AVIATION SIMULATION TRAINING IN THE CZECH AIR FORCE Jan Boril, Jan Leuchter, Vladimir Smrz, University of Defence, Brno, Czech Republic Erik Blasch, AFRL/RIEA, Rome, NY, USA
Abstract Flight simulators are important for pilot training, cockpit design and management, and experimental scenario analysis. This paper is focuses on a description of a simulation center which is used in the framework of training of the Czech Air Force personnel at the Department of Air Force and Aircraft Technology of the University of Defence (UoD), Brno. The workplace includes several types of flight simulators ranging from simple designs to provide pilots with a basic knowledge of cockpit designs and equipment, to complex flight simulators capable of imitating a jet plane that can be used for practicing tactical maneuvers. Designing flight simulators for military personnel differ from those applied in civilian aviation, although common issues are important to all engineers. The Learning, Evaluation, and Training Aviation Center (LET-AC) is also the workplace for training military Air Traffic Controllers (ATC), forward air controllers, Ground Control Intercept (GCI), or aerospace engineers. This cooperation enables the center to use also experimental simulators applicable for research, such as the testing flight simulator from the Department of Aerospace and Electrical systems of the University of Defence, Brno, or the disorientation flight simulator operated at the Institute of Aviation Medicine, Prague.
Introduction In the last two decades, aviation simulation technologies have made impressive progress which is also reflected in the field of training of military pilots. The possibility of creating a virtual environment close to that of natural human perception, without exposing a person or airplane to unnecessary dangers, has always been a focus of personnel who are responsible for highly effective, yet safe aviation training.
Military Air Force training is made up of several levels including basic, advanced, and expert where pilots practice real combat missions [1, 2]. However, each of the above-mentioned levels necessitates a different kind of aviation simulation device. The term aviation simulation device, alias flight simulator, denotes a complex system capable of, in a certain extent, imitating conditions of a real flight by evoking sensations perceived through human senses as a real movement in space [3]. The term flight trainer, which is often used in this context, ought to be preferable as a simpler device that enables training (e.g. cockpit procedures), without the illusion of a real flight [4]. An important condition for meaningful use of flight simulators rests in their effective employment. Therefore, only cost effective equipment is allotted to individual levels of training; which means that most sophisticated certified technologies are reserved solely for highest levels of aviators. This paper will present flight simulators of different complexity levels being used not only in the airbases and other installations of the Czech Armed Forces but also in the newly developed aviation simulation center at the University of Defence (UoD). UoD supports theoretical education and in cooperation with an external entity, the basic segment of practical air training of future Czech military pilots.
History of Flight Simulators The history of flight simulators is indeed rich and includes even preceeds the period when computers were not available [5, 6]. Figure 1 shows an example of a ground simulator from the first years of the 20th century whose designers were apparently focused on simulation of movements, banking and training skills needed for piloting primitive airplanes.
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At the time of its introduction, the TL-39 was a top-rated simulator providing pilots with training lessons to acquire fundamental skills for flying jet aircraft and handling instrument flights. In addition, it was used for practicing reactions to emergencies [8]. The simulator was controlled by an analogue computer and, as shown in Figure 3, its flight deck is a true copy of a real L-39 cockpit.
Figure 1. Simulator from the First Years of the 20th Century [5] From the perspective of their evolution, flight simulators or trainers followed two paths. The first path resulted from the fact that aviation designs soon adopted on-board instruments that are indispensable for a pilot´s needs such as navigation instruments, communication devices and plan position indicators, or engine gauges for analyzing conditions of air engines [7] (e.g., CNS). The other path was necessitated by the intensive development of flight simulators to enable 3D simulation of an airplane in space assisted by additional propelling mechanisms working on the basis of hydro or pneumatic principles so that the system can virtually simulate aircraft behavior in space while being controlled by a pilot [6, 8-9], Figure 2 illustrates TL-39 flight simulator designed for training military pilots flying L-39 airplanes. The TL-39 simulator was used during the 1970s by the Czech Air Force for training ground personnel to master some specific skills. Equipped with a hydraulically operated base featuring three levels of free motion, the pilot sitting in the simulator cockpit could clearly feel through his senses the reaction of the plane to any interventions of piloting.
