Diving Knowledge
Workbook
A Guided Approach to Understanding
Recreational Diving
Diving Knowledge
Workbook
Professional Association of Diving Instructors
© International PADI, Inc. 1991, 1993, 1996, 2003, 2005
All rights reserved.
No part of this book may be reproduced in any form
without permission of the publisher.
Published by PADI
30151 Tomas Street
Rancho Santa Margarita, CA 92688-2125
USA
Printed in U.S.A.
Product No. 70214 (Rev. 9/05) Version 1.03
ii
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Section One:
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1
Section Two:
Physiology . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-1
Section Three: Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-1
Section Four:
General Skills and Environment . . . . . . . . . . . . 4-1
Section Five:
The Recreational Dive Planner . . . . . . . . . . . . . 5-1
Appendix:
IE Theory Exams Study Guidelines . . . . . . . . . . . . . . . . . . . A-2
Recreational Dive Planner Review . . . . . . . . . . . . . . . . . . . A-5
iii
References
This workbook serves as a guide to enhance and evaluate your knowledge of recreational
diving. While the answer to each question is given in the workbook, its purpose is not to
function as a complete reference manual. Instead, you'll find that each objective in the
workbook is followed by a “resources” statement which directs you to the appropriate
section in other PADI texts for review and further learning. The books referenced are:
The Encyclopedia of Recreational Diving
PADI Open Water Diver Manual
Adventures in Diving manual
PADI Rescue Diver Manual
PADI Divemaster Manual
Emergency First Response Participant Manual
These texts are available at PADI Dive Centers and Resorts.
iv
Introduction
Read This First
Rationale
One interesting aspect of scuba diving is the incredible diversity in the science of diving.
Unique and intriguing phenomena confront us on every dive. Our perception is altered.
Objects appear differently to us, and we must adjust to a state of near weightlessness.
Because we breathe air under increased pressure, our physiology reacts in important and
potentially hazardous ways. To sustain our lives under water we must know how to use a
wide array of complex and sophisticated equipment. To ensure our safety we must be
thoroughly familiar with a variety of skills and procedures. And to appreciate the aquatic
environment to its fullest, we must have a basic understanding of its inhabitants and the world
in which they live.
Your Open Water Diver course introduced you to the rudiments of diving science. However,
entry-level training exposed you only to what you needed to know to dive safely. But, many
divers want to learn more than the basics. That’s why this workbook was created — to help
develop your academic diving knowledge beyond a basic level.
You will find that the workbook not only helps you to identify critical information, but it even
helps to confirm your understanding of it. If used as designed, it will guide you through
various PADI textbooks and references assuring that you will not just read the information,
but learn it!
In completing the workbook your primary reference source will be The Encyclopedia of
Recreational Diving (hereafter referred to simply as the Encyclopedia). This valuable reference
book was designed to fill the void between what you need to know about diving and
what you might like to know. The Encyclopedia is a unique resource — a treasure chest of
information and insights for the sport diver. However, some important information is contained
in sources other than the Encyclopedia. Therefore, as you complete the workbook you will
sometimes be referred to other PADI books. For this reason, in addition to the Encyclopedia,
you will also want a PADI Open Water Diver Manual, PADI’s Adventures in Diving Manual,
PADI Rescue Diver Manual, PADI Divemaster Manual and the Emergency First Response
Participant Manual. These books are available through a PADI Dive Center, PADI Resort or
PADI Instructor.
Introduction
1
Some Uses for the Workbook
Due to the workbook’s flexible design, it lends itself to several possible applications. First,
the Diving Knowledge Workbook will be of interest to anyone with a desire to learn more
about the academics of diving. Also, its use supports various PADI Diver Education programs.
For example:
1. If you are enrolled in PADI Divemaster training, you’ll use the workbook as part of the
knowledge development portion of your course.
2. If you are a PADI Instructor candidate (completing or have completed a PADI IDC), the
workbook is an invaluable aid in preparing for the diving theory exams that will be
administered during your Instructor Examination (IE).
Regardless of your reason for using it, we hope that the workbook will be a valuable aid in
making you a better diver by making you a more informed diver.
Note to Instructor Candidates:
As with any examination preparatory aid, successful mastery of the knowledge learned
from this workbook does not guarantee success with actual IE exams. At the IE you are
expected to have a thorough (instructor-level) knowledge of critical diving information and
concepts. Instructor-level knowledge is defined as the ability to identify the correct answer
for a question as well as being able to explain why the other choices are incorrect.
