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TITLE:
UH-60 Black Hawk Combined Pilot and Air Crew Training Presentation, 962 pages (slides)
SLIDE TOPICS, SUBTOPICS and CONTENTS:
LANDING GEAR
TERMINAL LEARNING OBJECTIVE
ACTION: Determine the major components and operational characteristics of the UH-60 landing gear system.
CONDITIONS: Given multiple choices, visual representations of the UH-60 landing gear system components, and applicable references.
STANDARDS : Select from multiple choices, the major components and operating characteristics of the UH-60 landing gear system.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This block of instruction will be tested on the UH-60 aviation subjects written examination I (011-1374). A minimum score of 70% is required for passing.
LEARNING STEP / ACTIVITY 1
Identify the primary components and operational characteristics of the UH-60 main landing gear system.
Crash Worthiness
UH-60 Main Landing Gear System
Description: conventional, non-retractable, reverse tricycle arrangement.
Components:
Drag beam.
Axle assembly.
Main shock strut.
Main wheel assembly.
Wheel brake.
Drag Beam
Drag Beam Switches
Drag Beam
Strut at Rest
Strut Under High Impact Load
Strut Airborne
Kneeling Valves
Main Wheel Tire Details
Master Cylinders
Slave Cylinders/Parking Brake Valve
Parking Brake Schematic
Brake Wear Check
Check On Learning
Question: The lower stage of the main landing gear struts is designed to absorb landing loads up to ____ feet per second.
Answer: 10
LEARNING STEP / ACTIVITY 2
Identify the primary components and operational characteristics of the UH-60 tail landing gear system.
UH-60 Tail Landing Gear System
Tail landing gear.
Operation.
Tail wheel assembly.
Swivels 360 degrees.
Upper end of strut.
Yoke of tail gear.
Fork assembly.
Split aluminum rim.
Tail wheel lock system.
Tail Landing Gear Assembly
Tail Strut
Tail Yoke and Fork
Tailwheel Lock System
Tail Wheel Lock
Check On Learning
Question: Power to operate the tail wheel lock system is provided through the ____ bus.
Answer: DC essential.
SUMMARY
Identified the primary components and operational characteristics of the UH-60 main landing gear system.
Identified the primary components and operational characteristics of the UH-60 tail landing gear system.
BREAK TIME!
POWERTRAIN AND ROTOR SYSTEM
TERMINAL LEARNING OBJECTIVE
ACTION: Determine the major components and operational characteristics of the UH-60 powertrain system.
CONDITIONS: Given multiple choices, visual representations of the UH-60 powertrain system components, and applicable references.
STANDARDS : Select from multiple choices, the major components and operating characteristics of the UH-60 powertrain system.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This block of instruction will be tested on the UH-60 aviation subjects written examination I (011-1374). A minimum score of 70% is required for passing.
ENABLING LEARNING OBJECTIVE A
ACTION: Identify the operational characteristics and modules of the UH-60 main transmission system.
CONDITIONS: Given multiple choices, visual representations of the UH-60 main transmission system, and applicable references.
STANDARDS: Select from multiple choices, the characteristics of the UH-60 main transmission system.
Main Transmission Location
Main Transmission Components
Input and Accessory Modules
Freewheeling Unit
Accessory Module
Main Module Details
Check On Learning
Question: The UH-60 main transmission system consists of how many modules?
Answer: 5 (five).
ENABLING LEARNING OBJECTIVE B
ACTION: Identify the characteristics of the UH-60 main transmission lubrication system components.
CONDITIONS: Given multiple choices, visual representations of the UH-60 transmission lubrication system, and applicable references.
STANDARDS: Select from multiple choices, the characteristics of the UH-60 main transmission lubrication system components.
Main Transmission Lubrication
Main Transmission Oil Pumps
Main Transmission Filter
Main Transmission Indicating System
Check On Learning
Question: Where is the main transmission oil pressure switch is located?
Answer: On the left accessory module.
ENABLING LEARNING OBJECTIVE C
ACTION: Identify the characteristics of the UH-60 main transmission chip detector system.
CONDITIONS: Given multiple choices, visual representations of the UH-60 transmission chip detector system, and applicable references.
STANDARDS: Select from multiple choices, the characteristics of the UH-60 main transmission chip detector system components.
Chip Detectors
Check On Learning
Question: Which chip detector is connected to a 30-second time delay to allow small chips and fuzz to burn off?
Answer: Main transmission.
ENABLING LEARNING OBJECTIVE D
ACTION: Identify the characteristics of the UH-60 gust lock system components.
CONDITIONS: Given multiple choices, visual representations of the UH-60 gust lock system components, and applicable references.
STANDARDS: Select from multiple choices, the characteristics of the UH-60 gust lock system components.
Gust Lock System
Check On Learning
Question: Illumination of the GUST LOCK caution light means the gust lock is not fully engaged.
Answer: False.
ENABLING LEARNING OBJECTIVE E
ACTION: Identify the characteristics of the UH-60 main rotor system and components.
CONDITIONS: Given multiple choices, visual representations of the UH-60 main rotor system and components, and applicable references.
STANDARDS: Select from multiple choices, the characteristics of the UH-60 main rotor system and components.
Swashplate
Swashplate Cutaway
Scissors
MR PC Rod Assembly
Main Rotor Head Components
Main Rotor Hub
MR Spindle (tie rod not shown)
Droop Stops
Droop Stop Operation
Anti-Flap Restrainer
Anti-Flap Operation
MR Damper Operation
MR Expandable Blade Pins
Main Rotor Blade
MR Blade Construction
BIM Indicators
Check On Learning
Question: What is the bilfilar assembly’s function.
Answer: To reduce main rotor vibrations.
ENABLING LEARNING OBJECTIVE F
ACTION: Identify the characteristics of the UH-60 tail rotor system and components.
CONDITIONS: Given multiple choices, visual representations of the UH-60 tail rotor system and components, and applicable references.
STANDARDS: Select from multiple choices, the characteristics of the UH-60 tail rotor system and components.
Tail Rotor Drive Shaft Sections
Flex Couplings
Intermediate Gearbox
Intermediate Gearbox
Intermediate GB Chip Detector
Tail Rotor Gearbox
Tail Gearbox Cutaway
Tail Rotor Assembly
TR PC Link
TR Blades Cutaway
Check On Learning
Question: In the event of mechanical failure, a centering spring will position the tail rotor linkage to provide how many degrees of tail rotor pitch.
Answer: 10.5 degrees.
SUMMARY
Identified the operational characteristics and modules of the UH-60 main transmission system:
Lubrication system components.
Transmission chip detector system.
Gust lock system components.
Main rotor system and components.
Tail rotor system and components.
FUEL SYSTEMS
TERMINAL LEARNING OBJECTIVE
ACTION: Determine the major components and operational characteristics of the UH-60 fuel system.
CONDITIONS: Given multiple choices, visual representations of the UH-60 fuel system components, and applicable references.
STANDARDS : Select from multiple choices, the major components and operating characteristics of the UH-60 fuel system.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This block of instruction will be tested on the UH-60 aviation subjects written examination I (011-1374). A minimum score of 70% is required for passing.
LEARNING STEP / ACTIVITY 1
Identify the primary components and operational characteristics of the UH-60 fuel system.
SUMP DRAINS
SUMP DRAINS
FUEL SERVICING
High and Low Level Shutoff Valves
FUEL SERVICING
FUEL QUANTITY SYSTEM
Fuel Quantity System
FUEL LOW-LEVEL WARNING SYSTEM
MAIN TANK CHECK VALVE
VENT SYSTEM
Check On Learning
Question: Where are the fuel low level sensors are located.
Answer: One on each fuel probe.
LEARNING STEP / ACTIVITY 2
Identify the operational characteristics of the UH-60 fuel cells, submerged fuel boost pumps, and fuel selector levers.
FUEL BOOST PUMPS
FUEL BOOST PUMP SYSTEM
FUEL BOOST PUMP CONTROL PANEL
Fuel Selector Valves
Engine Fuel Selector Valves
Check On Learning
Question: How is fuel supplied to the APU?
Answer: From a separate fuel line to the #1 main fuel tank.
LEARNING STEP / ACTIVITY 3
Identify the operational characteristics of the UH-60 main engine fuel system.
FUEL PRESSURE / FILTER BYPASS LIGHTS
POU / ODV
PRIME BOOST PUMP
PRIME BOOST PUMP SWITCH
Check On Learning
Question: Priming the main engines using the submerged boost pumps is not authorized.
Answer: False.
LEARNING STEP / ACTIVITY 4
Identify the operational characteristics of the UH-60 APU fuel system.
Check On Learning
Question: Where is the APU prime/boost shutoff valve is located?
Answer: On the APU compartment firewall.
LEARNING STEP / ACTIVITY 5
Determine the corrective action or emergency procedures to be performed for specific UH-60 APU fuel system conditions..
Check On Learning
Question: The #1 or #2 FUEL PRESS caution light coming one when the engine is at idle or above is an indication that:
Answer: There is a possible fuel line leak or failed engine boost pump.
Summary
Identified the primary components and operational characteristics of fuel system.
Identified the operational characteristics of fuel cells, submerged fuel boost pumps, and fuel selector levers.
Identified the operational characteristics of main engine fuel system.
Identified the operational characteristics of APU fuel system.
Reviewed corrective action or emergency procedures to be performed for APU fuel system conditions.
TERMINAL LEARNING OBJECTIVE
ACTION: Determine the primary components and operational characteristics of the UH-60 flight controls and hydraulics system.
CONDITIONS: Given multiple choices, visual representations of the UH-60 flight controls and hydraulics system components, and applicable references.
STANDARDS : Select from multiple choices, the characteristics of the UH-60 controls and hydraulics system.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This block of instruction will be tested on the UH-60 aviation subjects written examination I (011-1374). A minimum score of 70% is required for passing.
LEARNING STEP / ACTIVITY 1
Identify the operational characteristics and primary components of the UH-60 flight controls system.
Collective Controls Diagram
Pilot’s Collective Stick
Copilot’s Collective Stick
Collective Grip Switches
Collective Boost Servo
Mixer Unit
Flight Control Mixing
Primary Servos (3)
Primary Servo Damage Tolerance
Check On Learning
Question: What are the four types of mechanical control mixing provided by the UH-60 mixer unit?
Answer: Collective to yaw, collective to pitch, collective to roll and yaw to pitch.
LEARNING STEP / ACTIVITY 2
Identify the operational characteristics and primary components of the UH-60 cyclic control system.
Pilot’s Cyclic Stick
Cyclic Switches
Pitch Flight Controls Diagram
Pitch Trim ASSY with SAS Actuator
Roll SAS Actuator
Yaw Boost ASSY with SAS Actuator
SAS Actuators
Check On Learning
Question: The pitch boost servo is turned on when?
Answer: When SAS 1 or SAS 2 is on.
LEARNING STEP / ACTIVITY 3
Identify the operational characteristics and primary components of the UH-60 tail rotor system.
Tail Rotor Gearbox Assy.
Yaw Boost ASSY with SAS Actuator
Tail Cable Quadrant Failure
Tail Rotor Servo
Flight Controls Interactions
Check On Learning
Question: The second stage tail rotor servo is normally pressurized by the #1 hydraulic system?
Answer: False.
LEARNING STEP / ACTIVITY 4
Identify the operational characteristics and primary components of the UH-60 hydraulic system.
UH-60 Hydraulic System
Component Locations
Servo Shutoff Switch
Hydraulic Switches
Miscellaneous Switch Panel
AFCS Control Panel
Hydraulic Switches
CA Lights / Activate Hyd. Pump
Check On Learning
Question: The utility mode connects backup hydraulic pressure of what?
Answer: The No. 1 and No. 2 transfer modules, the 2nd stage of the tail rotor servo, and the APU accumulator.
LEARNING STEP / ACTIVITY 5
Identify the operational characteristics and primary components of the UH-60 #1 hydraulic system.
Component Locations
Hydraulic Pump
Transfer Module
Check On Learning
Question: If a leak occurs in the #1 hydraulic system the first stage tail rotor shutoff valve will automatically actuate.
Answer: True.
LEARNING STEP / ACTIVITY 6
Identify the operational characteristics and primary components of the UH-60 #2 hydraulic system.
Component Locations
Check On Learning
Question: Low fluid level in the #2 hydraulic pump reservoir will cause which components to become inoperative?
Answer: Pilot assist servos.
LEARNING STEP / ACTIVITY 6
Identify the operational characteristics and primary components of the UH-60 backup hydraulic system.
Check On Learning
Question: The backup pump motor has an AC thermal switch that is disabled when?
Answer: When the helicopter is airborne, by the WOW switch.
LEARNING STEP / ACTIVITY 8
Identify the operational characteristics and primary components of the UH-60 hydraulic leak system.
Hydraulic Leak Test Switch
Hydraulic Leak Test Lights
Check On Learning
Question: The purpose of the HYD LEAK TEST switch is to electrically check all leak detection/isolation components.
