直升机教员手册 Helicopter Instructor’s Handbook
时间：2014-11-10 08:35来源：FAA 作者：直升机翻译 点击：次
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. In the third phase, as the student is completing the course of training, the instructor should begin exposing the student to practical scenarios of helicopter flight and enable the student to discern the hazards associated with each profile. Using the “simple to complex” method at all times, the student is introduced to scenarios demanding focus on several safety-of-flight issues. [Figure 1-10] The CFI must present the subject of risk management as it relates to helicopter operations for the level of instruction being presented. For example, a new helicopter student has different requirements from those of a prospective commercial Emergency Medical Services (EMS) pilot. Chapter Summary This chapter introduced the purpose of flight training, resources available to the CFI, a brief overview of flight safety practices, and hazards unique to helicopter flying. Training Procedures The introduction to training procedures offers the certificated flight instructor (CFI) an opportunity to better ascertain the student’s experience and background, which influence training. At this time, the CFI explains the general safety procedures, lay out of the school, the course syllabus and how it is used. This includes how, when, and where instruction will take place. The CFI also discusses the role of preflight and postflight briefings in the training program, as well as how he or she monitors the student’s progress. Additionally, the introduction to training should be used to determine the student’s motivation for flight training and learn what their goals are. By understanding what the student would like to gain through flight training, the CFI will be better prepared to tailor their training plan to the needs of the student. Introduction to the Helicopter Walking the student through a preflight provides an excellent opportunity to introduce or review the main components of the helicopter. [Figure 2-1] Refer the student to the Helicopter Flying Handbook for in-depth information on the rotor systems, landing gear, and flight controls. During the discussion, the CFI should demonstrate how to enter and exit the helicopter properly while the rotors are turning. This is also a good time to explain or review: . General helicopter hazards, such as main and tail rotor blades. A simple demonstration of how low main rotor blades can droop is possible by manually pulling down on the tip of a static blade. In aircraft equipped with retractable droop stops, the CFI must explain that actual droop can be greater once the stops retract with greater rotor revolutions per minute (rpm). Ensure that all demonstrations comply with restrictions found in the appropriate rotorcraft flight manual. . Emergency egress. . Foreign object damage (FOD) hazards associated with items, such as hats, jackets, and loose paperwork. . Seat belt use at all times during flight. . Proper wear and use of the headset. . Proper sitting posture and position of the hands and feet. . Positive exchange of controls procedures and acknowledgments. . The see-and-avoid concept. . The clock method of reporting aircraft and other hazards to flight to the other crewmember. . The need for clothing suitable for the location and weather. It is always good practice to have sufficient clothing for walking back to the starting point. Helicopters can readily take a pilot far beyond populated areas. The pilot should always have enough resources to survive or to wait for a repair crew to arrive, in case of emergency. (Please refer to Chapter 12, Helicopter Emergencies.) . Suitable eye protection, such as good sunglasses to protect the eyes from harmful rays that produce cataracts in later years. Helicopters admit much more sunlight than almost any other aircraft, due to the bigger bubble or cockpit plexiglas area and chin window areas. Additionally, many helicopters fly with the doors off in warmer climates, thereby exposing the student’s eyes to much more radiation. . Seat and pedal adjustment in the helicopter to achieve full control travel. . Headset and commonly used noise-canceling microphone function, so that the headset and microphone can be properly fitted and adjusted. The student should know how to adjust the volume of the headset and be able to understand the instructor and radios through the headset. If a voice-activated intercom is installed, the student should be taught what the squelch control function does and how to adjust it when necessary. Headsets not utilized should be disconnected and stowed away to prevent unwanted noise and reduce the risk of FOD. Also, loose items such as seatbelts, bags, jackets, hats, and flight publications should be stowed. . Controls and buttons located on the cyclic and collective. Most of this preflight instruction should be done in as quiet a location as possible before engine start. After engine start, student perceptions will probably be overloaded quickly with new experiences and sensations from their first helicopter flight. Effective instruction would have the ground instructor bringing the class out to the helicopter after every lesson to have them locate, examine, and describe the function of each part described in that lesson. The students should be able to explain the relationship between a component of the helicopter and the aerodynamics requiring that component. The importance of good prebriefings can never be overstated. In almost every case, if the student does not learn from the briefing what is expected and the contents of the flight lesson for that day before going to the helicopter, then that student will not learn after getting into and starting the helicopter. Instructors forget that the new student pilot is constantly barraged by new information. Newly experiencing the sights, sounds, vibrations, and other sensory inputs of helicopter flight, the beginning student has great difficulty understanding and remembering what the instructor says. If the instructor merely reinforces what the student learned in the classroom, the student is more likely to recall the instructions and procedures for the maneuvers amid the new experiences. |
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