SPC 065 T&a

Master 4
SPC 065
Radar
Training and Assessment Guide
Regional Maritime Programme

Secretariat of the Pacific Community
Private Mail Bag
Suva, Fiji
.
Master 4
SPC 065
Radar
Training and Assessment

Guide
Regional Maritime Programme

Private Mail Bag
Suva, Fiji
SPC 065 Radar Master 4

©
Copyright Secretariat of the Pacific Community 1998
All rights reserved. This work is copyright but permission is given to trainers and teachers to make copies
by photocopying or other duplicating processes, for use within their educational institution. This
permission does not extend to the making of copies for use outside the institution in which they are made, or
to the making of copies for hire or resale.
First printed, April 1998
Original text: English
‘Pacific Community’ is the new name of the South Pacific Commission (SPC). The new name became
official on 6 February 1998, in commemoration of the 51st anniversary of the 1947 Canberra Agreement,
which originally established the SPC.
The change of name does not alter all the established SPC acronyms, but their meanings are modified.
‘Pacific Community’ applies to the total organisation, i.e., the member governments, the Conference, the
CRGA and the Secretariat. ‘Secretariat of the Pacific Community (SPC)’ refers to those who provide the
service to members of the Community.

Private Mail Bag
Suva, Fiji
Telephone: (679) 370 733
Facsimile: (679) 370 021
E:mail: IniseR@spc.org.fj
Web site: http://www.spc.org.nc/
The resource and material were prepared by the Australian Maritime College Search Ltd
with financial assistance of the New Zealand Government.
Author: James Titmarsh, Australian Maritime College
Editor: Dev Ranmuthugala, Australian Maritime College
SPC 065 Radar Master 4

Contents
Page No
Introduction 1
Competency Based Training 2
Module Overview 4
Module Purpose 4
Learning Outcomes 4
Module Resources 5
Learner’s Guide 5
Training and Assessment Guide 6
Use of Resources 7
Required Resources 7
Instructor’s Role 8
Steps to Follow 9
General Delivery and Assessment Strategies 10

Delivery Ideas 10
Assessment Principles 11
Assessment Methods 13
Creating Assessment Task/Tools 14
Recording Learner Achievement 16
SPC 065 Radar Master 4 i

Section Delivery and Assessment Strategies 19

Section 1: Operation 21
Section 2: The Radar Transmission 27
Section 3: False Radar Information 33
Section 4: Using Radar for Navigation 39
Section 5: Collision Avoidance 45
Section 5: Advanced Collision Avoidance 51
ii SPC 065 Radar Master 4

Introduction
Welcome to the Training and Assessment Guide for module SPC 065 Radar Master 4
This guide is designed to assist :
• instructors in helping learners achieve competence in the module learning outcomes; and
• instructors and assessors in developing tools for assessing skills, attributes, and
underpinning knowledge.
This guide gives an overview of the module and details the learning outcomes, assessment,
and resource requirements. Together with the Learner's Guide, it makes up a package of
learning resources to be used in a flexible delivery environment. The latter may include
classroom learning, workplace training, distance learning, or a combination of the above.
This Guide provides guidance on delivery and assessment strategies, enabling delivery and
assessment to take place in a variety of situations. In addition, this guide offers suggestions
on how to assess competency in each learning outcome against the specified assessment
criteria of the curriculum.
SPC 065 Radar Master 4 1

Competency Based Training

Competency Based Training (CBT) is concerned with the attainment and demonstration of
specified knowledge, skills and application by a learner. CBT is 'criterion-referenced' rather
than 'norm-referenced'. This means that it is concerned with a learner’s attainment and
demonstration of specified knowledge, skills and application, rather than that individual’s
comparative ranking within the group.
CBT places primary emphasis on what an individual can actually do as a result of training as
opposed to emphasis on the process involved in training. Certification is based on the
attainment of competencies rather then the completion of a training program. However,
under some circumstances, nominal training periods are still necessary.
An educational program that incorporates CBT includes three basic features :
• a statement of competency that summarises the skills, knowledge, and the application of
such knowledge and skills which the learner is expected to be able to perform;
• measurable learning outcomes that the learner must be able to perform; and
• means of assessing the learner's achievement of these outcomes.
Competency standards are specified by a particular industry. In the maritime context, the
IMO STCW-95 convention is the starting point for the development of standards. These
standards define the competencies required for effective performance in the profession. An
important point to note is that competence cannot be observed directly. It is necessary to
infer competence from indirect evidence. This can be done in two ways. In the 'attribute-
based' approach competence can be inferred by testing that certain personal attributes (eg
skills, knowledge and attitudes) that underlie competence are present at an appropriate level
in the individual whose competence is to be recognised. One of the most commonly tested
attribute is knowledge, usually by a written examination.
In the 'performance-based' approach, competence is inferred by observation of performance

