直升機(jī)教員手冊(cè) Helicopter Instructor’s Handbook
時(shí)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. . When a student encounters difficulty in mastering an objective, find a means of allowing some degree of success. For example, when practicing climbing and descending turns, rather than have the student attempt the entire maneuver, try having him or her practice climbing and descending. When no difficulty is experienced, add the turn, continue until the entire maneuver is completed. Should difficulty still occur, back up a step and work on climb and level-off and descent and level-off rather than cause too much frustration. Sometimes instructors make the mistake of continuing to have students attempt a maneuver when performance is deteriorating. It is better to quit at that point and go back to something the student can do well to rebuild his or her confidence. Remember, 3 or 4 iterations of each task is sufficient training. After that point, the instructor is probably wasting the student’s time and money. Fatigue occurs, and training ends. More preflight briefing and ground school may be needed. . Beginning with the first flight, students learn to preplan the performance parameters for the entire flight. 1. Power required to hover (OGE, IGE) 2. Total power available 3. Power available at the highest altitude and temperature for the day. 4. Hover requirements at the highest altitude and temperature for that day. It is essential to discuss the meeting of these parameter values and to ensure that the student understands the limitations imposed by these values, even if the RFM does not state them as limits. [Figure 10-16] Chapter Summary This chapter presented some training techniques and instructional points an instructor can use to teach hovering flight and basic flight maneuvers. Common difficulties students encounter when attempting to perform hovering flight and basic maneuvers were also discussed. Instructor’s Approach The Commercial Pilot Practical Test Standards (PTS) provides a list of advanced helicopter maneuvers and standards for instruction at this level. The helicopter instructor should develop a plan to teach these maneuvers. Beginning with the simple types and ending with the most complex, the instructor must always keep under consideration the helicopter type, terrain, and ambient conditions prevalent at the time of training. Scenario-Based Training In order to take full advantage of the student’s interest in these maneuvers, the instructor should discuss the students intended career path within aviation. By doing this, the instructor can tailor a syllabus to the student’s desire with application of specific maneuvers to related job scenarios. As an example, a student desires to be an Emergency Medical Service (EMS) pilot in a large metropolitan area in the northeastern United States. Rapid decelerations, slope landings, confined areas, and pinnacle landings take on greater meaning to the student when portrayed as events typically encountered during EMS operations. The instructor can demonstrate the need for proficient and safe conduct of these maneuvers while replicating probable profiles the student will encounter. Scenarios involving patient pickup or drop-off in varying conditions and locations, such as sloping confined areas, pinnacle approaches to rooftop helipads, etc., maximizes the student’s interest in these maneuvers, as well as, correlates directly to future situations likely to be encountered. Another example would be a student desiring to become a long line pilot in the mountainous areas of western Canada. Scenarios designed to elevate the student’s awareness of high altitude, out of ground effect (OGE) training will probably engage and energize the student. Regardless of the student’s desired career path, all scenarios should replicate environmental and situational conditions. Using the building block theory, begin training these tasks at normal helicopter configurations. Once the student demonstrates the understanding and coordination necessary for these tasks, progress to more demanding scenarios. For instance, add additional weight to simulate a max gross weight simulated condition. If environmental conditions allow, conduct brownout/whiteout training. Always stress the need to accomplish and review performance planning before each flight. The end state goal is for the student to not only demonstrate proficiency of a maneuver, but to conduct the maneuver with a firm understanding of the environmental and situational impacts that will assist the student in avoiding potentially life threatening circumstances. Identification, Prevention, and Recovery A very important instructional point is to ensure students are thoroughly familiar with identification, prevention, and recovery from the hazards discussed in the Helicopter Flying Handbook, Chapter 13, Helicopter Emergencies. The student must understand that for some hazards, prevention is the only action, because there may be no recovery once the hazard is fully developed. The old adage of “I’d rather be on the ground wishing I could fly, than being in the sky wishing I were on the ground” holds a lot of weight. Identification, prevention, and recovery can be illustrated using the following example. Takeoffs from a muddy or tall grass location entail forethought. Identify the hazard before action is taken. A skid may stick in the mud or a log or other obstacle may elude detection from the pilot on takeoff. Identifying the potential hazards and taking the appropriate steps could prevent the potential for dynamic rollover or other unrecoverable mishaps. Understanding this, the best approach is to slowly lift off, while being mindful of the necessary recovery steps should you feel the aircraft begin to roll. Reinforce Fundamentals The importance of positive habit transfer and the role the instructor plays in demonstrating the proper procedures cannot be overstated. A less experienced pilot will do what he or she has seen the instructor do. Therefore, it is imperative that the instructor continue to demonstrate good basic maneuver skills throughout the advance maneuver training. |
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