Computer-Assisted Instruction

AD-AI07 000 F/G 5/9 LOGICON INC SAN DIEGO CA TACTICAL AND TRAINING SYSTE-ETC ORDINAL SYLLABUS FOR AIR INTERCEPT CONTROLLER PROTOTYPE TRAININ--ETC(U) SEP A1 M W GRADY R HALLEY, L H NOWELL N61339-78-C-O182 NL NAVTRAEQUIPC-7T-C-OIt2-3 8641-AO06 -E h///El//E EEEIIEEEEIIEI IIIIIIIIIEEEI IIIIEIIIIIEIIE IIIIIIIEEEIII IEIIIIIIEIIII EIIIIIIIIIIIII UNCLASSIFIED 6A -. ~. 4 .m T 'I- ( for Air zInteept control ler~ Prototype TWa~n~g Systom. S-C ?AvrU~~I ,~ 182-3______________ Post~ 801 Offic Micael Di..A&y CaiOrul Naval 92136 'a~e, Training Equipment orland@, Florida WN* TMM Awsi~ 410IRM aryaR. 6133-P3 Center - __________________ 3.2613 146 of" a~ Auwww~e0wm OM O..iMeOA em.. Vo. aMINTIOm CLAW (0 We. Ofte. L-nclasaifLe Approved for pub".c release; listribu~tion inliated. 's Q *Gibbs camooft inein .e '096"@e.1 mos d #VOM'4, Orin ~e voize -echnical Advisory Gro~ (VThG) ArIntercept Controller (AIC) Computer Assisted Instruction .)rdinal Syllabus s 9oseca Reco nfl. GO is A' c9 Caiw! m "d m55* e .4W ofwne apot* "9 We" an report presents rthe Ordinal Syllabus for the Air Intercept Controller Pitotype tialining system coursw~are. The instructional sequence for the Associated courseware is identified in 4etail at the lesson level. behavioral obectivee, (from the Behavioral Objective@ Reor~t, SAVTIAUQUPCU 'S-018-I.and )blectives Nierarchy, ?ATUAQUIPC3P 7-C-0182-2).,'end of -:urse standards, nowv ocabulary and now N4aval Tactical Data System (MM!D) functions also are li~sted. Additionally, the syllabus 4evelopment proea mlh.. LisAocumnted. DO ?' 1472k - .065 01 31VO-G I Ogie.4vt A AMC-UME.-APIC 'Iomof AM A ) //gp - 1141 '11 IWO; U 76-C-0182-3 nAMANAVZh*IQ FORWEORD Controller Prototype Training -)The Ordinal Syllabus for the Air Intercept of System presents training tasks to be addressed in the ordered Sequefnoe Whemrea traLning wat. the instructional flow for the automated adaptive ObjeotiveO Hieraroby were Job task the preceding Behavioral Objeotives and for the Ar IWAPOt O l' 011r, oriented, in order to identify req istte skills instruction to be ao@mplishd of the sequence the Ordinal SyaUam am addreea skills vhich will pWrlpr* the develop to in the cassroom and laboratory aircraft. Struoturing the instrutionasl the &IC trainee for control of live progressive levels of skills deveopet. flow places leeona within anita of with introduotion to the tra/nng development The sequencing integrates skills . Inanoement Consle. system and application of skills on the Training the assistance rendered Once again it is appropriate to acknowledge Combat Training Center, Pacific, as by the coemmand and staff of the Fleet Their advice and recmmendations, We continue to draw apon their expertise. effective system. an of nave been essential in the development A ccession For NTIS GFl DTIC TA1 " jw.tL. ,'.' I , . , RE: Classified Reference, Distribution Unlimited No change in distribution statement per Mr. Palosarri, NTEC/N423 , ~ ~ /1/ ~t ~ 1 . ,t Ditr ~ i Ai I, is I i.t.,.6.-.me n/ - 4 NAVTRARQUIPMC 76-1 82-3 TABLE OF CONTUTS Smam I II III IV V WI VII Vill Ix I X1 Introdu~ctiont .. .. The Ordinal Syllabum The Syllabu .. .. .. .... Design Process Sequence . .. .. . .... .. 6 ...... 11 .................... Level 1 - Iatroduotioa to the Training Sysem . Level 2 - Mao Skills . . . . . . . . . . . . Level 3 - Simple Air Intercept Control . . . . . . .. . .. Level 6 -Rendezvous . . . References . . . . . . .. Bibliography . . . . . . . . . . APPENDIX A - ACE Training Requirments APPENDIX B - New Objectives 23 . 0 . . . . . . . . .. . . . . . . 36 . 37 . . . . ........ 39 ..................... . 57 APPENDIX C -Rmediation Pathways . . . . . . . . . . . . . . 61 APPENDIX D - Leaon Outlines ... ................ 65 Objectives Hierarchy 3/4 -" 30 33 . APPENDIX E - Related Objectives from the Behavioral - 26 28 ........ . . . . . . .. . 13 19 ...... .......... * . . . o . . . . . . . . .. -u. . 16 Level 7 - Problems Encountered in Air Intercept Control Level 8 -rainin Set . . . . . .. Level 4 - Hostile Aircraft Complications ...... Level 5 - Multiple Friendly Aircraft . .-- -:----------...... . . . . . . . . . . . . . .11 NAvTRtQUIPCRN 78-C-0 162-3 SrCTION I INTRODICTZON The Ordinal Syllabus Report document& the third step in the oourtmware develoment prooees for the Air Intercept Controller (AIC) Ipnerlmental Prototype Training System. This report provides a different and oompl tary prspeotive of the training task than that of either the Behavioral Objectives Report or the Objectives Hierarchy Report. Whereas these earlier reports oaoemwtrated on presenting the training tasks within the context of the AIC's job, the Syllabus presents the training tasks in the context of the instruotional flow of the basic AIC course. This report vll provide the important gross structure for the coursevare development process. Imediately acoruing from the efforts leading to this Ordinal Syllabus will be (1) development of the performance measurement variables, (2) course pretest materials, and (3) topic post-test materials. Subsequently developed will be a more detailed (1) instruotional management flowchart shoving the instruotional pathways and (2) descriptions of the enabling objectives and types of learning associated with each instructional topic. tI [' 5 - ~ -- ---- - -- MAVTRAtQUMP=U 76-C,-010-3 SECTIO THE ORDINAL SILLABU PuRpO U1 ESIGN 2O=3 AND FNCTICl As discussed in the introduction to this report, the Ordinal Syllabus hs great importance as a baseline document for establishing the identity of the overall instructional model and the flaw of the iastruotloml content of the course. Therefore, the first step in the development process was one of precisely defining the purpose and function of the report. The purpose of deriving the Ordinal Syllabus is to drive the delineation process in at least three areas of training system design. First, it provides impetus for identifying instructional sequencing down to the topic level for aourasare development. Second, the syllabus completion requires identification of learning objectives and end-of-ourus standard for ae in develoopmot of test materials and in identification of performance measumeent variables. Third, oonsidering the automated speech aspects of the system, syllabus development provides the first vehicle for oareful incorporation of speech technology requirements into the instructional design of the system. The function of the Ordinal Syllabus Report is to provide a means for establishing common understandings of the processes and results of the syllabus derivation. This document provides a baseline for further development of the training system. It is especially useful in this regard for the software and hardware specialists who must provide the Intrioae fipport systems required. The syllabus also provides documentation for understanding and comment by the Scientific Officer and (where appropriate) the education/training occumity. NEEDS ASSESSMIET With the purpose and function of the repo-t delineated, the next step in the process was a reassessment of the need: hat impact the courseware development. There are at least four sources of needs/constraints that affect the texture of the courseware. These are (1) the learner, (2) the training model, (3) the school, and (4) the contractor. For the learner, the needs assessment identified four areas of concern. Two concern areas are associated with the present training system. First, the prerequisite skills are relatively undefined. This is a problem because a pretest must be devised to determine if the learners have mastered those yet undefined prerequisite skills. Second, the postgraduate skills are those of directing live aircraft in a training environment. This environment is different than the real tactical environment and requires special training during the synthetic portion of this course. One other concern area also Involves special training for the learner. There are special problems involved with learner acceptance and use of systems with automated speech functions. The learner must be carefully trained to establish rapport with the system and to provide usable voice recognition data. The learner must also be trained to use the capabilities of the entire adaptive training console during his - -i NAVTRAEQUIPCEN 78-C-0182-3 instruction. The final learner concern is one of motivation. Since there is little external (job, peer group, status, eta.) motivation for the learner, his oontinuing involvement with the instruction int be enhanced by its relevance, logical flow, and built-in attractiveness. The needs assessment of the training model identified three areas which require detailed analysis. These are the Identification of comprehensive inatructional strategies, the types of learnin involved, and specific performance measurement variables for measuring inst.'uational success. Assessing the needs of the school reveals two sources of concern. The system must meet the approval of the AIC instructor staff. Their attitudes toward the system can have a great impact on its effectiveness. Moreover, the prototype training system must fit into the present training currioulum. The school is still responsible for the successful training of the personnel assigned there. The experimental aspects of the system suggest, indeed require, special approaches to the instruction that might not otherwise be utilized. This is especially true in respect to experimentation in the area of automated speech technologies. An assessment of the contractor's needs shows that most of the needs center around contract allocated resources and requirements. The limits on time,definition skill/hours available, resource careful ongoing of the scope of and the trainingdollars system require so as ato very be able to provide a feasible total instructional and experime:tal training system. j CONTENT SCOPE DELIMITATION With the needs assessment completed, the next step in the syllabus development process was an identification of the instructional content scope at the topic level. This process started with a complete listing of AIC job tasks derived from available task listing resources. Next, these tasks were scrutinized and weighted according to their criticality with respect to controlling live aircraft in either the tactical or training environments. The decision on whether to include task topics into the Air Control Exerciser (ACE) training curriculum was based on a pragmatic set of three criteria: a. Is the task critical for controlling live aircraft? b. Is the task required in the contract? c. Is the task presently taught by the AIC school at the Fleet Combat Training Center, Pacific, (FLECOMBATRACMPAC) San Diego? If a task met the first criterion it was included in the curriculum and will be accorded a full blown instructional handling. If a task met either the second or third criterion it was included in the curriculum but may be given either the full instructional development or may be presented on an "exposure" basis. For a listing 7 of the tasks and the categories to NAVTRAEQUZPCEN 78-C-0182-3 which they were assigned, refer to A,,R Tismflnh ASD-79-186, attached as Appendix A). flouI'emnta (Logicon Memo SYLLABUS STRUCTURE DESIGN With the content scope delineated, the chosen instructional topics were sorted according to the overall instructional/training model. The topics were categorized according to learning type, difficulty, and natural relationships. At the same time a consensus was reached concerning the method to be used for structuring the syllabus. Several different methods were offered for discussion and were compared to the need to present instruction that was relevant, interesting, and most instructionaLly sound according to prinaples of training technology. The method decided upon was a simple instructional system development (ISD) derivative which begins by presenting the simplest, most basic skills and concepts (of air intercept control) for mastery and then builds layer upon layer of complexity and complication until the learner has mastered the entire mary faceted job (of air intercept control). 1 Before any instruction about the job of the AIC can occur the student must be introduced to the job he's being trained to do, the system on which he's working, and the intricacies of working with speech recognition and understanding. Once those topics have been introduced, the learner can be advanced to the instruction dealing with becoamin a qualified AIC. The AIC must learn to control aircraft in two different environments. The first environment is the tactical arena. Here the AIC must provide the CAP with information for getting to station, making an intercept, avoiding collisions with other aircraft, making rendezvous, and making intercepts on potentially hostile aircraft and missiles. The second environment is the airarew training environment. Here the AIC is responsible for supplying information to the aircrews that assist them In getting to the operations area, getting proper separation distance and target aspect angles, keeping them in the boundaries of the area, helping to avoid collisions, and making pseudo intercepts. Since the second environment includes many aspects of the first, it seemed obvious to teach the student AIC to master the skills of the tactical environment first. The first skill that is taught to the candidate AIC is how to set up the console. By teaching this first the AIC gets a chance to experience the similarities between this Naval Tactical Data System (NTDS) console simulation and the console with which he is familiar. Once this is mastered the student is ready to do his first work with radar returns and NTDS symbols. 1 Tntprnprwia. Praeadui'o f' Tnntiuational Svotrns Dlvelonment; U.S. Army Transportation School, Ft. Eustis, Va.; August 1975. ~8 14 Vols.; NAVTRAEQUIPCEN 78-C-01 82-3 The most basic radar scope skill is tracking. This skill is taught next so the learner can master it well enough to make it a nearly automatic task. Next, the basic skills for getting the Combat Air Patrol (CAP) to station are taught. These include direction advisories, engaging the CAP to station, bearing and range information, and the "on station" call. Once the AIC can get the CAP on station, the skills for initiating the intercept are taught. These skills are similar to getting the CAP to station except that now the target is moving. These include direction advisories, engaging the CAP to the bogey, bearing and range calls, and bogey track and ground speed calls. These most basic station and bogey skills are emphasized at this point in the curriculum to make them also almost automatic. After the basic skills for getting to station and intercepting the bogey are mastered, additional associated skills are added to the skill burden. Such things as SWC and CAP check in communications, state and status reports, bogey altitude and composition calls, and breakaway and engagement results reports must be integrated so they can be done in the same time frame as the skills mastered earlier. Once the skills associated with the straightforward single CAP, single bogey intercept are mastered, further complications are added. The learner is taught to deal with bogeys that can make evasive maneuvers, bogeys that shoot missiles, and multiple bogey raids. As these skills are learned, the learner has mastered all the skills strictly associated with the tactical environment intercept. At this point in the syllabus the learner's attention is focussed on some has they CAP they more specific skills he is expected to master. The first skill set to do with other assumed friendly aircraft flying in such a way that present a flight safety problem. The learner is taught how to let the know of their presence and how to keep track of them for the CAP until are no longer a problem. The second specific skill set has to do with the rendezvous of two aircraft. When two aircraft must meet up, for fueling or because of equipment problems, there is a specific means for accomplishing that meeting in a safe, cost effective manner. This set of skills is mastered and post-tested at this point in the syllabus. The final sets of AIC skills being taught for the tactical environment concern problems with radar, the NTDS program and aircraft emergencies. After these skill sets are taught, all the skills (except rendezvous) for the tactical environment are post-tested and skill deficiencies are remediated as necessary. Once the student has demonstrated the capacity to handle the simulated tactical environment, the skills associated with aircrew training are introduced. The main new skills are those associated with keeping the aircraft within the boundaries of the operations area, obtaining sufficient separation and proper target aspect angle between the aircraft, and getting the aircraft turned properly for the pseudo intercept. 