Model course

Hi F'oreword Since its inception the International Maritime Organization has recognized the importance of human resources to the development of the maritime industry and has given the highest priority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administration, ports, shipping companies and maritime training institutes by establishing the World Maritime University in Malmo, Sweden, in 1983 Following the earlier adoption of the International Convention on Standards of Training, Certification and Watch keeping for Seafarers, 1978, a number of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regarding new developments in maritime technology_ IMO training advisers and consultants also subsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their effectiveness in meeting the requirements of the Convention and implementing the associated Conference and IMO Assembly resolutions In addition, it was appreciated that a comprehensive set of short mode~ courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to improve their knowledge and skills in certain specialized fields IMO has therefore developed the current series of model courses in response to these generally identified needs and with the generous assistance of Norway These model courses may be used by any training institution and the Organization is prepared to assist developing countries in implementing any course when the requisite financing is available (C.P SRIVASTAVA) Secretary-General v ]I Purpose ot the model courses The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses, or in enhancing, updating or supplementing existing training material where the quality and effectiveness of the training courses may thereby be improved It is not the intention of the model course programme to present instructors with a rigid '"teaching package" which they are expected to "follow b~ndly" Nor is it the intention to substitute audiovisual or "programmed" material for the instructor's presence As in all training endeavours, the knowledge, skills and dedication of the instructor are the key components in the transfer of knowledge and skills to those being trained through IMe model course material Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and trainee target group for each course in universally applicable terms, and to specify clearly the technical conten, and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and related recommendations • Use of the model course To use the model course the instructor should review the course plan and detailed syllabus, taking into account the information provided under the entry standards specified in the course framework The actual level of knowledge and skills and prior technical education of the trainees should be kept in mind during this review, and any areas within the detailed syllabus which may cause difficulties because of differences between the actual trainee entry level and that assumed by the course designer should be identified To compensate for such differences, the instructor is expected to delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees He should also identify any academic knowledge, skills or technical training which they may not have acquired OPERATIONAL USE OF ARPA By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed, the instructor can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course Adjustment of the course objectives, scope and content may also be necessary jf in your maritime industry the trainees completing the course are to undertake duties which differ from the course objectives specified in the model course Within the course plan the course designers have indicated their assessment of the time which should be allotted to each learning area However, it must be appreciated that these allocations are arbitrary and assume that the trainees have fully met all the entry requirements of the course The instructor should therefore review these assessments and may need to reallocate the time required to achieve each specific learning objective • Lesson plans Having adjusted the course content to suit the trainee intake and any revision of the course objectives, the instructor should draw up lesson pla.ns based on the detailed syllabus The detailed syllabus contains specific references to the textbooks or teaching material proposed to be used in the course An example of a lesson plan is shown in the instructor manual on page 37 Where no adjustment has been found n.ecessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in making his presentation of the material • Presentation The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the trainee has attained each specific learning objective The syllabus is laid out in learning objective format and each objective specifies what the trainee must be able to as the learning outcome INTRODUCTION :w Evaluation or assessment of trainee progress The nature of this course involves all