Structure of the Workbook
The workbook is organized using a step-by-step, self-paced approach. You may complete it
as quickly or as slowly as you wish. What you will learn by completing the workbook is
based on a set of seventy specific learning objectives. These objectives provide focus to your
study effort, and help ensure that you learn the critical information. However, you might ask
that out of all the information that exists in the field of diving, why have we selected these
particular objectives?
The objectives used in the design of the workbook have been carefully selected to include
a broad range of information and skills. They encompass the fields of physics, physiology,
equipment, general diving skills, the underwater environment and the Recreational Dive
Planner. In fact, we consider these objectives so fundamental that they are also used to define
what knowledge all PADI diving professionals must possess. For example, they serve as the
basis for the knowledge development portion of the PADI Divemaster Course. In addition,
these objectives are used to construct the theory exams given as part of the PADI Instructor
Examination (IE).
2
Diving Knowledge Workbook
How to Use the Workbook
About this PDF version
Prior to your use of the workbook secure a pencil, calculator and a Recreational Dive Planner
Table, eRDP and The Wheel. You won’t need additional paper since you will be marking
directly in the workbook itself.
Each section of the workbook relates to one of the five areas of diving knowledge mentioned
previously. In each section, the objectives are detailed. As an example, they appear as follows:
Objective 1.1
Explain why water is able to dissipate body heat faster than air, at what rate this
occurs and what effect this has upon the diver.
After the objective, directions are provided on where you can find material relating
specifically to the stated objective. Remember, this is usually within the Encyclopedia, but
there are exceptions. You will sometimes be referred to other PADI books for information.
The “Resources” note appears as follows:
Resources:
• Encyclopedia, Chapter Four, under the heading of “Water and Heat”
Once you have identified where the information can be found, read the appropriate material
thoroughly. Complete the reading assignment before you attempt the exercises. Otherwise
the exercises won’t necessarily reflect your actual understanding of the material but, perhaps
just how lucky you are at guessing answers. After you have thoroughly reviewed the reading
assignment you return to the workbook and complete the exercises. The exercises appear after
the directions as follows:
Sometimes there will be a true/false or multiple choice item, like this:
1.
A scuba tank is filled to capacity at the surface. When this tank is used at a depth of 30
metres/99 feet, the air within the tank is four times more dense than it was at the surface.
True
False
2. Water is able to conduct heat far more efficiently than air because it is:
a. less dense than air.
b. more dense than air.
c. more fluid than air.
d. less fluid than air.
Introduction
3
Other times you will be asked to provide a list or short answer, like this:
1. If all of our tissues are essentially comprised of water, why don’t they all absorb and
eliminate nitrogen at about the same rate?
After completing the exercises, check your responses against the answer key. However, avoid
reviewing the answer key until you have completed the appropriate exercises.
Using the Answer Key
In reviewing the answer key you will notice that it does far more than just tell you the correct
answer. It has been specially designed to give you the answer AND to explain the rationale
for the answer, help you determine your understanding of the rationale, plus — if your
response was incorrect — analyze the reason for any incorrect response. Often, you are
given specific directions on what to study to overcome any gaps in your understanding of the
subject. For maximum effectiveness you should follow the directions in the answer key closely.
1. Locate the objective(s) you wish to review. They are numbered the same way they were in
the exercise section.
2. After reviewing the answers, place a check in the appropriate box in the left hand margin
indicating your response under “correct” or “incorrect.” The boxes will appear as follows:
Correct:
Confident
Guess
Incorrect:
Simple Mistake
Lack of Knowledge
4
Diving Knowledge Workbook
3. If your response was correct, note that you have two options. If you feel confident that
your answer was based on a thorough understanding of the knowledge or concept
involved, place a check as follows:
Correct:
■ Confident
Guess
4. If your answer was correct, but you arrived at it by guessing, check the box as shown
below. This may indicate that you do not have a thorough grasp of the knowledge
involved to arrive at a correct answer on another similar question. Review the explanation
carefully, and if after the review, you still do not feel completely confident of your
understanding, re-read the referenced materials for the objective being tested.
Correct:
Confident
■ Guess
5. If your response was incorrect, note that you also have two options. If your answer was
incorrect but it was a simple mistake, check the box as shown below. This indicates
that you understand the question and feel you are unlikely to make the same mistake
again on a similar question. Important: review the explanation and be sure
you understand the reason for the mistake. In making this assessment,
be honest. The only one hurt by a less than candid analysis of your
performance is you!
