National Powerboating Workbook 8th Edition QSA Syllabus match Subject matter and suggested learning experiences
Key concepts / elaboration
Learning experiences
Page
KU
IA
EC
MS1.1 Regulatory requirements and
procedures are essential for dealing
with hazards, accidents and
emergencies.
Explain the general safety obligations (GSO) of operating a recreational ship in Queensland. Determine if the vessel is fitted in accordance
with the provisions of the International Regulations for Preventing Collisions at Sea. Identify suitable PFD’s and their location aboard.
Evaluate and communicate emergency plans for a day’s scientific research.
7, 4146,
76-79



MS1.2 Risk assessments are carried
out before conducting investigations in
the the field.
Explain hazards, risks and control measures for all water safety skills. Estimate risks for launch a boat. Inspect the ships battery for hazards.
Identify correct loading of a vessel to maintain stability. Determine risks at the boat ramp and while operating the vessel. Determine risks
when towing plankton net, operating current drogue, collecting water samples from depths, using probes in the boat. Moving around a boat
while operating science equipment. Evaluate and communicate risk levels to crew.
2-4,
23-40



MS1.3 Water safety skills and first aid
procedures are important when
undertaking marine activities.
Conduct a passenger briefing to satisfy GSO compliance. Tie a bowline in a length of rope to secure scientific equipment to a vessel.
23-40


Review basic boating skills: Mount an outboard motor and safety depart and return to a beach. Safely engage and disengage forward and
reverse gears. Manoeuvre the vessel at slow speed to determine its steering characteristics at low speed. Anchor the vessel ensuring the
correct amount of anchor rope is deployed. Verification of anchor set is made with reference to landmarks ashore. Create a towing bridle
and tow a plankton net.
84-99
Review emergency procedures: Perform an emergency stop and review procedures for loss or snagging of science equipment. Approach a
man overboard (MOB) with regard to wind and tide to retrieve. Perform basic first aid resuscitation skills.
MS1.5 Weather forecasts and synoptic
charts are interpreted prior to and
during investigations with decisions
being made according to changing
weather conditions.
Locate up to date weather charts and forecasts from a variety of sources. Interpret the information on a chart and compare to the published
forecast. Predict the likely local conditions based on the forecast and local geography. Discuss effects on passage planning. Evaluate and
communicate a passage plan.
64-75


MS1.6 Safety equipment is used and
maintained.
Explain the importance of maintenance to vessel safety. List the safety equipment required for area of operation. Determine the serviceability
of safety equipment.
17-22


MS2.2 Operating a vessel safely in
different conditions and maintaining
and servicing boat parts and
accessories is a component of marine
research.
Manoeuvre the vessel at slow speed to approach and reverse away from a mooring, pontoon or jetty. Use reverse gear to slowly move away
from the mooring. Smoothly apply power to get the vessel to plane. Perform turns at speed to port and starboard. Use motor trim to maximise
engine performance especially when towing science equipment. Calculate the fuel required for a science field trip.
23-40


MS2.3 Boat design, including hulls,
materials and methods of propulsion,
should suit the area and purpose of
operation.
Identify the main parts of a recreational vessel and its equipment. Interpret a Capacity Plate or Australian Builders Plate. Recognise the key
components of a steering system. Identify different hull shapes and their handling characteristics. Review advantages and disadvantages of
different engine and drive types.
5-16


OC2.5 Tidal movement is driven by
the gravitational pull of both the moon
and sun, influencing current strength
and wave action.
Distinguish between a tide and a tidal stream. Interpret a set of tide tables for a standard port to determine the high and low tides. Estimate
the tide height and strength of flow at different times between high and low tide using the law of 12 th’s. Explain how tidal flow affects
handling of small boats and anchoring requirements. Determine the time of high and low tide at a secondary port.
66-68


Inspect vessel for seaworthiness. List the tools, spares and equipment required for the vessel for its intended operation. Inspect the ships
battery for useability. Complete pre-departure checks. Explain boat maintenance and service schedules.