trainees and the instruc:or:n an ongoing process of individual and group evaluation ~ Implementation For the course to run smoothly and to be effective considerable attention must be paid to the availability and use of: :J properly qualified instructors: :J support staff: :J rooms and other spaces: :J equipment: :J textbooks techniCal papers: and :J other reference matenal Thorough preparation is the key to successful implementation of the course IMQ has produced a booklet entitled "Guidance on the implementation of IMO model courses", which deals with this aspect in greater detaiL Part A Course Framework ~ Scope This course provides training in the basic theory and use of automatic radar plotting aids (ARPA) for those who will be in charge of a navigational watch in vessels equipped with ARPA, and it covers the minimum training requirements recommended in Annex of IMO Assembly resolution A.482(XII) The methods by which the ARPA acquires targets, tracks them and derives information on their movements will be covered in sufficient depth to allow an appreciation of the limitations of detection and accuracy, and the dangers of over-reliance on ARPA Other aspects covered include the different types of ARPA in use and their various displays; the content of lMO resolution A.422(XI) Performance standards for automatic radar plotting aids; tests for the malfunctioning of equipment; the effects of inaccuracies in the inpuI at course and speed; the selection of speed input to the ARPA; and the response of the system to changes in course and speed of "own ship" or target The exercises will provide practice in the setting up of the radar; the selection of operational alarms and ARPA facilities, and the use at these to derive information on other ships, i.e the movement, the ranges at closest points of approach (CPA), and the times to closest points of approach (TCPA); the recognition of potential threats; and the use of ARPA to determine the action to take to avoid c1osequarters situations in accordance with the International Regulations for Preventing Collisions at Sea (COLREG 1972), and the subsequent monitoring of such action :8 Objective Those who successfully complete this course will be able to choose an appropriate mode of display; select plotting and graphics contr06s suitable to the circumstances; make appropriate use of operational alarms; acquire and track those targets which present a potential OPERATIONAL USE OF ARPA threat of collision; extract the information needed on course, speed and nearest apptoach to enable early action to be taken to avoid a close-quarters situation; and make use of ARPA to confirm and monitor their actions They will be aware of the dangers of over-reliance on the automatic acquisition and tracking of targets and on operational alarms They will also be aware of the performance standards set out in IMO Assembly resolution A.422(XI) and factors (including errors in course and speed inputs) which may affect the accuracy of derived information; and they will realize the need to check the accuracy of inputs and the correct functioning of the ARPA • Entry standards Those wishing to enter this course should have completed a course of training which meets or exceeds the requirements set out in IMO Assembly resolution A483(Xll) - Training in radar observation and plotting (IMO model course No 1.07) • Course certificate, diploma or document To those successfully completing this course, a document may be issued certifying that the holder has successfully completed a course of training which meets or exceeds the level of knowledge specified in IMO Assembly resolution A.482(XII) Annex - Recommended training programme in the operational use of automatic radar plotting aids (ARPA), and meets the requirements of appendix to section of the IMO/ILD Document for Guidance, 1985 - Training in automatic radar plotting aids (ARPA) • Course intake limitations The course intake will be limited by the availability of ARPA sets or simulators and should not exceed three trainees per set during exercises in their use • Staff requirements Tne instru:to: Should noid a cerTiiIcate as maste~ ana 'lavs rTlIr~:murr of two years' watch-keeping experience with radar He should alSObe thoroughly familiar with the operation of the equipment to De used in PART A:COURSE FRAMEWORK the course If more than three sets are in use, an additional similarly ,Juaiified instructor wiil be needed to assist during exercises ~ Teaching tcciiities and equipment The course requires either an ARPA simulator or an ARPA set with means of target injection and simulation of "own ship's" course and speed The sets should be fitted with reflection plotters Plotting tables, plotting charts and instruments are required, adjacent to each set A classroom equipped with an overhead projector and a blackboard or flipchart will aJso be required for teaching the theoretical part of the syllabus : Teaching aids (A) of the