Incorrect:
■ Simple Mistake
Lack of Knowledge
6. If your answer was incorrect and due to a lack of knowledge, check the box as shown
below. This is an important assessment because it indicates that you missed some
important knowledge or concept in the reading assignment. Review the explanation
carefully, and if after the review, you still do not feel completely confident of your
understanding, re-read the referenced materials for the objective being tested. You may
need to seek additional clarification from your PADI Instructor.
Incorrect:
Simple Mistake
■ Lack of Knowledge
Introduction
5
Conducting a Section Analysis
At the conclusion of the answer key you will find a segment entitled “Section Analysis.” This
analysis will help you determine how well you have understood the material presented in
this section. More importantly it will identify any areas of your knowledge that might still be
a little weak. Once any weaknesses have been identified, you will be directed back to the
appropriate resources to ensure that you have a full understanding of this subject.
The first portion of the section analysis explores “correct responses.” It appears as follows:
Confident
Guess
Total
Correct Responses
After you have completed all the exercises in a particular section, review the answer key
once more. Determine the number of correct responses — and whether you indicated “guess”
or “confident” — and enter those in the appropriate boxes. Next, enter the sum of the two
numbers in the “total” box.
The next portion of the analysis examines “incorrect responses.” This time review the answer
key to determine how many of your incorrect answers were a result of a “simple mistake”
versus a “lack of knowledge.” Enter these numbers in the appropriate boxes as shown below,
indicating the sum in the “total” box.
Simple Mistake
Lack of Knowledge
Total
Incorrect Responses
You now have an analysis of the total number of correct versus incorrect responses. It
indicates how confident you were regarding the correct responses, and whether your incorrect
responses were a result of simple mistakes or lack of knowledge.
Once you have completed the correct/incorrect response boxes, go back through the answer
key and identify any items marked “correct-guess” or “incorrect-lack of knowledge.” These
items represent important points of information or concepts you still might not fully understand.
In the section entitled “Objectives to be Reviewed”, check any objectives that contained items
with a “correct-guess” or “incorrect-lack of knowledge” response. This section will appear
as follows:
6
Diving Knowledge Workbook
Objectives To Be Reviewed:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
Before you consider any section complete, review once again the appropriate PADI resource
material for the objectives checked in the review box. You should then go back and re-read
the resource material related to those objectives. After re-reading the resource material,
attempt to answer the problem items once again. If you are still unable to honestly determine
the answer, you should contact a PADI Instructor for clarification.
Once you have completed all the exercises, thoroughly reviewed the answer key and
completed the “Section Analysis,” you may proceed to the next section.
Using The Answer Key as a Knowledge Review Tool
In certain situations, you may wish to use the Answer Key at the end of each section as a
knowledge review tool. The Answer Keys are designed to allow you to study information
presented on any given topic without returning to the question section. The objectives are
restated along with the questions. This format allows for efficient study of the material in
preparation for the Divemaster Final Exams or the IE exams.
Notes:
• Some of the metric values used in the workbook are not direct conversions of their
imperial measurement counterparts.
• Some of the theoretical examples in this workbook use depths beyond the
recommended recreational limit; actual dives should never exceed 40 metres/
130 feet/.
• The method of calculating the answer to a specific question may vary from country
to country. You are encouraged to work with a PADI Instructor to determine the
appropriateness of any given response for your local area.
Introduction
7
Constants Used Throughout This Workbook
Metric
one litre of seawater weighs 1.03 kilograms
one litre fresh water weights 1.00 kilograms
10 metres of seawater = 1 atm
10.3 metres of fresh water = 1 atm
Imperial
one cubic foot of seawater weighs 64 pounds
one cubic foot of fresh water weighs 62.4 pounds
33 feet seawater = 1 atm
34 feet fresh water = 1 atm
Pressure change per unit of depth equivalences for both salt water and fresh water:
1. salt water pressure change per unit of depth:
.100 atm/m = 1033.2 kg/m3 = .0303 atm/ft = 0.445 psi/ft
2. fresh water pressure change per unit of depth:
.097 atm/m = 1002.2 kg/m3 = .0294 atm/ft = 0.432 psi/ft
Note: For the sake of simplicity, this book recognizes 1 atm = 1 bar
8
Diving Knowledge Workbook
Appendix
IE Theory Exams Study Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . A-2
Recreational Dive Planner Review . . . . . . . . . . . . . . . . . . . . . . . . . .A-5
Appendix
A-1
PADI Instructor Examination
Written Final Exams Study Guidelines
Use the guidelines in this document to help you prepare
for the following written Final Exams administered at all
PADI Instructor Examinations (IEs):
• Skills And Environment
• Equipment
• Recreational Dive Planner
• Physiology
• Physics
1. Review academic diving information presented in
the following PADI manuals and books. Be sure
you’ve mastered the academic objectives in each of
the diver manuals:
a. PADI Open Water Diver Manual
b. Adventures in Diving
c. PADI Rescue Diver Manual
d. PADI Divemaster Manual
e. The Encyclopedia of Recreational Diving
f. Diving Knowledge Workbook
g. The Wheel Instructions for Use Booklet
h. Recreational Dive Planner Instructions for Use
booklet.