9 NAVTRAEQUIPCEN 78-C-0182-3 After the last overlay of AIC skills is mastered, the ilarnr is poSt-tested on them. When the learner completes this post test he is finished with the ACE curriculum. The following step in syllabus development was to develop several (four) candidate syllabus outlines. These syllabi were then brought into discussion groups and were each assessed at length for instructionl validity and learner orientation. The primary concerns during these discussions were (1) can the learner learn most effectively from this approach, (2) will this approach help keep the learner motivated to continue, and (3) will this approach complement the capabilities and limitations of the automated speech technologies? An acceptable preliminary syllabus outline was derived from this process. one At this point in the syllabus development sequence there was still This task was to identify and cross reference major task yet to be accomplished. the learning objectives associated with the task topics in the syllabus. In most cases this was a simple relisting of objectives, including their numbers, from the Objectives Hierarchy Report.2 In a few cases, because the level of the learning objective was below the scope of the Objectives Hierarchy, or because the task was specifically associated with the training environment, new objectives had to be written. These new objectives are noted as such in this report, and are included in Appendix B. 2. ObAectivpn Riprarnhv for Air Intpr.net CantrolIr Prota %ysyem. Report NAVTRAZQUIPCEN 78-C-0182-2 (Logicon, Equipment Center, Orlando, Florida; in press. 10 Inc.). Trainini Naval Training 'IAVTRAEQUIPCEN 78-C-0182-3 SECTION III THE SYLLABUS SEQUECE The entire instructional sequence for the prototype training system 'ACE) has been divided into one introduotory level and seven mastery levels These levels have been further subdivided into units and of achievement. lessons. This syllabus shows the sequence and relationship between those components of the instructional flow. The governing concept for the development of this inatruCtional sequence has been to develop a training system which emphasizes the support role of the A.C In providing vital information to the Comoat Air Patrol (CAP) and or Tactical Action Officer (TAO), to the Ship's Weapons Coordinator (SWC) nrI miaimizes the button pushing aspects of the job. In order to have the training sequence reflect the "role rather than equipment* orientation, tne an AIC is and what is the importance of rcie, followed by an introduction o the capabilities of the training introduztion first presents what .i system. Once the learner has 4cquiied this orientation and a facility with the instructional facets of tne Training Enhancement Console (TEC), he moves into the first level of instruction. The Instruction to be pre ented by this training system is designed .o :e competency-based, meaning tnat the learners will have to show a mastery The Df each topic area before being allowed to advance in the syllabus. using, as a basis, eing ir.structed 'ognlt.ve aspects of the AIC's role are concepts 3uggestea by Gagne,3 Bloom, et al.,4 Merrill and Temiymon,5 I .tructional The psychomotor lomain skills instruotion Klanr,o and Freedman, et al.7 Mastery 3 large-y based on ,oncepts suggested by Harrow8 and Bilodeau.9 using criterion referenced test "3t-ct ! cognitive items 'dill be tested Mastery of psychomotor skii! items or combined cognitive/verbal/motor -eMs. - i--i*-ems wlll De tested using performance or performance oriented measurement 'e onnIques. 3. and Robert M. Gagne, Conditions of Learning. 2nd Ed. (New York: Holt, Rinehart 970), ISBI 0-03-080330-6 .iinztun, 2er.a-.mo S. Bloom, et a!., Eds., Taxonomy of Education Obleotivas. a Lwni....ve . David Merrill M. .ffs, 4ew Jersey: --BN :-@"-1 3-093-5 avi and Robert D. Tennyson, Tesnhinu Conoents Educational Technical Publications, (Englewood 1977( LC 76-28182, -3anitive instruction (Hillsdale, New Jersey: <ahr, Ed., 0-679- David McKay Company, Inc., 1956) ISBN 'omain (New York: Lawrence 7r caum Associates, !975) ISBN 0-470-15225-5 "ar'e -Dur-eware, Author Training Course. 8 Vols (San Diego: R. .-eedman, et al., :nz., !97R) Materials developed for defense Advanced Research -.±nt3 Agency under AR?A Order No. 3191, nita McKay . J. Harrow, 7axcnomy ompany, Inc., 1972) ZC Edward A. 21ilodeau, 7 Ed., of 4-18 Contract No. MDA 903-76-C-0216 the Psychomotor 5 13 6, Principles Domain (New York: David ISBN 0-679-30212-3 of Skill Aousition (New York: -cademic ?-ess, !969) LC 68-6 43 4, ISBN 0-12-099140-3 . . .... -.III i I " | ... . . . . .... . .... . . . ' NAVTRAEQUIPCEN 78-C-0182-3 The instruction presented by this system is also being designed to include aspects of adaptive training and generic training. The adaptive training is being addressed by a preassessment of typical learner problems with learning the AIC role. Careful design of instructional and remediatve sequences can then provide a system of instruction which can adapt to different learner and learning styles. The generic training is bein bandled partially overtly and partially covertly. The covert aspect of generio training is provided by the eMphais on the information support role of the AIC rather than the console manipulation skills. This will help orient the learner to the position that he is responsible for getting the vital information in a timely and accurate way, however he can get it. The overt aspect of generic training will be handled through intermittent reminders that the console NTD3 program being used is like just one of many the learner my utilize on the job. wkMnsu In the sections which follow, each level and unit of instruction is discussed in moderate detail. Each particular lesson is described in terms of the instructional topics introduced, course objectives introduced or tested, related AIC task objectives from the Objective Hierarchy Report, and segments used for commented practice remediation. The precise remediation pathway for each of the 84 performance measurement variables being used in the ACE system practice segents is listed here as Appendix C. Briefly, the remediation methodology being used on the ACE system differs depending on the type of instruction being offered. For interactive teaching (IAT) segmerts, the tests and checks of the materials that has just been presented include feedback, retesting, and instructor intervention when the student shows continuing problems with the knowledge or skill being measured. For commented practice (CP) segments, the remediation for failure on the most recently taught information involves going through additional instruction at the IAT level. All skills that have been tested and passed in either a CP or a Free Practice (FP) are subsequently remediated by requiring the .tudent to repeat the CP in which that skill was first tested. Skills that the student is having repeated problems with, or practice exercises where the student fails a large number of skills, are automatically handled by a referral to the human instructor. The remediation methodology being used is described in detail in the Functional Design Report.10 It is important for the reader to understand that it is not the purpose of rlhs report to describe the actual courseware nsoantA of each lesson, but rather to outline the instructional areas of interest at each lesson. Through the courseware materials, the lessons will naturally motivate and smoothly integrate new materials with previously learned materials. The highy structured organization of the instructional system as described in this Syllabus Report will be woven into a cohesive whole when interpreted by the learner through the training system. 10. Funatiana1 Dosian f r Air Intereat Conttrll.r Prototvn. T-aininR Svstam, Report HAVTRAEQUIPCEN 78-C-0182-8 (Logicon, Inc.). Center, Orlando, Florida; in press. 12 Naval Training Equipment NAVTRAIQUIPCU 78-c-O182-3 SECTION IV LEVEL 1 - .iTtoDuCTIOE TO THE TRAINING 313M INTRODUCTION Learners coming into the training environment for aIC skill development will, most likely, have no experience with training systems Incorporating speech recognition and voice generation features. Moreover, they my be coming into training with no real concept of the job they're being trained for and the benefits of this training. The puroses of Level 1 materials are to provide the necessary introductions to the ACE prototype training system, with special attention to speech recognition and voice generation, and to provide the learners with a global concept of the AIC's role and its importance. Proper handling of these introductory materials is vital to the macoeas of this system. It is here in the training that the learner's confidence in the system and acceptance of how it works are developed. This acceptance and confidence, in turn, helps the system to work. UNIT 1 SYSTEM INTRODUCTION This is the first of fOcr units at this level. This unit starts by providing the learner with vital basic information about how to start using this system and what the ACE system can do. Next, the learner is Introduced to the AIC's job. He is told about what an AIC does, how he does it, and what makes the job of the AIC so important. The next set of lessons in this unit gives the learner a mere detailed look at the hardware components of the ACE system. First he is told about the pieces of the Student Station and then is introduced to the Training Enhancement Console (TEC). This unit will consist of six lessons: UNIT 2 1.1 Getting on the System 1.2 Introduction to the Experience Ahead 1.3 Introduction to the Job being Trained 1.4 Introduction to the Pieces of the System 1.5 A Quick Look at the Student Station 1.6 A Quick Look at the Tainng M (TE) PRETEST Unit 2 consists Of the Program Pretest. The pretest is designed to give an indication of the level of preparedness of the AIC School candidates. 13 NAVTRAEQUIPCEN 78-C-0182-3 It has been designed to test the knowledge and motor skill prerequisites for entry into the school. The test L divided into five areas: (1) basic knowledge, (2) responding to Data Readout (DRO) alerts, (3) IT5 symbols, (4) action buttons, and (5) console motor Skills. This unit is comprised of am lessn (test): 1.10 UNIT 3 Program Protest HOW THE INSTRUCTION G09S Unit 3 provides the learner with an introduction to the inmlruetio"l system being used for ACE. The learner is provided with an introduction to the syllabus and the course objectives. The learner Is introdmoed to the Student Guide as a basic reference and information source. Next the learner 13 introduced to the type of instructional seeonts he will enoounter (interactive teaching, practices with freezes, and practices without freezes) during the instruction. Next, a discussion of diagntics, prescriptioa, ad radiation is presented followed by a discussion of the human lostructor0s role. After the learner is introduced to the instructional approacan be is told of some of the special funotion keys available on his keyboard to assist in his work on ACE. These special function keys include the ABORT, HELP, REPLAY, BEASK, CONTINUE, BYE, YES/NO, MMNU, and voice system keys. Unit 3 is made up of two lessons with the following titles: UNIT 4 1.20 How the Instruction Will Proceed 1.21 Introduction (Partial) to the Special Function Keys SPEECH AND ACE Unit 4 is dedicated to providing the learner with a working familiarity with the automated speech components of the ACE system. This unit introduces the concept of automated speech, categorizes it into talking and listening computers, and then provides some indepth background on properly training the computer. The learner is then given a chance to actually train the computer to recognize digits. The patterns for the digits are then used as the bass for Introducing the methodology for test voice recognition (Voice Test) and retraining phrases that are getting poor recognition (Retrain). Following this extended introduction, the learner is given the Opportiunty to train an additional group of basiz phrases (Silver Aawk, Crackerjack, ?ort, Starboard, Vector, Correction, Roger). Then the learner uses those phrases to do voice control of one simulated aircraft in a very simple basic sctnarlo. The final lesson in Level 1 is used to provide a transition for the learner into the remainder of the ACE instructional sequence. -'M NAVIrAIQUIPCU 78-C-018 2-3 Unit 4 ia comprised of 13 1e6oa vItA the follwif4 1.30 Lntrodutlos to Auwtctod Speech 1.31 A Listening and Uderstand"n 1 .32 Demonstration: 1 .33 Training the Syste 1.34 Introduction to the Voice Test F ution 1 .35 D 1 .36 Using Lie Voice Test Function 1.37 Introduction to the letraia Fuanction 1.38 Demonstration: 1.39 gsing the Retrain Function 1.40 Using Voice in L.s Operational Context 1.41 Drivang the CAP Symbol Around 1.42 Transition to Level 2 6MM OUTL.L uotrati: Training te o titles: Computer Computer the Digits Voie Test Retrain AND RELATUD O5JECTIVES .be '@soon outlines for Level 1 are presented in Appendiz D. The related . ,ierarchy are presented in Appendix oOjectives from the wviorl.L Objectives N5 OUWTIAJICUI ?O C 162-3 SCTo V LCM3 2 - A8ZC SKILLS Level 2 materials will iatroduce the learner to the awe 0f-m-aimutal asposts or this Job. The topies covered here Rot only provide the aseAliae tor siAitsesM l earnd about air iatercept coatrol, but ealso reproma bhwi ps whish will eeer egma sad SAOa throu at the instruction. Level 2 eevers raw ad heart Mor"t, t r%" a" uroad ape" repets, end eeat w* In Level 2, these topics are introduoed in a sythetio sid artif eja eavirineat is order to oooentrat on the underlying fuasetio being served as the basic skills being developed. The learners my he inde" previously emvateed or mastered these skills In their lTA school inste'uetion or during o the job training, but the Skills were not learned in the ontext of this particular billet, aad they may have been learned on a different osle configuration. Achieving cretrio mastery of thsea skills dwiag this 1.91 at imtruction vil allow the lerne to practi e them in assoiation with the av role they are tilling and with the now equipment tbey are using. This vLUJ also to to allow them to relegate the mstered skills to a backgound level while cooentrating on accumulating new skills and conoept. later in the instruction. An additional purpose behind introducing these particular topi s in Level 2 as to do with the requirements associated .,1th the speech recogition system. Level 1 provided a brief introduotion to speech reoognition; Level 2 nov beg;Las to apply the recognition features to the AIC training process. The vocabulary introduced here involves frequent transmissions to the CAP who aist, in turn, respond. This training will soot the needs of the system to collect and validate voice reference information for these phrase which will be used constantly througout the training and will meet the needs of Whe learner to develop a confidence that the system is recpizft and rependi to us voioe inputs. LflSOU INDEX Level 2 is amprised of 18 lessons with the following titles: 2.1 Introduction to Level 2 2.2 Advantages of rM 2.3 Tracki4n 2.4 Tracking the CAP (CF) 2.5 Headilng to 3tation 2.6 Bearing and Range to Station (CP) the CAP 16 NAVTrAMUZPCU 78-C-01 62-3 UNIT 1 Bearing and Range to Station (CP) 2.7 Heading, 2.8 Introduction to FP 2.9 2.9 HeadiAg,sBaing and Range to Station (1P) 2.10 Level 2, Unit 2 Introduction 2.11 Vectoring to the Bogey (CP) 2.12 Vectoring to the Bogey (CP) 2.13 Bogey Bearing and Range 2.141 Bogey Bering and Range (CP) 2.15 Bogey Track and Ground Speed 2.16 Bogey Dope (CP) 2.17 Introduction to PP 2.18 2.18 Inroute to Station and Intercept Initiation (FP) CAP TO STATION BASIC SKILLS This unit is comprised of training on ho,, to track the CAP and to get the CAP on station. First the learner Is taught how to track the CAP video. In this system the bogey video is tracked by a simulated tracker, but the learner is responsible for keeping close track of the CAP video and keeping the CAP symbol positioned there. The early emphasis in thi.s unit is on the Importance of accurate tracking. Once the learner masters tracking the CAP symbol, the next instruction concerns directing the CAP to station. This includes engaging the CAP to the CAP station and giving the CAP a directional (heading) suggestion. The A.C student then learns to augment that suggestion with bearing and range calls from the CAP to the station. The emphasis here is on tiamely and wourate tranamiassion of information. UNIT 2 INTISCEPT INITIATION BASIC SKILLS During Unit 1 the learner has been learning how to give bearing and range information from the CAP to a stationary object, the CAP station. Now in Unit 2 the AIC learns how, during intercept initiation, to give dirctioal and bearing and range information to a moving object, a bogey. The learner is taught first how to respond to a SVC engage alert and engge the CAP to the bogey. Then he is taught how to present a directional suggestion followed by bearing and range information. For dealing with the bogey the learner is taught to supplement the bearing and range data with a bogey track and ground speed transmission. Here, again, the emphasis is on accurate and timely tranmissions of infcration. 