直升機(jī)教員手冊 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. The helicopter instructor should continue to emphasize appropriate use of checklists and instruction on how to accomplish the checklist while maintaining control of the helicopter and situational awareness. Clarify abort procedures with the student and stress that it is the pilot’s responsibility to brief a passenger on abort options. Discuss the various methods for determining aircraft takeoff, cruise, and departure performance. Integrate the use of performance charts in the preflight planning for every flight. Reconnaissance Procedures An important component of advanced flight maneuvers is the ability to obtain information by first conducting a reconnaissance. Quite simply put, reconnaissance is gathering information. The student should not only understand the types of reconnaissance, but also what type of information is obtained by each reconnaissance. The student must understand the correlation and value of this information. By correlation, it is implied that a lone building near a field that the pilot intends to land, should in most cases, have electric power. Not seeing the wires does not mean they are not there. Thorough reconnaissance may reveal an unseen set of wires. Certain expectations (wires) are correlated to certain situations (buildings). Remember, reconnaissance begins at the planning table. Conduct thorough performance planning to determine if OGE power is available. Once arriving in the area is not the time to find out if it is needed. Use available map data to determine the terrain in the area to be flown. Identify valleys, canyons, and mountains that can produce unforgiving hazards. High Reconnaissance There are three recommended flight patterns flown to conduct high reconnaissance: circular, racetrack, and when terrain dictates, the figure eight. Regardless of the type flown, the flight pattern should be conducted at an altitude that maintains clearance from any and all obstructions and at an altitude that allows safe egress from any possible environmental phenomenon, such as downdrafts, updrafts, turbulence, and varying wind velocities. Always be vigilant of the terrain and its effects on wind. When beginning the high reconnaissance, ensure the student maintains visual awareness with the terrain and maintains aircraft airspeed limitations. Point out that the flight pattern should be maintained relatively close to the landing area and viewed from the pilot’s side of the helicopter. Stress, however, that aircraft maneuvers should be limited to bank angles of 30° or less. The airspeed chosen should allow comfortable control of the aircraft, definitely above effective translational lift (ETL). During the high reconnaissance, the following elements should be assessed: . Wind—determine direction, speed, and location of the demarcation line and any other variables of wind flow. . Obstacles—identify all obstacles to flight, physical structures, wires, towers, trees, etc. . Approach path—pick an approach path over the shortest obstacles or an area void of obstacles. Account for winds and plan on an approach into the wind if obstacles allow. (Demonstrate crosswind approaches that utilize an approach path over shorter obstacles while avoiding tail winds). . Landing area—the suitability of the landing area must be evaluated by the pilot. o Is the area large enough for landing and takeoff? o Determine slope of the intended landing area. Perhaps the scenario calls for loading or unloading of cargo or passengers, is that feasible with the perceived slope? o Obstacles in and around the area. How do the obstacles affect the wind inside the area? o Any surface debris that could damage the aircraft. Is there tall grass? (Bushes or saplings may cause tail rotor/under carriage damage.) o Dust or snow may cause whiteout/brownout. o Is there uneven terrain, or slopes? . Takeoff route—locate the takeoff direction (into the wind) and lowest obstacles, and identify potential forced landing areas. Does the confined area permit repositioning to allow more room for departure? Remember, when teaching a student, stress that options are always available. The primary location may not always be acceptable. Do not force the approach or landing. If the landing area is found to be unsuitable during any part of the reconnaissance, abort the maneuver and attempt to identify alternate locations nearby. Forcing the situation may lead to catastrophic results. Low Reconnaissance Discuss with the student how a low reconnaissance is performed to verify information gathered by high reconnaissance. If the information from high reconnaissance was sufficient, then low reconnaissance can be combined with the approach. Emphasize that the availability of power for approach and landing is determined during the performance planning. Stress to the student that if at any time during low reconnaissance it is determined that conditions around the landing area are unsafe, reconnaissance and/or the approach are discontinued. Ensure the student understands the following specific conditions, which are evaluated during low reconnaissance: . Pinpoint wind direction and effects of the wind on surrounding terrain. . Evaluate the touchdown point, size of the landing area, slope, type of surface, and any obstructions. . Determine whether the approach should be terminated to the ground or to a hover. . Evaluate the approach and departure path. Ground Reconnaissance Explain to the student that, once the helicopter is in the area, ground reconnaissance is used to determine a landing point, the takeoff point, and the takeoff direction. Ensure the student understands the following specific items, which should be evaluated during the ground reconnaissance: . Determine wind direction and effects within the area. . Determine the location of the lowest obstacles and their relation to the wind direction. |
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