of an individual in the actual workplace. One drawback with the 'performance-based'
approach is that competence is assessed in a particular situation. It is difficult to assess
whether an individual will perform equally well in other circumstances. Due to the
shortcomings of both approaches if used in isolation, it is considered that testing personal
attributes of an individual together with how those attributes are likely to be applied in the
actual workplace would represent the logical approach.
In CBT, the learning program is organised into modules. A module usually represents a
major unit of competency with its associated learning outcomes. Assessment criteria is used
to judge how well learners have attained the learning outcomes. A complete module
consists of the module descriptor (curriculum), the learner's guide, the facilitator's
(instructor's) guide and any supplementary resources.
2 SPC 065 Radar Master 4

CBT allows flexible delivery of the training program. This means that a range of teaching
styles can be adopted in a variety of learning environments to cater for differences in
learning styles, needs, and variations in learning opportunities. Since the emphasis of CBT is
on job related skills, training programs can be beneficially conducted in the workplace,
together with assessment. Furthermore, CBT allows the formal recognition of an
individual's previously acquired skills through recognition of prior learning (RPL).

Module Overview
Module Purpose
To develop the knowledge and skills necessary to enable the learner to be able to set up and
operate radar sets for pilotage, navigation, collision avoidance, and application of the
International Regulations for Prevention of Collision at Sea with respect to advanced
collision avoidance on board fishing and merchant vessels.
Learning Outcomes
On completion of this module the learner will be able to:
• turn on and obtain optimum performance from any radar display.

• describe the character of a radar transmission as it affects the radar display..
• explain the causes of false radar information and its effects.
• use radar as an aid to navigation.
• use radar to avoid collisions.
• apply the information obtained by radar for applying the International Regulations for the
Prevention of Collision at Sea.

Module Resources
Learner’s Guide
The focus of the learner’s guide is to provide the learner with all the information and
activities required to achieve the competencies stated in the learning outcomes of the
module. You may use the Learner’s Guide to plan and deliver your training.
The Learner’s Guide is comprehensive and is the main learning resource of the modularised
package. However, the learner may at times need to refer to other resources and get
assistance from the instructor.
You will need to assist the learner to:
• understand the information in the Learner’s Guide;

• complete activities; and
• complete progress checks.
The icons shown below are located in the left margin of the learner’s guide. They advise
the learner on actions that are required and notices that needed to be heeded, during various
stages of their study.
Check your Progress icon
Caution/Beware icon
Activity icon
Check Text icon
Tips icon
Key Point icon


The Training and Assessment Guide introduces you to the:
• module purpose
• learning outcomes; and
• assessment criteria.
The Training and Assessment Guide provides information to the instructor and the assessor.
The information for the instructor includes tips on:
• how to use the learner’s guide in delivering the module;

• your role as an instructor;
• steps to follow;
• delivery strategies;
• recording achievements; and
• resources required.
The information for the assessor includes:
• assessment principles;
• assessment methods;
• creating assessment task/tools;
• assessment strategies;
• sample written question and model answers;
• practical assessment tasks and guidelines; and
• resources required.

Use of Module Resources

The use of module resources for the delivery and assessment of this module is depicted by
the following diagram.
START
LEARNER Learner's Guide
DELIVERY INSTRUCTOR
Training and
Assessment Guide
ASSESSMENT ASSESSOR
Not Yet Competent Competent

COMPETENT? END
Required Resources
Access to:
1. Appropriate small craft or models.