Figure 2. TL-39 Flight Simulator [8]
Figure 3. Cockpit of TL-39 Flight Simulator [8] A further development of flight simulators and trainers was associated with advances in the field of digital technologies. Currently, simulators are designed with electrical servo-systems where, for example, a movement of the throttle control stick represents a movement of a linear direct current drive giving an opportunity of ad-hoc programming for movements of a real throttle control stick of a specific airplane. These designs use appropriate personal computer hardware and software to process information from individual systems so that the resulting performance would virtually copy the movements of a real plane [7, 10]. The computer stores a mathematical behavior model of an airplane, throttle control stick, and other components in memory. These models can encompass a great amount of parameters resulting from the airplane flight configuration in different environments. For its calculations, the computer includes into control processes from engine acceleration values to the pilot´s reaction time [11 - 13]. The resulting behavior may, inter alia, incorporate influences of flight altitudes, speed and direction of wind, etc. An example of the L-159 airplane simulator from Hexagon Systems [14] is shown in Figure 4
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which uses contemporary flight situation graphic display technology through high-speed image processing. These simulators are used by the Czech Air Force personnel. The L-159 simulator is used at Caslav Airbase where new graduates from Brno can practice navigation flights, flight deck procedures or flights under difficult weather conditions.
Force is to attend training on flight simulators to maintain their skills.
The Flight Simulator at Caslav Air Force Base The simulator located at Caslav Air Force Base consists of an airplane cockpit (the interior is the true replica of L-159 Alca), instructor´s workplace, and system of projectors, controlling computers and software, see Figure 5. The workplace can also be equipped with an anti-g suit for simulating the effects of positive and negative g-forces, helmet with oxygen mask, headset, and microphone. The cockpit does not tilt, as only vibrations are simulated (in overload, taxying, bursts of wind, etc.).
Figure 4. View of TL-159 Flight Simulator (Cockpit) [14]
Flight Simulators in the Czech Air Force Rarely is a new airplane introduced in the armed forces separately from the simulator. In most cases, the procurements are arranged as a package that includes a complete training system for both flying and ground-based personnel. Submissions usually require the so-called “full mission simulator” – training equipment capable of copying with highest level of aircraft accuracy for the mission environment it will operate in. However such intentions often collide with budget feasibilities and space capacities of individual customers. The University of Defence is an entity whose main mission rests in educating future Army and Air Force personnel and hence does not need such a narrowly specified simulator. Bearing in mind the complexity of their educational process, students would not be able to use this equipment in its full extent. The purchase and operation of the full mission simulators are within the competence of individual airbases, depending on types of aircraft they operate. A condition for each flying pilot of the Czech Air
Figure 5. L-159 Alca Simulator at the 21st Tactical Air Force Base [14] The simulator allotted to the 21st Tactical Air Force Base is used for training new pilots, practicing combat tactics, or simulating non-standard situations that cannot be trained in real traffic for safety reasons. New L-159 Alca pilots are transferring from L-39 Albatros which feature similar flight characteristics, but their instrument equipment is different. The main difference is found in the Hands-
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On Throttle And Stick (HOTAS) control system, heads-up display (HUD) and other electronic systems. Here, pilots drill elementary skills and practice control of the plane, navigational and weapon systems, emergency procedures, and so on. The simulator is also used by well-trained and experienced pilots. Each pilot is bound to fly at least 30 hours on the simulator when they practice simulation flights under inclement weather or react to non-standard situations, especially technical faults and emergencies. Prior to live sceanrios, pilots standardly practice several bomb drops. According to instructors, pilots want to achieve the best results, so they do not underestimate any single detail.