17 NAVTRAZQUIPCVZ 78-C-0182-3 The final practice f or this level tests the learner on hs skills for etting the CAP to the station and then Setting the interoept initiated, At the conolusion f Level 2, using all the skills presented in Level 2. the practice scenarios will enable the learner to both relay mastery level command heading calls and to properly Integrate those calls with the required position and velocity tranAsmiaaions. tirst At the conclusion of Level 2, the practice scenarios will enable the learner to both replay mastery level command heading calls and to properly integrate those calls with the required position and velocity transmissions. L3309 OUTLINES AND ILATD OBJECTIVES The lesson outlines for Level 2 are presented in Appendix D. The related objectives fro the Bamvicral Objectives Hierarchy are presented in Appendix R. 18 NAVTRAEQUIPCUN 78-C-0182-3 SECTION VI LEVEL 3 - SIMPLE AIR INTERCEPT CONTROL 3TRODUCTION Level 2 of this instructional sequence was designed to provide the lermwith a mastery of the NTDS console skills and radio calls most basic to the AIC's job. With a mastery of those skills the trainee can guide the CAP to a station and to a bogey. Level 2 does not, however, provide the learner with an understanding of the realistic context in which those sklls =ust be exercised. Level 3 materials have a two-fold purpose. First, Level 3 is designed to teach the traine about the context ot the taotioal mission with an emphasis on the intercept phase of the mission. For that reason the instruction in this level proceeds chronologioally from pre-check-in preparation; through check-in, enroute, and stationing; to runout, engagement, and breakaway. These are all major events associated with the AIC's main role: providing support information to the CAP and the TAO/SWC during a tactical air mission. By the end of this unit the learner understands the relationships among these events. The second purpose of this level of instruction is to add a layer of skills to the trainee's revertoire. These skills mostly take the form of proper responses to messages from the CAP and the SVC, and of relaying orders and pertinent information. So as to not overly complicate the training environment, the practice scenarios for this level still Include only the station, the CAP, and one nou-jinking bogey. The trainee's task during this mastery level is to learn when to do which task and what type of information has tranemission priority. At the end of this level the learner will be able to provide basic support information to the CAP and SWC liaison during all the major phases of a CAP's tactical mission. Level 3 has 25 lessons with the following titles: 3.1 Introduction to Level 3, Unit 1 3.2 Enroute to Station Demonstration 3.3 Enroute to Station Challenge 3.4 Console Setup, Part I 3.5 Entering a CAP Symbol 3.6 Aircrew Check-in 3.7 ?reparation/Aircrew Check-in (CP) 3.8 Enroute to Station 19 NAVTRAQUIPCUN UNIT 1 78-C-0182-3 3.9 Enroute to Station (CP) 3.10 Transmitting Bearing and Range to Station and Reporting On Station 3.11 Enroute To/On Station (CP) 3.12 Introduction to FP 3.13 3.13 Preparation/Enroute 3.14 Intercept Initiation Demonstration 3.15 Challenge: 3.16 Runout 3.17 Runout (CP) 3.18 Introduction to FP 3.19 3.19 Runout 'FP) 3.20 Engagement/Breakaway Demonstration 3.21 Engagement/Breakaway Challenge 3.22 Engagement/Breakaway 3.23 Engagement/Breakaway (CP) 3.24 Introduction to FP 3.25 3.25 Engagement/Breakaway (FP) to Station (FP) Runout ENROUTE TO STATION This unit first deals with the tasks the AIC must accomplish to make himself ready to provide useful support information to the TAO/SWC and his assigned CAP(s). In this unit the AIC trainee is first introduced to the steps for gathering the background data concerning the present tactical environment. He can use this information to understand the day's *game plan" for his portion of the tactical arena. Next, the trainee receives instruction on setting up the NTDS console for normal Air Control (AC) mode operation. Finally, he learns how to set in the important parameters associated with the aircraft he will be assisting. Especially important are entering the CAP symbol and selecting and entering the bank angle in anticipation of check-in. The preparation skills are important because they will help the learner better understand how he is assigned a CAP and how that CAP is to be tactically employed. This understanding will make the subsequent check-in procedure contextually easier to comprehend. 20 NAVTRAEQUIPCEK 78-C-0182-3 The instruction next focusses on the skills used when the CAP first checks-in for assiganment as a part of the ship's weapon system. The unit is subdivided into three lessons, each associated with the three principal& involved: the CAP, the NTDS, and the SWC. The learner is first taught to locate his assigned aircraft and establish a communications link via a radio check. He then queries the aircrew to Next, the W= program is updated determine fuel state and weapon status. by associating the (previously entered) CAP symbol to the aircraft video, and updating the state/status information. Finally, the SWC is notified that the CAP is assigned to the ship, with given fuel and weapons. For all instructional tasks in this unit, as for most tasks at this level of achievement, the learner's attention is drawn specifically to the reasoning behind the order in which the tasks are done. The instruction is designed to enhance the decision making process. At this point in the instruction the CAP is checked in but has not been The rest of this unit covers the skills asigned or directed to station. assigned station. At this point, the associated with getting a CAP to its learner gets an excellent chance to apply the tracking and simple vectoring skills learned in Level 2. In addition, however, the learner is introduced to the KM concepts The trainee will learn, for example, of engagement and data link operations. that when his CAP is *engaged" to a point (or other symbol), that his (the trainee's) activities are further simplified by having position data appear on the display next to the engaged CAP symbol. Moreover, information is sent direelty to the aricrew via data link if this sytem is operational. Included in this unit is a general discussion on the content and use of weather reports. This unit finishes the chronological development of intercept control with the CAP arriving at station. The learner is taught the necessary interThe AIC trainee actions between himself and the CAP, the SWC, and the NTD. 1s taught to observe the tactical environment and search for bogey appearances, and to relay this information to the CAP and SWC. UNIT 2 RUKOUT The units handle the transition from one phase (stationing) of the tactical mission to another phase (Intercept) and the runout. This transition is emphasized because it is important that the AIC trainee understand that he cannot engage the CAP to a target until he receives an engagement order from the TAO/SWC. The first new instruction in this unit is composed of relaying Previously learned skills, which are the engagement order from the SWC. reviewed and expanded upon in this unit, are engaging the CAP to target and recomending a heading for nearest collision intercept. The learner has mastered the skills for generating bogey dope and for In this unit he next reviews making the associated transmissionr in Level 2. 21 NAVTRASQUIPCDI 78-C-0182-3 those skills in a more *authentic* env:ironient and adds some comunications, skills. First, he learns to relay SWC termination orders to the CAP; second, he learns to keep the SWC updated on the probability, or rather the nirobebility, of the intercept; and, third, he learns to stop calling bogey dope after a *Judy* or a 6tally hon from the airorew. UNIT 3 ENGAGMDET AND BREAKAWAY The highly synthetic intercepts of Level 2 did not deal with the skills and concepts associated with the engagement phase of the intercept. The learner, who has brought the intercept to this point, is now in a position to better uodastand what happens next. This unit first presents the cowunication to the 3WC notifying him of the engagement and the communication to the CAP each minute about how long the engagement has gone on. As long as there are only tro aircraft in the fight, these are the only engagement skills the AIC needs. There are a number of reasons a CAP would breakaway from an engagement: low fuel state, successful kill, reassignment, etc. Whichever the reason, the AIC must learn to get the CAP out of the engagement and headed somewhere in particular. This involves interactions with the CAP and the rMS program. The AIC aust also keep the SWC apprised of what's going on. The lessons in this unit teaob all of those 1reakaway skills and concludes this level of achievement. LESSON OUTLINES AND RELATED OBJECTIVES The lesson outlines for Level 3 are presented in Appendix D. The related obJectives from the Beavioral Objectives Hierarchy are presented in Appendix I. 22 b NAVTRAEQUIPCEN 78-C-0182-3 SECTION VII LEVEL 4 - HOSTILE AIRCRAFT COMPLICATIONS INTRODUCTION During the two previous levels of achievement, the learner's attention has been focused on mastering the skills associated with providing support data for the CAP and the SWC during a tactical mission. Level 2 illustrates the most basic skills for providing position and velocity data, culminating Level 3 adds a knowledge of the tactical mission in a skeletal intercept. context and skills for providing additional information about the situation. the environment has been severely restricted In both of the previous levels, and Concepts being to focus the learner's attention on the specific skills Level 4 adds another layer of realism to the learner's practice trained. enviroiment by adding a set of complexities associated with hostile aircraft. These complexities involve both a single bogey and a multiple hostile aircraft environment. The single bogey complexities are presented first inasmuch as they are a natural extension of the learner's previous training. In the two previous the learner has dealt with a levels, "dumbn bogey. No matter what happens, Now the learner must deal with a smafrt' that bogey flies a straight path. bogey that can respond to thu threat posed to it by the CAP. The trainee learns the skills required to counter those evasive maneuvers, called "Jinks'. Next, the trainee learns to look for and dete-t additioal bogeys, bogeys which appear from what has been a single radar return. esapecially The trainee learns how to help his CAP by keeping track of the other hostiles that might pose a threat to the CAP. LESSON INDEX Level 4 has 20 lessons with the following titles; 4.1 Introduction to Bogey Jinks 4.2 Detecting and Calling a Jink 4.3 Detecting and Calling a Jink (CP) 4.4 Countering the Bogey Jink 4.5 Detecting and Countering the Bogey Jink (CP) 4.20 Introduction to FP 4.6 4.6 Detecting and Countering Bogey JInks (FP) 4.7 Introduction to Splits 4.8 Detecting and Responding to Splits 23 - - - ...- . - . .. - - - - -- MAYTRAQUIPCEU 78-C-0182-3 UNIT I 4.9 Dealing with the Split 4.10 Dealing with the Split (CP) 4.11 Dealing with the Missile Platform 4.12 Introduction to FP 4.13 4.13 The Whole Split Sequence (FP) 4.14 Composition and Incorrect Contaot Calls 4.15 Bogey Composition 4.16 Incorrect Contact Calls 4.17 Composition and Contact Calls (CP) 4.18 Introduction to FP 4.19 4.19 Multiple Bogeys (FP) BOGEY JINKS The learner's previous experience in this training has been with a bogey that drives straight in. The training has been rt.strioted to that type of bogey so the learner could concentrate on other skills. Mow, with those skills mastered, the trainee is ready to learn how to counter a bogey that can maneuver (jink) to avoid being Okilled*. Before the learner can deal with a bogey jink, however, he must know one when he sees one. This unit, therefore, comences by teaching the trainee to recoidze heading and gmnspeed jinks on the PPI and to make the associated R/T transmission to inform the CAP. Next, since the bogey is going someplace new, the AIC must tell the CAP where and reommend headings to get there. Thus, the trainee now learns to obtain and transmit revised headings and bogey dope. Finally, because the new direction the bogey is going may make it a better target for ship's missile fire rather than the CAP's armament, the trainee is given a brief exposure to CAP/missile coordination. UNIT 2 BOGEY SPLITS This unit deals with new skills and a different enviroment than any the trainee has thus far encountered. Here we add new radar returns for him to deal with. Previously, the learner has only had the CAP and the (single) bogey (and the station) to keep track of. Now he finds out about the problems associated with multiple hostile aircraft. Since the trainee had dealt with a single bogey, bogey splits provide a natural transition from the single hostile to the multiple hostile environment. The trainee learns how to look for and detect new returns and how to Inform 2-4 NAVTRAEQUIPCEN 78-C-01 82-3 The trainee is tte aircrew and the SWC of the new threat. .. dentifying and reporting the priority threat. Once the bogey split skills are mastered, instructed on the learner has acquired the S.L1s prerequiaite to training concerning mass raids, composition, and responding to aircrew requests for bogey dope on other hostiles in the neighborhood. new skills specific to those he rest of" this unit. teaches the learner te topics. UNIT 3 BOGEY COMPOSITION AND CONTACT CALLS The final unit and lesson in this level concerns itself with other skills associated with maultiple hostile aircraft. This includes some specific training on how to call multiple bogies and how to deal with incorrect contact calls. LESSCN OUTLINES AND RELATED OBJECTIVES The lesson outlines for Level 4 are presented in Appendix D. objectives fron the Behavioral Objectives Hierarchy are presented in 25 - - The related Appendix E. NAVTRAEQUIPCEN 78-C-01 82-3 SECTION VIII LEVEL 5 - MULTIPLE FRIENDLY AIRCRAFT INTRODUCTION The inatruction presented in the previous three levels has dealt with a tactical environment where there is only one "good guy", the CAP, and one or more "bad guys". In reality, however, there are likely to be some of each, and the trainee must learn how to know who is who, and how to respond to the presence of additional friendly aircraft. This level of instruction is desigrad to teach the learner the skills for determiaing who are the friendlies and for CAP control in a multi-aircraft environment. Thus, the learner is trained in skills of detecting and reporting other friendly aircraft and the proper responses to their presence in the tactical picture. LESSON INDEX Level 5 is comprised of 11 lessons with the following titles: UNIT 1 5.1 Strangers 5.2 Reporting Strangers 5.3 Initial Strangers Reports (remediation only) 5.4 Stranger Calls (remediation only) 5.5 Stranger Track and Angels 5.6 Stranger Track and Angels (remediation only) 5.7 Stranger Opening/Visual Calls 5.8 Stranger Opening Call (remediation only) 5.9 Strangers (CP) 5.10 Introduction to FP 5.11 5.11 Strangers (FP) STRANGER REPORTS, TRACK AND ANGELS In this unit, training is extended to detecting and reporting unidentified assumed friendlies (strangers) to the CAP. After the strangers or friendlies are detected, the AIC must keep track of them for the CAP and report their ositions (including altitudes) and velocity if they can possibly be a problem to the CAP. This unit presents instruction on those tracking, reporting, and response skills necessary to keep the additional friendly aircraft from being a problem. 