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. Preflight Inspection Preflight inspections should only be accomplished after the instructor has conducted a thorough preflight briefing with the student which should be done in a place free of distractions to maximize learning and retention. If the student has not been told exactly what to expect step by step of the preflight inspection, they will probably be overwhelmed by the observations and information presented to them when conducting the inspection. A good initial preflight in a hangar is preferable to one that is conducted on the flightline. If a similar helicopter is disassembled for maintenance, this could serve as a good training aid and allow the student to see the actual part or piece of the helicopter that they may not be able to see during an actual preflight. The preflight inspection should be performed in accordance with the printed checklist provided by the manufacturer for the specific make and model helicopter. Emphasize that the preflight inspection of the helicopter begins while approaching the helicopter on the ramp. Tell the student to note the general appearance of the helicopter, looking for obvious discrepancies, such as a landing gear out of alignment, structural distortion, skin damage, and dripping fuel or oil leaks. Once at the helicopter, inspection items should be followed in the order delineated in the checklist. Caution the student to be careful when preflighting components and to be aware of safety wire and cotter pins which can cause cuts and puncture wounds. Particular attention should be paid to the fuel quantity, type and grade, and quality. Ensuring freedom of movement of the flight controls prior to flight is essential to safety. Instruct the student not only to physically check for freedom of movement, but also to visually check and ensure there is nothing that could fall and wedge against a control linkage and restrict movement. Explain to the student that the helicopter should have the required equipment for the type of flight to be flown. Required equipment can be found in 14 CFR section 91.205. Refer the student to 14 CFR section 91.213 regarding the minimum equipment list (MEL) for the helicopter. Discuss the purpose of the MEL, what items may be on the list, and the applicable limitations for instruments and equipment. Cockpit Management While discussing cockpit management, it is important for the student to understand that aircraft control is always the first priority. In doing so, continue to instruct the basics of cockpit management. Ensure the student has all required equipment, documents, checklists, performance data, and navigation charts for the flight. Show the student how to organize these items to ensure they remain secured throughout the flight, as well as in the order of use. Discuss the advantages and disadvantages of kneeboards and other document retention devices. (It is important for the instructor to note that the physical placement of such items can impact the student’s flight dexterity or control. For example, a kneeboard on the right leg may interfere with the student’s right hand and cyclic grip; on the left leg it may interfere with the collective.) Some document collection devices are bulky and may become hazardous if not properly stowed and/or secured. Another concern is operations with the doors removed, a luxury of helicopter flight that can potentially turn into a hazard. Secure all items before starting engines. If a portable intercom, headset, or a hand-held global positioning system (GPS) is used, ensure that the routing of wires and cables does not interfere with the operation of flight controls. The pilot must retain the necessary freedom of movement to reach for radios, etc. Emphasis should be placed on the necessity for a pilot to be thoroughly familiar with all aircraft systems, switch functions, switch locations, control locations, and control functions, particularly for night operations. This is especially critical in helicopters because the pilot normally has both hands and both feet engaged in controlling the helicopter. Discuss procedures for applying friction to the controls to allow changing radio frequencies and other functions that require removing a hand from a flight control. In a static aircraft, have the student conduct a “dry run” of sequencing through the material he or she has organized. This can be incorporated into practical lessons involving Before Engine Start, Engine Start, Before Taxiing, and Hover Checks. Have the student conduct mock radio calls and performance planning checks; all these tasks require organizational forethought of needed items, checklists, and publications. This ground instruction of cockpit management allows the student to focus on controlling the aircraft in flight rather than diverting attention to organizing in flight. Once training has progressed to in-flight tasks, stress the importance of when and where to make calls and when and where to change frequencies, always focusing on controlling the aircraft first. Give situational examples, such as, “Do not wait until after you have entered Class B, C, or D airspace to organize the required publications, maps, checklists, and radio frequencies.” The student should strive to think several minutes ahead of the aircraft. During flight training, there must always be a clear understanding between the student and flight instructor of who has control of the aircraft. Prior to any dual training flight, a briefing should be conducted that includes the procedure for the exchange of flight controls. The following three-step process for the exchange of flight controls is highly recommended. When a flight instructor wishes the student to take control of the aircraft, he or she should say to the student, “You have the flight controls.” The student should acknowledge immediately by saying, “I have the flight controls.” The flight instructor confirms by again saying, “You have the flight controls.” Only when the other pilot has confirmed he or she has the controls, will you relinquish the controls. [Figure 9-3] |
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