Questões SHFM

REVIEW QUESTIONS ANDPRACTICE MANEUVERS

Page rmmbers in parentheses indicate where in the text the answers maybe found. ,

CHAPTEg 1. ARRIVAL

Réview-^Questions

1. In day-to-dayworK; the most usefuí'unit bf mèàsureiiient for estimating turn-ing circles an"d other distáiicès is the síup's own length. (Page 10)

• • ' • ' • • a . true • • ' , ' . - • ' ' . ' . • ' ; :.;..-: < - • • - • • • . - - . • . • . . • • , ; . . - . - i • < • • - • • • - • . . • •-.;. . b. false " ' . " ; • • ; . . . . . . . .ír.í'" v ' -- '_•••.-.

2. In shallow watér, a ship's turning circle is (Pages 10 and 17^18)a. largerb. smaller , . . - - . . . . . . . . ,.,. ..

.. • c. the same ' • • ' . ' • " .

3. An average-size ship's turning circle is usuallv slightly • when theship turns to the right than when she turns left. (Pages 10—11)

a. largerb. smallerc. the same

4. A VLCC's turning circle to the right is usually her turning circle tothe left. (Page 11)

a. larger thanb. smaller thanc. nearly the same as

5. When revolutions are increased during a turn, the tactical diameter becomes(or stays) (Page 11)

a. largerb. smallerc. the same

6. For a given rudder angle and engine speed, the rate of turn as thedepth of water decreases. (Pages 10 and 18)

a. increasesb. decreasesc. does not change

329

330 REVIEW QUESTIONS AND PRACTICE MANEUVERS

7. A ship can be backed and filled in the smallest área when turned to the left.(Pages 11-13)

a. trueb. false

8. You are aboard an average-size, loaded, house-aft tanker proceeding throughan open roadstead. The wind is blowing hard enough to overcome the normaltwisting effect when your ship's engine goes astern. When you back your shipyou would expect her to (Page 14)I. head into the wind while she hás headway and back into the wind when shehás sternway. —.:. . - • - :II. head away from the wind while she hás headway and back away from thewind when she hás,sternway. " . - . - . : " ..." : .•_••

a. I only .. ' . ̂ _c,,.. . .b. II onlyc. both I and IId. neither Inor II _ - - ' — - • = ; • - • -

9. Assuming there are no extraordínary wind, current, or bank effects,-à shipshould be swinging moderately to ̂ before her engine is put astern.'(Pages-14-15) ::: , , , . . , , . . - - . . : • - : - , - - -: ,- •-' -

a. starboard ; ; . .:;̂ / í •b. port

10. A bow thruster is somètimes preferable to tugs becáuse (Pages "15—16)Î. it is located at the extreme end of the vesselr • - • ; - - : -II. it is always available. :III. it is equally effective at slow and fast speeds.

a. I and IIb. II and III .*c. ali of the aboved. none of the above

11. Using a bow thruster hás its disadvantages: (Pages 15—16)I. it usually provides less power than a tug.II. it hás no effect on headway to slow or hold a ship.III. it can only be used at very light drafts.

a. I and IIb. II and IIIc. ali of the aboved. none of the above

12. A bow thruster is usually quite effective àt speeds of up to 5 knots. (Pages15-16)

a. trueb. false

RS VIS W QUSSTIONS AND PRACTICE MANE UVEBS 331

13. The concspt of using the "most effective maneuver" is importani because(Page 17) "I. the ship is maneuvered using the minimum number of engine and rudderorders.II. several tasks are accomplished simultaneously.III. it simplifies maneuvering because only one task is completed at a time.

a. I and IIb. I and IIIc. III onlyd. none of the above

14. How would you expect the following shiphandling characteristics to changeas your ship moves from deep to shallow water?1(Pages 17—20) , ;

A. tactical diameter. . a . increaseB. twisting effect when backed. b. decreaseC. rate of turn. c. no significant changeD. speed loss duriag large eourse changes. 'E. speed loss when engine stopped. , .; ' . ::: " • ; ;

:•... F. directional stability. . ..-•;- . , ;-.i- " ;-

15. How would you expect the following to affect directional stability? (Pages18-20) ' _ . . . . • .A. increased length. a. more positive (or less negative)B. increased beam. b. less positive (or more negative)C. increased drag. c. no significant changeD. decreased underkeel clearance.E. increasedblock coefficient. - . . - . . - , . - . - . . . . , . - . . .F. more full sections forward.G. increased rudder angle.H. ship trimmed by the head.I. increased squat by the head..

16. Ships with large block coefficients are more likely to trim by the head in shal-low water. (Page 19)

a. trueb. false

17. Which of the following statements is/are true for ships with negative direc-tional stability? (Pages 18-20)I. a larger rudder angle is needed for a longer period of time to start a turn.II. a larger rudder angle is needed for a longer period of time to steady up aftera turn.III. the ship's rate of turn increases when the rudder is put amidships duringa turn.

a. I onlyb. I and IIIc. ali of the aboved. none of the above

r

332 . REVIEW QUESTIONS AND PRACTICE MANEUVERS

18. The only effective way to slow a ship is to stop the engine and, if necessary, goastern. (Pages 24-26)

a. trtieb. false

19. A VLCC makes a hard-over turn. You would expect her to lose nearly per-cent of her headway when her heading changes by 90 degrees. (Page 25)

a. 10b. 20c- 25 . . . . . . . . . . . . . . . .à. 50 • - . —.

