MAS-201: Proficiency in Survival Craft

GENERAL INFORMATION:

Course title: MAS 201 Proficiency in Survival Craft
Campus: FSM FMI	Initiator: Matthias Ewarmai, Semesa Senikuraciri	Date: May 2016
Course description This course is a follow on of the basic safety course in sea survival techniques and provides required additional knowledge and skills for the trainees in the operations and use of life-saving equipment and apparatus during shipboard emergency situations.

SPC Required Contact Hrs – 35
SPC Module Name & Code: SPC 015 Proficiency in Survival Craft
STCW-95 Reg. V1/2, Table A-V1/2

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks			Total Hours			Semester Credits
Lecture	5	x	6		x	30		=
Practicum	4	x	6		x	24		=
Lecture/Prac		x			x	54		=
				Total Semester			Credits

PURPOSE OF COURSE:
[   ] Degree requirement
[   ] Degree elective
[X] Certificate              Certificate of Completion - Basic Safety Courses
[X] Other                     A required course for the issuance of Certificate of Proficiency by the FSM Transportation, Communication and Infrastructure.

PREREQUISITES: All class 6 courses

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES(Check all that apply)

[ ]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
[ ]	2. Effective written communication: development and expression of ideas in writing through work in many genres andstyles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[ ]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[X]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[ ]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[X ]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[X ]	7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[ ]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able
to:

Demonstrate competency in providing advanced first aid treatment at sea.
Demonstrate competency in fire prevention techniques and organization of a shipboard firefighting team.
Demonstrate competency in providing safety procedures for abandonment from a merchant or fishing vessel.
Demonstrate understanding in providing security awareness on board vessels.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be
able to:

Describe emergency response organization, emergency procedures, escape routes, and requirements for training on board ships.
Describe the likely location, amount and demonstrate correct operation of life-saving appliances, including personal safety equipment on board ships and in survival craft.
Describe threats to survival and personal preparation for abandonment.
Describe and demonstrate initial actions for survival, on abandonment from a ship.
Describe the effects of hypothermia, its prevention and treatment, and demonstrate use of protective covers and garments including immersion suits and thermal protective aids.
Describe the apportionment of food and water in a survival craft.
Describe actions to be taken to maximize detectability and location of survival craft using pyrotechnic distress signals, portable VHF radios, satellite EPIRBs and SARTs.
Describe the construction, outfit and particular characteristics of lifeboats and rescue boats.
Describe and demonstrate launching and recovery techniques for various types of launching appliances and sea states.
Describe methods of starting survival craft engines.
Describe and demonstrate the various launching appliances and methods for life raft.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be
able to:

