David C. Crammer 12640 Cowley Downey, Ca. 90242 (310) 861-8682 Article on the Santa Fe simulator in Lenexa, Kansas which appeared in the March/April issue of Rail Classics. To subscribe to rail Classics call 1-800-562-9182. In the green, rolling hills on the west side of Kansas City, Kansas in a town called Lenexa Santa Fe locomotive engineers in training acquire the experience necessary to handle charging locomotives over the various terrains encompassing the scope of its territory from Chicago to Los Angeles. The students do this, not only with the usual screen in front of the cab technique, but utilizing motion and computer simulations the engineer is instantly updated on how his train reacting to the combination of the various controls, terrain, and the computer generated cars. In what seems to be a cab rocking and rolling across the countryside the person at the controls becomes acutely aware of the dynamics of train handling. Originally Santa Fe engineers shared Southern Pacific's simulator in Cerritos, California. When both moved to the same building in Lenexa Santa Fe acquired its own motion base simulator as well as two static ones (in 1969 Santa Fe had the first motion based simulator in Topeka). The simulators were designed by IITRI (Illinois Institute of Technology Rails Institute) with the motion base by McFaddin Industries which also builds helicopter simulations. These became involved in rail simulations as a result of a government grant to develop a simulator for Amtrak training. The IITRIS-2 /TS-2M Train Simulator is controlled by a program written in Fortran and run on digital hardware. Similar IITRI simulators are used by Union Pacific, Burlington Northern, and Norfolk Southern. They have also developed simulators for Australia, South Africa, and India plus shipped the simulator components to England for use there. What is involved in setting up the program? First the railroad had to decide on the locations they wanted to display. The decision was based on type of terrain such as flat high speed running, mountain railroading on steep grades, a mix of types, etc. The mode of operation an engineer may encounter was also deemed important such as CTC, ABS, and dark territory with no signals. Santa Fe chose five different scenarios starting with Cajon Pass on the south track. This steep decent with its double track has a 3% grade to give the trainee experience in holding back a heavy train. Next comes the Seligman Sub both east and westbound from West Flagstaff to Yucca with selected sections totaling 25 miles (East Flagstaff to Williams with undulation and long descending grades, Yampai to Croxton, and Kingman to Yucca). The grades here may be taken at speeds of up to 70mph utilizing the dynamic brakes to control the train and it gives the engineer invaluable experience at high speed. This was added to the repertoire due to the high frequency of derailments that were taking place in the 80's (The nice thing here is that through the use of staged collisions, etc. everyone gets to die on the simulator and then live again). An accident at high speed down the grade usually does not have such a benign ending. It is better to learn the tricks of the trade on the simulator before tackling it in real life. Because this was during the hoped for merger phase with SP the Seligman Subdivision section was filmed by Southern Pacific in the 1987 using their camera car at 50 mph. The other four areas were filmed by IIRIT as part of their contract. IITRI used a 35mm film camera mounted on a tripod at the engineer window at 25mph giving a sharper image on the curved screen in front of the cab. Next comes Chillicothe with two fast main tracks at 70mph and eastbound on Edelstein Hill (MP137.5 on the Chillicothe Sub). On the Topeka Subdivision from Emporia, Kansas to Topeka signalling is ABS single track using warrants. Finally there is East Texas on the Longview Sub from Jasper to St. Augustine (eastbound on the timetable) with some undulation in non signalled track warrant territory. This last teaches the engineer to think about rules pertaining to flags. Since everything must be oversized on the screen the milepost signs are 5 times larger than life. To duplicate this in the form of a flagman they took Rod Riley who was the biggest guy they could find. Formerly an instructor at the center and having helped place the big signs on the Longview Sub for the filming Rod now works as the manager of safety in Amarillo, Texas. The flags are considered an alternate event so that the crew does not get complacent on their run the instructor may run it one day with out the flagman and the next day tell the computer to throw that particular event on the screen (This is similar to home laser disks which on some programs can be set to run the movie in a different sequence or to eliminate scenes entirely. In this method viewing "Close Encounters of the Third kind" the viewer can set it to watch the original version, the special version, or a combination of the two). Alternate