26 NAVTRAEQUIPCEN 78-C-0182-3 During this level, the tactical radar/symbology display envirount develops into the more realistic representation of actual conditions. The synth6etic conditions established during Level 3 are now a thing of the past. The AIC trainee is performing all of the skills acquired to date, in highly realistic scenarLos. LESSON OUTLINES AND RELATED OBJECTIVES The lesson outlines for Level 5 are presented in Appendix D. The related objectives frz the Behavioral Objectives Hierarchy are presented in Appendix Z. 27 II NAVTRACZUIPCU 78-C-0182-3 SECTION IX LEM 6 - ZNUDEZVOUS In the previous levels of instruction the learner has dealt with the aspects of the tactical mission through the breakaway and has experienced 3ulti-aircraft environaents. As the CAP breaks away from the mnehomt, he may need to join up with another aircraft for one of several reasons: to face a new threat, to obtain fuel (tanAng), to have another ai raft ThIs level presents protect him because of a debilitating euerjenoy, et. a set of basic join-up skills required for wq sort of rendezvous situation. The only really new skills to be learned at this level are theme associated with the widget. In most cases previously icarner skills will be used in Previously, the learner has given all heeding a slightly different manner. In this and position information from some point of reference to the CAP. level the same type of information is transmitted to a joining aircraft using the CAP as the point of reference. The trainee must learn to use the console to provide him with this basic information from the new point of reference. Tanking is a special case of rendezvousing, and the learner is exposed to the associated skills in a discussion format. LESSON INDEX Level 6 has 13 lessons with the following titlos: 6.1 Introduction to the Rendezvous 6.2 Initial Calculations 6.3 Establish the LSL 6 .4 Turning the MAC onto the LSL 6.5 Turning the MAC onto the LSL (CP) 6.6 Transmissions Befor 6.7 Getting the Aircraft to the Rendezvous Turn 6.8 Turning the MAC for the Rendezvous 6.9 Transm.ssions to Complete the Rendezvous 6.10 Making the Turn for Rendezvous, I (CP) 6.11 Making the Turn for Rendezvous, II 6.12 Repeat Rendezvous Demo 6.13 Performing the Rendezvous (FP) the Rendezvous Turn 28 (CP) NAYTRAZQUIPCIN 78-C-01 82-3 UM3ON 0UThL4N3 AND RELATID OIJECTIM1 The losmn oui~nes tar Level 6 we Prente4 LA APPendIX D. Tbe related objectiYes fras the Behaioral Objectives lieraraby ame presed in APPendiX 2. 29 NAVTRAZQUIPCUM 78-C-o1 a-3 SECTION x LEVE 7 - PROBEM ECONTRM13 IN AIR INUCZPT CONTROL T]ITlODUCTIOM Previous levels of instruction have all dealt with normal, positive aspects of providing support information during a tactical air mission. This level presents training on the skills required when omething 800 wrong or problems crop up. The types of problems have been rou4 y categorized into emqumi and mission problems. Equiment problems include radar fades (in Losing the NTDS program, and electronic countermeasures (jinag). problems include surface to air misele warnings and emergencies. PWA the dark), Kissi n This instruction Ls presented at this point in the training sequence required because the loans has mastered all of the tactical environment skis of him if nothing pea wrong. He is now, with his confidence in is ompeteoe, more capable of adding the stresses and frustrations associated with problems. ie is also aoe capable of understanding the ramifications of thooe problems. LESSON INDEX '.evel 7 has 22 lessons with the following titles: 7.1 Introduction to Radar Fades 7.2 Calls Used with Radar Fades 7.3 After "In the Dark" Calls 7.4 Radar Fades (CP) 7.5 Introduction to FP 7.6 Radar Fades (FP) 7.7 Introduction to VTDS Failure 7.8 Responding to VTDS Failures 7.9 NDS Down: Bearing and Range 7.10 NTDS Down: Bearing and Range (CP) 7.11 Dead Reckoning 7.12 NTDS Down (CP) 7.13 introduction to FP 7.14 7.6 30 MEL NAVTRAEQUIPCEK 78-C-0182-3 UNIT 1 7.14 NTDS Down (FP) 7.15 Introduction to Emergencies 7.16 Detecting Emergencies 7.17 Assisting the Aircrew During an Emergency 7.18 Emergency (CP) 7.19 Introduction to FP 7.20 7.20 Emergency (FP) 7.73 Tactical Environment (I) (FP) 7.74 Tactical Environment (II) (FP) RADAR FADES This unit is designed to teach the learner what radar fades look like and what to do when they happen. The trainee is further instructed on using 1FF equipment Lo help him wit. his tracking and learns the rules associated with making "in the dark" calls to the CAP. UNIT 2 NTDS PROGRAM FAILURE In this unit the learner can harken back to the training he reoeived at the very beginning of Level 2. There he learned to do his tracking and estimating of bogey dope himself, with no help from the system. In this unit he will review those skills, but first he will learn how to readjust the NTDS console for operation in the casualty mode. UNIT 3 EMERGENCIES The things an AIC does to deal with an emergency are fairly simple. Within the ACE training environment, he relays the emergency status to the SWC and, depending on whether the aircraft is still airborne, keeps track of the aircraft. Comunications with search and rescue units will be discussed, but not simulated. The AIC will, however, be asked to plot the A/C location at the time the beeper on guard goes off. The problems for the AIC are recognizing that an emergency is occurring, i.dentifying precisely what kind of an emergency it is, and staying calm. Tor that reason this unit starts with a discussion of the types of emergencies nd how to detect and identify them. This is followed by instruction on using the radio or Information Friend or Foe (IFF) to recognize specific common emergencies. Once the learner has mastered the emergency detection 3kills, the instruction continues on to the associated communication and console skills. 31 NATTRAZQUIPCEN T8-C-al 82-3 LESSON OUTLINES AND RELATED OBJECTIVES The lesson outlines for Level T are presented in Appendix D. The related objectives from the Bebavicral Objectives Hierarchy are presented in Appendix Z. 32 Oh NAVTRAEQUIPCEN 78-C-0182-3 SECTION X1 LEVEL 8 - TRAINING SET-UPS ZNTRODUCTION The previous levels of instruction have been training the learners for coping with the real tactical environment. This level provides training for the "livew training that happens next at LIC School. During Olives* the trainee will be asked to provide support to F-4 and P-1 aircrews. It is the trainee's role to set up interaoepts for practicing airorews and then provide support to the aircraft which has been designated as the CAP. In this Way one event can provide training for persons doing two different jobs. Unfortunately, setting up the intercept involves hIC skill3 which are never used outside the training environment and means utilizing the NTD3 system in a way for which it was not intended, to pt r, position, and velocity data for both partiQipating aircraft. This level Of instruction presents those skills specific to the task of setting up intercepts to the training environment. It is placed here in the syllabus because (I) the learner will have mastered all the skills relevant to the tactical environment and is less likely to be confused by these new non-tactical skills; and (2) the very next training he will do Will use these specific skills. The instruction covers getting everything ready for the training, getting the aircraft separated properly for their practice, turning the two aircraft toward each other, and providing support information to the designated CAP. LESSON INDEX Level 8 has 22 lessons with the following titles: 8.1 Introduction to Setups and Area Control 8.2 Intercepts Part 1, Head On Intercepts 8.3 Intercept, Part 1 (CP) 8.4 Intercepts, Part 2 - Equal Distance Runout and Getting Out of Holes 8.5 Enroute to the Area 8.6 Aircrew Checkin 6.7 Lost Communications 8.8 Detach the Winpan 8.9 Intercept, Part 2 (CP) 33 I ,1 . .. . . . . . .. . . . . ... . . 11 - l lll il , T. . . . n " NAVTRABQUZPCUI 78-C-0182-3 8.10 From Preparation to Judy (FP) 8.11 Super Setups: Adjusting Aspect Angle (TMA) 8.12 Super Setups: Adjusting TAA and Separation (CP) 8.13 Running Super Setups, Set 1 (FP) 8.1 Running Super Setups, Set 2 (FP) 8.15 Running Super Setups, Set I (FP) 8.16 Running Super Setups, Set 2 (FP) 8.17 Running Super Setups, Set 3 (FP) 8.18 Running Super Setups, Set 4 (FP) 8.19 Running Super Setups, Set 5 (FP) and Separation 8.20 Running Super Setups, Set 6 (FP) UNIT I 8.21 Running Super Setups, Set 7 (FP) 8.65 End of Course Summary INTRODUCTION TO HEAD-ON INTERCEPT SETUPS AND TAIL-TO-TAIL BREAKAAY READINGS This unit concentrates on the skills associated with the operating area. This means teaching the concepts of area control and the new skills associated with getting the required separation and aspect angle for running the mock intarept. These skll are taugt first because they are most closely associated with the student AIC's previous skill development. UNIT 2 HEAD-ON INTERCEPTS FROM PREPRARATION TO JUDr This unit deals with the skills associated with getting the two participatimg arcraft to the operating area and getting then detached for the initial setup. The skills being taught include vectoring to the center of the area, getting state reports, establishing lost communications protocol, and detaching the winaon. UNIT 3 SUPER SETUPS, ADJUSTING TM AMD SEPARATION There are quite a variety of setups the student will have to accomplish. Th1s unit teacaes the student how to vary the separation and aspect angle as required. These are the last Skills taught in this syllabus. 34 NAVTRAEQUIPCEN 78-C-0182-3 UNIT 4 SUPER SETUPS (HIGHER STANDARDS) Since the student's next two to three weeks of training will be comprised of doing setups in a live environment, this last unit gives his a chance to practice in an increasingly more demanding training environment. The standards for passing and the aircraft model proficiencies are modified to make successive practice sets increasingly difficult. LESSON OUTLINES AND RELATED OBJECTIVES The lesson outlines for Level 8 are presented in Appendix D. The related objectives frcm the Behaviorl Objectives Hierarchy are presented in Appendix 35 -- OIL Z. NAVTRAEQUIPCEN 78-C-01 82-3 REFERENCES 1. Tnterservice Proeedure foTnatructional.SsrnDvlnet 4 Vol&., U.S. Army Transportation School, Ft. Eustis, Va., August 1975 2. Hirroy Obetio r Air IterentC trle Prott11. I T1121-1=A =Ua Report NATTRAEQIYIPCEN 78-C-0182-2 (Logicon, Inc.), Naval Training Equipment Center, Orlando, Florida, in press. 3. Robert M. Gagne, CnItin of 0 and Winston, 1970), ISBN 0-03-080330-6 J4. Benjamin S. Bloom, et al., Eds., Txnm fFusinlOloie. Handbook I~ CoQgnitive Domain, (Now York: David McKay Company, Inc., 1956) ISBN 0-679-30211-5 5. M. David Merrill and Robert D. Tennyson, Teaching Conoents (Englewood Cliffs, New Jersey: Educational Technical Publications, 1977) LC 76-28182, ISBN 0-87778-093-5 6. David Klahr, Ed., Cgiientrtin(Hillsdale, Now Jersey: Erlbaum Associates, 1976) ISBN 0-3470-15225-5 7. Cao 8. Anita J. Harrow, Taxonomy of the Psychomotor Doain (New York: McKay Company, Inc., 1972) LC 74-185136, ISBN 0-679-30212-3 .Freedman, et al., Ato (Now York: n -erig rii Holt, Rinehart Cose8 V01s (San Diego: Courseware, Inc., 1978) Materials developed for defense Advance Research Projects Agency under ARPA Order No. 3191, Contract No. IIDA 903-76-C-0216 j. Edward A. 31lodeau, Ed., Pinoi aeof Aki11_Aonuiuition Academic Press, 1969) LC 68-8434, ISBN 0-12-099140O-3 10. Lawrence Tuflctional esign for Air Intercett Controller PotvaTrain Report NAVTRAEQUIPCEN 78-C-0182-8 (Logicon, Center, Orlando, Florida, in press 36 Inc.). David (New York: ytm Naval Training Equiet NAVTRAEQUIPCEN 78-C-0182 3 BIBLIOGRAPHY Refined AIC Job Task Inventory. Enclosure (1) to Commander Training Command, U.S. Pacific Fleet, letter serial 2834, December 19, 1975, COMTRAPAC, San Diego, CA. Air Intercet Controller Traininu Course. Student Notebok ard Hanou Materal.R January 1979, Fleet Combat Training Center, Pacific, San Diego, CA. Curriulum Outline for_ Lir Interceot Controller - Booie - KT=, Course K-221-O017, March 1977, Commander Training Command, U.S. Pacific Fleet, San Diego, CA. Grady, M.W.; Hicklin, M.B.; Miller, R.B.; Air Intercept Controller Traonln; A Prelminarv Review. Orlando, FL. 1977. Technical Report NAVTRAEQUIPCEN 77-M-1058-1. June JOCM Green, B. , "Oneration Specialists." Surface Warfare Magazine, 2, No. 8, (November 1977), pp. 12-20. 3ystem CDeration's Manual (Proposed) for Naval Tactical Data Svst Model TV Phase 0 (Pacific). Section 1V-F. Air Controller (Confidential), September 18, 1978, Fleet Combat Direction Systems Support Activity, San Diego, CA. Halley, R.; Hooks, J.T. Jr.; Lankford, H.; Nowell, L.H.; Behavioral Obientives Report NAV for Air Interteot Controller Prototype Training Syste. 78-C-0182-1. In press. Orlando, FL. 37/38 -b - - 78-C-0182-3 NAVTRAEQUIPCEN APPENDIX A ACE TRAINING REQUIRIREMETS INTEROFFICE CORRESPON TO: AZC NOteooOk, DATE: Karcb i5, Section 2 Mi. W. G;rady *V+NO: FROM: SUB.JECT: M Trainng TUIS M RIVSUS TU, 00 CE .979 ASD-79-1.S4 Of ASID-T9-153) (&*Vision DISTRIBUTION: AIC Proj}ect Stafft Mu PUBSISM 3/5/79 This mo estaliss the task areas to be addressed by the AIC t periametal Prototype Traininq System (ACE). The content of this memo was derived after: 1. Objectives Report 2. 3. oob of the AIC, based on Appendix A of and some notea by Larry Nowel. Reviewing the entire Reviewinq the "termlnal learninq objectives in 77-1-lOSS-1. nr.;n - discin zzcon l5., (oe, DLiscussions wit r 6. Reviewing the negotiatsPed AIC oonra. 7. fe, of the AIC course described tot exaple, 4. for examle, the Sehavioral AS.-79-067). AD-79-L23). iscussions with Robert Breaux. The followinq paqes pesent four task aeas for wnich we will and will not produce instructional material. Cateqory A TaaKS include those items for which we will pcvide: " computer anaed instruction via CIrs, printer, audio/visual media, computer generated speech. etc. " objective performance measurement " automated evaluation, " :olevant aircr.ft/a1rcrew, e special diagnosis and cadar, feedback TDfS. IFF, etc. simulations traininq console instructional aids The 1ntentin is to provide intensive instruction and practice opportunities to the student -or Cateory A TaSKS. 39 NAVTRAEQUIPCEN 78-C-0182-3 A=Z Notebook, section 2 4RAi 14. 1979 7 &MS~ 9-186 pace Category A Tasks will, utillse the systan' a capabilities to Provide Zaterective Teaching Comented Practice. and rree Practice (c.f. A50-79-LJS and, ago-79117). Category a TABUs will also be presented to the suet us.gthe staints car rOvide Permhe syse will WKt. however, peintet, and Aedio/YIsQai Wedia. forence Mamusant * afIm~tic. speec technology, etc. noe intent bere is to *QP a*. the stuent to Category a Tasks.