20. A ship is on your port bow in a crossing situation and her bearing is steady.You reach the point where you doubt that collision can be avoided by her ac-tions alone. Usually, it would be better to (Pages 25-26)I. backdownII. make a rpund turn ..... ; . . . . . . . . . .

a. I onlyb . I I only: . . . _ _ . . . . ; . - .c. both Í and II . . „ 'd. neither I nor II

21. A combination pilot ladder/accomrnodation ladder is required^whèn the dis-tance frorn the water to the top of the ladder exceeds feet. (Page 29)

a. 10 . . . . . - - . - . . T .. ..- •..:•_?

b. 20e . 3 0 . . . . . . . . . .

d. 50

22. A modern containership hás more sail área than a full rigged sailing ship.(Page 34)

a. trueb. false

23. The ship's call letters should be transmitted frequently when communicatingby VHF and, in any case, at intervals of (Pages 36-37)I. before and after every transmission during a series of transmissions withanother ship.II. at ten minute intervals.III. before the first transmission and after the last transmission of a VHF con-versation regardless oflength.

a. I onlyb. II and III abovec. III only

24. Mariners have several means for communicating ship's actions and inten-tions including (Pages 36-39)I. verbal cornmunicaíions such as VHF radio

RE VIS W OUESTIONS AND PRACTICE MANEUVEES 333

II. graphíc corrimunications such as CTAííS and Interactive DGirS presenía-tions.III. radar and ARPAIV. whistle signals

a. I and IV aboveb. I and III abovec. Ali of the above

Practice Maneuvers

1. Make a hard-over turn in deep water and use the wake to measure the ship's- táctica! diameter. A brightly painted oil drum can be used as a reference or

the diameter can bè measured by radar using the display óf the sea returngenerated by the ship's wake. Hòw^âbea the diameter of the turning circlecompare with the ship's length?

Make the same^turn in shallow water £a depth less,than 1.25 times draft)and measure the turning circle. How does the.diam.eterof the turning circle inshallow water compare with that observed in.deep water?

2. Your ship is dead in the water. Put the rudder hard-oyer and put the engineprogressively from slów, to half, and then to full aheád só the ship executes acomplete circle with the revolutions increasing through. the entire 360 de-grees. Use the wake as in maneuver l above, to measure the diameter of thisturn. Now, leave the engine on full ahead and again measure the turning cir-cle diameter while making another complete 360-degree turn with the enginespeed unchanged (a steady state turn). How does the diameter of the acceler-ating turn compare with that of the steady state turn?

3. Perform the master's mane.uue.rs described in chapter l while one of the ship'smates collects data on your ship's characteristics using a data sheet similar tofigure 1-2 on page 9. Analyze these data and compare the rate of turn, time tostop, change of heading when stopping and backing, and other importantcharacteristics with the data collected aboard other ships you have maneu-vered. Study ali the pertinent information só you have some feel for your shipand can predict her behavior with reasonable accuracy.

4. This exercise will give you a feel for, and appreciation of, using hard-over rud-der to reduce speed. First, measure your ship's speed approaching an open an-chorage or pilot station. This can be done with a Doppler log, or the ship'sARPA (plotting a fixed point while the ship's speed is manually input to Oknots só the "computed speed" of the fixed object is then your ship's speed), orby any other method you might choose. A series of simple fixes at frequent in-tervals can be used to at least get a rough measure of speed and changes inspeed. Obviously, you can't accurately determine absolute speed with the lat-ter method, but changes in speed will be quite apparent to the experiencedmariner and this exercise can still be very useful even if your ship isn't fittedwith equipment to measure speed accurately.


Put the rudder hard over and change the ship's heading by at least 45 de-grees. Measure the ship's speed again and calculate the reduction in speed.Repeatedly shift the rudder from hard over to hard over while continuing tomeasure or estimate speed through the water and changes in speed until theship's headway is significantly reduced.

5. When searoom permits, make a practice of putting the rudder hard over to-ward the lee side (toward the side on which a pilot is boarding) a short time be-fore the pilot begins boarding. Observe how this sweeps a smooth lee for thepilot and makes boarding quicker and safer.

CHAPTER 2. SHIPHANDLING IN A CHANNEL

Review Questiona

1. To break a sheer in narrow channels a pilot should (Page 47) " -a. reduce engine revolutionsb. increase engine revolutions • .- ; .'-..'."-.,..'. i-c. turn away from the bank and inerease distanced. increase rudder toward the banke. both a and cf. both b and d

2. Your vessel is steaming parallel to a shoal or bank. How does she behave?A. her bow moves away from the bank or shoal. (Pages 47-48)

a. trueb. false

B. her stern moves toward the bank or shoal. (Pages 47-48)a. trueb. false ,

C. her midbody moves laterally away from the bank. (Pages 47—48)a. true 'fb. false

D. competent shiphandlers don't just react to the ship's behavior and decideon a course of action after a situation develops; they think ahead, anticipatesituations,and plan alternativo maneuvers. (Page 49)

a. trueb. false

E. ships with variable-pitch propellers steer best if speed is reduced quickly.(Page 52)

a. trueb. false

3. Advantages of omnidirectional propulsion systems over conventional sys-tems include (Page 53)I. greater safetyII. increased maneuverabilityIII. reduced reliance on traditional shiphandling skills

REVTEW QUESTIONS AND FRACTICE MAN3UVERS 335

a. ali of the aboveb. I and II onlyc. I and III only

4. Shiphandlers should reevaluate any maneuver requiring the repeated use ofthe engin.es or thrusters at half and full power. (Page 55)

a. trueb. false

5. When steering using Azipods in the At Sea mode, the pod is turned to port toturn the ship to starboard. (Page 61) •-- -—•

a. trueb. false * - • ! • • • • - - . , - -1

6. Although Azipods may be placed in virtually any position, there are three po-sitions that have been found to be most effective in practical use. They are(Pages 61-63) * -

a. mode, which is used in open waters... . b.. mode, which is useful in narrow channels

, c. mode, which is used as.the ship approaches the berth

7. When operating in Harbor mode, the pods are placed at 45 degrees in opposi-tion to each other. The vessel is turned to port by moving the controlahead and pulling back on the control. (Page 62)

a. port, starboardb. starboard, port

8. When in Docking mode and going port side to the berth, the pod isplaced parallel to the centerline, and the pod is placed in the 3o'clock position with the propeller . (Pages 62-63)

a. port, starboard, inboardb. port, starboard, outboardc. starboard, port, inboardd. starboard, port, outboard

9. When researching various methods for standardizing Azipod commands,some pilot groups found it worked well to use (Pages 63-64)I. standard steering and engine commands in the At Sea mode.II. standard steering and engine commands in the Harbor and Dockingmodes.III. clock positions and percentage of full power for ali modesIV. clock positions and percentage of full power for Harbor and Dockingmodes

a. I and II aboveb. III abovec. I and II aboved. I and IV above


10. When operating under computer control, the shiphandler is controlling(Page 65)

a. revolutions per minute of the pod and thruster and direction of thethruster and pods forces.

b. resultant power, speed, and vessel movement.

