SDI Instructor Manual - Appendix Open Water Instructor Manual Author: Warren Smith
All Rights Reserved, 1999 - 2002 ® By Scuba Diving International (SDI)
Copyright ® 1999 by International Training. All rights reserved. Printed in the United States of America. Except as permitted under the Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher.
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SDI Instructor Manual Appendix – Open Water Instructor Manual
Date: 8/15/2003 Revision: 3.0
Table of Contents 1.
Introduction .......................................................................................................... 1
2.
How To Conduct The SDI Open Water Course .................................................. 2 2.1 2.2 2.3
3.
Organization ................................................................................................................................... 2 Course Components....................................................................................................................... 3 The Student Enrollment And Orientation Process ......................................................................... 3
Teaching Academic Sessions ............................................................................. 5 3.1
How To Structure An Academic Presentation ................................................................................ 5
4.
Method Of Teaching Academic Sessions ........................................................ 10
5.
SDI – Open Water Referral Procedures ............................................................ 11 5.1 5.2 5.3
6.
SDI Instructor To Any Active SDI Instructor - Procedure ............................................................. 11 SDI Instructor To Any Active Instructor – Procedure ................................................................... 11 Any Instructor To An Active SDI Instructor – Procedure .............................................................. 12
Session One – Diving History And The Aquatic Environment ....................... 13 6.1 History........................................................................................................................................... 13 6.2 The Aquatic Environment ............................................................................................................. 14 6.2.1 Adapting To The Underwater World...................................................................................... 14 6.2.2 Vision..................................................................................................................................... 15 6.2.3 Light....................................................................................................................................... 15 6.2.4 Turbidity................................................................................................................................. 16 6.2.5 Sound .................................................................................................................................... 16 6.2.6 Heat Loss (Sensation)........................................................................................................... 17 6.3 Oceanography .............................................................................................................................. 17 6.3.1 Tides...................................................................................................................................... 18 6.3.2 Current................................................................................................................................... 18 6.3.3 Waves.................................................................................................................................... 19 6.3.4 Surge ..................................................................................................................................... 19 6.4 Marine Life .................................................................................................................................... 20 6.5 Marine Life Injuries ....................................................................................................................... 20 6.6 Laws and Regulations .................................................................................................................. 21 6.7 Diving History And Underwater Environment Summary .............................................................. 21
7.
Session Two – Physics And Physiology .......................................................... 22 7.1 Physics ......................................................................................................................................... 22 7.1.1 Buoyancy............................................................................................................................... 22 7.1.2 Positive Buoyancy ................................................................................................................. 23 7.1.3 Neutral Buoyancy .................................................................................................................. 23 7.1.4 Negative Buoyancy ............................................................................................................... 23 7.1.5 Pressure ................................................................................................................................ 24
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7.1.6 Boyle’s Law And Increasing Pressure................................................................................... 24 7.1.7 Available Tank Time.............................................................................................................. 25 7.1.8 Density................................................................................................................................... 25 7.1.9 Squeeze ................................................................................................................................ 25 7.1.10 Mask Squeeze....................................................................................................................... 26 7.1.11 Tooth Squeeze ...................................................................................................................... 26 7.1.12 Sinus Squeeze ...................................................................................................................... 26 7.1.13 Equalization Techniques ....................................................................................................... 27 7.1.14 Boyle’s Law and Decreasing Pressure ................................................................................. 27 7.1.15 Reverse Block ....................................................................................................................... 27 7.1.16 Lung Over-Expansion Injuries............................................................................................... 28 7.2 Physiology .................................................................................................................................... 29 7.2.1 Breathing Air Under Pressure ............................................................................................... 29 7.2.2 Nitrogen ................................................................................................................................. 29 7.2.3 Decompression Sickness...................................................................................................... 30 7.2.4 Signs And Symptoms Of Decompression Sickness ............................................................. 30 7.2.5 Decompression Illness .......................................................................................................... 31 7.2.6 Nitrogen Narcosis.................................................................................................................. 31 7.2.7 Oxygen Toxicity ..................................................................................................................... 31 7.2.8 Carbon Monoxide Poisoning ................................................................................................. 32 7.2.9 Mixed Gases ......................................................................................................................... 32 7.3 Physics And Physiology Summary............................................................................................... 32
8.
Session Three – Scuba Equipment................................................................... 33 8.1 Personal (Snorkel) Gear............................................................................................................... 33 8.1.1 Mask ...................................................................................................................................... 33 8.1.2 Snorkel .................................................................................................................................. 33 8.1.3 Fins........................................................................................................................................ 34 8.2 Exposure Protection ..................................................................................................................... 34 8.2.1 Body Suit (“Skin”) .................................................................................................................. 34 8.2.2 Wet Suit ................................................................................................................................. 34 8.2.3 Drysuit ................................................................................................................................... 35 8.2.4 Boots And Gloves.................................................................................................................. 35 8.2.5 Hoods .................................................................................................................................... 35 8.3 Scuba Equipment ......................................................................................................................... 36 8.3.1 Buoyancy Compensator Device (BCD)................................................................................. 36 8.3.2 Regulator ............................................................................................................................... 36 8.3.2.1 First Stage ...................................................................................................................... 36 8.3.2.2 Second Stage................................................................................................................. 37 8.3.2.3 Alternate Air Source ....................................................................................................... 37 8.3.3 Tank....................................................................................................................................... 38 8.3.3.1 Cylinder Valves .............................................................................................................. 39 8.3.4 Weight System ...................................................................................................................... 40 8.4 Underwater Instruments ............................................................................................................... 40 8.4.1 Submersible Pressure Gauge (SPG) .................................................................................... 40 8.4.2 Dive Computers..................................................................................................................... 41 8.5 Other Instruments......................................................................................................................... 42 8.5.1 Dive Watch ............................................................................................................................ 42 8.5.2 Depth Gauge ......................................................................................................................... 42 8.5.3 Compass ............................................................................................................................... 43 8.6 Accessories .................................................................................................................................. 43
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8.6.1 Rescue Signal ....................................................................................................................... 43 8.6.2 Knife ...................................................................................................................................... 44 8.6.3 Scissors Or Cutting Device (Not Mentioned In Diver Manual).............................................. 44 8.6.4 Dive Lights............................................................................................................................. 44 8.6.5 Gear Bag ............................................................................................................................... 45 8.6.6 Dive Flag ............................................................................................................................... 45 8.6.7 Logbook................................................................................................................................. 45 8.6.8 Slate ...................................................................................................................................... 45 8.7 Scuba Equipment Summary......................................................................................................... 45
9.
Session Four – Skills Development.................................................................. 46 9.1 Equipment Recall (Not In Diver Manual) ...................................................................................... 46 9.2 Scuba Assembly........................................................................................................................... 46 9.2.1 Cylinder Check ...................................................................................................................... 46 9.2.2 BCD Attachment.................................................................................................................... 47 9.2.3 Regulator Attachment............................................................................................................ 47 9.2.4 BCD Inflator Hose Attachment - Turn On The Air................................................................. 47 9.2.5 Testing Their Gear ................................................................................................................ 47 9.2.6 Streamline Hoses (Gear) ...................................................................................................... 48 9.3 Putting On The Scuba Assembly ................................................................................................. 48 9.3.1 Exposure Protection .............................................................................................................. 48 9.3.2 Weight Belts .......................................................................................................................... 48 9.3.3 Donning The Scuba Unit ....................................................................................................... 49 9.4 Pre-Dive Briefing .......................................................................................................................... 49 9.4.1 Review The ABCs ................................................................................................................. 49 9.4.2 Entries ................................................................................................................................... 50 9.4.2.1 Giant Stride .................................................................................................................... 50 9.4.2.2 Controlled Seated Entry ................................................................................................. 50 9.4.2.3 Back Roll ........................................................................................................................ 50 9.4.2.4 Shore Entry .................................................................................................................... 51 9.4.2.5 Surf Entry ....................................................................................................................... 51 9.5 In-Water Skills............................................................................................................................... 52 9.5.1 BCD Inflation And Deflation................................................................................................... 52 9.5.2 Weight (Buoyancy) Check..................................................................................................... 52 9.5.3 Descents................................................................................................................................ 53 9.5.4 Hovering ................................................................................................................................ 53 9.5.5 Regulator Clearing ................................................................................................................ 54 9.5.6 Regulator Recovery............................................................................................................... 54 9.5.7 Free Flow Breathing .............................................................................................................. 54 9.5.8 Mask Flood And Clear........................................................................................................... 54 9.5.9 Mask Removal And Replacement......................................................................................... 55 9.5.10 Underwater Swimming Techniques ...................................................................................... 55 9.5.11 BCD Removal Underwater .................................................................................................... 55 9.5.12 Compass Navigation ............................................................................................................. 56 9.5.13 Underwater Communications................................................................................................ 56 9.5.14 Ascents And Out Of Air Emergencies ................................................................................... 57 9.5.15 Normal Ascent....................................................................................................................... 57 9.5.16 Alternate Air Ascent............................................................................................................... 57 9.5.17 Buddy Breathing Ascent........................................................................................................ 58 9.5.18 Controlled Swimming Ascent ................................................................................................ 58 9.5.19 Buoyant Ascent ..................................................................................................................... 58
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SDI Instructor Manual Appendix – Open Water Instructor Manual 9.6 9.7
10.
Scuba Disassembly ...................................................................................................................... 59 Review Scuba Skills ..................................................................................................................... 59
Session Five – Dive Safety ................................................................................ 60
10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19 10.20
11.
Awareness ................................................................................................................................ 60 Diver Fitness ............................................................................................................................. 61 Buddy System ........................................................................................................................... 62 Dive Planning ............................................................................................................................ 62 Repetitive Dives ........................................................................................................................ 63 Safety Stop................................................................................................................................ 64 Emergency Or Omitted Decompression ................................................................................... 64 Computer Failure ...................................................................................................................... 65 In-Water Emergencies .............................................................................................................. 65 Overexertion.............................................................................................................................. 66 Problems At The Surface.......................................................................................................... 66 Tired Diver Tow......................................................................................................................... 67 Entanglement ............................................................................................................................ 67 Missing Diver............................................................................................................................. 68 Panicked Diver .......................................................................................................................... 68 First Aid For Open Water Divers............................................................................................... 69 Seasickness .............................................................................................................................. 69 Decompression Illness.............................................................................................................. 69 (DAN) Divers Alert Network ...................................................................................................... 70 Dive Safety Summary ............................................................................................................... 70
Teaching Confined Water .................................................................................. 71
11.1 11.2
12.
Date: 8/15/2003 Revision: 3.0
Common In-Water Teaching Problems .................................................................................... 71 Outline Of Confined Water Sessions, Method of Presentation ................................................ 72
Confined Water – Dive 1 .................................................................................... 75
12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19
Swimming Skills Assessment (200 y/m Swim And 10 min. Tread Water)................................ 75 Buddy Teams (Assign And Discuss) ........................................................................................ 75 Communication - Hand Signals ................................................................................................ 75 Weights Adjustment And Mask Defog ...................................................................................... 75 Scuba System Assembly .......................................................................................................... 76 Donning Scuba System ............................................................................................................ 76 Briefing ...................................................................................................................................... 77 ABC’s ........................................................................................................................................ 77 Equalization............................................................................................................................... 78 Entry.......................................................................................................................................... 78 BCD Inflation And Deflation ...................................................................................................... 78 Regulator Breathing .................................................................................................................. 79 Regulator Purge - Mechanical And Oral ................................................................................... 80 Regulator Recovery - Sweep And Reach ................................................................................. 80 Mask Flood And Clear (Partial)................................................................................................. 81 Fin Kick - Flutter, Modified Flutter And Frog Kicks ................................................................... 82 Weight Belt Remove And Replace (Surface) ........................................................................... 82 Under Water Swim And Practice Time ..................................................................................... 82 Exit ............................................................................................................................................ 83
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SDI Instructor Manual Appendix – Open Water Instructor Manual 12.20 12.21 12.22
13.
Briefing (As In Session #1) ....................................................................................................... 84 Scuba System - Assemble And Don As Instructed .................................................................. 84 ABC’s ........................................................................................................................................ 84 Water Entries ............................................................................................................................ 84 Descending Technique ............................................................................................................. 85 Breathing From A Free-Flowing Regulator ............................................................................... 85 Mask Flood And Clear .............................................................................................................. 86 Weight Belt Removal And Replacement (On The Bottom)....................................................... 86 Snorkel Use, Clearing And Exchange ...................................................................................... 87 Cramp Relief ............................................................................................................................. 87 Tired Diver Tow......................................................................................................................... 88 Deep Water Exit ........................................................................................................................ 88 Disassemble Scuba System ..................................................................................................... 88 Debriefing.................................................................................................................................. 88 Log Dive .................................................................................................................................... 88
Confined Water – Dive 3 .................................................................................... 89
14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 14.10 14.11 14.12 14.13 14.14
15.
Disassemble Scuba System ..................................................................................................... 83 Debriefing.................................................................................................................................. 83 Log Dive .................................................................................................................................... 83
Confined Water – Dive 2 .................................................................................... 84
13.1 13.2 13.3 13.4 13.5 13.6 13.7 13.8 13.9 13.10 13.11 13.12 13.13 13.14 13.15
14.
Date: 8/15/2003 Revision: 3.0
Briefing ...................................................................................................................................... 89 Scuba System - Assemble And Don......................................................................................... 89 ABC’s ........................................................................................................................................ 89 Surface Navigation Run ............................................................................................................ 89 Controlled Descent ................................................................................................................... 89 Hovering.................................................................................................................................... 90 Mask Removal And Replacement ............................................................................................ 91 No Mask Breathe And Swim ..................................................................................................... 92 BCD Removal And Replacement Underwater.......................................................................... 93 Controlled Ascent (Computer Monitored) ................................................................................. 93 Skills Practice............................................................................................................................ 93 Disassemble Scuba System ..................................................................................................... 94 Debriefing.................................................................................................................................. 94 Log Dive .................................................................................................................................... 94
Confined Water – Dive 4 .................................................................................... 95
15.1 15.2 15.3 15.4 15.5 15.6 15.7 15.8 15.9 15.10 15.11
Briefing ...................................................................................................................................... 95 Scuba System - Assemble And Don......................................................................................... 95 ABC’s ........................................................................................................................................ 95 Entry.......................................................................................................................................... 95 Descend On A Line................................................................................................................... 95 Alternate-Air Sharing Ascent..................................................................................................... 96 Controlled Swimming Ascent (CSA) ......................................................................................... 97 Compass Navigation (Underwater)........................................................................................... 98 Skills Practice............................................................................................................................ 98 Exit ............................................................................................................................................ 98 Disassemble Scuba System ..................................................................................................... 98
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SDI Instructor Manual Appendix – Open Water Instructor Manual 15.12 15.13 15.14
16.
Date: 8/15/2003 Revision: 3.0
Debriefing.................................................................................................................................. 98 Log Dive .................................................................................................................................... 98 Buddy Breathing ....................................................................................................................... 99
Teaching Open Water ...................................................................................... 100
16.1 Open Water Safety ................................................................................................................. 100 16.2 Outline Of Open Water Sessions............................................................................................ 101 16.2.1 Method Of Presentation ...................................................................................................... 101
17.
Open Water – Dive 1......................................................................................... 104
17.1 17.2 17.3 17.4 17.5 17.6 17.7 17.8 17.9 17.10 17.11 17.12 17.13 17.14 17.15
18.
Open Water – Dive 2......................................................................................... 107
18.1 18.2 18.3 18.4 18.5 18.6 18.7 18.8 18.9
19.
Briefing .................................................................................................................................... 104 Scuba System Assembly ........................................................................................................ 104 Weights Adjustment And Mask Defog .................................................................................... 104 Don Scuba System ................................................................................................................. 104 Review ABC’s ......................................................................................................................... 104 Entry, Weights Check And Bubble Check .............................................................................. 105 Controlled Descent (Holding On To Buoyed Line) ................................................................. 105 Mask Flood And Clear (Partial)............................................................................................... 105 Remove/Recover/Clear Regulator.......................................................................................... 105 Fin Pivot (LPI) ......................................................................................................................... 105 Tour - Neutral Buoyancy ......................................................................................................... 106 Controlled Ascent (On A Line) ................................................................................................ 106 Safety Stop.............................................................................................................................. 106 Debrief Dive ............................................................................................................................ 106 Sign Log Books ....................................................................................................................... 106
Brief And Prepare For Dive..................................................................................................... 107 Descent With Reference (To A Buoyed Line Or Other Fixed Object) .................................... 107 Flood And Clear Mask ............................................................................................................ 107 Alternate Air Assisted Ascent.................................................................................................. 107 Tour - Neutral Buoyancy ......................................................................................................... 107 Safety Stop.............................................................................................................................. 107 Tired Diver Tow....................................................................................................................... 108 Debrief Dive ............................................................................................................................ 108 Sign Log Books ....................................................................................................................... 108
Open Water – Dive 3......................................................................................... 109
19.1 19.2 19.3 19.4 19.5 19.6 19.7 19.8 19.9 19.10
Brief And Prepare For Dive..................................................................................................... 109 Weight Belt Removal And Replacement (Surface)................................................................. 109 Surface Navigation Run .......................................................................................................... 109 Descent Without Reference (No Line To Hold On To Or Look At)......................................... 109 Hover (LPI).............................................................................................................................. 109 CSA (With Instructor) .............................................................................................................. 109 Tour - Neutral Buoyancy ......................................................................................................... 110 Safety Stop.............................................................................................................................. 110 Debrief Dive ............................................................................................................................ 110 Sign Log Books ....................................................................................................................... 110
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SDI Instructor Manual Appendix – Open Water Instructor Manual 20. 20.1 20.2 20.3 20.4 20.5 20.6 20.7 20.8 20.9
21. 21.1 21.2
22. 22.1 22.2 22.3 22.4 22.5
Date: 8/15/2003 Revision: 3.0
Open Water – Dive 4......................................................................................... 111 Brief And Prepare For Dive..................................................................................................... 111 BCD Removal And Replacement ........................................................................................... 111 Descent With Reference ......................................................................................................... 111 Weight Belt Removal And Replacement (On The Bottom)..................................................... 111 Compass Run With Reciprocal............................................................................................... 111 Slate Tour................................................................................................................................ 111 Safety Stop.............................................................................................................................. 112 Debrief Dive ............................................................................................................................ 112 Sign Log Books ....................................................................................................................... 112
Open Water Certification ................................................................................. 113 Certification Ceremony ........................................................................................................... 113 Orientation To Advanced And Technical Diving ..................................................................... 113
Knowledge Quest – Questions And Answers................................................ 114 Chapter 1, Questions And Answers........................................................................................ 114 Chapter 2, Questions And Answers........................................................................................ 117 Chapter 3, Questions And Answers........................................................................................ 121 Chapter 4, Questions And Answers........................................................................................ 125 Chapter 5, Questions And Answers........................................................................................ 129
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Revision History Revision Number
Date
2.0
05/27/01
2.1 2.2
09/04/01 10/10/02
SDI Open Water Instructor Guide.DOC
Sections Changed
The Manual has been completely restructured and updated to reflect latest changes and additions. Editorial changes and minor updates. Updated with latest Training Updates.
Copyright ® 1999, International Training
Index viii of viii
SDI Instructor Manual Appendix – Open Water Instructor Manual
1.
Date: 10/10/2002 Revision: 2.2
Introduction Part 2, Open Water Training covers: •
Teaching Academic Sessions. Guides you in structuring your actual classroom presentations. This is particularly important since this can be the most challenging part of the open water course to successfully teach. The classroom setting is like “going back to school” for many people - they just want to “get it over with”. This section will help guide you in the preparation of your presentations so you can deliver the important information to your students and keep it relevant and interesting in the process.
•
Teaching Confined Water. This is where your students finally get their feet wet. This section defines the core scuba skills, organizes them into logical groups and shows you how to present them in a progressive and thorough method. Your teaching moves from the lecture format of the academic sessions to an interactive-demonstration style of instruction. This part of the course is more fun for your students but in some ways more challenging for you. Since confined water is interactive, some of the control is now in the hands of your students. You will enjoy seeing their individual traits emerge but their unpredictability will give you an appreciation for the controlled teaching methods you will learn in Teaching Confined Water.
•
Teaching Open Water. The basic teaching method will change, this time from interactive-demonstration to direction and observation. In open water, you begin to let your students “out of the nest” as they demonstrate their skills and become divers. All of your training and experience may be called upon to encourage learning enjoyment while keeping them under watchful control.
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2.
How To Conduct The SDI Open Water Course
2.1
Organization As an instructor, you have great freedom in how you structure your classes. Although it is important that
all components of the open water course be covered, you may exercise a great degree of flexibility in the timing and order of the class. For example, both the total hours (recommended at least twenty) and the length of time over which you give the course can be varied as needed. Although the academic and confined water sessions must be completed before your students start open water, you may intermingle the academic and confined water sessions, as you deem appropriate. You also have the option of accelerating your course and doing all three open water dives in a single day (review standards and procedures).
