Diving Hand Signals used by Dive Instructors IDC and€¦ · Web viewOceanography - Unit 1...

Irene McCormack Catholic CollegeYEAR 11 MARINE AND MARITIME STUDIES

GENERAL COURSEUNITS 1 & 2

Rationale1

A significant relationship between the marine environment and humans has existed throughout history. Australia is an island nation, with Western Australia’s mainland and islands having approximately twenty‐one thousand kilometres of coastline. It is therefore relevant to Western Australians to study the sea and how people interact with it. The Marine and Maritime Studies General course provides students with the opportunity to understand and explore this relationship, and the importance of developing and maintaining a sustainable future.

The Marine and Maritime Studies General course draws from a diverse range of disciplines, including science, technology and the humanities. It provides students with opportunities to engage in unique theoretical and practical learning experiences, and to equip them with a broad range of skills and knowledge. The Marine and Maritime Studies General course provides opportunities for students to apply theoretical knowledge through practical activities with a focus on active learning experiences both within and outside of the classroom. Students are given the opportunity to develop responsible and competent boat‐handling and navigation skills, and in doing so to demonstrate an understanding of nautical concepts. They develop knowledge of the properties inherent in seaworthy craft, and the basics of good boat design, construction and maintenance. Students will also be provided with the opportunity to develop personal water‐based skills (swimming/snorkelling) to allow them to engage directly with the marine environment. Students investigate oceanography concepts to develop a strong understanding of the interdependence between elements of the marine environment; conduct research into the safe and sustainable management of the oceans’ resources for conservation and commercialism; and also are introduced to the world of maritime archaeology. The course will provide students with a solid foundation of skills and knowledge suitable for a wide range of vocational or recreational pathways in boating (commercial and recreational), scuba, vessel design and construction (maritime engineering), resource management, maritime archaeology or marine science.

Course OutcomesThe Marine and Maritime Studies General course is designed to facilitate achievement of the following outcomes.

Outcome 1 – Marine and maritime knowledgeStudents develop an understanding of marine and maritime related knowledge.In achieving this outcome, students develop an understanding of:

oceanographic conceptsaspects of marine life and the relationships between components of the underwater worldmaritime engineering conceptsnautical conceptsWestern Australian maritime history.

Outcome 2 – Marine and maritime skillsStudents develop marine and maritime related skills.In achieving this outcome, students demonstrate:

seamanship skillsnautical skillswater–based skills: swimming/snorkellingscientific investigation and research skills.

Outcome 3 – Marine and maritime application

2

Students apply knowledge and skills to interact with and investigate elements of the marine and maritime environment.In achieving this outcome, students apply their understandings to:

management of marine resourcesinterrelationships within the marine environment.

OrganisationThis course is organised into a Year 11 syllabus and a Year 12 syllabus.The cognitive complexity of the syllabus content increases from Year 11 to Year 12.

Structure of the syllabusThe Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1This unit introduces students to marine science through the examination of water properties and methods used to conduct water testing. In oceanography, students learn about wind formation, tides, waves and currents, including Western Australian ocean currents. Students examine Western Australian recreational and commercial fishing issues and how they are managed through rules and regulations. Students gain an understanding of maritime studies, including the properties, purposes and uses of maritime construction materials in relation to the challenges of a marine environment. Nautical terminology, including the basic parts of boats, will be introduced and students gain an understanding of aspects of small craft, such as buoyancy and design of pulley systems. Through a practical approach, students gain an understanding of the concepts and safe practices of snorkelling. Science inquiry skills will be developed through the design process of investigate, devise and evaluate, in relation to marine construction materials. Students will also be involved in practical activities to collect and analyse data related to water properties, winds, tides, waves and currents.

