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. The student should understand that the helicopter never really flies straight and level. Only after much practice does it begin to appear to fly in that fashion. Due to the very small tolerances in the control system, each rotor blade flies a very slightly different path every revolution. Therefore, the helicopter pilot must continually make small corrections to achieve what passes for straight-and-level flight. This characteristic is the practical reason that IFR certified helicopters must have a fully functional autopilot or be crewed by two pilots for IFR operations. Helicopters are very controllable, but not necessarily stable. Therefore, cockpit organization and flight planning is very essential. Depending on the helicopter, some sort of crew training and resource management must be incorporated into this training. When training instrument flight to a transitioning airplane pilot, instructors should explain or reiterate the differences between an airplane and helicopter. For example, an airplane must be pointed up on the artificial horizon in order to climb, whereas a helicopter can climb quite well with its nose down. Conversely, an airplane is pointed down to descend but in a helicopter, the nose is raised and the collective is lowered to descend. Instrument flight can cause a student to become tense or get behind on tasks, which may cause a transitioning pilot to revert back to the first learned airplane habits. Often, a student may seem to be depressed from seeing so many errors during IFR flight training periods. That is when the instructor should congratulate the student because that is when flying really begins to improve; the student sees the errors and, with practice, learns the proper amount of control movement to correct those errors in a timely but controllable manner. Student Tendencies Some common student tendencies are: . Inconsistent or no scanning technique . Staring too long at one flight instrument . Not analyzing what they see . Exaggerated flight control inputs . Failure to correlate control inputs While discussion of scanning can be done in the classroom, the actual practice does not yield results until in flight. Depending on the instrument panel layout, have the student determine the most useful scan. (According to the Instrument Flying Handbook, no specific method of cross-checking (scanning) is recommended; the pilot must learn to determine which instruments give the most pertinent information for any particular phase of a maneuver.) Watch the student’s head and eyes to see if fixation is occurring. If the student stares too long at one instrument (heading indicator, as an example) then other parameters are usually affected (altitude, airspeed, trim, etc.). This can have a snowball effect as the student will eventually become overwhelmed. Ensure the student allows time to see and interpret the particular instrument, within the chosen scanning technique, and makes the necessary flight control input. Failure to take action may be a result of not processing the information present or absent in the scan of a particular instrument. When applying control input corrections, the student should use small inputs and allow time for them to take effect. Too often the student identifies and responds with the correct input but does not allow adequate time for the input to achieve the result. This can lead to overcontrolling. Initially, failure to correlate corresponding inputs is a common tendency. The student may need to be reminded of the associated control inputs normally used for the various instrument indications. Frequent breaks and discussion may be needed to allow the student time to process the information presented before continuing practical application. An example of this occurs when a student notes an increasing rate of climb and reacts by placing forward cyclic. Forward cyclic alone arrests the climb rate, but it also produces an increase in airspeed. In this example, however, during repeated attempts, the student repeatedly fails to make a corresponding reduction in power, and airspeed continually increases. The student may not correlate the impact of forward cyclic on airspeed, instead focusing only on rate of climb. Repeating the fault to the student while he or she continues to fly may result in sensory overload. Have the student transfer the controls, take a moment, then reemphasize the learning point by demonstrating the correct control inputs with the student watching. Remind the student that the position of the flight controls never stays the same when flying a helicopter. Even flying straight and level requires change and adjustment to the flight controls and, as more fuel is used, the helicopter becomes lighter. Instrument flying is really precision flying and students will slowly start noticing small changes without pilot input and need to be reminded of that. Then, transfer aircraft control back to the student and have the student repeat the maneuver. Stress to the student the need to maintain a consistent scan technique and to maintain situational awareness of all indicators. Over time, the student’s scan and response time will improve. During advanced instrument training, allowing the student to work through some of these issues can be beneficial to the student’s confidence. However, the new student can quickly become overwhelmed and will not understand what is happening. Therefore, it is not good practice to allow the new pilot to become overly frustrated when first learning simple instrument tasks. Reference the Instrument Flying Handbook for discussion on these additional topics: . Control instruments . Performance instruments . Navigation instruments . Four-step process used to change attitude: establish, trim, cross-check, and adjust . Apply the four-step process for: pitch control, bank control, and power control . Primary and supporting method: pitch control, straight-and-level flight, primary pitch, primary bank, primary yaw, and primary power |
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