Course) A1 Instructor Manual (Part A2 Video-cassette player A3 Cassettes -Automatic Radar Plotting Aids (20 min.) (Catalogue No R1 , Code No 154) Available from: Videotel Marine International Ltd Ramillies House 1/2 Ramillies Street London WIV 1OF ~ IMO references (R) R1 The Internationa~ Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978 (IMO Sales No 938 78.15.E) R2 International Conference on Training and Certification of Seafarers, resolution 20 - Training in the use of collision avoidance aids (IMO Sales No as R1) R3 Assembly resolution A.482(XII) - Training in the use of automatic radar plotting aids (ARPA) • R4 Assembly resolution A.483(XII) - Training in radar observation and plotting • • See annex to this course for full text OPERATIONAL USE OF ARPA R5 Assembly resolution A.422(XI) - Performance automatic radar plotting aids (ARPA).* standards for R6 The IMO/ILO Document for Guidance, 1985 (IMO Sales No 93587.08.E) R7 Intemational Regulations for Preventing Collisions at Sea (COLREG), 1972, as amended (IMO Sales No 904 85.01.E) R8 Assembly resolution A.424(XI) - Performance gyro compasses * R9 Assembly resolution A.478(XII) - Performance standards for devices to indicate speed and distance * standards for • Textbooks (1) No specific textbooks are recommended for trainee use • Bibliography (B) 81 Brown, E.8 Radar Navigation Manual 3rd ed Washington, D.C.: Defense Mapping Agency, 1979 82 Bole, A.G and Jones, K.D Automatic Radar Plotting Aids Manual 1st ed London: Heinemann, 1981 83 Cockcroft, A.N., and Lameijer, J.N.F A Guide to the Collision Avoidance Rules 3rd ed London: Stanford Maritime Ltd., 1982 B4 Secondary Radar at Sea London: Nautical Institute Publications, 1979 B5 Ship Operations and Safety Conference Institute Publications, 1981 B6 Selection and Display of Navigational Nautical Institute Publications, 1981 London: Nautical Information London: ; B7 Navigational Safety London: Nautical Institute Publications, 1982 B8 Burger, W Radar Observer's Handbo()/~ 7th ed Glasgow: Browr., Son and rerguson, 1983 • See annex to this course for full text e OPERATIONAL USE OF ARPA ?~inc2palARPA Systems 0.5 hours -he abiect of this subiect area is to make trainees aware of the ',arious JiSplay cnaractanstlcs and facilities avaiiaoie on ARPA 3ets In common use, such as the presentation of vectors, potential points of collision, predicted areas of danger and navigation lines While attending this course trainees will become familiar with particular sets, but should know how to use alternative presentations with which they may subsequently sail IMO Performance Standards for ARPA 0.5 hours The intention is to provide an appreciation of the performance standards for ARPA and, in particular, the standards relating to accuracy The trainee should not expect a greater accuracy than that specified in the performance standards Acquisition of Targets hour ARPA is limited as to the number of targets which may be acquired for teaching When using manual acquisition, the trainee should learn to judge which targets are most relevant so that the number acquired is kept within limits When automatic acquisition is used the trainee should be able to instruct the computer to select appropriate targets for tracking by the use of guard rings and area exclusion boundaries Tracking Capabilities and Limitations hour The way in which ARPA tracks a target and the reasons for "lost target" and "target swop" should be explained in the classroom and then demonstrated on the ARPA or on the simulator These effects will occasionally occur during exercises, thus adding some realism and ensuring that trainees are familiar with some of the unwanted effects connected with tracking 30 PART 0: INSTRUCTOR MANUAL Processing Delays 1hour Trainees should be introduced in the classroom to the delays inherent in the display of processed ARPA information, particularly on acquisition and re-acquisition or when a tracked target manoeuvres The instructor should ensure that trainees observe these delays while carrying out exercises to induce a more critical attitude to the displayed data on first acquiring a target or ,when a target manoeuvres Setting Up and Maintaining Displays hour Setting up and maintaining displays should be practised throughout the exercises Trainees should develop skill in using different modes and display presentations The choice of mode and presentation should be adapted to the actual situation and should not be dictated by habit For instance, a North up, true motion presentation will perhaps be the best when navigating in very poor visibility, when both navigational obstructions and traffic have to be considered, but a course up, relative motion presentation is optimum for comparing the radar picture with what is seen through the bridge windows , The 12-mile range scale is recommended for tracking targets and providing a general view of the traffic flow, allowing ample time to take avoiding action