* rather then WWeIde fully am*ometed. intensive training. As such, only a subset of Zuteractive Teaching will be Used. with no Coneated or Free Practice runs. The extent of the exosure Or teaching Will be based u1pon or best jUdgont of instructional, importance traded-off agaiast resources available to the coursewere staff. Waoked at another way,* CateOWWy 3 Tasks will be Presented in raJlati'vely traditional forests. Theme will nt add to the expeinental, PAD aspects of the prototype sysem. Rather. they are included to this systea for the educational beefit of those Students 'it. will be exposed to this (prisarily) reearchoriented systaft. vis-a-vis students 'it. go through the conventional synthetics portion of the AZC ourse. Category C Tasks will not be addressed by the esPeraintal prototype trainin sytM. ftfortuataLy. however, these tasks are considered imprtant (by .ogicon) in term of improvin upon the total- instructional preentations given to the AZC trainee. Onr specifically, exposure to these tasks would provide VA. stUdent 'ittA a sore coulets and Cohesive picture of his job as an AXC in the fleet. Nverthales these tasks are not within the previously contracted scope of this experinaml prototype. We may, therefore. recoinand to WC a Contract modification to soy these Category C Tasks into Category S status. out until1 such a modification is agreed upon, the *official" Position to that A=: will not address the tasks. Category 0 Tasks wUi also not be addressed by the eperimental prototype. MAes tasks are agreed to be prereqnisSito knwledge that the student mst have 2rtor to entering the AIC school. To the extent that these tasks are essential for utlization of AC:. they will be tosted in our Pro-Test. The Student Gu.ide aight briefly rw ow these tanks and provide snort recap's of relevant proceduxes but-becAuse they a-e prerequisite behaviors-no traini.ng of these tasks w%"l be provw.de4 by the hegr/otr/ore s ystem. 4IorsoveZ as prerequz~sitss. chese tasks &.re outside the scope of the prototye training syeton's Contrsct. :t shoUld be noted here that tarry Nowell questios Whether or not all entering students really will have solid knowledge of these tasks. 11 they do not. ad hence do 3ot Pass our Pre-Test * they will reqire instruction froa the school's staff prior to working with AC9. AUternatively. M may request thiat we distribute thee" tasks into Category A or B. But, again. this will require Contract modification. 40 NAVTRAEQUIPCEN 78-C-0182-3 A Notebook. Section 2 ,Mac,, 14, 1979 Pose 3 ASD-79-L84 Other task* w r* considered fat pla ment Into the ot er categories. d belong. hat IS. these are task& ,bi h a * 0 but they do rat ACX will rat address *CZ need not address wil CATEnO3Y A be learned elsewhere (4.ve's. e JT, etc.) ASKS Tne tasks La Ca eory A can be divided Into five sets. See the iquce. Tasks I thcouqb 5 aze associated vith equipent opetations and--onceptuslly--ae intended to extend the basic ktowledge and s"ills prerequisite to e r to the ALC School (Careqocy 0 Tasual. There is undoubtedly sooe overlap betwme these tasks and Category 0 tasks. Tas1 6 repreeents qeneral AC co1tol pcocedures. It is soct of aC atch-all Location for MXCrans waief are indc.)endent of th t.act.ical/tral"A' efwitrtt, atIt er'69trphase. Tasks 7 troughn 12 represent., in sequence, A./C t.ointrcept. a boggy. t.heAIC's jQos petfared when controlAling Tasss U t-olqt 14 Cover tankeC/friendly loin-Ups. Task 1.5coveS the so-called trainAzD environment. . eA. a UYA-4/V-LO Console without the VMS program, as appLied to air control. to perform toe following tasks. a. Estimate staqnetic bearing and range from a CAP to a target using the azimhth ring and tange aids. b. Compute bogey track and ground speed using greue pencl and platting tech- n~ques. Z. Operate a UYA-4/V-L0 Consci.. with the %nTD Podel 4.0.1 program, sa. idt aic control. Tbe following list itemizes Many lfMt functions which age alo - cluded in Category 0 (pceequiaetesl. Basic training will not be Included tot these functions. But the role of toe e function* witbin the context of the Jobe defined in this category will be trained. rtr example, the student will.be ezpected to know (and demonstrate in the pre-test) how to update a Cli's fuel state and weapon status in WMD. We will teach him when to do thist at station.t during crn-out.* etc. It in Important to clearly understand toe deearcatian between this List and the items in Category 0. 41 The operative phrase s as aplied NAVTRAUIPCIN aoius seCWX STrATIONmaAM OONORTUA ONSAZAT1N 42 -.- .DM#& uo O To STATION - 78-C-0182-3 s Ap sOOYAlS A M @SA&. NAVTRAEQUIPCEN 78-C-0182-3 ACZ Notebook. Section 2 March 14. 1.979 Ap4-79-1BS to air contreo. we are not expected to pcovtde basic Lnstuctom on the Ltqm noted in Cateqor' 0. These item ace listed below because we -Mn pgofde fCoC "Ac simAation- PeCfomaf= lmamuaeinet L done on toe jobs (t as 6-LS), not the button-pmanhq 0mmn to Categocy 0. Pleaae give as mae teedhea if 'Nut ad. thia distinction is not cloe. For esay referenCe to R. Gcanlbory's (Clasai Use hism nubecinq scUeme 1. Catewory Select Panel 2. "anqe ed) memo SO-3387, SwLcch 3. CRT Cznteg Smitchi 4. nter Offset S. Entec Mode and Radac 4. Point 7. all Tab Canter 8. Ball Tab Enable 9. BOK 10. Sequence 11. Orop Track Number Callup 1.2.Trac 3. Intet SP Code 14. Enter 15. *iqght General Pucpose Function Code L5A. MIC OO3-Addgeaaed rLines, Oeiet All 153. FC XX103-Addressed Line, Zntec Ociqin 1SC. 150. IC r2203-Addressed Line, tntrc Terminatien C XZ303-Addcesaed Line. tnte Ocaqn and Temmnation 43 1 S - - - - Ameaded. I viL. NAVTRAEQUIPCIN 78-C-0182-3 2 Usgeok. se"tt Llee. 0.leC 152. PC UZ403-Aftgeaae" 3.51. PC UZ343-OL& ISO6. PFCfl43-SafoV I TfM *kOn Seenc SOLeCte fiLtt zacit ggom sequence f~me 353. IC UZS3-Aaaat Caatgcl 151. PC tj56-fitteg Track StatuS sv.ta3ay/Vvdate rueL In.. re zWV L53. PC Mpg3O0toplay/OUdtO VeaPO" INM. ic 001355pecy sank Ail* 3.57. PC 1461 PaLs/D.J*te pair to Ball Ta 3.5U. PC 51457- Zntot Ca@"* Fusctlca 3.5. Mites edou PC 51641-01sLay/6eLete rLakn-4&Ad IS?. Pc U06l-utdc GoaaZte 1352. IC XX9t-fbteC car Station 3.55. PC X5157-ftemion P11w 16. VVI/Z LAB=L VA1. 00 SI Loh. 3ShCAN=c inS. ACM/MZL 19. ALM UQ 20. W=E U1. BALL. W5 22A. OSWAZ. 242. FUEL/lW? 44 XAVTRAEQUIPCEN 78-C-0182-3 Moe ook, Sction 2 sarch 14. 1j,979 '~ip 48 O-79-LMS AM_ as. 1A-'U? 211.O1/1 27. 283. 90O=2/S1Y VAIPVIV 29A. ORD $00 3"0. 9M OD 303. MW Tht 33.A. SZQ ORD 31S. AM S!OLS 32A. 3. I= CAP Operate the UPA-59 TT unait As ap lied to AlC operationa to suap Ot the foilok- inq thddcsg 4. a. Locate and identiL b. Assist LA tracking A/C. c. Obtain hteight data. d. 3.conize emergencies via A/C. I retorna. Operate the (veobal) communacations gear to transit LnfUoruatio o the aitc ,./SiC. or otbecs as needed to suprt other taks ia this cateqory. a. Utxlize correct wvcab" ay (brevity codes). 1.) C/S radio Cho" 2) C/S mark yourz TACAS0 3) C/S "I lost cmAacation 4) C/S veaw - staboaxd This is to be expanded. Lntentioe (an boey~ for tam area parct hard far .epaation starboard hardl tat o 4I reaaaay J "ew. NAVTRAEQUI PCBI 78-C-0182-3 A=_ Noteoa". "co~b14. 1979 Sotlam 2 5) C/o 'detac Sdeeam 7) Vogt stebsacd C/S 40qwe 7 poet 4~/S ~o pt~et 10) C/ $egey 3Lalg flg. &"ey th X3Mu bgY. 3) StgatoGeni 14) S yg I ISCrracas 3) 17) Owe: Covnt say v VS) cutm Takn M.SO This list viU be expesied. Noes: S. gse 0. AWLY tmhes a g Gacaier. c. ObeezY. cugee at Cizvoit diSCIVLMa. fetogs the toLlowing d'aoie LICS Prow.* o. Set up UmeOT-4/V-L0 mo.. fo: %so with UM to: Use Withot WED C. Set op the U&-0 4. LA pcepazati youaaaI8 mostaly a. 1. 2. It is by no mama COLets. Set me we unit. aOMUmuma qtpemf 46 at@8anming your p tma an NAVTRAEQUIPCIN 78-C-0182-3 AM meenot. Section 2 Mlah 1.4. 1.979 ASD-79-L§S Pa. 4. Perform the foLlowing duties Whomevercaetboling atzeseatt a. "ee the A/C o the sa"p via the onfset and/e tinge ago"e twms b. *?raak the A/Ce that in. "ee te syms positioned peemeusly an the video. and apiate the heeding, ageed. and altitude as COPUed. (Aitbowgh this to in Category a "e Well. its Lagensese to six omm cannot be oftesetuaed. I tepee: it bete puayoeeftUiy. I c. As appeopciate. outline the apegatimg eeems an the WIZ and provide the atccev with beadings to stay within the as. d. Note hazardous Zones in the 0. Dostect and tspor: to the aiecw othe: acragIr appesalag in se em". t~oavoid these aree". ase. outline an the FI. Ketee WeypoA4s a. sq 6ted ma Provide beediage NWhetrawaram se. aditinaltt&*ndly A/C 1. f. 2. sditioaaL biestte A/C 3. saaqecs: 4. bogeys a anmmown A/C. presumed Wattle unasm A/C. pwemAmed f:Lidly Respond to the foLIowing aigcgew ainioations a 'Visuals* on other A/C 2. I. U cequeeta 90C ogey sdope on Other A/OC "aect tot A/C mmergencles * as detemaned by eAct event of any emmegmy: ucaamieeis (ZI at votes I i 1.. zaineaun teacht at position at aieCCege 2. Moc~ty the TAG/PW 2. Provide beediaga to homelass, h- 4. Provide hetim/rsame to S. Plot Position of cramb or bailouat L9 that osouce. "aits ?VSIM1It 'If the daft* calls2 47 l~mist* whess radar video fedes. a notify SM 78-C-0182-3 NOTr3AUpCN mmNotebookI set"I 2 Notes 14, 1979 Put IQ 612:73-1 MI iMOOLOo AM~ fel State MWdweapon states. ftwse the PUS pueM as goqmalei. Kewp the SC intogmd of this LASOaaUM. I. Note. 7. fte followin tasks cefec to a 'one-way data link1 o"Lp~d aisot. S$tame the dataf-11a system my be Linmegable. voie s amIaams ia insubaded a" a subset of these tasks. am will always be pgovided as a bacm-mp. ftedor the following duties to establiah initial communicaions with *%&-wy data LAnk equipped &LAr~at3 (laeoa-is* a. Lacata you b. Suild the CAP symbal a. Uotabltsh a oinmicattofa it"a 4. Notify the PC that the CA- has 6ms masIgmed as am aditional weapo the skip asaigmed alisaot (data link &amd@ voice)I with One sizelaft. to a.* Select the demised bask angle and othe irelewmat A/C pcmtera and aster this Ladeuation into the K=U S.Poence, the foll3owing specIaL duties whtile ontrolling one-way data Link equipped aiCOsaft oncout. to a (peede od) &at~os$ a.Assign the CAP to a statics ~.Veeme C. 9. FCt"d AC to station be"arin and Cable .ntoraatIOe ffQW CAP to Statios Per focs the Ceouoing speciLL duties while amwallisq oe-way data Liss epaipped aIrCTaft on statios a. 01semqage the CAR *yaboexamu ri. Notify the SUC that the ChD La an station 0. monitog the tatissi the /mca station visaieft in t~ of boelay peasmse med notify 4. Wait got an engagement oustc f rm the PC and Coeay to the sirseq 6. 3*cod a beadin g ot a Nearest Collision latecoept (N9m) 48 78-C-01.82-3 NAVTIEQUIM AM 10. Section Noteftoot "was 1.4. 1579 ftctotb the talow"ag duies wal. =*aling om-ay data lunA 04UPPA "Caazct 4"L" an Las"eet gu-asi A. e"ei buge I being taoka aaata"I D. tremewit sowti. bescift a" can"geEam CoD to bug c. tzinmt team and qemd sped at oey to CM 4. teti 4. us""%ni bggy ipUts, "~d e"AltAh~a ts a" repeai to the piaticy thzeat t Dugg *Ko detes altitude LaneaMatis MuCMD report bole-, Jiama ches1a, g.determine new Latemnet beed""s mthe CAD k. reepand to the 9e0LIVA, 1. Contect 2. Judy 3. Loot mt 1900 Mnete VC/7M mtry a all aume9fts CemggIf seed, altitude to an Co? as geqialgd adi treinni% zewled comaieations gem the auScrwi tAftsmi 09 the 9oUO"u eeaItty of intercept L. splitting bogeyg an. relay ume ICLUI" 1. to the CLIP few the SOE/Thol antCCauPt tOXISaSatIOs Ogiegi that iat. hW this Lateroept Sinqald segauaate, 1611. Viasal. fto. Z*beee-.U the waetgept L.PftfOgu the following detite WUe awatzoling one-mvt iaaSt duct"as eagineets with a metile tisats a. natiy MU/fW of the eagoeeat b. Mosify data Link equiepsi et- TAe Ac of t he remits *9 the Latexcept peovided by the a&czew 49 2h MNM 78-C-0182-3 NATRUAEQUTPCIW A=notbmi. Setion 14o It"9 a M*1 12. mengoubq a mmo-myf deta Lim equipped Paclem the foloing duties vuti Ibffamf lmaft 48 tbe teatCS CDCGIUMMO 13. a. deesma a cosuioa"a b. ucmmlt tba breiaay beeIag to CAP "A mufft" Aa CM beediag es baseey kg Cain the ale"wa tamg" to a6" aircraftt La @gb% as sattion to a. Ce.a usalita a.provide can" feg Iaia-" and bee a euat m ruma-statt to letAtg "&waft etaret tbe oa-esaja Adc is in eight Perfeoir tbo lS*ewlai amb is Laq * a-satles etainatI La Lams U. (memm La a assess 4" to abe*Lasaq ALtorae ia I* be rtsOids a.remmed a hebato thae aMIUag to Ue ia tretat*Ia the tOALAAX i au baet S.datai tosser La sweet (baa heall tbe CAM) a. maty aa F/ACA 6. Maty the MCM @. :oqas is3. assmin taet ama tamat to mba Jonntatag uet come"~ to atteamo ageat tat 4. t"a- griftuy alsoeta Litufti 09 as-.ealon, aijmala to Jowlh"a S.deemirni 14. 9 ON imeagapt usegs this j@&a 640bLe ImbLA o esov CAP La ambitaq eon aeminLg Lo Onoplsta Abe tammega livgay Per tots the 1o~oga specxal duties iglated to mutal"m in "areaw tra&aLaga tbe ALzetat my *g may not be Oem-my dota LLMb agaipfd. a. atoarsiom thg &Lears b, L tu am twa CnaLa 6. GCg tt"ALa dealaMIs""L * aPmass eo * team Lost .inMiMtlaso pmosessl "letat fly&"g &A toomahaa. deasis as, 4e0t10 aeeLag angle so Us .tNF emoay N&VTRA.EQUIPCEN 78-C-0182-3 .a note&*". Section, 2 plot. 4. * "OeVIS6 heading an testg& e Turn the *bo"ey and the 'W', cf.ba 4nuc aPovi-.aexept and then as "tihn"d in taskns I tcougb L2 Recognqize WAntzaftet toey compostons a"d 90oMi140.o 2. Perftorm the Caoawiun tasks related to the eagosext Phee. 09 an Lateggapt (Alt Comet Maeuvers KI a. qpdato the TO/UECu ong3ogvess of the sagaeets coon"IUe md relay to the SKe LOcwago" voca or I&I euqomh the CAP mock as heaaz.* 0.tgaam~t the tiss of eagnat wary sinmte to the CAP Z.-vtify the CLIP if A/C enter or Laee 3. 4. ~Traae.t bfareCt.n on Watft*C 40"l -*mect$ and flight Medlt.WB. the fight 'a to the C"A"and ogiet weather Perform tae folLoweing taeks related to swrgeocz*62 A. ce~qnize asrqency peo-votda. 3. identify different type. of aLcrew anid aircraft emergencies c. "&a k nmrqencta. as eel.., use 5. Ftavide &&*&Sance to alrretw notify ?AO/Sx. 6. Pal"~ face* with soeaina and regina. aita while OMegLemag radar MWd/a OW TW/VE orders =WWQCerLntq CWA/3LS.AX ?zmit PUGJSAN wairming to the CAP. radio j@=nq. ober~natLa to the WA. NAVTRAZQUI PC 34 78-C-0182 -3 1. Zday as AX flight I.dentify taevWASS araac"Caaucs. JORIYed LA the fleet eSMi*OIA. I.dentity Weapon copabi~tie of = A/c. 4. Wdetify the vatioua alealom sumogted by the &X~a "W" mzo . am=. am.I l.atezpcst a&s coeaimta burae :eeg~cot qewatiaal dotas I. 9-gZaMint arn a vido .uaaW. BAUM. sins. apegational otdoes 4 plasm. Lettecs of CeieO tactical 2.nfooguatios via voice aac1 data lialk dazng Laruaft rAmoplate. .A. U. ?!ant and cocive, tactical Laftoitias via two-wany data jinx. alAY LAftocaat40 to the SIC/TAO via MM~ Lateaoalt sswMfiCaLs. state the fussation of Use FMaG a04 tack haJll an a COTA-4/VO moac. State the fUACtiona Of the VMS fOC the AC INef an a i. iaow. Set up, UPe MM~ ConL.lo t MT-4/V.O aoil. moruL opegationa to incluades a.Cadet aeletioa indeainetLeste c. 52 NAVTRAEQUIPCER 78-C-0182-3 A= :3OteQOGK, Il~c-4 1.979 . Las15 . Section 2 ZSC,19-iS6 ottset (and steps fag clearng offset) t. tange scale g. Cateqory select h. leadets suwtcb s0 the W= 4. Set up eand 5. tntec a CA" symol Into NTS v4 ad vltbot da4ta ink. with the aid of of pcocefte. ot the stee a list . LAt4-O 6. Display geometry between a CAP ayo 7. Accept geamtry. and a hostile aircAaft. a meyouit. U.tt Accept and send handovets. 9. ~.state the basic Cowoents (C=eputer *Consoles, *PCOqsM) sad t%octions (real %-± update from TO$ units. assist operator) of M=D. Stat . A functions of the SVC as they '.anq to the CAP.) R~espiond to aletts :nterpcet comao .4. .nterptz .5. Change CA* CAP's . PCroqr d. 0. e. . atsile to the AIC. (Send orders go- Ocdega tram the SWC). OR alects (enqage, salvo. alerts .iegal acti.on. impossible intsrcsyt). speed Z.Altitude eAte inventory fuiel an hosegd W on sYMMoL l.epositi.on SYenlS. tntet and hanqe S5F and height. 53 MAVTRAEQU1PCN 78-C-01.82-3 Act Notebook, $dtum 2 march 14, 1979 ?mne 16 ASD-7-L8 ~Uen is. Locate a sybol tack wobe ba.D. rab 'Unatioae brinq a tract into .. oe a. ). and/oc SM Cal ip. oUo. pettLq a tract an the sequence list C. getting & an q ed bearing t it 4. 20. state the dif. 22. Identify e friendly. UP statio en et-een W. nuMer and CT.. tz.An hoetie., oweabip to a cortetnce point u now, Z2. " *acftwo atde4s q* aig taqreta. i .i"A of the video 90 ot the ti". 23. state the meaningp Q9 the foll-.inq a. b. C. eagog", aaaged eroola, cetecence potat. the symbol Wi.thin to ele WfOOters mADIL A function code tactloaJlly aipftif icarit JMJ 680 os=l manl-,. d. a. 4.. c 4. Sf h MW a . 