11. Experienced mariners limit the use of computer control when maneuvering. near docks and fixed objects, A good rule-of-thumb is to change from auto-

matic to manual control when within of a hazard. (Page 66)a. three ship lengthsb. lOOfeetc. one ship length " . ' ' . ~

12. Standardized comniands for maneuvering Azipod vessels are important be-cause (Pages 67-70)I. lack of standard commands makes it impossible to fòllôw recommended.Bridge Kesource Management practices.II. lack of standard commands makes it neeessary to have a single person bothconning and controlling engine and thruster movements.III. pilots ancLdeck officers lose situatiqnal awareness_whenl:standard com-,mands and conning practices are not used. . _ . . . _ _ : - . . . . , . ' _IV. the pilot cannot fulfrll requirements under law to çontrol-the vesseLor pró--vide sufficient controls to be held responsible for maneuvermg iíi many situa-tions without standardized commands.

a. I aboveb. I and II above " ~ " :

c. ali of above13. The tactical diameter and turning rate can be precisely adjusted during a

turn by visually aligning an externai fixed object, such as a buóy or point ofland, with a reference point aboard ship.A. the tactical diameter is when the object moês ahead relative to theshipboard reference point. (Pages 75—77)

a. increasingb. decreasing .

B. the rate of turn is if the object moves ahead more rapidly. (Page 56)a. increasingb. decreasing

14. It is best to overtake and pass close by another ship in a narrow channel at avery slow speed, while the overtaken ship should increase her speed beforebeing passed. (Page 80)

a. trueb. false

15. The clicking sound made by the gyrocompass should be eliminated as it dis-tracts the pilot. (Page 81)

a. trueb. false

REVÍEW OUSST1ONS AND PRÁCTICE MANEUVER3

16. A raíe-of-turn índicator usually indicates turning rate in per second orper minute. (Page 83)a. meters/feetb. tenths of a degree/degreesc. degrees/degreesd. feet/feet

17. A ship changes draffc when moving into shallow water. The change in meandraft is known as . The hull rotation about the transverse axis andresulting change in draft forward or aft is known as . The in-crease in deep draft, forward or aft, is called . (Page 85)

a. squat, trim and sinkageb. sinkage, trim and squat . - • - • - . . - • ' - v - í -c. sinkage squat and trim

18. The increasing pressure drop tinder a~htill and thé corresponding increasein squat caused by water flowing under the hull at increased velocity asship's speed incrèases, follows a basic: principie of physics known as the

• _: Principie. (Page 85)

19. Ships always trim by the sterii in shállòw::waterr(Pages 90—91)"a . true • - . - ' • . . "..;-.b. false :.

20. The pilot or ship's officer can reduce sinkage and squat by reducingthe (Pages96-97) . : . . : . : .

I . block coefficient . . . . . . . . . . ; . .I I . speed . . , . . . : . . • . . , • . . .III. blockage factorIV. the rate and period of acceleration

a. ali of the aboveb. none of the abovec. II and IV onlyd. II only

21. Squat for a given speed and hull condition in confined water is that inopen water. (Pages 87-88)

a. halfb. twice

22. A useful formula for calculating approximate sinkage in open water is (Pages87-88)

Squat (feet) = block coefficient x (speed in knots)2/30

A. calculate squat for a ship having a block coefficient of 0.8 proceeding at 6knots in open water.B. calculate squat for the same ship proceeding at the same speed in a re-stricted channel.C. calculate squat for the same ship proceeding at 12 knots in a restrictedchannel.


23. Underkeel clearance is influenced by several factors including (Page 95)I. vessel speedII. channel dimensionsIII. changes in engine revolutionsIV. vessel interaction

a. I, II and IV onlyb. I and II onlyc. II and III onlyd. ali of the above

24. Underkeel clearance is reduced significantly when two ships pass in a narrowchannel because squat incréáses " % to % or even more dependingon ship speed and distance of separation. (Pages 95 and 98)

a. 10%/25% ' • - • "" ;

b . 25%/25% - . .c. 50% to 100%d. none of the above

25. Underkeel clearance is reduced significantly as a ship aceelerates and squatincreases as much as ' %'. (Pages 95 and 97) ->- '---^-~•*-,"'"."-í

26. Wide-beam ships increase draft significant when they roll, só roUing.màyhave a greater impact on underkeel clearance than draft. (Page 95)

a. trueb. false

27. Changes in the shape of a channel have no ãffect oh squat às lorig ás the block-age factor does not change. (Pages 95 and 98)

a. trueb. false

Practice Maneuvers •'? • -1. Closely observe the rudder angle indicator as a ship passes near banks and

points of land. Compare the amount of rudder needed to hold a ship steady onher course as the bow passes each point of land with that needed when thestern reaches the same point.

2. Compare the amount of rudder and duration of time it is applied when start-ing a turn with the amount and time needed to check a ship's swing at thecompletion of the turn. Do this when your ship is trimmed by the head, andwhen she is trimmed by the stern. Is she directionally stable or unstable ineach case?

3. Observe the change in rate of turn after the rudder hás been put amidships foreach case described in maneuver 2. Does the rate increase or decrease? Is yourship directionally stable or unstable?

4. Selecí a buoy or point that lies on the inside of a turn while rnaking routinemaneuvers at the piloí station or in an anchorage. Stand in a location that

REVIEW QUESTIONS AND PRACTICE MANEUVESS 339

puts this buoy or point in line with the edge of a wheelhou.se window, and turiiyour ship around this reference point withoui changing the radder angle.Closely watch the object's relative motion as the ship turns. Did it move for-ward or aft relative to the reference point as the ship turned? How did theship's distance from the reference object change in each case? How did thechange in your ship's rate of turn affect the rate of relative motion of the refer-ence object?

5. Make the same type of turn around the same or similar reference point andadjust the amount of rudder being used to keep the buoy fixed in position rela-tive to your shipboard reference point. Did the ship then maintain the sameapproximate distance o ff the reference object? You are now mãking controlledturns. . "'. . . . . : ' . ' . , -

6. Carefully note the location of buoys and points, relative to your ship's pivotpoint, as a pilot begins each turn in a narrow cB.aiih.eI. Develop a feel for thetime at which turns should be started. (Note:; Most .inexperienced ship-handlers begin a turn too soon.) . ' . .. '. '"""' J ".." : ; . . ; .