The use of shorter range scales is preferred when monitoring a close-quarters situation or negotiating narrow passages The instructor should encourage trainees to make use of the full range of control settings to optimize the display of information for the current ci rcumstances Representation of Target hour Information The principal objectives in the use of ARPA are to collect information 0;; the traffic flow in tns ars2 assess the three:' of close-auarters Silt-lations, and facilitate tne aOJusTmemot tne, passage pian in the Iignt o~ circumstances 31 OPERATIONAL USE OF ARPA The safest way to deal with this task is to consider the total traffic and ,avigalional scenario The navigator should be able to visualize the ~atfjc o'lcw and determine how it will affect his intended passage plan The benefit of graphic representation is that the navigator can take account of the total picture Although the exact course, speed, CPA and TCPA of a particular target may be of interest, it is also important to be able to judge the possible interaction between other ships Some important points should be made: The concept of true and relative vectors must be thoroughly demonstrated to ensure that the trainee understands what information is represented by each type and that failure to recognize which vector is being shown by the display can be disastrous Although the ARPA indicates which type of vector is in use, it can be overlooked Trainees should be strongly recommended to adopt a routine of setting a time scale of minutes for true vectors and a time equal to the minimum acceptable TCP A for relative vectors Thus, true vectors are short, relative vectors more extended This would be the normal setting, but the trainees should also be cautioned not to neglect the additional valuable information which can be obtained by varying the time scale Trainees should be "recommended to monitor the ARPA in true vector presentation and check CPA and TCP A by switching to relative presentation The method by which PADs are constructed explained to the trainees should be Errorsof Interpretation The trainee should be made aware of errors that are not inherent in the ARPA system, but that result from misunderstanding, inexperience or careless observation by the operator; 32 PART D: INSTRUCTOR MANUAL The commonest errors of interpretation result from: failure to detect or acquire a target; confusion of true and relative vectors; uncritical acceptance of presented data; and combination of afterglow or target history with a vector from the wrong mode Past positions of the targets indicate to the observer whether the target has manoeuvred, but it is important to note that this only holds if true vectors are presented in true motion mode and relative vectors in relative motion 10 Errorsin Displayed Data 2.5 hours The errors can be divided into two groups: errors generated in the radar installation itself or introduced by log and gyro input, and errors arising from the processing of the radar data An expianation can be given in lectures and the effects of some of the errors demonstrated on the simulator 11.System Operational Tests 1.5 hours The different methods of testing the ARPA for malfunction should be explained The equipment may incorporate self-diagnostic test routines to monitor the correct operation of various circuits Trainees should be made familiar with this procedure The diagnostic routines may also be executed at the request of the operator and trainees should practise this procedure as well In addition, they should check data accuracy by manual plotting 33 OPERATIONAL USE OF ARPA 12.Risks of Over-reliance ARPA on The instructor should emphasize that ARPA is only a navigational aia and its limitations, including those of its sensors, make over-reliance on it dangerous Emphasis must be placed on the need to keep a proper look-out in addition to using ARPA, so as to comply at all times with the provision of rule of COLREG 1972 and the basic principles and operational guidance for officers in charge of a navigational watch 13.Obtaining Information from ARPA Displays 16 hours Training should begin with simple exercises involving a few targets and no navigational problems The workload should be increased as trainees exhibit greater skill, until they are eventually executing and monitoring passages through confined and congested waters The task of obtaining information is principally solved in two ways: by using the alphanumeric display the CPA, TCPA, course, speed, range and bearing of a single target can be obtained; and by viewing the graphic display, different types of information can be obtained, depending on the mode used The information about every tracked target is obtained simultaneously and the interaction between them can be anticipated The identification of critical echoes may be carried out as follows: 34 if the CPAlTCPA limits are properly set, the collision warning alarm will identify the