直升機(jī)教員手冊 Helicopter Instructor’s Handbook
時間：2014-11-10 08:35來源：FAA 作者：直升機(jī)翻譯 點擊：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. Airspace The helicopter instructor should integrate knowledge of the classifications of airspace throughout the training process from preflight planning to actual flight. Ensure the student understands helicopter regulatory requirements for operations in the various types of airspace based on type of pilot certificate held. Provide a thorough discussion of airspace particularly as it is relevant to helicopters. Instruction should include as a minimum: . Endorsement requirement for student pilots . Equipment requirements . Communication requirements . Weather minimums Discuss the pilot’s responsibility regarding operations in all airspace and over all types of terrain. [Figure 15-4] For example, operations and procedures in Class B airspace differ from operations in Class G airspace, and operations in mountainous terrain differ from operations conducted over open water. Tie in preflight planning, aeronautical decision-making (ADM), risk management, and other topics as they relate to airspace and type of operations. Discuss the ATC System and the services it provides. Refer the student to the Pilot’s Handbook of Aeronautical Knowledge, 14 CFR, and the Aeronautical Information Manual (AIM) for additional information. Helicopter Turbine and Multiengine Transition When transitioning a student into either a turbine or multiengine helicopter, the instructor should carefully plan the course of instruction to fully encompass the procedures contained in the Rotorcraft Flight Manual (RFM) for the helicopter being used. Ensure the student pilot has the opportunity to fly the helicopter at maximum gross weights to learn the characteristics and different aircraft responses when the helicopter is fully loaded. Emergency training should never be conducted while carrying passengers. The student pilot should fully understand the significance of the helicopter specific airspeeds, such as the takeoff safety speed for Category A Rotorcraft (VTOSS) and Category A versus Category B helicopter operations and limitations, powerplant limitations, and possibly transmission limitations for the helicopter being flown. Instrumentation and navigation displays must be understood before flight, as well as the operation of controls such as engine condition levers, governors, and stability augmentation systems. If a multiengine helicopter requires backing up and climbing some for a Category A takeoff profile, the instructor should ensure that some reasonable and practical procedure is taught and practiced to maintain tail rotor and tail boom obstruction clearance during the maneuver, as discussed in 14 CFR part 25, sections 23.53 through 23.61. In any event, the instructor must ensure that the student gains a thorough understanding of the differences between Category A and Category B operations. Additionally, if the helicopter is usually flown with a crew of two, then crew resource management should be explained and practiced. Terminology, checklist procedures, crew coordination, flight briefing, and crew position duties and responsibilities should be presented and practiced in detail. If the student is transitioning to a turbine engine helicopter, the instructor should review the differences in the powerplant response to load changes and power demands, the importance of proper starting procedures, monitoring, limitations, failure modes, and consequences of poor procedures and inattention. When a student transitions into a turbine or multiengine helicopter, this usually includes their first introduction to power checks (also called health indicator (HIT) checks, engine monitoring, etc.). Power checks allow the pilot to determine if the engine or engines is/are producing rated power before takeoff. Usually, power checks are a function of some type of maintenance program to extend the service time of the powerplant. Turbine engines are very expensive, so any method to safely extend the service time of the power plant is welcome. If the power check values are not within limits or change from one day to the next by a large margin, the pilot should write up the check as a discrepancy and bring it to the attention of maintenance. It is always cheaper to fix a problem before it becomes an airborne emergency. Turbine engines can have a failure mode of disintegrating and sending out parts at high enough speeds to penetrate the other engine, fuel lines, driveline components, and compartments. A poor power check value can be an indication of a worn engine or one that may be ready to fail. The student should be thoroughly trained to observe temperature and torque limitations. Additionally, the student should be trained how to determine which limitation is for that time and place, as well as why. Floats, Wheeled Landing Gear, or Ski Transitions When transitioning a student to a helicopter equipped with floats, wheeled landing gear, or skis, the instructor should carefully plan the course of instruction to fully encompass the procedures contained in the Rotorcraft Flight Manual (RFM) for the helicopter being used. Floats Fixed inflated type floats must be checked daily for inflation and may limit the airspeeds and maneuvering capability of the helicopter. Water landings can be uneventful or very demanding, depending on the winds and waves. Autorotations to the water can be very challenging if the water is smooth and calm. Rotor wash disturbs the water surface, which can make hovering over a position most difficult. Should the pilot need to shut down on floats and then restart, uncontrolled turning should be expected until sufficient rpm is gained to allow heading control with the pedals. A pilot flying over the water should be taught to carefully observe the water’s surface for wind direction and swell parameters. Due to the lack of reference points, navigation over large bodies of water is somewhat different than land navigation. For example, the wind direction does not usually vary as much over land due the lack of surface friction, but thunderstorms tend to form more at night over larger bodies of water, which makes the occurrence of fog more likely. Haze can also be dense enough to restrict visibility to 3 miles. |
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