7. Closely watch the rudder-angle indicator as your ship meets and passes other- ships in a narrów channel. Was more or less rudder used as the bows passed,

or when the ships were abeam, or.,when.their sterns were passing? Was.therudder toward or away from the other ship? ,

8. Watch the rudder-angle indicator each time your ship overtakes and passesother vessels in a narrów channel. Note also any changes in engine speedmade by the pilot while the other ships are being passed. Were the rudder andengine used in the manner described in shiphandling texts? •'•" s-

9. Make a habit of listening to the clicking sound of your gyrocompass whileturning. It will soon become second nature and you will immediately knowwhen your rate of turn is increasing or decreasing and to what degree.

10. Have the forward and afber tugs read your draft as closely as possible whileyour ship is moving at 6 to 10 knots and again when they have made up andyour ship is proceeding at bare steerageway. Note both sinkage (change inmean draft) and squat. Does your ship squat by the head or by the stern? Howdid this compare with your computed sinkage using Barrass's formula?

CHAPTER 3. USE OF TUGS

Review Questions

í. Prepare a sketch showing how a tug is typically made fast alongside in a U.S.port, using two lines. Label the backing line (head line) and the come aheadline (spring line). (Page 104)

2. Make a similar sketch showing the tug made up with three lines, labeling thecome ahead and backing lines as well as the additional stern line. (Page 104)


3. A tug being used for ship work can only be used to move a ship's bow or sternlaterally. (Page 106)

a. trueb. false

4. You are docking a ship using two tugs. You have the quarter tug stand off un-til just before the ship enters the slip. Give two reasòns for this. (Page 108)

5. Match the following signals with one or more tug responses. (Page 105)A. increase to full power. a. one blastB. tug is dismissed. Let go. b. two blastsC. if working, stop. c. three blastsD. if pushing, increase power. d. series of short blastsE. come ahead dead slow. e. one long, two short blastsF. back the tug, normal power. f. one long blastG. if stopped, come ahead. :H. not a tug signal.I. if stopped. come ahead.J. ifbacking, increase power..

6. A bow thrusterused correctly will hàv.e the same effects on the ship as a tugmade fast on the ship's bow. (Page 106)

a. trueb. false

7. A tug's lines don't have to be heaved up tightly, when she is lashed up along-side to work, if she hás good leads for both spring and head-lines. (Pages111-12)

a. true \, .•,-..:-.••••.:- •::•: -•:• •--:• • - . - : - . . • . • • •- • -•••'••..••• ; - . • -•b. false

CHAPTER 4. APPROACHING THE BERTH.*Review Questions

1. It is important that the pilot keep moving about the wheelhouse só as to al-ways have a good view of every part of the ship while docking or doing otherwork. (Pages 115-16)

a. trueb. false

2. There are several techniques a shiphandler can use to hold a ship in positionin a channel or other confined área, including (Page 118)I. steam on the anchor at slow engine speeds.II. anchor to a short scope of chain with the current from ahead.III. simply back and fill in the channel.

a. I onlyb. II onlyc. III onlyd. ali of the above

REVIEW QUESTIONS AND PRACTICE MANEUVERS . 341

3. Generally, the less experience shiphandlers have, the they work. (Page118)

a. fasierb. slower

4. Quickwater (propeller wash when backing) inoves ahead at about the samespeed as the ship when the ship is making about knots. (Pages 119—20)

a. lb. 2c. 3

5. Quickwater begins to move forward, up the ship's side, when the ship is mak-ing a speed of approximately knots, and the quickwater reaches theship's midships section when the ship is moving at a speed of knots.(Pages119-20) , r

a. 1/0 •'''•" '"b . 2 / 1 - . : . , . , , . -c. 3/2 * ; / : ------ - - . v - -

6. An experienced shiphandler always looks at objects ahead of the ship whenestimating speed during a maneuver because it's diffdcult to detect movementby looking abeam or abaft the beam. (Pages 120—21) ^

a . true .-... . • ' . - - . • ' . • - ; - - - - - - -•.,-.-•-•-;--.-:-,--.b. false

7. Why is it better to approach the berth with less angle when docking a shipwith a right-hand propeller starboárd side to the dock? (Page 122)

8. Sketch two alternative methods for making tugs fast when backing into a slipstarboárd side to the pier. (Pages 124-25)

9. Ships docking at a wharf in strong current can expect to be set off the berthjust as they come alongside because of the and the ,, especiallywhen there is a bank or solid face below the wharf. (Pages 126-27)

a. hydraulic cushion/Bernoulli effectb. Bernoulli effect/eddy currentc. hydraulic cushion/eddy current

10. It is best to think of a ship as being docked stern first when she is docking withthe current from astern. The docking is done as if the ship were movingrelative to the . (Pages 126-27)

a. ahead/waterb. ahead/bottomc. astern/waterd. astern/bottom

11. When docking at a wharf with the cmrent from astern, the is used tomove her laterally the last few feet to the berth. (Page 111)

a. currentb. engine

342 REVIEW QUESTIONS AJSÍD PRACTICE MANEUVEES

12. Your ship is docking port side to a wharf parallel to the channel. There is astrong ebb current running as you come alongside, and tugs are made fast atthe bow and stern. (Page 127)I. the tugs should come full ahead at a 90-degree angle to the ship to pin theship tight alongside and prevent movement while lines are run.II. the tugs should work at an angle toward the ship, into the current, to holdthe ship both alongside and in position.III. the tugs should come ahead parallel to the ship's side, against the current,to hold the ship in position while lines are run to keep the ship alongside.

a. I onlyb. II onlyc. III onlyd. either I or III

Practicé Maneuvers . . . . . : .1. Try to handle your ship without moving around the wheelhouse more than is

absohitely necessary. Notice hpw your feel fpr:the ship'B:mpvements (and es-pecially lateral movement when turning, bãeking, working in currents, or-usîng tugs) is significantly imprpved when you aren't constantly movjag aroundthe wheelhouse. ; " - - • • : . • - . - . -•-• . _-.,•.•-,..... . • • _ - , »

2. Make use of every opportunity to practicé hàndling your ship at minimumspeed. Stop the engine and keep her on course while approaching an anchor-age or pilot station, using hard-over rudder as headway is lost. Be patient,watch the stem or jackstaff closèly to detect movement às sòõn as possible,and learn how slowly your ship can be handled. When she no longer answersto rudder alone, use short kicks on the engine to start and check swing, andpracticé until you can handle your ship at less than l knot in ali but the worstconditions with a minimum of engine maneuvers. Anyone can handle a shipat sea speed!