Answer: True.
SUMMARY
Identified the operational characteristics and primary components of the UH-60:
Flight controls system.
Tail rotor control system.
Hydraulic system.
#1 hydraulic system.
#2 hydraulic system.
Backup hydraulic system
Hydraulic leak isolation system.
BREAK TIME!
ELECTRICAL SYSTEMS
TERMINAL LEARNING OBJECTIVE
ACTION: Determine the major components and operational characteristics of the UH-60 electrical system.
CONDITIONS: Given multiple choices, visual representations of the electrical systems components, and applicable references.
STANDARDS: Select from multiple choices, the major components and operating characteristics of the UH-60 electrical system.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION- This block of instruction will be tested on the UH-60 aviation subjects written examination I (011-1374). A minimum score of 70% is required for passing.
LEARNING STEP / ACTIVITY
Identify the primary components and operational characteristics of the UH-60 Alternating Current (AC) system.
Components & Characteristics of AC Electrical System
Main Generators.
Location.
Description.
Caution Lights.
Generator Controlling components.
APU Generator (Second Priority).
External power (Third Priority).
Main Generators – First Priority
AC System Caution Lights
Generator Controlling Components
Generator control unit.
Generator switches.
Generator contactors (relays).
Buses (AC only).
Current limiters.
Generator Control Units
Main Generator Switches
AC System Contactors
AC System Buses
AC Current Limiters
APU Generator (Second Priority)
Location: Mounted directly to the output shaft of the APU.
Description: 3 phase, 115 VAC, 400 Hz, brushless, air cooled unit, rated at 20/30 KVA.
Purpose: Two fold.
AC power for ground operation.
Back-up emergency AC power in flight.
APU Generator (Second Priority)
Capabilities: can provide power to operate all the electrical equipment onboard the aircraft.
EXEPTIONS:
If blade de-ice is in use, two generators (any combinations) must be operational due to current load requirements (power demand) of blade de-ice.
The APU generator cannot provide for the simultaneous operation of the backup pump and windshield anti-ice. If the APU generator is the sole source of AC power, windshield anti-ice is in use, and the backup pump is turned on, windshield anti-ice will be turned off automatically. The APU generator cannot provide sufficient amperage to drive both at the same time, and the backup has priority.
APU generator switch.
Advisory lights.
APU Generator – Second Priority
APU Generator Switch
APU Generator Advisory Lights
External Power (Third Priority)
Location: right side of the fuselage below the crew chief’s window.
Description: receptacle has six contacts:
Four large contact for the three phase power and ground.
Two smaller contacts complete circuit from battery bus to illuminate EXT PWR CONNECTED advisory light.
Advisory light: “EXT PWR CONNECTED” indicates external power cable connection
External Power Advisory Light
External Power (Third Priority) cont.
External power switch (three position):
RESET : resets logic circuitry inside the External Power Monitor Panel.
OFF : disconnects external power from AC Primary Buses via External Power Monitor Panel.
ON : connects 3 phase, 115 VAC, 400 HZ external power to AC primary buses.
External power monitor panel:
Location: cabin ceiling above crew chief’s station.
Purpose: monitors correct phase rotation.
External Power Switch
External Power (Third Priority) cont.
External power distribution:
Cable from external power source plugs into external power receptacle, external power switch is selected to ON, position, if no power available, select switch to RESET position then back ON to reset the external power panel.
NOTE: If after connecting the aircraft to the external power source and selecting the external power switch to the ON position no power is available, select the switch to the RESET position and then back to ON (this resets the external power monitor panel). If power is still not available, check the external source.
External Power – Third Priority
Check On Learning
Question: The primary AC power system delivers regulated three phase ____ at ____.
Answer: 115/200 volts vac, 400 Hz.
BREAK TIME!
LEARNING STEP / ACTIVITY 2
Identify the primary components and operational characteristics of the UH-60 Direct Current (DC) system.
DC System – Converters Location
Direct Current (DC) Electrical System
Battery – Nickel Cadmium (NICAD)
Description: 24 volts DC (VDC), 5.5 amp hours (AH), 20 cells, (19 battery cells and 1 sensing cell).
Purpose: secondary/emergency source of DC power.
Capabilities: as sole source of DC power.
Day – 22 min.
Night – 14 min.
Direct Current (DC) Electrical System (cont.)
Buses. (If sole source of DC power).
Battery Utility Bus: energized when battery is connected.
Battery Bus: battery connected, battery switch ON.
DC Essential Bus: battery connected, battery switch ON, 35% state of charge. Less than 35% state of charge, DC essential bus will be disconnected from battery load, caution light will illuminate.
Direct Current (DC) Electrical System (cont.)
Caution lights.
#1 CONV and #2 CONV: (Only if battery sole source of DC power). Caution lights illuminated because converters are not receiving AC power.
DC ESS BUS OFF: (Only if battery sole source of DC power). Caution lights will be illuminated only when battery is at or below approx. 35% state of charge.
BATT LOW CHARGE: Caution lights will be illuminated when battery is at or below approx. 35 to 45% charge.
BATTERY FAULT: Caution light illuminated when dissimilarity in the cells or when temp. reaches 70 degrees Celsius or higher
Direct Current (DC) Electrical System (cont.)
Charger/analyzer (Only with a NICAD battery).
Purpose: Provide charging and monitoring functions, analyzes battery charge state and temperature, control batter low charge, battery fault caution lights, and disengages DC Essential Bus when battery capacity droops below 35%,
Location: Lower console.
DC System – NICAD Battery
Direct Current (DC) Electrical System (cont.)
Converter system (DC primary power).
Description: two 200 amp, air cooled transformer rectifiers.
Purpose: provide primary DC power.
Location: in cabin ceiling, just aft of crew chief and gunners stations.
Operation:
Input voltage. 3 phase, 115 VAC, 400 HZ (internal cooling fan driven by AC power).
Output voltage. 28 VDC.
Direct Current (DC) Electrical System
Battery – Sealed Lead Acid Battery (SLAB)
Description: 24 volts DC (VDC), 9.5 AH.
Purpose: secondary/emergency source of DC power.
Capabilities: as sole source of DC power.
Day – 38 min.
Night – 24 min.
Direct Current (DC) Electrical System (cont.)
Buses. (If sole source of DC power).
Battery Utility Bus: energized when battery is connected.
Battery Bus: battery connected, battery switch ON.
DC Essential Bus: battery connected, battery switch ON, battery is above 35% state of charge.
Direct Current (DC) Electrical System (cont.)
Caution lights.
#1 CONV and #2 CONV: (Only if battery sole source of DC power). Caution lights illuminated because converters are not receiving AC power.
DC ESS BUS OFF: (Only if battery sole source of DC power).
BATT LOW CHARGE: Caution lights will be illuminated when battery is at or below approx. 35 to 45% charge.
BATTERY FAULT: Caution light illuminated when the battery is at or below approx. 23 volts or below.
NOTE: In aircraft with SLAB battery installed, the battery low voltage sensing relay will illuminate the “BATTERY LOW CHARGE” light at 23 volts (approximately 35-45% total charge remaining),
DC System – SLAB Battery
Check On Learning
Question: Primary DC power is provided by:
Answer: Two converters.
BREAK TIME!
LEARNING STEP / ACTIVITY 3
Recognize the UH-60 battery system related caution/advisory panel indications normally seen prior to APU start.
Caution/Advisory Panel Indications Prior To APU Start
Battery switch ON:
#1 CONV AND #2 CONV.
AC ESS BUS OFF.
BOOST SERVO OFF.
STABILATOR
SAS OFF.
DC System Caution Lights
Caution/Advisory Panel Indications Prior To APU Start
DC electrical buses energized:
BATTERY UTILITY BUS (BUB).
BATTERY BUS (BATTERY BUS).
DC ESSENTIAL BUS (DC ESS BUS).
NOTE: The BATT LOW CHARGE caution light comes on when the battery charge is at or below approximately 40+5% capacity (NICAD), or 23 volts (SLAB).
Indications Prior to APU Start
Check On Learning
Question: The battery utility bus is connected:
Answer: Directly to the battery.
LEARNING STEP / ACTIVITY 4
Determine the corrective action or emergency procedures to be performed for specific UH-60 electrical system conditions.
Dual Generator Failure
Indications - Master caution light and #1 CONV, #2 CONV, and AC ESS BUS OFF caution lights on.
Analysis - #1 and #2 generators are not producing power.
Dual Generator Failure
Pilot’s corrective action:
SAS 1 switch – Press off.
WARNING: AC power Following an interruption, the stabilator amplifiers will sense airspeed for 1.5 to 2 seconds. This may also occur during the brief power interruption experienced when switching from main to APU generator. During this time, the stabilator will drive trailing edge down. After this brief period, the stabilator will drive to the appropriate angle. Before restoring AC power, the helicopter shall be slowed to 80 KIAS or less.
Airspeed – Adjust (80 KIAS or less).
GENERATORS #1 and #2 switches – RESET then ON
GENERATORS #1 and #2 switches. – OFF.
EMER APU START.
SAS 1 switch – ON.
One Generator Offline
Indication: Master caution light and #1 GEN or #2 GEN caution light on.
Analysis: Loss of one generator.
Pilot’s corrective action:
Affected generator switch.
NOTE: If caution light remains on:
Affective generator switch.
EMER APU START.
Result:
#1 GEN or#2 caution light and APU advisory light on.
NOTE: The APU GEN ON light will not illuminate if one or both main generators are online.
Dual Converter Failure
Indication - Master caution light and #1 CONV, #2 CONV caution light on.
Analysis - #1 CONV and #2 CONV have failed.
Pilot’s corrective action:
Unnecessary DC electrical equipment – OFF.
NOTE: When only battery power is available, battery life is about 22 minutes (NICAD) or 38 minutes (SLAB) day, and 14 minutes (NICAD) or 24 minutes (SLAB) night for a battery 80% charged.
Land as soon as practicable.
Result.
Battery Fault (NICAD Only)
Indication: Master caution light and BATTERY FAULT caution light on.
Analysis: The battery is overheated or there is dissimilarity in the cells.
Pilot’s corrective action:
BATT switch – OFF
If light remains on: BATT switch – OFF.
Battery Low Charge
Indication: Master caution light and BATT LOW CHARGE caution light on.
Analysis: The battery is at or below 40+5% state of charge (NICAD) or 23 Volts (SLAB).
Pilot’s corrective action:
If light goes on after ground APU start (AC power applied).
BATT switch – OFF.
If light goes on in flight.
BATT switch – OFF.
Check On Learning
Question: If the BATT LOW CHARGE caution light illuminates while in-flight:
Answer: The battery switch should be turned off to conserve battery charge.
SUMMARY
Identified the primary components and operational characteristics of the UH-60 alternating current (AC) electrical system.
Identified the primary components and operational characteristics of the UH-60 direct current (DC) electrical system.
Reviewed the UH-60 battery system related caution/advisory panel indications normally seen prior to APU start.
Determined the corrective action or emergency procedures to be performed for specific UH-60 electrical system conditions.
BREAK TIME!
AUXILARY POWER UNIT
TERMINAL LEARNING OBJECTIVE
ACTION: Determine the major components and operational characteristics of the UH-60 Auxiliary Power Unit.
CONDITIONS: Given multiple choices, visual representation of the UH-60 APU system, and applicable references.
STANDARDS: Select from multiple choices, the characteristics of the UH-60 APU system.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This block of instruction will be tested on the UH-60 aviation subjects written examination II (011-1375). A minimum score of 70% is required for passing.
ENABLING LEARNING OBJECTIVE A
ACTION: Identify the operational characteristics, procedures, and components of the UH-60 APU.
CONDITIONS: Given multiple choices, visual representations of the UH-60 APU system, and applicable references.
STANDARDS: Select from multiple choices, the operational characteristics of the APU, pre-start procedures, emergency procedures, and shutdown procedure.
APU Location
T62-40-1 APU
GTCP36-150 APU
Prime / Boost Pump
APU Hydraulic Start Motor
APU Generator
APU Controls
APU Start Procedures
FUEL PUMP switch - APU BOOST.
APU CONTR switch - ON.
APU generator switch - ON.
NOTE: Power to operate APU and ESU provided from the battery bus through a circuit breaker marked APU CONTR INST.
NOTE: If APU does not start with APU CONTR INST switch ON and the APU ACCUM LOW advisory light is NOT ON, the manual override lever on the accumulator manifold should be pulled to attempt another start, and held until the APU has reached self sustaining period. If APU fails, note and analyze BITE indications before cycling BATT switch or before attempting another APU start.
APU Start Procedures (cont.)
NOTE: The APU fail caution light will be on any time the APU automatically shuts down. The BITE indications of the ESU shall be used to troubleshoot APU operations, the APU should be shutdown immediately to prevent damage. After a 30-minute cooling period the oil level should be checked. If the level is OK, the APU may be restarted.
APU compartment fire:
APU fire T-handle - pull.
Fire EXTGH switch - MAN/RESERVE as required.