Key concepts / elaboration
Learning experiences
Page
KU
IA
MS3.1 Marine navigation and communication devices
and procedures are used for coordination and safety.
Calculate a course allowing for variation. Evaluate effects of tidal heights and streams (where applicable) Discuss high
speed navigation techniques Use a GPS or Chart Plotter as an aid to navigation and be aware of the limitations when
using electronic charts Recognise distress signals and obligations. Discuss types of on-board emergencies and actions.
Operate a marine radio in distress situations (simulate)
64-75


MS3.2 Chart datum and the IALA-A (International
Association of Lighthouse Authorities region A) buoyage
system are interpreted when operating vessels in marine
environments.
Describe the following buoys, marks and beacons and how this is applied to safe navigation. Lateral and cardinal marks;
Isolated danger marks; Special marks; Safe water marks; Middle channel marks; Leads; Speed signs; Cable crossings.
Recognition of lights used for navigation at night and how these are identified on a chart. Problems associated with lights at
night in a metropolitan area.
48-63

MS3.3 Navigational aids, including compass, GPS, and
charts are used to plot courses
Describe how the GPS system works. Operate a chart plotter and determine position. Describe the limitations of a GPS
installation.
68-75

MS3.4 A safe passage is planned and implemented
using a variety of calculations and modifications (e.g.
speed, distance, time).
Plan a passage with consideration of weather, crew and vessel capabilities. Can undertake a short passage by day or night
incorporating navigation and rules of the road
68-69,
73


MS3.5 Radio transmission communication should be
clear and concise and fitting to local regulatory
requirements
Describe log on and log off procedures, radio checks with local VMT Coast Guard. Recognise silence periods and local
radio protocols. Communicate radio logo/log off, radio checks. Simulate a Securité call. Simulate a Pan Pan call. Simulate
a Mayday call.
92-96


MS3.6 Organisations play vital roles in search and
rescue
Recall the radio frequency to use.
92-96

84-99
Notes: Assessment is based on the words used over in assessment worksheets. Its up to the school to set the emphasis on assessment.
Worksheet
Worksheet
EC
Title
Verbs used in questions
Title
Verbs used in questions
1
At the boat ramp
Explain, identify, describe, list, suggest
16
Calculate a compass course
Circle, identify, explain, calculate
2
Boat parts and hull compliance
Indicate, explain, account for, compare, identify, interpret
17
Tides and passage planning
Identify, estimate, explain, describe
3
Engines and fuel
Identify, explain, indicate, describe
18
Tides in secondary locations
Calculate, identify
4
Berthing and steering
Describe, suggest, indicate, complete
19
The skippers boating safety obligation
Describe, explain
5
Routine maintenance
Describe, explain, determine
20
Complying with state regulations
Account for, identify
6
Pre-trip checklist
Indicate, describe
21
Your boat's compliance
Summarise
7
Check stability, stowage, fuel
Draw, explain, determine
22
Anchoring
Describe, explain, identify
8
Safety brief, launch and retrieve
Explain, identify, calculate
23
Fire fighting
Describe, explain, identify
9
Boating safety
Describe, justify
24
Deal with engine failure
Identify, explain, propose
10
Safety equipment
Describe
25
Use a radio
Identify, quote, describe, explain
11
12
The boating rules
Navigation marks and signals
Describe, identify
Identify, explain, account for
26
27
Activate signalling devices
Capsized, flooded or grounded boat
Explain, describe, identify, explain
Describe, list, identify
13
Lights, flags and rules
Describe, summarise, account for
28
Emergency planning
Complete, outline, describe
14
Passage planning
Identify
29
First aid and rescue
Describe
15
Meteorology
Identify, describe, circle
30
Handle adverse conditions
Describe