Flight Simulators in Flight Training Center (CLV) in Pardubice The Tactical Simulation Centre (TSC) at the airport in Pardubice is equipped with a state-of theart simulation technology. In total, there are eight flight simulators, four of which are cockpit-based replicating flight-decks and featuring better displays and four are simplified PC simulators. In addition, there are two GCI (Ground Control Intercept) simulators and one FAC (Forward Air Controller´s) workplace. A separate workplace is reserved for the director of exercise and screens for observers. In the cockpit-based simulator in Figure 6, the image is displayed by means of six projectors onto spherical surface of 2m in diameter extending 180° horizontally and 90° vertically. Another highresolution projector is focused on the head-up display. Only a single-channel projection on the full HD 60-inch (152 mm) screen is used for the four simplified simulators [3, 15, 16]. The map and geographic ground materials being delivered from the Military Geographic and Hydrometeorogical Office consist of information provided in three layers: vertical terrain data, satellite photos used for generating images of the scenery, and vector data describing boundaries of individual areas or land roads, and other terrain objects such as utility poles. In order to make the simulation highly realistic and create various tactical situations, the simulator also processes a large number of the so-called entities, i.e. objects other than friendly airplanes or ground vehicles.
Figure 6. LOM PRAHA Simulators, Tactical Simulation Center in Pardubice [3, 15] An advantage lies undoubtedly in a detailed recording of the mission, including flight trajectories. Following the end of simulation, the instructor can immediately evaluate the course of mission and, if need be, point out mistakes. In their documents, LOM PRAHA 1 , highlights the capabilities of simulating offensive and defensive air operations, fighting and bombing profiles, close air support to land units, air-to-air refueling, and other missions. The computer can generate any environment, tactical situation and forces. The fact that the TSC simulators are officially certified by both NATO and the National Security Authority for processing classified data is also a matter of great importance.
Aviation Simulation Center at the University of Defence The near-term goal of the LETAC simulation center at the University of Defence (UoD) is to
1
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http://www.lompraha.cz/en/
finalize building of a universal simulator of a military airplane to enable the students to carry out a wide spectrum of tasks in the framework of practical air training planned for students of aviation branches for their future service in the Czech Air Force. All the simulators currently used at the university are stationary and equipped with highperformance computers. One simulator has been earmarked for research during which the methodology of collecting and evaluating the data coming from the simulator, with emphasis placed on the pilot´s reaction in the pilot-aircraft mechatronic system, is being developed. The methodology and generated software shall be used on the certified flight simulators. The UoD simulators also enable their users to practice close air support missions, including cooperation with a forward air controller who, while being seated in the simulator, can move in terrain and even switch over to an aerial view so as to see the ground features from a pilot´s perspective. Most of trainees are in agreement and highlight the advantage of possibilities to simulate totally new procedures and tactical situations that would hardly be feasible in live training and, based on that, improve the methodology of training. In other words, simulators enable novel experiments and thus learn new precious lessons that might become almost unachievable in real navigation and flying practice, regarding its limits and high financial costs.
Educational-Training Instrument
Tactical
Simulation
The Department of Air Force and Aircraft Technology is creating and improving a unique tactical workplace consisting of four pilot cockpits and two ATC workplaces interconnected via LAN network to make the training process more efficient. The educational-training tactical simulation instrument is based on a number of computers and LCD screens. Made in line with HOTAS system, the controlling elements are interconnected, together with instrument boards, in one unit to make up a pilot cockpit, see Figure 7.