2. Calculator.
3. Small vessel radar, simulator or simulator program.
4. Radar plotting sheets and drawing instruments.
5. International Regulations for Prevention of Collision at Sea

Instructor’s Role
1. The role of the instructor is to:
• make setting-up, operating and reading the display of a marine radar set relevant to
situations encountered on vessels, the maritime industry, and real-life experiences;
• give examples relevant to the learner’s duties and work environment;
• assess continually the learner’s competency via activities and progress tests;
• ensure there is adequate feedback on all activities, tests, and assessments;
• ensure that the learner has access to required resources and has adequate
supervision during practical activities;
• encourage the learner to familiarise themself with the limitations, false information,
weather effects and interference with respect to radar displays
• promote one-to-one instruction for learners having difficulties in certain areas;
• encourage learners with advance knowledge to progress through the Learner’s

Guide at their own pace.
2. Instructors should encourage learners with advance knowledge to:
a) Read the learning outcomes and assessment criteria in each section.

b) Identify the learning outcomes and assessment criteria that reflect the competencies
they may already have.
c) Identify the sections that consist of these learning outcomes and assessment
criteria.
d) Complete the ‘Progress Check’ in these relevant sections and check their answers
against those provided at the end of the learner’s guide. If successful, they should
go on to the next section.
3. The Learner’s Guide has been developed in a logical sequence. Therefore, the learner
may have difficulty in completing the later sections, if competencies of the previous
sections are not mastered first.
4. When dealing with activities and questions involving calculations or plotting, the
instructor should advise the learner to first write down the information from the question
on to their answer sheet or radar plotting sheet. This will assist them in organising and
using the information within the question.

Steps to Follow
The steps to follow in delivering and assessing the module are given in the following
flowchart.

General Delivery and Assessment

Strategies
Delivery Ideas
The educational process in a CBT programme is student centred. The emphasis is on what
the learners can do or need to be able to do, in order to prove competency in performing
specific tasks. This results in a flexible approach where it is no longer necessary for all
learners to learn at the same pace or perform the same assessment tasks at the same time.
Your students will be using the Learner's Guide as their main source of reference,
completing the activities, and self assessment exercises (progress tests) set out in the guide.
The learners will look to you for support and guidance. Your role will be to facilitate their
learning process and provide support structures which are appropriate to their needs and
learning styles.
It is suggested that you help to:
• ORIENT THE LEARNERS to the Eg. explain:

nature and processes of the CBT program • the structure of the course
• range of options available to the learner
• method of learning and assessment
• how to access learning materials and
resources
• roles of the instructor, etc
• CUSTOMISE THE LEARNING Eg. select or design tasks and activities that
PROGRAM to make it more relevant. reflect local industry trends and for which
Learning experiences should reflect on- facilities are readily available
the-job environment
• ESTABLISH AND MAINTAIN Eg. ensure that learners are able to access
LEARNING STATIONS equipment labs, simulators, vessels and
other learning sites when they need them in
their learning sequence. Ensure that
learning stations are properly equipped and
resourced
• PROVIDE SKILLS Eg. show how to obtain optimum

DEMONSTRATIONS performance from a marine radar.
• GIVE PRACTICAL Eg. give the opportunity for practical

OPPORTUNITIES for the learners to training on a radar set, simulator or
experience simulator program. Practice in plotting for
collision avoidance.

• CLARIFY CONTENT, if necessary by Eg. make available training video material

providing information beyond the on radar plotting and its application with
learning materials respect to Rules for Prevention of Collisions
at Sea.
• PROVIDE A RANGE OF Eg. show different types of radar
EXPERIENCES to cover knowledge in presentations and types of sets. Explanation
the broader industry of Automatic Radar Plotting Aids and
interfacing
• PROVIDE A POSITIVE LEARNING Eg.