i. Electronic Recreational Dive Planner Instructions
for Use booklet
If these books are not available (or they do not exist
in your primary language), other diving texts with
detailed, elaborated academic diving information
may be used.
2. Complete the PADI quizzes and final exams for
each of the following courses: Open Water Diver,
Rescue Diver and Divemaster. On these exams,
be able to identify the correct answer for each
question. If the question is multiple choice, you must
also be able to explain why the other choices are
incorrect.
3. Complete the PADI Instructor Preassessment Exam
in the Instructor Candidate Workbook. Your
performance on this exam is a general indicator of
your knowledge of diving theory and information.
Concentrate your study efforts in the areas of
weakness indicated by the preassessment exam.
Note: As with any preassessment document,
successful mastery does not ensure success with the
actual IE exams. At the IE you are expected to have a
thorough (instructor-level) knowledge of critical diving
information and concepts.
4. Questions on all PADI exams are criterionreferenced, meaning they relate directly to one
or more performance objectives. Because these
performance objectives are the basis on which PADI
materials are written, the correct responses to all
questions can be found within PADI materials.
A-2
Diving Knowledge Workbook
The following list of objectives were used to construct
the IE written Final Exams. As a result, a thorough
understanding of these objectives provide you with a
solid foundation of knowledge for taking the exams.
You must do more, however, than simply memorize
responses to the objectives — you must be able to
solve never-before-encountered problems and identify
specific applications of the concepts involved.
The objectives are listed according to exam topic.
Note: Although The Encyclopedia of Recreational
Diving is a convenient assembly of academic diving
knowledge, information on each objective can be
obtained from other diving manuals and texts in
various languages.
A. Skills And Environment
A PADI Instructor must be able to:
1. State the maximum altitude above which special
procedures are required for the use of most
dive tables, and explain why diving at altitude
requires special consideration.
2. Explain how tides are caused.
3. Define the term environmental orientation,
explain for whom such an orientation is intended
and state which PADI Experience program offers
an orientation.
4. Explain the proper procedure for executing a
Controlled Emergency Swimming Ascent.
5. Define the term neutral buoyancy and describe
how to execute a buoyancy check at the surface.
6. Demonstrate the 25 common hand signals and
explain the meaning of each.
7. Explain what action should be taken with a
victim of a near-drowning accident.
8. List at least three common signs/symptoms of
marine life injuries.
9. Explain why an unconscious, non-breathing diver
should be resuscitated while being towed to
shore even if no pulse is suspected.
10. Explain what action should be taken for a diver
suffering from decompression sickness, and
under what circumstances the victim should be
taken back into the water for recompression.
11. State the compression-to-ventilation ratio for
administering one-person CPR.
12. Given the nature of the circulation of major
ocean currents (Coriolis effect), state the
direction of flow for such currents in relation to
the coastline of any continent.
13. State the guideline for the recovery of a negatively
buoyant object without the assistance of a lift bag.
14. List the minimum suggested equipment necessary
to safely engage in night diving activities.
15. State the most accurate means of measuring
distance under water without the use of a
calibrated measuring device.
16. List at least two factors that dictate the type
of pattern to be used when searching for an
underwater object.
17. List at least three guidelines divers should follow
to help protect the marine environment.
18. State the diving skill most useful in avoiding
damage to the marine environment.
B. Physics
A PADI Instructor must be able to:
1. Explain why water is able to dissipate body heat
faster than air, at what rate this occurs and what
effect this has on the diver.
2. Explain the behavior of light as it passes from an
air/water interface and what effect this has on
the diver.
3. Define the visual reversal phenomenon and
explain its effect on the dive.
4. Explain why sound travels faster in water than in
air, by approximately how much and what effect
this has on the diver.
5. State Archimedes’ Principle and calculate the
buoyancy required to either lift or sink an object
in both fresh- and seawater.
