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

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

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Define hovering as maintaining a constant height and heading over a given ground position.
State the hover height, as appropriate to type.
Explain that facing into the wind results in the helicopter being easier to control and uses less power.
Explain the effects of controls at the hover:
? Cyclic
Point out the following:
The cyclic controls the disc attitude which in turn controls the helicopter’s position over the ground. A change of disc attitude is followed by a change in fuselage attitude. This results in the helicopter moving over the ground. In some types of helicopter there is an appreciable lag in this chain of events.
Describe the effects of pedal control movements on heading and RPM.
Describe the visual cues used to maintain the hover, and stress the importance of looking well ahead of the helicopter.
AIR EXERCISE
Demonstrate the use of the cyclic at the hover into wind.
Students practise with the cyclic only, until a hover can be maintained without excessive effort.
Demonstrate the use of the collective and pedals. Student practice
Student practice using all controls
Demonstrate the differences in power required to hover in and out of the wind, with the ground effect, and over different types of surface (e.g. tarmac, long grass).
TIPS FOR INSTRUCTORS
This exercise demands a high degree of coordination and should not be taught until the student has acquired a reasonable state of competence in Exercises 1 to 6. Introducing it earlier than this could lead to frustration and undue fatigue for both student and instructor.
An alternative technique is to use slow flight to introduce hovering. This procedure takes the form of low, slow flight into the wind across a suitable clear area. Speed and height are progressively reduced in successive passes until the helicopter is creeping forward at a walking pace in ground effect and is then momentarily halted before transitioning into forward flight again. These momentary pauses are in fact periods of hovering, however brief, and are gradually extended as competency improves, until prolonged periods of hovering are achieved. This procedure is outlined in Exercise 11.

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