echo; a relative vector extended to the area around the sweep centre will present CPA and TCPA graphically; true vectors may also be used, and since the ends of true vectors predict future positions it is possible to see how close PART D: INSTRUCTOR MANUAL a ship will come by extending the vector, with the TePA being read from the vector time scale setting; and the target data command will give an alphanumeric display of data tor the particular target of interest, but this procedure will only provide information for one target at a time, while the former methods display information on all targets This example underlines the fact that there are many ways of obtaining information from ARPA and that trainees should therefore be trained to use all available methods The large array of controis may induce some reluctance on the part of trainees, but the instructor must his utmost to encourage them to use the full range of display modes and presentations A brief comment should be made on the limitations of vectors for indicating changes In course and speed The vectors shown are a compromise between the desire not to indicate an alteration when none has occurred and the indication of actual changes as quickly as possible The instructor can demonstrate the behaviour of the displayed vectors by giving trainees the oppor-unity to compare the instructor's display, when manoeuvnng, with their own ARPAs The motive for operating the trial manoeuvre facility should be to test the validity Of an intended manoeuvre before executing it It enables the navigator to comply more certainly with rule of the collision regulations in making, within ample time, a positive manoeuvre large enough to be readily apparent, thus avoiding a succession of small alteratio ns It should be emphasized that the purpose of the trial manoeuvre is to assist the navigator to: avoid close-quarters situations; and follow his intended route with minimum deviation To achieve these ms it is advisable to make use of the facility well in advance Modern ARPAs are fitted with a "time to manoeuvre" (TIM) function which makes this possible The trial function is not intendec as a means of sorting out close-quarters situations but as a means 0: aVOiding them 35 OPERATIONAL USE OF ARPA Many ARPAs include the handling characteristics of "o''-v;: shio" in the calculations The actual parameters forthe shio in which it is fitted are ;nc!uded in the :)rcc9ssor orcgram )f this 'acliity 'S nCT ;ncluaea -:he navigator must make allowance forthem n any case n9 SnOUlQ laKe account of other factors which cause the actual manoeuvre to differ from that calculated by the ARPA 14.Applicction of COLREG 1972 After the initial period in which the operation of ARPA is introduced, all exercises will involve the application of COLREG 1972 Trainees will man their "own ships" and sail them according to a general voyage plan given by the instructor, who will monitor the scene and control the manoeuvres of target ships (see the appendix to this manual) 36 Part D (contd.) Appendix to Instructor Manual OPERATIONAL USE OF ARPA Example at a manual plaiting proclem in addition to the textbook examoies r9rerrsc "J 'n The instructor manuai ~h9 ::xamole of plot:ing in Fig below gives a general idea of a sunaole level of aifficuity 10 present to the stuaents on commencing the course Figure Example of a manual plotting problem o "Own ship" is heading 22s T at 15 knots The following observations are made, all bearings berng true: TargetA 00 240· 03 240·.S 06 241 TargetS TargetC 10.0 nm 305 9.0 nm 20S· 10.0 nm 8.5 nm 305 8.0 nm 205 8.8 nm 7.0 nm 306 7.0 nm 204· 7.6 nm 0 0 Work out course, speed, CPA, TCPA and aspect for the three target ships Determine the action which should be taken at 09 and calculate the resultant CPAs and the TCP As for each target Objective: To consider the effect of evasive action when two or more ships are threatening The effect of the avoiding action taken for one target must be taken into consideration regard to the avoidance of other targets 40 with PART D: INSTRUCTOR MANUAL (APPENDIX) Figure Four "own ships" and three target ships operating in the scenario The objective of the exercise is to practise the observance of COLREG 1972 and exercise decision-making based on the use of ARPA and plotting techniques 1-2-3-4: "Own ships" (if available) 45 ... countries in implementing any course when the requisite financing is available (C.P SRIVASTAVA) Secretary-General v ]I Purpose ot the model courses The purpose of the IMO model courses is to assist maritime... of IMO conventions and related recommendations • Use of the model course To use the model course the instructor should review the course plan and detailed syllabus, taking into account the information... the course IMQ has produced a booklet entitled "Guidance on the implementation of IMO model courses", which deals with this aspect in greater detaiL Part A Course Framework ~ Scope This course