Unit 2This unit introduces students to the marine ecosystem, with a focus on the four main zones and the adaptations of marine life to survive in each zone. Western Australian examples of marine life will be identified and classified into the major groups. Food webs for each ocean zone will be studied. Students examine the importance of marine protected areas, marine parks, reserves and sanctuary zones, and the role of Western Australian agencies and organisations in the protection and management of marine life. Students gain an understanding of maritime studies, including the design features of marine or maritime equipment and methods of maritime construction. Features of small craft propulsion systems are studied, and students gain an understanding of aspects of small craft, such as steering and gear systems. Through a practical approach, students gain an understanding of the concepts and safe practices of snorkelling. Science inquiry skills will be developed through the design process in relation to design features of marine or maritime equipment and methods of maritime construction. Students use ecosystem surveying techniques to collect and analyse data related to marine ecosystems, and classification keys to identify marine organisms found there.

Each unit includes:a unit description – a short description of the focus of the unit unit content – the content to be taught and learned.

Organisation of Content

3

An Introduction to Marine Studies Textbook, 2nd Edition Revised Snorkelling Workbook, 6th Edition

Science strand descriptionsThe Marine and Maritime Studies General course has three interrelated strands: Science Inquiry Skills, Science as a Human Endeavour and Science Understanding, which build on students’ learning in the P–10 Science curriculum. The three strands of the Marine and Maritime Studies General course should be taught in an integrated way. The content descriptions for Science Inquiry Skills, Science as a Human Endeavour and Science Understanding have been written so that this integration is possible in each unit.

Science Inquiry SkillsScience inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting data; and communicating findings. This strand is concerned with evaluating claims, investigating ideas, solving problems, reasoning, drawing valid conclusions, and developing evidence‐based arguments. Science investigations are activities in which ideas, predictions or hypotheses are tested and conclusions are drawn in response to a question or problem. Investigations can involve a range of activities, including experimental testing, field work, locating and using information sources, conducting surveys, and using modelling and simulations. Through the Marine and Maritime Studies General course, students will continue to develop their science inquiry skills, building on the skills acquired in the P–10 Science curriculum. Each unit provides specific skills to be taught. These specific skills align with the Science Understanding and Science as a Human Endeavour.

Science as a Human EndeavourScience concepts, models and theories are reviewed as their predictions and explanations are continually re‐assessed through new evidence, often through the application of new technologies. This review process involves a diverse range of scientists working within an increasingly global community of practice.The application of science may provide great benefits to individuals, the community and the environment, but may also pose risks and have unintended consequences. As an ever‐evolving body of knowledge, science frequently informs public debate, but is not always able to provide definitive answers.

Science UnderstandingScience understanding is evident when a person selects and integrates appropriate science concepts, models and theories to explain and predict phenomena, and applies those concepts, models and theories to new situations. The Science Understanding content in each unit develops students’ understanding of the key concepts, models and theories that underpin the subject, and of the strengths and limitations of different models and theories for explaining and predicting complex phenomena.

4

Resources

School-Based AssessmentThe Western Australian Certificate of Education (WACE) Manual contains essential information on principles, policies and procedures for school‐based assessment that needs to be read in conjunction with this syllabus. Teachers design school‐based assessment tasks to meet the needs of students. The table below provides details of the assessment types for the Marine and Maritime Studies General Year 11 syllabus and the weighting for each assessment type.

5

2019 Year 11 Marine and Maritime Studies (General) Assessment Outline: Units 1 & 2Assessment

TypeAssessment

Type Weighting

Assessment Task

Weighting

When Assessment Task Unit

Science Inquiry, Science

Skills and Investigatio

n

25%

5% Term 1 – Weeks 1-8 Task 1: Science Inquiry - The physics and physiology of snorkelling including the effects of diving on the body, underwater vision and hearing. (Snorkelling Workbook Worksheets 1-9)

2

5% Term 2 – Week 2 Task 5: Seawater Investigation – Students are to compare the seawater samples collected from various snorkeling sites in terms of pH, salinity, density etc. in terms of the general health of the sites.