Figure 7. Aviation Simulation Center at the Uod – Pilot Workplace As mentioned in the Introduction, the workplace shall neither copy nor compete with certified flight simulators, but it is conceived to reach a reasonable compromise between price and performance. The center, is being planned not to be used for advanced training, but mainly as an instrument for running a better and more efficient training of the students studying their corresponding fields such as Pilot, ATC and Air Engineer in their pillar subjects, i.e. navigation, terminology, flight planning, aircraft instruments, etc. The sophisticated aviation simulation center with four flight simulators and two workplaces for ATCs is used for teaching air navigation, aviation terminology, and fundamentals of piloting, and mainly enables to solve tactical mission scenarios prepared on the ground. Students must react to a tactical situation in compliance with the procedures that must be studied beforehand. In the learning process when students receive their first lessons, for example in control of the plane while landing (setting the flaps, maintaining correct speed, flight on decent path, and at the same time using standardized terminology and reacting to instructions from the ATC), it is not apparently necessary to use the advanced simulator for the teaching process. Any complicated equipment with movable adjustment of the flight simulator or specific control procedures for a certain type of aircraft creates confounding challenges. It is more an aptly a simplified simulator that can be used in training over a wide timescale throughout the whole period of studying aviation specialties. The objectives that UoD has set for our educational-training simulation instruments are
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reflected in students´ needs to have a feeling that they are sitting in the system perfectly comparable with flying a real military airplane and be imbued with the attitude focused on attaining success in their mission. However, the system shall be designed in such a manner so that the students can handle it. As shown in detail hereafter, included in the teaching process are task preparation, preflight briefing, preflight preparation and post-flight analysis. Furthermore, students need to be recurrently shown and demonstrated how to control the plane and learn takeoff and landing maneuvers. Each flight is scheduled for a group consisting of 4 (pilots) and 2 (ATCs) students and shall last 3 hours. The prime attention is paid to development of the skills that are needed for piloting this type of simulator. For the following stage, we have planned lessons on terminology and communication with the ATC with flying in pre-defined zones. This process shall be suitably combined with lessons for ATC personnel, without exposing them to stress for practicing landing navigation and vectoring of four airplanes piloted by students. Thus, we will be able to practice several takeoffs and landings in real traffic. Further lessons will be focused on extending the flight up to approximately 45 minutes when the students have an opportunity to plan a flight to another airport or navigation flights over the Czech Republic, and even a group tactical flight. Any scenario can be chosen for the last named option. For senior students we have planned, for example, emergency procedures for descending caused by a loss of cabin pressure, failure of a navigation instrument, and other situations.
Figure 8. Main Joystick and Throttle Buttons – ThrustMaster Hotas Warthog The simulation program is Microsoft Flight Simulator X (FSX), being selected with regard to its openness. It allows us to create aircraft of various types and parameters, install available add-ons, purchase extended and graphically improved sceneries, etc., which is a crucial factor for its current and future use at the university. The trainings, in their content and preparation, are fully adequate to the real process applied at the ACR airbases. The flight lineup is made up of 4 pilots and 2 air traffic controllers, which is actually the full capacity of the simulation center. Hardware and Software The LETAC consists of four pilot cockpits and two ATC workplaces see Figure 9. If need be, the station can be run by one student and one instructor.
The training-educational simulation instrument includes a fully serviceable simplified cockpit of a military single-seat airplane with a Hands-On Throttle And Stick (HOTAS) control stick which is used in practice in Czech Air Force on the L-159 ALCA, JAS 39 Gripen planes, see Figure 8. Also the weapon system control is effectively used in fulfilling simplified tasks such as target detection and aircraft target navigation. The equipment contains all onboard instruments including an altimeter, artificial horizon, horizontal situation indicator (HSI), etc.
Figure 9. Configuration of Simulators in the UoD Aviation Simulation Center [17]
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All four stations feature the same configuration, and are connected via LAN network to the tower air traffic controller´s computer (TWR) that is simultaneously used for programming conditions of the exercise. Another ATC station, which is reserved for the approach controller (APP), is also interconnected via LAN, same as the pilot´s workplace. One more computer is, in parallel, connected to LAN and is earmarked for instructors who can display a complete image from any station and thus check the procedures and mistakes that pilots and ATCs may commit during their training. Currently we are also extending the workplace for instructors who will be able to intervene on-line in a flight situation and change some parameters such as weather conditions, number of airplanes in the zone, simulate failures of instruments and analyze reactions of students in unexpected flight situations.
