <p>2.</p> </td> <td valign="top" width="342"> <p>Pilot-induced</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> </td> </tr> <tr> <td valign="top" width="37"> <p>3.</p> </td> <td valign="top" width="342"> <p>Mechanical (aeroplane systems)</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> </td> </tr> <tr> <td valign="top" width="37"> <p>C.</p> </td> <td colspan="3" valign="top" width="566"> <p>Safety review of accidents and incidents relating to aeroplane upsets</p> </td> </tr> <tr> <td valign="top" width="37"> <p>1.</p> </td> <td valign="top" width="342"> <p>Safety review of accidents and incidents relating to aeroplane upsets</p> </td> <td valign="top" width="114"> <p>•</p> </td> <td valign="top" width="111"> </td> </tr> <tr> <td valign="top" width="37"> <p>D.</p> </td> <td colspan="3" valign="top" width="566"> <p>G-load awareness and management</p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>Positive/negative/increasing/decreasing G-loads </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Lateral G awareness (sideslip) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3. </p> </td> <td valign="top" width="342"> <p>G-load management </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>E.</p> </td> <td colspan="3" valign="top" width="566"> <p>Energy management</p> </td> </tr> <tr> <td valign="top" width="37"> <p>1.</p> </td> <td valign="top" width="342"> <p>Kinetic energy vs potential energy vs chemical energy (power)</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>F.</p> </td> <td colspan="3" valign="top" width="566"> <p>Flight path management</p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>Relationship between pitch, power and performance </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Performance and effects of differing power plants </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3. </p> </td> <td valign="top" width="342"> <p>Manual and automation inputs for guidance and control (if applicable) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>4. </p> </td> <td valign="top" width="342"> <p>Class-specific characteristics of flight path management </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>5. </p> </td> <td valign="top" width="342"> <p>Management of go-arounds from various stages during the approach </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>6. </p> </td> <td valign="top" width="342"> <p>Automation management (if applicable) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>7. </p> </td> <td valign="top" width="342"> <p>Proper use of rudder </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>G.</p> </td> <td colspan="3" valign="top" width="566"> <p>Recognition</p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>Class-specific examples of physiological, visual and instrument clues during developing and developed upset </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Pitch/power/roll/yaw </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3. </p> </td> <td valign="top" width="342"> <p>Effective scanning (effective monitoring) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>4. </p> </td> <td valign="top" width="342"> <p>Stall protection systems and cues </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>5. </p> </td> <td valign="top" width="342"> <p>Criteria for identifying stalls and upsets </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>H.</p> </td> <td colspan="3" valign="top" width="566"> <p>System malfunction</p> <p>(including immediate handling and subsequent operational considerations, as applicable)</p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>Flight control defects </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Engine failure (partial or full) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3. </p> </td> <td valign="top" width="342"> <p>Instrument failures </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>4. </p> </td> <td valign="top" width="342"> <p>Loss of reliable airspeed (training elements as per point (lb) of AMC2 ORA.ATO.125<a href="#_ftn18">[18]</a>).</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>5. </p> </td> <td valign="top" width="342"> <p>Automation failures </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>6. </p> </td> <td valign="top" width="342"> <p>Stall protection system failures, including icing alerting systems </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> </table> (b) MANOEUVRE-BASED UPRT EXERCISES The following Table 2 contains manoeuvre-based basic UPRT exercises. <table border="1" cellpadding="0" cellspacing="0" width="603"> <tr> <td colspan="2" valign="top" width="378"> <p><b>Table 2: Manoeuvre-based basic UPRT exercises </b></p> </td> <td valign="top" width="114"> <p><b>Pre-flight briefing </b></p> </td> <td valign="top" width="111"> <p><b>Flying training </b></p> </td> </tr> <tr> <td valign="top" width="37"> <p>A. </p> </td> <td colspan="3" valign="top" width="566"> <p>Timely and appropriate intervention </p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>Arresting divergence of the aeroplane from intended flight path </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Preventing flight at airspeeds inappropriate for the (intended flight) condition </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3. </p> </td> <td valign="top" width="342"> <p>Avoiding spins </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>B. </p> </td> <td colspan="3" valign="top" width="566"> <p>Flight path management </p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>Steep turns </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Slow flight (including flight at critically low airspeed) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3. </p> </td> <td valign="top" width="342"> <p>High airspeed (including flight at relatively high airspeed) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>C. </p> </td> <td colspan="3" valign="top" width="566"> <p>Application of OEM recommendations (if applicable) during developing upsets </p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>Nose-high attitudes at various bank angles </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Nose-low attitudes at various bank angles (including spiral dive) </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>D. </p> </td> <td colspan="3" valign="top" width="566"> <p>Stall events in the following configurations </p> </td> </tr> <tr> <td valign="top" width="37"> <p>1.</p> </td> <td valign="top" width="342"> <p>Take-off configuration</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2.</p> </td> <td valign="top" width="342"> <p>Clean configuration</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3.