APU Operating Limitations
NOTE: To prevent overheating, APU operation at ambient temperature of 43 degrees Celsius (109 degrees F) and above with engine and rotor operating, is limited to 30 minutes. With engine and rotor not operating, the APU may be operated continuously up to an ambient temperature of 51 degrees Fahrenheit.
SUMMARY
Identified the operational characteristics, procedures and components of the UH-60 Auxiliary Power Unit.
AUTOMATIC FLIGHT CONTROL SYSTEM
TERMINAL LEARNING OBJECTIVE
ACTION: Identify the major components and operational characteristics of the UH-60 automatic flight control system.
CONDITIONS: Given multiple choices, visual representations of the UH-60 flight control system components, and applicable references.
STANDARDS: Select from multiple choices, the characteristics of the UH-60 automatic flight control system.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION- This block of instruction will be tested on the UH-60 aviation subjects written examination I (011-1374). A minimum score of 70% is required for passing.
LEARNING STEP / ACTIVITY 1
Discuss the functions and purpose of the UH-60 automatic flight control system (AFCS).
AFCS Subsystems
Stability Augmentation System (SAS)
Flight Path Stabilization System (FPS)
Trim System
Stabilator Control System
Purpose Of AFCS
Enhance the stability and handling qualities of the aircraft.
Reduces pilot workload.
Uses conventional helicopter flight controls.
AFCS improves aircraft flight in the:
Pitch
Roll
Yaw
AFCS uses various sensors on the aircraft to maintain:
Heading
Airspeed and attitude
Turn coordination
Check On Learning
Question: What is the purpose of the AFCS?
Answer: Enhance the stability and handling qualities of the aircraft
LEARNING STEP / ACTIVITY 2
Identify the operational characteristics and components of the UH-60 stabilator system.
Stabilator Actuator
Stabilator Position Indicators
Stabilator Amplifiers
Airspeed Sensors
Collective Position Sensors
Lateral Accelerometers
AFCS Control Panel
Check On Learning
Question: Two stabilator amplifiers receive ____,____,____, and____ to program the stabilator through the dual electric actuators.
Answer: Airspeed, collective stick position, pitch rate, lateral acceleration.
LEARNING STEP / ACTIVITY 3
Identify the operational characteristics of the stabilator system modes of operation.
Modes of Operation
Automatic mode of operation - best position for existing flight conditions without input from pilot.
Manual mode of operation - allows pilot to control stabilator position.
Aural warning - beeping aural warning sounds when AUTO mode fails.
Modes of Operation cont.
Lighted placards - show VNE airspeeds in relation to stuck stabilator position.
Degraded operation - trailing edge down; trailing edge up.
Function - stabilator programming.
WARNING: Covers on the pitot tubes would cause the stabilator in the trailing edge down position with not caution lights or audible warning. The stabilator, in the auto mode, will not respond fast enough for NOE dashes.
Stabilator Indicator and Lighted Placard
Check On Learning
Question: Manually slewing the stabilator will allow a selection of the stabilator position between____ and ____.
Answer: 39 degrees trailing edge down, 9 degrees trailing edge up.
LEARNING STEP / ACTIVITY 4
Identify the operational characteristics and components of the UH-60 stability augmentation system.
SAS 1 (Analog) Amplifier
SAS 2 (Digital) in AFCS Computer
SAS Actuators
SAS Amplifier
Nose Avionics Compartment
Airspeed Sensors
AFCS Control Panel
Check On Learning
Question: In the event SAS 2 should fail, how much control authority does SAS 1 have?
Answer: 5%.
LEARNING STEP / ACTIVITY 5
Identify the operational characteristics and components of the UH-60 digital automatic flight control system.
Components
Computer.
Vertical gyros.
AN/ASN-43 Gyro compass system.
Airspeed and airdata transducers.
Rate gyros.
Lateral accelerometers.
Collective stick position transducers.
Drag beam switch.
Nose Avionics Compartment
SAS/FPS Computer
Check On Learning
Question: The Trim/FPS system provides control positioning and force gradient functions as well as basic autopilot functions with FPS engaged.
Answer: True.
LEARNING STEP / ACTIVITY 6
Identify the operational characteristics and components of the UH-60 trim system.
Trim Actuators
Trim System
Trim actuators.
Pitch (longitudinal) actuator.
Roll (lateral) and yaw actuators.
FPS provides control authority. using trim actuators.
Actuators contain override springs or clutches.
Actuators provide dampening.
Computer control.
Cyclic stick trim release button.
Trim System cont.
Trimmed or referenced position.
Stick is trimmed to position where button is released.
Cyclic stick trim switch.
Roll trim actuator.
Yaw trim actuator.
Actuator failure.
SAS2/FPS computer failure.
Directional Control Pedals
Check On Learning
Question: The pitch trim (longitudinal) actuator is a(n)____ design.
Answer: Electrohydromechanical.
LEARNING STEP / ACTIVITY 7
Identify the operational characteristics and components of the UH-60 flight path stabilization system.
AFCS Control Panel
AFCS Panel F/A Lights - Right
AFCS Panel F/A Lights - Left
Check On Learning
Question: At airspeeds above 60 KTS the pitch channel of the FPS system:
Answer: Seeks to maintain the airspeed at which the trim is established, by variation of pitch attitude.
SUMMARY
Identified the functions and purpose of the UH-60 automatic control system.
Identified the operational characteristics of the uh-60:
Stabilator system.
Stabilator system modes of operation.
Stability augmentation system.
Digital automatic flight control system.
Trim system.
Flight path stabilization system.
TERMINAL LEARNING OBJECTIVE
ACTION: Implement the Nonrated Crewmember Aircrew Training Program.
CONDITIONS: Given multiple choices, and applicable references.
STANDARDS : Select from multiple choices, the procedures for implementing the nonrated crewmember aircrew training program.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This block of instruction will be tested on the UH-60 aviation subjects written examination V (011-1321). A minimum score of 70% is required for passing.
Learning Step Activity 1
Discuss the procedures, policies, and responsibilities pertaining to Non-rated crewmembers, as established in AR 95-1
Check On Learning
Question: What does AR 95-1 establish?
Answer: The procedures, policy, and responsibilities for crew member training and standardization, the Aircrew Training Program (ATP), etc.. (Other answers listed in AR 95-1, para. 1-1a-j, are acceptable).
Learning Step Activity 2
Discuss the regulatory procedures and policies and policies for administering flying status for Non-Rated Crewmembers, as established in AR 600-106
Check On Learning
Question: Procedures for administering flying status for nonrated Army personnel who must perform frequent and regular aerial flight while performing their assigned duties are found in____.
Answer: AR 600-106.
Learning Step Activity 3
Discuss the procedures, policies, and responsibilities pertaining to Non-rated Crewmembers, as established in TC 1-210
AIRCREW TRAINING PROGRAM (cont.)
Commander’s Evaluation.
Records Review
Proficiency Flight Evaluation
Considerations
Required Training
Additional training requirements—(i.e., ASE, Aeromedical, NBC, environmental, fratricide).
Readiness levels:
Progression
Check On Learning
Question: Which manual contains information on base and mission?
Answer: TC 1-237.
Learning Step / Activity 5
Discuss ATP related terminology
AIRCREW TRAINING PROGRAM
ATP training year,
Divided into two semiannual training periods.
Active army & US Army Reserves
Period 1 & 2
Army National Guard
Training year coincides with the fiscal year.
Period 1 always begins on 1 Oct
Check On Learning
Question: How is the ATP training year divided?
Answer: Into two semi-annual training periods.
Learning Step / Activity 6
Discuss Integrating a NCM into the Aircrew Training Program
Learning Step / Activity 7
Integrate a crew member into the ATP,
Practical Exercise #1
per Scenario #1, #2 & #3
PE #1 SCENARIO
Given the following scenarios, explain how you would integrate each of the following crewmembers into the ATP.
Scenario #1: You received a new soldier from maintenance. She has never crewed before.
Scenario #2: A crew member has just arrived to your unit. He was an NVG NCT at his last unit and has been crewing for the last 7 years and has 1700 hours.
Scenario #3: A so-called “experienced” crew member shows up to your unit with his IFRF, but forgot his IATF.
PE #1 Scenario Solutions
Scenario #1
RFO
Upslip
Integrate as RL 3
Make an IATF for her.
Begin academic training.
Local area orientation, demonstrate maneuvers, begin training.
Scenario #2
RFO
Upslip
Records check, when was last flight, do CTLs match?
Perform PFE if necessary
Day/night orientation before RL1
PE #1 Solutions (cont.)
Scenario #3:
RFO.
Upslip.
Must start out RL 3.
Make a IATF.
Local area orientation, demonstrate maneuvers, begin training.
Check On Learning
Question: A commanders evaluation is conducted to do what?
Answer: To determine the initial readiness level of a newly assigned crew member.
Learning Step / Activity 8
Discuss tasks required to be performed by NCM’s
Unit METL
Army organizations cannot achieve and sustain proficiency on every possible training task. The commander must identify those tasks that are essential to the accomplishment of the unit’s wartime operational mission; this is the Mission Essential Task List, or METL
Unit METL
Unit METL
A mission essential task is a collective task in which an organization must be proficient to accomplish its wartime mission.
Central in the determination of the tasks in which the nonrated crewmember must be proficiency.
Battle-focused METL provides the foundation for the unit’s training program, including the ATP.
Training Plans Process
The METL provides the foundation for the organization's training plans.
After the METL is approved, the next step is for the Command Sergeant Major or First Sergeant, in conjunction with the key NCOs, to develop a supporting individual task list for each mission essential task.
As stewards of the nonrated crewmember aircrew training program, FIs and SIs are among the key NCOs in this process.
The commander is responsible for developing a training strategy that will maintain unit proficiency for all tasks designated as mission essential.
Additional Training Requirements
Aircraft Survivability Equipment
Fratricide Prevention
Aeromedical
NBC
Environmental Training
Ejection Seat
Deck Landing Operations
Check On Learning
Question: What are base tasks?
Answer: 1000 series tasks that must be accomplished by all UH-60 crew members.
Learning Step / Activity 9
Discuss currency requirements for a Non-Rated crew member
Check On Learning
Question: What Additional training is required annually?
Answer: ASE, Fratricide prevention, Aeromedical, Low-pressure / high-altitude and environmental.
Learning Step / Activity 10
Discuss Annual Proficiency and Readiness Test (APART)
Learning Step / Activity 11
Identify the tasks necessary for completion of the APART evaluation
Scenario: Using this commander’s task list and TC 1-237, identify the tasks necessary for completion of the APART evaluation. (NOTE: You will be performing the evaluation under NVGs)
PE #2 Commanders Task List
1000 - Participate in a Crew Mission Brief
1014 – Operate aviation life support equipment
1016 – Perform internal load operations
1020 – Prepare aircraft for mission
1022 – Perform preflight inspection
1024 – Perform before start thought leaving checks
1026 – Maintain Airspace Surveillance
1032 – Perform radio commo procedures
1038 – Perform Hovering Flight
1040 – Perform VMC Takeoff
1048 – Perform Fuel Management Procedures
1052 – Perform VMC Flight Maneuvers
1058 – Perform VMC Approach
1062 – Perform Slope Operation
1070 – Respond to Emergencies
1114 – Perform a rolling Takeoff
1155 – Negotiate wire Obstacles
1162 – Perform emergency egress
1188 – Operate ASE
1190 – Perform Hand and Arm Signals
1194 – Perform refueling operations
1262 – Participate in a crew-level AAR
MISSION TASKS
2010 – Perform Multi-aircraft Operations
2014 – Perform electronic countermeasures
2022 – Transmit tactical reports
2024 – Perform Terrain flight navigation
2026 – Perform Terrain flight
2034 – Perform Masking and Unmasking
2036 – Perform Terrain flight deceleration
2042 – Perform actions on contact
2048 – Perform Sling Load Operations
2052 - Perform Water Bucket Operations
2054 – Perform Fast- Rope insertion
2056 – Perform Rappelliing operations
2060 – Perform Rescue-Hoist Operations
2064 – Perform Paradrop Operations
2068 – Perform Shipboard Operations
2076 – Perform Caving Ladder Operations
2081 – Operate Night Vision Goggles
ADDITIONAL TASKS
3032 - PRC-112 Operations
3035 – Perform CASEVAC Operations
Check On Learning
Question: What does APART measure?
Answer: A crew members readiness status.
Learning Step / Activity #12
Discuss The Aircrew Training folder (IATF)
DA FORM 7120-R
7120-1-R
7120-1-R
DA Form 7120-2-R
DA Form 7120-3-R
DA Form 7120-3-R
Learning Step / Activity 13
Practical Exercise #3
DIRECTIONS: Using the following scenario and your TC 1-210, complete the blank DA Form 7120-R.