Figure 10. Aviation Simulation Center – Detail Cockpit View
The pilot´s cockpit is equipped with a master console with a joystick and throttle controls, in line with HOTAS concept (hands on throttle and stick). Hence the pilot does not have to move his hands away from the stick and throttle controls to maintain full control of the aircraft. The designed cockpit is a standard concept for the modern airplanes operated at the Czech Air Force, i.e. L-159 ALCA and JAS-39 Gripen. The joystick console is standardly placed between the pilot´s legs, and throttle controls is built in the left side panel, together with a number of other important switches and push-buttons. Of the same size is the right panel housing various control elements with displays for radio and radio-navigation instruments. Another panel is furnished with switches controlling the aircraft electrical systems. Under the instrument display is found a unit with pedals for foot control and wheel brakes. Thus, together with other elements, the unit forms a complete hardware system for entering controlling commands into the simulator PC, see Figure 10 and Figure 11. Figure 11. Pilot's Workplace – Block Scheme [17] The space around an airplane provides with ample reference points for orientation and correct estimate of approach speed, distances and angular velocities. The instrument board panel displays the instruments corresponding to their standard layout for zero visibility flights. The panel features SIOC
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modular concept, the FSUIPC software is connected to FSX, and its data are displayed on respective instruments, depending on the chosen type of aircraft. The radio-navigation systems, ILS, VOR, DME and NDB, work in full scope as on real airplanes, are easily and aptly controlled by means of COM/NAV panel on the right side of the cockpit. Their aggregate display is located on the central HSI (Horizontal Situation Indicator). Added to the instrument display is a warning table. The instrument board includes a display of engine instruments, and the panel also contains the autopilot control, stopwatch, flap controls and a lever controlling the landing gear with locking and signaling device. The surface of the instrument board provides enough space for attachment of notes, navigation labels and other information with a magnet. In light of training, an important function is the possibility of connecting multiple computers in one “session”, i.e. simulation of the same place and time for all connected PCs. The number of users that can participate in this simulation is limited only by the parameters of the session hosting PC and the LAN transfer capacity. FSX software by itself is capable of creating a simulation environment and enables setting parameters that are deemed important for individual exercises such as time of day, external temperature, type and height of cloudiness, speed and direction of wind, number of trainees, airport, and others. Using the input parameters, the program then creates unified scenery, identical for all the planes in the current mission. Thus all training participants are flying under the same conditions. The amount of both visual and physical parameters can be tailored to criteria set for individual training and experience of each student-pilot. The initial setting is absolutely crucial for attaining high efficiency of simulator training, since in reality Air Force personnel must often wait for suitable flying conditions which hinder training continuity. As reported by pilots flying real planes, perception of cloudiness and light conditions on the simulator appears very realistic.
Educational – Training Missions Developed for the Military Student Pilots Education and training run on a simulator can considerably speed up the process of learning lessons and help our students keep their acquired piloting
skills and habits. However, in order to be used effectively, continual training requires students to familiarize themselves with controlling elements on the station, together with a certain adaptation of piloting skills from a real airplane, and then move to a higher level of proficiency. To achieve a maximum simulation reality for individual exercises, we need to use such a simulator that is being developed, from its very beginning, in compliance with International Civil Aviation Organization (ICAO) standards. The aviation simulation center is an excellent tool, also for IFR (instrument flight rules) flights. Regarding the fact that the curriculum includes aerial acrobatics and group flights, we had to slightly modify the procedures specified for these missions, as the simulator in some extreme flight modes may, in a certain extent, divert from reality. The training process is based on the L-39 Albatros jet plane. Having selected this relatively fast airplane, higher demands include pilot acuracy and performing important actions with speed. Nevertheless, in light of conducting tactical missions, the airplane choice affects a wide variety of controls. ATCs were also taken into consideration, since the sequence of tasks is accelerated with a fast place and the wide range of velocities gives the ATCs a better opportunity of maintaining the needed spacing between planes. In its scope, the study field Pilot of Military Aircraft corresponds with the Airline Transport Pilot Licence (ATPL) civilian theory in line with Part FCL, European Aircrew Regulation. The UoD students undergo their practical training in an outsourced organization which can offer an available infrastructure (Military Aviation Training Center in Pardubice). The highest demands are laid on future pilots of the tactical air force and this is the reason why the L-39 Albatros airplane was chosen for their training. Training missions encompass a variety of flight activities ranging from elementary piloting elements to air target navigation. Bearing in mind limited space in real flights, the same conditions must be also applied to the training on simulators. The limits are vertical, resulting from a permissible range of altitudes in the zone as agreed with the ATC, and a horizontal boundary of the specified space. Regarding the FSX airspace database, the designers