INTRO & ORIENT
CLASSROOM (any mix) CONFINED WATER
Start
OPEN WATER
variable time
CERTIFY & ORIENT
finish
It is important to note that water skills are not discussed until academic session three (3), but, it is easy to give students enough information about skills in a confined water session to allow them to safely perform the skills earlier. Taking students to confined water early makes learning to dive more fun right from the start. They perform their skills instinctively and are often less anxious because they “haven’t had time to think about it”. After being experienced in water exercises, students are more tuned in to the topics in the academic sessions and their confidence makes them eager for more knowledge.
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2.2
Date: 10/10/2002 Revision: 2.2
Course Components There are several distinct components involved in conducting the SDI Open Water Course. Each is
important to the development of a well-rounded course and competent open water divers. These components include:
2.3
•
Student enrollment and orientation
•
Academic sessions and Knowledge Quests
•
Confined water presentations and exercises
•
Open Water exercises and diving
•
Certification, congratulations and orientation to advanced and technical training
The Student Enrollment And Orientation Process The process of enrolling students in your open water class may seem mundane, but it is actually vital to the
success of your course. Students are most receptive to promptly completing their enrollment paperwork at the start of their open water class so this is the best time to get their full cooperation. This is especially important since obtaining complete enrollment documentation is a requirement of your instructor liability insurance! The SDI Student Record enrollment form identifies the student’s vital information for you. It is proof of the student’s desire and confidence to take the course. It gives you important marketing feedback and it facilitates collecting your course fees. It is a cumulative record of your student’s attendance grades and performance at each stage of the course. Be aware that SDI instructors are required to maintain the student’s training records for seven (7) years. The Medical Statement form gives you signed assurance that the student having honestly answered all questions and considers him or herself to be medically fit to take your course. If there is a potential problem, it may result in the student being required to see a physician for medical management and possible release to take your class when it is safe. A Physician’s Release is only required if a student answers “yes” in the “have you ever had” section of the medical release form. The Liability Release And Express Assumption Of Risk form verifies in writing that your student has been advised of the potential hazards of SCUBA diving and accepts those risks. In the event of an adverse incident, it helps limit your responsibility to the student and his/her family members. It is important to remember that this form is completed for each and every course or specialty you’re teaching – even though the courses may be taught together.
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A learning agreement is a written agreement outlining your student’s responsibilities to the course and your obligation, as instructor, to them. Learning agreements have become popular as a mechanism for clearly defining and emphasizing the mutual commitment that is necessary for your students in your course to become competent and safe open water divers. Many dive shops have ready-made learning agreements that you can adapt to your needs. Ideally, the course schedule and total cost of everything the student is expected to pay for should be provided to the student at least 1-2 weeks in advance of the course. This eliminates misunderstandings and confusion and helps the student arrive for the first class confident and prepared. Introduce your students to your Divemaster, colleagues and other students and divers if possible - make them part of your diving family. Provide them with the course materials and inform them of the type and approximate cost of equipment they must have. Since most people are more enthusiastic about paying for something they want than something they now have, this is the best time to collect your course fees if they have not already been paid.
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3.
Date: 10/10/2002 Revision: 2.2
Teaching Academic Sessions The academic sessions represent the traditional “classroom” portion of learning to dive. It is in these
sessions that you have the opportunity to teach your students the things they need to know about course standards, physical laws, underwater physiology, equipment, safe diving rules and natural limitations. We say “opportunity” to teach, because, this is the most difficult part of the course for many students. Remember, the majority of your students are taking the class for fun and may resent being returned to the classroom environment. Since most of us find it easier to learn by doing than reading or listening to a lecture, it is very important to do everything you can to “bring your classroom to life”. Speaking in a lively manner, using demonstrations and visual aids where possible and limiting your classroom presentations to the intended material are all ways to make your academic sessions more effective. During your first few classes, allow extra time for the academic sessions since it will take you longer to teach them at first. If necessary, break your sessions up to be sure you aren’t rushed and you cover the topics thoroughly. Also, some individuals may not absorb information as readily, so plan your schedule accordingly. Conversely, you can shorten the classroom times by encouraging your students to come to class well prepared with all home studies complete.
3.1
How To Structure An Academic Presentation The most productive means of presenting a topic to your students is advance preparation. This process will
help you get your students the information they really need and make the time you spends far more productive. It can be divided into a few common sense steps. They are: •
Review the topic in the Open Water Diver Manual and/or student videotape.
•
Review the topic in your Instructor Manual paying particular attention to the Key Points and Teaching Tools for areas to emphasize and helpful methods.
•
Complete the Academic Presentation Form based upon your review of the manuals.
•
Present the topic to your class following the format of the Academic Presentation Form.
•
Answer questions - this can be fun but avoid going too far astray of your topic.
•
Review the Knowledge Quest to 100% comprehension.
•
Introduce the next session and confirm the time and place.
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The Academic Presentation Form makes effective teaching almost automatic. Filling it out in advance of the class helps you organize your lesson and makes sure you are fully prepared. You will look far more professional - and you will be. Although you will use the Academic Presentation Form for single topic mini-presentations during your ICC, it is even more important when you are teaching full class sessions covering many topics. Adapting the Academic Presentation Form to a multiple topic classroom session is easy: •
Make INTRODUCTIONS as usual
•
State the TOPICS to be covered, the OBJECTIVES and their VALUES as you would for a minipresentation.
•
Tell your students how you want them to INTERACT with the lesson.
•
Cover the CONTENT of all the topics for that class session.
•
RECAP the most important points.
•
REVIEW OBJECTIVES and REVIEW IMPORTANCE for each objective one at a time.
•
RELATE TOPICS TO ADVANCED CLASSES and INTRODUCE NEXT SESSION as usual.
•
Since several topics are being covered, it is even more important to keep QUESTIONS focused and not allow yourself to be drawn astray. On the other hand, you should encourage students to ask topic related questions and freely interact with you and the class since focused interaction will enhance their comfort and understanding.
•
The “meat” of your presentation is in the CONTENT and therefore it is important to spend most of your classroom time there. Be brief with the Introduction, Objectives and Values parts of your presentation.
•
Review the KNOWLEDGE QUEST until everyone fully understands all the questions and answers to insure that all of the core knowledge has been communicated to your students.
•
Tell them a little about the exciting things they’ll learn in the next session. Remind them where and when.
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Date: 10/10/2002 Revision: 2.2
Academic Presentation 18 Elm Street, Topsham, Maine 04086 Phone: (207) 729-4201 Fax: (207) 729-4453
Topic: Introductions:
(Put your Name and Cert # SDI – xx, on the white board) – let students introduce themselves)
Time for presentation itself, Hours:
Minutes:
1. Objective: How do I get the Attention of the student?
2. Value / Importance / Objective / Outline / Key-points: Organization and make sure the Information is correct
3. Re-State: Review Key Points, Restate Importance
4. Challenge:
Copyright ® 2002 by Scuba Diving International (SDI)
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SDI Instructor Manual Appendix – Open Water Instructor Manual
Date: 10/10/2002 Revision: 2.2
Academic Presentation 18 Elm Street, Topsham, Maine 04086 Phone: (207) 729-4201 Fax: (207) 729-4453
Topic: “Tonight we’re going to talk about the incredible history of scuba diving, then we’ll move right into scuba equipment and see what all these neat gadgets are and how they work to let us enjoy the underwater world!“
Introductions:
(Put your Name and Cert # SDI – xx, on the white board) – let students introduce themselves)
Time for presentation itself, Hours: 1
Minutes: 30
1. Objective: How do I get the Attention of the student? “Have you ever noticed how much more exciting any thing is when you know something about its history? Remember the last time you were in a wind so strong you lean in to it and it felt like it might blow you away imagine if that wind were water!”
2. Value / Importance / Objective / Outline / Key-points: Organization and make sure the Information is correct “By the end of this session you will be able to recount the Key Points in the evolution of scuba diving. You will also be able to identify the common pieces of scuba equipment and describe their main purpose.” “Diving history brings depth to our understanding of modern scuba. It lets us see the opportunities of the future in light of the lessons of the past. Understanding the aquatic environment makes us safer divers and lets us enjoy the underwater world.” “I’d like you to watch the slides as I cover these interesting and important topics. Be sure to interrupt me at any time during the presentation if you have a question.” 1943 - Cousteau and Gagnon, 2 hose Aqua-Lung, no gauges. 1957 - Navy tables, repetitive diving Steady improvements, Jacqueline Bisset invents divers’ T-shirt SCUBA instruction agencies “Closet tech diving” 1959 - 1st dive computer 1989 - pink scuba gear 1990's - “technical” diving comes out of the closet
(Continued)
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AQUATIC ENVIRONMENT Vision, Light, Turbidity. Sound, Sensation Current types, Thermoclines, etc. (Continue to outline content of topics for you to refer to)
3. Re-State: Review Key Points, Restate Importance “The most important historical events ------- factors that we must adapt to in the underwater environment include----. We learned about the types of currents and ------.”. “Diving history brings depth to our understanding of modern scuba. It lets us see the opportunities of the future in light of the lessons of the past. Understanding the aquatic environment makes scuba diving safer and more enjoyable.”
4. Challenge: “You can now recount the Key Points in the evolution of scuba diving. You can also relate the underwater environmental factors that impact us most as scuba divers. So what year did we see the first dive computer? So what is a Thermocline?
QUESTIONS? KNOWLEDGE QUEST (Review to 100% comprehension.)
ADVANCED CLASSES “In my upcoming advanced class we’ll experience the progressive color changes that occur as we go a little deeper. On the night dive we’ll see how artificial light restores natural color.“
END SESSION (Make sure that the Students know date, time and place of the next session.)
Be Friendly And Professional! Copyright ® 2002 by Scuba Diving International (SDI)
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SDI Instructor Manual Appendix – Open Water Instructor Manual
4.
Date: 10/10/2002 Revision: 2.2
Method Of Teaching Academic Sessions The following academic discussions are divided into five (5) sessions to correlate with the material in
chapters 1-5 in the student Open Water Diver Manual. The Instructor Manual covers the same general topics as the Open Water Divers Manual, but with emphasis on the Key Points you should communicate to your students and Teaching Tools to help you communicate more effectively. Much of the information you need to present and all of the information your students have read is contained in their manual, so be sure and review it before each session. The Open Water Divers Manual is a vital part of the instructor manual.
When preparing for an academic session, you should briefly review both the Open Water Diver Manual and your Instructor Manual.
A brief review of each topic is contained in your Instructor Manual. Your Instructor Manual is however not meant to provide an in-depth discussion of the topic but rather to highlight and supplement the information in the student Open Water Diver Manual. After teaching the course a few times, you will probably find you only need to review these sources occasionally. If you are less than completely comfortable with your knowledge about a topic after reading your Instructor Manual and the Open Water Diver Manual, you should consult a diving knowledge reference before conducting the academic session. Remember, “Kids ask the darndest questions”. Most topic reviews are followed by Key Points, to help you quickly identify concepts that are central to the topic or may need special emphasis. Many topic reviews will be followed by Teaching Tools, brief suggestions designed to offer you some ideas to help animate your teaching presentations. These are obviously only suggestions, and you should be creative in injecting your own ideas and style into your classroom. Many of the Teaching Tools are followed by a blank space which is intended to give you room to insert teaching tools of your own. You may combine academic sessions so long as you review each Knowledge Quest to mastery with your students. It is advisable to review Knowledge Quests at the end of the relevant session to enhance student recall and retention.
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5.
SDI – Open Water Referral Procedures
5.1
SDI Instructor To Any Active SDI Instructor - Procedure 1.
A SDI Instructor sends a student that has completed the Academic and Confined water portion of the Open Water course with GLOBAL REFERRAL FORM, to a SDI Instructor to complete the open water requirements.
2.
The SDI Open Water Instructor signs off the skills listed on the back of the referral form that has been completed.
3.
The student takes the signed form back to the original SDI Confined Water Instructor to have their card issued.
4.
The SDI Open Water Instructor fills out the SDI student registration form with the names of both instructors and sends it to SDI Headquarters to have the certification card issued with both instructor names on the card.
5.2
SDI Instructor To Any Active Instructor – Procedure 1.
A SDI Instructor sends a student that has completed the Academic and Confined water portion of the Open Water course with GLOBAL REFERRAL FORM, to any other active instructor from any dive training agency to complete the open water requirements.
2.
The Open Water Instructor signs off the skills listed on the back of the referral form have been completed.
3.
The student takes the signed form back to the original SDI Confined Water Instructor to have their card issued.
4.
The SDI Confined Water instructor fills out the SDI student registration form with the names of both instructors and sends it to SDI Headquarters to have the certification card issued with both instructor names on the card.
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5.3
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Any Instructor To An Active SDI Instructor – Procedure 1.
The SDI instructor must teach the student how a personal dive computer works and have them wear a personal dive computer during the open water dives.
2.
The SDI instructor MUST make sure the student completes all the skills required in the SDI Open Water standards (a short list is found on the back of the GLOBAL REFERRAL FORM).
3.
Upon successful completion of the skills, the SDI Open Water Instructor fills out and sends the SDI Student Registration form to SDI Headquarters to process the certification cards where both the confined and open water instructor name will appear on the card.
4.
SDI also requires the SDI Open Water Instructor to make a copy of the referral letter that accompanied the student and file it with the student training record. SDI recommends that if a student comes with an Universal Referral Form to not only issue a SDI certification card but also sign the Universal Referral form and give it back to the student so they may go back to their original instructor
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6. 6.1
Date: 10/10/2002 Revision: 2.2
Session One – Diving History And The Aquatic Environment History For many people, the history of scuba diving began in the 1950s with the television series, Sea Hunt.
Although Sea Hunt was only a fictional TV program, it ran for over 150 weeks and introduced millions of viewers worldwide to scuba and the thrill of scuba diving. Of course, the real story of diving began thousands of years earlier and is even more exciting. The earliest recorded attempts at diving are nearly three thousand years old. The first dives were almost certainly for the purposes of gathering food or salvaging sunken items. No doubt the first divers were breath-hold divers since it required no equipment and is instinctive. But breath-hold diving places severe restrictions on bottom time and it is likely that even the earliest divers wished for a way to go deeper and stay down longer. Diving using a continual air supply from the surface was attempted as long ago as ancient Rome. These efforts were costly in equipment and human life, but eventually resulted in the “hard hat” divers of the last century. Still in use today, this kind of diving is intensive in equipment and manpower, and therefore expensive. It also places great restrictions on the diver’s range and mobility. Hardhat diving has been largely restricted to military and commercial diving. To get the bottom times and freedom of movement divers wanted required some practical means of taking a supply of breathing gasses with the diver. Early in the development of self-contained underwater breathing apparatus, or S.C.U.B.A., rebreathers were tried because of their low bulk and stealth. However, there were significant technical problems with rebreathers and, until the 1990s; their use was mainly restricted to military applications. If S.C.U.B.A. was to come into widespread general use, it needed to use a commonly available gas (air), be carried in convenient form (compressed) and be breathable on demand (regulator). In 1943, Jacques-Yves Cousteau and Emil Gagnan developed the Aqua-Lung, a double hose regulator that was attached to the valve on a cylinder of compressed air that was in turn attached to the diver by a harness. Finally, there was an inexpensive and reliable way to take a large volume of breathing air underwater and breathe it naturally and reliably. Their invention was made available to the general public and the Aqua-Lung helped launch the age of recreational diving. With a relatively safe and affordable Aqua-Lung available, divers set about discovering the limits of diving with S.C.U.B.A. The military value of S.C.U.B.A. was obvious, so appropriately the U.S. Navy performed most of
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the early physiological evaluation of scuba diving. Eventually this led to the publishing of the U.S. Navy dive tables in 1957. The navy tables made safer physiologic guidelines available to civilian divers and allowed for repetitive diving. However, the tables still left significant room for human error and held divers to square profiles. In 1959, the first electronic dive computers became available to the general public. These were a prompt success and have been steadily improved in function and reliability. Just as calculators have replaced slide rules, dive computers are far more useful than traditional instruments and tables. They have dramatically extended typical dive times while increasing diving safety, thereby making depth gauges, bottom timers, temperature gauges, tables and wheels practically obsolete. They have come into widespread use in the recreational dive community and are considered standard safety equipment by SDI and other industry leaders. Today, it is reasonable to predict that in the near future dive computers will completely replace tables in recreational diving.
Key Points: ¾
Cousteau and Gagnon invent demand regulator in 1943.
¾
Navy Tables published in 1957.
¾
First dive computers available in 1959.
¾
“Tech” diving gains acceptance in the diving community.
Teaching Tools: Showing your students historical diving gear such as a double hose regulator can really add interest to your historical presentation.
6.2
The Aquatic Environment The underwater environment is beautiful and fascinating, but exploring it brings some unique challenges to
the diver. Sight, sound, and sensation are quite different underwater compared to our experiences in an atmosphere of air. The water surrounding us when we dive dramatically affects our vision, hearing, weight, and movements. Understanding these differences and why they occur is vital to safely enjoying the underwater world.
6.2.1
Adapting To The Underwater World The underwater environment is omni-directional. On land, we typically move and look about in one
direction, a horizontal plane. Underwater, we must shift our awareness to include looking and moving in all
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directions. Learning to adapt to an omni-directional, weightless environment is challenging and fun. It is part of the excitement that brought your students to scuba diving.
6.2.2
Vision Human eyes don’t focus very well underwater unless they have airspace in front of them. A dive mask
provides this airspace.
Key Points: ¾
Light bends (refracts) as it passes from water into the mask airspace, making objects look about twenty-five percent (25%) larger.
¾
Refraction also causes objects to appear about thirty-three percent (33%) closer.
¾
Visibility is expressed in horizontal distance and is reduced in water depending on available light, water turbidity and distance.
Teaching Tools: Refer to, or show, how a pencil appears to be broken in two (2) in a glass of water (the submerged half appearing larger and closer).
6.2.3
Light As sunlight strikes the surface of the water, some light is reflected away. The light that penetrates is
scattered by particles in the water and is progressively absorbed the deeper it travels. For example, red objects appear brown starting at about six (6) meter / twenty (20) feet then green in deeper water. The order in which colors are absorbed is red, orange, yellow, green, blue, and violet. The entire spectrum of color is gradually absorbed (gradually changing the colors) until all light fades.
Key Points: ¾
Light colors are absorbed Red, Green, Blue as they go deeper.
¾
Artificial light (such as on a night dive) can let us see natural color underwater.
Teaching Tools: Share the story of the diver who could not understand why he didn’t see the red coral everyone else saw because he did not bring his light.
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SDI Instructor Manual Appendix – Open Water Instructor Manual 6.2.4
Date: 10/10/2002 Revision: 2.2
Turbidity Suspended particles make water turbid. Green water suggests high turbidity.
Key Points: ¾
Turbidity decreases visibility.
¾
Turbidity can cause visual reversal.
Teaching Tools: Keep a clear plastic jug of lake water on hand, show it, then shake it and show it again to demonstrate the role of sediment in turbidity.
6.2.5
Sound Sound travels fastest through dense mediums and water are about eight hundred (800) times denser than
air. Sound moves so fast underwater that there is not enough time delay from one ear to the other for the human brain to determine the direction sound comes from.
Key Points: ¾
Sound moves four (4) times faster in water.
¾
Divers can’t hear which direction a sound comes from.
Teaching Tools: Ask students to close their eyes as you walk around the room talking - they will sense direction. Then have them close their eyes and hum and notice the lack of direction sense. Sound can also be easily demonstrated when you take them to confined water.
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6.2.6
Date: 10/10/2002 Revision: 2.2
Heat Loss (Sensation) Students should be made aware that inadequate planning and exposure protection can lead to becoming
cold while diving.
Key Points: ¾
Water absorbs heat from our bodies twenty-five (25) times faster than air does.
¾
Divers should not dive cold.
¾
Thermoclines can be unexpected and dramatic.
¾
Be prepared with the right exposure protection for all the conditions that might reasonably be expected on a given dive.
Teaching Tools: Relate this discussion to the local dive site where your students will be doing their open water. Point out that 22 o C / 72oF air is comfortable, but 22 o C / 72oF water feels as chilly as 4oC / 40oF air. Ask students if they would go out in as 4oC / 40oF air in just a swimsuit!
6.3
Oceanography Waves and currents are among the most powerful forces divers must deal with. Encourage your students to
begin assessing their dive sites in advance. If they arrive at a dive site and find the waves are too big, the current is too strong, visibility is nil, the water is too cold for their thermal gear, or stormy weather looms nearby, they should consider diving another day. Even moderate changes in natural forces can be overwhelming in an environment that we are not naturally adapted to.
Key Points: ¾
Seventy Five percent (75%) of earth’s surface is water.
¾
Understanding water forces, such as current, can turn them into useful tools (e.g. drift diving).
¾
Use good common sense in dealing with the forces of water in motion.
