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. Sections of the Manual General Information (Section 1) The general information section provides basic descriptive information on the helicopter and the powerplant and is a good place for the instructor to familiarize the student with the aircraft being flown. Since this section provides the basic dimensions of the aircraft, examples of how the student might use the information can be incorporated into the lesson plan. Discussion of the aircraft’s overall dimensions can be used to calculate hangar area required. The diameter of the rotor disk can be used to determine the altitude of aircraft for ground effect. The dimensions of the helicopter primarily define the amount of space needed for the helicopter’s landing and takeoff areas. For example, the hover pad should be the main rotor diameter plus the tailrotor’s diameter and some margin for maneuvering error and enough distance to be able to clear obstructions during takeoff and landings. Review the takeoff and landing charts with the student so they have a better understanding of the distances involved. Review the aerodynamics so the student remembers why vertical takeoffs and landings, even if possible, are not advised, and probably are not the safest maneuvers usable. The instructor should teach the student that for part 27 helicopters, the charts are advisory. Whereas, the charts for a part 29 helicopter may be limiting depending on the verbiage in the limitations section of the RFM. However, should an accident occur, operating outside given acceptable parameters may be grounds for a careless and reckless determination. Operating Limitations (Section 2) This section contains those limitations necessary for the safe operation of the aircraft and should be thoroughly reviewed with the student. Divide this section into subsections for discussion purposes: instrument markings, operating limits, loading limits, and flight limitations; explain each one to the student. Show the student how the information related to instrument markings is depicted on the instruments in the aircraft. Make the information relevant by explaining the markings and how exceeding the limits affects flight. Show the student the flight limitations section and discuss how the limitations relate to safe flight. Review the weight and loading distribution section, emphasizing the information concerning maximum certificated weights, as well as the center of gravity (CG) range. Point out any prohibited maneuvers or restrictions to flight. Do not assume a student knows what a placard is—show an actual placard on the aircraft. Always relate what is written in the RFM to what and where it is on the actual aircraft. First, identify the tachometer and explain the markings. Then, point out which needle indicates engine revolutions per minute (rpm) on which scale and where to read the rotor rpm. [Figure 6-3] The student should be well aware of the importance of maintaining rotor rpm at all costs. For example, in dealing with emergency procedures not necessarily documented in the RFM, if the rotor tachometer fails in flight, maintaining powered flight and monitoring the engine tachometer should keep the rotor within the limitations. However, this should never be used to allow takeoff with an inoperative main rotor tachometer. The student should appreciate that if the rotor is in the low green range, then the glide distance will be somewhat farther, but too little rotor rpm allows the blades to fold or bend upward in flight with no chance of recovery, or little to no cushioning energy during the touchdown phase of an autorotation. Excessively high main rotor rpm can overstress the blade retention parts leading to immediate blade loss or begin stresses which lead to blade loss in the future. Emergency Procedures (Section 3) Remind the student that while flight is generally safe, it does include an element of risk. One of the risks associated with flight is equipment malfunction or failure. These include engine, tail rotor, or system failure, or fire. Explain that the manufacturer has developed procedures for coping with emergencies and includes those procedures in this section. [Figure 6-4] Accidents and helicopter operating history proves that training in emergency procedures in helicopters is beneficial, although sometimes expensive. Experience indicates that helicopter training is much more demanding than airplane training due to the differences in the machines and failure modes. However, with the proper training, helicopter flight can as safe as airplane flight. Although the FAA does not encourage memory items for checklist procedures, due to the complexity and aerodynamics of the helicopter, the helicopter pilot must be better trained, more attentive, and more responsive than the average airplane pilot. In many situations, the helicopter pilot must react almost instantly and accomplish the necessary items without the aid of a checklist since the emergency may end before a checklist can be located, read, and followed. For example, helicopters commonly fly at an altitude of approximately 1,000' above ground level (AGL). If an engine or driveline component fails at this altitude, the time remaining aloft is only about 44 seconds for common 4 or 5 place reciprocating-engine powered helicopters with a power-off descent rate of 1,350 feet per minute (fpm). Remind the student that, in those 44 seconds (or less with the entry into autorotation), the pilot must: 1. Achieve autorotation airspeed, 2. Control the rotor rpm, 3. Confirm the wind direction on the surface, 4. Find a suitable landing area, 5. Maneuver into the suitable landing area while missing any obstructions (e.g., wires, fences, trees, and towers), 6. Indentify the actual landing spot during a low, quick, reconnaissance and then 7. Complete the autorotative landing while: a. Thinking about a mayday call and b. Accomplishing checklist cleanup items (e.g., fuel valve closure, battery switch to off, and activation of the ELT). |
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