.*3. Look over the side and check the position of the quickwater every time you

back the engine to slow or stop your vessel. Use the location of the quickwaterto estimate headway when approaching an anchorage, berth, or pilot station.(Read pages 119—120 for approximate speeds vs. quickwater position.)

4. If your ship is fitted with a Doppler log, check your speed through the waterwhen the quickwater is moving forward at the same speed as your ship, whenthe quickwater starts moving forward along the ship's hull, and when thequickwater reaches amidships.

CHAPTEE 5. DOCKING

Review Questions

1. A competent shiphandler plans a job só that wind and current can be used asaids to maneuvering rather than forces to be overcome. (Page 129)

a. trueb. false

SEVIEW QUESTÍONS AND PEACTICE MANEUVERS 343

2. A 1-knot currení exerts the same force on a given surface área as knot(s)of wind. (Page 130)

a. 1.b. 10c. 20d. 30

3. A ship moving at 2 knots moves approximately in one minute. (Page132)

a. SOfeetb . lOOfeet -.•-•.-• . . . . . . . .c. 200feetd. 200yards ..".." ' 77- ' - "

4. Lateral motion can be caused by (Pages 132-33)I. wind and currentII. turning the ship .. ;

III. extended u s e of tugs . . . . . . ;a. I and II . . . • . . . - . . . . ; , . ' . •'•:"7.-"V:b. I and IIIc. ali of the above - - - : : - v / , . ; : »:^ ;-,;;..-y- .--. . ; ;-: . . / ; . ..: - . . . , - - , •d. ships do not move laterally - / .. ,..'.:,:: -....••.

5. You are docking a ship with a right-hand propeller and she is about to comealongside and be stopped, in position, at the berth. The ship should be set upfor backing to allow for, and use to advantage, the normal twisting effect àsthe ship goes astern. This is most commonly done (Pages 133-34)I. when docking starboard side to, by "kicking" the engine ahead with hardport rudder before going astern.II. when docking port side to, by "kicking" the engine ahead with hard star-board rudder before going astern.III. when docking port side to, by going astern to take off headway and bringthe ship alongside.

a. both I and IIb. both I and IIIc. III onlyd. none of the above

6. It's important to always put the rudder amidships before the engine startsturning astern. (Page 134)

a. trueb. false

7. Quickwater can have a signiíicant effect, forcing the ship away from the berthwhen docking starboard side to. (Pages 134-35)

a. trueb. false


8. Ships must usually be forced into a berth and maneuvered using full revolu-tions ahead and astern, because shiphandling is not a subtle art. (Page 136)

a. trueb. false

9. Wbich of the following statements about landing a ship alongside a berthis/are true? (Pages 136-37)I. a ship should be parallel to the pier when she lands alongside só ali framesalong the parallel midbody can absorb equally the force of landing.II. a ship should be at an angle to the pier when she lands alongside the wharfor pier to minimize the effects of quickwater as she stops.

a. I onlyb. II onlyc. both I and IId. néither I nor II

•"'-'-'-' PracticeManeuvers

1. Measure the time .requiréd for your bridge to move between bollards on the1

pier. Estimate the distance between bollards by comparing that distancô withyour ship's beam. What wás your ship's speed of approach? •

2. Work to become more aware of lateral movement. Make a practice of stand-ing on the centerline when approaching a berth and watching natural ranges(corners of buildihgs, stacks, fiagpoles; ròofiiriés, étc.) for changes that itidi-cate lateral movement. "

CHAPTER 6. UNDOCKING

Review Questions

1. Undocking is, by its very nature, a simple maneuver that requires less plan-ning than a docking. (Pages 139-40)

a. trueb. false

2. In a ballasted condition, it's usually better to have too much drag than notenough, if such trim is necessary to get the propeller and rudder well sub-merged. (Pages 140-41)

a. trueb. false

3. It is best to approach a potential hazard such as a pier or a shoal stern first be-cause you can always put the engine ahead to reduce sternway. (Page 150)

a. trueb. false

REYIEW QUESTIONS AND PEACTICS MANEUVEES

4. Y ou are about ío undock a ship berthed port side to at a wharf. Ships areberthed close ahead and astern, só the ship snust bé moved lateraily to star-board, away from the berth, io clear those ships. Only one tug is available. De-scribe one way to accomplísh this. (Pages 142-44)A. the tug could be made fast with at least one backing line from thetug's bow.

a. forwardb. aft

B. the tug at a 45-degree angle toward the stern, while the ship's engineturns ahead and her rudder is put hard to .

a . comes ahead/starboard ' ' ' " ' ' . .b. backs/starboardc. comes ahead/portd. backs/port

5. Your ship is docked starboard side to her berth. A tug is made fast on the portbow and the last Ijne hás been let go. The ship hás a right-hand turning pro-peller. There is no ship berthed astern. The ship's engine is put astern. (Pages

. • 144-46)-• - , -.,;,,_,__ ; , ; , . , . - . : - : • . - v . , -V.. . . -Í . . .A. the stern will move the berth unless there is a strong current or windcountering the propeller's effect.

a. towardb. away from

B. the bow moves the berth as the ship's speed increases.a. towardb. away from

C. the tug will to steady the ship as she moves astern out of the berth.a. backb. come ahead

6. Your ship is berthed port side to her berth. One tug is available and is made upon the starboard bow. There is no ship berthed astern, but you will need toback approximately 300 feet to get clear of the ship. Describe one way to dothis job. (Page 145)A. the tug comes .

a. aheadb. astern

B. this moves the ship's ______ toward the berth.a. bowb. stern

C. the tug continues until the ship is at a significant angle to the pier.a. pushingb. pulling

D. this is necessary because the stern will move the pier when the en-gine goes astern and the ship backs from the berth.

a. towardb. away from


7. A ship's bow can be moved or canted toward a píer before tmdocking by (Page145)I. pushing with a bow tug.II. letting go the forward spring and then heaving on the headline.III. coming ahead dead slow against the spring line with the rudder hard overtoward the dock.