ENVIRONMENT • plan and organise effective learning
experiences
• provide positive and supportive feedback
• keep learners actively involved
• help learners develop individual and
group learning plans
• allow learners to demonstrate their
knowledge
• PROMOTE CRITICAL THINKING Eg. give learners a scenario where they are
AND PROBLEM SOLVING in a multi vessel risk of collision situation.
Ask how they will go about dealing with the
problem
• MONITOR LEARNERS' PROGRESS Eg. use checklists to record the performance

and provide remedial support and of learners
counselling where appropriate
Assessment Principles
Assessment in CBT is about collecting evidence and making judgements about a learner's
progress towards learning outcomes. Typically, a learner's performance or achievement of
learning outcomes is assessed in relation to the module purpose and course aim against
appropriate assessment criteria.
A number of different types of assessment can be used within a competency based system.
These are :

Holistic These techniques check a learner's ability to complete workplace tasks

Assessment: utilising a range of skills, knowledge, and understanding. These tasks
usually involve a combination of theory/practice and a range of
competencies.
Formative Formative assessment is used to provide feedback to learners on their

Assessment progress towards the achievement of the required performance.
Summative Summative assessment is used at the end of a training program to

Assessment check that learners have fulfilled all the competency requirements for
the training program.
Diagnostic Diagnostic assessment is used by trainers to determine the educational

Assessment and training needs of learners.
Recognition of RPL is a form of assessment used to determine whether a person has

Prior Learning achieved a required competence for entry and/or credit in a training
(RPL) program through previous learning and experience.
The quality of assessment in CBT is based on the following principles:
Validity Assessment must measure what it is supposed to measure. For example,

an assessment of a person's ship-handling skills should be assessed by a
practical application of the skills and not a written explanation.
Reliability The assessment should be designed to give the same result irrespective of
the individual assessing the competence or the time of assessment.
Fairness Assessment activities should be selected so that they are fair to all
concerned and do not disadvantage particular persons.
Flexibility Assessment should cover both on and off-the-job components of training.

Assessment procedures should provide for recognition of competencies
regardless of when or where they were acquired.

Assessment Methods
A variety of methods can be used to measure knowledge, skills, and attitudes of learners.
The suitability of various methods is shown below by the crosses in the respective column,
together with key issues.
Know Skills Attitu Key Issues

ledge des
Observation of X X X • High level of validity.

Performance • Opportunities to demonstrate competence
across a full range of activities may be
limited.
Skills Tests X X X • Allows assessment of practical and

technical skills.
• Standardisation of tasks increases
reliability.
Simulations X X X • Permits complex assessments.

• Safety is not compromised.
• Standardisation of tasks increases
reliability.
• Individuals react differently in a simulated
environment.
Projects/Assig X X X • Can be off-site and therefore avoid

nments disruptive environments.
• Difficult to predict exactly what type of
evidence will be generated.
Oral X X • Supplements other assessment methods.

Questioning • Can be rigorous.
Written X X • Focuses on knowledge.

Questioning • Cannot directly assess technical
performance, practical skills, and some
attitudes.
Cont.

Evidence of X • Can provide high level of validity.

Prior Learning • Quality of evidence may be difficult to
determine.

Creating Assessment Tasks and Tools
As far as practicable, a person's competence should be tested in an environment that is

similar to the actual workplace conditions. In many cases training institutions may not have
the resources to duplicate the actual workplace conditions. However, you should ensure
that assessment tasks are meaningful and relevant. As an assessor you should thoroughly
understand the basis on which a competence based assessment system operates. Remember
that in a competency based system :
• the focus is on 'outcomes';

• assessment is individualised;
• an individual's performance is not judged against performance by other individuals;
• assessment can be carried out on or off-the-job;
• all standards must be met; and
• the assessment process should be valid, reliable, fair, and flexible.
It is suggested that you take the following steps in creating assessment tasks.
Step 1 Determine :
• Whether the assessment will be for certification or the recognition of prior learning.
• What has to be achieved, by referring to the learning outcome.
• How well it must be achieved, by referring to the assessment criteria.
• In what conditions will the assessment take place, by referring to the conditions of
assessment.
• What forms can assessment take, by referring to the methods of assessment.
• How the achievement of learners is to be recorded.
Step 2 Plan the assessment event by taking into account :
• The availability of equipment, resources and operational constraints.

• The most appropriate method of assessment.
• When the assessment is to take place.
• Whether the learner is ready for assessment and understands the assessment procedures.
Step 3 Develop assessment tasks by referring to :
• The assessment criteria.

• The activities within each section of the Learner's Guide.
• The 'Progress Check' activities at the end of each section of the Learner's Guide.
• The sample assessment tasks within each section of this Guide.
• The general guidelines stated below.