3,4. Srte the Luno .An ofte 2... yan sae h ... I? fn ti i syenm. o, a of t...... ..en. tr l thet . .. ta. to_. ...... . . . . d +I NAVTRAEQUIPCE UZ Notebook. March 14, 78-C-0182-3 SaC"on 1979 2 . Obtain height on a friendly aircraft usinq UP. 29. state 30. Demnstrate the ability to Connect a headset to a MM 31. Demonstrata the ability to select the desired cadio chaael. 32. Demastraee the ability to don the headset Correctly. 33. emaongtrae the ability to tranmit a sinle message using radio telephboe, usinq pcowada, brevity, -,A rules for clarity without violatiaq any comunication security procedure. 34. State the difference between magnetic and true heaing. 35. Interpret air Contacts frm a live radar. 36. =a. three main parts that make up a R/T meaaqe. cgnaole. track air contacts when returns are Considered good or excellent witl minuma noise or weather interference. 55/56 NAVTRAEQUIPCEN 78-C-0182-3 APPENDIX B NEW OBJECTIVE8 Ordinal Syllabus development called for identification of letsng obJeOives associated with task topics. In soe cases the learning objectives identified were below the level Of the scope of the Objectives ffierarchy or bad not been included in the Objectives Hierarchy because the task was specifically associated with the training environment. New objectives were written, but these objectives do not have numbers which could be called out. Where these objectives appear in lesson outlines they are identified as 'Nw." They are collectively listed in this appendix, in the format used in the objectives hierarchy, and identified with the numbers of the lessons in which they appeer. When appropriate, the applicable superordinate objective is indicated in parentheses; objectives associated with the training environment do not LZdiote a superordinate objective. Lesson Key Obieetive Nuamber 3.5 ENTER CAP SYMBOL (3.1.1.1.2.2.) c. Given a CAP on the PPI and information about CAP data link caebility 3.8 b. enter a CAP symbol into the NTDS system which reflects CAP link capability s. 100% correct (2.1.. 3) AWSIGN CAP TO STATION c. Given a CAP and a station o. transmit the station identity using R/T s. 100% correct within 30 seconds of check-in 3.8 (3.1.1.1.2.2) ENGAGE CAP TO STATION o. Given a CAP sybol and a station destination for the CAP b. follow NTDS procedure for engaging CAP to station s. 100$ correct procedure within 2 miles, 3 degrees, within 20 seconds of assigning CAP to station 57 NAVTRAQUIPCU 78-C-0182-3 Lesson 3.16 (3-1.11.2.2) DISENGAGE CAP FROM STATION c. Given a CAP symbol on station 7.2 8.1 8. 6 b. follow NTDS procedure for disenaging CAP from station s. 100% correct procedure within 15 seconds o (3.1.1.1.2.2) CAP reaching station CALL IN THE DARK c. Given a bogey and lost radar return b. tran-it a. within 2 sweeps "in the darkw to the airorew OUTLINE OPERATING AREAS/HOT AREAS c. Given an area for control and 64 mile range scale b. verify the area under control on your scope and indicate associated hot areas s. prior to starting area control DETACH WINGMAN FOR SEPARATION c. Given two A/C in training area for setup intercepts 8.7 b. provide the winman with separation heading first 3. within 1 minute after entering operating area ESTABLISH LOST COMMUNICATION PROTOCOL o. Given working communications between A/Cs and between A/C and AIC b. verify a procedure to be followed by A/Cs if communications are lost between either A/C and AIC or AIC and an A/C 3. within 1 minute of detaching wingman for separation 58 NAVTRAEQUIPCDI 78-C-0182-3 Lesson 8.1 PROVIDE &E.ADING ADVISORIES FOR AREA CONTROL c. Given two A/C for training in setup environment and an identified control area b. transmit heading to the A/C to the 1) center of the training area, 2) get them separated most quickly for turn in, 3) keep them within the area (1) accurate to + 10 degrees, (2) within 10 seconds aftereeching 3. area within 5 degrees of optimal separation, (3) no closer than 5 miles to any area boundary TURN BOGEY FOR INTERCEPT 8.2 c. Given the desired separation minus 5 miles between bogey and CAP relay computer generated recommended heading to the bogey b. a. + 10 degrees of 'B' + 5 miles of desired position, turning in the required direction NOT DETERMINING PLANNING BEARING, IMPLENTED TRACK c. Given a CAP and a simulated bogey separating for an intercept b. write down the planning bearing, target aspect angle, angle off, and track crossing angle 3. to the nearest 5 degrees taking into consideration bearing drift; prior to achieving 2/3 of desired separation NOT PLOT BOGEY'S HEADING AND RECIPROCAL, FIGHTER'S HEADING, AND IMPLEMENTED PLANNING BEARING c. Given TAA, AO, TCA and 0 b. plot the bogey's heading and reciprocal fighter's heading, and planning bearing on the plotting head 3. prior to turning A/C for intercept 59/60 -I - -. TARGET ASPECT ANGLE, ANGLE OFF, - - - - -- NAVTRAEQUIPCU 78-C-0182-3 APPUXDIX C REIEDIATION PATHWAYS Taole C1 shows the remediation pathways for each of the 84 Performance Measurement Variables (PMVs) used in the Air Intercept Controller Prototype Training System. The first column presents the PKV number. The second column shoWs the segment to which the student is sent after commented practioc (CP) failure on that PMV. The third column shows the segent to which the student The fourth column is sent after free practice (FP) failure on that PM. shows the permitted passing score on a PMV for commented practices. The pasing score for PKVs in free practice runs is defined within each appropriate practice segment. TABLE C1. REMEDTATION PATHWA!S PMV CP FP CP 01 02 03 04 05 06 07 203 205 206 206 211 211 213 204 207 207 207 212 212 214 090 100 100 095 100 100 100 Maintain CAP Symbol In Vincity Of CAP Video Engage CAP To Station Tranamir. Station Bearing And Range Transmit Bearing and Range Of Station Engage CAP To Bogey Vector CAP To Bogey Transmit Initial Bogey Bearing And Range 10 11 12 13 14 106 106 304 305 306 306 308 308 308 308 310 216 216 307 307 307 307 307 309 309 309 311 100 100 100 100 100 100 100 100 100 100 100 316 317 317 317 317 317 323 323 323 323 403 405 Ensure TEC Communication Switches Are Correct Ensure TEC Control Panel Switches Are Correct Range Scale And Offset Enter CAP Symbol, PIF, and Station Altitude C/S Airborne For Control Ruth, This Is C/S... Update CAP Symbol Ask CAP For State Update NTD With CAP State (non-training environment) Notify SWC Of Control On Station [Deleted] Transit Bogey Composition And Altitude Place Bogey On Sequence List Respond To Judy Or Tally Ho Lost Contact Contact Disengage CAP From Bogey At Breakaway Re-Engage CAP To Station After Breakaway Vector CAP To Station After Breakaway Report Results Of Engagement Transmit Jink Call Transmit Vector To Counter Jink 08 09 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 3 32 215 215 '16 316 316 316 322 322 322 322 402 404 216 216 100 095 100 100 100 100 100 100 100 100 100 100 100 Transmit Initial Bogey Track And Ground Speed Transmit Continuing Bogey Bearing And Range 61 IAVTREUIPCU 78-C-0182-3 TABLE Cl. PMV CP FP RIDIATIO PAThIA1S - continued CP Z= XdL BfLUU 33 404 405 100 Transmit Updated Bogey Track 35 408 410 100 Transmit New Bogey Coposition, Altitude 36 37 38 503 504 506 509 509 100 095 100 Detact And Report Strangers Call Stranger Bearing And Iaw Tranmit Stranger's Track And Angels 39 40 41 42 43 44 45 *46 47 48 49 508 603 603 606 606 608 608 609 702 702 708 709 509 607 607 607 607 610 610 610 704 704 710 710 710 100 100 100 100 100 100 100 095 100 100 100 100 095 Stranger Opening TransmIt Vectors For Rendezvous Attain Correct Lateral Separation Transmit To The MAC Bearing And Range To The CAP Transmit MAC's Altitude To CAP For Rendetvous Measure Rendezvous Flight Path Measure Rendezvous Separation Transmit To The CAP Bewing And Rang To The MAC Fighter In The Dark Bogey In The Dark Transmitting NTS Down Message Initial beawing And Range Transmit, NTDS Dom 52 53 54 55 716 717 717 805 718 718 718 809 100 100 100 100 Establishing Comm. After Alarm (Boper On Guard) Reporting CAP Emergency To ZWC Check Emergency Plot Position Select 32 Mile Range Scale For Set Ups 57 58 59 60 6: 62 63 6*4 65 66 67 68 802 802 802 803 803 803 100 100 100 802 802 802 811 802 802 811 803 803 803 812 803 803 812 100 100 100 100 100 100 100 69 807 809 Breakaway Disengage Pseudo Bogey From Point-In-Space (B) Disengage CAP From Point-In-Space (A) [Deleted] [Deleted] Engage Pseudo Bogey to PPOI Engage CAP To PPOI Disengage CAP From PPOI Establish Initial And Final Intercept Condition Vector CAP To Bogey In Training Engage CAP To Pseudo Bogey In Training Measure Setup Separation 100 Establish Lost Communications 34 50 51 56 IG 77 7. 73 7?& 75 76 77 ,a 79 408 709 801 806 806 806 805 805 805 806 806 804 802 410 509 803 809 809 809 809 809 809 809 809 809 803 100 100 100 100 100 100 100 100 090 100 100 100 Transmit Bogey Splitting Contin. Beaing And Range TransLt, NThS Down Keep Aircraft In The Area Update NTDS-State Request Pseudo Bogey State (Trainig) Request CAP State (Training) Enter CAP Symbols And P1? Range Scale And Offset (Training Environment) Update Turn Rate Pseudo Bogey Symbol Update Update Pseudo Bogey Symbol Direct CAP To Center Of Area Engage Pseudo Bogey To Point 62 NAVTRAEQUIPCUK 78-C-01 82-3 IABLE C1. RMEDIATION PATHWArS - ,oatinu.d Pm C? F? CP 80 31 802 808 803 809 100 100 Enm;e CAP To Point 82 83 409 409 410 410 100 100 34 85 56 409 409 409 410 410 410 100 100 100 Disengage CAP From Split At Breakaway Disengage CAP From Bogey After Break Engage Alert 87 409 410 090 Transait Continuing Split Bearing And Range Detach Wingmn Engage CAP To Split Veotor CAP To Split Transalt Initial Split Bearing And Range / t 63/64 A, /TiIA;L: UIPC.N 7 -c-c1 C).-3 AiYENDIX D LFLS(ON C,,, . by ,, .[,trcur XM" .LiNES . .,. iipendix are Lhe lesson outlines for the AIC basic . jte.. Ti'te lc:son outlines are reprinted from i,:.cre they are contained in Subsection C of Section Vr. r r 1. ~~:,n =. r,, vy Ir'ctcr .ianac,,C 'fur AC (Air Intercept Controller , en), rier:,. ,iiTRAFOUIPCEN7,-C-0182-9 (Lo,_,icon, Inc.). ;tipw-.ni '"ntr, Orlando, Florida; it; press. I 65 NAVTRAEQUZPCU 78-C-0182-3 Tra~L4?aiMajig 2"ale (C) Geb.Iyut Gett~ay on A into.3Cthe why tbe twLW~q What tho za Cft.Le.~ end hLL* r ]A AeDoesDuqm 66 SYutin Z.a NAVTRAIQUIPCUN 78-C-01862-3 :0r,"104Exc~a~ (C) -Jntzoftctton to the Job le"A, I Cc=*u* Obivct.Jvs context of th job I Th Tru"Aa4 n~tzrodads0 the chanym. andC'the lasic &ZC amo Thejob Rewpofte- :AT Segment 01.4 Thurdmc~onto the Parts of th* SY~tems__ '.*=So Obl oven :AtOftced. -. Roe at the Cosole Two Major Pams of the Syttan MAYTR&EQUIFVI 768-C-0 182-3 i-1 Q±@k Look at the Stadmt StatMs Z~atTV~ Xybaz'd cm 011 Couze let'e w;.t ch 9a4c -0V Look st the T= Cho e4 0 * 1?"Aca rnn* ~Adar Scope 68 364det, W4-Im"te, NAVTRAEQUIPCEN 78-C-01 82-3 ~A~mcezm Deie 7ral±nga Mr I Execi~ses (C Coarue ObiaA .at s~o~~q eat 110 3 1101 ~ ~ ORD :~~L34uto EntarCA1 Intzvftceds 0 cklds 116" Alerts'o "'05 11 A. Ith112omi Itc --hcx a Symbois OThU and I =2~ .rck 1107 Chec I I.I Passed or nct7 69 Chieck 1113 glChck 1109 NAVTRLEQUIPCEN 78-C-0l182-3 O.tAu1.d Traa.nqi Exercises fC) L~evel 1 mnjt 3 i last=Znerut~on Will Promlads Course Oblec?.±ves Zntrodaceds 0 L~zatraftction of the SYl.LAbua and4 Course of Diagnostcs Proscription, :ataofction Of MAT, CV, ?v Sqenats aoftin of the In- 5sZUctoe5 Role emd~ation Oboc~vs MAT S.emet 41.21 Ztroduction (paxtla.L) to thie Special Functi~on to" a iCourse Oblectives latroduced: 0 The 77 7 Kay- KX/N uys 70 NAVTRAEQUIPCEN 78-C-0l182-3 -RA=ZYG =C=ZSZS (V=) Z~hfJ XarCiSOS (C) O~t-Alld :Ave± I Jn.I.t 4 *Tntzvftctiou of A~aomtd Speech* Coura. Oblectives tatoduacd: 0 *Am Listsninq and Urlderstandinq CompterO Cornira Oblec-v~s :ntroduced: 0 Ztoucton to the System ___Oo What You Can to Help t!Le System I __ _ _ _ _ _ Ih U. for SpeakInq and Pausinq _ _ _ Doew _ _ _ NAVTRAEQUIFCEN 78-C-01 82-3 TR-FN MM.CIZSS CVZ) oeta±Jed Tra±~±xig Zxez'c-tsef (Cl evOel 1 Ohit 4 = #1.32 segment 00ownstratlou: ?zain~nq the ComputerO Course Obleotives Zatroduzceds 0 Practice Gectiq Ready to Traininq TrainThe System Speech Speech Collection VS.Lidtiofn 41.33 ZA? Se9meat "Trainiziq the System on the Dicstts" Coi=Se Oblectives Introduced? 0 0e 4±Its *'Ready Gett~q to w 4 RAV±i Of the RuLes ?LrxtTrainthe Speech Vai~datlon 72 Practice Trai~iftv System Speech CoI~lection NAVTRkEQUIPCEN 78-C-01 82-3 ~ c~.tai~e x.CcSOS(C) Unit 1.34 7 Z= sogiftion ti A4voice TOM t 1uCtiOU ;;; CqSe obl le~tVs rixdid Voice Teste ZA Samet$13 ononsraio: Vic73st kNAVTRAEQUIPCEN 78-C-01 82-3 MRAfl4I KXzwS (VI) Oetaij~ed ?Tw'.±ng Exercises (C) (anit 4 * 1.36 LAT Sgomet OVA±ng th Vo±co Tomt Fncticau Course oblectiYeu zatroduceds 0 Leaxuer VocahuLazy star"s anid Eow to Test Voice Test Z2 S.emet $1.37 .Utraftctioft to the Retrain ?unction" Course Oblectives Zatroduced: 0 coma latest speh r-Can When You taptowtnq (ISO lacoW.±tion 74 -. NAVTRAEQUIPCEN T8-C-OI 82-3 T.ADZ= EXRCI=Z (VtZ) Ootai.1ed Training Zxercises (C) Lev7el I Unit 4 ZAT Secpent *1. 38 Demonstration: Retrains Course Oblectives ?.ntroduzced: 0 as~iq Retrain When There is a Problem How to Zztar the Element Number (s) Auitmatic Practice, CaLlection, and Validation #1.*39 lie segment "Us~nq thie Retrain Vunctiono Cour~se ObjlectIves Introduced: 0 75 when to Go an to Voice Test or rwsuc tion NAVTRAEQUIPCEN 78-C-01 82-3 Ootall.d Training Exercises CC) unit 4 ZAT Semn~ *!.40 *usiqVoice In the Operational CouteaxV Coquse-Obioc?±vs Zntroftcads 0 OpezatioA.2. ca~t, ca-.0 Phrs-4nq Tzalninq The Vo0cabugazy t -- tofreadt ntoducto h Execisea 76 a HAVTlAEQUIPCEN 78-C-01 82-3 .RAZNG EXZRCLMZ MV) Oet&.Lled ?rainzng Exerc.ses (C) Levl 1 an~t 4 CP Segment 14 -01-ving the CAP Symbol Aroud- ZA? Segmnt Cmors Meaureds Obe.ive reo P147s: 01.42 uT Segmnt -ftansition to Level .: IC&4-rso Obecttrs Zntzadlaced: 0 77 MAVTRAIQUIPCEN T8-C-O1 82-3 ~ lzZ3 Dea.h 'Wa.z±l (VI) (C) 2mg@a* ZavS.L 2 zwA~ eot$o -- to Level 20 ratto Comas Oblt±Ine Overview 2vsiw tatodatio --to Lvel2 ~ tA 0 4 ca2.2*aq Demo-eV smttoa ozvfct~on CcU.t -WI FZ #2.2 Slt O?vantaqin of NT~o cowrs* ObI Oeiv~s zn~ofto4: 78 0 NAV'YRAEQUIPCEI 78B-C-0 182-3 MRAnfIflo -7ERCsE (VI) eaL.dTrair.nT fxeroises (C) Le±vel 12 Overiew: :.ztxuctjon: TrciqOeteruz.aiaq the Wl it1 an Update isa Needed Ztu'ct.on steps in tUpdatinq the Symbol Zzistxuction: Autmtia; the apdate MM to the VI CP SeSqewt IC 02.4 ?raic~nq the CAP" Descriptions Update the CAP symbol, IxakCAR enroute to station. :AT Seq2.3 Course Objectives Ts LFreese _____ 3 NAVTRASQUIPCEN 78-C-al 82-3 OevAL.±d ?ratmtmg fxeres (C) Leve.l 2 ZAT Segment $2.5 Owad1.nq to Stattono Course Objectitves Utaud Zut.too Znmqqnq the CLI eastua- Inat=~CY.ons Roundinq tion: -. onqaq:nq to to station 2 TOMt 'S7 155 Teat NaLq =0 Station and Oxe C3LaL~nq CUSegmn 02.6aed -Saiqand Ranqw to eaz :.PJA t!eDslyA and ?uuRan" tin" " Uer to :).PIYstation C3, Segmet Eiqan Ran"to IC tu 02.7 03ead~nq, 3earlq and Rtanqe to nation. ak -P ea o t no i wtrptions n ,stazion, q~.ye haiqadb= range to stati.on. IZAT So;en I(s) :lCourse Objeot.±vu fteese 12.3, 2.5, 2.4 1 Messureds 80 10,11 jPhWS: ~taLAd ?a.~ung xercises (C) Oatroduction to Vp 2.90 Coursue Oblectzwes Zatx*&ws4: 0 *2 .9 F, Sgmnt *3.ad~nq, 3.xLng and Danqe to 5tationO Track Oesr.pv.Lon: range to station. W, enag to station, titednq and I PW ecror/ CP kequntal ii iueZa.~uatumr a I. 2. Fws: ,2, 3,4, 10, 11 ~~s2 i rroe from 3 r.: HAVTRAEQUIPCEN 78-C-01 82-3 Detail~ed TrainingQ Exer~lsem (C_) :Ae Uh.: 2 2 #2.10 2,ri agaet 2~ Intzoduced: course obi ~~qIntrodutioen to unit 2edn 3oqey ~ ~ ~ _________TAT ~ twos latodfaced: 0 0, ti.on: Op*tion ResponqC~Jn t Rag IC3 toItre ~ ~ SegmentV PCouse tol! rec Ojcie t azdcd CXet ead~zzg Ito Itercept 82 , t~o e~qt NAVTBAEQUZPCEN 78-C-01 82-3 :A~lm Tramlmq Exercises(C t4vel 2 Cp aureueni $2.12 OVectorinq to 3oqyO LXT Segment($a) 2.11l Couse Ob3.~ TSgmn Treez PKV* S,6 *2.13 *Bogey 3azrizq and Range Course Oblectivus Zntroduce42 7 83 NAVTRAEQUIPCEN 78-C-01 82-3 oeta"..d ?~raazin UerCI.0 (C) Laval1 2 Cy segment 02.14 DescriptiJon: Engage OW W bogwy# vector to boqmv bearizng and range I ZA! Sagmeet( a): Course Objec~tive ftoom 2.13 0~srd11115, pwMvs: 7 *2.15 TAT Saegmet *Bogey Track and Ground Sp..4O Course C-loctives tntrodfactdz 8,9 7atrzcton: Track and Ground Speed Test: 1563 #tems *" emonstration: Calnq Bogey Track % and Ground Sneed 34 3 Practice: Callinq Bogey Track and Ground Speed NAVTRAEQUIPCEN 78-C-al182-3 :et2..d ?a~in~ Exrclses (C) :evel 2 UirL1. 