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. It is important for the instructor to be very knowledgeable of human factors affecting night flight. By discussing the anatomy of the eye, for example, the instructor can stress the importance of oxygen for night vision. Explain those factors that deprive the eyes of oxygen, such as illness, fever, or smoking. A new student who smokes tobacco may not see what a nonsmoker sees at night. High altitude flights impact night vision due to hypoxia. Because the eye uses more oxygen than any other part of the body per weight, vision degradation can begin at 5,000 feet pressure altitude. Cross-Country Operations Cross-country flight training should include pilotage and dead reckoning, radio navigation, radar services, diversions, and disorientation procedures. These operations require a good working knowledge of the airspace system, chart interpretation, radio navigation, and communication. This is usually too much to teach while in the helicopter. Therefore, a cross-country training flight should be proceeded with one or more ground training sessions. The regulations require night cross-country instruction for both private and commercial applicants. However, this should be taught only after the student is comfortable with both night and cross-country operations. Instructional Points Make sure your student has a good working knowledge of the airspace system. He or she should be able to interpret airspace boundaries from the charts, as well as understand the operational, communication, equipment, and weather requirements to operate within a particular airspace. The instructor should ask the student to read the charts and maps under the red lighting conditions found in most helicopters at night. Using the red lens flashlight in a dark classroom can also be a good simulation as well. Make sure the student has a good working knowledge of aeronautical charts. The student must clearly understand all symbols and markings. He or she should also be able to read and understand topography and any potential hazards. Teach dead reckoning and pilotage first. This is a good foundation for cross-country navigation without having to rely on navigation equipment. It is equally important for the student to learn how to operate all available navigation radios. It is imperative that the student demonstrate good crew resource management. The student should consider how to organize maps, charts, checklists and be aware of the difficulty in using light sources. The student must be familiarized with the locations and functions of equipment switches and dials to preclude repeatedly looking inside to adjust these items. Single-pilot resource management (SRM) is an essential element of all flights, but especially important for cross-country operations. Remind the student that at least one hand must be on the flight controls at all times, so navigation information, such as charts and flight logs, must be easily accessible and ready for use. Have the student use a kneeboard for charts, logs, and other visual aids so that everything is accessible and in one place. See Chapter 15, Single-Pilot Resource Management, Aeronautical Decision-Making, and Risk Management, for a more in-depth discussion of SRM. Common Student Difficulties Poor Cross-Country Planning A thorough understanding of the airspace system and a good working knowledge of aviation charts are prerequisites for any cross-country flight. If the student is lacking in any of these areas, the result is poor cross-country planning. When planning a flight, use checkpoints that are easily recognizable, even if they require a little deviation from the most direct route and remind the student that good daytime checkpoints may not make good night time checkpoints. The differences should be discussed with the student during flight planning. For a beginning student, it may be advisable to skirt certain airspace in order to reduce communication workload. As experience increases, flight into busier airspace can be increased. Reliability on Navigation Equipment More helicopters now have global positioning system (GPS) navigation equipment. This equipment has a host of features, including moving maps, airspace, and airport information. While GPS is very useful, the beginning student must not rely on it. A thorough knowledge and understanding of pilotage and dead reckoning is required. If the training helicopter is equipped with GPS or any other navigational equipment, use it only as a backup, especially during the initial training with the student. Instructor Tips . A student will attempt to imitate instructor actions. Do not take shortcuts. Instill safety from the first day. Insist the student follow established procedures when performing any maneuver. . Makethetrainingrelevanttothestudent. [Figure11-12] Explain how the student will use the maneuver in future operations. . During maneuvers that bring the helicopter in close proximity to the ground or obstacles, instructors should stay close to the controls but not “on the controls.” Staying on the controls ruins the control feel for the student and makes it more difficult for the instructor to judge exactly what the student is doing, and may hurt the student’s confidence to fly. It is important to not let the helicopter depart the instructor’s comfort zone. It does not really matter what the student is doing as long as the helicopter stays within safe recoverable parameters. The helicopter’s parameters and situation are the instructor’s primary concern. . Remember, when a student encounters difficulty in mastering an objective, find a means of allowing some degree of success. For example, the lesson is steep turns. Rather than have the student attempt the entire maneuver, try having the student practice the entry. When no difficulty is experienced with the entry, add the next stage, then continue until the entire maneuver is completed. If the student continues to have a difficult time, it may be best to revert to the classroom and discuss what the helicopter should be doing, what the student should be seeing, where the student should be looking, and what responses can be expected. If the student cannot explain the maneuver on the ground, they will take hours to figure it out in the air. Then, as the instructor redemonstrates the maneuver, task the student with talking the instructor through the maneuver. Usually by this point, the student learns or recognizes the missing piece, practice, procedure, or control movement to fly the maneuver properly. |
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