Guidelines for Practical Skills Tasks
• Give all learners a fair and equal chance.

• Set up the assessment exercises in stages to enable easier identification of deficiencies
and mistakes.
• Develop a performance checklist or rating scale.
• Provide details to learners being assessed on the nature of the test, the time limits, what
they are expected to do, the tools, equipment or materials to be used, and the criteria for
assessment. It is recommended that you make a task sheet for this purpose.
Guidelines for Written Questioning
• When preparing short answer questions ensure that the questions are precise and require
a definite answer. Where appropriate, make it clear what level of accuracy or precision is
required.
• When preparing multiple choice questions ensure that the learners know precisely
whether they have to select one definite answer, or choose the best answer, or choose
the one incorrect answer among the choices. Do not include irrelevant and unnecessary
information in the question. Most multiple choice questions should offer 2 to 4
distractions and 1 correct answer.
• When preparing descriptive, essay type questions, choose the lead word carefully. If you
want general broad based answers, you can use words like 'describe' and 'discuss'. If you
want the answer to be more specific, use the word 'explain'. Use essay type questions
where learners must be able to show their ability to describe, analyse, evaluate,
synthesise, and summarise.
• Be aware that “discussion” type questions are subjective by nature and may incur
disparity of marking among different assessors.
Guidelines for Oral Questioning
• Make sure that you create a non-threatening environment particularly for the anxious
learner.
• Prior to the oral assessment, the learner should know which competencies are being
tested.
• Oral assessments are particularly useful in situations where the learner's ability to
pronounce words correctly is to be tested. For example when testing a learner's ability to
respond to helm orders in the English language.

Recording Learner Achievement
In order to keep track of the learner’s progress, it is required to maintain a record of the
achievements of the learner against the respective learning outcomes. This will enable the
learner, the instructor, and the assessor to monitor the achievement of learning outcomes,
(ie. identify the learning outcomes already achieved and not yet achieved at any given time).
Recording achievements of competencies will depend on the individual learner,

establishment, and the delivery/assessment methods utilised. An example of a paper based
recording method is given below.
Module No: SPC 065 Module Name: Radar Master 4
Learning Outcome Date Competence

Achieved
1. Ability to turn on and obtain optimum performance from any

radar display
2. Describe the nature of a radar transmission with respect to its

effect on the radar display.
3. Explain the causes and effects of false radar information.
4. Use radar as an aid to navigation.
5. Use radar to avoid collisions.
6. Apply the International Rules for Prevention of Collision at

Sea with respect to information obtained by radar.


Section Delivery and Assessment

Strategies
Section 1: Operation 21
Section 2: The Radar Transmission 27
Section 3: False Radar Information 33
Section 4: Using Radar for Navigation 39
Section 5: Collision Avoidance 45
Section 6: Advanced Collision Avoidance 51


Section 1: Operation
Learning Outcome 1
On completion of this module the learner will be able to turn on and obtain optimum
performance from any marine radar display.
Assessment Criteria
1.1 The function of controls fitted to a display are explained.
1.2 The appearance of a display with correct adjustment of a particular control are
described.
1.3 The advantages and disadvantages of different radar displays are described.
1.4 The factors affecting the need to adjust radar controls after setting up are explained.
1.5 Demonstrate your ability to turn on, tune and operate a radar display.
Conditions and Methods of Assessment
This learning outcome may be assessed on and off-the-job. Competence may be assessed in
the following situations: classroom; laboratories; and appropriate vessels.
Knowledge based criteria will be satisfied through a combination of practical, written and
oral assessments.
Skill based criteria will be satisfied through practical exercises.
Assessment will be by a combination of:

• written assessment
• assignments
• oral assessment
• practical assessment

Delivery Strategy
Delivery Methods Resources Required
1. Use a radar set to identify the various controls that are used • radar set or simulator
to maintain the optimum picture. • Learner’s Guide
• IMO radar control
2. Show on a marine radar set how to correct poor adjustment symbols
of controls and explain the dangers of that condition. • maker’s manual or
bridge card
3. Have the learner turn on, tune and operate a radar set.
4. Have the learner carry out performance checks and explain

the need for frequent checks of performance and the
indicator’s relationship to detection range.