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SDI Instructor Manual Appendix – Open Water Instructor Manual 6.3.1
Date: 10/10/2002 Revision: 2.2
Tides Tides are primarily the result of the gravitational pull of the moon on large bodies of water. A flood current
occurs when the bulge moves towards shore. An ebb current occurs when water moves away from shore. Because there is no horizontal movement during the time between these two currents, it is called slack time. The best time to dive is usually around slack time when in an area influenced by tidal fluctuations.
Key Points: ¾
Slack time at high tide is the best time to dive near shorelines.
¾
Tide currents can be too strong to swim against.
¾
Plan dives around the tides.
Teaching Tools: A globe is a handy prop to demonstrate the position of the moon (your fist held to the side of it) “pulling” on the ocean on that side of the earth.
6.3.2
Current Students should understand current on two scales. They are 1) global currents and 2) local currents. Understanding global currents helps them to appreciate why California diving is colder than the Caribbean.
A long shore current runs parallel to the shoreline. Students should plan to exit down current. Teach students to identify, understand and escape rip currents. The best way to deal with a rip current is to avoid it.
Key Points: ¾
Global currents are fixed while local currents fluctuate.
¾
Local currents are water motion modified by obstructions.
¾
Don’t fight currents, try to go with the flow.
Teaching Tools: Use a whiteboard to draw a shoreline and the motion of local currents. Use a globe to demonstrate the directions of flow of major ocean currents.
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SDI Instructor Manual Appendix – Open Water Instructor Manual 6.3.3
Date: 10/10/2002 Revision: 2.2
Waves Waves are vertical undulations of water that are usually caused by wind blowing over the water.
Key Points: ¾
The water in waves doesn’t have a horizontal motion (current).
¾
Wave height is half the wavelength.
¾
Waves can be dangerous to divers when they are near the shore or trying to re-board a boat.
Teaching Tools: Have two students each hold one end of a long piece of rope. When one end is “shaken”, a wave that does not have horizontal motion can be understood.
6.3.4
Surge Surge can exhaust and injure divers, but properly understood, surge can often be used to advantage. Try to
communicate respect and enjoyment rather than anxiety for this force. Good buoyancy control is especially important to dive safely in surge.
Key Points: ¾
Surge is a back and forth motion that can injure you against an object.
¾
Try to use surge to your advantage when swimming.
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6.4
Date: 10/10/2002 Revision: 2.2
Marine Life Try to communicate the awesome majesty of the underwater world to your students. If they grow to love it
as you obviously do, they will naturally respect it. Advise students that dive operators and supervisory entities have become progressively more diligent in their efforts to keep divers from damaging the dive sites. “No contact” has become the rule in many locals.
Key Points: ¾
Marine animals are almost never aggressive.
¾
The marine world is extremely fragile – look but don’t touch.
Teaching Tools: Relate diving to visiting a foreign country and recognizing the need to respect its customs. Relate coral damage to tromping through the neighbors flower garden - but the flowers don’t take decades to grow back!
6.5
Marine Life Injuries Try to give your students an appreciation for the natural beauty of the unique defenses marine creatures
have developed. These defenses were developed long before the first humans began to dive. Caution and calm avoidance are the diver’s best defenses. Most experienced divers look forward to the opportunity to see large see creatures, like sharks, in the wild.
Key Points: ¾
Marine creatures virtually never seek contact.
¾
Nearly all injuries from marine life are passive or defensive.
¾
Even large marine predators are usually aloof to divers.
¾
Be prepared to give first aid for simple injuries.
Teaching Tools: Relate this to the risks of a stroll in the woods (or down a city street!) on land. Tell divers to give marine predators the same berth they would give a stray dog.
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6.6
Date: 10/10/2002 Revision: 2.2
Laws and Regulations Knowing laws and regulations is a component of good dive planning.
Key Points: ¾
Divers are subject to the laws of the locality where they are diving, spear-fishing or performing any other activity whether they know those laws or not.
6.7
Diving History And Underwater Environment Summary Briefly summarize the topics you have just presented. This helps to emphasize the importance of the
information and organizes your students’ diving knowledge. Review Knowledge Quest.
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7.
Date: 10/10/2002 Revision: 2.2
Session Two – Physics And Physiology Students often turn away from scientific terms and principles because they seem complicated and of little
practical use. However, most physical principles are actually very simple and have great practical application in the diving world. When presenting the diving aspects of physics and physiology, it is important to avoid sounding technical or complicated. Speak in plain and simple terms and avoid names and terms your students probably wouldn’t remember anyway. Try to use everyday examples or demonstrations. Remember, it’s the idea that counts, not what we call it. Your students will admire you most for what you actually teach them, not the size of the words you use. Physics is the science that helps us understand physical forces such as light, temperature, pressure and gravity in our environment. Physiology helps explain what effects the underwater environment (physics) has on our bodies when we scuba dive. Understanding and using these two overlapping sciences helps us to scuba dive with comfort and safety.
Key Points:
7.1
¾
Physics studies physical forces.
¾
Physiology studies our bodies’ response to physical force.
Physics
7.1.1
Buoyancy Some things float and other things sink are explained by buoyancy. Archimedes' Principle states that a
force equals to the weight of the liquid it displaces buoys up an object, either wholly or partially immersed in liquid. With regards to diving, buoyancy is broken down into three states. They are 1) positive, 2) neutral, and 3) negative. A diver must balance all three (3) states to maintain control during a dive.
Key Points: ¾
The laws of physics control buoyancy and understanding buoyancy is vital to divers.
Teaching Tools: Compare a good diver to a submarine. A submarine can control its buoyancy to float, sink or remain neutral. So can a good diver.
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SDI Instructor Manual Appendix – Open Water Instructor Manual 7.1.2
Date: 10/10/2002 Revision: 2.2
Positive Buoyancy The ability to be positively buoyant allows a diver to rest and to conserve energy while swimming at the
surface.
Key Points: ¾
7.1.3
Most important for resting on the surface.
Neutral Buoyancy Frequent adjustment is often required to maintain neutral buoyancy. It is the most difficult state to master.
Key Points: ¾
The perfect balance of positive and negative buoyancy.
¾
Protects the environment and conserves air.
¾
The ability to maintain neutral buoyancy is a characteristic of accomplished divers.
7.1.4
Negative Buoyancy It is necessary to become negatively buoyant to remain stationary on the bottom, such as when performing
training skills or underwater photography. A diver will need to wear more weight when diving in saltwater than when diving in freshwater.
Key Points: ¾
Important for descent and stabilizing on the bottom.
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7.1.5
Date: 10/10/2002 Revision: 2.2
Pressure
Key Points: ¾
Ten (10) msw / thirty three (33) fsw weigh as much as the whole sky above.
¾
Our bodies do not feel pressure except in their air spaces.
Teaching Tools: Emphasize the linear nature of pressure and density and the reciprocal nature of pressure and volume. Avoid unnecessary mathematics and teach in English or metric, but not both.
7.1.6
Boyle’s Law And Increasing Pressure According to Boyle's Law a volume of gas will decrease in direct inverse proportion with a change in
absolute pressure (at a constant temperature).
Key Points: ¾
As pressure goes up, volume goes down by the same ratio.
¾
With gasses, everything is linear making them easier to work with.
Teaching Tools: Emphasize concepts, most students don’t like formulas and won’t remember them anyway. Draw a seesaw on the board with a P on one end and a V on the other to demonstrate the linear up-down relationship of P-V in Boyle’s Law. Draw a snorkeler emphasizing the lungs. Their volume decreases with depth and returns to normal on ascent. This example works naturally into why divers don’t hold their breath.
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SDI Instructor Manual Appendix – Open Water Instructor Manual 7.1.7
Date: 10/10/2002 Revision: 2.2
Available Tank Time This represents a very practical application of Boyle’s law. Students often have trouble understanding that
it is not the volume in the tank (which is unaffected by pressure) but the volume of air coming out of the regulator that counts.
Key Points: ¾
Dive plans must consider the affect of depth on cylinder time.
¾
Watch the SPG even closer at deeper depths.
¾
Rule of thirds (1/3).
7.1.8
Density The pressure and volume relationship of Boyle's Law also influences gas density in a linear manner.
Key Points: ¾
Since our lungs need to expand to normal volume with each breath irrespective of density, greater depths mean progressively higher doses of O2 and N2 with each breath.
Teaching Tools: Refer to figures 2-4 and 2-5 in the diver manual for a graphical representation of P-V-D gas relationships.
7.1.9
Squeeze Relate pressure volume-changes to a diver descending and experiencing squeeze. Talk about Ear Squeeze
(not labeled as such in diver manual). Ear squeeze occurs when the absolute pressure outside of a diver's eardrum is greater than the air pressure in the middle ear on the other side of the membrane.
Key Points: ¾
Equalize at the surface and every few feet on descent “early and often”.
¾
Ascend a few feet if needed to clear then try again.
Teaching Tools: Refer to figures 2-6 and 2-9 in the diver manual
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SDI Instructor Manual Appendix – Open Water Instructor Manual 7.1.10
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Mask Squeeze A mask squeeze occurs when the airspace created when a diver wears a dive mask is less than the
surrounding pressure. A squeeze is remedied by equalizing - increasing the air pressure inside the airspace until it is equal to ambient pressure.
Key Points: ¾
Squeeze is a practical application of Boyle’s law that you can feel and have control over.
¾
Feeling pressure from their mask is the first indication of a mask squeeze.
¾
Exhale through nose into the mask airspace to prevent / eliminate mask squeeze.
¾
Note that excessive blowing through the nose can contribute to mask fogging.
7.1.11
Tooth Squeeze A tooth squeeze is uncommon, but it can happen if there is airspace under a dental filling. Unfortunately,
there is no equalization method for this condition.
Key Points: ¾
7.1.12
See your dentist.
Sinus Squeeze Sinus squeeze occurs when the pressure inside any one the numerous sinus cavities in a diver's head is less
than ambient pressure.
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7.1.13
Date: 10/10/2002 Revision: 2.2
Equalization Techniques To avoid an ear and sinus squeeze, air from the lungs must travel through the Eustachian tubes into the
middle ears and sinuses. The most common technique is to pinch your nose closed while blowing gently against a blocked nose. This procedure is called the Valsalva maneuver. The Frenzel Maneuver is accomplished by flexing the throat muscles that relaxes the Eustachian tubes and permits equalization of the middle ears and sinuses. The Toynbee Maneuver involves pushing the tongue against the top of the mouth and swallowing at the same time. Any or all of these methods can be performed to prevent an ear and sinus squeeze.
Key Points: ¾
Any gentle method of equalization that works is OK to use.
¾
Equalize at the surface and every few decimeter / feet during descent.
¾
Ascend a few feet if needed.
¾
Avoid diving with a cold or congestion.
7.1.14
Boyle’s Law and Decreasing Pressure The same law that governs the decrease of gas volume as ambient pressure increases, also means that gas
volume will expand as pressure decreases.
Key Points: ¾
As divers near the surface, pressure and volume changes occur more rapidly and slower ascent rates are needed to vent the more rapidly expanding gasses – don’t forget the safety stop.
7.1.15
Reverse Block A reverse block occurs when air cannot escape freely on ascent. The trapped expanding
air is trapped and causes pain.
Key Points: ¾
Divers can usually relieve a reverse block using the same equalization techniques as for squeeze.
Teaching Tools: Refer to fig. 2- 9 in the diver manual
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7.1.16
Date: 10/10/2002 Revision: 2.2
Lung Over-Expansion Injuries Emphasize the importance of slow, deliberate and continuous breathing.
Key Points: ¾
Rare, but can be fatal.
¾
Caused by breath holding on ascent or rapid ascent.
¾
Can occur at swimming pool depths.
¾
If suspected, give O2 and get medical help.
¾
Always breathe continuously and never hold your breath.
¾
Use Computerize Your Ascent
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7.2
Date: 10/10/2002 Revision: 2.2
Physiology Pressure changes have many physical effects, such as squeeze, block and potential lung injuries, but there
are other affects on our bodies at the chemical or metabolic level.
7.2.1
Breathing Air Under Pressure Air is composed primarily of oxygen (21%) and nitrogen (79%). The gas percentages of air do not change,
but the pressure (density or concentration) of both gases increases as a diver descends and decreases with ascent. This has a direct impact on how deep a scuba diver can go and for how long.
Key Points: ¾
Gas percentages don’t change with pressure.
¾
Total gas density (concentration) increases with pressure yielding a higher “dose” to the diver at depth.
7.2.2
Nitrogen Nitrogen (N2) is an inert gas that the human body does not use, but body tissues absorb it. As we descend
underwater, the nitrogen pressure goes up and our tissues absorb more. When we start to ascend the dissolved highpressure nitrogen leaves the tissues and enters the blood traveling back to the lungs where it is breathed out (off-gassed). If this process occurs gradually, there are no ill effects. But, if we go up too fast, the nitrogen expands into the blood faster than it can be off-gassed and bubbles may form.
Key Points: ¾
Deeper depths and long dive times mean more N2 is absorbed.
¾
Repetitive dives mean more N2 absorption.
¾
NDLs are based on N2 absorption and off gassing.
Teaching Tools: Refer to figure 2-12 in the diver manual.
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Decompression Sickness If a scuba diver ascends too fast, the pressure change may be too rapid to permit the slow release of
dissolved nitrogen from the tissues into the blood stream. Instead it may come out of solution in the form of bubbles and block blood flow. This physiological problem is called decompression sickness (DCS). The example of opening a bottle of carbonated beverage is often used to demonstrate the effect of rapidly decreasing pressure on gasses in solution. When a scuba diver surfaces too rapidly, the water pressure cap is essentially removed too suddenly, permitting nitrogen gas bubbles to form, which produces the signs and symptoms described as decompression sickness.
Key Points: ¾
Coming up slowly lets us breathe off the excess N2 and avoids bubbles.
¾
Rapid ascents can cause the bends.
Teaching Tools: A clear unopened bottle of club soda demonstrates this well. You cannot see the bubbles until you release the pressure. (Pick a brand you like!)
7.2.4
Signs And Symptoms Of Decompression Sickness Signs and symptoms depend on the number and size of bubbles that develop and the area of the body
where the blood supply is blocked. The onset of decompression sickness is typically delayed compared to air embolism, but symptoms usually appear between fifteen (15) minutes and twelve (12) hours after a dive. Occasionally they are delayed for as long as forty eight (48) hours.
Key Points: ¾
Joint pain is the most common symptom of DCS.
¾
Shortness of breath, numbness or tingling is some of the other signs.
¾
Untreated DCS can become deadly.
¾
The treatment is the same for all decompression related injuries - breathe one hundred percent (100%) Oxygen and seek help.
¾
If symptoms are severe or persist - go to a chamber.
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Decompression Illness Decompression illness (DCI) is the medical term for any decompression injury including lung
over-expansion (AGE, arterial gas embolism) and decompression sickness (DCS).
Key Points: ¾
The treatment is the same for all decompression related injuries - breathe one hundred percent (100%) Oxygen and seek help (worth repeating).
7.2.6
Nitrogen Narcosis Nitrogen Narcosis is sometimes called “rapture of the deep.” Divers’ ability to think clearly and act
appropriately is diminished. Worse, they may not perceive themselves to be impaired and this is likely to endanger them and their dive partner depending on the circumstances.
Key Points: ¾
Nitrogen narcosis is related to depths over thirty (30) msw / one hundred (100) fsw.
¾
Nitrogen narcoses will go away immediately with ascent to shallower depths.
¾
Divers may not recognize they have it.
Teaching Tools: We all know the story of the drinker who thinks he can drive home. Whether he perceives it or not, he is intoxicated. If we do not perceive narcosis, we should still exercise caution and refer to our computers frequently.
7.2.7
Oxygen Toxicity Oxygen (O2) is the gas in air that is absolutely necessary for human life. But, too much oxygen can be
harmful. Scuba divers who breathe oxygen-enriched air (NITROX) or who dive deeper than recreational depths should receive additional scuba training to learn how to avoid receiving too much oxygen. Fortunately, this is not a concern for recreational divers.
Key Points: ¾
The oxygen in air is not harmful to divers at recreational depths.
¾
Students should never use oxygen-enriched air without the appropriate training.
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Carbon Monoxide Poisoning
Key Points: ¾
Get air fills from a reputable source.
¾
Never use air that has a smell or taste.
¾
A diver that has an unexplained headache or feels badly for no apparent reason should alert his buddy and surface.
7.2.9
Mixed Gases Nitrox and other mixed gasses can extend the range and safety of diving under certain conditions. Special
training beyond this course is required to use these breathing mixtures.
Key Points: ¾
7.3
Never use NITROX or other special breathing mixtures without specialized training.
Physics And Physiology Summary Briefly summarize the topics you have just presented. This helps to emphasize the importance of the
information and organizes your students’ diving knowledge. Review Knowledge Quest.
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8.
Date: 10/10/2002 Revision: 2.2
Session Three – Scuba Equipment Key Points: ¾
Scuba is an equipment intensive sport.
¾
Each piece of scuba gear is an important part of a functional unit.
¾
Fit is usually the most important factor.
Teaching Tools: Demonstration is always very helpful with equipment.
8.1
Personal (Snorkel) Gear
8.1.1
Mask
Key Points: ¾
A mask creates airspace between the diver’s eyes and the water.
¾
Fit and comfort are the most important factors in selection.
¾
Low volume = less to equalize.
¾
High volume = peripheral vision.
¾
Can be fitted with corrective lenses.
¾
Purge valve optional but is good if a diver has a tendency to exhale thru the nose a lot.
8.1.2
Snorkel
Key Points: ¾
Allows a diver to conserve cylinder air while swimming on the surface.
¾
Select comfort and unobtrusive design.
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Fins
Key Points:
8.2
¾
Increase swimming efficiency by increasing the surface area of divers’ feet.
¾
Open heel style allows boot.
¾
Fit is most important.
Exposure Protection Exposure protection provides protection against harmful or uncomfortable exposures.
8.2.1
Body Suit (“Skin”)
Key Points: ¾
Protect against sun, wind and abrasions.
¾
Add minimal thermal protection, best in warm water.
8.2.2
Wet Suit
Key Points: ¾
Primarily used for thermal protection.
¾
Should fit snug enough to slow the flow of water over the skin.
¾
Discuss many stiles and thickness.
¾
Best in cool to cold water.
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8.2.3
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Drysuit
Key Points: ¾
Intended to keep all the water out.
¾
Holds a layer of air between the inside of the suit and the diver’s skin.
¾
Requires specialized training.
¾
Best in cold to very cold waters.
8.2.4
Boots And Gloves
Key Points: ¾
Boots should fit like a shoe – prefer a good sole.
¾
Gloves should have a snug fit, but not prohibit dexterity.
¾
Gloves should be thinnest material that still provides adequate warmth.
8.2.5
Hoods
Key Points: ¾
Greatest heat loss is from the head.
¾
Comfortable fit not constricting neck or jaw (carotid sinus pressure).
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Scuba Equipment
8.3.1
Buoyancy Compensator Device (BCD) A buoyancy compensator device (BCD) serves both as a jacket/harness for the scuba cylinder and as a
buoyancy compensator. It also provides a convenient place to attach accessories and some models are designed to carry the diver’s weights with a quick release mechanism.
Key Points: ¾
Harness (“tech”) BCDs have more lift and more ‘D’ rings for accessories.
¾
Vest style (recreational) BCDs is more compact and streamlined.
¾
Weight integrated BCDs are comfortable but make the scuba unit heavier and awkward to maneuver out of the water.
8.3.2
Regulator Modern scuba regulators use two (2) stages to convert high pressure breathing gas in a scuba cylinder to
ambient pressure for the diver to breathe on demand.
Key Points: ¾
Function with extreme internal pressures and a harsh external environment.
¾
Require good care and annual service.
8.3.2.1
First Stage
Key Points: ¾
Converts hundreds (100s) of Bar / several thousand (1000s) psi to about ten (10) bar / one hundred forty (140) psi for the 2nd stage.
¾
Available DIN or yoke style.
¾
Allows connection of SPG and other equipment (Dry-Suit and BCD).
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Second Stage
Key Points: ¾
Converts pressure from ten (10) bar / one hundred forty (140) psi to ambient pressure.
¾
All 2nd stages have a purge button.
¾
Explain fail-safe design (free-flow).
8.3.2.3
Alternate Air Source
An alternate air source provides a backup second stage regulator in the event an additional second stage is needed.
Key Points: ¾
Several types; octopus, BCD inflator-integrated or redundant “Spare Air” type.
¾
Regular maintenance and testing is important.
¾
Emphasize placement in the “triangle”.
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8.3.3
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Tank The scuba cylinder is either a steel or aluminum tank designed to hold compressed breathing gas. All
cylinders manufactured and sold in the USA and Canada must meet certain material specifications established by the US Department of Transportation (DOT) and the Canadian Transport Commission (CTC). Markings stamped into the top of the crown of each scuba cylinder identify specific information about the cylinder, such as its manufacturer, the service pressure, and so on.
