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. . For any topic in the debriefing, where the student is deficient, the instructor should always have the answer for the student’s problem. It is never good enough to simply critique the student’s performance without explaining how to improve and correct the student’s actions. The instructor must determine if the difficulty is the student’s basic understanding of the maneuver, an incorrect perception of what should be happening, the lack of remembering to use the proper reference, or the improper perception of which control to use to correct the performance. Often, the student did not remember or learn one basic requirement. Learn the situation through talking with the student and by having them describe what they are trying to do. The problems will go away as the instructor explains how to correct or compensate for the effect. Chapter Summary This chapter presented training techniques and instructional points an instructor can use to teach advanced flight maneuvers. Common difficulties encountered by students when attempting to perform these maneuvers were also discussed, as well as suggestions for instructional techniques. Take time to research an accident that replicates the training being performed. The National Transportation Safety Board (NTSB) website, www.ntsb.gov, provides several links that may be helpful. Once research has been completed, sit down with the student and discuss what factors may have caused the accident. By discussing the causes of the accident, a thorough review and check of the student’s depth of understanding can occur. As an example, there are many possible causes to an engine failure. Internal engine failure, fuel starvation, contaminated fuel, drive train failure, air inlet interruption, or hardware failure are just some of the possible causes. Discuss in detail, the cockpit indications that the pilot would have seen. What instrumentation differences may have been observed? What is the aerodynamic profile as it applies to this situation? What actions by the pilot were necessary and were they correctly assessed and taken? Follow the discussion with a training flight that allows the student to view the gauges, indications, and flight profile that permit the student to practically apply the lessons learned from the scenario-based discussion. This type of training requires the student to exhibit knowledge of aircraft systems, as well as higher order thinking skills (HOTS). The outcome of any emergency that might occur in an aircraft is directly related to the pilot’s ability to react instantly and correctly, since there may be limited time to analyze the problem. Although a pilot could spend an entire career in helicopters without actually encountering an emergency situation, the demonstrated ability to cope with any situation is essential to safe operations and pilot confidence. Therefore, it is necessary to introduce emergency procedures early in the training programs and to practice them frequently. Autorotative Descents An autorotative descent is a part of numerous emergency procedures in helicopters. Autorotations should be introduced first with an intentional entry so the student can practice establishing an autorotative glide. When the student develops proficiency in performing autorotations to a selected spot, the instructor should initiate autorotations when the student is not expecting them by announcing “engine failure.” [Figure 12-1] As the student’s ability to do an autorotation progresses, the instructor can use scenarios like decreasing oil pressure or zero oil pressure to stage an engine failure scenario. This will better prepare the student for an actual engine failure as there are usually prior indications that occur and need to be recognized. A student who becomes accustomed to someone announcing “engine failure” may never learn what the prior indications of the actual failure are. Refer the student to the Helicopter Flying Handbook and use it as a guide for a detailed discussion of the techniques for performing autorotative descents. Straight-In Autorotation, With Instructional Points As the student demonstrates the ability to react properly, the instructor should announce “engine failure” as he or she retards the throttle to further develop the student’s reactions. Never give the student a simulated engine failure unless an autorotation can be made safely to the surface. Do not assume a power recovery will prevent a landing to an unsuitable area because the engine may hesitate or even completely shut down when rolling off the throttle during the autorotation entry. To prevent an inadvertent engine shutdown during practice autorotations, follow the procedures outlined in the RFM. Perform practice autorotations to a known area free of obstructions, where a safe landing to the surface can be made at any time. [Figure 12-2] Demonstrate the maneuver using the manufacturer’s recommended airspeeds for autorotative descent or the best gliding speed. The instructor should require the student to review the performance charts and know the minimum and maximum glide airspeeds for the day’s conditions. Especially during the early phases of training, the flights should be conducted at higher altitudes to give the new student more time to understand the different descent angles available, using minimum rate of descent airspeeds and maximum glide airspeeds. Some helicopter RFMs also advise of different rotor rpm values for gliding descents. In those cases, substantial care should be exercised to maintain the proper rotor rpm for the glide and then restoring the proper rpm value for the landing in a safe manner, even if performing a power recovery. Emphasize coordinating the collective movement with proper antitorque pedal for trim to prevent nose tuck. Nose tuck mainly occurs to certain helicopters, usually those with canted tail surfaces. Nose tuck is the rapid nose-down pitching resulting from a yawing motion causing excessive lift in a stabilizer. This only occurs when the stabilizer is canted upward from the horizontal. Instruct the student to apply cyclic control to maintain proper airspeed. After entering the maneuver, have the student verify and call out needle split, rotor revolutions per minute (rpm) in the green arc, helicopter in trim, and airspeed. |
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