</p> </td> <td valign="top" width="342"> <p>Landing configuration</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> </table> (c) INTEGRATION OF TEM, PILOT CORE COMPETENCIES, AND HUMAN FACTORS Threat and Error Management (TEM), pilot competencies and human factors, as shown in the following Table 3 below, should be integrated into the flying training modules and phases as appropriate. <table border="1" cellpadding="0" cellspacing="0" width="603"> <tr> <td colspan="2" width="378"> <p align="center"><b>Table 3: Core elements and components of TEM, pilot competencies and human factors</b></p> </td> <td width="114"> <p align="center"><b>Pre-flight briefing</b></p> </td> <td width="111"> <p align="center"><b>Flying training</b></p> </td> </tr> <tr> <td valign="top" width="37"> <p>A. </p> </td> <td colspan="3" valign="top" width="567"> <p>TEM </p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>TEM framework </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Recognition of threats and errors </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3. </p> </td> <td valign="top" width="342"> <p>Management of threats and errors </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>4. </p> </td> <td valign="top" width="342"> <p>Countermeasures against threats and errors to prevent undesired aircraft states, including early intervention and, when necessary to prevent upsets, timely application of countermeasures to manage undesired aircraft states </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>B. </p> </td> <td colspan="3" valign="top" width="567"> <p>Pilot Competencies, including CRM </p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>All elements listed in Table 1 of GM2 FCL.735.A </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>C. </p> </td> <td colspan="3" valign="top" width="567"> <p>Human factors </p> </td> </tr> <tr> <td valign="top" width="37"> <p>1. </p> </td> <td valign="top" width="342"> <p>Instrument interpretation, active monitoring, checking </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>2. </p> </td> <td valign="top" width="342"> <p>Distraction, inattention, fixation, fatigue </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>3. </p> </td> <td valign="top" width="342"> <p>Human information processing, cognitive effects </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>4. </p> </td> <td valign="top" width="342"> <p>Perceptual illusions (visual or physiological) and spatial disorientation, effects of G-loads </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>5. </p> </td> <td valign="top" width="342"> <p>Stress, startle and surprise effect </p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> <tr> <td valign="top" width="37"> <p>6.</p> </td> <td valign="top" width="342"> <p>Intuitive and counter-intuitive behaviour</p> </td> <td valign="top" width="114"> <p>• </p> </td> <td valign="top" width="111"> <p>• </p> </td> </tr> </table> --- [[18]](#_ftnref18) Please refer to ED Decision 2012/007/R.
##### AMC2 to Appendix 3; AMC1 to Appendix 5 *ED Decision 2019/005/R* **BASIC UPRT FOR AEROPLANE ATP INTEGRATED, CPL/IR INTEGRATED, CPL INTEGRATED AND CPL MODULAR COURSES AS WELL AS MPL COURSE PHASES 1 TO 3** (a) BASIC UPRT ELEMENTS AND COMPONENTS In order for student pilots to develop the competencies to prevent and recover from aeroplane upsets, the basic UPRT elements and respective components in the following Table 1 should be integrated into the flying training modules and phases, such that all the elements are covered. <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <col/> <col/> <thead> <tr valign="top"> <td bgcolor="#808080" colspan="2"><p align="center"> <b>Table 1: Basic UPRT elements and components </b> </p> </td> <td bgcolor="#808080"><p align="center"> <b>Pre-flight briefing</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>Flying training </b> </p> </td> </tr> </thead> <tbody> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>A. </b> </p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Aerodynamics </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> General aerodynamic characteristics </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane certification and limitations </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aerodynamics (high and low altitude) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane performance (high and low altitude) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> AoA and stall awareness </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Aeroplane stability </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 8. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Control surface fundamentals </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 9. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Use of trim </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 10. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Icing and contamination effects </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 11. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Propeller slipstream (as applicable) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>B.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Causes of and contributing factors to upsets</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Environmental</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Pilot-induced</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Mechanical (aeroplane systems)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>C.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Safety review of accidents and incidents relating to aeroplane upsets</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Safety review of accidents and incidents relating to aeroplane upsets</p> </td> <td bgcolor="#d9d9d9"><p align="center"> •</p> </td> <td bgcolor="#d9d9d9"><p align="center"> <br/> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>D.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>G-load awareness and management</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Positive/negative/increasing/decreasing G-loads </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Lateral G awareness (sideslip) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> G-load management </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>E.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Energy management</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Kinetic energy vs potential energy vs chemical energy (power)</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>F.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Flight path management</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Relationship between pitch, power and performance </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Performance and effects of differing power plants </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Manual and automation inputs for guidance and control (if applicable) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Class-specific characteristics of flight path management </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Management of go-arounds from various stages during the approach </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Automation management (if applicable) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 7. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Proper use of rudder </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>G.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Recognition</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Class-specific examples of physiological, visual and instrument clues during developing and developed upset </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Pitch/power/roll/yaw </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Effective scanning (effective monitoring) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stall protection systems and cues </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Criteria for identifying stalls and upsets </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>H.</b></p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>System malfunction</b></p> <p align="left">(including immediate handling and subsequent operational considerations, as applicable)</p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Flight control defects </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Engine failure (partial or full) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Instrument failures </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Loss of reliable airspeed (training elements as per point (lb) of AMC2 ORA.ATO.125<a href="#_ftn20" name="_ftnref20">[20]</a>).</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Automation failures </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stall protection system failures, including icing alerting systems </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> </tbody> </table> (b) MANOEUVRE-BASED UPRT EXERCISES The following Table 2 contains manoeuvre-based basic UPRT exercises. <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <col/> <col/> <tr valign="top"> <td bgcolor="#808080" colspan="2"><p align="center"> <b>Table 2: Manoeuvre-based basic UPRT exercises </b> </p> </td> <td bgcolor="#808080"><p align="center"> <b>Pre-flight briefing </b> </p> </td> <td bgcolor="#808080"><p align="center"> <b>Flying training </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>A. </b> </p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Timely and appropriate intervention </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Arresting divergence of the aeroplane from intended flight path </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Preventing flight at airspeeds inappropriate for the (intended flight) condition </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Avoiding spins </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>B. </b> </p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Flight path management </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Steep turns </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Slow flight (including flight at critically low airspeed) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> High airspeed (including flight at relatively high airspeed) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>C. </b> </p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Application of OEM recommendations (if applicable) during developing upsets </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Nose-high attitudes at various bank angles </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Nose-low attitudes at various bank angles (including spiral dive) </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>D. </b> </p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Stall events in the following configurations </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Take-off configuration</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Clean configuration</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Landing configuration</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> </table> (c) INTEGRATION OF TEM, PILOT CORE COMPETENCIES, AND HUMAN FACTORS Threat and Error Management (TEM), pilot competencies and human factors, as shown in the following Table 3 below, should be integrated into the flying training modules and phases as appropriate. <table bgcolor="#d9d9d9" cellpadding="7" cellspacing="0"> <col/> <col/> <col/> <col/> <tr> <td bgcolor="#808080" colspan="2"><p align="center"> <b>Table 3: Core elements and components of TEM, pilot competencies and human factors</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>Pre-flight briefing</b></p> </td> <td bgcolor="#808080"><p align="center"> <b>Flying training</b></p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>A. </b> </p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>TEM </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> TEM framework </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Recognition of threats and errors </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Management of threats and errors </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Countermeasures against threats and errors to prevent undesired aircraft states, including early intervention and, when necessary to prevent upsets, timely application of countermeasures to manage undesired aircraft states </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>B. </b> </p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Pilot Competencies, including CRM </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> All elements listed in Table 1 of GM2 FCL.735.A </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> <b>C. </b> </p> </td> <td bgcolor="#d9d9d9" colspan="3"><p align="left"> <b>Human factors </b> </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 1. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Instrument interpretation, active monitoring, checking </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 2. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Distraction, inattention, fixation, fatigue </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 3. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Human information processing, cognitive effects </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 4. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Perceptual illusions (visual or physiological) and spatial disorientation, effects of G-loads </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 5. </p> </td> <td bgcolor="#d9d9d9"><p align="left"> Stress, startle and surprise effect </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> <tr valign="top"> <td bgcolor="#d9d9d9"><p align="left"> 6.</p> </td> <td bgcolor="#d9d9d9"><p align="left"> Intuitive and counter-intuitive behaviour</p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> <td bgcolor="#d9d9d9"><p align="center"> • </p> </td> </tr> </table> --- [[20]](#_ftnref20) Please refer to ED Decision 2012/007/R.