Tank Markings: Example of the manufacturing stamp on a Luxfer aluminum cylinder
CTC/DOT-3AL3000-S80 P123456 LUXFER 9A99 ¾
CTC/DOT = Canadian Transport Commission (Transport Canada)/US Department of Transportation
¾
3AL = Type of material (code for aluminum alloy)
¾
3000 = Service pressure (in psi)
¾
S80 = Scuba 80 cubic feet
¾
P123456 = Cylinder serial number
¾
LUXFER = Cylinder manufacturer
¾
9A97 = Hydrostatic test date (September 1997)
¾
A = Inspector's symbol
Example of a manufacturer stamp on a Pressed Steel galvanized steel cylinder
G CTC/DOT - E9791 - 3500 TP5250 1-89 12345 PST GALVANIZED ¾
CTC/DOT = Transport Canada / US Department of Transportation
¾
E9791 = DOT exemption number, steel alloy indicator
¾
3500 = Service pressure
¾
TP = Test pressure
¾
1-89 = Hydrostatic test date
¾
12345 = Cylinder serial number
¾
PST = Manufacturer (Pressed Steel)
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It is currently standard practice for scuba cylinders to be visually inspected at least once a year. If a cylinder fails, it is permanently taken out of service. If it passes the inspection, a visual inspection (VIP) sticker or decal is affixed to the outside of the cylinder. A scuba cylinder must be hydrostatically tested every five (5) years at a certified testing facility. If the cylinder passes, it is stamped with the hydrostatic test date and the inspector's stamp. Hydro test symbols and date are located on the cylinder crown. Example of a hydrostatic stamp:
1 A1/32 98 A cylinder with this stamp would require its next hydro in January 2003. Steel cylinders may have a plus sign (+) after the hydrostatic test date. This indicates that the cylinder may be filled to10% over the cylinder's service pressure.
Example of hydro with plus sign permitting 10% overfill:
1 A1/32 98 + Key Points: ¾
You should never allow a cylinder to become completely empty of air.
¾
Aluminum cylinders are never filled over their service pressure.
8.3.3.1
Cylinder Valves
A scuba valve is designed to regulate the flow of gas from a scuba cylinder and form a secure highpressure connection with the scuba regulator 1st stage.
Key Points: ¾
“K” valve is the modern standard type without a reserve.
¾
Yoke style is common in the US for pressures up to two hundred and six (206) bar / three thousand (3000) psi.
¾
Din style is most common in Europe and handles pressures to three hundred and ten (310) bar / four thousand five hundred (4500) psi.
¾
DOT and CTC valves have a burst disc.
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Weight System Divers generally require weights to offset the buoyancy of themselves and their exposure protection.
Depending on how they are worn, weight systems are either the traditional weight belt or BCD integrated. Accessory weights may be strapped to the scuba cylinder or strapped to diver’s ankles.
Key Points:
8.4
¾
All weight systems should have a quick release mechanism.
¾
Caution divers not to entrap weight systems by donning gear over them.
Underwater Instruments
8.4.1
Submersible Pressure Gauge (SPG) A submersible pressure gauge (SPG) measures the pressure in a scuba cylinder and can be taken
underwater.
Key Points: ¾
Never dive without a means to monitor cylinder pressure.
Teaching Tools: Compare monitoring the SPG to watching the gas gauge in a car.
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8.4.2
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Dive Computers Dive computers are amongst the most important advances in the history of diving. They extend dive times
and relieve divers of the error prone chore of calculating dive profiles. They increase both convenience and safety.
Key Points: ¾
Dive computers are much safer than tables because they reduce the likelihood of human error.
¾
Dive computers allow longer dives because they credit NDLs for multilevel diving.
¾
Because computers are different in their features and operation, divers must familiarize themselves with their computer before they go diving.
¾
Since no two (2) divers can ever have the exactly the same dive, a dive computer cannot be “shared” by two divers.
¾
Dive Computers usually tracks in one (1) foot steps thus making it “impossible” to use a buddy’s dive computer as a replacement for a personal one.
¾
There is no absolute guarantee for safety even with a PDC.
Teaching Tools: When possible, relate the features of a computer (as reviewed in their diver manual) to the actual model your students will be using. Having an example of the computer in class for them to handle helps to remove the mystery and reinforces the importance of knowing how a specific computer works before diving with it. Avoid overwhelming students with too many computer types and specialized functions at this point; they will become confused and anxious.
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Other Instruments
8.5.1
Dive Watch
Key Points: ¾
Provides a redundant timer in case of computer failure.
¾
Vary from a simple timepiece to a downloadable computer.
Teaching Tools: It is useful to teach students how the rotating bezel on a dive watch works as a dive timer.
8.5.2
Depth Gauge A depth gauge measures the pressure of the water and air above it, calibrated to read out actual depth
underwater.
Key Points: ¾
Select for ease of reading.
¾
Digital style often easiest to read.
¾
May have backlight.
¾
Analog style generally doesn’t require batteries.
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Compass A compass determines a diver’s direction in relation to magnetic north.
Key Points: ¾
Using a compass effectively is one of the marks of an accomplished diver.
¾
The most important part is to know how to use it.
¾
Stress, “Keep rehearsing and train yourself” in compass usage – can be done in, for example, a parking lot or a back yard.
¾
Big metal objects like a wreck does negatively impact the accuracy of a compass.
Teaching Tools: Have students walk with a compass in the classroom following a heading and it’s reciprocal to practice its functions.
8.6
Accessories
8.6.1
Rescue Signal A number of different rescue signals is available, some are as simple as a whistle or an inflatable tube or
sausage, other devices can be inserted in between the power inflator hose and the SPG and will utilize the air from the cylinder to generate a very high sound.
Key Points: ¾
A whistle is basic but the best type depends on the dive circumstances.
¾
A long inflatable “sausage” can be seen from a long distance.
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Knife A knife is a very useful tool for cutting, prying or digging.
Key Points: ¾
Not intended to be a weapon.
¾
Like any tool, its selection should be based upon its likely use.
¾
Should be attached where it can be easily reached but is not likely to snag.
8.6.3
Scissors Or Cutting Device (Not Mentioned In Diver Manual) For example, a scissor is useful for cutting line and other soft materials underwater.
Key Points: ¾
8.6.4
Safer than a dive knife because they are less likely to stab or cut the wrong things.
Dive Lights A dive light illuminates in limited light and can also be used as a signaling device.
Key Points: ¾
Restores natural color underwater.
¾
Check Batteries before diving
¾
Two (2) lights are standard on a night dive.
¾
The larger light is usually the primary and the smaller light is the backup.
¾
Avoid blinding buddies – don’t point the light in their eyes!
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Gear Bag A gear bag allows a diver to carry dive gear and keep it altogether.
Key Points: ¾
8.6.6
Select for size, function and durability.
Dive Flag A dive flag signifies that divers are in the water within a radius of about fifteen (15) meter / fifty (50) feet
of it. Laws vary but generally boaters should move at no-wake speed or stay at least thirty (30) meter to sixty (60) meter / one hundred (100) feet to two hundred (200) feet away. Use during all in-water activities except when in a dive park or other area that is reserved for scuba divers.
Key Points: ¾
8.6.7
Protect yourself; use a dive flag when appropriate.
Logbook
Key Points: ¾
8.6.8
Log every dive.
Slate
Key Points: ¾
8.7
A slate is both an underwater notebook and communications device.
Scuba Equipment Summary Review Knowledge Quest.
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Session Four – Skills Development Your students have many new skills to learn so it’s important that they learn the correct way and do it that
way every time. By following the same procedure every time, divers make a habit out of good technique and reduce their chance of error. Setup skills are best learned through hands-on practice in the confined water portion of this course, so teaching here is directed towards describing the process and emphasizing key steps. Teaching Tools: Add demonstration to your presentation to improve retention and make the class more fun.
9.1
Equipment Recall (Not In Diver Manual) Divers have long attempted to create an all-purpose recall phrase (mnemonic) to help them remember their
gear. But, different divers prefer different gear configurations and different diving circumstances can require markedly different equipment. Some mnemonics are too general to remind us of specifics while others are so complicated that it’s hard to remember the mnemonic itself! Often, divers in a given local are used to the gear they commonly use and will have developed helpful phrases for that type of diving.
Key Points: ¾
9.2
Mnemonics can be useful to your students if they are simple and genuinely useful.
Scuba Assembly
9.2.1
Cylinder Check Students should be reminded to check the hydro and VIP dates on the cylinder they use. They should be
sure their tank contains the gas they wish to breathe. The type of valve and the condition of the O-ring should be noted. Test by opening the valve slightly to blow out any moisture so that it won’t be blown into the first stage. Emphasize careful handling of scuba cylinders; secure storage and transport and avoiding exposure to extreme heat.
Key Points: ¾
Check cylinders before using.
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BCD Attachment Their BCD should fit well and they need to know how it functions. Does it have integrated weights or an
auxiliary air unit on the power inflator? Where are the dump valves and does it have an RE valve? They need to know how to securely position the tank in the BCD and work the cam bands. Emphasize post-dive rinsing and careful storing of the BCD.
Key Points: ¾
9.2.3
Divers must be familiar with the features and functions of the BCD they are using.
Regulator Attachment Regulators should be inspected for damage. Naturally, the type, DIN or yoke, should match the type of
valve on the cylinder. Emphasize that the air hole in the valve must point into the hole in the first stage inlet, as students will commonly try to put them on backwards. Explain why the power inflator hose and the SPG hose are on the left and the regulator is on the right. Make sure to caution against over-tightening the first (1st) stage to the valve. Explain the purpose of the dust cover for the first stage and the fresh water rinse at the end of every dive day.
9.2.4
BCD Inflator Hose Attachment - Turn On The Air Show where the power inflator hose connects to the inflator valve. Discuss the suction test. Explain the
proper sequence of pressurization while holding the purge in with gauge diverted away. Then turn the valve completely on and one-fourth (1/4) turn back. Listen for leaks and check the SPG.
9.2.5
Testing Their Gear It is important that students test their gear before they use it.
Teaching Tools: One humorous way to encourage gear checking is to tell the “cockroach in my regulator” story - a little tacky but it makes a long lasting impression on the value of a quick gear check.
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Streamline Hoses (Gear) When divers streamline their gear, they are automatically organizing it. It helps them to know where
everything is at and encourages a sense of pride in their “setup”. It also makes them safer in the water. Teaching Tools: You can tell them about the lady’s purse you saw dangling from the door of her car one rainy morning as she raced by you on her way to work. She was apparently in a hurry and didn’t streamline her gear.
9.3
Putting On The Scuba Assembly
9.3.1
Exposure Protection
Key Points: ¾
9.3.2
Relate timing of donning exposure suits to weather conditions and surface comfort.
Weight Belts Talk about the “right-hand” release.
Key Points: ¾
Knowing the release or buckle position and avoiding belt entrapment by other gear need special emphasis.
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Donning The Scuba Unit Actual practical experience is best obtained during confined water sessions. At this point, emphasize scuba
etiquette, buddy assistance and avoidance of injury. Discuss the pros and cons of donning while standing, sitting and in the water. Review methods of streamlining hoses and gear.
Key Points: ¾
9.4
Talk about the buddy system.
Pre-Dive Briefing
Key Points: ¾
9.4.1
Overlook this step and all your efforts can deteriorate into disorganization and confusion.
Review The ABCs A good pre-dive checklist is the ultimate save-a-dive kit. Emphasize the buddy system and to let your
buddy help check your setup and equipment. One useful pneumonic is the ABC’s.
Air on BCD inflated Computer on Dive gear complete (personal gear and scuba gear) Enter the water
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Entries There are several types of entries; each has its place in the diver’s bag of skills.
Key Points: ¾
Divers keep second stage in mouth until they have stabilized on the surface
¾
All entries should be followed by the hand(s) over head OK signal
9.4.2.1
Giant Stride
This method is most common used in deep water.
Key Points: ¾
9.4.2.2
Emphasize holding mask and regulator, look into the horizon and “stepping out” but do not jump.
Controlled Seated Entry
This method is good for pools and low platforms.
Key Points: ¾
9.4.2.3
Emphasize leaning to one side and swinging backside around and out.
Back Roll
This method is best for small boats without dive platforms.
Key Points: ¾
Avoid dangling gear and losing masks.
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Shore Entry
Good in calm water with a gradual slope.
Key Points: ¾
9.4.2.5
Fins go on after entry to waist level.
Surf Entry
This is a complex entry. Emphasize caution. Briefly explain wave action and timing.
Key Points: ¾
Fins on at surf-line, then walk backwards into the waves.
¾
Buddies should be close to assist each other in this type of entry.
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9.5
Date: 10/10/2002 Revision: 2.2
In-Water Skills In-water skills are best taught by demonstration with students participating in the water. In the academic
sessions you should introduce the skills they will be performing in confined water and explain their value. This introduction helps to minimize the learning curve students will feel in the confined water sessions. If you have already taken them to confined water, this “academic” review of what (and why) they were doing will reinforce their skills.
9.5.1
BCD Inflation And Deflation Since the properly weighted diver is slightly negatively buoyant, divers must have a way of adding to and
adjusting their buoyancy. Differentiate the inflator and deflator buttons. Students enjoy seeing the power inflator valve activated and the BCD inflated and deflated. This gives them a sense of control and whets their appetite to get in the water. Explain why the inflator valve must be vented above the BCD bladder.
Key Points: ¾
Add or vent small amounts of air to the BCD.
¾
Wait a few seconds for a change in buoyancy to become apparent.
¾
Don’t over-inflate BCD and risk uncontrolled ascent!
¾
BCD can be orally inflated should the need arise.
9.5.2
Weight (Buoyancy) Check After entering the water and signaling that they are OK, most divers will perform a buoyancy check. This
is especially true with changes in gear or a long layoff from diving. • • • •
Verify power inflator function Deflate BCD completely (so all of its lift is available) Float at eye level with a full breathe of air Exhale and sink slowly keeping the inflator in hand
Emphasize that an over-weighted diver will have to work harder and do have more trouble maintaining neutral buoyancy. Review the value of each state of buoyancy: Positive
- to rest on the surface
Negative
- to descend or stabilize on the bottom
Neutral
- to minimize exertion at any given depth
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Also note they will become a few pounds lighter as they use the air in the cylinder and that this can be a problem for safety stops at the end of the dive. Naturally, your students want to look good so let them know that divers with good buoyancy control look more professional underwater.
Key Points: ¾
9.5.3
Proper buoyancy at the surface helps divers have a streamlined and comfortable dive.
Descents Although all descents are not “controlled”, they should always be “under control”, if not by a fixed object,
then at least through good buoyancy control. Explain the difference between descent types: Controlled
- physically holding the line or other fixed object.
With reference
- visual contact with a line or other fixed reference.
Free
- without a line to hold onto or fixed visual reference.
Key Points: ¾
Equalize at the surface and frequently on the way down – “early and often”.
¾
Keep the power inflator in hand.
¾
Descend upright and in visual contact with buddy.
9.5.4
Hovering Naturally follows the discussion on buoyancy. Describe the methods including both oral and power inflator
use. Make sure they do the actual pivoting by inhalation/exhalation. Tell students that these exercises contribute strongly to more professional skills and appearance underwater.
Key Points: ¾
Don’t breath-hold on rising – breathe on the top (or bottom) of lung capacity.
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Regulator Clearing Explain the two methods (oral and purge) of clearing a flooded regulator and the importance of tongue
positioning for airway protection.
9.5.6
Regulator Recovery Discuss the sweep and reach methods of regulator recovery. Most divers find the sweep method to be the
most convenient.
Key Points: ¾
9.5.7
Exhale (bubbles) continuously whenever the regulator is out of the mouth.
Free Flow Breathing The free-flow function is a deliberate fail-safe design of modern regulators. Not a difficult skill but must be
accompanied by prompt ascent because of rapid exhaustion of air supply.
Key Points: ¾
Don’t close mouth around the mouthpiece – excess air must escape freely.
¾
Breathe slowly and shallow.
¾
Ascend with control.
9.5.8
Mask Flood And Clear Show students the proper way to flood their mask using the index finger. Discuss the two (2) types of
masks, purge and non-purge, and how each can be easily cleared. Point out the usefulness of partial flood and clear in de-fogging their masks. This is a good time to talk about contact lenses.
Key Points: ¾
Inhale through mouth – exhale through nose.
¾
Pressure on top of mask helps with either type of purge method.
¾
Blow gently and steadily, Excessive blowing fogs masks.
¾
Divers with contact lenses need to adjust technique.
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Mask Removal And Replacement Demonstrate mask removal and replacement. This may be the most common cause of failure in water
skills. The thought of mask removal underwater is anxiety provoking to students. Treat this topic low key and with reassurance. Remind them they can see underwater without a mask - just not quite as well.
Key Points: ¾
Emphasize holding onto the mask and controlling the strap.
¾
Divers with contact lenses need to adjust technique.
9.5.10
Underwater Swimming Techniques Describe the main types of kicks used by divers, the flutter kick and the frog kick. Note the higher
efficiency of the flutter kick and the usefulness of the frog kick in avoiding stirring up silt.
Key Points: ¾
There are different kinds of underwater swimming kicks that can be useful in differing circumstances.
Teaching Tools: Utilize the side of the pool to practice different kick styles.
9.5.11
BCD Removal Underwater This can be an anxiety provoking exercise for students. Treat this topic matter-of-fact and very simply.
Key Points: ¾
Emphasize diver negative and BCD neutral or positive.
¾
Loosen but don’t unsnap shoulder straps.
¾
Keep regulator in mouth and remove BCD to the right, left arm out first.
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Compass Navigation Explain the main components of a compass and how they are used. Most students have trouble with this
because it seems complex, so keep it very simple. Remind students that “pros” usually surface next to the boat because their compass shows them the way back. Definitions: ¾
Lubber line
- aligned with your body in the direction of travel
¾
Magnetic needle
- points north
¾
Index marks
- set index marks on magnetic needle point with lubber line positioned in direction of travel
¾
Reciprocal
- as above but turn until the tail of the needle is in the index marks
¾
Bearing dial
- for those who talk in degrees, confusing to most
Key Points: ¾
A compass is only useful if the diver knows how to use it.
Teaching Tools: Best taught “hands-on” with lots of repetition. Consider having students walk with a compass in the classroom and chart a course as in session three (3) again.
9.5.13
Underwater Communications One of the most pleasurable aspects of scuba diving is the silent world that we enter. The only sounds we
here are those of our own bubbles and the occasional distant whine of a boat propeller. Occasionally, however, the need to communicate arises. We can’t talk to each other underwater and communication by slate requires close proximity and is slow. Dive lights require near darkness to be visible. The only remaining viable option is sign language. Students should learn and use the most common hand signals. Refer to the hand signal chart in the Diver Manual.
Key Points: ¾
Hand signals are important to know and use.
¾
Emphasize slow and exaggerated.
¾
Remind students that a thumb up means “go up” and not “OK”.
¾
Waving to the boat means they’re in trouble.
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Ascents And Out Of Air Emergencies Students should understand that there are five ways to ascend ranging from normal to emergent. Normal,
alternate air and controlled swimming ascents are taught as skills. Buddy breathing is considered to complex for open water students to master and buoyant ascent are not appropriate to practice. You should describe how each skill is performed with the exception of buddy breathing.
9.5.15
1.
Normal ascent
2.
Alternate air source ascent
3.
Buddy breathing ascent (not taught at this level)
4.
Controlled swimming ascent
5.
Buoyant ascent (not practiced)
Normal Ascent Ideally, all ascents should be normal ascents. Describe the correct procedure for a normal ascent.
Key Points: ¾
Maintain control of the BCD inflator.
¾
Look up and breathe normally with ascent.
¾
Ascend slowly (discuss rates).
¾
Always do the Safety stop.
9.5.16
Alternate Air Ascent This is the most desirable emergency ascent type. Has replaced buddy breathing because nearly everyone
has an alternate air source and the procedure is simpler than buddy breathing. This type is useful in low air situations as well as out of air emergencies. Review the correct procedure.
Key Points: ¾
Signal need and intent to share air – communicate.
¾
Locate donor’s alternate regulator.
¾
Solid hook-up and eye contact between buddies.
¾
Ascend at a normal rate.
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Buddy Breathing Ascent No longer taught, discuss for familiarity only.
9.5.18
Controlled Swimming Ascent Intended as an emergency response to an out of air situation, controlled swimming ascent (CSA) is taught
to students to give divers a safer alternative to the buoyant ascent. Unfortunately, labeling it an emergency ascent creates an air of anxiety about an otherwise very simple procedure. Try to “play down” the emergency nature of CSA and emphasize that even in the unlikely event of an out of air situation they will know the safest possible ascent to the surface. Describe the ascent as simply as it is outlined in their Open Water Divers Manual.
Key Points: ¾
Controlled rate at about thirty (30) centimeter / one (1) foot a second.
¾
Recommended rate is fifteen (15) centimeter / one-half (1/2) foot per second.
¾
Exhale with ascent.
¾
Establish buoyancy on the surface.