CHAPTER 1 INTRODUCTION
Skill 1: Identify where a boat can go
Hulls
Displacement and planing hulls
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Punt
Parts and places
Greater stability and carrying
capacity. At planing speeds,
hull pounds excessively.
Tri- hull or Cathedral hull. Stable
soft ride with good turning
characteristics.
V hull
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All small boats have a hull which is the main structural body
or shell of the boat. The hull is joined at the front of the boat
to create the strong stem and at the other to form the transom
- a flat, vertical aft end of a boat. The transom is strengthened
with a plate onto which a motor is attached.
Softer ride depending on the
depth of the V. Require more
power to move at same speed.
pl
Sa
m
• The front of the boat is called the bow and the back the
stern. The left side is port and the right side starboard, when
facing forward.
• The helm is an apparatus by which a vessel is
steered, including the rudder, steering wheel and
tiller. It can be at the stern as in the case of a dinghy
or in the cockpit of a run-about. If the boat goes
forward it is said to go ahead and astern if
backwards.
• The keel is the part of a boat extending along the
bottom of the hull from stem to stern.
Figure 4.2
Gunwale
Cockpit
Transom
Helm
Length overall
Stern
Anchor well
Deck
BA2
29N
Helm
HULL
Starboard side
Stem
Keel
Figure 4.3
Parts and places on a boat
Wet Paper
Page 4
0922 Boating 7th Ed
4
Transom
Outboard
motor
Length at waterline
Portside
Stable comfortable ride. Many
sailboats and house boats use
multi-hull design.
Canopy
Hull
All
round
light
Catamaran
Different types of hulls
Navigation light
Deck
Tri hull
Wet Paper
Figure 4.1
pa
• A displacement hull is a type of hull that ploughs through
the water, displacing a weight of water equal to its own
weight.
• A planing hull makes a boat rise slightly out of the water so
that it is gliding over the water rather than ploughing through
it.
• The freeboard is the distance from the gunwale to the water.
Most often this will vary along the length of the boat and
can even be the lowest point of the transom. The gunwale is
the upper edge of a boat’s side; the part of a vessel where
hull and deck meet. (Pronounced “gunnel”)
• Draft - The depth of the boat below the waterline; the amount
of vertical distance a boat draws from its water line to the
bottom of its keel.
• Beam - The transverse measurement of a boat at its widest
point.
• Chine - The line of intersection between the topsides and
the bottom of a boat. Hard-chined boats have this angle
pronounced.
Wet Paper
Two common types of boating hulls - displacement and planing
are shown in Figure 4.1.
2/2/13, 10:23 AM
Chapter 1 Review questions
1. Label the illustration of the boat opposite
using the list of terms provided below.
Bow, stern, port side, all-round light, stem,
transom, deck, gunwale, cockpit.
Mark in the port side and the starboard side
to show you know the difference.
2. Explain how engine power contributes to the difference
between planing and displacement hulls.
pa
4. Give an example of how you would stow flares and life
jackets to meet your safety obligations.
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3. Which of the boats on page 5 would you take over a bar?
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5. Label the illustration of the motor opposite using the list
of terms provided below.
Starter cord, cowling, throttle, tiller, clamp brackets,
clamp handles, shift lever, outboard leg, anti-ventillation
plate, water intake, skeg, propeller, sacrificial anode,
cowling clamp.
Sa
m
pl
6. What are three routine steps you could take to make sure
your radio was in good operating order? (see also P 90)
7. What is a "tell tail" and what does it indicate?
8. List two pre-departure checks you should make on outboard fuel.
9. List any five things you should do with your boat after every trip.
Page 18
0922 Boating 7th Ed
18
2/2/13, 10:12 AM
Skill 6: Mount motor and stow equipment
Risks*
* See statement on page 2
• Motor drops on own or other crew members feet
• Back/body injured while lifting/carrying motor to vessel
• Motor falls off/fails during operation at sea
• Vessel becomes flooded at sea
Wet Paper
• Crew becomes entangled in fuel/anchor/safety lines and falls over in boat
Control measures
Figure 24.1 Mounting the motor on the
transom plate
ge
pa
Safety
lanyard
Fuel tank
e
Figure 24.2 Outboard motor ready for starting
pl
Skill 7: Conduct a safety
briefing
Fuel line
Wet Paper
• Bend knees while picking up motor and ask for help if too heavy.
• Screw the engine clamps on firmly and connect the safety chain to an
appropriate attachment point on the motor so it won’t fall off if the motor
comes loose. This is indicated by the letter (a) in the Figure 24.1.
• Mount and centre the motor on the transom and connect the safety lanyard,
ready for use as shown in Figure 24.2.
• Stow the fuel tank and line to prevent entanglement of crew and to
maintain stability.
• Stow the anchor, chain and lines in a box or compartment so crew will
not injure their legs and feet.
• Stow PFDs and safety equipment in a place ready for use should an
emergency occur but in a place (usually under the bow in a tinny) where
