直升機(jī)教員手冊(cè) Helicopter Instructor’s Handbook
時(shí)間：2014-11-10 08:35來源：FAA 作者：直升機(jī)翻譯 點(diǎn)擊：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Part of the procedure should be a visual check to ensure the other person actually has the flight controls. When returning the controls to the flight instructor, the student should follow the same procedure the instructor used when giving control to the student. The student should stay on the controls until the instructor says: “I have the flight controls.” There should never be any doubt as to who is flying the helicopter at any time. Numerous accidents have occurred due to a lack of communication or a misunderstanding about who actually had control of the aircraft, particularly between student and flight instructor. It is imperative that the student understands that the term “flight controls” is used in this procedure. A common point of confusion occurs when the pilot not flying announces a hazard to flight. For example, “I have the traffic.” is construed to mean, “I have the traffic and the controls.” The pilot flying the aircraft relinquishes the flight controls, misunderstanding the statement, and now is probably focused outside, looking for the traffic. At this point, no one is flying the aircraft! Establishing the above three-step process during initial training ensures the formation of a very beneficial habit pattern. Ground Operations Instructors should describe in detail the process for ground handling and movement of helicopters on the ground in preparation for flight. Show the student where the manufacturer’s recommended procedures for ground handling are found in the RFM. This discussion should include removal from typical storage locations, such as trailers and hangars, towing options, taxiing options, and choice of a launch area. The rotor downwash from a helicopter can cause considerable damage to persons, property, and other aircraft. Ensure the student understands the importance of coordinating with all interested parties, including airport management, landowners, and other aircraft operators prior to conducting helicopter operations. It is important a student understands the importance of operating a helicopter safely on the ground. This includes being familiar with standard hand signals that are used by ramp personnel and traffic control light signals from the control tower. [Figures and 9-5] Instructors should direct the student to the AIM for more information on hand signals and task the student to practice proper hand signals with another student. Hands-on experience and practice better reinforces the material and increases retention. To familiarize the student with control Hold hover Move right Move left Takeoff Land The signal “Hold” is Left arm extended Right arm extended Right hand behind Arms crossed in front executed by placing horizontally; right horizontally; left arm back; left hand of body and pointing arms over head with arm sweeps upward sweeps upward to pointing up. downward. clenched fists. to position over head. position over head. Move forward Move rearward Move upward Move downward Shut down Combination of arm Hand above arm, Arms extended, Arms extended, Either hand, palm and hand movement palms out using a palms up; arms palms down; arms down, across the neck in a collecting motion noticeable shoving sweeping up. sweeping down. in a “throat-cutting” pulling toward body. motion. motion. Figure 9-4.Hand signals. light signals from the control tower, the instructor can request the different signals from the tower over the radio so the student can see the real light signals. Tower windows are often tinted, which causes light colors to appear a slightly different color. As the student progresses, ask the student what signal to expect and arrange with the tower to delay the light signal some time after the radio transmission to allow the student to respond to the instructor. The pilot needs to brief passengers and ground personnel. In addition to the required information in the regulations, the student should learn to tell ground personnel where the helicopter would go in case of malfunction, always to approach from a forward side of the helicopter, and approach only after acknowledgment by the pilot. Many rotors can dip to as low as 4 feet off the surface. Usually, the forward portion of the main rotor dips the lowest to the ground, so approaching from the very front of the helicopter is usually not a safe route. Pilots should be taught to teach personnel never to come to the rear of a helicopter, except in the case of the BV-234/KV-107 to which rear access is safer. Special precautions must be taught for the BO-105 and BK 117 due to their rear access. Tail rotors have killed and injured as many people as airplane propellers. Students should learn to keep their hands, arms, and hats down, and to be careful of long poles, tripods, survey targets, antennas, etc. No one should ever chase a hat that has blown away. It is safest to stay in the helicopter until the blades stop or stand by the operations area until the blades stop, but often impractical due to other constraints. By the same token, the pilot should ensure that passengers are briefed to stay inside the airframe until the blades stop in the unlikely case that an unplanned event occurs. Unlike airplanes, it is quite common for a passenger to be sitting in the front seat and be able to place a camera or other type obstruction around the collective, even when the dual controls are removed. The pilot should always ensure that any doors are closed and completely latched. Accidents have occurred when objects fell out of aft cabins or cargo bays and struck tail rotors. If the helicopter is being flown with doors removed, this precaution is especially necessary. Engine Start Discuss in detail the process of engine starting and initial operation. Stress the importance of using the engine start procedure recommended by the manufacturer in the RFM. Emphasize the hazards associated with engine start and blade rotation or rotor engagement. |
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