9.5.19
Buoyant Ascent This is the last resort procedure for emergency ascent. There is a high likelihood of injury. However, it is
possible that we are over-stressing the danger of this ascent to students because DAN data has revealed that a high percentage of low or no air diving fatalities occur in divers who are recovered still wearing their weight belts. Most rapid ascent can cause injuries but result in survival while surviving a drowning is quite difficult.
Key Points: ¾
Never practice this skill!
¾
Last ditch but preferable to drowning.
¾
Control ascent rate as much as possible.
¾
Exhale all the way up.
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Scuba Disassembly Basically the reverse of assembly, but they need to know why the system must be depressurized to remove
the regulator.
Key Points:
9.7
¾
Remove weights and accessories
¾
Dry dust caps before replacing.
¾
Avoid wetting the 1st stage internals during the fresh water rinse.
¾
Stow cylinders safely with dust cap off of used cylinders.
Review Scuba Skills Review Knowledge Quest.
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10.
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Session Five – Dive Safety The most significant advances in diving in the last few decades have been in diver safety. Just as we, as
individuals, are dependent on safety for our survival, so is the entire diving industry. Scuba diving was once perceived as an exciting but dangerous sport enjoyed primarily by reckless macho types. Fortunately, that image has evolved to one of fun and adventure that is attractive to all kinds of people. Accompanying this change in image there has been a dramatic improvement in real safety. In fact, scuba diving has become one of the safest of all recreational activities, and, not by accident. Scuba diving agencies have continually promoted two key components to safety: 1.
Education and
2.
Awareness.
Education has been promoted both at the diver level (training) and to the general public (marketing). Properly trained divers are, of course, safer divers and thereby have the luxury of enjoying their diving. Almost as importantly, a general public that sees a positive image of diving becomes a source for new divers and allows scuba diving to continue as a virtually unregulated industry! Very few activities that involve millions of people, and expose them to extremes of physiology and technology, have been able to remain free of federal and state regulation. The sport of scuba diving enjoys freedom in many ways because it continues to respect the one set of rules it must follow, those of physics and the natural world. It is overwhelmingly important that you continue to promote the two (2) key components of diver safety to your students - education and awareness.
10.1
Awareness The most important single factor in dive safety is personal awareness. Being aware is more than just being
alert; it requires continual evaluation of your surroundings and vigilant monitoring of your dive profile. It includes having a thorough knowledge of your equipment and honest assessment of your abilities as a diver. Personal awareness employs all the human senses, most especially common sense. Because we rely on the buddy system, the same awareness is required of your dive partner. This high degree of awareness begins with training, but is developed over time through a variety of diving experiences. It is an unfortunate characteristic of awareness that if you don’t have it you won’t know it.
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As an instructor, your goal is to instill the quality of awareness in your students, not only by telling them about it, but also by demonstrating self-awareness. Encourage them to enjoy themselves while gaining experience within their training and ability. Let them know that the best way for them to become accomplished divers is to dive regularly and develop their skills methodically through structured continuing education courses.
Key Points:
10.2
¾
Awareness requires never-ending practice and
¾
If you don’t notice yourself being aware, you’re probably not.
Diver Fitness Although scuba diving no longer carries the image of “macho”, it still requires a reasonable degree of
physical fitness. Most recreational diving is relatively easy but all dives carry the potential for sudden physical exertion. As scuba divers mature in their skills, diving becomes less demanding physically and mentally and it is therefore easy to be lulled into a state of relaxed conditioning. As new divers are drawn more and more from the mainstream of society, so then will the average divers conditioning reflect that of the average American. You will have little luck in getting anyone to change their basic state of fitness, but you can have a real impact on their habits, especially in close proximity to a dive.
Key Points: ¾
Remember, you’re a role model so stay fit.
¾
No alcohol or drugs prior to a dive.
¾
No one should smoke, especially before a scuba dive.
¾
There is no data to support the safety of diving while pregnant, so don’t.
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Buddy System One of the best-known rules in diving is “always dive with a buddy”. One of the most commonly broken
rules in diving is “always dive with a buddy”. DAN, SDI and just about every other dive authority in the world have frequently had cause to ask, “Why?” Some reasons (and solutions in parentheses) why divers are often without a buddy is: 1.
“I lost my buddy” (increase awareness, swim abreast of each other, know who buddy is)
2.
“I’m safer without a buddy” (not applicable in recreational open water courses)
3.
“The current separated us” (improve dive planning, don’t dive beyond skills)
4.
“The visibility was so bad I couldn’t see a thing” (all solutions above apply)
5.
“I ran out of NDL time first” (both ascend with most conservative time)
6.
“I ran out of air first” (both ascend when one diver is low on air)
7.
“I go diving to get away from people” (!!!)
8.
“I lost my buddy, so I just went on with the dive” (follow 3 minute rule, re-unite, resume buddy dive)
There are, no doubt, many other reasons why divers end up diving without a buddy. For divers at the recreational level, no reason is worth the dangers of diving alone. Also, emphasize that it is very inconsiderate to continue a dive for more than three (3) minutes after losing a buddy since the buddy should be on the surface waiting and worrying.
Key Points:
10.4
¾
Diving alone is not considered safe at the recreational level.
¾
No one should ever lose his or her buddy for more than three (3) minutes.
Dive Planning “Plan your dive, dive your plan” still applies even with computers. Decisions like maximum depth,
minimum air and buddy pairs should be made before the dive. Dive planning doesn’t have to be restrictive. For example, “Each buddy team explores the wall to a maximum depth of thirty (30 meter / one hundred (100) feet and come up with the most conservative computer or thirty four (34) bar / five hundred (500) psi. Follow the rules for separation or emergencies as you have learned”, is a dive plan that leaves wide latitude and yet sets parameters. There are always parameters! One diver’s version of common sense may not be the same as another’s, so, state the
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general dive plan and clearly discuss any areas where confusion or variables might occur. Try to get your students to anticipate what might go wrong and plan the solution in advance.
Key Points:
10.5
¾
Even computer divers need to plan their dives.
¾
There are always parameters to plan.
Repetitive Dives Any dive made within twelve (12) hours of another is a repetitive dive. After an uneventful first dive, many
divers assume a more casual approach to dive planning. Actually, repetitive dives require more planning because of increased nitrogen absorption and the potential for diver exhaustion and chilling. Additional points of concern for a repetitive dive include: 1.
Plan the deepest dive first
2.
Scroll the computer to determine best SIT and NDL times for 2nd dive
3.
Allow additional thermal protection Repetitive dives place additional demands on diver and equipment. Encourage your students to
plan accordingly.
Key Points: ¾
The repetitive dive requires more planning – not less.
¾
Deepest dive first.
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Safety Stop This is a margin of safety for all divers. This is recommended for all dives but an SDI requirement for
dives deeper than thirty (30) msw / one hundred (100) fsw.
Key Points: ¾
Treat safety stops with respect and so will your students.
¾
Make sure to stay between three (3) msw – six (6) msw / ten (10) fsw - twenty (20) fsw for three (3) minutes.
10.7
Emergency Or Omitted Decompression The need for emergency decompression is obviously to be avoided. However, should a diver overstay the
NDL, it is important that they know how to react. Most computers have a decompression mode that will guide them through a mandatory decompression schedule if they know how to use their computer. Once on the surface, inform the Divemaster, breathe O2 and seek medical help if needed. Be aware that when divers do overstay the NDL, they are likely to ignore their computer’s decompression schedule because of fear, low air or lack of awareness. They are also likely to hide the episode from fellow divers and their instructor out of embarrassment. It is important to treat this topic calmly and matter-of-fact with your students so they will not panic or avoid proper help in the event of an exceeded NDL. Planned decompression is beyond the scope of open water students, but many SDI OW divers will eventually progress to technical diving in keeping with the continuing education philosophy of SDI-TDI. It is therefore, important that you avoid scare tactics and demonstrate a calm and rational attitude toward decompression.
Key Points: ¾
Don’t panic; use your computer and your training.
¾
Know how to use and “read” the computer.
¾
Come up before you run out of air.
¾
Inform the Divemaster or instructor.
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Computer Failure If the divers only has one computer and it fails, the dive should be promptly but safely terminated since
their residual nitrogen will have been lost with computer data, they shouldn’t dive for twelve (12) hours to allow a complete N2 washout. It is not safe to continue diving using a different computer since it will not have the previous dive data.
Key Points:
10.9
¾
Abort the dive in a controlled manner.
¾
Do not resume computer controlled diving for twenty four (24) hours.
In-Water Emergencies Your most important piece of equipment is your brain. A calm, well-trained brain is an excellent piece of
safety equipment. Panic causes brains to malfunction.
Key Points: ¾
Encourage your students to think about problem solutions before they happen (use current and entanglement as examples).
¾
Practice emergency techniques (tired diver tow).
¾
Training and practice prevent panic.
¾
Promote the Rescue Diver course.
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10.10 Overexertion One of the most common problems a diver experience is overexertion. Although scuba regulators automatically deliver extra air upon demand, the exhausted diver still feels air hunger. The real problem isn’t inadequate air supply but a psychological reaction to the situation whereby the diver has an exaggerated perception of their need for air. Panic may follow. Underwater, an inexperienced diver may translate air hunger into a desperate urge to surface. At the first sign of labored breathing it is important to stop swimming, rest and breathe deeply. Holding onto a stationary object helps the diver remain still and it also reinforces the correct behavior - staying in control. Sooner or later, most divers will find themselves in a situation that can result in overexertion.
Key Points: ¾
Divers should expect to, sooner or later, to experience overexertion, air hunger or anxiety.
¾
They should stop rest and think.
¾
Communicate situation to others.
10.11 Problems At The Surface Where most dive accidents actually happen! The following guidelines are usually appropriate actions if divers have problems at the surface. 1.
Achieve positive buoyancy
2.
Signal to surface support personnel “OK” or help as is appropriate.
3.
Swim to the boat, line or shore if you can without becoming exhausted.
4.
If you cannot swim to boat or shore safely, deploy your surface signal and wait for them to pick you up.
Key Points: ¾
Establish positive buoyancy.
¾
Keep air supply in mouth.
¾
Signal for help.
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10.12 Tired Diver Tow Most divers eventually encounter a situation where they have the opportunity to assist a “tired diver”. We should offer assistance within our abilities. Establish positive buoyancy for both divers. Ask the tired diver to lie on their back, rest and breathe deeply while they are towed to safety (e.g. boat, tag-line or shore). The safest and most efficient position is the back wards tank tow position. Alternatively, the auxiliary (armpit) push position can be used. The rescuing diver should pace him or herself reasonably and check direction of travel frequently. OW divers should not attempt to approach a panicked diver until they have had appropriate rescue training.
Key Points: ¾
Don’t get within reach of a panicked diver unless trained.
¾
Pace yourself
10.13 Entanglement Should you or your partner become tangled in fishing line or rope, avoid struggling, as it can result in further entanglement. Stop, think and act with purpose. Often you can swim or float out of entanglement. If you get entangled in kelp, usually it will work itself free by the rhythmic motion of the water if you stop moving for a few moments. If necessary, carefully use your knife or scissors to cut the entanglement away.
Key Points: ¾
Don’t struggle.
¾
Stop, think and act if necessary.
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10.14 Missing Diver Often, the missing diver is just a separated buddy who has ignored the three (3) minute rule. Nevertheless, if a diver(s) fails to surface in a reasonable amount of time, you must summon the appropriate personnel to the surface of the situation. Give them the known details of the dive, the last known position, and the air and time remaining the diver(s) had. If they do not surface within a reasonable time (for their air and time restraints) a search should be undertaken within the limits of safety and local authorities should be notified promptly.
Key Points: ¾
Don’t be a missing diver, surface within three (3) minutes of being separated from your buddy.
10.15 Panicked Diver Anxiety causes panic and panic causes disaster. One of the most dangerous situations for everyone is a panicked diver. A diver showing signs of anxiety - wide eyes, rapid jerky movements, rapid breathing, inappropriate behavior, failure to respond to signals- may be on the verge of either active or passive panic. A diver in active panic may bolt toward the surface or become combative. Passive panic manifests as freezing up and becoming poorly responsive. Both types are dangerous because the diver has lost control. Do not approach them from the front. Try to communicate with and reassure them from a safe distance Stay away and let them calm down or wear out. Rescuing a panicked diver is dangerous even with specialized training. It is better to rescue a near drowning than to be part of a double drowning.
Key Points: ¾
A panicked diver can cost you your life.
¾
Don’t get within reach of a panicked diver.
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10.16 First Aid For Open Water Divers First aid includes everything from applying a Band-Aid to warming a chilled diver or performing CPR. Because divers function around boats and equipment and are exposed to environmental extremes, they are more likely to need first aid. It is difficult to be prepared for every emergency, but we should try to be ready for the easiest (ex. first aid kit), the most likely (ex. blankets in cold climate) and the worst (ex. learn CPR). Encourage your students to take a rescue course and learn how to administer O2. Key Points: ¾
Make it fun to be prepared – take a rescue course.
10.17 Seasickness Review the brief but concise discussion in the student handbook
Key Points: ¾
Easier to prevent than to treat.
10.18 Decompression Illness Decompression illness (DCI) includes all injuries related to the effects of breathing air at elevated pressures. The two sub-classifications are decompression sickness and lung over-expansion. Decompression illness can be life threatening but treatment is no guarantee of complete recovery. EMERGENCY PROCEDURES FOR DCI: 1.
Move the afflicted diver out of danger
2.
Activate the Emergency Medical System (EMS)
3.
Monitor life support signs (pulse and respiration) and provide CPR if necessary
4.
Provide 100% oxygen via demand regulator if the diver is breathing
5.
Contact Divers Alert Network (DAN)
Recompression in a hyperbaric chamber may be required to treat decompression illness. The physician who evaluates the diver determines treatment, but speaking to medical personnel at DAN over the telephone can direct you to the closest hospital with a recompression chamber.
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10.19 (DAN) Divers Alert Network Divers Alert Network (DAN) is an organization that operates a 24-hour emergency information hotline staffed with medical professionals who specialize in diving accidents. The emergency phone number is (919) 684-8111. You do not need to be a DAN member for this service and the information is free. There are other similar services available. Check with the dive store for options.
10.20 Dive Safety Summary Review Knowledge Quest.
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Teaching Confined Water Confined water is defined as an area of water with swimming pool-like conditions. That is, it has limited
depth, is contained on some sides, is at least partly shallow enough to stand up in and is calm. Visibility should be adequate to comfortably teach and observe all students in the class. Confined water exercises may be interlaced with academic classroom sessions as circumstances allow. As in the academic sessions, advance preparation is still the most important single step. However, in confined water the emphasis has shifted from the lecture format to the demonstration format. The process is interactive; your students will listen and watch you perform a skill, and then they perform the skill. Students like this active format much better than the classroom because it is more like the diving they came to learn. ¾
Review the skills and their order for the session you are teaching
¾
Complete or refer to your water teaching slates for those skills.
¾
Help students assemble their scuba units.
¾
Present and demonstrate the appropriate skill in-water following the SDI in-water presentation format.
¾
De-brief and congratulate your students.
¾
Demonstrate proper disassembly and storage of scuba units and gear.
In-water training is extremely important. It is here that the students actually learn to dive. In the water, you are a combination “perfect example” and lifeguard. Your performance here as both an instructor and a diver is pivotal in their training. Your students will be much attuned to your level of confidence or anxiety - you must be relaxed and professional. To do so mean you must be completely comfortable with your own skills. You must also know what problems can occur, how to solve them and why. Allow plenty of time for your in-water training sessions and focus on making their training fun and thorough.
11.1
Common In-Water Teaching Problems When you’re teaching in-water sessions, anything and everything can go right - or wrong. However, there
are a few general problems that occur especially frequently. These problem areas are mentioned here to help you recognize and avoid them in your classes. ¾
Your student moves on without performing the skills satisfactorily. Don’t allow this - make your students achieve each performance requirement and can repeat it on their own.
¾
Your student tries to move too fast. This can lead to sloppy technique and incompletely learned
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skills. Set a steady and reasonable learning pace. Faster students can use the extra time to practice their skills. ¾
Your student is using inferior equipment. Poor equipment makes it more difficult to learn and discourages students from continuing diving. Equipment problems can also take your time away from other students.
¾
Don’t temporarily overlook a student’s picking up bad habits (like holding onto the side of the pool). Using a bad habit even a few times can make it permanent.
¾
Don’t be too quick to solve your student’s problems - they learn better what they learn themselves.
11.2
Outline Of Confined Water Sessions, Method of Presentation Confined water sessions are taught at the edge of, and in, the water. Scuba skills are explained and
demonstrated to students who are then asked to perform the skill themselves. On successful completion of the skill, they are congratulated and moved to the next skill. As you progress through the sessions, the skills build on previous skills; for example, mask removal and replacement requires that the student already has mastered mask flood and clear. As in the academic sessions, a thorough and structured approach should be used to be sure students are exposed to all-important information. The confined water teaching presentation slate is designed to automatically format your session so that you can achieve this and allow you to focus on the subject matter. It is ideal for use on all skills that require explanation and demonstration. Filling out the slate assures advance preparation and using it during your presentations assures a professional and thorough coverage of the skill. It is not necessary to use the slate for some skills, like the 100 y/m swim, that do not require demonstration or in depth explanation. The In-Water Presentation form can be filled out from the outline of confined water exercises that follows, but it is important that you thoroughly review each topic first. Your Instructor Manual is intended to guide you in presenting the skill but many students will want to know the reasons behind the technique they are learning and they will expect you to have a clear and credible answer.
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In-Water Presentation 18 Elm Street, Topsham, Maine 04086 Phone: (207) 729-4201 Fax: (207) 729-4453
Introductions (Your Name, Your Divemaster’s Name – Dive Teams) Time for presentation itself, Hours
#
Minutes
1.
Do a Surface Demonstration (to illustrate the skill(s)
2.
Review Signs (for example: “OK”, “Go Down”, “Your turn to do the skill”, “Stop”, “Re-do”, “Surface”, “I Have a Problem”, “Equalize Ear Problem”)
3.
Go down together == Students on their knees == Get an “OK” sign from each student == Watch Me Demo!
4.
Demonstrate the Skill(s) == Remember, Slow and Exaggerated.
5.
Evaluate each student performing the skill(s) == Get an OK from the student == Shake Their Hand
6.
Surface With Students
7.
Re-state the Skill(s) == Discuss Problems and Solutions == Praise and Critique == Challenge
8.
Thank the Divemaster
Skill
Value / Importance / Objective / Outline / Key-points
1 2 3 4 5 6 7 Re-State: (Praise, Review Key Points (“You are now able to”), Re-state importance, Discuss possible problems, Answer questions students may have.) Challenge: (Ask questions to ensure comprehension, Challenge the Student.) Copyright ® 2002 by Scuba Diving International (SDI)
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Revision 2.1, 10/10/02
Page 73 of 130 Copyright ® 1999, SDI
SDI Instructor Manual Appendix – Open Water Instructor Manual
Date: 10/10/2002 Revision: 2.2
In-Water Presentation 18 Elm Street, Topsham, Maine 04086 Phone: (207) 729-4201 Fax: (207) 729-4453
Introductions (Your Name, Your Divemaster’s Name – Dive Teams) Time for presentation itself, Hours
#
Minutes
1.
Do a Surface Demonstration (to illustrate the skill(s)
2.
Review Signs (for example: “OK”, “Go Down”, “Your turn to do the skill”, “Stop”, “Re-do”, “Surface”, “I Have a Problem”, “Equalize Ear Problem”)
3.
Go down together == Students on their knees == Get an “OK” sign from each student == Watch Me Demo!
4.
Demonstrate the Skill(s) == Remember, Slow and Exaggerated.
5.
Evaluate each student performing the skill(s) == Get an OK from the student == Shake Their Hand
6.
Surface With Students
7.
Re-state the Skill(s) == Discuss Problems and Solutions == Praise and Critique == Challenge
8.
Thank the Divemaster
Skill
Value / Importance / Objective / Outline / Key-points
Regulator Recovery – Sweep and Reach
Recover your regulator should it become displaced from your mouth while underwater. “In the event” the regulator is displaced from your mouth while underwater, you will be able to recover it. Demo: Demonstrate both the sweep and the tank lift methods of regulator recovery. Emphasize proper positioning for the tank lift and reach method. Clear regulator as previously instructed. Exhale slowly while regulator is out of mouth. Problems: Failure to keep arm straight and close to tank while sweeping. Inadequate tank “lift for reach” method. Didn’t exhale while regulator was out of mouth
Mask Flood and Clear
In the event a mask should become partially or fully filled with water, it can easily be cleared. Didn’t look up to clear. Students often flood from bottom - gets in nose, remind them to trickle from top. Exhaled too little or through mouth instead of nose. Blows in one big blast - tell them to do it slowly and deliberately. Mask skirt not close enough to face and sealed against forehead. Contact lenses (students eyes closed - tap them on shoulder when mask is clear and they can open their eyes). Didn’t look up to clear. Students often flood from bottom - gets in nose, remind them to trickle from top. Exhaled too little or through mouth instead of nose. Blows in one big blast tell them to do it slowly and deliberately. Mask skirt not close enough to face and sealed against forehead. Contact lenses (students eyes closed - tap them on shoulder when mask is clear and they can open their eyes).