1

5% Term 2 – Week 7 Task 7: Science Inquiry - Fish Anatomy and Adaptations 2

5% Term 2 – Week 8 Task 8: Science skills - Classification Exercise. Students use a classification key to classify particular W.A. marine organisms.

2

5% Term 3 – Week 2 Task 10: Investigation – Effect of salt on different construction materials 1

Practical Tasks

50%

40% Term 1 – Weeks 1-10 Task 4: Snorkelling Practical Skills - Snorkelling skills covering the range of snorkelling activities undertaken during Pool, Beach and Camp sessions, including function and use of snorkelling equipment, entry & exit points, pre-snorkel safety checks and Rottnest Island Workbook.

1 & 2

5% Term 1 – Week 6 Task 2: Hand Signals - Demonstration and interpretation of hand signals in particular “OK”, “which way”, “up/down”, “look there”, “look at me”, “buddy-up”, “I am cold”, “danger”.

1

5% Term 3 – Week 4 Task 11: Make a Fishing Lure. Construct a hard-bodied fishing lure appropriate for a target species. 2

Extended Response

5%3% Term 3 – Week 10 Task 12: Marine Resource Management Research. To research the management of one of Western

Australia’s fisheries.1

2% Term 4 – Week 4 Task 13: Outboard and inboard motors critique – Critique of types, use and pro’s/con’s. 2

Test 20%

5% Term 1 – Week 7 Task 3: Test 1 – Snorkelling Theory. 1 & 2

5% Term 2 – Week 4 Task 6: Test 2 – Oceanography Unit 1. 1

5% Term 2 – Week 10 Task 9: Test 3 – Oceanography Unit 2. 2

5% Term 4 – Week 5 Task 14: Test 4 – Maritime Design and Small Craft. 1 & 2

Total 100% 100%

2019 Year 11 Marine and Maritime Studies (General) Program: Units 1 & 2TERM 1 – Snorkelling Theory and Practical Skills

6

Week Key Teaching Points/Syllabus Content Textbook/Workbook Assessment ItemsTerm 1

1.11) Introduction to Course

Class Roll and IcebreakersCourse Booklet/Types of Assessment/ProgramCourse Expectations/Letter to Parents/contractAssessment Policy – College PlannerImportant dates re swimming, snorkelling and campEarly start procedures

2) Snorkelling Theory Snorkelling equipment types, uses, preparation Pre- and post-dive care of and maintenance of equipment

3) Practical Lesson 1 – Pool Water Skills (Thurs) Swim test 200m swim any stroke (not timed) Establish neutral buoyancy at surface - 1 minute floating without flotation device or

fins Survival sculling - 5 minute Student tread water/float 5 minute Swim underwater, one breath, as far as you can

Textbook pp. 99-107Textbook pp. 52-54

Snorkelling Workbook Section 2 pp. 27-32Worksheet 11

https://www.youtube.com/watch?v=6ugtKSNC5UEHow to snorkel safely

Assess function and use of snorkelling equipment.

Assess swim skills.

1.2 1) Snorkelling Theory: Students locate and check snorkelling gear, pre-dive checks Snorkelling equipment fitting and removal Mask defogging Entry and exit techniques relevant to the environment (water entry techniques) Finning – technique, direction control Clearing your mask and snorkel (blast and displacement method)

2) Practical Lesson 2 – Pool Snorkelling Skills (Thurs) Practice water entry techniques Underwater swimming Finning technique, direction control Snorkel breathing Mask and snorkel clearing (blast and

displacement method)

Textbook pp. 99-107

Snorkelling Workbook Section 3 pp. 38-42Worksheet 14Worksheet 15Section 3 pp. 45-47Worksheet 17

Snorkelling Practical Sessions

7

https://www.youtube.com/watch?v=6ugtKSNC5UE



1.3 1) Snorkelling Theory Duck diving, safe descending Descending and ascending technique Methods of equalising ear pressure Hand signals – PADI and SLS Buddy responsibilities – ‘buddy system’ including

pre-dive checks, dive plan, hand signals etc.