PE #3 Scenario
STEP 1: PFC Steven L. King, 211-44-6616, born 2 Oct 73, He is assigned to a Highly deployable (TOE) unit as a UH-60A crew chief. Battalion Commander’s SOP states all Non-rated crewmembers are designated NVG positions. PFC King was integrated into the commander's ATP and started progression on 1 Nov 02. Initiate a DA Form 7120-R.
PE: 03 Step 1
PE: 03 Step 1
PE #3 Scenario
STEP 2: PFC King has just progressed to RL1 for Day/Night mode and requires the CTL to be completed. The date is 12 Jan 03. Company SOP states 2hrs. of Night Unaided will be completed annually for ATP requirements.
PE: 03 Step 1
PE: 03 Step 1
Learning Step / Activity 14
Discuss the Standard Evaluation Training Grade-slip
DA form 4507-R
DA Form 4507-R
DA Form 4507-R pg. 2
DA Form 4507-1-R
DA Form 4507-2-R
Learning Step / Activity 15
Practical Exercise # 4
DIRECTIONS: Using the scenario below and the commander's task list in the IATF, complete a training grade slip.
PE #4 Scenario
SCENARIO: Today (18 Dec 02), PFC Steven L. King, 211-44-6616, birth month OCT, flew 3.9 hours (1.5 night, 2.4 day). Prior to this flight, he logged a total of 12.8 day hours and 2.5 night hours. You were training him for RL 1 progression.
All tasks were completed in a satisfactory manner with the exception of:
a. During the slingload hookup of a HUMVEE, PFC King allowed the pilot to drift while the slings were on the hook, which nearly caused the load to tip over.
b. During release of the slingload, PFC King dropped the clevis on the vehicle, breaking the windshield.
PFC King has a thorough knowledge of the aircraft, but is very obstinate when corrected.
PE: 04
PE: 04
PE: 04
Learning Step / Activity 16
Discuss DA Form 7122-R, Crew Member Training Record
Aircrew Training Program
DA Form 7122-R cont. :
Change of duty position or FAC (i.e.; designation from CE to FI).
Change in NVG designated status.
Start of time limited training programs such as RL progression, NVG qualification, and initial qualification.
Completion of training programs that involve more than one flight.
Completion of DA qualification courses (flying/nonflying) such as PLDC/BNCOC courses.
All evaluations such as APARTs, no-notice, and proficiency flight evals.
DA Form 7122-R
Check On Learning
Question: Should the losing unit make copies of the DA Form 7122-R?
Answer: Encouraged, but not required
Learning Step / Activity 17
Discuss the Prerequisites for
non-rated crew members
Check On Learning
Question: To become a SI, what is the key element during flight training?
Answer: Role reversal.
Learning Step / Activity 18
Discuss Procedures for conducting a non-rated crew member evaluations
AIRCREW TRAINING PROGRAM
Grading Considerations
Academic evaluation
The examinee must demonstrate a working knowledge and understanding
Flight evaluation
Academic
In the aircraft or in the simulator
Check On Learning
Question: The guidelines for evaluating crew coordination are based on an ______________ a crew performs together to accomplish a series of tasks.
Answer: Analysis of how effectively
Learning Step / Activity 19
Discuss evaluation types
Learning Step Activity 20 PE #5 Scenario
DIRECTIONS: Given the following scenarios, explain which evaluation would be required and why?
1. An NVG qualified non-rated crew member has not flown NVGs in 50 days.
A. No evaluation is needed. The crew member is still NVG current.
2. You receive a new crew member from another unit. His records indicate that he has 35 hours, and was progressed to RL 2 just prior to leaving that unit three months ago.
A. Since this is a newly assigned crew member, you would have to perform a commander's evaluation (in which the record check has already been completed). You could choose to make him an RL 3 or RL 2 by the records check, but it would be preferred that he be given a proficiency flight evaluation
PE #5 Scenario (cont)
3. A newly arrived individual is placed in a flight slot. Records check indicates he has not been in a full crew member position for 10 months (was a platoon sergeant). He has 750 flight hours and was an NVG FI last time he crewed.
A. No evaluation would be required. This crew member would have to be designated RL 3 for refresher training
4. Many of the unit PCs have been complaining about the performance of a certain flight instructor. You decide to give him an evaluation.
A. This would be a no-notice evaluation because the individual's proficiency is in doubt.
Check On Learning
Question: Which flight evaluation is administered to an aviator or non-rated crew member to determine their ability to perform required duties following an aircraft mishap.
Answer: Post-accident evaluation.
Learning Step / Activity 21
Discuss evaluation guidelines
Aircrew Training Program
The CE/MO/OR must perform selected tasks to ATM standards, applying aircrew coordination principles.
The FI must meet the requirements in paragraph 3-3a (7). In addition, he must be able to objectively train, evaluate, and document performance of the FI, CE, MO, and OR as appropriate
The SI must meet the requirements in paragraph 3-3a (7) and (8). In addition, he must be able to train and evaluate the SI, FI, CE, MO, and OR using role reversal, as appropriate.
Note. SP/IP/IE/ME/UT/SI/FI will be evaluated on their ability to apply the learning and teaching process
AIRCREW TRAINING PROGRAM
Evaluation Sequence
The evaluation sequence consists of four phases. The evaluator will determine the amount of time devoted to each phase.
Phase 1 - Introduction
Phase 2 - Academic evaluation topics
Phase 3 - Flight evaluation
Phase 4 - Debriefing
AIRCREW TRAINING PROGRAM
Phase 1: Introduction.
Will review the examinee's IFRF and IATF records to verify that the examinee meets all prerequisites for designation.
Has a current DA Form 4186
Will confirm the purpose of the evaluation, explain the evaluation procedure, and discuss the evaluation standards and criteria to be used.
AIRCREW TRAINING PROGRAM
Phase 2–Academic evaluation topics
Regulations and publications
Aircraft systems
Operating limitations and restrictions
Aircraft emergency procedures and malfunction analysis
Aeromedical factors
Night mission operations
Tactical and mission operations
Weapon system operation and employment
Evaluator/trainer topics
AIRCREW TRAINING PROGRAM
Phase 3–Flight evaluation
Briefing
Preflight inspection, engine start, and run-up procedures
Flight tasks
Engine shutdown and after-landing tasks
AIRCREW TRAINING PROGRAM
Phase 4- Debriefing
Discuss the examinee’s strengths and weaknesses.
Offer recommendations for improvement
Tell the examinee whether he passed or failed
Complete the applicable forms
Note: The evaluator will inform the examinee of any restrictions, limitations, or revocations
Check On Learning
Question: In which evaluation phase are the examinee’s records reviewed to verify that the examination meets all prerequisites for the rating?
Answer: Phase 1.
SUMMARY
Stated the purpose of AR 95-1; AR 600-109; TC 1-210; and TC 1-237.
Defined ATP.
Discussed integrating an NCM into the ATP:
Tasks to be performed by NCMs.
Currency requirements for NCMs.
Requirements for APART.
Individual aircrew training folder (IATF).
Procedures for conducting a NCM evaluation.
Evaluations administered to NCMs.
Conducting an evaluation using the evaluation guidelines.
BREAK TIME!
AERIAL DOOR GUNNERY
GUNNERY STANDARDS
AERIAL WEAPONS SCORING SYSTEM
AERIAL WEAPONS SCORING SYSTEM (cont.)
READINESS REPORTING
Example of a USAAVNC approved alternate scoring sheet
WEAPONS TRAINING STANDARDS
DA Pamphlet 350-38 (usually referred to as STRAC) shows the quantities and types of ammunition required for weapons proficiency training and qualification. Ammunition authorizations prescribed are the maximum amounts authorized for each airframe.
These authorizations are based on the unit’s component (Active or Reserve—USAR and NG).
(Ammunition requirements are based on suggested strategies; these do not automatically translate into authorizations.)
WEAPONS TRAINING STANDARDS (cont.)
Munitions for Helicopter Weapon Systems
Munitions for Helicopter Weapon Systems (cont.)
Some Department of Defense ammunition codes are listed with the munitions that are described. Additional identification codes may be necessary to distinguish the type of munitions, series, warhead and fuse combinations, grouping sequence, packaging, package quantity, and availability.
Any munitions that cannot be positively identified will not be loaded onto an aircraft, into a weapon, or into the feed system. All munitions must be identified at the ammunition supply or transfer point before receipt and distribution to the unit
Munitions for Helicopter Weapon Systems
PLANNING THE TRAINING
In the assessment process, the commander begins outlining his helicopter gunnery training program. To construct a detailed plan for implementing the
program, the commander may follow these steps:
Develop a unit program of instruction for pre-gunnery training; use the S3 and master gunner.
Plan the conduct of academic training.
Plan the conduct of hands-on training, based on the commander’s assessment.
PLANNING THE TRAINING (cont.)
Plan the conduct of hands-on training, based on the commander’s assessment.
Plan the conduct of non-aircrew training (such as FARP and armament personnel)
Plan the conduct of Table V; emphasize the importance of assessment before the gunnery range.
Plan the conduct of the intermediate table live fire.
Plan the conduct of advanced table training.
EFFECTIVE ASSESSMENT AND TRAINING
An effective program for unit-level helicopter gunnery is the result of good assessment and planning. To ensure successful training, use the following principles.
SET STANDARDS
START EARLY
BE THOROUGH
BE THOROUGH
BE FLEXIBLE
TRAIN CONTINUALLY
AMMUNITION
RANGE OPERATION AND SAFETY
UNIT TRAINING STRATEGY
Commanders will designate in writing a door gunnery nonrated crewmember standardization instructor.
The door gunnery SI should be a senior noncommissioned officer with experience in door gunnery.
The standardization instructor is the commander’s point of contact and subject-matter expert on door gunnery.
The SI is responsible for training new personnel and conducting sustainment training for personnel already qualified (cont.)
UNIT TRAINING STRATEGY (cont.)
UNIT TRAINING STRATEGY (cont.)
UNIT TRAINING STRATEGY (cont.)
The commander, assisted by the standardization instructor, will complete a unit training assessment according to Chapter 2.
Once the assessment is complete, the commander will outline his objectives for the door gunnery training program.
His guidance must include the desired training end-state for the program; for example, "two qualified door gunners per UH-60 in A Company.“
UNIT TRAINING STRATEGY (cont.)
The commander should base this requirement on available resources.
Once the objectives for the gunnery are clear, the S3 and the SI will begin planning the conduct of the training program.
Door- gunner training should be incorporated into the unit training plan as a continual program.
Units should incorporate door gunnery training into a written SOP with clear objectives and training goals throughout the training year.
UNIT TRAINING STRATEGY (cont.)
Door gunnery subjects are relevant for sergeants’ time or prime-time training programs common to most active Army units.
The unit commander will designate door gunners in writing.
The commander will accomplish this with a memorandum similar to standard additional-duty appointment orders.
UNIT TRAINING STRATEGY (cont.)
The door gunnery section on appendix A defines the requirements for conducting and evaluating live-fire door-gunnery tables.
Units that have night missions as part of their METL will complete the night tasks. The door gunners will use night-vision goggles while firing from the aircraft.
Once the intermediate gunnery is complete, the SI will document the training. He maintains records at least 36 months, according to Chapter 2.
UNIT TRAINING STRATEGY (cont.)
Note: Units should allow door gunners to fire from both sides of the aircraft for familiarization if resources are available. However, range-control personnel have specific instructions for door gunnery, which vary from installation to installation: for example, at one installation, firing may be allowed only from the right side of the aircraft. Local range-control personnel have information on local restrictions.
AMMUNITIONS
Ammunition requirements are specified in DA Pamphlet 350-38 (also known as the “STRAC” manual). The FI/SI should be involved in ensuring that sufficient amounts of ammo are available to compliment scheduled gunnery training.
DOOR-GUNNER TRAINING PROGRAM
Note: AR 600-106, paragraph 2-3, describes the duties of door gunners. Door gunners work with aviators under the team concept; the aircrew training program will be conducted according to the commander’s guide and the appropriate ATM. Tables I through IV are the initial M60D/M240 ground qualification using the bipod:
DOOR-GUNNER TRAINING PROGRAM
DOOR GUNNERS DUTIES
Door gunners provide direct fire as protection for the aircraft and crew. To effectively employ their weapon, door gunners must—
Thoroughly understand the functional characteristics and operation of the weapon system, as well as its capabilities and limitations.
Have a thorough knowledge of tactical helicopter employment.
DOOR-GUNNER TRAINING PROGRAM
DOOR GUNNERS DUTIES (CONT.)
Be prepared to act independently, based on the threat, and engage targets without a specific command from the pilot or copilot.
Act as observers to assist the pilot and copilot in maintaining situational awareness—in training and in combat.
DOOR-GUNNER TRAINING PROGRAM (cont.)
Table I—10-meter practice fire.
Table II—10-meter record fire.
Table III—transition practice fire from 100 to 800 meters.
Table IV—transition record fire from 100 to 800 meters.
Tables I through IV qualify the door gunner according to FM 3-23.67(FM
23-67) with tasks modified for the M60D/M240 machine gun using the bipod,
tripod, or static aircraft. The philosophy of ground qualification is to instill
confidence in the door gunner and in the soldiers transported in the helicopter.