1
2
Re-State: (Praise, Review Key Points (“You are now able to”), Re-state importance, Discuss possible problems, Answer questions students may have.)
Challenge: (Ask questions to ensure comprehension, Challenge the Student.) Copyright ® 2002 by Scuba Diving International (SDI)
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12. 12.1
Date: 10/10/2002 Revision: 2.2
Confined Water – Dive 1 Swimming Skills Assessment (200 y/m Swim And 10 min. Tread Water) Must be performed at any time prior to the first open water dive. The first confined water session is often
the most convenient time and setting. Students must perform each of these skills non-stops. “Style” is not important but they should demonstrate reasonable comfort in the water and be in control throughout the exercises. Any combination of strokes is acceptable for the two hundred (200) yard / meter swim. They may perform the skills on different days and they may try as many times as necessary.
12.2
Buddy Teams (Assign And Discuss) Emphasize the importance of staying with their buddy and following the three (3) minute rule to surface
for a lost buddy. Encourage buddy teams to swim side by side so that they can see each other at all times. Vary buddy teams when possible, students should experience a variety of dive buddies. It is often helpful to separate “couples” during in-water training to help foster independence and self-reliance.
12.3
Communication - Hand Signals Demonstrate basic hand signals - OK, go up, go down, stop, level off, low on air, out of air, need air,
something’s wrong. Ask students to return the signal to you when you demonstrate to them. Use exaggerated demonstration quality technique.
12.4
Weights Adjustment And Mask Defog Emphasize buckle opens to right. Putting their belt on first may be easier but they must not trap their belt
under other gear such that it could not be dropped if necessary.
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Scuba System Assembly Demonstrate assembly, explain as you go and let students assemble theirs along with you. Help them where
needed. 1.
Tank check – check tank and O-ring.
2.
BCD attachment – watch for BCD backwards or too loose.
3.
Regulator attachment – watch for 1st stage of regulator upside down.
4.
BCD inflator hose attachment – before pressurization.
5.
Turn on the air – with purge slightly depressed.
6.
Test the regulator, BCD inflator and computer / SPG.
Teaching Tools: Have each member of a buddy team assemble their gear one at a time. This way they can help and double-check each other. This also reinforces the buddy system.
12.6
Donning Scuba System Teach standing, right arm first with assistant lifting system for them. Review Open Water Divers Manual
for technique description. Buddies should help each other.
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12.7
Date: 10/10/2002 Revision: 2.2
Briefing It is important to give your students a thorough pre-dive briefing before each dive, even in confined water
exercises. The pre-dive briefing removes confusion and reduces anxiety for pool and open water dives. It provides an atmosphere of control and makes you look more professional. It also helps to establish a lifelong habit of advance thinking and organization for your students. Points to emphasize include: 1.
A description of the dive site (even if it’s a swimming pool).
2.
If the pool has special features, describe them.
3.
The dive profile including planned depth, bottom time and minimum air pressure for ascent.
4.
Review hand signals and safety considerations.
5.
Discuss the method of entering and exiting the water.
6.
Remind students to check their air supply and signal you every thirty four (34) bar / five hundred (500) psi. Do this even in confined water to initiate the habit of checking their air supply and help make it automatic in open water.
12.8
ABC’s Emphasize the importance of checklists much like those used by pilots.
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♦
Air on
♦
BCD inflated
♦
Computer on
♦
Dive gear on
♦
Enter on go
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12.9
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Equalization Emphasize starting equalization at the surface and continuously. Demonstrate nose pinch (Valsalva), head
wobble, yawn and ear lobe pull. Any gentle method or combination of methods is acceptable.
12.10 Entry Try to use a different entry at each session in order to expose students to all common types of entries. Often the first session will be at the shallow end of a pool making the controlled seated entry ideal.
Objective:
“You will be able to” enter the water using the controlled seated method
Why:
“You’ll be” a more confident diver being able to enter the water the easiest way from any setting. This method is especially useful at the shallow end of a pool.
Demo:
Enter water using correct controlled seated method.
Problems:
Didn’t rotate with push-off so as to end up facing side of pool. Didn’t partially fill BCD before entry. Regulator or mask not in place.
12.11 BCD Inflation And Deflation Teach both power and manual methods of BCD inflation. Make sure students understand clearly which button serves which function.
Objective:
“You will be able to” orally inflate a BCD to about half full and then fully deflate it at the surface or underwater.
Why:
“You can” inflate your BCD either orally or by using the low pressure inflator so you can relax on the surface, descend or ascend whenever you want to.
Demo:
Oral and auto inflation.
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Demonstrate proper positioning for complete deflation. Deflation. Problems:
Pushing the wrong button, Too little or too much inflation. Not opening the valve while attempting to orally inflate. Incorrect body position for deflation.
12.12 Regulator Breathing Often taken for granted by instructors, many of your students will be anxious or claustrophobic about breathing through a regulator. You will also have students ask you if they can get AIDS or other dread diseases from the regulator mouthpiece. Tell students that mouthpieces should be thoroughly rinsed between users and providing that is done, there is no risk of contagion. For those still in doubt, recommend they purchase their own mouthpiece or regulator.
Objective:
“You will be able to” breath in a relaxed and efficient manner while on scuba.
Why:
“You will enjoy” increased comfort and enjoyment of the underwater environment.
Demo:
Demonstrate slow, deep, relaxed, regulator breathing.
Problems:
Inhaling through the nose. Exhaling through the nose (fogs mask). Not purging regulator before first inhalation.
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12.13 Regulator Purge - Mechanical And Oral Regulator purging should be practiced until it is second nature to your students. This skill gives them a vital boost in confidence because their regulator is literally their lifeline underwater. Inhaling even a few drops of water can result in choking.
Objective:
“You will be able to” clear your regulator by the purge and exhalation methods while underwater.
Why:
“In the event” your regulator should become flooded, you will be able to clear it by two different methods.
Demo:
Demonstrate purge and exhalation methods. Emphasize exhaling slowly while regulator is out of mouth.
Problems:
No air left in lungs to clear by exhaling. Failure to protect airway by lifting tongue while purging. Didn’t exhale while regulator was out of mouth.
12.14 Regulator Recovery - Sweep And Reach Just as important as regulator purging, the ability to quickly and replace a displaced regulator is important to your students confidence and safety. Remind them that in the event they cannot promptly locate their primary regulator, they should know how to locate their alternate second stage and use it to allow a more relaxed search for their primary.
Objective:
“You will be able to” recover your regulator should it become displaced from your mouth while underwater.
Why:
“In the event” your regulator is displaced from your mouth while underwater, you will be able to recover it.
Demo:
Demonstrate both the sweep and the tank lift methods of regulator recovery. Emphasize proper positioning for the tank lift and reach method.
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Clear regulator as previously instructed. Exhale slowly while regulator is out of mouth. Problems:
Failure to keep arm straight and close to tank while sweeping. Inadequate tank “lift for reach” method. Didn’t exhale while regulator was out of mouth.
12.15 Mask Flood And Clear (Partial) Mask management is taught in three stages. First, students are introduced to partially flooding their masks and then clearing - much as they will in order to defog their masks. In the next session they are taught to completely flood and clear - a skill that will be useful when their mask is knocked ajar in open water. In the last session, they will graduate to complete removal and replacement underwater - finally achieving complete comfort with their masks in all situations.
Objective:
“You will be able to” clear a partially flooded mask while underwater.
Why:
“In the event” your mask should become partially filled with water, you can clear it easily and continue your dive.
Demo:
Partially flood mask letting the water trickle in from the top. Emphasize head and hand positions and exhaling through nose. Ask about contact lenses!
Problems:
Didn’t look up to clear. Students often flood from bottom - gets in nose, remind them to trickle from top. Exhaled too little or through mouth instead of nose. Blows in one big blast - tell them to do it slowly and deliberately Mask skirt not close enough to face and sealed against forehead. Contact lenses (students eyes closed - tap them on shoulder when mask is clear and they can open their eyes).
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Teaching Tools: Mask flood and clear is the skill most often associated with anxiety and subsequent failure in the open water course. One helpful method of teaching this skill is outlined here: 1.
With their heads above water, masks off and regulators in mouth, have students practice the breathing cycle - in through the mouth - out through the nose.
2.
With their masks off but regulators in mouth, dip heads under-water for several breathing cycles as above.
3.
Masks on but not flooded, have them repeat step 2 while pushing top of mask against their forehead (non-purge style) or center of mask to face (purge style).
4.
Partially flood masks from top and repeat step three (3).
5.
Now teach mask partial flood and clear as usual.
12.16 Fin Kick - Flutter, Modified Flutter And Frog Kicks Demonstrate each of these kicks. The advantages of each of these were discussed in the classroom sessions and should be briefly reviewed again here. This is a good time to re-emphasize control of diving technique and respect for the underwater environment in choosing the “best kick for the job.” Remind students that appropriate choice and control of kicking is a highly visible attribute of accomplished divers.
12.17 Weight Belt Remove And Replace (Surface) Demonstrate proper method of weight belt removal and replacement on the surface in a horizontal position. Teach them to start face down and “roll” the belt on. Have students practice this skill until proficient.
12.18 Under Water Swim And Practice Time Let students’ just “play” in confined water. They need the opportunity to work on the skills you have just taught them. Try to avoid excessive correcting of them unless they are having difficulty or developing a bad habit.
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12.19 Exit Exit by the appropriate method. Encourage buddy assistance.
12.20 Disassemble Scuba System Emphasize keeping first stage dry, rinsing gear thoroughly, stowing out of walkways.
12.21 Debriefing After positive corrections, congratulations, encouragement is a component of the debriefing Positive peer recognition is the most important reward to your students, especially from YOU, their instructor. Never make fun of your students - your remarks may be taken more seriously than you intended.
12.22 Log Dive Logging the confined water dives lends confirmation and importance to your teaching and what they are learning. It also “imprints” the “log your dive” habit in your students right from the start.
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13.
Confined Water – Dive 2
13.1
Briefing (As In Session #1) Pre-dive briefings are very important, even in confined water sessions! It demonstrates the pattern of
thoughtful planning that you have been trying to communicate to your students. It’s time to encourage them to think and begin participating in making decisions. For example, ask them what kind of entry they think would work best.
13.2
Scuba System - Assemble And Don As Instructed Let students attempt the assembly on their own, only assist and guide as needed. Be positive in correcting
their errors. Even instructors sometimes try to assemble their tank backwards.
13.3
ABC’s As in confined water #1
13.4
Water Entries As noted in session one, try to use a different entry every time. For example, if they used a controlled -
seated entry in confined water #1, use the giant stride or back-roll into the deep end of the pool this time. Emphasize thinking about the appropriateness of each type of entry for the site.
Objective:
“You will be able to” enter the water by both giant stride and back-roll methods.
Why:
“You will be a more confident diver knowing that you are able to enter the water the easiest way from any setting.
Demo:
Enter water using correct giant stride and back-roll methods.
Problems:
Failed to use scissors technique on giant stride. “Hopped” on giant stride. Allowed gear to become entangled with deck or boat on back-roll.
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13.5
Date: 10/10/2002 Revision: 2.2
Descending Technique Just as take-off and landing are important skills in flying an airplane, ascents and descents are very
important parts of a scuba dive. The “checklist” is a useful tool to help you remember the steps in a proper descent.
Objective:
“You will be able to” demonstrate a descent using the appropriate step-wise method.
Why:
“It’s important to know” a simple procedure that helps you remember all the important steps to follow when you’re ready to descend.
Demo:
13.6
Demonstrate proper descent techniques.
Breathing From A Free-Flowing Regulator Remind students that regulators are designed fail-safe and may free flow. Make sure they understand that
this is a manageable situation and they will be able to breathe while surfacing in a controlled manner. Emphasize that there will be so much available air that they cannot inhale it all, in fact they must not put the mouthpiece in their mouth, but instead, breathe slowly and shallowly from the blast of air.
Objective:
“You will be able to” breathe effectively from a free flowing regulator for at least 30 seconds in shallow water.
Why:
“Isn’t it nice to know” that in the unlikely event of a regulator malfunction that results in a free flow of air, you can breathe only the air you need and let the rest escape into the water as you make a safe controlled ascent.
Demo:
Demonstrate by pressing regulator mouthpiece against your upper teeth with your mouth partially opened below so that excess air can escape and pressing purge button to simulate free flow. Stress not sealing lips on mouthpiece and using tongue as a splashguard.
Problems:
Incorrectly or inadequately pressing purge valve. Sealing lips around mouthpiece.
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Poor airway control - Incautious breathing. Improper head position to breathe comfortably and see out of dive mask.
13.7
Mask Flood And Clear This is step two (2) of the three (3) step mask management group of skills.
Objective:
You will be able to” flood and clear your mask while underwater.
Why:
“In the event” you should get water inside of your mask, you can clear it easily and continue your dive.
Demo:
Fully flood mask Emphasize head and hand positions and exhaling through nose. Ask about contact lenses!
Problems:
Didn’t look up to clear. Exhaled through mouth instead of nose or too little. Mask seal must be close to face and touching on top. Contact lenses (students eyes closed - tap them on shoulder when mask is clear and they can open their eyes). Stress proper positioning of their mask.
13.8
Weight Belt Removal And Replacement (On The Bottom) Demonstrate the proper technique for weight belt removal and replacement on the bottom of the pool in
deep water. Students with integrated BCDs should practice with a weighted belt in addition to their BCD. Emphasize the need to completely empty the BCD of air before unbuckling their belt.
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13.9
Date: 10/10/2002 Revision: 2.2
Snorkel Use, Clearing And Exchange Divers often minimize the importance of snorkel skills because snorkels are not perceived as part of “real”
dive gear. Actually, the snorkel is an important piece of safety gear and it would be hard to find an experienced diver who has not, at one time or another, turned to the snorkel to help them out of an exhausting situation.
Objective:
“You will be able to” clear a snorkel of water by using the blast method and resume breathing through it without lifting the face from the water.
Why:
“Isn’t it nice to know” that there is an easy way to get that unwanted water out of your snorkel after you’ve done a dive or inadvertently dipped the end of the snorkel under water and allowed water to enter it.
Demo:
Fill and blast clear snorkel. Students should develop airway control allowing them to keep their faces in the water while breathing. Stress proper snorkel position and the need to be cautious on initial breaths.
Problems:
Improper head or snorkel position to breathe easily. Insufficient exhalation to clear snorkel. Lifting face out of water to clear snorkel. Poor airway control – in-cautious first breath after clearing.
13.10 Cramp Relief Demonstrate proper method of cramp relief.
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13.11 Tired Diver Tow This simple rescue technique is fun to teach and its importance is easy for students to appreciate. It’s the one skill that all divers want their buddies to know.
Objective:
“You will be able to” safely tow a tired or incapacitated diver on the surface for at least 25 yards.
Why:
“In the event” you should encounter a diver who is unable to swim on the surface, you will be able to assist them to a boat or shore.
Demo:
Show proper position of rescuer behind tired diver, both on back. Make tired diver buoyant. Emphasize staying out of reach of tired diver in case of panic.
Problems:
Failure to make tired diver buoyant.
13.12 Deep Water Exit Using the exit method that is most appropriate for the site. Emphasize removal of weights and other awkward and heavy pieces of gear before trying to get out of the water. Encourage buddies to help each other.
13.13 Disassemble Scuba System As before, rinse dry and store.
13.14 Debriefing 13.15 Log Dive
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14.
Confined Water – Dive 3
14.1
Briefing By now, students are beginning to expect the briefing and will organize themselves around it. Be sure you
always brief what you intend for them to do and do what you have briefed (plan your dive - dive your plan).
14.2
Scuba System - Assemble And Don Let them do it and assist them only as needed.
14.3
ABC’s As above.
14.4
Surface Navigation Run Briefly review compass reading during the briefing for this session; students (and divers) have a lot of
trouble with compass use. Make this exercise short (confined water) and fun.
14.5
Controlled Descent As described in Ascents and Descents above. Of course, all descents should be “under control.” Controlled
descent means holding on to a fixed object.
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14.6
Date: 10/10/2002 Revision: 2.2
Hovering Tell students it is another visible marker of an accomplished diver. They should know that hovering is
especially difficult in shallow water and they shouldn’t be discouraged, but keep practicing. Emphasize continuous breathing.
Objective:
“You will be able to” hover motionless (without kicking or sculling) in the water for at least thirty (30) seconds using buoyancy control.
Why:
“Isn’t it nice to know” that you can avoid damaging sensitive coral or stirring up silt on the bottom simply by fine-tuning your buoyancy through your breathing.
Demo:
Stress breath control to make final adjustments but avoid breath holding.
Problems:
Too much/too little inflation/deflation of BCD. Failure to allow sufficient time before adding/depleting air from BCD. Failure to breathe slowly and deeply - fine tune breath control Using hands/legs to maintain position - sculling. Removing regulator from mouth.
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14.7
Date: 10/10/2002 Revision: 2.2
Mask Removal And Replacement The third step in mask management. Once they are comfortable with mask removal and replacement, they
will be comfortable with their masks. Encourage students to practice seeing underwater without their masks (unless they are wearing contacts).
Objective:
“You will be able to” remove, replace and clear your mask while underwater.
Why:
“In the event” your mask should become displaced while underwater, you will be able to replace and clear it easily and continue your dive.
Demo:
Fully flood mask, then remove, replace and clear. Emphasize head and hand positions and exhaling through nose. Ask about contact lenses!
Problems:
Contact lenses. Poor breathing control - inhaling water through nose. Hair, hood or strap caught under skirt on replacement. Improper head or hand position for clearing Inability to exhale through nose or exhaling through mouth. Inadequate exhalation to clear. Mask skirt too far from face or failure to seal back to face. Disorientation.
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14.8
Date: 10/10/2002 Revision: 2.2
No Mask Breathe And Swim This is really the fourth step in mask management - learning to get along without one at all! If a student is
wearing contacts, they should keep their eyes closed and let their buddy lead them in the swim.
Objective:
“You will be able to” (1) breathe under water for not less than one minute while not wearing a mask. While stationary and while swimming at least fifteen (15) meter / fifty (50) feet and (2) completely remove, replace and clear the mask of water while under water.
Why:
“In the unlikely event” your mask floods with water, is lost or cannot be worn because a strap has broken, you can replace and clear it or swim to the surface without it while breathing normally.
Demo:
Demonstrate kneeling in shallow water. Stress airway control and need to exhale through nose. Tell students not to pinch their noses. Proceed from partial clear first.
Problems:
Contact lenses. Poor breathing control - inhaling water through nose. Hair, hood or strap caught under skirt on replacement. Improper head or hand position for clearing. Inability to exhale through nose or exhaling through mouth. Inadequate exhalation to clear. Mask skirt too far from face or failure to seal back to face. Disorientation.
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14.9
Date: 10/10/2002 Revision: 2.2
BCD Removal And Replacement Underwater This can be an anxiety provoking exercise. Emphasize regulator control and taking their time. The
procedure is outlined in a simple and easy method in the Open Water Diver Manual.
Objective:
“You will be able to” remove, replace, adjust and secure the scuba unit on the bottom, with minimal assistance, in water too deep to stand up in.
Why:
“Isn’t it nice to know” that if you have to remove your scuba unit because something has become entangled in it, you can remove it, correct the problem and replace it easily underwater
Demo:
Stress that the unit must not be over-inflated and that all maneuvers Should be accomplished by feel. Left Arm out first – left arm in last.
Problems:
Difficulty finding and releasing straps. Pulling regulator out of mouth on removal. Failure to hold onto or control scuba unit once removed. Difficulty replacing and securing scuba unit - entanglement. Trapping hoses upon replacement.
14.10 Controlled Ascent (Computer Monitored) Confined water may make this a limited experience. Emphasize the importance of knowing how their computer works and what the arrows mean.
14.11 Skills Practice This is where students can play and “iron out the wrinkles.” Correct only as necessary or to head off bad habits.
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14.12 Disassemble Scuba System As in previous sessions.
14.13 Debriefing Underscore the value of their new skills.
14.14 Log Dive
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15.
Confined Water – Dive 4
15.1
Briefing Brief as in earlier sessions. This confined water session is oriented to emergency skills. Emphasize the
satisfaction students will feel in knowing how to rescue others.
15.2
Scuba System - Assemble And Don Begin to emphasize the fine points of scuba assembly such as regulator purge while pressurizing and facing
the SPG away from the diver when pressurizing.
15.3
ABC’s Buddies help each other.
15.4
Entry Try to rotate through all types.
15.5
Descend On A Line If logistics permit in the confined water setting.
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Alternate-Air Sharing Ascent Have students practice sharing air on the bottom until they are comfortable before they ascend, then
instruct this procedure as outlined in the Open Water Diver Manual. Make sure both buddies participate as donor and recipient. Emphasize exhaling a bubble stream when the regulator is out of their mouths, having a firm hookup with each other on ascent and maintaining good eye contact.
