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. Flight Instruction Students should receive adequate ground instruction and classroom training prior to advancing to actual flight training. Proper classroom instruction ensures that students are aware of the limitations of night flight and helps ensure a safer operating environment. Once the student has shown proficiency and is comfortable with the demands of night flight, the actual night flying can successfully commence. Preflight Inspection The aircraft preflight inspection is a critical aspect of safety, and it must comply with the appropriate aircraft operator’s manual. Preflight should be scheduled as early as possible, preferably during daylight hours, allowing time for maintenance assistance if necessary. If a night preflight is necessary, a flashlight with an unfiltered lens should be used to supplement lighting. Oil and hydraulic fluid levels and leaks are difficult to detect with blue-green or red lens. Windscreens must be checked to ensure they are clean and relatively free of scratches. Slight scratches are acceptable for day but may not be acceptable for night flight. The searchlight or landing light should be positioned for the best possible illumination during an emergency descent. Also included in preflight planning, the student should be tasked with deciding how to read the checklist and charts at night. Cockpit organization is a very important chore that must be accomplished before flight. The instructor could have an auxiliary power unit (APU) or power cart connected to the helicopter at night so the student can practice cockpit organization. Small items can become large problems if a flashlight is dropped and blocks the flight controls or a map or checklist is left on the dashboard and blocks the windscreen. The student must learn how to manage a flashlight, map, and checklist while flying at night. Instructors should review the heliport and airport lighting with the student to include beacons. Since helicopters do not normally use runways, the low blue intensity of airport taxiway lighting should be pointed out. Teach the student that some obstructions around the airport may be lighted but some may not. Pilots should always be looking for wind sock poles, light poles, ASOS/AWOS installations, and other off-runway obstacles. Many of these hazards should be pointed out during the day flights and then again during the night, especially the ones that are not lighted. The student should be prompted to begin developing a hazard map of the area and shown how to properly keep it updated. Proper preparation of the helicopter for night flight contributes greatly to the success of the flight; however, you should stress to the student that, unless he or she is physically and mentally prepared to participate in the night flight, the flight is considered unsafe. Discuss the following checklist with the student prior to flight to ensure readiness: . Dark adapt before flight . Avoid self-imposed stress . Avoid bright sunlight during the day . Learn to use the principles of night vision . Avoid all bright lights after dark adaptation Participate in frequent night flights to ensure the student can demonstrate the tasks listed below to a satisfactory level: . Preflight and aircraft lighting . Proper cockpit lighting . Engine starting (rotor engagement, if installed) . Taxi . Takeoff . En route procedures . Specific night emergencies ○ Light failure ○ Alternator failure ○ Loss of orientation ○ Inadvertent IFR . Collision avoidance . Approach and landing Each instructor must determine what type of night training is best for each particular student based on that student’s learning style and understanding. It is beneficial to require portions of training with and without aircraft lighting and training with night vision devices, when necessary. Ensure that the training is always based on the appropriate Rotorcraft Flight Manual (RFM) of the particular helicopter being flown and that the training is tailored to the individual’s needs. Remember, a successful training session depends on adequate support such as flight hours, equipment, and training areas. See Figure for a sample lesson plan. Training should begin in high ambient light levels, such as a full moon, and progress to successively lower light levels. Students should first perform maneuvers to prepared surfaces. As proficiency increases, allow the student to progress to lighted sites and then to unlighted sites. Navigation training should begin with easy routes. As the student becomes more proficient, he or she can fly routes with legs of 50 to 100 nautical miles. More difficult and realistic scenarios should have possible landing areas interspersed along the route. Communication with the student and actions (sequence or timing) are necessary for students to perform flight tasks efficiently, effectively, and safely. If a particular task is labor intensive and requires additional time from the student, assist in performing that task until the student’s confidence and understanding is achieved. Specific night flight emergencies, such as light failure, alternator failure, and loss of orientation by either too much information over a broad metropolitan area or too few lights over open country, should be discussed, practiced, and evaluated. Depending on the student’s status and progress, the first few night flights should be short to allow the student time to adjust and absorb all the new information. Students have a tendency to tire very quickly when starting night training, and it is the job of the instructor to prevent the student from getting to that point as fatigue is detrimental to training. As the student acclimates to the environment, training times can be lengthened to facilitate training. Note: Discuss with the student that controlled flight into terrain seems to be the major fatal error made by pilots particularly during night flights. Therefore, the student must understand that anything that casts a shadow or appears to be blocking lights, natural or manmade, should be treated as an obstacle. |
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