Assessment Strategy
• Ensure the assessments reflect the assessment criteria for the given learning outcome.
• A combination of written and practical assessment tasks can be used to assess a given
assessment criterion.
• Each written and practical assessment task can assess more than one assessment
criterion.
• The written and practical assessment tasks given in this section are example of those that
can be used to assess the competence of the learner.
• Assessment areas must comply with the current national Workplace Health and Safety
Regulations.
• Supervision will be required whenever practical assessments are carried out.

Written Assessment Tasks
1. What is the function of the gain control?
Answer
To increase the strength of the incoming signal, this makes weak echoes appear
stronger, but background speckle can make the display confusing.
2. What is the function of the tuning control?
Answer
It is similar to a radio tuning control, tuning the frequency of the receiver to that
of the transmitter.
3. How does the sea clutter control work?
Answer
It reduces the receiver gain for a few microseconds after each pulse is
transmitted, then gradually restores it to its former level. This reduces the
sunburst effect in the centre of the screen.

Practical Assessment Tasks
Item Description
Task 1 Practise setting up procedure of a small vessel’s radar until it becomes

semi-automatic
Resources • access to an appropriate vessel.

Required • access to a marine radar set.
• setting up checklist or maker’s manual.
Guidelines/ • under supervision of instructor;

Checks • appropriate safety safeguards, and
• check the learner’s ability to follow correctly the setting up
procedures.
Item Description
Task 2 Identify major components of a marine radar set

Required • access to a marine radar set installation.
• blank block diagram.
Guidelines/ • under supervision of an instructor;

Checks • appropriate safety safeguards.


Section 2: The Radar Transmission

Learning Outcome 2
On completion of this module the learner will be able to describe a radar transmission with
respect to its effect on the radar display
Assessment Criteria
2.1 The principle by which a radar set produces an echo on a plan position indicator (PPI)
is explained.
2.2 Characteristics of a radar transmission considering pulse length, beam width (vertical
and horizontal, and pulse repetition frequency are described.
2.3 The process whereby a radar echo is translated into a target on a radar display is
outlined.
2.4 External and internal factors that affect the performance and accuracy of a radar picture
are listed.
2.5 Siting of components of a radar installation and its effect on radar performance is
explained.
2.6 The meaning of the term radar discrimination and the factors that affect this is
explained.
2.7 Faults in a radar installation which can be detected by a change in the radar display are
identified.
Knowledge based criteria will be satisfied through a combination of calculations, written

and oral assessments.
• assignments
• oral assessment

Delivery Strategy
1. Have the learner identify internal and external factors that • Learner’s Guide
affect the performance and accuracy of a radar picture using • OHP transparencies
a radar set or dedicated OHP transparencies. • blank diagrams
2. Discuss the effects on radar performance of the siting of

components of a radar installation.
3. Using a blank block diagram of a typical radar, have the

learner identify main components.

Assessment Strategy
criterion.
Regulations.

1. What is a complete oscillation of a radio wave called?
Answer
a cycle
2. A typical figure for minimum range on short pulse would be:
Answer
25 metres
3. Which type of radar is associated with a viewing hood?
Answer
a scope radar

Item Description
Task 1 Practise identifying and measuring blind and shadow sectors on a small
vessel’s radar.


Checks • appropriate safety safeguards are adhered to, and
• check the learner’s ability to identify shadow and blind sectors.


Section 3: False Radar Information

Learning Outcome 3
On completion of this module you will be able to explain the causes of false radar
information and its effects.
Assessment Criteria
3.1 The causes and effects of false radar information is described.
3.2 Radar displays of false targets are identified.
3.3 How the effects of false targets may be minimised is explained.
3.4 Beamwidth distortion is explained.
3.5 Range and bearing discrimination is explained.


• assignments
• oral assessment

Delivery Strategy
1. Use examples of false echoes from OHP transparencies, or • Learner’s Guide

use a video presentation depicting the various types of false • OHP transparencies
echo. • video “Radar, all you
need to know”
2. Have the learner calculate the beamwidth distortion for your
distance
vessel’s radar set using the formula Range = .
sin BW

Assessment Strategy
criterion.
Regulations.

