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
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To view this page ensure that Adobe Flash Player version 9.0.124 or greater is installed. This allows the student to become familiarized with the capabilities and limitations of the particular helicopter. . Remember, as an instructor, you should capitalize on opportunities throughout training to correlate the academic training to practical flight applications. . Tailor scenarios to the student’s reason for helicopter training. Students are better able to learn when the training takes on a meaningful role and seems more relevant to the student’s goals. . Use techniques such as artificially limiting available aircraft power. This allows the student to experience operations in reduced performance environments while allowing for an easier escape for the instructor while the student builds additional experience. If using this technique, the instructor must ensure the student is aware that it is only a simulation, and that actual conditions can be much more challenging. . Allow the student to progress to more challenging scenarios and simulations only after mastering the basic fundamentals of the elements being taught. Chapter Summary This chapter discussed the effects ambient weather, weight and environmental conditions have on performance planning and flight operations. Additionally, this chapter provided instructional methods to apply practical, in-flight application of academic knowledge. Checklists It is essential that the student understand that the purpose of the checklist is not to provide a comprehensive procedure, but rather to provide a systematic, sequential directory of those tasks to be accomplished for the safe operation of the helicopter. The student should be shown that the checklist is derived from those procedures found in the applicable RFM/ POH. [Figure 9-1] It cannot be stressed enough that the use of the checklist ensures that items necessary for safe operation are not overlooked or forgotten. Checklists are of no value if the pilot is not committed to their use. Instructor fundamentals, such as the Law of Primacy, play a very important role in helping the student develop routine use of checklists. While maintaining a positive attitude, discuss the use of checklists with the student. Demonstration and meaningful repetition establish positive habit patterns that the student will carry forward in all aviation applications. Also, demonstrate techniques that reinforce good practices. Turning the blades to a 90° position during preflight or prior to start, although not necessarily listed as a step for some checklists, ensures the blades are untied and also allows for checking correlation of flight control movement. As an instructor, use personal experiences to demonstrate why steps are performed. Perhaps, while conducting a preflight check of a fuel sample, it was learned that the sample contained water or contaminants. This example reaffirms the student’s need for checklist use. Illustrate situations where failure to follow checklist procedures may lead to catastrophic consequences, such as leaving the blades tied down during start, covers left on the aircraft during start, failure to place switches in the required position, failure to remove mooring equipment, and failure to conduct power checks before takeoff. Each of these examples and the resulting hazards can be discussed, showing the impact of not using the checklist or lack of understanding for that particular step. At a minimum, a well designed checklist should encompass the following phases of flight: . Preflight inspection . Before engine start . Engine start . Before taxi . Before takeoff . After takeoff . Cruise . Descent . Before landing . After landing . Engine shutdown and securing Required Documents Emphasize to the student that a safe flight begins with a careful inspection of the helicopter. The purpose of the preflight inspection is two-fold: . Determine if the helicopter is legally airworthy, and . Determine if the helicopter is in condition for safe flight. The airworthiness is determined, in part, by the certificates and documents that must be on board the helicopter during operation. [Figure 9-2] Educate the student on potential liabilities and subsequent ramifications of not having verified these documents. An excellent reference publication for a student pilot is the Plane Sense handbook. This publication explains the fundamental information on the requirements of owning, operating, and maintaining a private aircraft. Show the student each of the following documents and discuss where they can be found and what purpose they serve: . Airworthiness certificate (registration number, manufacturer, serial number, category, etc.) . Registration certificate (eligibility, application requirements, expiration date, etc.) . Federal Communications Commission (FCC) radio station license, if required by the type of transmitters on board. Refer to Title 47 of the Code of Federal Regulations (47 CFR) part 87.18 . Operation limitations (which may be in the form of a Federal Aviation Administration (FAA) approved RFM and/or POH placards, instrument markings, or any combination thereof) . Helicopter logbooks and inspection records It is imperative to take the time to discuss what maintenance inspections entail and, when listed “as required” or “if installed,” that the student understands the applicability of those statements. Explain calendar inspections versus hourly inspections. If an inspection has both calendar and hourly criteria, clarify which criteria has precedence. While the intent is not to produce an Airframe and Powerplant (A&P) mechanic, a pilot should demonstrate basic aviation maintenance knowledge. Further information regarding required documentation and inspections can be found in Title 14 of the Code of Federal Regulations (14 CFR) part 91. |
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