6. Define the terms absolute, ambient and gauge
pressures and calculate the pressure at any
depth as expressed by these terms in both freshand seawater.
7. Explain the relationship between pressure and
volume on a flexible gas-filled container, and
calculate (in increments of whole atmospheres)
the changes that will occur to that container as it
is raised and lowered in the water column.
8. Explain the relationship between depth and
the density of the air a diver breathes, and
calculate this relationship in increments of whole
atmospheres.
9. Given a diver’s air consumption rate at one
depth, calculate (in increments of whole
atmospheres) how that consumption rate
changes with depth.
10. Describe how the behavior of a gas within both
a flexible and inflexible container is affected by
changes in pressure and temperature.
11. Given their percentages, calculate the partial
pressure of gases in a mixture at any depth.
12. Explain the effect of breathing contaminated air
mixtures at depth, and calculate the equivalent
effect such contamination would have upon the
diver at the surface.
13. Explain what will occur to a gas saturated at
high pressure when the pressure on gas in
contact with the liquid is quickly reduced.
14. Define supersaturation and explain what
conditions are necessary for gas bubbles to form
in a supersaturated liquid.
C. Physiology
A PADI Instructor must be able to:
1. Name the substance within the blood that aids in
the transport of oxygen.
2. Explain how proper diving techniques and
equipment can help avoid exhaustion and
excessive buildup of carbon dioxide.
3. Explain the physiological mechanism by which
voluntary hyperventilation enables a diver to
extend breath-holding time.
4. Explain the physiological mechanism that causes
a carotid sinus reflex, and how this affects the
diver.
5. Explain the physiological mechanism that causes
a shallow water blackout and why this condition
usually occurs during ascent rather than descent.
6. Explain the physiological effect of increased
carbon monoxide levels (including cigarette
smoking) on the diver and how it can be
avoided.
7. Define the term silent bubbles as it relates to
decompression sickness.
8. Explain why victims of decompression sickness
are given pure oxygen as a first aid measure.
9. Explain the cause of nitrogen narcosis, state the
approximate depth at which the disorder occurs
and list three common signs/symptoms.
10. Explain the physiological mechanism of
decompression sickness, and list the common
susceptibility factors that can contribute to its
occurrence.
11. Define the term barotrauma, and how it can
occur to the lungs, sinuses and ears of the diver
during both ascent and descent.
12. Define the term vertigo and explain the
mechanism by which this normally occurs in the
diver.
13. Describe the basic anatomy of the ear and which
areas/structures are most affected by changing
pressures.
14. Compare and contrast the various signs/
symptoms of decompression sickness and air
embolism.
15. State the most serious form of lung-expansion
injury in diving, how it occurs, and what factors
can contribute to its occurrence.
Appendix
A-3
D. Equipment
E. Recreational Dive Planner
A PADI Instructor must be able to:
A PADI Instructor must be able to:
1. Explain the meaning of each legally required
mark that appears on the neck of a scuba tank
including: alloy designation, hydrostatic test
date, working pressure, and over-pressurization
designation.
1. Explain why the RDP Surface Interval Credit Table
is significantly shorter than that of the U.S. Navy
tables and why such a difference is possible.
2. Contrast the differences between steel and
aluminum scuba tanks in terms of maximum
pressures, thickness and capacity.
2. Explain what is meant by a multi-tissue
decompression model and the number of
tissues used in the creation of the RDP versus
U.S. Navy models.
3. Explain the purpose of a J-valve and how it is
designed to work
3. When diving above sea level, explain why it is
critical to know the altitude at which the dive is
to take place.
4. Explain the safety device and design feature that
prevents an overpressurized scuba tank from
exploding.
4. Explain why Pressure Groups from one model/
table cannot necessarily be transferred to
another model/table.
5. Explain the effect of extreme heat upon the
structural integrity of a scuba tank and what
should be done in the event tanks are exposed to
such conditions.
5. Using the RDP Table or eRDP and The Wheel,
demonstrate how to find a No-decompression
Limit (NDL), and state the procedures for
Emergency Decompression and Omitted
Decompression.
6. Explain how scuba tanks are hydrostatically
tested and to what pressures these tests are
conducted.
7. List at least four reasons a scuba tank should be
visually inspected annually.
8. Explain the term open-circuit demand regulator
and describe what advantages this design has
over other types.
9. List the major parts and explain the general
function of the first and second stage of a scuba
regulator.
10. Define the terms balanced, unbalanced,
upstream and downstream as they relate to
regulator design.
