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(PTS) to include electronic flight instrument displays, flight
management systems, GPS, and autopilot usage, knowledge
of internal resources becomes an important component
of flight training. As discussed in the section on flight
instructor qualifications, instructors must be familiar with the
components of each aircraft in which they instruct to ensure
students understand the operation of the equipment.
Checklists are essential flight deck resources for verifying
that the aircraft instruments and systems are checked, set,
and operating properly, as well as ensuring that the proper
procedures are performed if there is a system malfunction
or inflight emergency. Students reluctant to use checklists
can be reminded that pilots at all levels of experience refer
to checklists, and that the more advanced the aircraft is, the
more crucial checklists become. With the advent of electronic
checklists, it has become easier to develop and maintain
personal checklists from the manufacturer’s checklist with
additions for specific aircraft and operations.
In addition, the AFM/POH, which is required to be carried
onboard the aircraft, is essential for accurate flight planning
and for resolving inflight equipment malfunctions. Other
valuable flight deck resources include current aeronautical
charts and publications, such as the Airport/Facility Directory
(A/FD).
It should be pointed out to students that passengers can also be
a valuable resource. Passengers can help watch for traffic and
may be able to provide information in an irregular situation,
especially if they are familiar with flying. A strange smell
or sound may alert a passenger to a potential problem. The
PIC should brief passengers before the flight to make sure
that they are comfortable voicing any concerns.
External Resources
Possibly the greatest external resources during flight are air
traffic controllers and flight service specialists. ATC can help
decrease pilot workload by providing traffic advisories, radar
vectors, and assistance in emergency situations. AFSS can
provide updates on weather, answer questions about airport
conditions, and may offer direction-finding assistance. The
services provided by ATC can be invaluable in enabling
pilots to make informed inflight decisions. Instructors can
help new students feel comfortable with ATC by encouraging
them to take advantage of services, such as flight following
and Flight Watch. If students are exposed to ATC as much as
possible during training, they feel confident asking controllers
to clarify instructions and are better equipped to use ATC
as a resource for assistance in unusual circumstances or
emergencies.
Throughout training, students can be asked to identify internal
and external resources, which can be used in a variety of
flight situations. For example, if a discrepancy is found
during preflight, what resources can be used to determine
its significance? In this case, the student’s knowledge of the
aircraft, the POH, an instructor or other experienced pilot,
or an AMT can be a resource which may help define the
problem.
During cross-country training, students may be asked to
consider the following situation. On a cross-country flight,
8-20
Preflight
Takeoff
Cruise
Approach & Landing
Time
Task Load
High
Low
Pilot Capabilities
Task Requirements
Figure 8-11. Accidents often occur when flying task requirements exceed pilot capabilities. The difference between these two factors is
called the margin of safety. Note that in this idealized example, the margin of safety is minimal during the approach and landing. At this
point, an emergency or distraction could overtax pilot capabilities, causing an accident.
you become disoriented. Although you are familiar with the
area, you do not recognize any landmarks, and fuel is running
low. What resources do you have to assist you? students
should be able to identify their own skills and knowledge,
aeronautical charts, ATC, flight service, and navigation
equipment as some of the resources that can be used in this
situation.
Workload Management
Effective workload management ensures that essential
operations are accomplished by planning, prioritizing, and
sequencing tasks to avoid work overload. As experience
is gained, a pilot learns to recognize future workload
requirements and can prepare for high workload periods
during times of low workload. Instructors can teach this skill
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本文链接地址：
Aviation Instructor's Handbook航空教员手册(145)