1. If your vessel suffers from shadow sectors you should:

a) consult the operator’s manual
b) determine and record their limits
c) warn approaching vessels in fog
Answer
(b)
2. Echoes caused by side lobes can be reduced by :

a) decreasing brilliance control
b) increasing brilliance control
c) decreasing gain control
Answer
(c)

Item Description
Task 1 Demonstrate using radar controls to obtain optimum picture and remove
or minimise any false echoes


Checks • appropriate safety safeguards are adhered to, and
• check the learner’s ability to identify false echoes.


Section 4: Using Radar for Navigation

Learning Outcome 4
On completion of this module you will be able to use radar as an aid to navigation
Assessment Criteria
4.1 Describe the factors that affect accuracy of radar ranges and bearings.
4.2 Identify suitable radar targets for position fixing referring to a chart and combined with
live or simulated radar display.
4.3 Plot the position of a vessel using radar ranges and bearings.


• calculations
• assignments
• oral assessment

Delivery Strategy
1. Have the learner interpret radar information and record for • access to marine radar
use in navigational plotting or simulator
• Learner’s Guide
2. Have the learner plot a number of positions from radar • suitable chart
ranges and bearings on a navigational with correct symbol • drawing instruments
notation.

Assessment Strategy
criterion.
Regulations.

1. Radar ranges are preferred to radar bearings for fixing because:
a) they are more accurate
b) they are quicker to take
c) they are easier to take
Answer
(a)
2. The most accurate radar fix is obtained from:
a) three radar ranges
b) three radar bearings
c) a combination of ranges and bearings
Answer
(a)

Item Description
Task 1 Measure ranges and bearings for navigational fixes

Required • access to a suitable navigational chart.

Checks • use of correct plotting practices, and
• check learner’s understanding of limitations of radar information.
Item Description
Task 2 Plot a series of navigational fixes on a navigational chart using radar

ranges and bearings

Required • access to a suitable navigational chart.
• access to a marine radar set.

Checks • check that correct plotting practices are used,
• check learner uses correct notations on chart, and
• check learner’s understanding of limitations of radar information.


Section 5: Collision Avoidance

Learning Outcome 5
On completion of this section you will be able to apply the information obtained from radar
to aid in avoiding collision.
Assessment Criteria
1. A full report on a target from information on a PPI is produced.
2. Dangerous targets from information in a full report are identified.
3. The appropriate action to take using the collision regulations and information from radar
in clear and restricted visibility is assessed.
4. Whether the action taken to clear a dangerous target is effective and not creating a close
quarters situation with another vessel is assessed.
5. The earliest time that the original course of the vessel may be resumed after course
and/or speed alteration for another vessel is determined.
6. The set and rate of a tide or current from radar information is assessed.
.Conditions and Methods of Assessment


• calculations
• assignments
• oral assessment

Delivery Strategy
1. Have the learner give a full report on a plotted target off the • Learner’s Guide
PPI. • appropriate vessel
• radar plotting sheet
2. Have the learner plot and assess the earliest time the original • drawing instruments
course may be resumed after altering for risk of collision
with actual or supplied radar information.
3. Tidal set and rate is plotted by the learner from actual or

supplied information.

Assessment Strategy
criterion.
Regulations.

1. What is meant by ( CPA 2.1nm) as symbols on a radar plotting sheet?
Answer
Closest point of Approach 2.1 nautical miles
2. What is meant by the term TCPA?:
Answer
Time to Closest Point of Approach (in minutes)
3. What is meant by (RML)as symbols on a radar plotting sheet?
Answer
Relative Motion Line
4. The position W as used in radar plotting is known as the ---- ----- postion.
Answer
zero speed

Practical Tasks
Item Description
Task 1 Calculate the set and rate of a tidal stream by plotting from supplied
information
Resources • radar plotting sheet.

Required • drawing instruments.
Guidelines/ • under instructor supervision;

Checks • exaggerate the set and rate for a definite resultant, and
• plotting to be fully notated on the radar plotting sheet.
Item Description
Task 2 Calculate the closest point of approach from supplied radar information.
Resources • radar plotting sheet

Required • drawing instruments
Guidelines/ • under instructor supervision

Checks • exaggerate the set and rate for a definite resultant
• plotting to be fully notated on the radar plotting sheet
Item Description
Task 3 Construct a true plot from supplied information.