2) Practical Lesson 3 – Pool Snorkelling Skills (Mon) Mask defogging Mask and snorkel clearing Duck diving, safe descending and ascending (equalise if necessary)

3) Practical Lesson 4 – Open Water Snorkelling Skills (Thurs) Entry and exit through Mindarie Marina Combination skills (beach entry, establish neutral buoyancy at the surface, finning,

clear mask, clear snorkel, underwater swim, ascend, descend, duck dive)

Snorkelling Workbook Section 3 pp. 43-44Worksheet 16

Snorkelling Workbook Equalising ears pp.17-18

PADI and SLS Hand signals posters

https://www.youtube.com/watch?v=YymUwI7XaW8&t=8sDiving Hand Signals used by Dive Instructors IDC and Divemasters PADI


Assess pre-dive checks

1.4 1) Snorkelling Theory Continue to practise hand signals. Pre-snorkelling planning, environment conditions, weather, safety, entry/exit points

relevant to the environment, risk assessment Underwater vision (the eyes, refraction, light and colour)

2) No practical session due to Year 11 Retreat and River Cruise (Thurs)

Snorkelling Workbook Section 6 pp. 63-73Worksheets 23 & 24Section 1 pp. 3-5Worksheet 1Anatomical model of eye

Task 1: The Physics and Physiology of snorkelling on the body (Snorkelling Workbook Worksheets)

1.5 Labour Day Public Holiday Monday 2th March1) Snorkelling Theory

Pressure – effect of depth on body Methods to manage heat loss underwater Heat Escape Lessoning Position (HELP) Positive, negative and neutral buoyancy Archimedes’ principle

2) Practical Lesson 5 – Open Water Snorkelling Skills (Thurs)

Entry and exit through Mindarie Marina Revise hand signals Heat escape Lessoning Position (HELP) Equipment removal underwater

Snorkelling Workbook Section 1 pp. 6-15Worksheets 2 – 6Section 1 pp. 22-24Worksheet 9

https://www.youtube.com/watch?v=TbZpW5pBBacScuba Diving for Beginners - Understanding Atmospheres Underwater is Easy



8

https://www.youtube.com/watch?v=TbZpW5pBBac



https://www.youtube.com/watch?v=YymUwI7XaW8&t=8s



Ditch and recovery of an object (weight belt)1.6 1) Snorkelling Theory

Underwater hearing the ear, effects of water on sound Barotraumas Methods of equalising air pressure

2) Practical Lesson 6 – Open Water Snorkelling Skills (Thurs) Entry and exit through Yanchep Pools Revise hand signals Tired buddy tow Cramp release Revise ditch and recovery of an object (weight belt)

3) Practical Assessment – Hand signals

Snorkelling Workbook Section 1 pp. 16-21Worksheets 7 & 8



Task 2: Demonstration and Interpretation of Hand Signals

1.7 1) Snorkelling Theory Snorkelling Theory Revision (Worksheets from Snorkelling Workbook)

2) Practical Lesson 7 – Open Water Snorkelling Skills (Thurs) Entry and exit through Burns Beach First Groyne Combination skills (finning, clear mask, clear snorkel, underwater swim, ascend,

descend, duck dive, tired buddy tow, cramp release, boat/kayak entry)

3) Snorkelling Theory Test


Task 3: Snorkelling Theory Test

1.8 1) Snorkelling Theory Dangerous Creatures Shark shield demo

2) Practical Lesson 8 – Open Water Snorkelling Skills (Thurs) Entry and exit through Burns Beach First Groyne Combination skills (ascend, descend, duck dive, HELP position in ocean, ditch and

recovery, removal of equipment in ocean)

Textbook pp. 41-49Snorkelling Workbook Section 5 pp. 54-62Worksheets 20 & 21


1.9 1) Rottnest Island Camp Preparation Rottnest Island Workbook – Complete pages 2-8 – before camp.