CSLO (General) 1:Describe emergency response organization, emergency procedures, escape routes, and requirements for training on board ships
Student Learning Outcome (specific)	ISLO	PSLO	Assessment Strategies
1.1 List the incidents that may result in an emergency on a ship.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in: listing the incidents that may result in an emergency on a ship describing a typical emergency response arrangement used on merchant vessels stating the information available on a ship’s emergency muster list describing the emergency muster and abandon ship signals explaining the value of conducting onboard emergency training regularly describing the meaning of the IMO safety signals listing the initial safety actions that should be taken on joining a new vessel Checklist will be used on practical assessments.
1.2 Describe a typical emergency response arrangement used on merchant vessels.
1.3 State the information available on a ship’s emergency muster list.
1.4 Describe the emergency muster and abandonship signals.
1.5 Explain the actions to be taken on hearing an emergency signal.
1.6 Explain the value of conducting onboard emergency training regularly.
1.7 Describe the meaning of the IMO safety symbols.
1.8 List the initial safety actions that should be taken on joining a new vessel.
CSLO (General) 2: Describe the likely location, amount and demonstrate correct operation of life-saving appliances, including personal safety equipment on board ships and in survival craft.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1 List the life-saving appliances carried on board merchant vessels, and state the locations of life-saving appliances on board vessels.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in: listing the liefe-saving appliances carried on board merchant vessels, and stating the locations of life-saving appliances on board vessels stating the usual locations of life-saving appliances on board merchant vessels doning a lifejacket and an immersion suit, and operating a life jacket light correctly describing the operations of lifebuoys, lifebuoy lights and lines explaining the method of deployment of a MOB combination light and smoke float describing the operation of a rocket line throwing appliance stating the shelf life of pyrotechnics demonstrating the operation of hand-held pyrotechnics Checklist will be used on practical assessments.
2.2 State the usual locations of life-saving appliances on board merchant vessels.
2.3 Correctly don a lifejacket and an immersion suit, and operate a life jacket light correctly.
2.4 Describe the operation of lifebuoys, lifebuoy lights and lines.
2.5 Explain the method of deployment of a MOB combination light and smoke float.
2.6 Describe the operation of a rocket line throwing appliance.
2.7 State the shelf life of pyrotechnics.
2.8 Demonstrate the operation of hand-held pyrotechnics.
CSLO (General) 3: Describe threats to survival and personal preparation for abandonment.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
3.1 Describe the manner in which a person should dress for an abandonment.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in: describing the manner in which a person should dress for an abandonment listing the items of shipboard equipment that should be placed into survival craft prior to abandonment if time permits describing the actions to be taken in a crash abandonment describing the threats to survival imposed by: cold water shock; hypothermia psychological response to disaster loss of will to live sea sickness, dehydration, injuries and starvation describing the strategies that may be used to counter threats to survival
3.2 List the items of shipboard equipment that should be placed into survival craft prior to abandonment if time permits.
3.3 Describe the actions to be taken in a crash abandonment.
Describe the threats to survival imposed by: Cold water shock; Hypothermia Psychological response to disaster Loss of will to live Sea sickness, dehydration, injuries and starvation
Describe the strategies that may be used to counter threats to survival.
CSLO (General) 4: Describe and demonstrate initial actions for survival, on abandonment from a ship.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
4.1 Describe the initial actions for survival management.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in: describing the initial actions for survival management demonstrating jumping from a height of 3 meters while wearing a lifejacket demonstrating in-water survival techniques such as: The group huddle Heat escape lessening posture Swimming in a lifejacket Remaining afloat without a lifejacket Donning a lifejacket in the water demonstrating boarding a life raft unassisted while wearing a lifejacket demonstrating pulling an unconscious or injured person into a life raft describing the importance of launching all survival craft in an abandonment describing how to take a life raft under tow from a lifeboat or rescue boat demonstrating the deployment of a sea anchor and trogue demonstrating the deployment of an exposed cover on an open lifeboat Checklist will be used on practical assessments.
4.2 Demonstrate jumping from a height of 3 meters while wearing a lifejacket.
4.3 Demonstrate in-water survival techniques such as: The group huddle Heat escape lessening posture Swimming in a lifejacket Towing with a lifejacket Remaining afloat without a lifejacket Donning a lifejacket in the water.