Guidelines/ • under instructor supervision

Checks • exaggerate the set and rate for a definite resultant
• plotting to be fully notated on the radar plotting sheet


Section 6: Advanced Collision Avoidance

Learning Outcome 6
Apply the International Regulations for the Prevention of Collision at Sea with respect to
information obtained by radar.
Assessment Criteria
6.1 Whether risk of collision exists using radar equipment is determined.
6.2 An appropriate action to take when risk of collision exists both when the other vessel
can be seen visually and when it cannot is determined.


• calculations
• assignments
• oral assessment

Delivery Strategy
1. Have the learner plot various scenarios from supplied and • Learner’s Guide
apply the Rules to each assessment. • International Rules for
Prevention of
2. Encourage the learner to memorise and understand fully Collision at Sea
those Rules which apply to the use of radar as an aid to • radar plotting sheet
collision avoidance. • drawing instruments
• radar simulator
3. Use radar simulator scenarios to provide real time exercises
in practical radar plotting and collision avoidance.

Assessment Strategy
criterion.
Regulations.

1. Rule 6 (Safe speed) (b) (iv) “ the possibility that small vessels, ice and other floating
objects may ------ ---- ---------- by radar at an adequate range;”
Answer
not be detected
2. Rule 7 (risk of collision) (c) “Assumptions shall not be made on the basis of --------
-------------- , especially ----------- ------------- ------------------”.
Answer
scanty information, scanty radar information

Item Description
Task 1 Construct a various plotted situations from supplied information and

apply the Rules to their solutions.

Guidelines/ • under instructor supervision;

Checks • exaggerate the set and rate for a definite resultant, and
• plotting to be fully notated on the radar plotting sheet.


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Master 4

Training and Assessment Guide

Regional Maritime Programme

Training and Assessment

Regional Maritime Programme

SPC 065 Radar Master 4

First printed, April 1998

Original text: English

Secretariat of the Pacific Community

Author: James Titmarsh, Australian Maritime College

Editor: Dev Ranmuthugala, Australian Maritime College

SPC 065 Radar Master 4

Competency Based Training 2

General Delivery and Assessment Strategies 10

SPC 065 Radar Master 4 i

Section Delivery and Assessment Strategies 19

Section 2: The Radar Transmission 27

Section 3: False Radar Information 33

Section 4: Using Radar for Navigation 39

Section 5: Collision Avoidance 45

Section 5: Advanced Collision Avoidance 51

ii SPC 065 Radar Master 4

This guide is designed to assist :

SPC 065 Radar Master 4 1

Competency Based Training

An educational program that incorporates CBT includes three basic features :

• means of assessing the learner's achievement of these outcomes.

In the 'performance-based' approach, competence is inferred by observation of performance

2 SPC 065 Radar Master 4

SPC 065 Radar Master 4 3

• turn on and obtain optimum performance from any radar display.

4 SPC 065 Radar Master 4

You will need to assist the learner to:

• understand the information in the Learner’s Guide;

Check your Progress icon

Check Text icon

Key Point icon

SPC 065 Radar Master 4 5

Training and Assessment Guide

The information for the instructor includes tips on:

• how to use the learner’s guide in delivering the module;

The information for the assessor includes:

6 SPC 065 Radar Master 4

Use of Module Resources

LEARNER Learner's Guide

Not Yet Competent Competent

1. Appropriate small craft or models.

SPC 065 Radar Master 4 7

• give examples relevant to the learner’s duties and work environment;

• ensure there is adequate feedback on all activities, tests, and assessments;

• promote one-to-one instruction for learners having difficulties in certain areas;

• encourage learners with advance knowledge to progress through the Learner’s

2. Instructors should encourage learners with advance knowledge to:

a) Read the learning outcomes and assessment criteria in each section.

8 SPC 065 Radar Master 4

SPC 065 Radar Master 4 9

General Delivery and Assessment

It is suggested that you help to:

• ORIENT THE LEARNERS to the Eg. explain:

• PROVIDE SKILLS Eg. show how to obtain optimum

• GIVE PRACTICAL Eg. give the opportunity for practical

10 SPC 065 Radar Master 4

• CLARIFY CONTENT, if necessary by Eg. make available training video material