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used real spaces consisting of Terminal Maneuvering Area, Temporary Reserved Area or Control Zone (TMA, TRA or CZ) in whole or in part. All these spaces are designed for performing both elementary and advanced elements of piloting, training visual flight rules (VFR), instrument flight rules (IFR) and vectoring. The simulation center enables to operate four planes at the time, yet their movements must be coordinated and each airplane (or group of airplanes) must be assigned a pertinent space. These arrangements shall be included in the pre-flight briefing, together with specifications of procedures and time-schedule of missions set for each pilot. Each mission is preceded by: - mission preparation, - pre-flight briefing, - pre-flight preparation. Post-flight analysis takes place after the end of flight. All these parts of training are aimed at attaining maximum preparation and lessons-learned for all students. In the curriculum, individual missions must be sequenced with regard to a pilot´s initial inexperience in piloting a new airplane. Even though the training takes place in virtual reality, each new student needs enough time to be able to acquaint with the basic characteristics of the airplane and acquire the indispensable level of certainty for performing important actions. Therefore, at the beginning of training, the students are scheduled VFR flights in the zone to practice all necessary maneuvers. GPS, for its simplicity, is at first used for navigation and the landing approach is visual. Having reached a needed extent of practical experience, the students can advance to advance piloting technique missions, IFR flights in visual meteorological conditions (VMC), then even in instrument meteorological conditions (IMC) under gradually deteriorated weather conditions, night flights – all carried out with use of complex radio-navigation. Then student training includes navigation flights, and the training in the last year of study is summited with combat sorties (reconnaissance, aerial combat, and actions against an unresponsive airplane). An important aspect while performing all these tasks rests in complete use of the airplane instrument equipment.
Air reconnaissance is one of most difficult parts of a tactical Air Force pilot´s training process. In spite of the procurement plans to purchase special reconnaissance vehicles, the contemporary visual reconnaissance is primarily carried out in line with the procedures developed during WWII which put high demands on each pilot in terms of their piloting, attention and memory. Training on simulators is capable of imitating all these reconnaissance specifics. A reconnaissance flight consists of navigation part, approaching the target, performing reconnaissance, departure, and navigational part of the return to the home base. The surface structure enables to carry out comparison navigation effectively. An air target engagement is a special combat sortie and, for the reason of recording more frequent interventions of enemy planes and breaching airspace sovereignty of countries in reality, we have also included in the curriculum training focused on practicing air target engagement procedures. The flights are basically conducted in a tactical unit, i.e. in pairs. The third L-39 being piloted by a student simulates the target. The pair performs a hasty take off, after that shifts to Ground Control Intercept (GCI) frequency and follows the standard procedure for navigation to the target. Involved in the operation is also the student simulating GCI who gives the pair commands so as to be able to implement his precalculated approach procedure at the specified navigational distance.
Testing Flight Simulator The University of Defence simulator is used for testing, i.e. simulation and measurement. One of main benefits rests in evaluating data from the flight simulator, the task of which is to specify time constants for the model of a pilot´s behavior model [13, 18]. The flight simulator consists of two workplaces: 1) for the pilot – tested person (Figure 12) and 2) for the instructor – operator. Regarding the specific use of this flight simulator for research, it must feature a possibility to intervene in the course of flight, change some flight characteristics and parameters, and thus make the tested pilot react to these changes. In doing so, it is important to record all his responses in time synchronization, together with input changes of the
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flight parameters. The research purpose of this simulator lies in preparing procedures and algorithms for testing pilots featuring different levels of training, fatigue, age, etc., on a certified flight simulator in a long-term perspective.
F( s ) =
Y( s ) X (s)
=K
(T3 s + 1) e −τ s + remnant (T1 s + 1)(T2 s + 1)
function
where: K - amplifications represent a pilot´s habits toward the given type of control. T1 - delayed inertial constant is related to applying learned stereotypes and routine steps. T2 - inertial constant expressing the pilot´s delay caused by his neuromuscular system. T3 - predictive time constant related to a pilot´s level of experience. τ - time constant expressing delayed reaction of a pilot´s brain to a motional and visual perception.
