直升機(jī)教員手冊(cè) Helicopter Instructor’s Handbook
時(shí)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. If weather conditions fall below 1,000 feet and 3 miles while attempting to fly VFR at night, particularly during training, cancelation of the flight would be a wise decision. This also shows the student sound decision making and hopefully that student will carry that forward with him the rest of his flying career. Also, the weather may be greater than a 1,000/3 but no ambient light is visible (no stars are visible); in this case, if VFR night flight is accomplished, use a higher en route altitude (minimum safe altitude from VFR chart). If the weather temporarily limits visibility, such as a strong rain storm, day or night, teach the student to land the helicopter and wait for the weather to pass. Discuss flying at lower airspeeds during limited visibility, as well as the development of IMC conditions, such as fog or condensation. If your visual field suddenly becomes blurry, or difficult to see, it is usually because the weather is changing. This should be an excellent cue to make a decision about aborting the flight. Teach the student that simply flying direct from one point to the next is fine for day VFR. However, night flights demand more attention to navigate successfully. Using distant towns, towers, or any other lit object is acceptable during night flights. Major roads with traffic also provide a means to navigate during hours of darkness. Remind the student of the blue maximum elevation figures that are published on the sectional charts and their importance in night route planning. If the flight is planned to be above the maximum elevations, all obstructions should be cleared by a reasonable margin. Proper flight planning can truly save a life or lives. If the helicopter is IFR equipped and the student is IFR rated, than teach the student IFR recovery techniques. Instructor Tips . Ensure that the student can recognize and understands the visual deficiencies. . Ensure the student has a basic understanding of the anatomy and physiology of the eye. . Point out visual illusions to the student during flight, when possible. . Discuss with the student the inability to see weather phenomena while flying at night. . Discuss how unusual attitudes are harder to detect at night without the normal visual references. . If corrective lenses are prescribed to aircrew members, they must use corrective lenses (glasses) in all modes of flight. . Be aware that it will take 30 to 45 minutes for the average individual’s eyes to reach maximum dark adaptation. . Use off-center vision when viewing objects under reduced lighting conditions. . Avoid self-imposed stress. . Protect night vision by avoiding bright lights once dark adaptation has been achieved. . Scan using a series of short, regularly spaced eye movements between being still for a second at a time. Chapter Summary This chapter described the basic anatomy and physiology of the eye. Night flying and visual illusions were explained, and how a pilot can overcome them while in flight. Various techniques were described to teach the student safer ways to conduct flight at night. Instructors should ensure that the student has a basic understanding of the requirements and common problems associated with night flying. Collision Avoidance As discussed in this handbook’s Chapter 1, Introduction to Flight Training, as well as in the Aviation Instructor’s Handbook, the instructor must ensure the student develops the habit of looking for other air traffic at all times. If a student believes the instructor assumes all responsibility for scanning and collision avoidance procedures, he or she will not develop the habit of maintaining the constant vigilance essential to safety. Remember to establish scan areas and communication practices for keeping the aircraft cleared. Any observed tendency of a student to enter flight maneuvers without first making a careful check for other air traffic must be corrected immediately. From the first flight, the instructor must make the student aware that it is every pilot’s responsibility to see and avoid other aircraft. Explain the blind areas in the helicopter being flown, as well as those in other aircraft. Develop in the student a habit of checking for other aircraft during his or her regular scan pattern. All radio and radar aids should be used to the fullest extent possible, but with the realization that they are only aids, and vigilance should not be relaxed. Radar traffic advisories are very helpful, but there is evidence that indicates some pilots become complacent when in the radar environment and relax their vigil. Also, no turn should ever be made without first looking in the direction of the turn to see that the airspace is clear of other traffic. In the vicinity of an airport, all possible aids should be used and looking for other aircraft should occupy more of the student’s time. Landing and anticollision lights should be turned on to make the helicopter more visible, especially in the vicinity of an airport. Flight instructors should: . Guard against preoccupation during flight instruction to the exclusion of maintaining a constant vigilance for other traffic. . Be particularly alert during the conduct of simulated instrument flight in which there is a tendency to “look inside.” . Place special training emphasis on areas of concern in which improvements in pilot education, operating practices, procedures, and techniques are needed to reduce midair conflicts. . Notify the control tower operator, at airports where a tower is manned, regarding student first solo flights. . Explain the availability and encourage the use of expanded radar services for arriving and departing aircraft at terminal airports where this service is available, as well as the use of radar traffic advisory services for transiting terminal areas or flying between en route points. |
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