2) Practical Lesson 8 – Open Water Snorkelling Skills (Thurs) Entry and exit through Burns Beach First Groyne Snorkel out along groyne, South along shore, over to rocks and back

Rottnest Island Workbook



1.10 Rottnest Island Camp Perth Hills - Monday 6th April until Wednesday 8th April. Task 4: Snorkelling

9

On Camp:

At Rottnest students will showcase the range of snorkelling skills and activities. Also, equipment will be taken ro record water temperature and pH. Whilst on camp students must complete a Snorkelling Logbook (Rottnest Island

Workbook Snorkelling Site pages plus map on last page) whilst on camp.

After Camp:

Camp Debrief plus reflection (Rottnest Island Workbook reflection page). Clean tents, pack away camp items. Compile newsletter article and excursion/camp report.


practical skills assessment covering the range of snorkelling of snorkelling activities undertaken – Pool and Beach.

10

2019 Year 11 Marine and Maritime Studies (General) Program: Units 1 & 2TERM 2 – Oceanography


2.1Oceanography - Unit 1

Definition of oceanography – biological, chemical, geological, physical Properties of seawater – salinity, solvent properties, density, effects of

light and sound, viscosity Methods of water testing – pH, salinity, temperature, turbidity Global water temperatures WA water temperatures Revision of Scientific Method Students begin planning their properties of seawater investigation –

Students are to compare water samples collected from snorkelling sites during Term 1.


Textbook pp. 332-337

Task 5: Seawater Investigation

2.2 Continue with Seawater Investigation Comparison of different water samples collected during Term 1 Table and graph results


Task 5: Seawater Investigation

2.3 Wind formations, including land and sea breezes Wave types, formation, shape characteristics Ocean tides – cause and effect, cycles, charts

Text p. 212Text pp. 253-259Text pp. 264-268

2.4 Factors that affect ocean currents – wind, Earth’s rotation (Coriolis Force), water temperature differences, water density

Features of WA ocean currents and ID on maps (Leeuwin, WA, South Equatorial currents)

Methods used to measure surface current speed and direction, and tidesOceanography Test Unit 1

Text pp. 269-277 Task 6: Oceanography Unit 1 Test

2.5No Lessons - Year 11/12 Examinations Monday 25th May – Friday 29th May

2.6 WA Day Public Holiday Monday 3rd June

No Lessons - Year 11/12 Examinations Tuesday 2nd June – Friday 5th June

11

2.7 Oceanography - Unit 2Wednesday 10th June Excursion to the Fisheries Department, HillarysTask: Adaptations and Fish Dissection/Ear Bones Aging

Location and characteristics of ocean zones (inter-tidal, neritic (continental shelf), oceanic, (photic and aphotic), pelagic, deep sea)

Fish Dissection Adaptations of marine organisms living within ocean zones

Marine Science For Australian Students Textbook pp. 394-403

https://www.youtube.com/watch?v=W6SqBtkTIeo

https://www.thinglink.com/scene/425925547764219906

Task 7: Fish Anatomy and Adaptations

2.8 Excursion to Fisheries Department Monday 15th June Excursion to AQWA, Hillarys

Classification of marine organisms based on habitat and motility (plankton, nekton, benthos)

Identification and classification of WA examples of marine life, such as protozoa, angiosperms, porifera, cnidaria, platyhelminths, nematodes, annelids, molluscs, echinoderms, arthropods and chordates

Text pp. 292-318

Task 8: Classification Activity

2.9 Classification of marine organisms based on habitat and motility (plankton, nekton, benthos)

Identification and classification of WA examples of marine life, such as protozoa, angiosperms, porifera, cnidaria, platyhelminths, nematodes, annelids, molluscs, echinoderms, arthropods and chordates

NB: Year 11 Outdoor Education (General) Expedition (Tues-Fri)