Figure 12. A Detail View of the Tested Pilot's Station The software product generating flight model and flight simulator scenery is X-Plane 10, an engineering instrument designed for modeling and simulating the flight model of aircraft of all categories and design concepts. The X-Plane software includes a separate IOS (Instructor Operator Station) interface, which enables us to specify detailed scenarios for methodical flight training encompassing most of piloting subjects. In such a case, all attributes of the simulator are chosen by an instructor who can in real time transfer into the screen most challenging scenarios, both for beginners and well-trained experienced pilots capable of solving a variety of unpredictable or emergency situations. In contrast to competitors´ products, this software features user friendly storage of flight data in the file, from which the data have subsequently been selected by the authors and imported to MATLAB software to be processed for the following analysis. The simulator tests a pilot´s reaction to an unpredictable situation in flight. Based on this reaction, the stored data were properly analyzed and then processed in order to calculate time constants for the model of a pilot´s behavior that is described by transfer function [13, 18-20]
Remnant function – Non-linearity of the action factor, i.e. influences of non-linear elements (hysteresis, insensitiveness, saturation) added to the linear equation. Having performed experimental measurements on the flight simulator, the authors created a model situation in which a pilot was tasked to respond with a maximum possible precision to a sudden change of altitude and return to the previous flight level. Figure 13 presents one of performed testing measurements. Depicted here is the trajectory of flight altitude (blue curve) depending on movements of the pilot´s control stick (black curve). Upon the influence of turbulence, the pilot suddenly recorded a change of altitude and his task rested in getting the plane back to the previous flight level by moving his control stick. His reactions were exactly evaluated and by means of the created identification algorithm, which is described more in detail in [13, 18], the curve reflecting movements of the control stick was interlaid longitudinally. The model resulted in exact values of time constants for a pilot’s behavior model; see the Table in Figure 13.
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Pilot 1 - Test No. 2
Method
T1 [s] Identification Algorithm 0,059649
Transfer function parameters T2 [s] 0,693
T3 [s] 2,670
τ [s] 0,675
K [-] -2,856
Statistical data σ [-] 0,203
Figure 13. Graphical Depiction of Identifying Parameters of Transfer Function for a Pilot's Behavior Model These testing measurements are used for preparing the methodology of measurement processes, data collection and evaluation to be used in the future on a professional certified flight simulator. Currently the authors are in the stage of finalizing the testing and will further concentrate their efforts on the following application to a certified flight simulator.
GYRO IPT II Spatial Disorientation Flight Simulator at the Institute of Aviation Medicine, Prague The Environmental Tectonics Corporation is a US company that delivered to the Czech Air Force a modern simulation instrument entitled GYRO ITP II in Figure 14 which is run by the Institute of Aviation Medicine, Prague, as the only device of its kind in the Czech Republic. The device enables its users to apply most advanced methods of training, including reactions to spatial disorientation and other complicated situations. Examples of illusions and unusual feelings in flight evoked on the simulator with 4 degrees of freedom (DOF) of movement illustrate typical situations of human “failure” in spatial orientation in flight. The purpose is to familiarize a pilot (student) with symptoms and consequences of some illusions (somytogyral, somytogravic, Coriolis acceleration, etc.) and fix the habits and procedures to get over them.
Figure 14. GYRO IPT II Spatial Disorientation Flight Simulator [21] The newly established cooperation with the Institute of Aviation Medicine offers us to perform a number of experiments aimed at creating a new training method called “demonstration of flight illusions and unusual feelings experienced by pilots (students) with use of a specific disorientation simulator.” By putting this measure into action we would imprint to pilot´s mind, already at the beginning of their training and career, the procedures needed for controlling illusions in flight and thus enhance flight safety in the conditions of the Czech Air Force. The simulator also monitors and evaluates systems designed for medical and scientific research focused on analyzing human physiological characteristics in responding to illusions in flight.
