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. Unless parking in a designated, supervised area, the student should be instructed to select a location and heading that prevents the propeller or jet blast of other airplanes from striking the helicopter broadside. Do not allow the student to become complacent. The flight is not complete until completion of all tasks and the pilot is walking away from the aircraft. Engine Shutdown It is essential to stress the importance of following the checklist during engine shutdown. As the training flight nears completion, it is human nature to relax, becoming inattentive. The instructor must take time to go through the shutdown with the student, noting reasons for certain steps. For example, depending on the type of engine (reciprocating or turbine), different cool-down periods are necessary to prevent material damage to the internal components. What is learned first is most often retained; educate the student on the specifics and purpose of steps pertaining to the powerplant in use. Additionally, certain steps are performed to identify possible system faults. For instance, if the helicopter uses a step to check battery voltage, explain why the check is performed. Another very common cooling time check is to turn off the fuel boost pumps and ensure the engine keeps running. A line leak or faulty component will kill the engine then, requiring repair prior to the next flight. The student should not be allowed to conduct shutdown procedures from memory. Postflight Point out that a flight is never complete until the engine is shut down, rotors have stopped, and the helicopter is secured. When the rotors have stopped, the pilot then carries out a postflight inspection to include checking the general condition of the aircraft. Stress to the student that the postflight procedure is an essential part of any flight. Although not meant to be a thorough inspection, the postflight is no less important. Discrepancies noted on postflight allow maintenance personnel more time to make appropriate repairs and prepare the aircraft for subsequent flights. Using experience, point out common or frequent trends found during postflight. Ask the student or have the student question what he or she may see. Are the fluid levels within limits? Are they at the same level as checked on preflight? Point out the concern over possible foreign object damage (FOD), specifically on the main and tail rotor blades and undercarriage. Observe any fluid or debris on the engine or transmission decks. Are fluids present on the ground or along the fuselage? Show the student how to make appropriate entries in the aircraft logbook. Explain how vague entries cause confusion and to be descriptive in noting discrepancies. Also, discuss what policies or duties may be the pilot’s responsibility, such as cleaning the cockpit area or windows. Demonstrate the correct method and materials to be used, if applicable. Securing and Servicing When a flight is completed, the aircraft should be hangared or tied down and the rotor blades secured. Tying the blades down in the same manner each time instills positive habit transfer and awareness of tie-down and cover stowage and location. Ensure that the battery is off and have the student note the fuel level at the completion of the flight and ensure refuel is accomplished if necessary. Refer the student to the RFM for the procedures used to service and secure the helicopter. Instructor Tip Remember, instructors are role models for student pilots. Make the use of checklists meaningful to the student by demonstrating the importance and reasons for each step. By using checklists on a regular basis, the instructor’s actions underscore the importance of relying on checklists rather than memory. [Figure 9-8] Chapter Summary This chapter described those flight preparations and ground procedures normally associated with helicopter flight. In this discussion, particular emphasis was placed on the use of the manufacturer’s procedures and checklists in accomplishing various functions. For additional information in any of these areas, refer to the RFM for the helicopter being flown. Basic Maneuvers Basic flight maneuvers consist of five fundamental modes of flight: straight-and-level, turns, climbs, descents, and hovering. A student should understand that all maneuvers are based on one or a combination of these fundamental modes. Inform the student that the Practical Test Standards (PTS) establish the minimum standards or acceptable limits for the performance of each maneuver. Prior to flight, a briefing should be conducted that includes the training to be accomplished, crew responsibilities in the event of an emergency, and the procedure for the exchange of flight controls. A positive three-step process in the exchange of flight controls between pilots is a proven procedure and one that is strongly recommended. Note: Beginning with hover training as the first helicopter maneuver may be unwise. The student has not had the opportunity to learn how the helicopter reacts to control inputs. Learning control inputs for the first time three feet above the ground is unsettling for most. One option is for the instructor to take the student up to altitude and allow that student to become comfortable with the helicopter flight controls. Once the student is comfortable with the flight controls, proceed to lower and slower flight until hovering is finally achieved. Straight-and-Level Flight It is important that the student be able to maintain a constant heading, altitude, and airspeed. Explain and demonstrate that straight-and-level flight is actually a series of small corrections needed to maintain the original attitude and heading following natural deviations caused by inadvertent control inputs or turbulence. The attitude required to maintain straight-and-level flight should be clearly defined using all available visual aids. One aid is the distance between the horizon and the tip-path plane of the rotor system. [Figure 10-1] |
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