it won’t hinder crew from entering/leaving vessel.
• Make sure the trim and tilt mechanism is adjusted so that when you mount
the motor, it sits at the correct angles to allow for the boat's load.
• Connect fuel line (check for sand or gunk on end) and make sure the vent
on the fuel cap is loose so the tank can breathe. Make sure the arrow on
the bulb points towards the motor.
m
Department of Transport WA
To complete this skill you will have to move around the
vessel pointing out all safety equipment and ensure the
information is understood.
Sa
• Point out the different types of safety equipment
carried. For example if you are going offshore you
will need to show the flares and EPIRB and how to
use them.
• Identify the location where equipment can be found Figure 24.3 Point out different types of safety equipment and
where stored.
and confirm that everyone has understood you and
answer any questions they may have.
• Identify where you will be going for the day, the type of conditions they
• Keep the crew briefed during the
can expect, how long till the next toilet stop or the need for footware or
voyage if conditions are changing, eg,
protection from elements.
increasing waves, you are changing
direction, looks like its about to rain
• Remind crew about stability and safety. Never stand or sit on the bow of
heavily.
a boat while the boat is departing or leaving.
Have all crew seated safely before you take off.
Practical Task: Conduct a safety briefing
Using the web reference below conduct a safety briefing with the
crew:
1. pointing out the different types of safety equipment,
2. identifying their location and
3. checking that the information is understood by all on board.
Web page reference
http://www.wetpaper.com.au/student
TASK 3
Page 24
0922 Boating 7th Ed
24
2/2/13, 10:29 AM
CHAPTER 3 SAFETY EQUIPMENT
Skill 21: Identify safety equipment
Stowage
• The owner or master must give each person on board information
about where the safety equipment is kept.
THE LOCATION OF
SAFETY
EQUIPMENT MUST
BE ABLE TO BE
FOUND IN A TIMELY
MANNER
Bob Moffatt
SAFETY EQUIPMENT LOCATION BECOMES
OBSCURED WHEN HATCH IS CLOSED
Sa
m
pl
e
pa
- The CREW must know where the jackets and safety equipment is
located.
- The SKIPPER can receive an infringement notice if the crew cannot
locate safety equipment in a timely manner.
• Items such as flares, torches or first aid kits, that can be affected by
water must be kept in water tight containers like the one shown in
the photograph below where the hatch is closed when the boat is
underway.
• Other safety items such as anchors and lines should be stowed so as
not to cause potential hazards while the boat is in motion.
• Life jackets or PFDs must be stored where they are clearly visible or
kept in a place readily accessible and indicated by a clearly visible
sign with a white background marked with the word ‘life jackets’ in
red letters or a red background with white letters.
• Wearing personal flotation devices is strongly recommended in any
emergency situation:
- At the first sign of bad weather, at night, when visibility is restricted,
when boating in unfamiliar waters or alone; or
- When operating in a following sea, by persons who are poor
swimmers or when boating alone.
Serviceability
• Safety equipment needs to be serviceable. So check for wear and
tear and repair or replace so that it will work.
- If life jackets are ripped torn or faded they are no longer serviceable
and should be discarded.
- One way to look after life jackets is to NOT use them as seat
cushions.
UNDER 4.8m - UNDER 12 - UNDERWAY
LIFE JACKET COMPULSORY
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• The general safety obligation* requires all boat owners and operators
to make sure the boat is safe, appropriately equipped and crewed,
and operated in a safe manner.
• Equipment MUST be able to be found in a timely manner
• Boats requiring registration must carry the regulated safety
equipment.
• Additional safety equipment recommended in the Standard should
also be carried to satisfy the general safety obligation.
• This allows boat owners and operators to choose the equipment best
suited for the type of boat and intended voyage.
• When deciding what to take on board, remember your obligation – if
you fail to carry a piece of equipment that could have helped to prevent
an accident, you could be prosecuted.
Bob Moffatt
Safety equipment under the GSO*
Life Jackets in Victoria
All occupants of certain vessels are required to wear a specified PFD (see
table for PFD types) at times of heightened risk when under way and when
in an open area of the vessel (see page 82)
Bar crossings in Qld
-
Currumbin Bar
Jumpinpin Bar
Caloundra Bar
Noosa Bar
0922 Boating 7th Ed
- Tallebudgera Bar
- South Passage Bar
- Maroochy Bar
- Wide Bay Bar
41
Bob Moffatt
• It is compulsory to wear a PFD when crossing the following
designated coastal bars in open boats less than 4.8 metres.
- Round Hill Creek.
- Gold Coast Seaway
- Mooloolah River mouth
Page 41
2/2/13, 10:35 AM
Skill 26: Calculate tide heights
Sources of tidal information
• Newspapers, radio and television broadcasts all will give tidal
information. However the most accurate information is from
the internet - www.bom.gov.au
The Bureau of Meteorology web site can do tidal calculations
