直升機(jī)教員手冊(cè) Helicopter Instructor’s Handbook
時(shí)間：2014-11-10 08:35來(lái)源：FAA 作者：直升機(jī)翻譯 點(diǎn)擊：次
|
To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. For example, if you are located near a large body of water, expand beyond the required syllabus to discuss what unique characteristics and limitations are present when flotation devices are installed. What impact could they have upon exiting the helicopter? Talk about the emergency procedure required for ditching in water. Discuss when to remove the doors in situations of power off (autorotations) or power on (ditching). When forced to land in water, taking the doors off is critical; however, if the helicopter is in an autorotational descent, removing the doors in descent may cause greater problems. If under powered flight and forced to ditch (with little fuel remaining), jettisoning the doors and then hovering a safe distance away to enter the water is the best option. It is important to discuss the danger of turning rotor blades to those exiting the helicopter and to discuss the best manner to exit. Again, tailor this topic to the equipment and gear installed and used in the training helicopter. This discussion can be quite in depth and should be based on local procedures, as well as the knowledge of more experienced pilots in the flight area. Scenario-Based Training Once the student has mastered engine failure in the hover emergency procedures, this emergency can be incorporated into any scenario by the instructor giving a verbal warning at the appropriate time to indicate the engine has failed. For an instructor, the initial focus of emergency training is to have the student correctly analyze the malfunction and properly perform the corrective action. This is often accomplished with one specific emergency procedure being taught as the center of attention. But how do we know if the student will be able to perform this action if it actually occurs? An instructor should never let the student exceed aircraft limits or the instructor’s ability to recover the helicopter. One way to check the student’s proficiency and confidence is to build emergency training into a routine flight scenario. Give the student the task of planning and executing a flight to a nearby airport. The instructor will have a predetermined series of simulated emergencies to be given at different segments of the flight. This allows the instructor to plan ahead to ensure the specific procedure to be performed will be in an adequate or approved emergency procedure training environment. For example, one task to be evaluated is antitorque failure. Prior to entering the nearby airport’s traffic pattern, the instructor gives the student a verbal description of antitorque controllability issues and fixes the pedals. Another example would be to advise the student that the oil pressure is low or the engine temperature is too high. The instructor could announce that the engine is running rough or is cutting out. Simply saying “engine failure” is counterproductive because the student must learn the signs of an engine failure and not be trained to wait for cues from the instructor. The whole intent of the training is for the pilot to be fully trained and self-sufficient in single-pilot helicopters. At this point, allow the student to work through the situation and take the appropriate actions. If appropriate actions are proficiently executed, the student’s confidence level rises and the instructor also feels secure in the student’s abilities. Instructor Tips By using simulation or flight training programs, the student experiences the virtual reality of various helicopter hazards, especially ones that cannot be demonstrated due to possible structural damage to the aircraft. Refer to Figure for a general lesson plan to be used to help outline training. Chapter Summary This chapter addressed various emergency procedures and provided the instructor with some topics for discussion with a student. Emergencies were discussed in general terms; this chapter is not intended to replace the procedures recommended by the manufacturer in the RFM. Ideally, the helicopter instructor will wait to explain this chapter until after a basic understanding of instruments is achieved. Once the student understands the basics, then actual helicopter flights reinforce what was taught in this chapter. This chapter is intended as a building block towards attaining an instrument rating. Students will be taught attitude instrument flying and should apply all of the basic maneuvering flight skills that have already been mastered. Instructor’s Objective An appropriately rated flight instructor is responsible for training the instrument rating pilot applicant to acceptable standards in all subject matter areas, procedures, and maneuvers included within the appropriate instrument rating practical test standard. Title 14 of the Code of Federal Regulations (14 CFR) part 61, section 61.195(c), states that basic instrument maneuver training for private pilot students and lower need not have an instrument instructor rating, if the instructor has instrument privileges on his or her pilot certificate. Because their teaching activities affect the development of safe and proficient pilots, flight instructors should exhibit a high level of knowledge, skill, and the ability to impart that knowledge and skill to students. It is important to find out the student’s background during the initial portion of instrument training. New students with only basic maneuvering instruction provide a different set of challenges for the instructor than a more experienced pilot (e.g., a pilot who has flown by instruments in a fixed-wing aircraft). The instructor must know who is being trained and what tendencies or trends may commonly be observed. Just as with any other instructional approach, instructor ability to identify and correct student error is based on the instructor’s ability to cull from knowledge and experience. The instructor should reference the specific helicopter sections in the Instrument Flying Handbook, which includes full discussions on helping an airplane pilot transition to helicopters. |
推薦內(nèi)容
熱點(diǎn)內(nèi)容