11. Define the term environmental seal and what this
feature is designed to prevent.
12. Define the term fail-safe as it relates to regulator
design and how this feature operates in the event
of regulator malfunction.
13. Explain the proper procedures for the use of dive
computers among buddy teams.
14. State the type of depth gauge that automatically
compensates for high altitude diving.
15. List at least three equipment-related reasons
why divers should always avoid maximum no
decompression limits.
A-4
Diving Knowledge Workbook
6. Using the RDP Table or eRDP and The Wheel,
calculate dive profiles for three or more repetitive
dives, demonstrating the correct guidelines and
procedures for: determining minimum surface
intervals, taking safety stops, and applying the
special multiple dive rule (groups W,X,Y & Z).
7. State the guidelines for flying after diving and
demonstrate the application of the rule for each
circumstance addressed.
8. Using The Wheel format of the RDP, demonstrate
how to calculate a multilevel dive.
Recreational Dive Planner
To determine your current ability to solve Recreational Dive Planner calculations, complete this Preassessment
Inquiry. Choose the best answer to each question.
1.
Residual nitrogen time is the total time in minutes from the beginning of descent until the beginning of final
ascent to the surface or safety stop.
a. True
b. False
2.
When using the dive tables, divers must ascend no faster than a rate of ______ feet per minute.
a. 6 metres/20 feet
b. 18 metres/60 feet
c. 12 metres/40 feet
d. 24 metres/80 feet
3.
A dive to 18 metres/59 feet for 29 minutes yields what pressure group?
a. L
b. J
c. K
d. M
4.
A diver in pressure group "K" plans a dive to 18 metres/56 feet. What is the maximum allowable bottom time
according to the Recreational Dive Planner?
a. 26 minutes
b. 44 minutes
c. 29 minutes
d. 16 minutes
5.
A diver in pressure group "D" completes a dive to 14 metres/46 feet for 29 minutes. What is his new
pressure group upon surfacing?
a. T
b. P
c. O
d. U
6.
A diver makes a dive to 18 metres/56 feet for 44 minutes. After a one-hour surface interval, he returns to
18 metres/56 feet. Losing track of time, he notices that his bottom time is now 37 minutes. According to the
Recreational Dive Planner, what action should he take?
a. Surface immediately and contact the nearest recompression chamber.
b. Immediately ascend to 5 metres/15 feet and remain there for 3 minutes before surfacing.
c. Immediately ascend to 5 metres/15 feet and remain there for 8 minutes before surfacing.
d. Ascend to 3 metres/10 feet and remain there until air is exhausted.
7.
After
prior
a.
b.
c.
d.
8.
What is the minimum surface interval required to make a dive to 22 metres/80 feet for 23 minutes, followed
by a 15 metre/50-foot dive for 47 minutes?
a. 23 minutes
b. 20 minutes
c. 8 minutes
d. 15 minutes
9.
A divemaster is planning to take a group of advanced divers to two different locations. One is a reef in 16
metres/54 feet of water, and he plans a bottom time of 25 minutes. The second location is on a wreck in 28
metres/95 feet of water, where he plans a bottom time of 20 minutes. The surface interval between the dives
will be two hours. In the interest of safety, which dive should the divemaster plan first?
a. The order of dives is of no consequence in this example.
b. The 16 metre/54-foot dive
c. The 28 metre/95-foot dive
d. Whichever the group wishes to dive
completing the dives indicated in question 6, what is the minimum amount of time the diver must wait
to flying?
The diver may fly immediately after the dive.
12 hours
An extended time beyond 18 hours
4 hours
10. A diver makes a dive to a depth of 19 metres/68 feet for 24 minutes. After a one-hour surface interval, he wishes
to return to a depth of 17 metres/58 feet. What is the maximum allowable bottom time for the second dive?
a. 14 minutes
b. 17 minutes
c. 41 minutes
d. 63 minutes
Wheel users, answer the following question:
You plan a multilevel dive to begin at a depth of 30 metres/100 feet. You plan to stay at 30 metres/100 feet for
10 minutes, then ascend to 20 metres/70 feet for an additional 15 minutes. What will your pressure group (p.g.)
be upon surfacing?
a. Pressure Group "O"
b. Pressure Group "Q"
c. Pressure Group "T"
d. Pressure Group "V"
How did you do?
1. False, 2. b, 3. c, 4. a, 5. Metric - c; Imperial - b, 6. c, 7. c, 8. Metric - a; Imperial - d, 9. c, 10. c, Wheel - a.
Appendix
A-5