4.4 Demonstrate boarding a life raft unassisted while wearing a lifejacket.
4.5 Demonstrate pulling an unconscious or injured person into a life raft.
4.6 Describe the importance of launching all survival craft in an abandonment.
4.7 Describe how to take a life raft under tow from a lifeboat or rescue boat.
4.8 Demonstrate the deployment of a sea anchor and trogue.
4.9 Demonstrate the deployment of an exposed cover on an open lifeboat.
CSLO (General) 5: Describe the effects of hypothermia, its prevention and treatment, and demonstrate use of protective covers and garments including immersion suits and thermal protective aids.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
5.1 Define the term hypothermia, and list the signs and symptoms of hypothermia.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in: defining the term hypothermia and listing the signs and symptoms of hypothermia describing the actions to be taken to prevent the on-set of hypothermia describing the methods of treating hypothermic victims in a survival craft demonstrating the use of a thermal protective aid stating the precautions required to reduce the possibility of “post rescue collapse” in a hypothermia victim Checklist will be used on practical assessments.
5.2 Describe the actions to be taken to prevent the on-set of hypothermia.
5.3 Describe the methods of treating hypothermic victims in a survival craft.
5.4 Demonstrate the use of a thermal protective aid.
5.5 State the precautions required to reduce the possibility of ‘post rescue collapse’ in a hypothermia victim.
CSLO (General) 6: Describe the apportionment of food and water in a survival craft.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
6.1 List the rations provided in survival craft.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in: listing the rations provided in survival craft stating the quantities of food and water to be issued in a survival craft stating the frequency of food and water ration issues in a survival craft describing the methods of supplementing food and water rations at sea and ashore
6.2 State the quantities of food and water to be issued in a survival craft.
6.3 State the frequency of food and water ration issues in a survival craft.
6.4 Describe the methods of supplementing food and water rations at sea and ashore.
CSLO (General) 7: Describe actions to be taken to maximize detectability and location of survival craft using pyrotechnic distress signals, portable VHF radios, satellite Emergency Position-Indicating Radio Beacons (EPIRBs) and Search and Rescue Transponders (SARTs).
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
7.1 Describe the main aims and features of ship report systems.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in: describing the main aims and features of ship report systems describing the aims and operation of Automated Maritime Vessel Rescue system listing the resources available to a typical MRCC describing the search methods used by a typical MRCC describing the methods for recognizing and responding to an aircraft searching at night stating the methods used and precautions required for rescue by helicopter demonstrating the donning of the helicopter single strop lift describing the means by which marine supply containers are deployed listing the alerting and detection aiding equipment on ships and survival craft stating the normal locations of alerting and detection equipment on board vessels describing the procedure for activating an EPIRB describing the capabilities of the following: 121.1/243 MHz EPIRB 406/121.5 MHz EPIRB ‘L’ Band EPIRB describing the capabilities of a search and rescue transponder (SART), and describing how it is activated describing the capability of a Global Maritime Distress and Safety System (GMDSS) survival craft portable VHF radio transceiver Checklist will be used on practical assessments.
7.2 Describe the aims and operation of Automated Maritime Vessel Rescue system (AMVER).
7.3 List the resources available to a typical Maritime Rescue Coordination Center (MRCC).
7.4 Describe the search methods used by a typical MRCC.
7.5 Describe the methods for recognizing and responding to an aircraft searching at night.
7.6 State the methods used and precautions required for rescue by helicopter.
7.7 Demonstrate the donning of the helicopter single strop lift.
7.8 Describe the means by which marine supply containers are deployed.
7.9 List the alerting and detection aiding equipment on ships and survival craft.
7.10 State the normal locations of alerting and detection equipment on board vessels.
7.11 Describe the procedure for activating an emergency position-indicating radio beacon (EPIRB).
7.12 Describe the capabilities of the following: 121.1/243 MHz EPIRB 406/121.5 MHz EPIRB ‘L’ Band EPIRB
7.13 Describe the capabilities of a search and rescue transponder (SART), and describe how it is activated.
7.14 Describe the capability of a Global Maritime Distress and Safety System (GMDSS) survival craft portable VHF radio transceiver.
CSLO (General) 8: Describe the construction, outfit and particular characteristics of lifeboats and rescue boats.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
8.1 State the carriage requirements for lifeboats and rescue boats on ships.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in stating the carriage requirements for lifeboats and rescue boats on ships stating the design features of open, partially enclosed and totally enclosed lifeboats comparing the advantages of the differing designs of lifeboats and the functions of their fittings listing the equipment carried in open and totally enclosed lifeboats describing the features of a rescue boat and the functions of its fittings listing the equipment carried in a rescue boat