DOOR-GUNNER TRAINING PROGRAM (cont.)
Before firing the basic tables, the door-gunner candidate will receive Pre-marksmanship instruction on the M60D/M240 machine gun.
Figure A-1 shows the minimum instruction required for Tables I through IV of FM 3-04.140
Door-gunner candidates must complete ground qualification according to FM 3-23.67(FM 23-67) before progressing to air qualification. Ground qualification is a training gate.
DOOR-GUNNER TRAINING PROGRAM (cont.)
DOOR-GUNNER TRAINING PROGRAM (cont.)
Units may conduct live-fire training from a helicopter cabin mock-up during basic gunnery. Many units build a helicopter cabin mock-up for training their door gunners. They approximate the dimensions of the immediate area of a door-gunner’s station in the helicopter’s cabin.
The door-gunner trainee can then fire his weapon using a sight picture similar to that used in the actual aircraft. These "simulators" range in complexity from simple 20-foot towers to those mounted on 2-1/2-ton trucks, simulating aircraft movement during engagements.
No standard design exists; units may develop their own design for enhancing door gunnery training.
DOOR-GUNNER TRAINING PROGRAM (cont.)
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY
Table V
Table V is the door gunnery skills training and test table. During this annual table, the door gunner will learn skills needed to execute his duties.
The commander uses this table to assess the readiness of the door gunners before they progress to Table VI. The Table V program contains two parts: training and assessment.
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY
The training program prepares the door gunner for intermediate live-fire tables. To fill both door-gunner positions, the commander may designate a noncrew member. If he does so, Table V training must include instruction on the basics of the aircraft.
DOOR-GUNNER TRAINING PROGRAM (cont.)
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY Table V
Door gunners will score at least 70 percent on the DGST. Door gunners must complete the DGST within 180 days before starting intermediate gunnery.
Aircraft orientation applies only to door gunners who are not crew chiefs or who are not familiar with the unit aircraft.
Units should ensure that their door gunnery training programs are conducted year round. A gunnery program does not start just before the qualification range.
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY Table V
Units should ensure that their door gunnery training programs are conducted year round. A gunnery program does not start just before the qualification range.
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY
Table VI
If the door gunner completes Table V to standard, he will progress to Table VI. Table VI is the initial aircraft live-fire table.
The door gunner will fire the M60D/M240 from the aircraft for the first time if he did not fire from static aircraft for Tables I through IV:
The table consists of five day tasks, of which one is an NBC task.
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY
Table VI (cont.)
The tables verify the function of the door gunner’s assigned weapons. Gunners fire the NBC task in mask and gloves only; this task has no requirement for a MOPP suit.
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY
Table VII
Table VII is a day/night practice table for Table VIII.
The table consists of eight tasks (five day and three night) of which one is an NBC task.
Gunners complete this table from the aircraft in a variety of flight modes.
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY
Table VIII
Table VIII is the qualification table.
The table consists of the same number of tasks as Table VII.
Table VIII contains both day and night tasks and is the gate for advanced table gunnery. Gunners who do not qualify on Table VIII will not progress to advanced table training.
DOOR-GUNNER TRAINING PROGRAM (cont.)
INTERMEDIATE GUNNERY
Table VIII (cont.)
The unit METL and MTP determine whether to conduct night training and qualification tables.
Night door gunnery is designed for door gunners and crews to use NVGs. Commanders must designate night/NVG modes to be conducted to meet the unit’s METL.
The more demanding mode of flight does not apply. NVGs may be used with mounted AIM-1 lasers.
DOOR-GUNNER TRAINING PROGRAM (cont.)
ADVANCED GUNNERY
Table IX
Table IX is multiship gunnery using MILES/AGES and blanks with the M60D/M240.
This table will give the door gunners who completed intermediate gunnery qualification the first opportunity to participate in training with more than one aircraft.
DOOR-GUNNER TRAINING PROGRAM (cont.)
ADVANCED GUNNERY
Table X
Table X is multiship live-fire gunnery.
The intent of Table X is for units to fire the table at CTCs or large range complexes.
The large surface danger zone of two M60Ds/M240s prohibits multidoor-gunner gunnery at most installations.
The maximum recommended number of aircraft participating in Table X gunnery is five.
REQUIRED DOCUMENTS
Besides the written AAR, each unit will keep the following documents and training records for reference:
Range SOP and duty logs
Individual crew score sheets for each crew
AWSS and RETS printouts of all engagements
A memorandum containing the names of the crews that fired on the range, their scores
A line entry must be made on the DA 7122-R (Crew Member Training Record) showing the gunnery qualification date and the crew station from which the crew member qualified
REQUIRED DOCUMENTS (cont.)
A memorandum containing an in-depth assessment of the unit helicopter gunnery training program. It also will provide data for the unit to negotiate for increased resources; it should contain the following information:
The names, ranks, and positions of the key unit personnel serving as range staff; for example, name and rank of the officer in charge.
Specific problems, if any, with the scoring system; cite examples.
Lot numbers of the ammunition fired and any problems encountered with the ammunition.
A roll up of engagements by table with range to target for each task, total number of rounds fired.
CREW COORDINATION
AIRCREW DUTIES
Before departing on a mission, the pilot-in-command must orient his crew on the situation and the mission.
This orientation will include the friendly situation, rules of engagement, possible target areas, fire commands, the location of the emergency medical and survival equipment, and other available information essential to mission success.
A crew member cannot assume that others know what he knows or see what he sees.
CREW COORDINATION (cont.)
COORDINATION BETWEEN AIRCRAFT
The unit will standardize and specify in it’s SOP the detailed procedures for communicating during live fire (training and combat).
Crew members must clearly understand one another. In addition, positive communication between aircrews must specify commence-fire and cease fire procedures and firing azimuths of overlapping or sector fires for the flight; for example, lead calls formation “cease fire” upon landing in the LZ.
Coordination between aircraft/aircrews can prove to be the critical element in accident/incident prevention. A crew member cannot assume that others knows or see what he sees.
CREW COORDINATION (cont.)
SUMMARY
AWSS System and alternate scoring sheet
Weapon Training Standards and Ammunitions
Planning and Effective Assessment of Gunnery Training
Unit Training Strategy
Identify the requirements for Table V, academic training, and administer the Table V written test.
Update door gunnery training and qualification in IATF(s)
Crew Coordination
FRATRICIDE PREVENTION
TERMINAL LEARNING OBJECTIVE
ACTION: Develop a Fratricide Prevention Training Program.
CONDITIONS: Given the Center for Army Lessons Learned (CALL) Handbooks/Newsletter 92-3 and 92-4, Helicopter Gunnery chapter 6, FM 3-04.140, Aircrew Training Program Commander’s Guide To Individual and Crew Standardization TC 1-210, Reconnaissance Platoon FM 3-20.98, and other publications/reference material.
STANDARDS : Select from multiple choices, the unit fratricide training program requirements, as established in CALL 92-3/92-4, FM 3-04.140, FM 3-20.98 and TC 1-210.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This block of instruction will be tested on the UH-60 Aviation Subjects Written Examination II (011-2200). A minimum score of 70% is required for passing.
Fratricide References
Learning Step/ Activity 1
Discuss the Contributing/ Causal Factors of Fratricide.
Fratricide Prevention
Fratricide
General Considerations
Underlying principle of fratricide prevention:
Leaders must:
a. Avoid any reluctance to employ, integrate, and
synchronize all required operating systems at the
critical time and place.
b. Avoid becoming tentative out of fear of fratricide.
c. Strive to eliminate fratricide risk through tough,
realistic, combined arms training in which each soldier
and unit achieves the established standard.
Contributing/Causal Factors
Many factors (or preconditions) contribute to fratricide. These factors are crucial in the commander’s fratricide risk assessment before combat. They include, based on METT, the following contributing factors:
METT-T
METT-T
METT-T
METT-T
METT-T
METT-T
CHECK ON LEARNING
Question: What is the definition of Fratricide?
Answer: Fratricide is the employment of friendly weapons and munitions with the intent to kill the enemy or destroy his equipment or facilities, which results in unforeseen and unintentional death or injury to friendly personnel.
Learning Step/ Activity 2
Discuss the Situation Awareness Factors of Fratricide
Situational Awareness Detractors
Situational Awareness:
Is the real-time accurate knowledge of one’s own location and orientation, as well as the locations of friendly forces, enemy forces, and noncombatants.
Includes awareness of the METT-T conditions that affect the operation.
Situational Awareness
Frequent situational awareness breakdowns:
Inadequate fire and maneuver control.
Direct fire-control failures.
Land-Navigation failures.
Reporting, crosstalk, and battle tracking failures.
Known battlefield hazards.
Combat Identification failures.
Weapons errors.
Inadequate Fire And Maneuver Control:
Units fail to disseminate the minimum necessary maneuver fire control measures and fire support coordination measures;
Units fail to tie control measures to recognizable terrain or events.
As the battle develops, the plan then cannot address obvious branches and sequels as they occur. When this happens, synchronization fails.
Direct Fire-Control Failures
Units fail to disseminate the minimum necessary maneuver and fire-support control measures to coordinate operations.
Units fail to tie control measures to recognizable terrain features.
Units fail to designate easily recognizable and understandable target reference points, engagement areas, and engagement priorities.
Land-Navigation Failures
Difficult terrain, bad weather, and/or poor visibility often complicate navigation.
Navigation problems can cause units to stray out of sector, report wrong locations, become disoriented, or employ fire support weapons from the wrong locations.
Therefore, friendly units may collide unexpectedly or engage each other erroneously.
Reporting, Crosstalk, And Battle-Tracking Failures
Commanders and leaders at all levels often do not:
Generate timely, accurate, and complete reports
Track subordinates as locations and the tactical situation change. Erroneous information permits erroneous clearance of fires.
Known Battlefield Hazards
Unexploded ordnance.
Unmarked and unrecorded minefields.
FASCAM.
Booby traps litter the battlefield.
Combat Identification Failures
Combat identification failures occurs because of
the inability or failure of the attack crew to
positively identify the target.
Weapons Errors
Lapses in unit or individual discipline or violations
of the rules of engagement are not merely accidents.
Examples of weapons error are:
Out-of sector engagements.
Unauthorized discharges.
Mistakes with explosives and hand grenades.
Charge errors.
Incorrect gun.
CHECK ON LEARNING
Question: What are the known battlefield hazards?
Answer: Unexploded ordnance, unmarked and unrecorded minefields, FASCAM, and booby traps.
Learning Step/ Activity 3
Discuss the principles of Fratricide Prevention.
Principles of Fratricide Prevention
At the heart of fratricide reduction and prevention
are five key principles:
Identify And Assess Potential Fratricide Risks In The Estimate Of The Situation
Maintain Situational Awareness
Ensure Positive Target Identification
Maintain Effective Fire Control
Establish A Command Climate That Emphasizes Fratricide Prevention
Additional Guidelines Considerations
Additional Guidelines considerations for fratricide
reduction and prevention include the following:
Recognize the signs of battlefield stress.
Conduct individual, leader, and collective (unit) training covering fratricide awareness.
Develop a simple, decisive plan.
Strive to provide maximum planning time for leaders and subordinates.
Additional Guidelines Considerations
Give complete and concise mission orders.
To simplify mission orders, use SOPs that are consistent with doctrine. Periodically review and update SOPs as needed.
Use standard terminology and control measures.
Ensure thorough coordination is conducted at all levels.
Plan for and establish effective communications.
Additional Guidelines Considerations
Conduct rehearsals whenever the situation allows.
Be in the right place at the right time. Use position location/navigation devices (GPS); know your location and the locations of adjacent units (left, right, leading, and follow-on).
Additional Guidelines Considerations
Establish, execute, and enforce Fighter Management Policy’s.
Make sure ROE are clear and concise.
Include a discussion of fratricide incidents in all AARs
Fratricide Risk Assessment
Fratricide Risk Assessment
Note that descriptive terms are listed only in the low-
and high-risk columns of the worksheet. The assessment
of each factor will determine whether the risk matches
one of these extremes or lies somewhere between them
as a medium risk.
The resulting score is used only as a guide, however. The leader’s final assessment must be based both on observable risk factors, such as those listed on the worksheet, and on his “feel” for the intangible factors affecting the operation.
CHECK ON LEARNING
Question: What are the 5 principles to the prevention of fratricide?
Answer:
Identify And Assess Potential Fratricide Risks In The Estimate Of The Situation.
Maintain Situational Awareness.
Ensure Positive Target Identification.
Maintain Effective Fire Control.
Establish A Command Climate That Emphasizes Fratricide Prevention.
Learning Step/ Activity 4
Discuss the roles of training in
Fratricide Prevention.
Fratricide Prevention
Units must conduct training on the prevention of fratricide along with other applicable training I/A/W TC1-210, chapter 3.