Objective:
“You will be able to” locate, secure and breathe from an alternate air source supplied by a buddy for one minute, both in a stationary and a swimming position while under water.
Why:
“Isn’t it nice to know” that in the unlikely event you run out of air, you can use your buddy’s alternate air source to provide you with air while you both make a safe controlled ascent.
Demo:
Demonstrate locating, securing and breathing from an alternate air source (stationary and swimming). Students to switch roles as donor and receiver. Stress no breath holding. Stress looking up and holding deflator valve in hand.
Problems:
Failure to signal and secure alternate air source from buddy. Difficulty securing, clearing or breathing from alternate air supply. Failure to make continuous “aaaahhh” sound or exhale when regulator is out of mouth. Lack of secure contact between buddies (right arm hook up). Insufficient coordination/communication between buddies while swimming/ascending.
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Controlled Swimming Ascent (CSA) Controlled Swimming Ascent or CSA is the “last resort” controlled self-rescue. The diver who must resort
to CSA is caught between the need to surface quickly enough to avoid drowning but slowly enough to avoid DCS. Remind divers that the volume of air in their lungs will steadily increase as they surface; so, they must exhale slowly (or hum) to let the excess air out and avoid lung expansion injury. Since this is an out of air ascent, they will need to orally inflate their BCD on the surface.
Objective:
“You will be able to” simulate a controlled emergency swimming ascent by swimming horizontally underwater for at least 30' while continuously exhaling and emitting a continuous sound.
Why:
“Isn’t nice to know” that in the unlikely event you run out of air and your dive buddy is unable to quickly provide you with an alternate air source, you can make a safe swimming ascent to the surface while continuously exhaling and not exceeding the maximum safe ascent rate (60'/minute).
Demo:
Demo in shallow water - lead divers to deep water and watch them continuously. Hold diver’s console when he adds air to BCD to achieve neutral buoyancy (Signal). Grip ascent line between your hand and diver’s BCD. 1.
Neutral buoyancy
2.
Look up and inhale
3.
Slowly kick up saying “Ah”
Oral inflation at surface (2 breaths). “If you feel air deprivation or I signal you to stop, just resume normal breathing through your regulator.” Problems:
Improper hand/body position for swim. Removing regulator from mouth. Failure to make a continuous sound. Exhales too fast and runs out of air too soon (no bubbles) Swimming too fast/slow or lack of buoyancy control.
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Compass Navigation (Underwater) Review again the components of a compass and their use. Then give students a simple direction and
reciprocal to navigate in confined water. This exercise is fun and gives them a great sense of achievement when they perform a satisfactory run. It also represents their first underwater “mission” and as they concentrate on it they will be performing their scuba skills naturally.
15.9
Skills Practice This is the student’s time to play and polish their skills in anticipation of open water. Watch out for bad
habits and look for marginal students who may need more confined water work.
15.10 Exit By appropriate method, using buddies.
15.11 Disassemble Scuba System Rinse, dry and store.
15.12 Debriefing
15.13 Log Dive
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15.14 Buddy Breathing NOTE: Although not generally taught to recreational divers any more, you as an instructor need to understand this historical rescue procedure. It is presented here as a skill for the sake of comparison to alternate air breathing. It is evident that buddy breathing is a relatively complicated skill with many potential problems that is likely to be of limited value in modern, alternate air equipped, recreational scuba.
Objective:
Buddy breathing - sharing a single air source for a distance of at least 50' under water both as a donor and receiver.
Why:
In the unlikely event you or your buddy runs out of air and an alternate air source isn’t available, you can buddy breathing and make a safe, controlled ascent to the surface.
Demo:
Person giving out of air signal always on instructors right side to allow instructor unobstructed view of regulator switching. Proper signaling, contact, donor control, breath cycle, exhaling when regulator out of mouth, coordination of movements while swimming. Practice shallow before swimming. Donor’s Right Hand on regulator hose, Receiver’s Left Hand on donor’s Right wrist, donor’s Left Hand on receiver’s Right bicep (firm grip inside of receivers arm to allow access to receivers BCD control), receiver’s Right Hand on donors Left elbow.
Problems:
Failure to properly signal buddy. Improper hand positions. Failure to make continuous “aah” sound or exhale when regulator out of mouth. Difficulty clearing or breathing from regulator - poor airway control (use tongue for splash-guard). Taking excessive number of long breaths. Lack of secure contact between buddies. Donor shoves regulator in mouth instead of receiver guiding it in. Regulator upside down because donor not on right side. Insufficient coordination/communication between buddies.
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16.
Date: 10/10/2002 Revision: 2.2
Teaching Open Water Open water is defined as any body of water over six (6) meter / twenty (20) feet deep with direct access to
the surface. All training dives begin with open water orientation, equipment review and a thorough pre-dive briefing. Open water training sessions are similar to confined water but exercises are carried out at open water depth. An ascent line must be available for those exercises that refer to or use an ascent line. Students should perform their skills in the same manner as in confined water. The instructor, however, will conduct the open water skills as outlined in method of presentation below. Open water is the most popular part of the course for most students because this is scuba diving. It can also be the most satisfying part of the course for you because you will see the fruits of your labors, as your students become divers. Because they are diving in the open water environment, your skills and judgment may be maximally tested. While keeping the sessions relaxed and enjoyable, you must use your powers of observation and experience to keep your students safe while they learn. Remember Murphy’s Law and stay close!
16.1
Open Water Safety As their instructor, you are responsible for the safety of your student divers (they are “divers” now, just
uncertified!). Not only are your students inexperienced, untested and unpredictable, but also you are taking them into an unconfined liquid environment from a boat or shoreline full of natural hazards. This process is full of risk and your only protection is to be aware, maintain control and be prepared for the unexpected. Although no one can foresee every disaster, we can learn from the mistakes of the past and structure our open water sessions so that risks are minimized. The following are rules of instruction that the industry has learned from decades of experience and careful review of factors that have contributed to adverse events. •
Always plan the dive and dive the plan.
•
Brief the dive to minimize confusion.
•
You, the instructor, must maintain control.
•
Instructor in the water, and ready, first.
•
Do not enter against surf that is up.
•
Boat dives - use a buoy, not the anchor line.
•
Keep your divers in formation, for example, “You’ll be dive team A on my left and you’ll be dive team B on my right, both teams stay with your buddy and alongside me”.
•
Always keep your students in visual contact.
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•
Never leave a student on the surface or the bottom alone.
•
Maintain your rescue skills.
•
Have all divers sign waivers!
There are as many other good safety tips as there are situations, but the most important safety device is you and your training.
16.2 Outline Of Open Water Sessions 16.2.1
Method Of Presentation In the academic sessions you were primarily teaching the students. In confined water, the process became
interactive, you presented and demonstrated and the students demonstrated back. Now, in open water sessions, the flow of demonstration is mainly from student back to you. If they have learned well in the academic and confined water sessions, they will demonstrate their diving skills to you. •
Review the skills for this session as needed.
•
Have students assemble their scuba units.
•
Brief students on the dive site and dive.
•
Enter the open water.
•
Refer to your in-water slate for the proper skills and their order for this session.
•
Indicate to the students which skills they are to perform using the SDI in-water presentation format as under it was used during the Confined water sessions.
•
Remember in-water congratulations.
•
Take the students on a “pleasure” dive following the skills demonstrations.
•
Have students disassemble their scuba units and stow gear after getting out of the water.
•
De-briefing and congratulations.
•
Have students log dive and get signatures.
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In-Water Presentation 18 Elm Street, Topsham, Maine 04086 Phone: (207) 729-4201 Fax: (207) 729-4453
Introductions (Your Name, Your Divemaster’s Name – Dive Teams) Time for presentation itself, Hours:
#
Minutes:
1.
Do a Surface Demonstration (to illustrate the skill(s)
2.
Review Signs (for example: “OK”, “Go Down”, “Your turn to do the skill”, “Stop”, “Re-do”, “Surface”, “I Have a Problem”, “Equalize Ear Problem”)
3.
Go down together == Students on their knees == Get an “OK” sign from each student == Watch Me Demo!
4.
Demonstrate the Skill(s) == Remember, Slow and Exaggerated.
5.
Evaluate each student performing the skill(s) == Get an OK from the student == Shake Their Hand
6.
Surface With Students
7.
Re-state the Skill(s) == Discuss Problems and Solutions == Praise and Critique == Challenge
8.
Thank the Divemaster
Skill
Value / Importance / Objective / Outline / Key-points
1 2 3 4 5 6 7 8 Re-State: (Praise, Review Key Points (“You are now able to”), Re-state importance, Discuss possible problems, Answer questions students may have.) Challenge: (Ask questions to ensure comprehension, Challenge the Student.) Copyright ® 2002 by Scuba Diving International (SDI)
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In-Water Presentation 18 Elm Street, Topsham, Maine 04086 Phone: (207) 729-4201 Fax: (207) 729-4453
Introductions (Your Name, Your Divemaster’s Name – Dive Teams) Time for presentation itself, Hours:
#
Minutes:
1.
Do a Surface Demonstration (to illustrate the skill(s)
2.
Review Signs (for example: “OK”, “Go Down”, “Your turn to do the skill”, “Stop”, “Re-do”, “Surface”, “I Have a Problem”, “Equalize Ear Problem”)
3.
Go down together == Students on their knees == Get an “OK” sign from each student == Watch Me Demo!
4.
Demonstrate the Skill(s) == Remember, Slow and Exaggerated.
5.
Evaluate each student performing the skill(s) == Get an OK from the student == Shake Their Hand
6.
Surface With Students
7.
Re-state the Skill(s) == Discuss Problems and Solutions == Praise and Critique == Challenge
8.
Thank the Divemaster
Skill Regulator Recovery – Sweep and Reach
1
Value / Importance / Objective / Outline / Key-points Recover your regulator should it become displaced from your mouth while underwater. “In the event” the regulator is displaced from your mouth while underwater, you will be able to recover it. Demo: Demonstrate both the sweep and the tank lift methods of regulator recovery. Emphasize proper positioning for the tank lift and reach method. Clear regulator as previously instructed. Exhale slowly while regulator is out of mouth. Problems: Failure to keep arm straight and close to tank while sweeping. Inadequate tank “lift for reach” method. Didn’t exhale while regulator was out of mouth
Mask Flood and Clear
2
In the event a mask should become partially or fully filled with water, it can easily be cleared. Didn’t look up to clear. Students often flood from bottom - gets in nose, remind them to trickle from top. Exhaled to little or through mouth instead of nose. Blows in one big blast tell them to do it slowly and deliberately. Mask skirt not close enough to face and sealed against forehead. Contact lenses (students eyes closed - tap them on shoulder when mask is clear and they can open their eyes). Didn’t look up to clear. Students often flood from bottom - gets in nose, remind them to trickle from top. Exhaled to little or through mouth instead of nose. Blows in one big blast - tell them to do it slowly and deliberately. Mask skirt not close enough to face and sealed against forehead. Contact lenses (students eyes closed - tap them on shoulder when mask is clear and they can open their eyes).
Re-State: (Praise, Review Key Points (“You are now able to”), Re-state importance, Discuss possible problems, Answer questions students may have.)
Challenge: (Ask questions to ensure comprehension, Challenge the Student.) Copyright ® 2002 by Scuba Diving International (SDI)
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17.
Open Water – Dive 1
17.1
Briefing Begin every open water dive with a thorough instructor briefing. Review computer use and be sure that
your students have a clear picture of the dive environment and dive plan. Brief them on the skills they will perform following the Open Water Presentation Form format. Do not overly caution students at this point as they are already anxious and task loaded. Your students will be extremely attuned to your mood and attitude at this critical time and they want to be able to dive like you. At this point, they are learning more from watching you than listening to you - be relaxed, positive and show them how much you enjoy diving!
17.2
Scuba System Assembly Students should be fairly proficient at this by now but they are in a new setting and may be anxious. They
will make the same simple mistakes (putting the regulator on backwards, etc.) as they made in confined water. Try to have fun with this (even instructors make simple mistakes) and take advantage of this opportunity to emphasize the value of buddy checking each other’s gear.
17.3
Weights Adjustment And Mask Defog Emphasize the importance of balance and knowing how to drop diver and buddy’s weight system.
17.4
Don Scuba System Buddy assistance during preparation reinforces the buddy system during the dive.
17.5
Review ABC’s This is the last opportunity for a thorough recheck of the divers’ and buddies’ gear.
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Entry, Weights Check And Bubble Check Entry can be an anxiety-provoking event. Enter by the simplest method appropriate to the dive setting.
Give everyone surface time to relax and get comfortable. Performing weight checks and buddy bubble checks helps keep divers minds on tasks and gives them a sense of self-control. It also reinforces the buddy system. Consider having students try no mask breathing on surface to get their faces used to the water for the breathing exercises. Remind them to signal you when their tank pressures reach the pressure limit(s) you have set.
17.7
Controlled Descent (Holding On To Buoyed Line) Make sure everyone is really ready before you go down so you don’t find yourself in the awkward
situation of having some divers down on the line while others are still on the surface struggling with their equipment. The line is for control only - descend by buoyancy - no “pull downs”.
17.8
Mask Flood And Clear (Partial) Follow the format of the Open Water Presentation Form.
17.9
Remove/Recover/Clear Regulator Use any combination of methods learned in confined water. Follow the format of the Open Water
Presentation Form.
17.10 Fin Pivot (LPI) Follow the format of the Open Water Presentation Form.
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17.11 Tour - Neutral Buoyancy Emphasize neutral buoyancy - for experience and underwater observation. This is their “reward” for many hours of study and practice - they’re finally diving! Try to orient the dive and site so there are a couple of interesting features to show them. If they like this dive, they’ll probably do well from here on out.
17.12 Controlled Ascent (On A Line) You should caution divers to use good buoyancy to achieve their ascent. The line is meant to be a reference and help them fine-tune their ascent. However, you should “give them permission” to hold on firmly if necessary to avoid an uncontrolled ascent.
17.13 Safety Stop If you want your students to accept the importance of safety stops, you must make sure that you and they make a safety stop on every training dive.
17.14 Debrief Dive Use format on Open Water Presentation Form.
17.15 Sign Log Books Your students are learning by watching you - log your dive in your logbook and sign their logbooks.
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18.
Open Water – Dive 2
18.1
Brief And Prepare For Dive Begin every open water dive with a thorough instructor briefing. Review computer use and be sure that
your students have a clear picture of the dive environment and dive plan. Brief them on the skills they will perform following the Open Water Presentation Form format. Do not overly caution students at this point as they are already anxious and task loaded. Your students will be extremely attuned to your mood and attitude at this critical time and they want to be able to dive like you
18.2
Descent With Reference (To A Buoyed Line Or Other Fixed Object) Divers should look at but not hold onto the fixed reference. This adds a new layer of complexity and self-
control. Be sure you “give them permission” to grab the line if they need to in order to control their descent.
18.3
Flood And Clear Mask Follow the format of the Open Water Presentation Form.
18.4
Alternate Air Assisted Ascent Rotate and repeat. Follow the format of the Open Water Presentation Form.
18.5
Tour - Neutral Buoyancy For experience and underwater observation, make it interesting!
18.6
Safety Stop Safety Stop on every dive! We teach by doing.
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Tired Diver Tow This may be the last time they practice it until they need it!
18.8
Debrief Dive Debrief the dive.
18.9
Sign Log Books Your students are learning by watching you - log your dive in your logbook and sign their logbooks.
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19.
Open Water – Dive 3
19.1
Brief And Prepare For Dive Begin every open water dive with a thorough instructor briefing. Review computer use and be sure that
your students have a clear picture of the dive environment and dive plan. Brief them on the skills they will perform following the Open Water Presentation Form format. Do not overly caution students at this point as they are already anxious and task loaded. Your students will be extremely attuned to your mood and attitude at this critical time and they want to be able to dive like you
19.2
Weight Belt Removal And Replacement (Surface) Watch for “right hand release” and gear entanglement.
19.3
Surface Navigation Run Use at least 3 points (i.e., a triangle)
19.4
Descent Without Reference (No Line To Hold On To Or Look At) This is their first open water “free descent”. Emphasize using other cues (bubbles, underwater objects, etc.)
to gauge their rate and direction.
19.5
Hover (LPI) Follow the format of the Open Water Presentation Form.
19.6
CSA (With Instructor) Follow the format of the Open Water Presentation Form.
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Tour - Neutral Buoyancy Use the tour for experience and U/W observation. Learning to dive is fun! So is teaching.
19.8
Safety Stop Safety Stop on every dive! We teach by doing.
19.9
Debrief Dive Use format on Open Water Presentation Form.
19.10 Sign Log Books Your students are learning by watching you - log your dive in your logbook and sign their logbooks.
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20.
Open Water – Dive 4
20.1
Brief And Prepare For Dive Begin every open water dive with a thorough instructor briefing. Review computer use and be sure that
your students have a clear picture of the dive environment and dive plan. Brief them on the skills they will perform following the Open Water Presentation Form format. Do not overly caution students at this point as they are already anxious and task loaded. Your students will be extremely attuned to your mood and attitude at this critical time and they want to be able to dive like you
20.2
BCD Removal And Replacement This exercise should only be performed on the surface in open water.
20.3
Descent With Reference Hold line only in case of a problem. Make sure divers know the pros and cons between using a surface
buoyed or bottom fixed line.
20.4
Weight Belt Removal And Replacement (On The Bottom) Watch for ascents due to no weight or students dropping the weight from the weight belt.
20.5
Compass Run With Reciprocal Follow the format of the Open Water Presentation Form.
20.6
Slate Tour Make notations of marine life to discuss with instructor. Now you’re adding a new task by asking them to
dive and make notes on their slates. This adds interest and builds confidence.
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Safety Stop Safety Stop on every dive! We teach by doing.
20.8
Debrief Dive Use format on Open Water Presentation Form.
20.9
Sign Log Books This is a Big Signature to your students!
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Open Water Certification You can be justifiably proud of your students and yourself. You have taken a group of non-divers and
turned them into certifiably safe and competent divers! Your students probably had different personality types and reasons for diving, and, teaching conditions may have been less than ideal. In spite of these challenging circumstances, you exposed them to a carefully chosen package of core knowledge and skills. And you did it in a remarkably short amount of time. SDI is proud of you and your students will admire you for the rest of their diving careers.
21.1
Certification Ceremony Your students should be proud of themselves too, but simply being told they have passed and are certified
can be notably anti-climactic. Completing the last dive and being certified should be the climax of the entire scuba course. Where logistics permit, try to hold a post-dive ceremony at the end of the course. This may be very casual and can even be carried out on the dive boat or at the dive shop, but you should “make a fuss” over their success. For example, consider giving them a “diploma” of some diving related artifact or make awards for fun categories like “best bicycle kick”. This serves as formal recognition of the newly certified divers’ accomplishment and allows relaxed comradery to replace the air of anxiety that may have been present in the class.
21.2
Orientation To Advanced And Technical Diving The certification ceremony embellishes your role as instructor and is an opportune time to encourage your
new divers to sign up for the next Training course. You can also tell them that they are now on the path that leads to even more adventure and excitement with for example Nitrox and technical diving. As your newly certified divers can see, there is a world of diving excitement waiting for the adventurous starting with SDI open water and progressing through TDI’s technical courses.
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22.
Knowledge Quest – Questions And Answers
22.1
Chapter 1, Questions And Answers
1.
What does SCUBA stand for? The Self-Contained Underwater Breathing Apparatus (S.C.U.B.A) gave a diver freedom to descend
underwater without relying on an air umbilical to the surface.
2.
List the three important changes that occurred in the 1950s. 1.
The publishing of dive tables in the 1957 U. S. Navy Diving Manual to allow for repetitive scuba dives.
2.
Manufacturers made dramatic improvements in both the design and workmanship of scuba gear.
3.
The lack of nationally recognized instruction spawned the startup of professional training agencies that took on the responsibility of teaching people how to use scuba gear and dive tables correctly.
3.
Name three (3) different devices that modern dive computers made obsolete. Personal Dive Computers have made separate gauges to measure the following practically obsolete:
4.
1.
Depth,
2.
Time and
3.
Temperature.
What sets Scuba Diving International apart from other training agencies? The properly equipped SDI student will use a personal dive computer (PDC) during all their in-water
instruction and certification dives.
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How much larger and closer do objects appear underwater and why? •
When looking through a dive mask underwater everything appears larger than normal. This is because light bends as it enters the airspace between your eyes and the mask lens, magnifying objects by about twenty five percent (25%).
•
Objects also appear closer by about a third (a ratio of 4:3).
•
You will also notice that you cannot see as far as you can above the water. Divers express visibility, how far they can see horizontally, in distance (e.g. feet).
•
Available light, water turbidity, and distance are factors that influence how far a diver can see and how objects appear underwater.
6.
How much faster does sound move through water than air and why? •
Sound travels fastest through dense mediums. Because water is about eight hundred (800) times denser than air, sound moves approximately four (4) times faster in water than in air.
•
Sound moves so fast underwater that there is not enough time delay from one ear to the other for the human brain to determine the direction sound comes from.