8.2 State the design features of open, partially enclosed and totally enclosed lifeboats.
8.3 Compare the advantages of the differing designs of lifeboats and the functions of their fittings.
8.4 List the equipment carried in open and totally enclosed lifeboats.
8.5 Describe the features of a rescue boat and the functions of its fittings.
8.6 List the equipment carried in a rescue boat.
CSLO (General) 9: Describe and demonstrate launching and recovery techniques for various types of launching appliances and sea states.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
9.1 Interpret the markings on a survival craft.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in: interpreting the markings on a survival craft describing the principle operation of lifeboat launching appliances describing the correct sequence of action for launching free fall lifeboats, SOLAS ’83 davit launch lifeboats, SOLAS ’74 davit launch lifeboats giving the correct commands for: Launching lifeboats Boarding lifeboats Clearing a ship Handling a lifeboat Recovery of a lifeboat Disembarking persons from a lifeboat operating the lifeboat fall release gear on-load describing the correct launching and recovery sequence for a rescue boat Checklist will be used on practical assessments.
9.2 Describe the principle operation of lifeboat launching appliances.
9.3 Describe the correct sequence of action for launching: Free fall lifeboats SOLAS ’83 davit launch lifeboats SOLAS ’74 davit launch lifeboats.
9.4 Give the correct commands for: Launching lifeboats Boarding lifeboats Clearing a ship Handling a lifeboat Recovery of a lifeboat Disembarking persons from a lifeboat.
9.5 Safely operate the lifeboat fall release gear on-load.
9.7 Describe the correct launching and recovery sequence for a rescue boat.
CSLO (General) 10: Describe methods of starting survival craft engines.
Student Learning Outcomes (specific) ISLO PSLO Assessment Strategies
10.1 State the requirements of SOLAS for lifeboat engine starting devices.	4,6,7	3	Written and oral assessments will be used to assess student’s competence in stating the requirements of SOLAS for lifeboat engine starting devices describing the pre-starting engine checks listing the correct sequence of actions for starting a hand-cranked inboard diesel engine listing the correct sequence of actions for starting an inboard diesel engine using an electric or hydraulic start describing shutting down of a lifeboat engine using the fuel cut-off device
10.2 Describe the pre-starting engine checks.
10.3 List the correct sequence of actions for starting a hand-cranked inboard diesel engine.
10.4 List the correct sequence of actions for starting an inboard diesel engine using an electric or hydraulic start.
10.5 Describe shutting down of a lifeboat engine using the fuel cut-off device.
CSLO (General) 11: Describe and demonstrate the various launching appliances and methods for life raft.
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
State the procedures for deploying a life raft via: Manual throw-over launch Davit launch Float free launch			Written and oral assessments will be used to assess student’s competence in: Stating the procedures for deploying a life raft via: manual throw-over launch davit launch float free launch demonstrating the ability to rig a hydrostatic release to a life raft describing the operation of an automatic off-load release hook demonstrating the ability to board a life raft via a ladder demonstrating the ability to right an inverted life raft while wearing a lifejacket describing maneuvering techniques for life raft Checklist will be used on practical assessments.
11.2 Demonstrate the ability to rig a hydrostatic release to a liferaft.
11.3 Describe the operation of an automatic off-load release hook.
11.4 Demonstrate the ability to board a liferaft via a ladder.
11.5 Demonstrate the ability to right an inverted liferaft while wearing a lifejacket.
11.6 Describe maneuvering techniques for liferaft.

5) COURSE CONTENT:

Shipboard emergency procedures
Life-saving appliances
Threats to survival at sea
Survival management in water
Protection from hypothermia
Apportion of food and water
Survival craft distress equipment
Construction and outfitting of survival craft
Survival craft launching and recovery
Survival craft engines
Survival craft launching appliances

6) METHOD(S) OF INSTRUCTION:

[X] Lecture                    [X] Cooperative learning groups
[   ] Laboratory              [X] In-class exercises
[X] Audio visual            [X] Demonstrations
[X] Other

7) REQUIRED TEXT(S) AND COURSE MATERIALS:
Secretariat of the Pacific Community, SPC 015 Proficiency in Survival Craft Learner’s Guide, 1998, Suva, Fiji Islands

8) REFERENCE MATERIALS:
International Maritime Organization, SOLAS Consolidated Edition, 2004, IMO, London
International Maritime Organization, STCW Consolidated Edition, 2011, IMO, London

9) INSTRUCTIONAL COSTS: None

10) EVALUATION: A grade of at least 70% or a “C” must be achieved to progress to the next level. All demonstrations should achieve at least a rate of 80%.

11) CREDIT BY EXAMINATION: None

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MAS-201: Proficiency in Survival Craft