Roles of Training in Fratricide Prevention
Training allows units and soldiers to make mistakes,
with the goal of reducing or eliminating the risk of
errors occurring in combat.
A key role of the aircrew training program is to teach aircrews what targets to engage and when to engage them.
Just as important, crews must learn and practice restraint in what and when to engage
Roles of Training in Fratricide Prevention
Eliminating the risk of fratricide is no less critical as a training standard than are other mission requirements. All leaders must know all aspects of the applicable training standard, including fratricide prevention, and then ensure that their soldiers train to that standard.
Fratricide Prevention
Aviation units must practice anti-fratricide tactics, techniques, and procedures during all training.
Unit SOPs must reflect a thorough understanding of fratricide and must focus on those TTP that the soldiers understand, innovate and refine themselves, and practice frequently.
The following initiatives can help establish and refine unit SOP’s
Doctrine/Tactics, Techniques, And Procedures
Direct-Fire Weapons Control Measures
Indirect Fire-Control Measures (Rockets and Field Artillery)
Crew Training
Simulators
Advanced Table Training/Live-Fire Training
Direct-Fire Weapons Control Measures
Marking Target Reference Points:
Ground burning illumination
White phosphorus
Beacons
Colored smoke
Strobes with IR filters
Direct-Fire Weapons Control Measures
Weapons Control Status for Direct Fires.
Hold
Tight
Free
Direct-Fire Weapons Control Measures
Rules of Engagement.
Use detailed ROE to establish engagement criteria.
Establish a tie-in between visibility.
Weapon engagement ranges.
Direct-Fire Weapons Control Measures
Control Measures.
Establish control measures
Establish buffer zones
Accurately plotted on crew-members’ maps and fully understood.
Indirect Fire-Control Measures (Rockets and Field Artillery)
The following are indirect fire-control measures for
rockets and field artillery:
Establish and practice routine positive controls.
Establish simplified procedures for external clearance of fires.
Anticipate special controls needed for mixed voice-digital environments.
Use training in assembly areas; the tactical assembly area is a good place to train because it allows the crews to key in on the prevailing terrain of the area.
Crew Training
Crew training focuses on collective situational awareness, particularly at night. It includes training and assessment of the crew’s ability to maintain awareness of the aircraft’s heading and location in relation to both friendly and enemy forces.
Simulators
A situational training exercise in a compatible simulator can be an excellent building block for reliable threat identification. Intermingling threat and friendly vehicles on training scenarios may build crew confidence.
Advanced Table Training/Live-Fire Training
Advanced table training/live-fire training:
Allows leaders to track aircraft and ground-force orientation in a "go-to war" OPTEMPO.
Uncovers weaknesses in the unit’s level of understanding of mission and combined-arms operations.
Uncovers weaknesses in unit leadership and planning.
Advanced Table Training/Live-Fire Training
Builds confidence in the unit’s ability to conduct multiship war fighting missions.
Focuses on situational awareness from crew to battalion level.
Training Opportunities
Crew/battle drill training.
Field training Exercises (FTX).
Live fire exercises.
Situational Training Exercises (STX).
Fratricide Prevention Training
Requests and recommendations for fratricide
prevention academic training should be forwarded
to the TACOPS officer and the unit S-3 OIC/NCOIC.
Refer to unit SOP for training schedule
Requirements.
CHECK ON LEARNING
Question: Units must conduct training on the prevention of fratricide along with other applicable training I/A/W?
Answer: TC-1-210, chapter 3.
Learning Step/ Activity 5
Discuss the immediate actions for Fratricide.
Immediate Actions For Fratricide
Actions As Victim Of Friendly Fire.
Actions As Firing Element .
Actions As Observer Of Friendly Fire.
Leaders Responsibilities.
Actions As Victim Of Friendly Fire
The following are recommended actions at crew and
leader level in the event the crew falls victim to
friendly fires: React to contact until you recognize
friendly fire.
Cease-fire.
Take immediate actions to protect soldiers and
vehicles.
Use a visual recognition signal directing the firing
unit to cease fire.
Report the following on the next higher unit net
Actions As Firing Element
The following are recommended actions at crew and
leader level when the crew has engaged friendly forces:
Cease-fire.
Report the following on the next higher net:
Identification of the engaged friendly force (if the unit is unidentified, report number and type of vehicles).
The location of the incident.
Direction and distance to the engaged force.
The type of fire.
The target effects.
Actions As Observer Of Friendly Fire
The following are recommended actions at crew and leader level in the event the crew observes a friendly fire incident:
Seek cover and protect yourself.
Use a visual recognition signal directing the firing unit to cease-fire.
Actions As Observer Of Friendly Fire
Report the following on the next higher net:
Identification of the engaged friendly force (if the unit is unidentified, report number and type of vehicles).
The location of the incident.
Direction and distance to the victim and the firing unit.
The type of fire.
The target effects.
Actions As Observer Of Friendly Fire
Provide assistance as needed (when it is safe to do so).
Leaders Responsibilities
In all situations involving the risk of fratricide and
friendly fire leaders must be prepared to take
immediate actions to prevent casualties as well
as equipment damage or destruction.
Leaders Responsibilities
Recommended actions in fratricide situations.
Identify the incident and order the parties involved to ceasefire.
Conduct an in-stride risk assessment.
Identify and implement controls to prevent the incident from recurring.
CHECK ON LEARNING
Question: What are the recommended actions
in a fratricide situation?
Answer:
Identify the incident and order the parties involved to ceasefire.
Conduct an in-stride risk assessment.
Identify and implement controls to prevent the incident from recurring.
Summary
ENVIRONMENTAL OPERATIONS
TERMINAL LEARNING OBJECTIVE
ACTION: Identify the unit environmental operations training requirements, conditions and flying techniques.
CONDITIONS: In a classroom environment, given student handouts and applicable references.
STANDARDS: Select from multiple choices the unit environmental operations training requirements, conditions and flying techniques.
SAFETY REQUIREMENTS: Use care when operating training aids and/or devices
RISK ASSESSMENT: Low
ENVIRONMENTAL CONSIDERATIONS: None
EVALUATION: This lesson will be tested on the UH-60 Aviation Subjects Written Examination II (011-2200). A minimum score of 70% is required for passing.
LEARNING STEP / ACTIVITY 1
Discuss the requirements to establish an environmental flight operations training program.
Environmental Training SOP/Annex
SOP/Annex Requirements
SOP/Annex Requirements
Ensures training has been satisfactorily completed
Before the crew member performs unique environmental flight operations
Evaluation by an IP, SP, FI, or SI
SOP/Annex Requirements
SOP/Annex Requirements
Establishes flight training program
Completed before deployment (if possible)
Ensures training has been satisfactorily completed
Before crew member performs unique environmental flight operations
Evaluation by an IP, SP, FI, or SI
Environmental Flight
Check On Learning
Question: What publication lists the requirements for the unit environmental operations training program?
Answer: TC-1-210, chapter 3.
LEARNING STEP / ACTIVITY 2
Discuss the desert environmental conditions.
Desert Environmental Conditions
Sand and dust pose special problems and difficulties such as:
Loss of outside visual reference while hovering in dust or sand.
Instrument flight in dust storms
Excessive wear, pitting, and corrosion.
Desert Environmental Conditions
Specialized training, skills, and considerations must be mastered before the aviator can efficiently operate, maintain, and sustain operations in the desert.
Navigation
Lack of terrain features and poor reference points.
The aviator generally will rely on dead reckoning.
Primary means will be provided by self-contained doppler equipment, radio navigational aids, and GPS when available.
Climate and Weather
Considerations
Temperatures
Winds
Precipitation
Sunlight and Moonlight
Terrain
Temperatures
Arabian Desert may exceed 130°F
Severe burns can result when bare skin touches metal parts of the helicopter.
High temperatures
cause lubricants to break down
distort seals and gaskets
softening of plastics
higher stress on pressurized containers
shortened battery life
Temperatures
Low temperatures
increased corrosion.
Any accumulated sand inside the structure or equipment tends to trap the moisture, further increasing the corrosion problem.
Winds
Desert winds generally die down about sundown for an hour or two, and there is also a calm before sunrise.
Winds can achieve almost hurricane force.
Winds
Rapid temperature changes invariably follow strong winds.
Strong winds may raise towering dense clouds of dust and sand.
This condition is more prevalent in the sandy areas, but exists to a degree in all arid and semiarid regions.
Precipitation
Deserts vary in the amount of average annual rainfall
Gobi Desert of Mongolia average as much as 10 inches per year
The Sahara, 4 inches is the yearly average
Precipitation
Rain, when it occurs may consist of one single violent storm in a year with high surface runoff.
Rain is usually too much too quickly, and likely to be a liability rather than an asset.
Sunlight and Moonlight
Low cloud density results in bright conditions of light during the day and moonlight during nights.
Abundant desert sunlight produces a high level of ultraviolet radiation.
Terrain
Large areas of open and relatively flat terrain create special flying problems.
Distances and altitudes are difficult to judge in the desert.
The “sameness” of the terrain makes it easier for a pilot to become less attentive to his surroundings.
Low flight in the desert requires constant observation, attention, and concentration.
Types of Deserts
Deserts consist of three types:
Mountain Deserts
Rocky plateau Deserts
Sandy Deserts
Mountain Deserts
Characterized by scattered ranges of barren hills or low mountains separated by dry basins.
Rocky plateau Deserts
The Plateau, as a result of recurring floods, is cut by dry, steep-walled valleys.
Sandy Deserts
Extensive basins that have become completely filled with deep shifting sand, which is the product of alluvial deposits and wind erosion.
Check On Learning
Question: What are the considerations of Climate and Weather?
Answer: Temperatures, Winds, Precipitation, Sunlight and Moonlight, Terrain
LEARNING STEP / ACTIVITY 3
Discuss the different flying techniques in desert operations.
Desert Flying Techniques
Aircraft performance, especially during the hot summer months, may be adversely affected by temperature, altitude, and density.
The aircraft operator’s manual should be referred to for computation instructions of appropriate performance charts.
Desert Flying Techniques
Taxiing and Takeoff:
WARNING
Do not attempt to take off in a sandstorm or dust storm.
Running-type takeoff is preferred for wheel-equipped helicopters.
Prolonged Hovering in hot weather 35 degrees C (95F) may cause transmission oil temperature to rise into precautionary range.
Desert Flying Techniques
En route:
Avoid flying through sandstorms or dust storms when possible.
Excessive dust and grit in the air will cause considerable damage to internal engine parts, excessive bearing wear, and erosion of the rotor blades.
Desert Flying Techniques
Landing:
The best procedure to minimize blowing sand and dust is a landing with minimal forward airspeed.
When a running landing is not possible, landing should be made using an approach angle that is greater than the angle used for normal approaches.
Desert Flying Techniques
Landing:
All doors and windows should be kept closed during landings and takeoffs to prevent sand from entering the cockpit and cargo area. Hovering, low-altitude, and low-speed flight modes should be avoided whenever possible.
A landing should not be made to a hover.
Desert Flying Techniques
Depth Perception:
Distances and altitudes are difficult to judge in a desert environment.
Radar altimeters provide the only effective reference for pilots to properly gage altitude.
Check On Learning
Question: Prolonged Hovering in hot weather at ________or higher may cause transmission oil temperature to rise into precautionary range.
Answer: 35 degrees C (95F)
LEARNING STEP / ACTIVITY 4
Discuss the Cold Weather Environmental conditions.
Cold Weather Environmental Conditions
Navigation
Arctic regions may be hampered by rapidly changing and sometimes uncharted variation, mountainous terrain, snow-covered landmarks, and a lack of navigational aids (NAVAID).
A combination of radio navigation, dead reckoning, and pilotage may have to be used to navigate to the intended destination.
Temperature
In arctic regions temperatures in winter sometimes reach -70°F/-57°C, and range up to a maximum of 32°F/0°C.
In sub-arctic regions winters are the coldest in the Northern Hemisphere, ranging to extremes from -60°F/-51°C to -80°F/-62°C in North America, and even lower in Siberia.
Precipitation
Average annual precipitation in the sub-arctic is the equivalent of 10 inches of rainfall.
Average annual precipitation in the arctic it is generally 5 inches or less.
Types of Fog
One form of fog unique to the cold regions of the world is ice fog.
Most common to the arctic region
Can occur anywhere the air temperature drops to approximately -25°C and below.
Consists of a suspension of ice crystals in the air
Most Common around airfields and cities.
Types of Fog
Another form of fog quite common in European countries and Alaska during the winter months is freezing fog or cold fog.
Caused by water vapor condensing to liquid water droplets at temperatures below freezing.
Super cooled water droplets will freeze when contact is made with solid objects.
This results in aircraft icing.
Structural Icing
Most hazardous condition associated with the cold.
AR 95-1 prohibits Army aircraft from flying into known or forecast severe icing conditions.
Flight is made into known or forecast moderate icing conditions, the aircraft must be equipped with adequate deicing or anti-icing equipment.
