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. . Understand and explain the limitations of radar that may frequently limit or prevent the issuance of radar advisories by air traffic controllers. Runway Incursions Stress upon the student that, even though helicopters do not regularly use runways for takeoffs and landings, runway incursions need to be understood and discussed. Students need to listen carefully to any clearances and instructions from air traffic control (ATC) and acknowledge them in full. They should also be aware of their position and the position of other aircraft and obstructions at all times. [Figure 15-1] During flight training, instructors often use runways to practice maneuvers and procedures. Extra vigilance must be exercised under these circumstances as the instructor and student may become so focused on the particular maneuver or procedure that they become inattentive to the surroundings. Safety Considerations Good manners are an essential part of helicopter operations. If a helicopter is not operated with consideration for nearby persons and property, it can be a nuisance or, even worse, a hazard. A considerate attitude must be cultivated by example and instruction from the beginning of training. Stress to the student that the helicopter’s unique ability of landing and taking off near a crowd of people creates downwash that can stir up debris and blow it at high velocity for a considerable distance, causing possible injury to people and damage to property. Remind the student of the potential hazard of someone on the ground walking into turning rotors. [Figure 15-2] The tail rotor, in particular, is hard to notice. Therefore, it is mandatory that a student understand the potential hazards to others created by a helicopter and the pilot’s responsibility to prevent them. The rotor tip-path plane is not always easy to see, and it may be difficult to judge its distance from fixed objects. A beginning student should be encouraged to maintain more than adequate clearance from all objects and to be constantly aware of both main and tail rotor paths. The instructor should review with the student the pilot handbook and discuss the danger areas of the main and tail rotor clearance distances. Review Figure with student. Traffic Patterns The student must be able to describe the traffic patterns used by both helicopters and fixed-wing aircraft, naming the legs and specifying pattern altitudes. The student must also demonstrate the ability to fly traffic patterns at uncontrolled fields while avoiding the flow of fixed-wing traffic and complying with tower instructions at controlled airports. [Figure 15-3] Instructional Points . The student should learn the correct procedures for fixed-wing aircraft at controlled and uncontrolled airports. This knowledge provides the student with an understanding of where to expect fixed-wing aircraft and how to avoid them in the traffic pattern. Teach the student how to search the airport facility guide to check for the fixed-wing traffic pattern in order to be able to avoid the flow of traffic. Instructors should also reference the Helicopter Flying Handbook, which details fixed-wing traffic patterns and how helicopters can avoid the traffic and learn how to operate in it in the event the tower has mixed traffic. . Advise the student to pay attention to any wind indicators, such as wind socks, flags, and smoke. . Typically, traffic patterns in a helicopter are flown lower and closer than those flown by fixed-wing aircraft. The typical traffic pattern altitude is 500–800 feet above ground level (AGL) for helicopters, while for most fixed-wing aircraft it is 1,000–1,500 feet AGL. Note: Always refer to the airport facility guide for traffic pattern altitudes as some airports use different altitudes. By regulation, turbine-powered airplanes should use 1,500 feet for the downwind leg. . For training purposes, a rectangular course should be flown because there is better visibility; the aircraft has a level portion in each leg that facilitates clearing of traffic. A rectangular course also allows the pilot to estimate winds from the amount of crab necessary to offset the wind drift and provides a repeatable profile point to begin the approach. It helps the student to practice good aircraft control profile usable in many other maneuvers. Common Student Difficulties Drift Correction The student might fail to notice the effect of wind, especially on the downwind and base legs, resulting in a distorted pattern. If this problem persists, it may be necessary to review and practice ground reference and tracking maneuvers. Spacing From Other Aircraft It is difficult for beginning students to estimate distances from other aircraft, to estimate the space required to avoid interference, and to decide whether their own aircraft and another are on a collision course. Point out that with converging aircraft, if the other aircraft’s relative position is not changing, then both aircraft are on a collision course. In this case, the quickest way to change relative position is to turn toward the other aircraft’s tail. When two aircraft are approaching head on, each pilot should alter course to the right. Review with the student Title 14 of the Code of Federal Regulations (14 CFR) part 91, section 91.113, Right of Way Rules: Except Water Operations. Altitude and Airspeed Maintaining a constant altitude and airspeed can be very difficult for the beginning student. Problems can stem from lack of scanning, chasing the instruments or not flying the horizon, and not being able to recognize changes in engine and rotor sounds. Students should be encouraged to use all of their senses to help focus on the entire aircraft and not just one or two instruments at a time. Student trouble with fluctuating airspeeds is often caused by a hand and arm relaxing on the cyclic. Demonstrate how the arm at the cyclic slips slowly back when the pilot is fatigued or overly relaxed, which brings the cyclic back, causing the airspeed to fluctuate and altitude to increase. If the student is not tall enough to rest the elbow on a leg while flying, the arm can tire as the student must hold it up the entire time. Watch the student’s arm position throughout the flight. If this does become a problem, place a large sponge or rolled up shirt between the arm and leg to help with the fatigue, which also helps to maintain altitude and airspeed. Failure to scan can also be the cause of altitude and airspeed deviations. Fixating on instruments or the intended landing area can be fixed by reminding the student to keep scanning and to focus on more than just one aspect of the flight. |
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