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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Poor Cross-Country Planning Reliability on Navigation Equipment Instructor Tips Chapter Summary Chapter 12 Helicopter Emergencies Introduction Autorotative Descents Straight-In Autorotation, With Instructional Points Autorotations With Turns, With Instructional Points Power Recovery From Practice Autorotation, With Instructional Points Power Failure in a Hover, With Instructional Points Common Student Difficulties With Autorotation Emergency Situations for Discussion Only Vortex Ring State (Settling With Power) Retreating Blade Stall Ground Resonance Low-G Conditions and Mast Bumping Low Rotor RPM Blade Stall Recovery From Low Rotor RPM Common Student Difficulties Brownout/Whiteout System or Equipment Malfunctions Antitorque System Failure Complete Loss of Tail Rotor Thrust Fixed Pitch Settings Loss of Tail Rotor Components Unanticipated Yaw/Loss of Tail Rotor Effectiveness (LTE) Main Drive Shaft Failure Hydraulic Failure Governor Failure Multiengine Operations With One Engine Inoperative Emergency Equipment and Survival Gear Scenario-Based Training Instructor Tips Chapter Summary Chapter 13 Attitude Instrument Flying Introduction Instructor’s Objective Ground Instruction Flight Instruction Instructional Techniques Student Tendencies Instructional Objectives Instructor Tips Chapter Summary Chapter 14 Night Operations Introduction Instructor’s Objective Eye Anatomy and Physiology Visual Problems Night Vision Protection Self-Imposed Stress Scanning Techniques Visual Illusions Flight Instruction Preflight Inspection Instructor Tips Chapter Summary Chapter 15 Helicopter Operations Introduction Collision Avoidance Runway Incursions Safety Considerations Traffic Patterns Instructional Points Common Student Difficulties Drift Correction Spacing From Other Aircraft Altitude and Airspeed Airspace Helicopter Turbine and Multiengine Transition Floats, Wheeled Landing Gear, or Ski Transitions Floats Wheeled Landing Gear Skis External Loads Personnel Knowledge and Skill Emergency Procedures Instructor Tips Chapter Summary Chapter 16 Practical Examination and Preparation for Flight Review Introduction Documentation Preparing the Student Last Training Flight Application and Testing Preparation Preparation for a Practical Exam Training Flight Review Who Needs a Flight Review? Flight Review Requirements Preparation for the Flight Review Model or Type of Helicopter Flown Nature of Flight Operations Recency of Flight Experience Chapter Summary Chapter 17 Single-Pilot Resource Management, Aeronautical Decision-Making, and Risk Management Introduction Origins of ADM and SRM The Decision-Making Process Defining the Problem Choosing a Course of Action Implementing the Decision and Evaluating the Outcome Improper Decision-Making Outcomes FAA Resources Human Factors Curiosity: Healthy or Harmful? Risk Management Assessing Risk Using the 3P To Form Good Safety Habits The PAVE Checklist Recognizing Hazardous Attitudes Use of Resources Internal Resources External Resources Workload Management Situational Awareness Obstacles to Maintaining Situational Awareness Operational Pitfalls Instructor Tips Chapter Summary Glossary G-1 Index I-1 Ensure the student understands that a helicopter operates in a three-dimensional environment and requires specific skills to control the aircraft: . Coordination—the ability to use the hands and feet together subconsciously and in the proper relationship to produce desired results in the helicopter control. . Control touch—to develop the ability to sense and evaluate the varying pressures and resistance of the control surfaces and/or the instructor’s input transmitted through the cockpit flight controls and apply inputs in response to those pressures. . Timing—the application of muscular coordination at the proper instant to make maneuvering flight a constant smooth process. . Mental comprehension of aerodynamic state, power required versus power available, and hazards present. Keep in mind that an accomplished pilot demonstrates the ability to assess a situation quickly and accurately and to determine the correct procedure to be followed under the circumstance; to analyze accurately the probable results of a given set of circumstances or of a proposed procedure; to exercise care and due regard for safety; to gauge accurately the performance of the aircraft; and to recognize personal limitations and limitations of the aircraft and avoid approaching the critical points of each. The development of airmanship skills requires effort and dedication on the part of both the student and the flight instructor. It begins with the first training flight when the instructor encourages proper habit formation by introducing and modeling safe operating practices. While every aircraft has its own particular flight characteristics, the purpose of primary and intermediate flight training is not to learn how to fly a particular make and model of helicopter; it is to develop skills and safe habits that are transferable to any helicopter. [Figure 1-1] Basic airmanship skills serve as a firm foundation for this. Acquiring necessary airmanship skills during training and demonstrating these skills by flying with precision and safe flying habits allows the pilot to transition easily to more complex helicopters. Remember, the goal of flight training is to become a safe and competent pilot, and that passing required tests for pilot certification is only the first step toward this goal. |
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