Structural Icing
Most common when the temperature is between 32°F/0°C and -4°F/-20°C and visible moisture:
Clouds
Drizzle
Rain
Wet snow
Cold Operations Weather Rules
Fly at altitudes which are below the freezing level or clear of any visible moisture. Remain under visual flight rules (VFR) and stay clear of clouds.
For flights in the vicinity of a warm front, determine if temperatures in cold air mass are in ice-producing range (0°C to -20°C). Also determine the altitude of the inversion layer.
Rotor blade icing begins near the blade root.
Ice on the windscreen of the aircraft will be the first sure sign that icing conditions have been entered.
Cold Operations Weather Rules
Asymmetrical shedding occurs when one rotor blade sheds ice, leaving the rotor out of balance.
In freezing rain, it is important to know the altitude of the inversion layer and the freezing level.
Exercise extreme care whenever the words “partial obscuration” or “obscuration” are contained in a weather report.
Where snow is forecast or listed as a possibility at a destination, an alternate should be selected.
Ice and snow on runways are dangerous for roll-on operations.
Static Electricity:
During cold weather, static electricity creates serious problems.
During refueling and rearming operations, it is extremely important to properly ground an aircraft
During external load operations, aviators should key the FM radio immediately before load pickup to discharge the aircraft’s static electrical charge.
However, the charge rapidly builds up again; therefore, hookup personnel should use a grounding device to avoid electrical shock.
Check On Learning
Question: What is the most hazardous condition associated with the cold?
Answer: Structural Icing
LEARNING STEP / ACTIVITY 5
Discuss the Cold Weather Flying Techniques.
Cold Weather Flying Techniques
Cold Weather Flying Techniques
Operation over snow-covered terrain is a difficult task, even for the most experienced aviator. Many specialized techniques, therefore, must be mastered to fly effectively during cold weather conditions. Primary emphasis is given to helicopter operations because the effect of snow on rotary- wing aircraft is more critical than on fixed-wing aircraft.
Flying Techniques
Preflight:
Ice and snow removed
Do not remove by chipping or scraping
Check engine power control levers for freedom of movement.
Gust lock may seize due to frozen moisture.
Flying Techniques
Taxiing and Takeoff:
The helicopter produces the greatest amount of rotor wash when hovering.
Snow, ice, or frost on aircraft surfaces will adversely affect takeoff performance, climb performance, and stall speeds to a dangerous degree.
Flying Techniques
Taxiing and Takeoff:
Such accumulations must be removed before flight.
Move all control surfaces to confirm full freedom of movement.
Tail wheel locking indicating system may give erroneous cockpit indication.
Aircraft should not be taxied until all engine temperature and systems pressure are within normal range.
Flying Techniques
Enroute:
In a non-tactical environment, aircraft normally will be flown at an altitude and airspeed where the rotor wash will have no effect upon loose snow.
When flying at terrain altitudes, there are special considerations of which the aviator must be aware.
Flying Techniques
En route considerations when conducting NOE flight over snow-covered terrain are as follows:
Maintain an airspeed of 40 knots or greater to minimize the effect of rotor wash on loose snow. At this airspeed the rotor wash is displaced horizontally. Little or no blowing snow will develop, even at NOE altitude.
Flying Techniques
Avoid flights over forested areas when airspeed is below 40 knots. Snow in the trees is more easily disturbed than snow on the ground and may create an obstruction to vision or a signature.
Avoid flying close formations over the snow.
Flying Techniques
Avoid flying through narrow valleys or crevasses during multi-aircraft operations.
Snowstorms or winds can change the appearance of a snow-covered area within a few hours. An awareness of this phenomenon is essential to insure accurate navigation.
Flying Techniques
Do not fly under wires when the ground is covered with snow. The possibility of becoming engulfed in a snow cloud is likely, due to the low altitude and slow airspeed when this maneuver is performed.
Flying Techniques
Landing:
When landing a helicopter to snow-covered terrain, expect to be engulfed by a snow cloud unless the proper landing procedure is used.
No two snow landings are the same.
Flying Techniques
Landing:
Some forward airspeed on touchdown may be desirable.
A low pass at a slow airspeed will give an indication of the snow condition. If a snow cloud appears, you must assume the snow is loose and blowing snow will occur upon landing.
Check On Learning
Question: During Preflight what should be removed from the aircraft during cold weather operations?
Answer: Snow and Ice
Question?
SUMMARY
Unit environmental operations training requirements
Environmental conditions
Desert
Cold weather
Environmental Flying techniques
Desert
Cold weather
CREW COORDINATION
TERMINAL LEARNING OBJECTIVE
ACTION: Identify the procedures and requirements to perform Non-Rated crewmember Aircrew Coordination Training
CONDITIONS: Given multiple choices, TC 1-210, TC 1-212, and applicable references.
STANDARDS : Select from multiple choices, the procedures to train Non-rated crewmember aircrew coordination.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This lesson will be tested on the UH-60 aviation subjects written examination III (011-1379). A minimum score of 70% is required for passing.
LEARNING STEP / ACTIVITY 1
Identify Characteristics Of The Six (6) Aircrew Coordination Errors, The Eight (8) ATM Task Crew Coordination Elements, The Five (5) Crew Coordination Objectives, And The Thirteen (13) Crew Coordination Basic Qualities.
Definition of Crew Coordination
Crew coordination is the interaction between crewmembers (communication) and actions (sequence and timing) necessary for tasks to be performed efficiently, effectively, and safely. It involves the effective utilization of all available resources; hardware, software, and liveware.
Description of Crew Coordination
Aircrew training must emphasize crew coordination as a vital part of the overall training program. It is a set of principles, attitudes, procedures, and techniques that transforms individuals into an effective crew.
Purpose Of Crew Coordination Training
Enhances communication and increases the interaction
Streamline sequence and timing
Findings From Analysis Of Army Aviation Rotary Wing Accident Investigation
US Army Safety Center (USASC) data shows 29% of all Army Aviation class A, B, and C accidents between FY 97-02 were caused by crew coordination failures.
The Six Aircrew Coordination Errors
Failure of the pilot on the controls (P*) to properly direct assistance from other crewmembers
Failure of a crewmember to announce a decision or action that affected the ability of other crewmembers to properly perform their duties
Failure of a crewmember to communicate positively (verbally and nonverbally)
The Six Aircrew Coordination Errors
Failure of the pilot-in-Command (PC) to assign crew responsibilities properly before and during the mission
Failure of the P or other crewmembers to offer assistance or information that was needed or had been requested previously by the P*
Failure of the P* to execute flight actions in the proper sequence with the actions of other crewmembers
Crew Coordination Elements
Communicate positively
Direct assistance
Announce actions
Offer assistance
Crew Coordination Elements
Acknowledge actions
Be explicit
Provide aircraft control and obstacle advisories
Coordinate action sequence and timing
Crew Coordination Objectives
Establish and maintain team relationships
Mission planning and rehearsal
Establish and maintain workload levels
Exchange mission information
Cross-monitor performance
Crew Coordination Basic Qualities
Establish and maintain flight team leadership and crew climate
Permission planning and rehearsal accomplished
Application of appropriate decision making techniques
Prioritized actions and distribute workload
Crew Coordination Basic Qualities
Management of unexpected events.
Statements and directives clear, timely, relevant, complete and verified
Maintenance of mission situational awareness
Decisions and actions communicated and acknowledged
Crew Coordination Basic Qualities
Supporting information and actions sought from crew
Crewmember actions mutually cross-monitored
Supporting information and actions offered by crew
Advocacy and assertion practiced
Crew-level after-action reviews accomplished
Check On Learning
Question: US Army Safety Center (USASC) data shows 29% of all Army Aviation class A, B, and C accidents between FY 97-02 were caused by?
Answer: Crew coordination failures.
LEARNING STEP / ACITIVITY 2
Identify The Aircrew Coordination Training Sequence, Elements, And Fundamental Interrelationships.
Aircrew Coordination Course Structure
7 Hours.
Simulator or Flight Training and Evaluation
Pre-mission planning 1.5 hours
Simulator or aircraft 1.5 hours
AAR 1.0 hour.
Logical Flow
Course comparison
Crew Coordination Model
Crew Coordination In Army Aviation
Course Framework
ATM Crew Coordination elements form the basis.
Stress communications and actions to accomplish ATM task to standard.
Tells aircrews what is expected of them and how they will be evaluated.
Basic Qualities and Crew Assessment
Basic Qualities used to assess utilization of crew coordination principles
Basic Qualities are Mission-level vs. task level
Some basic qualities may not map directly to an ATM task
Crew Coordination Objectives
Relationship of Crew Coordination Objectives to crew functions
Behaviors taught and expected
Embedded in every aviation mission
Not rated but can be captured
Form the core for crew coordination instruction
Army Aviation Crew Coordination Model
Aircrew Coordination Fundamental Relationships
Crew Coordination Evaluation
Multi-year research program
Lack of evaluation procedure
Contention is that it cannot be measured
Research says it can be measured
Check On Learning
Question: What forms the basis for crew accomplishment of ATM tasks?
Answer: ATM Crew coordination elements.
LEARNING STEP / ACTIVITY 3
Identify the training materials and training material organization required to conduct aircrew coordination training
Organization Of Appendix Material
Appendix A – Case Study Discussion Guide
Appendix B – Scenario guidance
Appendix C – Evaluation process
Organization Of Appendix Material
Appendix D – Practical exercises
Appendix E – Background reading
Appendix F – Training aids
Aids, Exercises, and Practice
Case Studies
Analyze actual accidents
Student findings used by instructor
Flight Fax
Video Vignettes
Provide examples
Generate discussion
Shown in order
Aids, Exercises, and Practice
Small group exercises
Exemplifies team formation
Develop role playing
Keep crew intact
Facilitating
Promotes “There I was” experiences
Develop a “feel”
Avoid strict lecture
Aids, Exercises, and Practice
Simulator or flight MOI
Try to conduct training in a simulator
Use aircraft only if:
No Simulator exists
Simulator not effective for mission
Special aircraft considerations
Mission Planning And Rehearsal
Major contributor
Plan better, perform better
“Commander's Intent” must be considered
Mission segment-by-segment analysis
Involve the entire crew
Crew-level briefing
Shared common understanding and recognition of time constraints
Crew-level After-action Reviews
Routine performance must be instilled
Crew level briefs
Important from lessons learned aspect
Embodies many concepts
Check On Learning
Question: When teaching aircrew coordination, a strict lecture approach to instruction will be?
Answer: Ineffective.
LEARNING STEP / ACTIVITY 4
Identify aircrew coordination evaluation guidelines.
Aircrew Coordination Evaluation
Success linked to the objectivity of evaluations performed by the unit instructor
Evaluations dependent upon nonbiased observations
Evaluate both technical flight and crew coordination skills
Evaluation Specifics
All aircrew coordination training flights are graded
Three simulator or aircraft flights
Two training flights with UT or IP (observe and instruct)
One course completion flight with IP (observe and evaluate)
Consistent use of the Evaluation Guide
Scenario And Evaluation Organization
Unit Instructors (IP/UT)
Provided by participating aviation units
Should not operate and evaluate simultaneously
Use UTs where necessary
Train and evaluate own aircrews
UTs trained in crew coordination instruction and evaluation techniques
Scenario And Evaluation Organization
Instructor Operators (IO)
Full-time IOs should be utilized
IOs should receive aircrew coordination
familiarization training
IOs should not operate the simulator and evaluate a crew simultaneously
Scenario And Evaluation Organization
Aircrews
Crewmembers should be battle-rostered crews
Nonbattle-rostered crews
PC paired with pilots with whom they normally fly
PCs not paired together
Pairing of pilots (CP) least desirable
Evaluation Guidance
Evaluation Guide (Appendix D)
Grade slips from TC 1-210
Rating standards are S or U for Individual Tasks
Consistent rating scale
Objective (criterion-referenced)
Guard against norm-referenced excursions
Evaluation Workshop
Organize into 4 or 5 person groups
Introduce case study
Practice evaluating performance
Evaluation Workshop
Grade crew performance of ATM task
Identify the basic qualities contributing to ATM task grade
Assign summary rating to all basic qualities
Grade crew on overall mission accomplishment
Evaluation Workshop
Poll the groups
Grades at ATM task level
Basic quality ratings
Discuss flight skills versus crew coordination contributions
Refer groups to criteria and rating anchors in the Evaluation Guide
Achieve a group pattern of agreement
Evaluator Activities
Greet crew
Instruct and evaluate pre-mission planning and rehearsal
Instruct and evaluate mission execution
Instruct and evaluate after-action review
Debrief the crew
Finalize all records and retrieve training materials
Evaluation of Continuation Training
TC 1-210 and APART requirements
Page 1-9 paragraph 1-9 c.
Common standard
Evaluation criteria
Appendix C
Check On Learning
Question: Rating standard for individual tasks are.
Answer: S or U (ELO D, LS/A 3. paragraph a. (2) slide 44
LEARNING STEP / ACTIVITY 5
Identify aircrew coordination scenario development requirements.