2 C2Segment *2.16 "Bogey Dopew OeScrpt~onx Engage CAP to bogey, vector to bogey be- jag anid range, track anid ground 2.11 2. 4 2. 13 tMeasure:5 , 6 ,10 *2.17 ZAT Segment 'Zzteoducton to FP 2.18" Cmurse Objectives Ztroduced: I 0 Cvirjew~Directlonu: Skilimirphn to be Pract.ced Setup 35 4 _ _ _ _ _ _ _ _ NAVTRAEQUIPCEN 78-C-01 82-3 Cetil±ed Tralminrg Mcercises (C) Laval. 2 anit 2 Fl Segmet tiZruum to Station and zicaept Zaitiation" Oescript.os Engage C&P station, heading* bearing and Zn*to StAti~ne* CP Segmmts: 2.4,2.7,2.13,2.16 nAg, 411d TQCto Pirst EvJation PM~s: 5,_6,7,8,9 t* bcqsy P!W e=rzr rmn: 2 bogey dQ9. Error Ire 1runs: 3 NAVTRAEQUIPCEN 78-C-0182-3 Oet .1od Training Exercises (C) Level 3 uni~t I Z= Segaelt 3.1 Oitroduction o Level 3, Ut.t 10 Cowrs* Obelctives Zutraftco43 a Owerviev: Marouta to station, enaement/ L reakavay 63.*2 Z= Segment *Mrueto Station DemostationA Courso Obj actlve s Zntroducod: Demounstration: Preparation, ceck-in, and Emrcute/ anl Station -47 0 NAVTRAEQUIPCEN 78-C-01 82-3 Cataald Tri.±q±cg Exercises (C) :Avo± 3 #. z=T Segmt bxzaot to Station chaUlenge CoQrs* Obilat.±ves Introduaced: 0 i Preparation, chzeck-in, on station 1IT segment #3.4 "Conscle Setup Part 1XZ Courst Obecziv es Zatraduced: 11 .12 'emusratonz St;.q :;Utal. Rawe,' off- L setting zzmtuction: Salactix; t-lit.a. Ranq* Scale O'wris.1p and I Wtt 18000 18001 -Selectiq ?Aziqe Scale'-f Ownship Tye*tn /I Ienshi~p Tst: 18002 "Toe *Items Mc I 1C .ItUcuAJ Zastruction: offswtt~zq 4 Check~: 18003 rastructions Chieck: 16004 Check -Range Scale Off sett4=q tm 'Off set 88 Off set 8055 NAVTRABQUIPCEN 78-C-0l182-3 TuA: ;T =RCISES (VI) Osta Lod ?rainlag Exera±*es (C) * LIT Sgmet Ofterinq a CAP Symbo1 Course Obloctived Zntoduiod: 13 CAP Symbol Chck: eionstra- IDsrcin 02tez±nq a trA C" Symbol C"l symbol *3.6 1TSegment OAx.-e 6005 Check-ia* iCous. Oblect4ves Introduced: 14,15 Dmoiistra- :astact~ns 74C Al.brne ton AaartChckL tZatabl~ah COM with the CAP 89 NAVTRAEQUIPCEN 78-C-al 82-3 Oor-ai.1.4 Training Exercises (C) Level 3 C2 Seen3.7 Ofteparation/A.±crew Chck-inO Conaole setup, locate CAP, enterinq a CIP symbol, update SYmbol, heed-fn a Dpo, eetablAh COM Description: Z= Segment(s5): Course Objet~ Freeze 3.4, 3.5, 3.6 Measureds 12,13 PKVs: ZAT Seaent#3.8 Ourotee to Stiono Course Oblectivos tatrodieds 16,17,18,19 Demostra t~qqe U 90tucin Tatrucion NAVTRAEQUIPCEN 78-C-0182-3 -RhmInc C.=SES (VI) Cata±led Training Exercises (C) Level 3 ujnit I 3.9 SSegment Ozoute to Stations Description: Hoadiaq, bearinq and range to station, seate update, notify SM of Control UT~ Segment( s): Course Oboc=.Ive 3.8 beasureds 2,3,4 Fre Pmfs: 17,19, 'a #3.10 tA2 Sogment "Transltz.=q U.ar.nq and Ranq to Station and Reportinq on Stations Couse Obectives ttraftced":. Znstrxuctions Transmitttn 3.ari-q and Ranm, c 91 NAVTRAEQUIPCEN 78-C-0l182-3 .AZmIG 03IES (V%) tetaijed Train.Lng Exera~is* (C) :Avel 3 "Income to/ou Statione Description: !.adinqo hearng and range to stationp check-in# sato update# MotL4e SM a on 0trol, an station call UT Sseset( ): CQi%=4 ObjeCtive 3.10 IIeau4: 2,13,14, 15,16,3,17,19 F--ee PK~z: 120, OZatroductLas to 19P 3.130 Description I Sams as CP 3. 11, but Withamt freezes. Coins*_Ohl~ctjvvs Tntroducd: Xntrouctin: Drection: 92 1 NAVTRAEQUIPCEN 78-C-01 82-3 Ostailed T'rainlrg Exercise* (C) roeve 3 Unit I #3.1 3 Irp Sgmet *9.p/MM=Mt*to Station" Ojecriptiea: CP Seqmentst 3.7,3.9,3.11 Same as C2 3.11, but withot First zva.Juatl.oa Pflst 1.3,14,15, freezes PHY eors=x run: 2 Error tre runz 2 16,1.7,128,1.9 ,20 Lvl 3 Unit 2 UT segment 03.14 OInteoept iitiationt Demonav--atione Cot~so Ob .ctives Zatzolceds camonsta- 93 0 NATAQUPE 78-C-01 82-3 zm Sacant 31 Ctwse OcivsInrducd 0 intercept znit~ation, Runlout *3.16 Zi2 Segment Course Objectives nZatrodue.4: astucion s :Atarcept Test: 18020 Z=Ltationl s Soqey whXP A=. 0rAst, Trnmt6 31A. TIM, 1 3eqey 02W ALT TAtuto. Put 30qmy on Sequence IP TV ftu Itum 2 .±t Cout±*tied 3&RP 06creae UCalL. Test: 18021 Oawnstration aCaa±4 RAnqe Scal. Scale Rion9 Dcease _. Oxtus I Pnc Scale Test: 18022 G Respond to Contacat 22,*23,24 25,26 ouatton: Respond to Jui' 7dy Calls, Lost Contact oconzact ?-oe 01tas 94 Test: 1802L *TLost Contact* nme *Ztems NAVTRAEQUIPCEN 78-C-01 82-3 O~tsills4 zavalnJ Zrin xercisom (C) 3 7Ui.t 2 Cp sa.pent D"C.pti*As #*17 nt*rC~pt WtAtL*U to rUft/ Loost Contact MT~ seuin(a~l C0=24Objective 3. 14,3.lS5,3.1 1inrd ,0 *mtrodnctiou to INu Free Ms 3 22 Fl 3.191 -CoMirue Obi .ctLves Utraduced 0 Owovew: Skills to be % Uc~phone Practiced Peation irection: 95 NAVTRAEQUIPCEN 78-C-01 82-3 TRAX-4ZIG EMC=Z (VIZ) Oet~A±Ied TraJinina 93cecises (C) f ii #3-19 segment Descript±ion CP Seqasnes: 3.17 sam as CP 3.17, but without frees". ricst %valuation P14V W="s my,:%22,23,24,23, run: 2 1 rAv.J. 3 MY~1t 3 03.20 segeqant Denstration Zngaqent/IkreaawyO Course Obiecti±ves tatroduced: Enqqmant/ Breicawa 96 0 Zreor fo =9 2, NAVTRAEcQUIPCE1I 78-C-0 182-3 TRA.~nZr ~zP.CSES 071) Detai led '~alnAing EXercises (C) Level. 3 03-21 LIT Segment *Oh-33 ngt EZnqaqemt/r*4JCaYo Course Oblectives introduiced: 0 Breakaay LT Segment *3-*22 "Zqaqent/3r*icaway Course Ob et±ies zntoduced: 27,29,29,30 Tzstzucton t zaterprot A.lrt; G41-ve !Tutrcton: zateroept Cle19Q1000 pPassReut 3reakcawa f t V.4 97 Tat:025 Pass ReulJts NAVTRAEQUIPCEN 78-C-0l182-3 TV-.--nfl Ez~zasZ (VI) Ctailed Trij-t -(C) UGeriBSe zAY.L 3 unilt 3 S egment #3-*23 0uqagement/Breakaway" Deswiptiont tmgaqenwut to boqeys to breakaway, focuuica rac-engaqinq CAP to station after brewmwey, breakaway headinq, engagement resultx Z= Seqment~s): 3.22 Course Ob~ect3.ve Ms Fea 1 Measured: 27,2 93 03.24 ZSegment to 17 3.25" wintroduct±i Icourse Objectives Entroduced:. 0 Overviews of SkiLls Otreotions: ________Microphone to be Pract~tced Setup 7? Saznt 3*5 'waq..gmnt/Irakaways Q ~scrjgt.on: From engagement breaicavay SemntC s):t 3.23 to boqe to request tor First rVa.lIat.c.aa pV eror ?Mgut 27,28,299,30i run: 2 98 Error 7-ree t=: 2 NAVTRAEQUIPCEN Dtailed Trataing 78-C-01 82-3 xrcises (C) L~vel 4 UT' Sogmat #4.*1 "Matzoduction to Soqey Jinkxo Course Objeatives Introduced: 0 ZAVel nteo Cam 1 C~A- k j Z3ic OEKaI-b3 Ji fici Unit L.ailZatzodaci±on lnqa; J1 niw Sklsfor *4.2 TAT Secpatt *Oetoctinq and Ca1l4iq a :iakl 1 Cour-so Objoc?±i~s Zntrodaced: 31 :astruct!.,,)mt ale for420 asinq Trk History i Drcon 11 Voice ColleAZ :inks 2IIIIIIEIIIIEE EIIIEEEIIIIIEE EEEEEEEEIII_ AD-AI07 000 UNCLASSIFIED LOGICON INC SAN DIEGO CA TACTICAL AND TRAINING SYSTE--ETC F/G 5/9 ORDINAL SYLLABUS FOR AIR INTERCEPT CONTROLLER PROTOTYPE TRAININ--ETC(U) SEP 81 M W GRADY, R HALLEY, L H NOWELL N61339 78-C-I82 8641-A006 NAVTRAEGUIPC-7A-C-OIN2-3 NL NAVTRASQUPCU 76-C-01 82-3 PAMm= CuRZM (YZ) Level.4 gn~t I I zwsevot~ns.aComm a3 fteta 9 ftas sgey an.00 ,JA Jlak put 311 VAZ~QUIPCO TO-C-01 82-3 ?PAZ$=l Deta±LMe (YZ) EECRZZ Ttgna Zworaa (&L Level 4 OU~t I 04.3 segmet oOet.at~Aq aMd CMQhtAq the 90"1 J&Mko m VqW4-Ii 9NSMIt oinsWpt±Laftu bog" "wk. fm~~~te "Lk4" r -d" NsuO"91?? 4.4 in 17 04.2 ksmt hma Coa OL 722e to1146 aar@uad prNamtbumI ee Is..i UAYTRASQUIPCU 78-C-01 82-3 Detaild ?Ta~ua ix± (C) LeveL 4 niat I MD~toee~wad Cointuuwam Usgyaks - c~ 8sICas Lvl4 ftt 2 ut Ws 4.3 4. u S vamum PW orrs/ 33 kw 31, 3 r: zwr bme 2 t" 7 Unit 2 rimou-ou SPLL28 Oimtatums o to OeaL wit Ch.~ SpUts SkIU.. 1.02 voe rLL cmu HAVTRAEQUIPCEU 78-C-01 82-3 Tthim lZSU (VI) tara, 4 Unit 2 -Dtoc±i" MAd RWiPXAAd± Co*U. Oblctv 4atodules Zataii~ MekdLaq the "Uom. Spltt~q' ZnauvatjoAm __w iqaqinq the SPLit to sputa34. 35 Dommsa= tigaa .. -dpondraq to the Split 1 call Cecks 48001 a in~n to ~ spu.ta -DeJ.±aq with the SplftIComzae Obleatives With thepwit ~To ducads238,8,68 h SP~tpiL0izth] 103 NAVTflAEQUIPCEN 78-C-01 82-3 Detai.led Training Exetciaea (C) ft~t 2 #4o1 CP Segment OeeL.U" a-110 vit the IpJ~t _V%4001 ftag Cou=J.14a the bogey inp4to hoadiAq for it ewA mtiame4 split UT! Segment "Oil1 00aUnq with the ftua±3.e PLatfoua Cbarse Objecti'ves Zntroduceds 0 Chea S r-n=autions Review *9 SkiLua (Now 1"pLLcation) tioa: Oma1±ag Witi the Platfogu 1.04 WAsu-41102 aqqn the platiou - .---.----------. -, ------- WON MAVTRAEQUIPCDI 78-C-01 82-3 %7AXM ZXSZS (VI) 0etJ.1d Training Zzeraisim (C) Lme"el 4 Quit 2 .1 TAT S61e~nt OX~todutio Couv to 49130 Obioctives Zuo4uceda 0 Par~cte 04.13 VISeqast OIh. Mle. Spli.t Sequencom Descriptions CaJ.Un the bogjey spUto hooda 4.1 183,84,85,86,87 ~ to NAVTRAEQUIPCEN 78-C-01 82-3 VXRIU (VZ) Oet~Ailed ?TaLana= LXIA~Su (C) TRAX=WI Level 4 Omit 3 in sa se"t iiet4ta *c14. Coume objective. Zatmduceda 0 atro~1AJ~n Compeltioa "Ad Zoiwet Contact CaLl. iaetratim 3 coadoetion sd contact Chaulaep Coapotl~a, contact calls dows* Oblectives :ntvodwwed ICau aI VOice TsaLay fte Camsei"WAU and Contact -2 ICmeLttuI 106 HAVTRAIQUIPCU 78-C-01 82-3 Ota±ld-T -~~nn -h~~e (C L~vel 4 UuJ.t 3 *23@zat Contact CaUA corre coczvt Contact Caus ~ proceduis Contact CLta Procew znrw cct Contact CLlS 1uOcediwe AC.&C contact Ca.Ua 41601 CaZZ~a ps wedure MC Cpegmnt Ccost"o and Contact CLUs" 0.aCZ±ptUona CoLUZaq bogey Gaeogton and &4ttt, ca.Unq the updated bogey track 2~ ~m(a £ 4.'14,4,1S,4.16 Coueo Olect±Ye deauwreds 1,5,6,7, 107 Freogo HIVS: 22,33 Ikmac 6mism 2 NAVTRAEQUIPCEN 7 8-C-0 182-3 ?"LZNGq CCRSZ3 (VZ) ODw*±lod-Tzainina ftecrs±s (C) t..VJ. 4 ftt3 Zatzodua l o TV 4alra ~usObiectives Intatdumcs 0 Ito the fTue Practice isegment Desiptons Sam *4.19 an C 4.17, bu withouzt freezes PPM ervors CP "gientstl ?rst EVmUi 4.17 1PHVs 2 rana: 1.08 3 ft.&= ra: free 2 NAVTRAEQUIPCEN 78-C-0l182-3 TR&MM EkZxZG (V%) cZ Oeta±1ed Trainingr Exercises (C) *. IaT Segment Cautue Obiectives Zatroduced: 0 m TAT Segment 1. RePrtJq Strangers* Course Oblectivea Zntroduced: 36,37 znat%%Ct~ons Flit Saemty Tbresaened (FALS 1) Test 6001 -?Lqht - -Safewy I-m tsm ?C Instruction: Zzterept Iter~eraceT= m1.A 2) FC7 00T73e ~6004 t~anqe 1.09 Test 6002 Ozatercept Zaterzferenoe 01tm 14C 1 Instruction: Stranqe withi~n 10 USo & (Rul. 3) NAVTRAEQUIPCEN 78-C-01 82-3 *TRA~zmnG exZxsic mV) ostailed Training Mserolses (Cl_ tAvel 5 ftit I 0. LAT Segmnt 4=ntj±a1 Stranger Reportao (Ramediation Only) LCouue Oblectives Ruediateds 36 Review Reviews ft.e I Rule 2 ?lgt Ttercept Safety IntseezThzeae~adefOMilea Rev: Rule 3 *Stzazwers v~thin 10 of Reves Rule S=&Xy Z= Segment O5CL.XUIS 05.4 Ca2.A (Ramdlarion only) Ccturse Objectives Romediatad: 37 110 Reviews PKV 36 5tandar" NAVTRAEQUIPCEN 78-C-01 82-3 ?RLAMMM SES (VI) Detailed T-a±ln±Ag Exxc:Ls~s (C) ZAT 45.*5 Semnt Track and Ang1sO S3trange ICourse Oblectives Zntroduceds Istzuction: Instructions Tranmttinq Tr1ansttinq the the Strangers Straaqmc a Track A.lttude 38 Test 6005 Rviev XuLe for Rportinq Strangers altwancor Track and AU,1 T=etei 3 mc * t= Segment OStr-anqar Track and Anqelsm (Romadiation culy) LCourse Objectives Rmmedatuds Reviewsv:iS Trnftn Stranger' s Track 38 Review: T ?ransmittinq Stranger' 2 Aug*"~ PMV 31 Sta tord NAYTRAEQUIPCEN 78-C-al 82-3 TA~fINING E~tZSZS (VV) Detailed TruazAg Exercises (C) Level. S unit 1 z 05.7 segment osrammgE Opniq/CJ.imm Calls* d Course- Oblece.±ves Zuredated: 39 Instuctin: Istr112M NAVTRAZQUIPCEM T8-C-O1 82-3 TPAZXM ZXS= (VZ) ootatl1d ?rainina Zxecsesu (C) uni±t I *e CP seqmt D" itgtmos C" cbsck-La to wuMvs an station, smaqmw apgaxus tale eUrowa tO NtAtion - TV0 4 h Ciuwu an stranger reports, Izack and mn"IL stranqer m.LLs and m~anger c""aAft IS.3*,43.6,I Ieasureds 1,2,3,I 4,13,14,15,16o IS.a 17,9,2 UT~ Seipent lPS: 34,37, 34,3 "Sic0 aZntrou~cton f= ?P 5.110 lCourse Obectiveg tatrodaCods 0 Practiced ~ Standawda 113 rpaau HAVTRAEQUIPCUN 78S-C-0 182-3 04rea.I. a raining Exercle.. (C) Level 5 gait II statin,. OWaaW appeaace CP segesnts ajs S.9 Vgzaul K. ation PKl* 2 36.37.3.39 WU CS uatJus MW ezlocu/ rms 4 1134 bt f )IAVTRAZQUIPCUN 78-C-01 82-3 O~taJ.~A4 C ObI.tectves Zatrosad soe TestI161000 *DtLtrl eparatl~oa n Lateral IeaaAf 1 mc trabama* 0xoa Instructions Calculate Range for Reudeuwous 4 115 ........ Te 61001 ca.lcuilate xasrutis Oteuae Uth Lateral Ranqem mown mc 2 Tes in41002 Calculate Range" AWtCh 21 2 separation and Rase NAMTAIICU ?Win CCMw T8-C-01823-3 (Yv oeta±1ota~u do~aa umoe(C Checkr~a 621 UmadLaq .0f ar it"u TvnIto 3JMtuna widget~in Z178"2...J JA UlL4U tM.k s 6202 ow t ftdqet Placed Correctly bco"g? kee4Laq IatabIa Loation $30 of doe fo Stufi,the lractilo ftawi"a the L. odt for Si.nio M M zThsructiona M MC an the 1.16 Se 'Cviectly damote Da a Zo I'M the 3±dqet NAVTRAZQUZPCDI T8-C-O1 82-3 ?3&hnq= Rzw"Sda CZ3U=S (VZ) ?ra±miss@ mmercizs (C) out 1 S2uffainq the MAC cant he UIL _Cours Inlk:to 633 caDteulne meaCa to 630350 Cheems 630 0I&C a lme amnq rlng leaLm fo *Zi2 ~~Situation 6303ctou low Trasmi Coxdiec the Thin Objeat~ves Zattoducedt 41 T@Ietf 630 aoSoreed-n fnd tcms Test: "I.D. 6360s Chcs 6302. asAcpa for Sead net forn tohe 4 Tn for Situation Mtc h OTon 630 Watch9di Dnicpt Smazu of ?uru4, -.to estm* =tutos me zastmucton: og%$6380 wercua L.Tr 63 W1609 4370 e 024?in nt$7 Went tho J; tmu Me optin1t far Situmtion NAVTRARQUIPCE 7 8-C-01 82-3 (VZ) ZX=S TP~nn Detai.led ftolnz~no ExeCJSa(C Level 6 ftit I c~ se $6.3 t Otwninq the MC anto doa LM Oev~t~os Atiaipato the t%=n W the UM from 45 b*&dJLaq, tgaVAamt the NMa, it a41 4.4 mIh aa ==Wet the W=r sdmcas befor. the MuRenzeslu I oreOblectIve Zat'&ds 42,43 Instanctuimns Zastrumction: Tamtt Capin 31G R to NMC ?zaanit mcs Altituk M the zustruction: Continue to CALI C&l a to L ~mw U&S ?zaauftit to Cl 6.7 NAVTRABQUZPCUN 78-C-0 182-3 ?Rjafl= EzzSM (VT) oetailed Trainina Exercises (C) rAVel. 6 tGuit I CP 06.7 Seglaomt "ettlaq to the PAendes the Mraft Ie~ptiona UtAbUsh tW ZLd L., send uraiso Segmam( ): Go3. 6.4o 6.6 in Vw t=U HC to O required befem d tLiasi Course Obetives Vwmom Ps s MeSe:40-43 *?*=±zq the MC ftr the Raedesveus" Cougse Objectives Introduceds t~trcto: stpst en 60 OWn~aq for check 67'0S Inside fte 119 4 4 Check: 6701 n &au gheAS: 6702 OW &uM HAVTRAEQUIPCMI 78-C-0182-3 TBA==I Oetai1e4 EZtXZS (YZ) Traia4@ mx"s C) zevel 6 in Seqamt * anamius to CompLet. doe On ICourse Obtect~me. Zams=eedA theCLFthethe Beai adudae Caite turns a 4 mmaso 45. 4 .NO-a Trasition to C 06.10 Nmakinq the Tumn for Radegvuus* Oee~r4p%40@ Deteia~j tim.a tO wn G~tO the C&P track, tran=Lt te, win transiait MLC. a MR w CAI =date themmuLQ necessary. freezse REV4 g =I Saet(s t) Course Objectives CP Semnt 6.9pnt*61 CP Segmnakin q the fu or Rendes"Gua OeeriptimfI Oetemiae tim to wirn Onto the C" track, iaamit the - v hIUrait NLCI MR to i owces=z. CiA I dato the t frese RVS S =& Sen: a) I Coax"e Obec"T"v 44 5 6.A 6.9 120 mom NAVTRAZQUIPC2N= 78-C-0 162-3 %It~t CCI2S Oeta±1d ??aua (YZ) germvose (C) Leve.l 6 wau 1e~t1 14 USLAq the Tzaas- to CcW1ats the seg at Opest da 0he Remduuwmua Mrs ImC to IL uaaJ~a~am before iemesam -u - Turn U O reandeos, a ake taauL~m s w~ compet. the D"±pWLt~sfti tabu" dwLE.. reauo=a cp ~ V~r appeLmt.±o FIo 6.5.47,. Ig41,42,4444544 121 MGr PKV erou 3 "0 13 masce Sfo EX&CM ft 2 NAVTRAZQUIPCUI 7 -C-0 182-3 OetAlled ?,a~mne XxrcLses (C) reAeL 7 070 wS" t OULL.S 17 07.2 withA Radar raes Cmawu Oblect~.ya Zatrodc": 47,48 122 NAVTRAEQUIPCU 78-C-01 82-3 T2&rxm CECZ-Szs (VT) OetaLlo4 Training bearaisos (C) L~ea 7 zu.Lsemnt0 a th O1fte Dark, CJ18a Cws* ObloeeivO. Refteveds ftiis n 3, 4. 7~. 9 rae a~dn ALzcraft LL,,aft 6~us 7.4 CP ODeitlss CO an atat~as. bogey and CAP video tsims mazi smi 'du Judy all 7.2, 7.3 ,eawgzds 1,5,4,7,1 81101O .11.91*20022. 23,24,26 1.23 47,"1 )iAVTRtAEQUIPCDI 78-C-01 82-3 .Rnz C=ZSZ3 (VZ) AOe"L 7 Coma Oe.t4.v. tutrodcnds Overview: SkL1S to be ptact~eed 0 Drcin Miarogbeae lreparatlon OvAdaw Fadeso Oescrptons ftLL intercept scnario st hrU wiavth Cal fteck-la and ud~n with breaJkawy. ZACludes radar fades om Mal and boqey, Mmanqe appeerIAnCee bqev clt gULeS ~W to fades. OC fe Cy Sespets rizs t valuatla PMV sr r ExzrOC Gre 7.4 I ~Is: 47,41, runt 2 twis: 2 124 NAVTRAEQUIPCUI 78-C-al 82-3 -et.&je4 ?.r1±ajxn mxarcisems (C) LaeI 7 "&t2 Z= Sgmt amatrodcq Course Obi .ctie 07.7 to ams ftilwea Zatodaieds 49 Ovriw W*O 125ntr-c-Ieq NAVTRAEQUIPCEN 78-C-0l182-3 Oetalled Training Exercises (C) Level. 