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GENERAL INFORMATION:
Course title: |
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Campus: FSM FMI |
Initiator: Matthias Ewarmai, Semesa Senikuraciri |
Date: May 2016 |
Course description |
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:
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Hours per Week |
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No. of Weeks |
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Total Hours |
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Semester Credits | ||
Lecture |
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5 |
x |
6 |
x |
30 |
= |
|
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Practicum |
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4 |
x |
6 |
x |
24 |
= |
|
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Lecture/Prac |
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|
x |
|
x |
54 |
= |
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|
|
|
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Total Semester |
Credits |
|
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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 |
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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:
3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be
able to:
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 |
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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:
Checklist will be used on practical assessments.
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1.2 Describe a typical emergency response arrangement used on merchant vessels. |
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1.3 State the information available on a ship’s emergency muster list. |
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1.4 Describe the emergency muster and abandonship signals. |
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1.5 Explain the actions to be taken on hearing an emergency signal. |
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1.6 Explain the value of conducting onboard emergency training regularly. |
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1.7 Describe the meaning of the IMO safety symbols. |
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1.8 List the initial safety actions that should be taken on joining a new vessel. |
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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. |
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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:
Checklist will be used on practical assessments.
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2.2 State the usual locations of life-saving appliances on board merchant vessels. |
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2.3 Correctly don a lifejacket and an immersion suit, and operate a life jacket light correctly. |
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2.4 Describe the operation of lifebuoys, lifebuoy lights and lines. |
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2.5 Explain the method of deployment of a MOB combination light and smoke float. |
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2.6 Describe the operation of a rocket line throwing appliance. |
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2.7 State the shelf life of pyrotechnics. |
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2.8 Demonstrate the operation of hand-held pyrotechnics. |
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CSLO (General) 3: Describe threats to survival and personal preparation for abandonment. |
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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 strategies that may be used to counter threats to survival
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3.2 List the items of shipboard equipment that should be placed into survival craft prior to abandonment if time permits. |
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3.3 Describe the actions to be taken in a crash abandonment. |
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CSLO (General) 4: Describe and demonstrate initial actions for survival, on abandonment from a ship. |
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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:
Checklist will be used on practical assessments. |
4.2 Demonstrate jumping from a height of 3 meters while wearing a lifejacket. |
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4.3 Demonstrate in-water survival techniques such as:
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4.4 Demonstrate boarding a life raft unassisted while wearing a lifejacket. |
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4.5 Demonstrate pulling an unconscious or injured person into a life raft. |
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4.6 Describe the importance of launching all survival craft in an abandonment. |
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4.7 Describe how to take a life raft under tow from a lifeboat or rescue boat. |
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4.8 Demonstrate the deployment of a sea anchor and trogue. |
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4.9 Demonstrate the deployment of an exposed cover on an open lifeboat. |
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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. |
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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:
Checklist will be used on practical assessments. |
5.2 Describe the actions to be taken to prevent the on-set of hypothermia. |
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5.3 Describe the methods of treating hypothermic victims in a survival craft. |
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5.4 Demonstrate the use of a thermal protective aid. |
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5.5 State the precautions required to reduce the possibility of ‘post rescue collapse’ in a hypothermia victim. |
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CSLO (General) 6: Describe the apportionment of food and water in a survival craft. |
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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:
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6.2 State the quantities of food and water to be issued in a survival craft. |
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6.3 State the frequency of food and water ration issues in a survival craft. |
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6.4 Describe the methods of supplementing food and water rations at sea and ashore. |
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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). |
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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:
121.1/243 MHz EPIRB
Checklist will be used on practical assessments.
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7.2 Describe the aims and operation of Automated Maritime Vessel Rescue system (AMVER). |
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7.3 List the resources available to a typical Maritime Rescue Coordination Center (MRCC). |
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7.4 Describe the search methods used by a typical MRCC. |
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7.5 Describe the methods for recognizing and responding to an aircraft searching at night. |
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7.6 State the methods used and precautions required for rescue by helicopter. |
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7.7 Demonstrate the donning of the helicopter single strop lift. |
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7.8 Describe the means by which marine supply containers are deployed. |
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7.9 List the alerting and detection aiding equipment on ships and survival craft. |
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7.10 State the normal locations of alerting and detection equipment on board vessels. |
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7.11 Describe the procedure for activating an emergency position-indicating radio beacon (EPIRB). |
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7.12 Describe the capabilities of the following:
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7.13 Describe the capabilities of a search and rescue transponder (SART), and describe how it is activated. |
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7.14 Describe the capability of a Global Maritime Distress and Safety System (GMDSS) survival craft portable VHF radio transceiver. |
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CSLO (General) 8: Describe the construction, outfit and particular characteristics of lifeboats and rescue boats. |
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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
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8.2 State the design features of open, partially enclosed and totally enclosed lifeboats. |
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8.3 Compare the advantages of the differing designs of lifeboats and the functions of their fittings. |
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8.4 List the equipment carried in open and totally enclosed lifeboats. |
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8.5 Describe the features of a rescue boat and the functions of its fittings. |
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8.6 List the equipment carried in a rescue boat. |
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CSLO (General) 9: Describe and demonstrate launching and recovery techniques for various types of launching appliances and sea states. |
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Student Learning Outcomes (specific) |
ISLO |
PSLO |
Assessment Strategies |
9.1 Interpret the markings on a survival craft. |
4,6,7 |
3 |
Checklist will be used on practical assessments.
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9.2 Describe the principle operation of lifeboat launching appliances. |
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9.3 Describe the correct sequence of action for launching:
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9.4 Give the correct commands for:
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9.5 Safely operate the lifeboat fall release gear on-load. |
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9.7 Describe the correct launching and recovery sequence for a rescue boat. |
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CSLO (General) 10: Describe methods of starting survival craft engines. |
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Student Learning Outcomes (specific) ISLO PSLO Assessment Strategies |
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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
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10.2 Describe the pre-starting engine checks. |
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10.3 List the correct sequence of actions for starting a hand-cranked inboard diesel engine. |
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10.4 List the correct sequence of actions for starting an inboard diesel engine using an electric or hydraulic start. |
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10.5 Describe shutting down of a lifeboat engine using the fuel cut-off device. |
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CSLO (General) 11: Describe and demonstrate the various launching appliances and methods for life raft. |
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Student Learning Outcomes (specific) |
ISLO |
PSLO |
Assessment Strategies |
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Written and oral assessments will be used to assess student’s competence in:
Checklist will be used on practical assessments. |
11.2 Demonstrate the ability to rig a hydrostatic release to a liferaft. |
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11.3 Describe the operation of an automatic off-load release hook. |
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11.4 Demonstrate the ability to board a liferaft via a ladder. |
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11.5 Demonstrate the ability to right an inverted liferaft while wearing a lifejacket. |
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11.6 Describe maneuvering techniques for liferaft. |
5) COURSE CONTENT:
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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