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. Insistence on correct techniques and procedures from the beginning of training by the CFI ensures the student develops proper habit patterns. Any deficiencies in maneuvers or techniques must immediately be emphasized and corrected. A CFI serves as a role model for the student who observes the flying habits of his or her flight instructor during flight instruction, as well as when the instructor conducts other pilot operations. Thus, the CFI becomes a model of flying proficiency for the student who, consciously or unconsciously, attempts to imitate the instructor. The CFI’s advocacy and description of safety practices mean little to a student if the instructor does not demonstrate them consistently. For this reason, CFIs must observe recognized safety practices, as well as regulations during all flight operations. An appropriately rated CFI is responsible for training the pilot applicant to acceptable standards in all subject matter areas, procedures, and maneuvers included in the tasks within the appropriate PTS. Because of the impact of their teaching activities in developing safe, proficient pilots, flight instructors should exhibit a high level of knowledge, skill, and the ability to impart that knowledge and skill to students. Additionally, the flight instructor must certify that the applicant is able to perform safely as a pilot and is competent to pass the required practical test. Throughout the applicant’s training, the CFI is responsible for emphasizing the performance of effective visual scanning, collision avoidance, and runway incursion avoidance procedures. Anyone who enrolls in a pilot training program commits considerable time, effort, and expense to earn a pilot certificate. Many times an individual judges the effectiveness of the flight instructor and the success of the pilot training program based on his or her ability to pass the requisite FAA practical test. A truly professional flight instructor stresses to the student that practical tests are a sampling of pilot ability compressed into a short period of time. The goal of a CFI is to train the “total” pilot. Flight Safety Practices A major component of the FAA’s mission is to improve the nation’s aviation safety record by conveying safety principles and practices through training, outreach, and education. The goal to reduce the number of accidents in the ever increasingly populated airways means safe flight practices are an important element of flight instruction. It is the CFI’s responsibility to incorporate flight safety into the program of training. Do not become complacent about safety while instructing. The CFI must always be vigilant about safety and must instill a safety-first attitude in the student. According to statistics from Helicopter Association International’s (HAI) Five-Year Comparative U.S. Civil Helicopter Safety Trends, the ratio of instructional/training-related accidents to total accidents in the United States has increased more than 18 percent between January 1, 2002, and December 31, 2006. Interestingly enough though, the total number of helicopter flight hours has increased by 37 percent, while the accident rate per 100,000 flight hours has drastically decreased—by 42 percent in the same time period. The entire U.S. Civil Helicopter Safety Statistic -Summary Report can be found at www.rotor.com. Accidents happen quickly during flight instruction, as this recent National Transportation Safety Board (NTSB) accident report reveals: During a training flight, a helicopter collided with terrain. Weather was visual flight rules (VFR) with no flight plan filed. This was the CFI’s first instructional flight with this student. They conducted the preflight inspection of the helicopter together, started up, and departed for the practice area. Once the student had a general understanding of the controls, they did an approach that terminated in a hover. The CFI set up the helicopter for a slight right quartering headwind to compensate for translating tendencies, then allowed the student to manipulate the controls. During hover, the helicopter exhibited pendulum action that is common for new students learning to hover. During one of the right lateral oscillations, the helicopter unexpectedly lost altitude. The right skid contacted the ground, and the helicopter rolled over onto its right side. Within seconds, it ignited. Both pilots exited immediately. Since the helicopter and engine had no mechanical failures or malfunctions during the flight, the accident might have been prevented by: . Maintaining a proper skid height during instruction at all times. . Stopping the lateral and aft movement sooner. . Restricting hovering flight to later lessons after the student has gained some insight and appreciation of the control responsiveness and sensitivity of the helicopter. The CFI also should have stayed on the controls longer to give the student more time to become familiar with them. The CFI violated the building block principle of simple to complex. The student had no experience to build upon. Helicopter students learn best by beginning in the air where there is a greater margin of error and then learning to fly closer to the ground. Accident data at the NTSB offer CFIs excellent scenario material for safety discussions. Updated daily and located at www.ntsb.gov, descriptions of more than 140,000 aviation accidents can be searched by a variety of factors, such as date or aircraft category. Helicopter Hazards During the entire training program, CFIs should emphasize safe operation of the aircraft. The student must be introduced to and completely understand the flight characteristics of the type helicopter being flown. Loss of tail rotor effectiveness (LTE), dynamic rollover (DRO), and the meaning of and how to interpret the height velocity diagram are three topics of discussion for continuous review. By virtue of its many moving parts, the helicopter presents numerous hazards. [Figure 1-5] It is the responsibility of the CFI to teach safe operating practices in and around the aircraft. |
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