Unit 10 les 1!!!

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Unit 10 les 1 aircraft emergency

What can you expect?

Day 1: Theory and working out chapter 1 and 2

Day 2: Do assignments (chapter 3) + homework flyer survival different situations (chapter 4)

Day 3: Everything handed in? No need to come

What words could you think of with
a planned emergency?

What words could you think of with an
unplanned emergency?

1.1 What is the difference between an unplanned and a planned emergency?

Use following items to support your story:

Response: planned (captain has time to inform crew) and unplanned (no prior warning, no time to prepare)

1.2 Crew instructions: for planned emergency landing/ditching 

Use following items:

(NITS briefing – nature of emergency, intentions of captain, time remaining, special instructions); definitions given by flight crew eg dense smoke, major fire, aircraft breaking up  

1.3 Explain procedures for preparing and evacuating the cabin for a planned emergency including: Landing & Ditching

Write a manual for your Aviation company in which you explain the procedures for a planned emergency on land (landing) and on water (ditching).

You need to explain the following points:

The procedures for the preparation of the emergency landing for both landing and ditching.

The procedures for the evacuation of the cabin during an emergency landing for both landing and ditching. Make sure to include the Unit Content.

Demo in emergency

Briefing ABP

Brace for impact & evacuation

1.3 make a manual 

• Procedures for planned emergency (landing and ditching) - preparation: 
• disengage from duties; communication eg alert call, interphone, hi-low chimes, 
• passenger briefing; secure the passengers eg 
• passengers to remove shoes, false teeth, glasses and any sharp objects, 
• fit extra clothing and life jackets, 
• ;distribute baby survival cots and child life jackets (ditching only); 
• secure cabin eg secure galleys, secure exits; prepare yourself; 
• passenger announcements and crowd control; 
• prepare drinking water/food/ blankets/first aid kit/emergency equipment to be removed from aircraft; 
• select and instruct ABPs (able bodied passengers) eg briefing, reseating

1.4 Explain how to deal with an unplanned emergency

Explain how to deal with an unplanned emergency when you have had no time to prepare by writing a short report. Include an explanation of what you need to do and use.

Unit Content:

Procedures for an unplanned emergency: no time to prepare; occurrence eg take off, landing, precautionary landing; use of PA system or shouting brace commands eg brace for impact; shout commands for evacuation given; crew individual drills undertaken;

1.4 shout commands for evacuation given; crew individual drills undertaken;

Commands are for example:

Brace for impact, cabin crew must shout this command untill the aircraft has come to a complete stop

Emergency, open seatbelt, evacuate, When you need to evacuate, cabin crew will shout this command when the captain gives the command and when it is absolutely necessary

Remain seated and wait for further instructions: Given by captain when it is not obvious, evacuate or not?

Jump and slide this command is given by the crew when the plane crashed on land

Inflate lifevest get into raft. This command is given by the crew when in de dooropening and landing on water.

1.5 Passengers with reduced mobility

Identify the type of passengers not suitable to be able bodied passengers

Indicate how to decide which passengers are Able Bodied Passengers (ABP) and which ones are not suitable to be ABP. Explain what PINCODE means.

See Filmopname ‘safety instruction Exit door’”. In which they show how to select and instruct the ABP at the overwing exit.

Describe how to instruct an ABP at an emergency exit

PINCODE is a helpful acronym to remember the criteria for selecting ABPs:

P – Pregnant

I – Intoxicated

N – Nervous

C – Children

O – Obese

D – Disabled

E – Elderly

1.6 Brace positions

​​​​​​​Describe the different types of brace position and their purpose

Draw or take a picture of yourself or somebody else in the different brace positions and describe which position it is and when and by who this position is used. Think of different types of passengers, different types of seats, and possible injuries.

Unit Content

brace position and commands (passenger, pregnant woman, parent and child, child, tall passenger, crew forward facing, crew aft facing); purpose of brace positioning eg prevent injury from flying debris, keep arms from flailing, avoid jack-knifing, minimise head trauma and loss of consciousness

1.7 Identify positive commands which should be used during evacuation 

Make a list of at least 6 positive commands you should use during an evacuation to instruct the passengers of what to do.

• Brace for impact; Why this command?
• Emergency Open seatbelt, evacuate; Why?
• Jump and slide, When en why
• Keep moving: Why?
• This exit is blocked, go that way: Why?

1.8 Outline techniques for maintaining crowd control 

Give a short summary of different techniques you can use to maintain crowd control during an evacuation.

Unit content

crowd control techniques eg use ABPs, be forceful, use authority;

ABP's are helping to control the crowd

Slide needs to be inflated, you need to deploy the slide

1.9/1.11 Identify factors which can prevent an aircraft exit from being used in an evacuation

 Explain what to do if an aircraft exit is unserviceable and cannot be used in an emergency

Use the map of the plane highlighting the emergency exits (Safety on Board – Exits) and write down what could happen to the exit, either inside or outside, that prevents the crew and passengers from using it. Furthermore, explain what you should do as cabin crew when the door is unserviceable and cannot be used during an emergency.

