直升機(jī)教員手冊 Helicopter Instructor’s Handbook
時間：2014-11-10 08:35來源：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. Take time to show the student the reason for certain steps, such as electrical sequencing or throttle positioning. Most helicopters have steps in place to prevent possible damage to electrical systems or to prevent inadvertent fuel flow to the engine. Spend time with the student, enhancing his or her knowledge of these systems through explanation of these steps. Unlike a fixed-wing aircraft, the helicopter has a 360° hazard area due to the main and tail rotors. Remember, it takes many flight hours and years of aviation exposure for the student to learn what an instructor already knows. Some things are learned from observation. As an instructor, take the time to demonstrate the flexibility of the main rotor and the minimum height it may droop. Also, use this opportunity to discuss approaching a running helicopter, the dangers of a drooping main rotor, and the effects of sloping or rising terrain. When possible, show the student the “invisible” tail rotor in operation. The high rpm of the tail rotor makes it virtually invisible to those unaware of its hazard. Explain to the student that, whenever possible, the pilot must attempt to park the helicopter so the tail rotor is away from the most common access path to and from the helicopter. In addition to the invisible aspect of the tail rotor, the student should be advised to remember the tail rotor intake side (typically on the right side) does not warn the person by blowing wind in their face or make as much noise as the thrusting side of the tail rotor. Prior to engine start, and while the student is sitting in the cockpit, have him or her look 90° to both sides and point out the distances needed for the helicopter to clear objects. Reinforce the clearances and visual appearances needed for safe flight along with the limited field of view from the cockpit. Ensure the student understands engine overspeed or hot start procedures prior to engine start. Prior to engaging the starter or rotor system, caution the student to ensure: . The helicopter is cleared 360° . A call out of “CLEAR” is made . A response has been made from anyone who might be near the helicopter After starting procedures, conduct a thorough discussion and demonstration of operational checks in accordance with the checklist. [Figure 9-6] Taxiing Instructors should place emphasis on the fact that a pilot should look outside the helicopter to the sides, as well as to the front, any time the helicopter is moving under its own power on the surface. The student must be aware of the entire area around the helicopter to ensure it remains well clear of all obstructions and other aircraft. Explain the effects of wind on power requirements and the tail rotor and include a discussion of loss of tail rotor effectiveness (LTE). Students should be thoroughly familiar with the terms taxi, hover taxi, and air taxi. A helicopter’s unique abilities allow the pilot flexibility in maneuvering the helicopter. Do not allow that flexibility to lead to poor judgment. Think ahead of the helicopter movement. For example, if there are strong winds, it would be a good time for the instructor to instill the future planning requirements by asking the student where the tail rotor is and what the effects of the strong winds are. Another example is system malfunction. Instructors should constantly be asking the student, “What would you do if the system malfunctioned right now?” Talking through these types of scenarios and emergencies helps the student prepare for an actual situation by rehearsing reactions, which could save a life. If in a controlled airspace environment, ensure the student pilot understands the taxi instructions prior to acknowledging them. Too frequently, pilots acknowledge instructions without fully understanding those instructions, potentially leading to confusion and/or mishaps. Additional information related to taxiing helicopters can be found in the Helicopter Flying Handbook, Chapter 10, Basic Maneuvers, and the Aeronautical Information Manual (AIM), Chapter 4, Aerodynamics. Before Takeoff Explain to the student that the before-takeoff check is a systematic procedure for making a check of the engine, controls, systems, instruments, and avionics prior to flight. [Figure 9-7] It is normally performed before taxiing to a position near the takeoff point. Emphasize that while performing the before-takeoff check, the student divides his or her attention between the inside and outside of the helicopter. It is at this point that the instructor can determine if the student has retained any discussion in cockpit management. Does the student have a plan for the many actions required while conducting the before takeoff checks? Remind the student that each helicopter has different features and equipment, which is why the takeoff checklist provided by the manufacturer or operator is used to perform the checks. After Landing Impress upon the student that after-landing checks, if required by the RFM, should be completed using the manufacturer’s established procedures. Movement of the helicopter to the parking area is accomplished according to instructions received from the tower or ground control. Remind the student that, at uncontrolled landing areas, it is the pilot’s responsibility to ensure the helicopter does not present a safety hazard to persons or property on the ground. Helicopter pilots must always be aware of the extent of damage that the rotorwash can cause if aircraft and property are not secured properly. If the pilot is ever in doubt, request an alternate route or detour around the airfield if there appears to be loose items that will be affected by the rotorwash. Parking Advise the student that whenever possible, the helicopter should be parked 90° from the actual or forecast winds. Ensure the student understands that exceptions may be necessary under strong wind conditions (particular attention must be observed to avoid potential damage to the rotor head and/or tail boom). If possible, demonstrate alternate options. |
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