a. I onlyb. I and IIc. I and IIId. ali of the above

8. Face when moving a ship stern first. (Page 152)a. aheadb. astern

9. When turning in a tidal basin, it's usually best to (Pages 152—53)I. turn the ship with sorrie headway to complete the maneuver in the leasttime and to minimize effects of currêrits. -II. turn the ship in the up current side of the básin to avoid being set out of thebasin béforè completing the maneuver. ;̂ :.. . -III. have as much way off the ship as possible before starting to turn in a ba-sin. - ' - •;"" '.".; . : • • - ' ; . . . " ' • . • • ' • - • ..y . , . - . : . ~ ''"

a . I only : . . . : • - • : , ' • • - -b. I and IIc. II and IIId. none of the above

10. Ships fitted with variable-pitch propellers respond in a _____ manner thanships fitted with conventional propellers when the engine goes astern. (Pages150-51)

a. more predictableb. less predictable

11. Variable-pitch ships should be fitted with propellers. (Page 151)a. right-handb. left-hand

12. Always dismiss the forward tug as soon as possible to reduce tug charges.(Page 155)

a. trueb. false

CHAPTER 7. DEPARTURE

Review Questiona

l. The pilofs duties include clarifying the intentions of other ships and makingsafe meeting arrangements with those ships, and the master should not re-lease the pilot at departure until this is done. (Page 157)

SEVTSW QUSSTIONS AND PRACTICE MANE U VEBS 347

a. trueb. false

2. Safe speed at departure is to a large extent determined by (Pages 157—59)I. the shiphandler's experience and coníidence in his shiphandlingability.II. the depth of water, the speed of departing traffic, and the weatherconditions.a. I onlyb. II onlyc. ali of the aboved. norte of the above

3. By increasing snip speed and moving faster than other departing traffic, theshiphandler significantly reduces the potential for collision, (Pages 158—59)

a. trueb. false

- •• :- - «• • . - • • • • ' '- ' - ; . ' * - - :- . 'W -- - i.,... :

4. Modern bridge equipment hás made it possible for the ship's master to conn aship to sea with little or no assistance frorn thé othér ship'sofficers. (Pages159-60)

a. true ., . . . . . .b. false

5. Passage planning that stresses a pocket course card, formal pilot/master ex-change of Information, and charts with preplanned courges, turning bearings,distances, operating notes, and other navigation information noted in ink ispreferable to pages of written instructions. (Pages 161—62) ;: .

a. trueb. false

CHAPTER 8. ANCHORING AND SHIPHANDLING WITH ANCHORS

Review Questiona

1. A competent shiphandler can anchor safely in any anchorage and never hás tolay off for conditions to improve. (Page 165)

a. trueb. false

2. Anchoring is one continuous evolution and considering it in parts makes itunnecessarily complicated. (Pages 166—67)

a. trueb. false

3. Allowance should be made one degree at a time for set and leeway when ma-neuvering at slow speeds in an anchorage. (Page 168)

a. trueb. false


4. A ship moving at 3 knots moves about feet ahead in one minute. (Page169)

a. 50b. 100c. 200d. 300

5. A ship 600-feet-long, moving at 3 knots, would require about minutesfor her entire hull, bow to stern, to pass a fixed point. (Page 169)

a. one • . -b. twoc . thfee . • • • . - . • _ .d. íbur , , , - . - ; . . - • • ,

6. A 1-knot current on the beam sets a 600-foot ship about _' feet in thatarnount of time. (Page 169)

a. 100b. 200 ."" ': ' - ' . ' / ;"c. 300 ' " ! . . '" .' - .' . , „ . • - ' „ . . , ' . , . . , . , . ,_ , . • _ . : , ' . . .d. 600 -,^.\ >-'..•',..':.•;".;:•:.;'•;,•':.•••' "•. : - \, >:ftfí- .- .,;-:!-

7. A ship can turn and maneuver to depart from-a crowded anchorage by heav-irig short and maneuvering on her ânchor. (Page 171)

a. true •. • •b. false

8. Ships lie at ânchor on their finaiheading (Pages 173-74) - :I. lying to the strong force, vrind.pr current, affecting the ship.. : •II. lying to the resultant of ali forces acting on the ship.III. lying into the current.

a. I onlyb. II only ,* . . . .c. bothllandllld. ali of the abovee. none of the above

9. List three reasons why it is preferable to have the ship on her final headingbefore letting go. (Page 174)

10. The difference between the apparent motion of closer ships or objects and far-ther objects or the shoreline can be used to accurately detect lateral motionand motion ahead and astern. (Pages 176-77)

a. trueb. false

11. Go astern to estimate ship's speed through the water the final an-choring location, when anchoring . (Page 179)

a. when at/at nighíb. before reaching/at night

EEVIEW QUSSTTONS AND PRÂCTICE MANBUVEES 349

c. wheii at/at aíl timesd. before reaching/at ali times

12. Always place the anchor halfway between ships anchored ahead and asternsó your ship will lie at an equal distance from ali ships when your anchorfetches up. (Page 180)

a. trueb. false

13. Ships at anchor always appear your ship than they are actually lying.(Page 183)

se. closer to -b. farther from

14. There is signiíicant risk of damaging a ship's rudder and propeller with astern anchor. Make sure the ship is :' .'•"'.- before letting go a stern anchorand that sternway is when heaving the stern anchor. (Page 189)

a. moving astern/increased •b . stopped/minimized . . . . . . ' ' .c. moving astern/minimizedd. stopped/increased -

15. It's iniportant to use the proper arnount of chain when hàridling a ship withher anchor. Used correctly, the anchor will drag along with considerable re-sistance, but it won't dig in and hold. (Page 194)

a. true . v " .. ;

b. false

16. It is uiiusual for anchors to be used in day-to-day shiphandling because an-chors are ineffective with today's larger ships. (Page 191)

a. trueb. false

17. An anchor is only used for shiphandling in emergeneies when maneuveringtoday's larger ships. (Page 191)

a. trueb. false

18. A ship sheers immediately and violently to the side on which an anchor isdropped. (Page 191)

a. trueb. false

19. The offshore anchor is recommended when docking a ship because (Pages192-93)I. there is more chance of the anchor digging in and holding.II. there is less chance of damaging the hull and chain.III. the offshore anchor may be used later to heave off the berth and undockwith minimum damage to hull and chain.