for most coastal areas in Australia.
Basic causes of tides
• The figure opposite shows that each day the tide height will be
50 minutes later as a result of the movement of the moon.
pa
Earth
a
m
a
Moon
Tomorrow
HOW DAILY TIDES OCCUR
Sun
Earth’s orbital path
Earth
Sa
Earth
Today
pl
e
• Depths printed on charts are called soundings which have been
reduced from a common level known as the chart datum point.
The figure below shows a sounding of 1m and how it relates to
the sea floor.
• This datum point is the lowest astronomical tide (LAT) or the
lowest low water spring tide.
• These are therefore close to the minimum depth in the area and
the height of the tides must be calculated to predict a real depth.
- If low tide depth is 0.8 of a metre and the chart depth is 1
metre, then at low tide there is 1.8 metres between you and
the sea floor.
Moon has moved
1/28 further
around Earth
Bob Moffatt
Chart datum and high and low tides
High
tide
now
High tide
24 hr 50 min
later
Moon
Spring
tide
Neap
tide
Spring
tide
Bob Moffatt
• During a first-quarter Moon and again at the last quarter Moon
phase, the Sun is at right angles to the Moon. Their separate
gravitational pulls cancel each other out and produce a smaller
high tide and a higher low tide. This is a neap tide. The tidal
range between high tide and low tide is small during a neap
tide.
TIDAL PREDICTIONS FOR AUSTRALIA
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Spring and neap tides
• Spring tides occur where the Earth, Moon and Sun are in a
straight line. The gravitational pull of the Sun and the Moon
are combined and the tides are at their highest. These tides occur
when the Moon is in full or new Moon phases as shown.
HOW MONTHLY TIDES OCCUR
Bob Moffatt
• Tides are heights and affect the depth of water at
a place on an hourly, daily and monthly basis.
• Tidal streams are horizontal water flows that result
from tides.
- They affect courses and the duration of a passage
and are shown on a chart using tidal diamonds.
These indicate the speed and bearing of the tidal
flow during each hour of the tidal cycle.
MSQ
- Read more about tides at www.icsm.gov.au/tides
THE DIFFERENCE BETWEEN TIDES AND
TIDAL STREAMS
SOUNDINGS AND THE CHART DATUM
Page 69
0922 Boating 7th Ed
69
Australian Bureau of Meteorology
Daily tides
• The gravitational attraction exerted by the Sun and the Moon
helps produce tides.
2/2/13, 10:51 AM
SCHOOL TRAINING RECORD
Enrolment date: ______________________
It is no longer necessary to email this page to Yachting Qld. All that is required is to complete the spreadsheet
issued to the school BTP from Yachting Queensland and email this to [email protected]
For any issues, please ring YQ on (07) 3393 6788
Family name
Given name/s
School or address
Candidates date of birth
Student verification
Answers to theory test version
(a) (b) (c) (d)
(a) (b) (c) (d)
Student ID or Drivers licence number and issuing State
I certify that
State
• I have completed the time
I have spent in a training
vessel (page 111), corrected the mistakes I have made and understand the
answers to the questions as indicated in my National Powerboating Workbook.
26
2
27
3
28
4
29
• I certify also that during my BoatSafe course I had the practical assessment
tasks listed below demonstrated to me and was then given sufficient opportunity
to practice these tasks and to demonstrate basic proficiency.
5
30
• I certify that the information on pages 111 and 112 is my own and is true and
correct.
6
31
7
32
8
33
9
34
10
35
11
36
12
37
13
38
14
39
15
40
16
41
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1
Practical assessment results
As per BoatSafe Jan 2012 competency standard pages 14 and 15
Task 1: Leave and return to launching facility or berth
Task 2: Bring a recreational vessel alongside a floating object
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Task 3: Moor and anchor a recreational vessel
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Task 4. Manoeuvre a recreational vessel underway
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TOTAL TIME IN TRAINING VESSEL - from page 111
42
17
.......................
Date
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...................................................
Student signature
HRS
Statement of competency number
From the book issued by Yachting Queensland
43
18
44
Sa
19
45
20
21
46
47
22
23
48
24
49
25
50
Assessment schedule (✓)
Schedule A
(a) (b) (c) (d)
(a) (b) (c) (d)
Registration of
vessel
In which majority of
practical test took place
(MAP or Marine Studies/Science Course)
-----------------------------------------------------------------------------------
Assessor verification
BTP Name _______________________________________________________
I certify that I have examined the candidates workbook and the tasks and
questions identified on pages 111 and 112 have been completed.
Provider number ___________________
Overall result (✓)
Competent
...................................................
Signature
.................................
Date
Not yet competent
FILE THIS COPY AT SCHOOL
This form subject to MSQ Audit Records to be kept for 3 years
Page 112
Version
2013
Page February
112
File with school Safety Management System
0922 Boating 7th Ed
112
2/2/13, 11:29 AM