Scenario Development
General guidelines
Scenarios should be conducted within two weeks of classroom instruction
Non-rated crewmembers are normally trained in the aircraft
Include missions for type unit and aircraft assigned
Scenario Development
Aircrew coordination training program scenarios
Focus on unit METL
Involve battle-rostered crews
Crew tasks from units collective training program
Scenario Development
Internal and external communication to accomplish:
Terrain flight
Threat avoidance
Instrument flight
Weapons engagements
External loads
Emergencies
Other abnormal events
Simulator and Aircraft Scenarios
Develop at least 4 simulator scenarios or 4 aircraft STXs’
Each scenario at least 4 hours to complete
1.5-hour pre-mission planning
1.5-hour flight
1.0-hour after-action review
Crawl-walk-run philosophy
Unit proficiency level
Simulator and Aircraft Scenarios
If feasible record scenarios
Pre-mission planning (videotape)
Flight (video or audiotape)
After-action review (videotape)
Simulator and Aircraft Scenarios
STXs in two-place configuration aircraft challenge IPs and UTs
Perform duties as evaluators and trainers
Perform duties as crewmembers (role-play)
Scenario Development Procedures
Develop scenarios that are realistic and relevant
Development steps and information sources
Select common tactical mission(s)
Unit OPLANs, FMs, ARTEP MTPS
Identify unit mission essential tasks
Unit operations and training staff
Scenario Development Procedures
Activities that emphasize crew coordination
TC 1-210, ATM, Appendix C
Develop scenario outline
Appendix C
Identify breakpoints
FMs, ARTEP MTPs, Appendix C
Select ATM tasks
FMs, ATM
Scenario Development Procedures
Transpose scenario outline
Unit operations and training staff
Develop OPORD, mission brief, and instructor script
AR 95-1, FMs, ARTEP MTPs, Unit SOP, Sample OPORD and scenario in Appendix B, aircraft ATM
Scenario Materials
Check On Learning
Question: What are two (2) of the three (3) recommended sources when developing scenarios for tactical missions?
Answer: Unit OPLANs, FMs, ARTEP MTPs. (ELO E, LS/A 6, paragraph a. (2) (a), slide 57)
SUMMARY
Reviewed the Six (6) Aircrew Coordination Errors, the Eight (8) ATM task Crew Coordination Elements, the Five (5) Crew Coordination Objectives, and the Thirteen (13) Basic Qualities.
Identified aircrew coordination training sequence, elements, and fundamental relationships
SUMMARY
Identified aircrew coordination training material and material organization
Reviewed aircrew coordination evaluation requirements and techniques
Identified recommended scenario development procedures
BEFORE LEAVING HELICOPTER DUTIES
TERMINAL LEARNING OBJECTIVE
ACTION: State the Non-rated Crewmember Before Flight, In-Flight, and Before Leaving Helicopter duties and responsibilities.
CONDITIONS: Given multiple choices, applicable references and necessary equipment.
STANDARDS: Select from multiple choices, the procedures for performing Before Flight, In-Flight, and Before Leaving Helicopter duties and responsibilities.
SAFETY REQUIREMENTS- Use care when operating training aids and/or devices.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This lesson will be tested in the UH-60 Aviation Subjects Written Examination III (011-1379). A minimum score of 70% is required for passing.
Participate In Mission Briefing
Learning Step/Activity 2.
Determine Required Mission Equipment.
Learning Step/Activity 3.
Perform preflight inspection checks and procedures.
Checklist Symbols (cont.)
O – Indicates “if installed”.
- Pilot not on the controls (step number).
Boldface - Placarded items (switch, control labels).
Underlined - Immediate action emergency items.
Learning Step / Activity 4.
Perform ALSE Preflight Checks.
HGU-56/P Flight Helmet
Inspect prior to each flight.
Report deficiencies to ALSE technician.
Inspect for:
Helmet shell (exterior)
Helmet shell (interior)
Lining (EAL/TPL)
Earcups/seals
Earphones
Strap assembly
HGU-56/P Flight Helmet (cont.)
Nape assembly
Microphone/boom assembly
Visor assembly
Safety Harness
Inspect prior to each flight.
Report deficiencies to ALSE technician.
Approved harness????
Inspect for:
Deterioration, mold, mildew, cuts, stitching, fraying
Metal hardware for corrosion, operation
Attaching points.
ALSE Vest
Inspect prior to each flight.
Report deficiencies to ALSE technician.
Inspect:
Overall condition of each major component
Fabric
Stitching
Pockets, snap fasteners
Pockets securely fastened
Slide fasteners
ALSE Vest (cont.)
Bead slider pulls (PSGC, OWGC)
Hardware
Proper fit, attachment & release functions
Secure excess strap material
Survival items
Vest components
Vary according to unit mission, climate
First Aid Kits
Types
General Purpose, panel mounted
Individual
Packet, Medical Survival Type I or II
Survival Armor Recovery Vest Insert (SARVIP)
Located in all Army aviation survival kits/vests
First Aid Kits (cont.)
Required in all Army aircraft IAW DA Pam 738-751
One kit in crew compartment
One kit for each of five pax seats
Carry additional kits as needed
Sealed and closed
First Aid Kits (cont.)
Locations in UH-60
Two on back of left pilot seat
One on back of right pilot seat
Additional kits – as installed or carried
Additional ALSE
Crash axe
Installed between pilot/copilot seats on lower center console.
Learning Step/Activity 5.
Conduct Passenger Briefing
Learning Step / Activity 6.
Determine Engine Health Indicator Test (HIT) Procedures.
Check On Learning
Question: What data is required to be recorded in the HIT log prior to performing the HIT check?
Answer: Date, aircraft hours, FAT, PA.
Learning Step/Activity 7
Determine Avionics Communication Procedures
Intercommunication Control Panel
Check On Learning
Question: At what times would you transmit (“step on”) on the ICS or radios while other crewmembers are transmitting or receiving/monitoring critical radio traffic?
Answer: For safety-of-flight, mission critical information, or emergencies.
Learning Step / Activity 8.
Determine Airspace Surveillance Duties and Responsibilities
Check On Learning
Question: If air traffic or hazards/obstacles are observed, what are the NCM’s duties?
Answer: Announce air traffic giving:
Type (rotary fixed wing)
Model (if known)
Clock position.
Distance.
Relative altitude.
Announce obstacles giving type and position.
Learning Step / Activity 9
Determine Hand And Arm Signaling Procedures for Aircraft
Check On Learning
Question: When directing aircraft, where should marshallers position themselves?
Answer: At an oblique angle from the front of the aircraft to ensure the pilot has line-of-sight with them.
Learning Step / Activity 10
Determine Fuel Management Procedures.
Check On Learning
Question: What is the main purpose of the Before takeoff fuel check?
Answer: To determine that sufficient fuel is on board to complete the mission.
Learning Step / Activity 11
Determine Terrain Flight Duties and Responsibilities.
Check On Learning
Question: What is the NCM’s primary duty when flying in any terrain flight mode?
Answer: Assist in clearing the aircraft and provide adequate warning of obstacles, unusual attitudes, or altitude.
BEFORE LEAVING HELICOPTER DUTIES
Learning Step/Activity 12
Determine the Parking and Shutdown duties and responsibilities.
8.31 Parking and Shutdown
4. Landing gear - Chocked.
O5. Volcano red arming levers - SAFE and jettison safety pins install.
O 6. Ejector rack locking levers - Locked.
8.31 Parking and Shutdown
WARNING
Ensure the chaff arm switch is in the SAFE position before the chaff pin is removed.
O7. Chaff, flare electronic modules(s) safety pins – Install.
8.31 Parking and Shutdown (cont.)
23. Droop stops – Verify in, about 50% RPM R.
Check On Learning
Question: At what RPM R should you expect the droop stops to go in?
Answer: At about 50% RPM R.
Learning Step / Activity 13
Determine the Before Leaving Helicopter Checks
8.32 Before Leaving Helicopter
8.32 Before Leaving Helicopter
Walkaround (Post Flight Inspection)
Main transmission gear box fluid level.
Intermediate gear box fluid level.
Tail gear box fluid level.
Engine oil level.
Hydraulic fluid level.
Damage to aircraft.
Fuel level – refuel as necessary.
Inspect Aircraft For Damage
Fuselage.
Main rotor blades.
Tail rotor blades.
Antennas.
2. Secure Mission Equipment
M139 Volcano Multiple Mine Delivery System:
Install fire circuit enable safety pin.
Install eight jettison system safety pins.
3. Complete log book forms.
SUMMARY
Determine the non-rated crewmember Before Flight duties and responsibilities.
Determine crew mission briefing responsibilities.
Perform preflight inspection checks and procedures.
Perform ALSE Preflight Checks.
Conduct Passenger Briefing.
Determine Engine Health Indicator Test (HIT) Procedures.
SUMMARY (cont.)
Determine the Non-Rated Crewmember In-Flight Duties and Responsibilities.
Determine Avionics Communication Procedures.
Determine Airspace Surveillance Duties and Responsibilities.
Determine Hand And Arm Signaling Procedures for Aircraft.
Determine Fuel Management Procedures.
Determine Terrain Flight Duties and Responsibilities.
SUMMARY
Determine the Non-Rated Crewmember Before Leaving Helicopter Duties and Responsibilities.
Determine the Parking and Shutdown duties and responsibilities.
Determine the Before Leaving Helicopter Checks.
BREAK TIME!
CREW LEVEL AFTER ACTION REVIEW
TERMINAL LEARNING OBJECTIVE
ACTION: Determine crew level after action review requirements.
CONDITIONS: Given multiple choices, and applicable references.
STANDARDS : Select from multiple choices, crew level after action review requirements.
SAFETY REQUIREMENTS- None.
RISK ASSESSMENT- Low.
ENVIRONMENTAL CONSIDERATIONS- None.
EVALUATION: This block of instruction will be tested on the UH-60 aviation subjects written examination III (011-1379). A minimum score of 70% is required for passing.
LEARNING STEP / ACTIVITY 1
Define the After Action Review to include its purpose and the two types of AARs.
After Action Review
Definition: An after action review (AAR) is a professional discussion of an event, focused on performance standards, that enables soldiers to discover for themselves what happened, why it happened, and how to sustain strengths and improve weaknesses. It is a tool leaders and units can use to get maximum benefit from every mission or task.
Purpose
AARs provide:
Candid insights into specific soldier, leader and unit strengths and weaknesses from various perspectives.
Feedback and insight critical to battle focused training.
Details often lacking in an evaluation report alone.
Types Of AARs
Formal AAR - resource intensive and involves the planning, coordination, and preparation of training aids, the AAR site, and support personnel.
Informal AAR - less resource intensive than a formal AAR and requires less preparation and planning.
Formal AARs
Conducted at company level or above.
Squad and platoon level AARs are normally conducted prior to the formal AAR.
Leader focuses on training objectives and reviews key points and issues identified at the end.
Have external observers and controllers (OC’s), take more time than an informal AAR, use complex training aids, are scheduled beforehand, and are conducted where best supported.
Informal AARs
Done below company level.
Used by leaders as on the spot correction tools.
Provide immediate feedback during training.
Information gained can immediately be used to improve performance during training.
Conducted by the internal chain of command, take a minimal amount of time, use simple training aids, and are held at the training site.
Check On Learning
Question: What are the two types of AARs.
Answer: Informal and Formal.
LEARNING STEP / ACTIVITY 2
Determine the steps in planning an After Action Review (AAR).
Planning An AAR
Who will observe the training and who will conduct the AAR?
What tasks or events trainers and observers should focus on?
Who is to attend the AAR?
When and where the AAR will occur?
What training aids the trainers will use?
Training Aids
What points need to made during the AAR, and what training aids are needed?
Will the aid illustrate one or more of the main points?
Can actual terrain or equipment be used?
Will participants be able to see and hear it?
Is it necessary or just nice to have?
Check On Learning
Question: When should an AAR be conducted?
Answer: At the end of each critical phase or major training event.
LEARNING STEP / ACTIVITY 3
Determine the steps in preparing an After Action Review (AAR).
Preparing An AAR
Begins before the training and continues until the actual event. Review:
doctrine
training objectives
unit’s METL
Identify key or critical events.
Observe appropriate events, take notes.
Consolidate observations.
Rehearse.
Check On Learning
Question: What are the three essential items to review when preparing for the AAR review?
Answer: Doctrine, Training Objectives and the unit’s METL.
LEARNING STEP / ACTIVITY 4
Determine the steps in preparing an After Action Review (AAR).
Conducting An AAR
Review purpose and rules.
Conducting An AAR
Leader is a facilitator, not a lecturer.
Conducting An AAR
Determine format.
Check On Learning
Question: An AAR should begin by?
Answer: Reviewing the purpose and the rules of the AAR.
SUMMARY
After Action Review (AAR):
Definition and purpose.
Two types.
Steps in planning.
Steps in preparing.
Steps in conducting.
BREAK TIME!