•
When you hear the crunching sound of a parrotfish feeding or your buddy tapping on their tank to get your attention, it will be difficult to tell exactly where the sound is coming from.
7.
What is the first color to be absorbed underwater? Red objects appear brown starting at about 20 feet and green in much deeper water. The order that colors
are absorbed is red, orange, yellow, green, blue, and violet, but the entire spectrum of color is gradually absorbed (gradually changing the colors) until all light energy is totally absorbed at depths beyond the range a scuba diver can dive.
8. When diving from shore, the best time to dive is when there is the least amount of tidal current. _________ tide is when there is no horizontal water movement. The period of time between tides when there is no vertical movement of water is called a slack. This means the water level is neither rising nor falling, but there may still be horizontal motion or current.
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9. If you are caught in a rip current, first swim _______ to the current to get out of it before swimming towards shore. •
If you are caught in a rip current, swim across it (or perpendicular) to get out, never against it.
•
Or you can float and let it carry you out to where it dies out and then swim back to shore away from the rip.
10.
Waves are usually caused by ______________. Waves are a form of energy that is primarily generated by wind.
11.
Anticipate surge action to avoid contact with stationary objects. True or False True. When swimming through an area with strong surge, kick when the force is pushing you in the
direction you wish to go. Grab hold of a rock or stick your hand in the sand to prevent being pulled backward when the force opposes your heading. When diving a shallow water reef with many coral formations, surge can push you into an object you wish to avoid contact with. Under such conditions it is best to increase your distance from natural obstructions by either moving farther off to the side or into deeper water where the surge is weaker.
12.
What types of marine life cause most diving injuries? Most marine life injuries amount to no more than a temporary, yet painful sting.
13. What should you do if you see a potentially dangerous animal underwater and it does not leave the area? If you see a shark, or any other potentially dangerous marine animal, remain still and calm.
14. List three different reasons that it is advisable to check with your local dive center before conducting diving in an area you are unfamiliar with? 1.
Some areas are prone to rip currents. A rip current, or run-out, is a narrow flow of swiftly moving water running seaward from the shore.
2.
Find out if the area you plan to dive at typically has thermoclines when deciding on the thermal protection to wear.
3.
Be advised that laws from one location to another may prohibit certain diving activities, such as harvesting live shells, ornamental fish, food fish, and other game while using scuba gear.
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Date: 10/10/2002 Revision: 2.2
Chapter 2, Questions And Answers What is the absolute pressure (in atmospheres) at 66 fsw? As a diver descends the pressure surrounding them increases. It increases at a rate equal to one (1)
atmosphere (or fourteen-point-seven (14.7) psi) every ten (10) msw / thirty three (33) fsw or ten-point-three (10.3) msw / thirty four (34) ffw. Thus, at ten (10) msw / thirty three (33) fsw the pressure is two (2) atm, at twenty (20) msw / sixty six (66) fsw it is (3) atm, at thirty (30) msw / ninety nine (99) fsw it is four (4) atm, at forty (40) msw / one hundred thirty two (132) fsw it is five (5) atm, and so on.
2. What will the volume in a balloon be that is filled with two (2) ft.3 of air at ninety (99) fsw when it is taken to the surface (one (1) atm)? So if a balloon is filled with two (2) cubic feet of air at ninety (99) fsw, then it will be eight (8) cubic feet at the surface. The reason air volume decreases with increases in ambient pressure is because the air inside the balloon is being compressed.
3. How many more times denser is the air in a balloon at four (4) atmospheres compared to at the surface? The pressure and volume relationship of Boyle’s Law influences gas density. As air becomes compressed the gas molecules move closer together making the air denser. Air density increases in direct proportion with increases in ambient pressure. Therefore, the density of air in a balloon at ten (10) msw / thirty three (33) fsw will be double what it is at the surface. If the balloon is taken down to a depth of sixty (66) fsw, the air inside will be three (3) times as dense as its density at the surface, and at thirty (30) msw / ninety nine (99) fsw (four (4) ata) it will be four (4) times as dense.
4. If a scuba cylinder lasts two hours at sea level, how long will it last at twenty (20) msw / sixty six (66) fsw? If it takes one (1) hour for a diver to breathe all the air from their cylinder at the surface (one (1) atmosphere), the same cylinder will last only thirty (30) minutes at ten (10) msw / thirty three (33) fsw, and will only last twenty (20) minutes at twenty (20) msw / sixty six (66) fsw, everything else being equal. Therefore, if the tank lasts two (2) hours at the surface it will last forty (40) minutes at twenty (20) msw / sixty six (66) fsw.
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How often should a scuba diver equalize during a descent? To prevent injury in these areas, it is very important to perform an equalization maneuver at the surface just
before beginning your descent and then every couple of feet before you feel any discomfort.
6.
What should you do if you experience discomfort in your ears upon descending? If you experience discomfort or pain during descent, immediately stop descending and ascend a few
decimeters / feet to a shallower depth where you no longer feel any discomfort.
7.
What is a reverse block? A reverse block occurs when air cannot expand or escape freely.
8.
What should you do if you experience a reverse block upon ascending? Descend a couple of decimeter / feet to the depth where the discomfort goes away and remain there until
the expanding air has time to vent, or as time and air supply permit.
9.
What is the most important rule in scuba diving? Never hold your breath.
10. What is the most serious injury that a diver could suffer from if they held their breath upon ascending? The most serious consequences of violating Boyle’s Law are lung over-expansion injuries.
11.
Which gas component in air causes decompression sickness and narcosis? Nitrogen narcosis and decompression sickness are the two (2) most common problems associated with
absorbing nitrogen
12. What medical problem can occur if a diver ascends much too rapidly for nitrogen to be slowly released? Decompression Sickness.
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SDI Instructor Manual Appendix – Open Water Instructor Manual 13.
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List at least five (5) factors that can predispose a diver to decompression sickness? If a scuba diver ascends too fast, the pressure change will be too rapid to permit the slow release of
dissolved nitrogen from the tissues into the blood stream. Instead it may come out of solution in the form of bubbles and block blood flow. This physiological problem is called decompression sickness (DCS). The list includes: •
Obesity,
•
Older age,
•
Illness,
•
Past or present injuries,
•
Prior history of DCS,
•
Fatigue,
•
Dehydration,
•
Smoke inhalation,
•
Ingestion of drugs,
•
Bounce dives or saw-tooth profiles,
•
Performing deeper dives after shallower dives,
•
Over exertion during or soon after a dive,
•
Chilling during the dive, and
•
Ascending to altitude too soon after diving by driving into the mountains or flying.
14.
Describe the symptoms of DCS, including mild to severe signs and symptoms. •
A diver may have a rash if bubbles occur in the capillaries near the skin.
•
Joint pain is the most common symptom because bubbles typically coalesce and collect in and around joints, causing the joint to bend, hence the nickname, “bends.”
•
A diver that has difficulty inhaling and/or a frequent dry non-productive cough may indicate the lungs are affected.
•
A loss of sensation, loss of bladder or bowel control, or paralysis may occur if bubbles form in the spinal cord or other areas of the peripheral nervous system.
•
Dizziness, numbness, tingling, paralysis, temporary blindness, and unconsciousness can occur if bubbles go to the brain or affect the central nervous system.
•
Severe decompression sickness can result in permanent disability or death.
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15. What is the depth threshold where most scuba divers generally begin to be affected by nitrogen narcosis? Most divers are not affected until a depth of thirty (30) msw / one hundred (100) fsw and greater, so narcosis should not be a problem for beginning scuba divers whose certification limits them to a maximum depth of eighteen (18) msw / sixty (60) fsw.
16.
List two possible ways a diver may feel if they become “narked” at depth. A diver experiencing nitrogen narcosis may feel euphoric or anxious. In either case, their ability to think
clearly and act appropriately will be diminished if not completely compromised. What is worse is that they may not perceive themselves to be impaired and this is likely to endanger them and their dive partner depending on the circumstances.
17.
What should a diver do to alleviate the symptoms of nitrogen narcosis? If you feel strange or believe you are “narked”, simply ascend normally until you no longer feel the affects.
You may only have to ascend a half a meter / few feet, but how much you have to ascend will depend on your personal tolerance or susceptibility, which can vary from day to day.
18. Which gas causes extreme headache and nausea, and in high enough concentrations causes the lips and fingernail beds to turn bright red and unconsciousness? Bright red lips and finger nail beds are indications of exceptionally high CO (Carbon Monoxide) levels and pending unconsciousness.
19.
What may indicate the air in a scuba cylinder is harmful to consume? The air has an odor or taste to it. Do not use air that has an odor or taste.
20. What should you do if you suddenly feel sick and develop a headache during a scuba dive? If you ever begin to feel ill at depth, immediately abort the dive by making a controlled ascent to the surface. Breathe fresh air or oxygen if it is available. The symptoms should clear up, but if they do not, seek medical attention.
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22.3 Chapter 3, Questions And Answers 1.
What is the main purpose of a snorkel? Using a snorkel allows a diver to conserve air from their scuba cylinder while swimming at the surface.
2.
How do you know if a mask fits correctly? Place the mask on your face without using the mask strap. Be sure you do not have any hair under the
skirt. Inhale through your nose to create suction and then hold your breath. The mask fits if it tightens against your face and does not fall off. The mask does not fit if you must continue to inhale to keep it on or air leaks in under the skirt.
3.
Name at least one (1) visual and one audible rescue, signaling device. Every scuba diver needs to carry at least one (1) signaling device for use at the surface. •
A yellow or red colored inflatable device, such as a narrow tube or lift bag, is preferable visual signals.
•
Audible signals are also useful. A whistle or air horn make very loud sounds that will attract the attention of boats or divers on the surface.
4.
Name two basic fin designs and describe the main features of each. 1.
A full-foot fin encloses your entire foot inside the foot pocket, just as a typical shoe does.
2.
An open-heel fin has a foot-pocket that is open in the heel area
5.
6.
What is the main difference between a wet suit and a dry suit? •
A wet suit is necessary for colder conditions and for long dives.
•
A dry suit becomes mandatory when water temperatures are about 10oC / 50oF and below.
What extra attire can enhance a diver’s warmth when worn with a wet or dry suit? You can increase thermal protection by wearing a neoprene cap, hood and / or gloves.
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Name two (2) functions of wet suit boots. Feet are another area that require protection from both (1) heat loss and (2) incidential injury when not
wearing fins. Wet suit boots provide both.
8.
9.
List four (4) functions of a dive computer? •
Depth,
•
Dive Time,
•
Ascent Rate.
•
No-Decompression timer / No-Stop time,
•
Required Decompression,
•
Surface Interval Timer,
•
Time to Fly,
•
Logbook.
Define maximum dive depth. Maximum Depth is the deepest point reached during the dive.
10.
Define no-stop time. The no-stop time is the amount of time that is remaining, at any point during a dive, before a diver is
incurring a mandatory decompression stop.
11.
What are two (2) ways a PDC may alert a diver they are ascending too fast? Most PDCs display visual warnings when a diver ascends too fast, but they may also have an audible alarm
to alert the diver to slow down.
12.
How do you determine the time limit for a repetitive dive from a PDC? When the dive computer is in the Surface Mode (or Plan Mode depending on the Computer model), the
display will scroll through a range of depths (in even three (3) meter / ten (10) feet increments) showing the no-stop time limit or the adjusted no-stop time limit for repetitive dive depths based on the credit derived from the surface interval time.
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Date: 10/10/2002 Revision: 2.2
What are the two (2) main modes of operation of a dive computer? A personal dive computer has (at least) two (2) distinct modes of operation that you will regulate your dive
by, 1.
Surface mode and
2.
Dive mode.
14.
What are two (2) types of weight systems? There are two (2) different types of weight systems that are actually defined by how the diver carries the
weight. 1.
Weight-belt
2.
Weight-integrated.
15.
What are the two (2) types of dive flags that are commonly flown from a dive boat? There are two (2) types of dive flags, one (1) for diving from a boat that is restricted in its ability to
maneuver and one (1) for conducting dives from shore. 1.
The international flag is a rigid replica of the white and blue Alpha flag. Must be flown from a dive boat.
2.
The diver down flag is a rectangular red flag with a white diagonal stripe from the top left to the bottom right
16.
Describe the function of a scuba regulator first-stage and second-stage. A scuba regulator delivers breathing gas from a compressed gas cylinder to a diver on demand.
17. A cylinder should be visually inspected at least tested every years.
a year and hydrostatically
•
Currently it is a standard practice for scuba cylinders to receive a visual inspection at least once a year.
•
A scuba cylinder must be hydrostatically tested every five (5) years at a certified testing facility.
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List three (3) components of a compass? 1.
An analog compass consists of a plastic housing filled with oil and a free spinning needle (or card) that points to the north.
2.
It also has a lubber line that is a stationary line of reference that is used to align with the centerline of the diver’s body.
3.
Some compasses may have index marks on a rotating bezel which, when aligned with the needle, helps to keep the diver traveling in the desired direction.
19.
What does the abbreviation BC or BCD stands for? A diver, to support their scuba tank and also to give them the capability to float, sink, or maintain a
constant depth in the water wears a Buoyancy Compensator or Buoyancy Compensator Device.
20.
State the gauges that a console might hold? A three (3) gauge console would have an 1.
A Submersible Pressure Gauge (SPG),
2.
A Depth Gauge and
3.
A Compass.
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Chapter 4, Questions And Answers Describe all the steps to assemble a BC and regulator to a scuba cylinder.
1.
Step 1: Before attaching your BC to a cylinder, be sure the cylinder band(s) is threaded through the CAM buckle(s) correctly.
2.
Step 2: With the valve orifice facing you, place the BC band(s) over the top of the tank so that the front of the BC is facing you and the top of the neck is at least the same height as the tank valve.
3.
Step 3: Position the band so that it is perpendicular to the tank while keeping the BC from slipping down by holding it up with one hand or pressing your knee against it. Then push the buckle until it closes flat against the cylinder band.
4.
Step 5: If there is a second tank band, follow these same steps, but always secure the top band before securing the bottom to make sure the BC height and alignment is correct.
5.
Step 6: Stand behind the cylinder so that it is in front of your legs and you are facing the same direction as the BC as if you were wearing it. This simple tactic is an easy way to avoid confusion when connecting the first-stage to the valve outlet and determining the correct sides the hoses go on.
6.
Step 7: Loosen and remove the dust cap from the first-stage air inlet.
7.
Step8:
Hold the first-stage in your left hand and the second-stage hoses in your right hand. Mate the first-
stage air inlet to the valve outlet. The first-stage body should be between the valve and the back of the BC. Screw the yoke attachment knob clockwise until it is snug or tightened with your thumb and two fingers. 8.
Step 9: Connect the Low Power Inflator on the BCD.
9.
Step 10: Open for the air and listen for any leaks.
2. How should you go about checking that your BC is attached securely to your cylinder? To check that your BC is secured around the cylinder, push downward on the buckle and on the top of the BC directly opposite of the buckle. Alternatively, pick up on the buckle and the top of the BC. If the BC slips or if the buckle moves, retighten the cylinder bands.
3.
What is the purpose of streamlining your hoses and accessories? During a dive it is a good idea to have your hoses and gauges close to your body for easy access, to avoid
entanglement, and to prevent damaging delicate aquatic life.
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Describe from start to finish the steps to disassemble your scuba system. 1.
Step 1: Turn the cylinder valve knob completely clockwise to close the valve to turn the air off. Unless the BC is positioned on the cylinder differently than described in the assembly section, the on/off knob will always be on the right side, coinciding with the right side of the BC, and the knob for the first-stage yoke will be directly behind the valve and the BC.
2.
Step 2: Depress one of the second-stage purge buttons or the auto-inflator button to vent air that is remaining in the hoses.
3.
5.
Step 3: Detach the LP hose from the inflator
Describe two (2) important features of a weight system. 1.
Must have a quick release mechanism,
2.
Must have evenly dispersed lead.
6.
What should you do if the second-stage is out of your mouth? Exhale tiny bubbles because you should never hold your breath.
7.
Describe two (2) ways to clear a flooded second-stage. 1.
To mechanically purge the second-stage, place the mouthpiece in your mouth, block the mouthpiece opening with your tongue or place your tongue against the roof of your mouth and press the purge button.
2.
To orally purge the second-stage, you supply the airflow by exhaling into the mouthpiece until the water is removed.
8.
What is the hand signal for out-of-air? Hand across throat (Refer to the hand signal chart.)
9.
The thumbs up signal means OK. True or False False. Refer to the hand signal chart.
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Describe two (2) different ways to indicate OK. 1.
Circle with Fingers and
2.
Hand on Head.
11.
Describe how to perform a giant stride entry off a boat. 1.
Stand on the dive platform with your feet at the edge (and the blades of your fins protruding off the platform.)
2.
Hold your mask, regulator, and hoses as described in the back-roll entry.
3.
Stand straight, look directly ahead, and
4.
Step out with one leg while pointing its fin tip up.
12.
Name four (4) different water entries. 1.
Controlled seated entry is an easy way to enter calm water from a low platform
2.
Back roll entry is the most common water entry from a small boat that does not have a large dive platform.
3.
Giant stride entry is probably the most common deep-water entry, especially from large dive boats. It can be conducted from a low or high platform and in practically any sea state.
4.
13.
Shore entry is appropriate when diving in a confined area that has a gradual slopping bottom,
Describe the two (2) emergency out-of-air ascents. The two types of unassisted emergency ascents are
14.
1.
Swimming Ascent and
2.
Buoyant Ascent.
How do you vent air from a BCD? To vent your BC, hold the end of the BC deflator over your head (if you are vertical). The deflator orifice
(exhaust-valve outlet) must be higher than the BC bladder to enable all the air to escape while you depress the deflator button.
15. A properly weighted scuba diver should float at ________________ when their BC is deflated and lungs are fully inflated. You should float at eye level when your BC is deflated but your lungs are fully inflated
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How do you relieve a leg cramp? To relieve a leg cramp, stop swimming; bend forward at the waist to grasp the fin tip of the afflicted leg.
Pull it toward you as hard as you can as you straighten your leg. Maintain this position until the pain is relieved or repeat this procedure between momentary rest intervals.
17.
What is the reciprocal of a two hundred degree (200°) heading? To determine the reciprocal heading (for a straight line), add one hundred eighty degrees (180°) to a
bearing that is less than one hundred eighty degrees (180°), but subtract one hundred eighty degrees (180°) from a bearing that is greater than one hundred eighty degrees (180°). So to get the reciprocal of a two hundred degree (200°), subtract one hundred eighty degrees (180°) and the answer is 20°.
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22.5 1.
Date: 10/10/2002 Revision: 2.2
Chapter 5, Questions And Answers Define Risk Management? It is a means of preventing Problems and planning a response to any emergency that arises.
2.
Why should you avoid consuming drugs or alcohol prior to a dive? Drugs or alcohol prior to diving greatly increases your risk of decompression sickness.
3.
What elements should you and your buddy agree on before the dive? You and your buddy should •
Familiarize yourselves with each other’s gear.
•
Formulate your dive plan together.
•
Go over the objectives of the dive.
•
Review underwater communications.
•
Review out-of-air emergency plan.
4.
Describe what to do if you and your buddy become separated during a dive. Buddies must employ the same search procedure. 1.
Look around for three (3) minutes.
2.
Then ascend a half a meter / few feet to look for rising bubbles.
3.
Rap on your cylinder and listen for a reply.
4.
If you are reunited underwater, check each other’s air supplies and remaining no-stop time to decide how to continue.
5.
If you do not find your buddy after three (3) minutes, do a normal ascent to the surface and wait there until your buddy ascends.
5.
When planning a repetitive dive, the
dive should be made first.
Deepest.
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Describe the procedure recommended for a safety stop. A safety stop should be conducted between three (3) and six (6) msw / ten (10) and twenty (20) fsw for
three (3) to five (5) minutes before coming up to the surface. It is recommended on any dive under and mandatory for dives over thirty (30) msw / one hundred (100) fsw.
7.
Describe what to do if you exceed the no-deco time registered on your computer. Most modern computers will give an audible and /or visual alarm if you enter decompression. The
computer will display each decompression stop depth and time. If this happens, 1.
Ascend at a normal rate and stop at the first decompression depth.
2.
Stay at the depth for the time required.
3.
Once the mandatory time at this stop has elapses, the computer will display the next shallower depth and time required.
4.
8.
Perform all stops until the computer clears you to ascend to the surface.
What should you do if you become entangled underwater? Do not struggle to free yourself. Figure out how to get untangled or carefully use your knife to cut the line
away or get your buddy to help.
9.
10.
What is the emergency procedure for suspected decompression sickness? 1.
Move the afflicted diver out of danger.
2.
Activate the Emergency Medical System (EMS).
3.
Monitor life support signs (pulse and respiration) and provide CPR if necessary.
4.
Provide one hundred percent (100%) O2.
5.
Contact Divers Alert Network (DAN).
What does DAN stand for and what type of services does it provide? DAN stands for “Divers Alert Network”.
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