Unit Content

non-use of aircraft exits eg engine danger, blocked, jammed, failure of slide, fire outside; assess outside hazards eg unusable exits;

Emergency exits Boeing 737

1.10 State the occasions when cabin crew must initiate an evacuation without the flight crew’s command

• State the occasions when cabin crew must initiate an evacuation without the flight crew’s command
  
• Make a list of situations in which the cabin crew must initiate an evacuation without the flight crew’s command

Unit Content

• evacuation without flight crew’s command in catastrophic situations

1.10 Flight crew incapacitated

The situations that lead to an emergency evacuation are very stressful with a high workload in a short period of time for both flight crew and cabin crew. The decision to evacuate is irreversible and can have severe consequences. The main factors that result in the crew initiating an emergency evacuation are uncontrollable fire, thick smoke, and severe structural damage.

In most cases, the flight crew initiates the evacuation. However, in catastrophic situations with immediate risks of life-threatening injuries or when the flight crew is incapacitated, the cabin crew can decide to initiate the evacuation.

Which emergency equipment?

• fire extinguishers, 
• smoke hood, 
• fire gloves, 
• emergency torch, 
• drop down and portable oxygen, 
• axe, jemmy); 
• other equipment and location eg loud hailer, 
• emergency location transmitter, 
• escape rope; 
• cabin crew locational knowledge and diagrams.

 

2.1 Describe aircraft emergency equipment including location 

2.2Describe emergency situations that could occur on board an aircraft

Emergency procedures: 

on-board emergency situations 

eg decompression (slow, rapid), fire, smoke, 

severe turbulence, 

flight crew incapacitation, 

hijack, 

medical;

2.3Fire on board

State the elements which must be present to sustain a fire (2.3) by explaining what a fire needs in order to burn. Fire traingle

2.4

Identify types of fire extinguisher and the types of fire they are suitable for fighting by making a list of the different types of fire extinguishers and listing what types of fires they are used for.

Fire on board/ 2.3/2.4/2.5/2.6

Procedures in relation to fire and smoke: elements present to sustain a fire (oxygen, fuel, ignition);

types of fire extinguisher and use (BCF - suitable for all types of fires, water - suitable for fires involving solids, foam, CO², dry powder – suitable for fires involving liquids, dry powder – suitable for fires involving metals);

smoke hood operation; smoke hood purpose eg to provide oxygen, protection; page 25, 4.1

role of cabin crew (firefighter – first person on the scene, communicator – with flight deck, coordinator – crew, passengers and equipment, protect passengers)

2.5 

Describe the purpose and basic principles of a smoke hood.

2.6 

Describe the role of the cabin crew on board in fighting fires (by explaining what the crew does during a fire to handle and solve the situation.

Decompression 2.7/2.8/2.9

• Identify how to recognise the signs of slow decompression (2.7) by describing what happens in the cabin during slow decompression.
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• Identify how to recognise the signs of rapid decompression (2.8) by describing what happens in the cabin during rapid decompression.
  
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• Describe the crew responsibilities following a decompression (2.9) by explaining the process of what the crew does during a decompression situation.

Use all items of theUnit content 2.7/2.8/2.9

• Procedures in relation to decompression: signs of slow decompression eg gradual loss of cabin pressure, ears popping, feeling dizzy or faint, progressively tired, nausea, hypoxia, warning on flight deck;
• signs of rapid decompression eg loss of cabin pressure in 1-10 seconds, loud explosive noise, mist formation in cabin, drop down masks appear, hot liquids boil, carbonated liquid containers burst, need to breathe rapidly, pain in ears and sinuses, fainting and nausea, severe vibration of aircraft;
  
• crew responsibilities following decompression eg obtain oxygen, transfer to portable oxygen, check other crew and flight deck, post decompression PA announcements, administer first aid, switch off electrics, respond to NITS briefing (nature of emergengy, intensions captain, time and special instructions)

2.10 Identify how to recognise light, moderate and severe turbulence

Procedures in relation to turbulence: 

types (light, moderate, severe); signs of light turbulence eg

liquids shaking but not spilling, slight rhythmic bumpiness; 

signs of moderate turbulence eg liquids splashing out of cups, difficulty in walking, unsecured items dislodged, rapid bumps and jolts, difficulty in working; 

signs of severe turbulence eg services impossible to deliver, items falling, walking impossible, violent shaking and tossing around of aircraft;

2.11 Describe the actions to be taken for different levels of turbulence 

Unit Content

actions to be taken for light turbulence (passenger seat belts to be fastened and visually checked, secure galley items, inform passengers using PA system);

actions to be taken for moderate turbulence (stop cabin service, ensure galley and carts are secure, check passenger seat belts are fastened, crew to seats, passenger announcements over PA);

actions to be taken for severe turbulence (hot liquid containers on floor, brakes on carts and wedge between seats, all passengers to sit down and fasten seat belts, crew to take nearest seats, announcements over PA, report to flight deck via interphone)

2.12 Explain the main actions taken by the cabin crew during a flight crew incapacitation drill

Unit Content:

Flight crew incapacitation drill: 

crew members remain on flight deck; 

if pilot is in control – NITS briefing; 

pilot incapacitated - ensure pilot cannot touch aircraft controls with hands or feet eg fasten harness and secure pilot’s arms, lock inertia harness, move seat back; administer first aid/oxygen and obtain Jeppesen manual; assist remaining flight crew members; use flight deck/pilot checklist if required.