events such as running clean and then with yellow, red, or green flags in place may also include going through a siding, and burning fussees. The Longview scenario may also include the legendary caboose collision designed to instill in the mind of the fledgling engineer the reason behind yard limits at restricted speed and no signal protection. The caboose was filmed with the train backing away from it which played in reverse with a failure to stop in time results in a spectacular collision both visually and physically via the hydraulic system which can dip 30 to 40 inches in the course of a full heave. This amount of travel means that the cab must be raised into position after the crew has boarded making the sign on the console, "Motion base must be in the down position before allowing anyone to get on or off the simulator." Having filmed the appropriate locations the next stage was to transfer the film to 1" video tape and then to laser disk. Each disk contains approximately 32,000 frames with one frame for each 1.65 feet of travel. With 3200 frames to the mile this translates out to around seven to ten miles per disk since alternate events may be included on the same disk. The disks reside in their storage cabinet in what is designated as the computer room. Each set is color coded with Chillicothe green and Arizona orange. Because there are three simulators it is necessary to have on hand three sets for each district with each module accessing its own separate computer and disk player. Each player holds four disks at a time loaded from top to bottom so that on programs where there are five or six disks (Chillicothe consists of 5 disks) the instructor reloads from the top those that have already been run through. Once the filming was completed it was necessary to add to the experience how it felt to be in the cab. All track data was supplied by Topeka and used to build the track data base. Information included the height differential at curves resulting in a tilt of the cab, flange noise (squeal) from the increased resistance around a curve, the echo of the bell of horn when passing under a bridge or through a tunnel, the hollow sound to the wheels when passing over a bridge and the downward tilt of the cab when descending a grade. The special effects add to the illusion of actually being in a moving train (it is a shock reminiscent of the ending of the novel "Lord of the Flies" that after being shoved from the back by the slack coming out of your train to look in the rear mirror and see the control room). To also heighten the sense of a moving train a wheel of light constantly revolves on the engineer side to create another sense of motion. The instructor may also play a tape of extraneous noises such as hotbox detectors, incidental radio transmissions, etc. Added to the realistic movement is the computer created train combinations that can be assigned for the trip over any one of the 5 different scenarios. 16 different train combinations have been created car by car, full and empty, out of compliance, and any amount of power for a train that can vary from 2,000 to 15,000 tons. The computer generated train profile is given to the engineer and conductor at the start of each trip along with the track warrants. For instance train profile number 4 totals out to 76 loads and 36 empties for a total of 112 cars at 5,987 tons and is 6,635 feet long. Train number 2 totals at 54 loads and no empties at 4220 tons and a length of 5,094 feet, and number 9 is a 5,850 foot coal train with 110 loads at 14,465 tons. Trains can vary from unit coal trains, high speed intermodal and manifest trains. In short they try to encompass anything and everything that the student engineer may encounter out on the road. The data base even allows the simulation of remote control helpers and totals out to 611 possible scenarios. This takes into account the 5 territories, 16 trains, and 32 slack conditions. The slack conditions are encountered at the start of the trip where the instructor can put the crew on as dogcatching bunched downhill or stretched uphill at any milepost for any grade (failing to operate the brakes properly when starting on an upgrade can produce the sensation of the train inching backwards in short, jerky movements as the screen appears to recede in front of you however using sand for traction may allow the train to move slowly forward). The amount of operative tons per brake is purposely left blank so that the engineer and conductor must get used to figuring this for themselves as they would out on the road. Classes are in groups of six who may be sent from other roads to train as well as Santa Fe engineers. Each student will spend two hours a day as the engineer and two hours as the conductor as well as rotating with different people during the two week course. As well as four hours a day in the simulator this is supplemented with classroom instruction on train handling such as braking techniques, the mechanics of diesel locomotives (trouble shooting), and rules