350 REVIEW QUESTIONS AND PRACTICE MAJSTEUVERS

a. I onlyb. II onlyc. both II and IIId. ali of the abovee. none of the above

20. Static friction (when the wildcat is not turning) between the asbestos brakeband and the windlass's brake drum is approximately times as greatas dynamic friction (when the wildcat is turning). (Page 194)

a. twob. threec. f ive . . , . . . . -d. ten

21. When docking with the anchor, using the correct amount of anchor chain(Page 195)I. the bow is steadied.II. the ship loses headway whèn the engine is stopped. ; : .,:III. the ship responds to her rudder without gaining headway-at low RPMs.IV. the ship can be movéd ahéád by further increasing revolutions.

a. I onlyb. II and III onlyc. ali of the aboved. none of the above

22. A ship can be turned in a considerably smaller área using an anchor. (Page198)

a . true • • . . . . - . . - . . . .b. false

23. In an emergency, let go at least one anchor with enough chain to be certain theanchor will dig in and hold, and not drag, as the ship iríoves ahead. (Page 194)

a. trueb. false

Practice Maneuvers

I. Select a pilot station or anchorage with a fairly uniform sand or mud bottomand a depth 10 to 20 feet greater than your ship's draft. Arrive an hour or morebefore the ship's pilot time and practice using the anchor.

a. Head across the wind and stop the engine. Try to steer using the rudderalone as the ship loses headway. Note the wind's effects on the ship.

b. Come ahead, if necessary, and increase the ship's speed to approxi-mately 2 knots. Stop the engine and let go the windward anchor andone shot of chain well in the water. Slack more chain, as necessary, un-til the drag of the anchor begins reducing the ship's headway (a lengthof chain equal to approximately twice the depth of water). Note howthe ship is steadied by the anchor as compared to maneuver Ia above

REVIEW QUESTIONS AND PRACTICE MANEUVSRS

and thai there is no immediate or violent change in the ship's headingwhen the ancfaor is used.

c. Come dead slow or slow ahead and use the ship's rudder to maintainthe ship's heading across the wind. Slack out more chain if necessarysó the ship remains dead in the water at low RPM and note how theship's heading and position can be maintained, even when lying acrossthe wind.

d. Increase revolutions until the ship begins moving ahead again and usethe rudder to maintain the selected heading aeross the wind. Increaseand reduce revolutions to increase and décrease the ship's headway.Observe the ship's behavior under control of the anchor, including thechange of headway when engine EPM is changed; the time requiredfor the ship to lose ali headway when the engine is stopped; and speedthrough the water at a giyen RPM with the anchor on the bottom, ascompared to the speed at the same RPM without the anchor.

e. Reduce to dead slow ahead, and when the ship is dead in the water, usethe rudder'to change heading to port and starboard. Note the effect ofrudder on rate of turn and how quickly the ship steadies up with therudder amidships. Also pay attention to the forwárd shift of the pivotpoint toward the bow; the reduced diamètêr ôf the ship's turning cir-cíe; and leeway, or, more accurátely, the lack of leeway as the ship isheld on a particular heading.

f. Increase and décrease RPM and again alter the ship's heading, thistime with headway. Note that it's possible to make very controlled ma-neuvers by coming ahead on a fixed heading to move the bow toward adesired point, and by reducing RPMs until headway is lost and thenusingthe rudder to move the stern to one side or the other, ás might bedone to come alongside a berth.

Ali this should help you develop an understanding of, and a feel for,shiphandling under the control of an anchor. Think how useful maneuver Icwould be while holding a ship awaiting tugs or improved weather conditions.Ship behavior demonstrated in Id would be useful in very narrow channels orin reducing speed without backing (or when youVe lost the engine) while thepractice in lê becomes important when you have to maneuver in a narrowchannel or into a narrow berth without a tug (by choice or circumstances), orneed the anchor to break a sudden sheer while proceeding up the channelfrom sea. Maneuver If puts it ali together and shows how a ship can make con-trolled maneuvers or come alongside a berth or another vessel under perfectcontrol, using an anchor even when conditions are less than ideal.

2. Hold your ship in position using the anchor and a short scope of chain whilewaiting for the pilot to board. This maneuver is most advantageous with alight ship in bad weather and you should try it at every opportunity to gain ex-perience in ali conditions of wind, tide, and ship's draft.

a. Reduce speed to bare steerageway and put down one or two shots ofchain (depending on the depth of water). Steam on the anchor, adjusting

352 REVIEW QUESTIONS AND PRACTICE MAJSTEUVERS

the rudder angle and engine revolutions to head the ship into the pre-vailing wind and sea.

b. Adjust RPM and slack a bit more chain, if necessary, and continuecoming ahead against the anchor. Hold the ship stationary relative tothe bottom on the same heading into the prevaíling wind and sea.

c. Put the rudder hard over as the pilot boat approaches and increase en-gine RPM to change heading across the wind and sea/swell and make alee for the pilot. Depending on cireumstances, you could begin heavingthe anchor after the pilot boards or steam on the anchor to bring theship around to the initial course toward the channel while awaitingthe pilofs arrival on the bridge.

This is certainly a lot safer and easier than backing and filling for half anhour in a crowded anchorage while awaiting the pilot launch!

CHAPTER 9. SPECIAL MANEUVERSReview Questions

1. Currents at the entrance to locfcs can be caused by (Pages 205-6)I. spilling of water from the chamber.II. difference betwêèn the dênsity of the water in the chamber and the wateroutside the chamber." . : . . , ,

a . I only : • . - • - 'b. II onlyc. both I and II ...... .d. neither Inor II ..-.:•• .

