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. Checklists are essential internal resources used to verify the aircraft instruments and systems are checked, set, and operating properly. They also ensure proper procedures are performed when there is a system malfunction or in-flight emergency. One bad habit is reading a step on the checklist and moving on without having thoroughly performed the step. Complacency with the routine can allow us to lose focus on the task at hand. The result is a failure to complete a step or to skip it entirely. Either failure may lead to aircraft damage. Additionally, students should be taught not just the step or procedure, but the reason for the step or procedure. In essence, each step involves an aircraft system or procedure. The student should be taught why the step is performed, what indications or system settings are affected and what potential hazards may occur if the checklist is not properly used. While instructing, notice if the student is providing verbal response out of habit, or if that student is actually comprehending and performing the checks. Verbal response is commonly used under two-pilot situations; however, many pilots of single-pilot aircraft also verbalize the checks for confirmation. Another internal resource is the Pilot’s Operating Handbook (POH). Instructors should be teaching the student pilot the contents of the POH, as well as interpreting and validating the information found within the POH. Stress to the student that certain emergencies require immediate action without referencing the POH or checklist. Emphasize to the student that the POH: . Is required to be carried on board the aircraft. . Is indispensable for accurate flight planning. . Plays a vital role in the resolution of in-flight equipment malfunctions when time allows. Workload management (page 17-11) is also a valuable internal resource. External Resources Discuss with the student the role of air traffic controllers and flight service specialists, the best external resources during flight. To promote the safe, orderly flow of air traffic around airports and along flight routes, ATC provides pilots with traffic advisories, radar vectors, and assistance in emergency situations. Explain that it is the pilot’s responsibility to make the flight as safe as possible, but a pilot with a problem can request assistance from ATC. For example, if a pilot needs to be given a vector, ATC assists and becomes integrated as part of the crew. Stress to the student that the services provided by ATC can not only decrease pilot workload, but also help pilots make informed in-flight decisions. Discuss the role of the Flight Service Station (FSS)/ Automated Flight Service Station (AFSS) with the student: . Air traffic facilities that provide pilot briefing, en route communications, and visual flight rules (VFR) search and rescue services; assist lost aircraft and aircraft in emergency situations; relay ATC clearances, originate Notices to Airmen (NOTAM); broadcast aviation weather and National Airspace System (NAS) information; receive and process instrument flight rules (IFR) flight plans; and monitor navigational aids (NAVAIDs). . At selected locations, an FSS/AFSS provides En Route Flight Advisory Service (Flight Watch), issues airport advisories, and advises Customs and Immigration of transborder flights. . Selected FSS/AFSS in Alaska also provide transcribed weather broadcast (TWEB) recordings and take weather observations. Helicopters often operate in locations where radio reception is poor or contact with ATC is not possible. Prepare the student for this likelihood by providing scenarios in which it may be possible to use other devices or NAVAIDS to communicate. Cellular phones or satellite phones are of great benefit. Workload Management Humans have a limited capacity for information. Once information flow exceeds the person’s ability to mentally process the information, any additional information becomes unattended or displaces other tasks and information already being processed. Once this situation occurs, only two alternatives exist: shed the unimportant tasks or perform all tasks at a less than optimal level. Information overload for the pilot is like an overloaded electrical circuit; either the consumption is reduced or a circuit failure is experienced. [Figure 17-7] Teaching a student effective workload management ensures essential operations are accomplished by planning, establishing a priority for the tasks, and then placing them in a sequence that avoids work overload. As the student gains experience, he or she learns to recognize future workload requirements and can prepare for high workload periods during times of low workload. It is important for the instructor to model good workload management techniques. For example, review the appropriate chart and set radio frequencies well in advance of when they are needed to reduce workload as the flight nears the airport. In addition, listen to the Automatic Terminal Information Service (ATIS), Automated Surface Observing System (ASOS), or Automated Weather Observing System (AWOS), if available, and then monitor the tower frequency or Common Traffic Advisory Frequency (CTAF), explaining to the student that these external resources give a pilot a good idea of what traffic conditions to expect. Another tool of workload management (that complements the use of these systems) is simple navigation and landmark referencing. By planning ahead and using visual landmarks, the student learns to maintain situational awareness and use these landmarks to prompt a necessary call or to alert the pilot of upcoming controlled or special use airspace. Remind students that checklists should be performed well in advance so there is time to focus on traffic and ATC instructions. Emphasize to the student that these procedures are especially important prior to entering a high density traffic area, such as Class B airspace. Discuss workload management with the student: |
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