instructions (for Santa Fe employees). To become a Santa Fe engineer the student must undergo 4 weeks classroom instruction, 12 to 16 weeks in the field with an instructor engineer, and finally 2 weeks of review at Lenexa with half the time in the simulator eventually passing a simulator check ride. When all of this is completed its back to the home territory to pass a run with an MTO (manager Train Operations or Road Foreman). Once the team of two are in the simulator they go over their computer generated train profile (the instructor types in the code for the trip after loading in the laser disks and the encrypted information will do the rest) they must perform just as they would on the road. Choosing the Jasper to St Augustine disk from MP 72 to 79 it is listed as "Film 908 ATSF RR Shot March 91 Produced by IITRI Simulation". Typing on the computer "JS3 11 JX-4" ("JS" Jasper to St Augustine, "11" coal train 14,600 tons 110 cars, "JX-4" scoreboard for student. JS3 places a locomotive on the main track beyond track warrant authority, JS2 puts in temporary speed restriction flags, and JS1 is the caboose on main track in yard limits. JS2 starts on the main line and JS1 & JS2 start in yard limits.) the student with the initials "JCH" will get a printout of his trip to review his performance timed at every three seconds producing an inch thick printout. The information on the sheet includes time, mile post, feet past MP, grade, train speed, acceleration in miles per hour, draft, and buff. On tested runs their performance will be graded by the computer as to how much braking, how fast the throttle is manipulated, acceleration, control of slack action, where he stops for a signal and most importantly "speed control". Speed control means that if the speed limit is set for 70 and the student ran at 73 the computer will penalize him. This is not really all that much different than in real life a road foreman of engines going over the pulse tapes to also check for train handling. While the other two simulators are simply monitored via the video screen or the instructor walking over to their separate room the motion simulator (TS 3) sits in front of the instructors glass window with the letters Santa Fe proudly displayed and its rear. Above the instructors desk are six monitors which can display the trip and computer analysis from any of the three simulators. As well as watching the visual he has access to the computerized current status which is also displayed on the monitor at the engineers feet. The top line of the monitor shows the curves that are approaching on the current program about 1 1/2 miles ahead and the length of the train is displayed in red. The computer screen also shows the location of signals, where there are grade crossings, and the milepost number. Below that is the elevation chart and again the train's current position along the whole length displayed in red. These two charts encourage the engineer to think of his train in terms of spatial relationships rather than just the current position of the head end. Knowing the length of the train and utilizing the counter on board the engineer learns to anticipate when the entire train has cleared a sharp curve, passed an end of restricted speed milepost, or is past a dip or grade change. Slack in the cars following him are depicted as green bar graphs with each bar representing 6 inches of real slack. When no slack is present such as downhill the space is black or certain sections may be black. Pulling the weight of the cars is represented under the "Draft" section and when cars are pushing against the train it is depicted as "Buff". The bottom line on the computer screen represents braking action which often is the bottom line. On the right of the monitor is the actual train speed in miles-per-hour and below that the train acceleration/deceleration speed. Next the "MPN" or milepost number just passed and the "FT" feet of the head end past the milepost. The grade level of the head end is displayed and the throttle position currently being used. Since the instructor has access to the same information he may give corrective hints over his microphone to help the student bring things into line or to make specific points regarding potential action. The as well as being able to hear everything said in the cab the instructor also has on the desk in front of him two monitor screens that are connected to two infra-red cameras. Mounted in the front and rear ceiling of the cab in the cab they can be maneuvered around or zoomed in on the trainee (a video tape of this can also be made for the crew for additional performance review). With this the instructor can monitor hand positions or even focus on what portion of a timetable the student is reading. All of this "Big Brother" treatment means that the instructor can closely monitor the individual student. Back to our "JS3 11 JX-4" scenario. All three simulators are running the same program though switching back and forth among them we find that as the trip