Text pp. 292-318

2.10 Foods chains and webs relevant to ocean zones studied (WA)

Oceanography Test Unit 2

Text pp. 64-67Task 9: Oceanography Unit 2 Test

12







2019 Year 11 Marine and Maritime Studies (General) Program: Units 1 & 2

TERM 3 – Marine Design/Environmental and Resource Management


3.1Marine Design Unit 1

Basic design process – investigate, devise, evaluate Marine construction materials – properties, purpose and use of: natural

materials (wood, animal skin, plant fibres) and synthetic materials (steel, aluminium, fibreglass)

3.2 Effects of sunlight, water, salt, oxygen, and living organisms on construction materials

Textbook pp. 50-51, 55 Task 10: Effect of Salt on different construction materials.

3.3 Marine Design Unit 2 Design features of maritime equipment (boat hulls, anchors, paddles/oars,

marker buoys, scientific testing equipment, moorings)Text pp. 90-92, 96-98, 108-111

3.4 Design features of maritime equipment (fishing lures, safety equipment)

Students are to construct a Soft-Bodied Fishing Lure specific for a target species.

Text pp. 90-92, 96-98, 108-111 Task 11: Making a

Fishing Lure

3.5 Methods of maritime construction – model design and construction to compare various designs

Design, build and test a recycled boat

3.6 Marine Environmental and Resource Management Unit 2 Marine protected areas, marine parks, reserves and sanctuary

zones: importance and examplesMarine Science For Australian Students Textbook pp. 553-573

3.7 Roles and responsibilities of WA marine resource management organisations. For example, Department of Parks and Wildlife, Department of Environment Regulation, Department of Fisheries WA, Recfishwest, Commonwealth Scientific and Industrial Research Organisation (CSIRO), UWA’s Ocean’s Institute.

13

3.8 Marine Environmental and Resource Management Unit 1 Issues relating to WA fisheries - management, control of fishing efforts,

sustainable yields Rules and regulations for relating to recreational and commercial fishing

Task 12: Marine resource management research

3.9 Marine Environmental and Resource Management Unit 1

Issues relating to WA fisheries - management, control of fishing efforts, sustainable yields

Rules and regulations for relating to recreational and commercial fishing

Excursion to Fisheries Wednesday 16th September – Science of Sampling, Shake, Settle and Roll, and Fishing for Sustainability

Task 12: Marine resource management research

3.10 Class Presentations: Marine resource management research extended response Task 12: Marine resource management research

2019 Year 11 Marine and Maritime Studies (General) Program: Units 1 & 2TERM 4 – Marine Small Craft


4.1Marine Small Craft Unit 1

Nautical terminology – basic parts of boat Factors affecting buoyancy and stability such as free surface affect, passengers

and equipment, freeboard, listing, moving loads, stowage systems

Text pp. 90-92

4.2 Design, construction and use of pulley systems Steering and gear systems

4.3 Marine Small Craft Unit 2 Features of small craft propulsion systems, including: wind, outboard and

inboard motors

Critique the use and efficiency of outboard versus inboard motors

Text pp. 56, 86-95 Task 13: Outboard and inboard motors critique

14

4.4 Excursion to Maritime Museum Fremantle Monday 4th November Features of small craft propulsion systems, including: wind,

outboard and inboard motors

Critique the use and efficiency of outboard versus inboard motors

Task 13: Outboard and inboard motors critique

4.5 Maritime Design and Small Craft Test

Consolidation and Review of courseEnsure completion and submission of all assessment items

Last day Year 11 – Friday 13th November

Task 14: Maritime Design and Small Craft Test

4.6 Year 11 and 12 Exams – No further lessons for General Students

4.7Year 11 and 12 Exams – No further lessons for General Students

15

Diving Hand Signals used by Dive Instructors IDC and€¦ · Web viewOceanography - Unit 1...

Documents

Transcript of Diving Hand Signals used by Dive Instructors IDC and€¦ · Web viewOceanography - Unit 1...