Conclusions The paper describes contemporary simulation technologies being used in training of pilots and other aviation specialists not only in the airbases, but also at the UoD Aviation Simulation Center. The aviation simulation centre is specifically designed for light single-seat tactical airplanes capable of being adapted to training missions, thus it enables to carry out an integrated navigation or accomplish tactical missions, all with an easygoing variability resulting from its multi-purpose
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capabilities. Hence it is apparent that the goal of our effort is not to replace the contemporary highly sophisticated professional systems of flight simulators or trainers, but more likely to develop a training instruments that would support our educational and training program for new personnel in the Czech Air Force and acquaint them with a range of topics related to air navigation, aviation phraseology, or ATC. These functions, which in practice are often taught away from aircraft and students support communication, navigation and surveillance systems are displayed and used in reality. The objective set by the authors is to create a technical flight simulator encompassing educational and training methods to be capable of containing the challenges of practical training for the students of air force specialties, not only pilots but also technical personnel, and familiarize them with the attitudes, limits and activities that are known from practical experience Aviation simulation, as any other process, also has its advantages and drawbacks that must be, especially addressed in connection with human factorss. The main advantages of simulation in aviation training include: • availability – a flight simulator is dependent neither on environmental conditions, e.g. weather, nor availability of aviation assets,
• no stress of danger to life – in a simulated emergency situation we can hardly expect the same level of stress as in a real situation, • predictability – pilots´ ability to anticipate some conditions, situations and emergencies in repeated trainings, • fatigue – short flight cycles are incapable of reflecting accurately the effects of fatigue or routine piloting (decreased attention) on a crew. Since the advantages, in the perspective of aviation training, prevail over the drawbacks, the importance of simulated air training of future military pilots will be growing on. The University of Defence is aware of this trend and responds to it by building its Aviation Simulation Center and development of new methodologies for basic aviation training with use of available simulation technologies.
References [1] Czech Military Regulation Let-3-10: Training of Executive Military Pilots and Military Service Personnel, Czech Ministry of Defence, 2010. [2] Soucek, Tomas, 2012, Taktické simulační centrum in Czech, Article in Letectví a Kosmonautika. [3] Aviation Regulation JAR STD 1A, Joint Aviation Authorities (JAA), 2003.
• repeatability – simulation does not need to go through the complete course of flight, but enables to repeat only its part (e.g. landing),
[4] Aviation Regulation JAR STD 3A, Joint Aviation Authorities (JAA), 1998. [5] Moore, Kevin, 2008, A Brief History of Aircraft Flight Simulation [online] http://homepage.ntlworld.com/bleep/SimHist1.html
• absence of life danger – feasibility of practicing all conceivable situations, including emergencies, without exposing a crew to life danger or risk of losing a plane,
[6] Page, Ray, 2000, Brief History of Flight Simulation, SimTecT.
• operating costs – in comparison with a real airplane, operating costs of a flight simulator are considerably lower. Main drawbacks of simulation in aviation training:
[7] Leuchter, Jan; Bauer, Pavol, 2011, High-Speed Generator - Converter Set for Auxiliary Power Units, In 30th Digital Avionics Systems Conference (DASC), Seattle, USA. [8] Hancar, Miroslav, 2015, [online],
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http://l39.cz/ENG_homepage/index_ENG.html [9] Allerton, David, 2010, The Impact of Flight Simulation in Aerospace. Aeronautical Journal [online]. pp. 747-756 [10] Allerton, David, 2009, Principles of Flight Simulation, A John Wiley and Sons, Ltd., Publication [11] Blasch, E., Paces, P., Leuchter, J., 2014, “Pilot Timeliness of Safety Decisions Using Information Situation Awareness,” IEEE/AIAA Digital Avionics Systems Conf. [12] Rehmann, Albert, 1995, Handbook of Flight Simulation Fidelity Requirements for Human Factors Research. [13] Boril, Jan; Jalovecky, Rudolf, 2012, Experimental Identification of Pilot Response Using Measured Data from a Flight Simulator. In: Artificial Intelligence Applications and Innovations. Heidelberg: Springer, pp. 126-135. [14] Jancev, Radoslav, 2006, Lidé kolem simulátoru L-159 in Czech, http://www.afbcaslav.cz/index.php/o-nas/lidekolem/345-lide-kolem-simulatoru-l-159 [15] LOM PRAHA, 2015, Simulation Centre [online] http://www.lompraha.cz/en/simulation-centre [16] TSC - Air Force. VR Group [online]. 2014 http://www.vrg.cz/index.php/products-solutions/airforce/tactical-simulators/item/5-tsc-air-force
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Acknowledgements This paper was written within the Development Organization Project of UoD K-205, K-207.
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[17] Borůvka, Michael, Gamba, Ivo, 2012, Uživatelský manuál pro základní obsluhu výukově simulačního nástroje. In Czech, Zpráva VR Group, a.s. č. 04/11/01/19/OU, Brno.
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34th Digital Avionics Systems Conference September 13-17, 2015