progresses each crew is at a different position. Having made the initial air test (since there is no train back there and the simulator is in the raised position the conductor is excused from actually walking his train and kicking the tires and there is no daily inspection card in the cab but he does report over the radio that it has been done). The report comes over the radio, "On the move at Jasper at 1:42." We can view through the glass the simulator moving slightly as the screen in front of it and on out monitors changes and the graphics screen shows "8 mph" on the "0.57% Grade". The screen in front of the simulator is curved allowing the tracks to naturally curve under the unit and the sky to curve above giving a more natural appearance. As he passes MP 75 it is obvious that the milepost is larger than in real life. We can follow the position of the train relative to the grade and turns on the top two lines. Using the computer instructor Warren M. Scholl becomes "God" in the form of afflictions he can visit on the crew. As the crew ascends the 0.28% grade he arbitrarily knocks out the fourth unit's dynamics to see how the crew will respond. By MP 79 on a 0.68% grade they are at 7mph and through the glass ahead we can see the unit's rear gently swaying. Among the other "problems" Warren can inflict on the crew are ground relays, hot engines, sander failure, and no power/battery charge. Soon the computer shows us (and them) that while the rear is going up a 0.70% grade, the mid down a -0.14%, and the head end up a 0.60% they are also approaching a curve to the left of 0.51%. Watching the green bars of the graph the student can tell how the slack is reacting to these changes of grade in relation to his throttle and braking techniques and with the head end at 2076 feet past MP 80 it is on a 0.80% grade (.1 of a mile =528 ft., .2=1056, .3=1584, .4=2112, .5=2640, .6=3168, .7=3696, .8=4224, .9=4752). As the train heads up the grade the "DRAFT" graphics show the tensile coupler forces are increasing but are not approaching the upper limit (since this is a coal train the cars are equipped with high strength drawbars with a draft strength of 350 while lower strength drawbars have a 250 draft limit) and when at MP 83 the head end is descending at -0.68% the rear is still climbing at 0.75% At Browndell the crew calls the dispatcher for a new warrant and Warren tells them he is busy and will get back to them. Actually he is not planning on getting back to them because he wants them to stop at the bottom of the hill before they hit a train that is waiting just past where their warrant expires. Yesterday when they made the run it was a clear shot past that point but today there will be a headlight on the track in front of them. As they descend the 1.28% grade at 20 mph with no slack showing, -700 amps and 71 lbs brake pipe pressure they spot the train ahead, go into emergency and stop in time. One of the advantages of computer simulation is that by pushing a few keys Warren can instantly recharge the brakes and gives the crew permission to continue through the train sitting astride the tracks ahead of them. As they approach they pretend to panic with cries of alarm from the cab (but heeding the rule about not exiting the cab when in the raised position they stay at their posts) as Warren issues a track warrant to one of the other simulators. The cab in front of us is bouncing back and forth laterally as well as up and down as the hydraulics respond to their encoded instructions of how to behave on this section of track at 29mph on a 0.65% uphill grade. Meanwhile train #3 stopped on the grade at MP 86 and told to proceed even with the dynamics at 1215 feet past MP 86 are up to 17 mph. By MP 86.5 we see they are at 21mph and 3046 feet further are up to 23mph. Coming around the curve at 24mph they see the headlight and go into emergency getting the speed down to 17mph at MP 87 and despite all bets manages to stop in time. If he had wiped out on the bottom of the hill Warren would simply have pushed the keys programming the disk to put him back at the top and let him run it again until he got it right. Meanwhile Train #1 is proceeding on and has been instructed to contact a track gang working ahead. Track gang foreman have names such as Goofy, Daffy, Pluto, Mickey, etc. and the crews are under the realistic instruction to call them 3 to 4 miles in advance since the radios provided to real track gangs might not be powerful enough to reach further. Of course if the track gang does not respond the crew must stop the train. Getting permission to pass the train gets back up to speed when "God" hits the button and we watch on the computer screen as an air hose breaks on the 35th car. With the infra red cameras focused on his hands we watch the engineer go through the proper maneuvers and the computer screen above us also shows how his actions affect the rest of his train as it safely comes to a stop. Later in the day we find another crew in the cab of #4001 at East Flagstaff. We