直升機(jī)教員手冊(cè) Helicopter Instructor’s Handbook
時(shí)間：2014-11-10 08:35來(lái)源：FAA 作者：直升機(jī)翻譯 點(diǎn)擊：次
|
To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. All of these tasks must be accomplished while using both hands to fly and keeping the aircraft in trim with the pedals. Imagine the helicopter descending faster than the power-off descent rate of 1,350 fpm, and that most helicopter pilots train in aircraft much lighter than gross weight. In the rare event something fails, that emergency landing may be the pilot’s first at that weight. Using the RFM, show the student how the manufacturer distinguishes the emergency procedures section and makes it easy to find. Review the various types of emergencies included in the RFM and the manufacturer’s recommended procedures. Explain that manufacturers identify the immediate actions that aid the pilot in maintaining aircraft control when coping with an emergency. These actions must be completed instinctively, without reference to a checklist. If the situation permits, immediate action should always be followed by completing the full emergency checklist to ensure all items have been covered. More in-depth discussion of helicopter emergencies can be found in the Helicopter Flying Handbook, Chapter 12, Helicopter Emergencies. Emphasize to the student that procedures in the RFM take precedence when there are differences between the RFM and other publications regarding pilot actions. Normal Procedures (Section 4) A student should understand that the normal procedures section of the RFM is used more than any other section since it includes checklists for all phases of the flight from the preflight inspection of the aircraft to the postflight inspection. Explain to the student how proper use of a checklist ensures manufacturer’s procedures are followed. Demonstrate the proper use of the checklist for preflight, engine start through shutdown, and postflight. Remember, an instructor serves as an important role model for the student. Never complete a checklist from memory. Reviewing accidents in which checklist items were missed is a good technique to help the student understand the importance of checklists in day-to-day helicopter operations. More information concerning normal flight operations and procedures can be found in Chapter 9, Basic Flight Maneuvers, and Chapter 10, Advanced Flight Maneuvers, as well as the Helicopter Flying Handbook. Performance (Section 5) The performance section contains all the information required by the regulations and any additional performance information the manufacturer determines may enhance a pilot’s ability to operate the helicopter safely. When discussing this section, emphasize the importance of the correct use of charts in preflight planning to determine fuel consumption or power or torque available for the given flight conditions. Explain the differences between the in ground effect (IGE) and out of ground effect (OGE) hover charts. The most important function of discussing OGE versus IGE hover charts is the possible performance restriction(s) if the helicopter cannot meet OGE requirements. In those instances, instructors should show the student how to plan approaches more carefully and maneuver the helicopter to maintain ETL at all times. The instructor should ensure the student understands the performance limitations, even if the information is “advisory” and not regulatory limiting. Ensure the student understands how to read the height/ velocity diagram and the importance of the information obtained from the chart, as well as how not to fly in the avoid areas of the chart unless the flight task specifically demands that profile. Again, make the use of the charts meaningful by giving examples of how the information contained in this section is used in determining the parameters of a flight. For example, if the student plans the flight using the highest temperature forecast and the highest altitude expected, then a practical expectation of the helicopter’s performance can be derived. If IGE hover is not possible by the charts, then the loss of translational lift will probably result in a landing— desired or not! Always plan to hover IGE. If IGE hover is not possible according to the charts, is the flight really necessary at that weight? The student should remember that a helicopter needs power to stop, come to a hover, and take off to clear obstructions. Maybe less fuel can be carried, or more than one trip can be flown to move the people or weight in a safe manner. Direct the student to the Helicopter Flying Handbook, Chapter 8, Helicopter Performance. Weight and Balance (Section 6) The weight and balance section should contain all the information required by the FAA to calculate weight and balance. Explain to the student the importance of determining the weight and balance of the aircraft for each flight. Weight balance is very important to a helicopter with its limited CG range. More important than the structural maximum gross weight may be the maximum gross weight for the altitude and temperature. Since the helicopter uses almost maximum power for hovering, the loss of power due to thinner air at higher altitudes and temperatures can be especially critical to helicopter operations above cool sea level points. Show the student how the information provided in this section is used to make weight and balance calculations. Make the information relevant by demonstrating how to complete a weight and balance computation for a training flight. Refer the student to the Helicopter Flying Handbook, Chapter 7, Weight and Balance, or the Pilot’s Handbook of Aeronautical Knowledge, Chapter 9, Weight and Balance, for more information regarding weight and balance. Aircraft and Systems Description (Section 7) The Helicopter Flying Handbook, Chapter 5, Helicopter Components, Sections, and Systems, contains a general description of the various systems found on a helicopter. Explain to the student that this section of the RFM contains a specific description of the systems on the aircraft. Emphasize that a good pilot becomes familiar with the systems on the aircraft because detailed knowledge of the systems of an aircraft is essential for determining whether flight is advisable. Explain to the student the best way to become familiar with the systems is to study the information in this section. |
推薦內(nèi)容
熱點(diǎn)內(nèi)容
