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
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Additionally, the flight instructor must certify that the applicant is able to perform safely as an instrument pilot and is competent to pass the required practical test. Discuss with the student: . Flying with the instruments is essentially visual flying with the flight instruments substituted for the various reference points on the helicopter and the natural horizon. . The IFR helicopter pilot cannot reference the rotor tip path to the horizon, but depend instead on the artificial horizon for a reference. . There is no difference in helicopter control inputs between flying visual flight rules (VFR) and instrument flight rules (IFR). . There is no outside reference and a pilot must trust what is presented on the helicopter instruments. . Basic instrument training is intended to be a building block toward attaining an instrument rating. Ground Instruction In a classroom environment, work with the student to begin developing a basic knowledge of the terms associated with attitude instrument flight. One way to capture the student’s level of understanding is by requesting that the student identify the location of the instrument located in the helicopter, explain what each instrument is used for during attitude instrument flight, including its indications and limitations. The following instruments should be covered in the lesson plan: airspeed indicator, altimeter, vertical speed indicator (VSI), attitude indicator, heading indicator, and turn indicator. [Figure 13-1] . The student should learn the names and locations of the pitot static instruments (airspeed indicator, altimeter, and VSI), their use in preflight and airborne checks, and common errors. . The student should learn the name and location of each gyroscopic instrument (attitude indicator, heading indicator, and turn indicator), their use in preflight and airborne checks, and common errors. . The student should learn about the magnetic compass to include magnetic variation, magnetic dip, and compass deviation, as well as preflight checks, airborne checks, and common errors. Students have been known to be intimidated by instrument flying. Lack of experience and/or poor training can contribute to this. An instructor’s goal is to keep the training and the lesson plan as interesting as possible. Once the student understands what each instrument does, knows how to use it and develops a good cross-check, he or she will overcome the intimidation factor. The amount of time spent on each area is determined by the individual’s ability to achieve a satisfactory level of proficiency. A portion of the instrument training may utilize a flight simulator, flight training device, or a personal computer-based aviation training device (PCATD). [Figure 13-2] The instructor must help the student form the correct scanning habits from the very first instrument flight, whether it is in the helicopter or in a flight simulator. Students have a tendency to stare at one instrument, which allows the other instruments to exceed tolerances very quickly. A VFR pilot must scan the instruments and gauges, as well as the sky, for traffic and obstructions. An IFR student must scan the gauges and instruments, and maybe the outside if there is anything to view. One common problem is attempting to stare at an instrument while a correction is being made. A student should be taught to scan, determine the issue or problem, make a control change, and then continue the scan. The result of the control change is checked on the next scan. The student must remember that inertia of the helicopter and all the changes require some finite period of time, so changes neither occur instantly nor would we usually wish to make abrupt changes of large magnitude. Flight Instruction Once the student has an understanding of the instruments and knows the location of each, then the next logical step would be an actual flight. [Figure 13-3] Prior to the flight, the student should review all the instruments that will be used for the particular helicopter being flown and learn how to perform an instrument cross-check, instrument interpretation, and aircraft control. When teaching the student about flying a helicopter with reference to the flight instruments, the key is getting that student to understand that proper instrument interpretation is the basis for aircraft control. Skill, in part, depends on understanding how a particular instrument or system functions, including its indications and limitations. With this knowledge, the student can quickly interpret an instrument indication and translate that information into a control response. Start with simple tasks, and then progress to the more complex tasks. The student should be able to demonstrate performance of the following tasks at a satisfactory level: . Straight-and-level flight . Straight climbs . Straight descents . Turns: predetermined heading, timed, change of airspeed, 30° bank, climbing and descending, and compass . Unusual attitudes . Emergencies . Instrument takeoff Perform a learning check by asking the student the location and function of each instrument used for attitude instrument flight. During flight, these demonstrations indicate if the student is able to maintain aircraft control during attitude instrument flight using both cross-check and instrument interpretation. Ensure the student knows what to do if the instrument fails and how that failure affects the scan being used. Allocate adequate time to train recovery from unusual attitudes. The student needs an understanding of the errors inherent in each instrument and common errors for the tasks to be performed. Instructional Techniques Instrument flying is simply composed of level, turning, climbing, and descending instrument flight maneuvers. Do not overwhelm the student on the first instrument training flight. Use the building block technique by introducing one flight task at a time. Allow the student to fly and maintain a set altitude. Then, introduce heading control and then airspeed control. The instructor’s main duty is to divide the instrument procedures into small enough tasks to enable the student to grasp the concepts, acknowledge the desired outcomes, and understand the methods to use and when to use them to achieve the necessary performance. |
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