raise into position and the screen ahead of us shows snow and pine trees. Actually the screen extends past the engineer but cuts off before the left edge of the cab. From the engineer's seat looking out over the grab irons and right side of the nose the illusion is perfect. Our engineer this evening is trainee John (J.M.) Butler who has worked as a conductor on the Needles Sub for the past 22 years. Taking the role of conductor on this run is Al Nunez out of Mojave. This will be a scored run with the computer and the instructor checking to see that things get done in compliance with the rules. With bags stowed John and Al go over the track warrants and train profile as the instructor, who has loaded the orange disks in the proper sequence, prepares to execute program "AZWE 02 AX-1" (Arizona Westbound). We are dogcatching the train at MP 348 and there is a track gang working between MP 345 and MP 346. Our train will be at 5,094 feet consisting of all long cars. Our power will be four units and our speed is limited to 70 mph. The dispatcher asks over the radio if this is the dogcatch crew? "Yes." "How long have you been sitting?" "Two hours unattended." "Make terminal airbrake test." "Check track warrants." The simulator is coming alive with train sounds and at the John's feet the computer screen shows that we are on level ground. "Make required airbrake test and depart." Al takes his seat in the conductors chair and the computer shows we are doing 11mph as we pass under Interstate 40. As we approach the signal bridge at Reardon we get a yellow. Since it wouldn't be practical to shoot alternative events at each signal bridge the signal lights up in the cab to the right of the engineer with the appropriate color. This has been programed to light at the position on the track where the engineer would actually be able to see it. As we pass over the summit we watch the red line of the train flex with half still climbing as we descend towards what the blue line indicates will be a turn to the left. Down the 1.42% grade our speed is 33 mph with the dynamics at 4 and the cab swaying on the tracks. A voice comes over the radio, "At this next signal you must stop at least 400 feet from it but less than 1500." To John's right the lights come on as red over red. Approaching the signal at 10 mph and trying to estimate the distance john finally brings it to a stop and then we get a green over red. Setting the counter he clicks off the feet not quite making the distance as the weight of the train pushes us in our start. The disembodied voice comes over the radio, "There are no secrets from the computer." the computer will determine if he made the required distance. As we continue on down the grade with a slow order in effect we pass a hotbox detector and when there is no report John calls over the radio, "Santa Fe 4001 to Seligman Dispatcher, report hotbox detector not operative." "For rest of this run all hotbox detectors will be inoperative." John repeats the message. This chatter over the radio is important because it teaches proper radio etiquette and protocol. While it may feel a little silly sitting in this fake cab talking to a fake dispatcher through repetitive efforts it become second nature to respond in the correct format. As we pass over the crossovers at Main we hear and feel the track and with the rocking cab and occasional jolts as the rest of the train catches up with us on the undulating downgrade a glance to the rear brings one up short to see the computerized control window with the instructor talking into his microphone to one of the other crews (actually since there is no functional toilet in the nose this can also be reassuring). Tilting around a curve, sounding the horn and then hearing the crossing gate bells every time there is an accidental glance backwards is a fresh shock since while seeing the actuality legs hanging over the edge of the seat are swinging back and forth. We turn at Williams Junction or so it seems for now we are headed east back up the grade till at MP 363.5 we have an air hose break at (suprise!) car 35. John reports, "Santa Fe #4001 is in emergency at MP 363.5 on south track. In a letter to his young wife 2nd lieutenant (later general) George S. Patton wrote, "Any machine is only as good as the person operating it." New locomotives can cost around $1.5 million apiece meaning that John would be in charge of $6 million dollars worth of machinery. In addition to that is the value of the cars and cargo. This give Santa Fe a tremendous incentive to see that the people operating its locomotive receive the best possible training. Being able to vary the situations crews in training experience plus inflicting on them a variety of problem solving occasions means that by the time they finish their apprenticeship they will have come a long way towards meeting those expectations. I want to thank Bill Barrington, Warren Scholl, Steve Fruin, Sheri Wallcott, Al Nunez, John Butler, and Mike Martin for their assistance in preparing this article.