7 auit 2 9=8 Dows Beriaq An Course-Objectives Introduceds PAns 50, 51 #7.1 0 *VMS Downs Bearing and Range m Descriptions CLJ an station, background tracks proment, bogey linksa j±Or to MMS failure CP Segment 4 1.26 IL NAVTRAEQUIPCEN 78-C-01 82-3 TRAMlhl CKZ~kSZS (VI) Dota&iled Trainin~g Ezezcigen (C) L"I 7 ant2 # UT2 3emint noad cowzse ob1.ctivon Rav~ewod: Cp Se~p t 47, 48._ go. 51 $7.7 NAVTRAEQUIPCEN TS-C-O1 82-3 TPAXZ3UG EX=SZ (VI) Detailed Traingq fexraiSn (C) Level 7 uni 2 07.13 U~ Semet gZauxodation to TV 7.140 course objectives Introduceds 0. icopon Skils to berprto Potice4. Descrption caon station, background =ackxo bogey Jinks, prior to N=D faJJlUre, r'adar fades an CAP and boa Cl Sequet.4 First sva.Luato ImY errors Error Cre 7.10, 7.12 KFMu: 49,50,51 1 runs 2 rns 1 3 3128 NAVTRAEQUIPCEN T8-C-01 82-3 a"led Tra±j-mnq fterca.sed (C) Lev.al 7 Unit 3 Cours 3Glect~ve lAtroduceds 0- DetecW.±nq 4ieestnql S.~tP7.16 U! ICourse Obectives Intradmue4: 52,60 Fza7i ziauti.oa: 6 ways to Detect zmew2Ces Usut~o: Aak of Radio C=o=nLca- I XY? Pefent&tion zastxuctiong Lyju Instrma.±ons Triamqlee ZStuctiou: zntraotion3 Alzrdw Dclared metqeacy Deeper an IWGuar4 Tees bnr&z=g1 0xxww Iaeponsee 129 - I I 704 Tests 703 -? MC 1o 3 NATRIAEQUIPCEN 78-C-01 82-3 TRLUDG CCZZZ3 (VZ) 0etaltled Training Cawccsbu (C) tove.). 7 zaw ksv *17 t an smae Course Oblece.1.v tneau'vaUona 1icer LnotUnction: 3olsm~ac = GQax4d Teat: 705 ~ a1C S Test: 706 M2 MazaA umrenoy 5 Zatroageds 53,54,71H Zmtucti.ou: PaiJ~e* . Zatgenay tastusmt.1as 04ah ~w Zmrq=aCY Tet 07 matcA S 130 Zo Lraft Em".ncy Znatiactons Tms ?uel. 0mw I~aio XZatLos ayec Ustatos *AhinsiaL AJliuiw Rinpewy HAVTRAZQUIPCEU TO-C-O1 82-3 ?RAMZnQ Pnm'WSZ (VZ) Detailed ?raininqr Mxt~iSeu (C) Level 7 tLit 3 Descriptions C&V on station, bogey jil*Aw. ground tz&oJLIP bogey udar s06offafter Z S emtCs I) 7.14, 7.17 beSCis -R Waes. bmq cl Course Objectives v4aaWed: 1,5,4,7,6 10, 11, 12,22 v23,*24, zi,26,31,32,33.48 Izd lzes gt 52,53,54 zntroation to 71 7.20" Course Oblectives tntzsduced:0 Overview:Discu Skills to be practiced, crIteria Drcin =M~~ raa 07.20 TV egmnt itipl bokgeysd spCits lns C"anieX 910" beroM Zarfd " bepr( FInmt Ealnat.cn 1W er rors Error tre Cp Segents Description Lads.an rp Sgmet -acticaL 9mviront M(Z7.7 Description: vAndized. wltiple bogeys, "pLitz. links, Cades * and besuer on gu~ard (i YI CP Sequkants: oirst tvaluatJ~onipmK errors/ Error free I M: 0 mlm 131. -- NAVTRAEQIPCEN 78-C-01 82-3 TRAMIMN EXZMISM (VI) Oetalled Trainingq Exercises (C) ZAT Segment Z~todc o 34=eup amd Area Camrse Oblectiwes Zntvoftoezs 54 Tzaini Seqaeut CMIO] mZnteroepts Parm 1, Sead On IatAboept Cows objecr.ves Zatreduced: 56,57,S8, 59,42,63,64.66,67,79,80 Instructions Teta 8100 Plattinq Ureakaway Ifeadinq and flect, the Platted position" eTOM Instructions Plottiaq the MIO 132 a200 WSeLet the Platted flOZ-. L" Znatguotiona Colopet"nq the zaeroepu NAVTRAEQOIPCEN 78-C-01 82-3 Detailed Tra±i.ng Exercises (C) Gait I Cl segtntercept, - i.*t 0 Deecriptions Are& cmtml, breakcaway headinq PPOZ. =mLetJuw the latercept ZAT 5eqat s): Ca4Vse ObGCtiVee Eeexdg 1,7,8,9 , 22,24,25,26,65,68, 76 8.1,8.2 POX, Pree*e PKVss 56,57,56,59 62,63,64,6", 67,79,80 .. Level a ft~t 2 wtkrcps t 2 - Iqual dt.stan e Ruaoiat and 1Course Obiectlves Ztouet7 Zr t-mz iCnInstructions zontro1 hae ROqu"rLaq 7qa qu.1I ce rtanots 2 Procedure for Settinq u m n out nstx'cT±OflZ control Area Requ1.rinq 40" ccua Cornlers" oum3auns 133 Instruction s Pzvocedtre far Settiq *O0= of u~top Cormersm Test: w 8400 WDetArAae ype of Setupa ems~ ___ 3 HAYTRAEQUIPCEN TS-C-01 82-3 ?RAnma zzS (VI) 0eAL.Ldd TZai.l±o- 3eRUCCS6 (C) ze"e2 a zAT Semnt $. wuctst the Aream Course Objectives Zatrodmaeds SS .73,74.7$5 Check: 8500 znsxtric~as Zntructiona Settiaq up Uhe Console Cpotiq the Tuza Rate ate"5ur Rtate for the CAP ad Tet $620 rexUo for CostroL f rem Somp to uvfdtaq' Boqeya TMRt ZSegment CWS* Objectives Zatroduceds 70,71,72. 76,*77.73 zAstrictiong zflstruWtuaS zflsUt±os2 wcatuaq Video md leo -A meaAinq equest state Midin toCne of optsad esit3 600 WPM for, Control md fzr control to RequestLa zreoutsm StatG PAPOMO Kre *11repexution Match 9 NAVTRAE.QUIPCEI 78-C-01 82-3 Detaa.led ?za-a-ng Exwcl±ss (C) aLt 2 Zustrations checi~aq the mntxuction: lMqueutiaq Xoet cauLoatioAn ZnstUnctioris ?zama±t~q tram~ he a&La.m Course Obi ect~ves Introftce4: OZet CGS1±catgnna m z 2 mraC.a c 91 DoahteIa he0)b&36J zusruclos xst~t~us e135o HAVTRAZQUIPCEN 78-C-01 82-3 Owta±led Trai1n±za Xxorcisea (C) O±t 2 'Taterer - art11 9wtUWq out of cooor~1s, prepaatonl for cot1. v±Aaa creweck-ins, lst commumicoa *tachs UT SognmtS Commt gvuj~iat%4 PMVeroS/ 8.9, 8.8. 6 2,5,256,5,624 68,7698 run:4 ix-w a :1 NAVTRAEQUIPCEN 78-C-0182-3 Oetalled ?raining Exercizes (C) an±t 3 TAT Secimnt 030per Setup.: Mdjuatinq Target Lepeet Angle (TPA) and Sqparetion 3 ICourse Obiectives zntroduceds InatrUctlaus Adjusting the ?a""~ Aspor Xneawctuona Adjustin Desixed 4" tiM AspctA~q4 Seation I~Widget Angpe UP"6 Tests* 900 Odjustinq separatum %) *ztm c -h 4a 1IControl To"t S"0 1 014nt~fy Control Unstructions get"Natinq Separation vdi nq Kmown - Area I zIst 8 02 Control Area Range. IHatchi 4 Me 12 cp SeEgamt aaa Seup.: Adjusting =A and Separation* DescrIPtions 1) 178LW the wIdget to metp =3A at 106,05- (forward 9marter), 20, 350, 430 and Im adjust the eparatton by using Us~ed dimesons of to judge distane for entlmting the onrlarea separation. ZIn Sege:(A)a 8*11 Course ObJ ecu±~'es Reaaeds 1,7,8, 9,22,24,25,26,27, 535 24 137 ?reese 1W.: 65,6" Are a nges T MA t NAVTAEQUIPCZN 78-C-01 82-3 TRACG ZtSZS (V%) Detailed TraLnt-q ftercises (C) Level. a =i~t 3 11 Segment 074mn Super Setups, M6.13 Set 1. Descriptions Sam an 11 8.10, dsletinq 1KVs 69, 73, 74, 75, 78 and 81 (Starts vw.th axJuin the OVA=) Cl egens 8.0,S7.2 irst ZV.at 0 ww KeOrCSl Irrer tree runt 5 iiSgmn rumns *8.14 hmnanq Super Setups, Set 20 Descriptions Same as 8 *13 with higher standards Cl Segnmtsq FIrst rVajjaati Pm7 errors Zrror tree Level. 8 0'nit 4 71 Segment *15 Tmmiq super Setups, Set in Descriptions Kigher standards than 8.*13 and 8.*14 but the same skills. Ci Semns: t8.03, 8.12 irst IZva.lmation MWV errors/ s: 0 £ 3 or free 4 ?P Sget $6.16 -Thamnq Super Setups, Set 2Descripti.ons Siher standards than 8.*15, but the same skilLs r CP rFirst.Ksluat~ Pmv errorgA uror !re 71P Segment *6 *17 *Ynninq Super Setups, Set V Descripti.ons setupg as in 8.15 and 8.16 in may 7 =atUon VAT seqment( a ) 8.03, 8.12 First avaluar.Lor 1K7 errors/ W(V2s a I rn: 31s 138 r fe 4 ~~e WAVTRAEQUIPCEN 7 8-C-01 82-3 .AZNM4G ZM ZZ EXercises (Vl) DetaledTran.Lq (C) Ldael 8 Unit 4 1 WP Seqwnt 8 w~an~zq super Setups, De0. ption: it= setups as in 8.*17 im My s"tuat±tO zh eseant C ) WO: 0 Descripti.on: mm Setups 3.03, 8.1.2 run: 3 Super Setups, rv Sga-at-nmiaq IPMwS Set 5" Vro tree ran : 4 *.1 "s J= a * 'a in rnw Situation 0 runs 2 4prst6 ri Segment *Rnig*la n:5 8.20 ~M setups as IA a. 19 in mwn situation LAM sequenw.(t S) Exit ivlatio 8.03, P1Ws: 0 a.12 lp1W errrs/ Vnct Eveluatio 8.3 81 Oescription:' Set 4" PNverrors/ Rrrfe Irn2runsE: F? egent*Vninq SUper Setup., set 7.2 oescriptlont i satung as in 9.20 in nw sitqatirn 1,W sequent: First ZV4,luatlOn PNV errors/ Error free 90,8.1- I124V5: 0 Irmn: 2 rans: 5 ? Sequent 86 Course objectives tntrodueds A~pplicati.on L -.- oi Trainaaq with ACZ 0 NTDS Console MIodels Acquzre (5 types) _______ 1~39/ 140 NAVTRAEQUIPCEN 78-C-0182-3 APPENDIX E RELATED OBJECTIVES FROM THE BEHAVIORAL OBJECTIVES HIERARCHY The following pages present a listing of the objectives, from the Behavioral Objectives Hierarchy Report1 which are introduced in each of the following instructional segments. Segments not listed do not introduce now topics or objectives. Some objectives will be repeated in this listing. This means they are being utilized in a new context. Objectives which are identified as xnewv are those objectives contained in Appendix B. Level 1 Segment 1.6 3.1.1.1.1 3.3.1 Preset NTDS controls for normal operations Obtain required data from PPI display interpretation Level 2 Segment 2.3 1.2.1.1 3.1.1.1.2 3.2.1.2 Obtain -pdated air return positions Display data by operating NTDS console with operational program Update CAP symbol (if needed) Segment 2.4 3.1.1 . I Preset the NTDS controls for normal operations Segment 2.5 3• 1.1.1.2.2.7 Display CAP ordered heading Segment 2.6 3.3-1.1 4.1.2 1. Obtain required magnetic bearing data from PPI display interpretation Determine if radio/telephone is the correct transmission medium 4.2 Utilize appropriate vocabulary for transmission 4.3 4.4.2 Apply appropriate transmission procedures Send a message by manipulating radio/telephone equipment Ob-e tives Hierarchy for Air Interoept Controller Prototype Trainint Lystem, Report NAVTRAEQUIPCEN 78-C-0182-2 (Logicon, Equipment Center, Orlando, Florida; in press. 141 Inc.). Naval Training NAVTRAEQUIPCE5 78-C-0182-3 Segment 2.11 3.1.1.1 3.1-.1.1.2.2.7 3.3.2.1 3.3.2.2.11 Display update data on NTDS console with operational program Display CAP ordered heading Obtain required target data from DRO interpretation Obtain required CAP weapon system status troam DRO Interpretation Segment 2.13 3.3.2.1.1 4.2 Obtain required target range and bearing data from DRO interpretation Utilize appropriate vocabulary for transmission Segment 2.15 3.3.2.1.1 3.3.2.1.2 4.2 Obtain required target range and bearing data trom DAO interpretation Obtain required target track and ground speed data frm DRO interpretation Utilize apropriate vocabulary for transmission Segment 3.4 3.1.1.1.1 3.1.1.1.1.8 Preset the NTDS controls for normal operations Preset the displayed area Segment 3.5 NEW Enter CAP symbol Segment 3.6 3.3.5.1 1.3.2.2.9 Obtain required information from CIC personnel response interpretation Match present characteristics with defining haracter- 3.2.1.2 istics for TAO/SWC orders Update CAP symbol (if needed) Segment 3.8 3.2.1.2 3.3.6 1.3.2.2.6 3.1.1.1.2.2.11 NEW NEW Update CAP symbol (if needed) Obtain required data from aircrew transmissions Match present characteristics with defining characteristics for critical levels of CAP state/status Display CAP fuel on board Assign CAP to station Engage CAP to station 142 L, -- __ - _ NI I NAVTRAEQUIPCEN 78-C-0182-3 Segment 3.10 1.3.1.2.1 Match characteristics with definitions for stationing phase Segment 3.16 1.2.2.1.3 1.2.1.1 1.3.2.2.8 1.3 1.2.3 3.3.6 NEW Obtain required altitude data from DRO interpretation Obtain updated air return positions Match present characteristics with defining characteristics for aircrew requests Compare data to CAP phase definitions to classify present CAP situation Obtain required data from 1FF interpretation Obtain required data from airorew transmissions Disengage CAP from station Segment 3.22 1.3.2.2.8 Match present characteristics with defining character- 1.3.1.2.1 Match characteristics with definitions for stationing istics for aircrew requests 3.1.1.1.2.3 phase Determine the AIC updated data needed by the aircrews Determine the AIC updated data needed. by the TAO/SWC Match characteristics with definitions for simulated tactical phases Display orders from TAO/SWC 3.3.1 Obtain required data from PPI display interpretation 2.1.1 2.1.2 1.3.1.2.10 Level 4 Segment 4.2 1.3.2.2.3 Match present characteristics with defining characteristics for hostile aircraft jinks Segment 4.4 1.3.2.2.3 3.1.1.1 Match present characteristics with defining haracteristics for hostile aircraft jinks Display update data on NTDS console with operational program Segment 4.8 1.3.2.2.1 Match present characteristics with defining characteristics for additional hostile aircraft 1.3.2.2.4 Match present characteristics with defining characteristics for specific hostile aircraft tactics Determine the AIC updated data needed by the aircrew 2.1.1 143 NAVTRAEQUIPCEN 78-C-0182-3 Segment 4.9 3.1.1.1.2 1.3.2.2.1 Segment Display data by operating N= console with op-aticmal program Match present characteristics with defining kratert iutics for additional hostile aircraft 4.15 1.2.2.1.3 1.261.1 Obtain required altitude data from DRO interpretation Obtain updated air return poeitions Level 5 Segment 5.2 1.3.2.2.2 3.1.1.1 2.1 I 4.2 Hatch present characteristics with defining abaracteristics for additional friendly aircraft Display update data on N= console with operational program Determine the AIC updated data needed by the airorew Utilize &#propriate vocabulary for transmission Segment 5.3 1.3-2.2.2 Match present characteristics with definiAng dnrateisAtic for additional friendly aircraft Segment 5.4 3.1-.1.1 2.1 .1 4.2 Display updated data on NTDS console vith operational program Determine the AIC updated data needed by the airorw Utilize appropriate vocabulary for transmiesion Segment 5.5 3.1.1.1.2.1.2 Display target track and ground speed 3.1.1.1.2.1.3 4.4.2 Display target altitude information Send a messae by manipulating redio/telehoa equim.t Display target track and ground speed Display target altitude information Send a message by manipulating radio/teleph equipmnt Segment 5.6 3.1.1.1.2.1.2 3.1.1.1.2.1.3 4.4.2 Segment 5.7 2.1.1.3 4.2 Identify relevant available AIC information the airorew does not yet have Utilize appropriate vocabulary for transmission $ 1 RAVTRIEQUIPCD 78-C-0182-3 Segment 5.8 2.1.1.3 4.2 Identify relevant available AIC information the airrew does not yet have Utilize appropriate vocabulary for transmission i.evel 6 Segment 6.2 3.3.7 Obtain required data from AIC oalculations Segment 6.3 1.3.1.2.4 Hatch characteristics with definitions for rendezvous phase Segment 6.4 1.2.1 Obtain update from PPI interpretation Segment 6.6 3.1.7.1.2.2.1 3.1.1.1 2.1.3 Display CAP bearing and range Display update data on NTD3 console with operational program Determine the updated data needed by AIC Segment 6.8 3.3.7 Obtain required data from AIC calculations Segment 6.9 3.3.7 Obtain required data from AIC calculations 3.1.1.1.2.1.1 4.4.2 Display target bearing and range information Send a message by manipulating radLo/teUlpoe equimpnt Segment 7.2 2.1.1.3 NEW Identify relevant available AIC information the aircrew does not yet have Call 'in the dark' Segment 7.3 3.3. 1.1 4.,.2 4.2 4.3 Obtain required magnetic bearing data from PPI display interpretation Determine if radio/telephom is the correct tranmLssio medium Utilize appropriate vocabulary for transmission Apply appropriate transmission procedures 1415 VAVTRAZQUIPCEX 78-C-0182-3 Segment 7.3 - continued 4.4.2 3.3.2.1.1 Send a message by manipulating rdio/teolpbo equimut Obtain required target range and bering data trm DRO interpretation Segment 7.8 4.4.2 Send a message by manipulating radio/toegbe o eqipot Segment 7.9 3.1.1.2.1 3.1.1.2.2 Adjust plotting head intensity Display radar returns on rT=S console Segment T.11 2.1.1.3 NEW 3.1.1.2.1 3.1.1.2.2 relevant available AIC information Identify aircrew does not yet have Call 'in the dark' Adjust plotting head intensity Display radar returns on N= console the Segment 7.16 1.3.1.2.7 Match characteristics vith definitions for emergency phase Segment 7.17 1.341.2.7 Match characteristics with definitions for amergency 1.3.2.2.6 Match present characteristics with defining characteristics for critical levels of CAP state/status Obtain required data from aircrew transmissions Display CAP heading phase 3.3.6 3.1.1.1.2.2.2 Level 8 Segment 8.1 NEW NEW Outline operating areas/hot areas Provide beading advisories for area control Segment 8.2 2.1. 1 3.1-1.1.2 NEW Determine the AIC updated data needed by the alrore w Display data by operating FTDS console with opeational progrem Turn bogey for intercept 16 NAVITRAQUIPCEU 78-C-182-3 Segmeat 8.4, 2.I.I 4.4.2 Determine the AZC updated data needed by the arcrew Send a message by manipulating rodio/telepbo" equip"t Segment 8.5 1.3.1.2.10 3.1.1.1.1.8 1.2.2.2.1.12 Hatch characteristics vith definitions for siaulated taotical phases Preset the displayed area Obtain required beak angle data trom O Interpret"a Segment 8.6 1.2.4.1 1.2.4.2 1.2.1.1 3.2.1.1 2.1.1 4.4.2 Request state/status R/T report Obtain state/status R/T report Obtain updated air return positions Update target symbol (if needed) Determine the A£C updated data needed by the air=rev Send a message by manipulating redio/telegboe equimt Segment 8.7 MWEstablish lost communicatioas protocol Segment 8.8 NEW Detach wingean for separation Segment 8.11 3.3.2.2.13 3.3.7 Obtain required angie--oft data trm DO intrpetation Obtain required data from AIC calculations 147/148 I '..,.1. . , , NAVTRA IPCEN 78-C-0182-3 DISTRIBUTION LIST Commanding Officer Naval Training Equipment Center Orlando, Fl 32813 18 Defense Technical Information Center Cameron Station Alexandria, VA 12 1 of 1