直升機(jī)飛行教員手冊(cè) Helicopter Flight Instructor Manual

時(shí)間：2012-06-08 09:45來(lái)源：藍(lán)天飛行翻譯 作者：航空 點(diǎn)擊：次

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Over a selected point at a safe height above ground, enter autorotation and descend at the manufacturer’s recommended speed for the minimum rate of descent. Point out the visual cues of rate of descent and range.
Student practice (dual only)
Over the same selected point at the same height: autorotate at the manufacturer’s recommended airspeed for maximum range in autorotation. Point out the increased rate of descent and range.
Over the same selected point at the same height: autorotate at the manufacturer’s recommended airspeed for maximum range in autorotation and recommended minimum rotor RPM. Point out the rate of descent and range.
Over the same selected point at the same height, autorotate at a low airspeed (10 to 20 knots). Point out:
the high rate of descent
the height lost in recovering from low forward speed to minimum descent speed
the distance covered.
Student practice (dual only)
Select a spot on the ground and demonstrate autorotative approaches from various height, speeds and directions.
Student practice (dual only)
TIPS FOR INSTRUCTORS
On the initial demonstration of each type of range variation, use the same line feature (such as a fence or road) as a reference point to enter. Always enter using the same height, speed or power setting. This ensures that the student appreciates the difference in distance for each type.
After teaching the individual methods of range variation, be sure that students understand that these are the basics, and that they usually have to use combinations to make the landing spot. When students have grasped the basics, introduce situations that require them to assess and use a combination of different techniques.
Emphasise that, when you vary the range, the helicopter should be returned to the normal autorotational touchdown profile by 150 to 200 feet.
EMERGENCIES
GROUND SCHOOL POINTS AIR EXERCISE
Note: Many of these subjects will be covered by briefing only.

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