2. The best heading for approachíng a single-point mooring is indicated by theheading of anchored ships and the reciprocai of the direction in which thefloating hoses trail from the buoy. (Page 212)

a. trueb. false 4,

3. The wind hás little effect on VLCCs, só these ships apprõach single-pointmoorings directly into the current. (Page 212)

a. trueb. false

4. The safest, most expedient apprõach to a single-point mooring is made by(Pages 213-14)I. heading directly at the mooring, keeping the buoy dead ahead as ship's en-gine goes astern and stopping near the pickup buoy.II. making a significant course change, preferably to port, to come to the finalapprõach heading, and then keeping the buoy fine on the port bow as the shipapproaches the SPM.

a. I onlyb. II onlyc. either I or IId. neither I nor II

REVISW QUESTIONS AND PRACTICE MANEUVEBS 353

5. During sliip-ío-ship lightering operations, there is less chance of damage ifthe Yokohama fenders are rigged on the VLCC raiher than the oíftaker. (Page217)

a. trueb. false

6. It is important that mooring wires used by ships engaged in shíp-to-shiplightering have synthetic tails or pendants. (Page 219)I. even though they make the wires more difficult to handle.II. because they make it possible for ships to break apart more quickly in anemergency.III. because they absorb some of the surge that might otherwise part thewires.

a. I onlyb. II and IIIc. III onlyd. Synthetic tails should not be used for this purpose.

7. When approaching the offtaker, the VLCC proceeds at possible speed.(Page 219) , . . . . ..':' ,

a. maximumb. least ' ; . '

8. During this part of the operation, the VLCC should head . the prevailingwind and swell. (Page 219) , . . . . . . .. .

a. into . :b. across

9. At the same time, the offtaker the VLCC's quarter and comes alongside.(Page 219)

a. stays close tob. keeps clear of

10. Anchors can be used to steer a ship backing to a berth or mooring, because theship's stern will move to port if the starboard anchor is held, and to starboardif the port anchor is held. (Page 227)

a. trueb. false

11. When making a Mediterranean moor, the ship should back with her enginesuntil in position, close up to the berth, before running any lines. (Page 230)

a. trueb. false

12. Departing a multiple-buoy mooring or Mediterranean moor, it's usually bestto (Pages 228 and 230-31)I. heave the weather anchor short.II. steam on the weather anchor as required while heaving nome the leeanchor.

354 REVTEW QUESTIONS AND PRACTICE MANEUVERS

III. steam away from the mooring as soon as the lee anchor breaks free, heav-ing on and dragging both anchors until well clear of the buoys or berth.

a. I onlyb. II and III onlyc. ali of the aboved. none of the above

13. Williamson Turns are less effective with a VLCC because she maintains herspeed longer and the vesseFs path of travei is less predictable. (Page 213)

a. trueb. false

14. When making a Williamson Turn, a ship should always be steadied up 60 de:

grees from her initial heading before startirig a hard-õver turn in the oppositedirection. (Pages 231-32)

a . true -.•'.,.- . . * . . .b. false

15. Twin-screw ships fitted with single rudders are generally more responsíve atslow speeds through the water when the eiigines are stoppéd. (Page 235)

a . true . " ' ' " • ' • .- • • . . -<- • • • • • . -b. false . - . . . _ . - . . . -• - -

16. Twin-screw ships can be moved laterally toward a berth by pushing the bowwith a tug or bow thruster and backing the engine while comingahead on the other engine. (Pages 235-36)

a . inshore . . . . . .b. offshore .. .

17. VLCCs generally steer well at very slow speeds. (Page 244)a. trueb. false Q

18. VLCCs usually go astern to avoid close quarters situations. (Page 244)a. trueb. false

19. "Safe speed" is the same for ali sizes of ships. (Page 244)a. trueb. false

20. Shallow water effects are felt at greater depth-to-draft ratios by loadedVLCCs than by smaller ships. (Page 246)

a. trueb. false

21. The term "constrained by draft" should take into consideration both shallowwater effects and danger of grounding. (Page 246)

a. trueb. false

REV1BW OUBSTIONS AND PRACTICS MANSUVERS

22. Hydrodynamic effects are diíferent for VLCCs. (Page 247)a. trueb. false

23. VLCCs are less easily damaged when coming alongside a berth. (Page 247)a. trueb. false

24. VLCCs should be closer to a berth than smaller ships before mooring lines aresent ashore. (Page 247)

a. trueb. false . - :

25. Longer ships are more difficult to bring flat alongside because perspectivemakes the farther end appear much closer to the berth than the closer end(the "railroad track" effect). (Pages 247-48)

a. trueb. false *•

••--. : . . . Practice Maneuvers

The Williamson Turn is used for man-overboard emergências and for routine vesselmaneuvers, both to bring a ship back to a desired point with a minimum of maneu-vering and to help mates and masters appreciate a ship's handling characteristicsat full speed at sea. Turning circles, the time and amount pf rudder needed to makeand check tums, and the amount of speed a ship losés making large course changescan ali be demonstrated during a Williamson Turn. :-.

1. Paint an oil drum or other object bright orange só it can be easily seen andused as a reference during the Williamson Turn. Puncture both ends of a5-gallon paint pail and attach it to the drum with small diameter line. Thepail serves as a drogue to minimize wind drift during the exercise. Also, pre-pare a data sheet, like the one described in ehapter l for the master's maneu-vers, to collect data during the maneuvers. The information will be usefulwhen studying the ship's performance and comparing handling characteris-tics under different conditions of loading.

2. Muster the crew prior to starting the Williamson Turn, and explain the ma-neuver and its purpose as both a man-overboard drill and a shiphandling ex-ercise. The details of the man-overboard procedure are outside the scope ofthis book, só only the shiphandling aspecís of the maneuver will be discussedhere.

3. Throw the drum or reference object over the side, note the ship's base course,put the rudder hard over, and start the turn as described on page 232. Mea-sure the time required for the ship to begin turning after the rudder is puthard over and compare the advance and tactical diameter with the ship'slength, as the ship turns, using the drum as a reference. This information willbe helpful both for maneuvering in close quarters situations at sea and in any


future emergency situation that might arise. The time to turn, the tactical di-ameter, and the advance will probably be significantly less than you expected.

4. Continue the maneuver, shifting the helm from hard over to hard over whenthe heading hás changed 55 degrees from the base course (point "A" in figure9-15). Note the heading when the ship steadies up and begins swinging in theopposite direction. Calculate the number of degrees that the ship swings be-fore she checks up and you'll know the are of swing required to steady up froma hard-oyer turn.

5. Keep the rudder hard over as the ship turns through a cirçle toward the recip-rocai of her initial heading. Apply the are required to check her swing, as cal-culated in maneuver 2 above, and when the ship's heading is that number ofdegrees from the desired final heading (the reciprocai of the initial heading),reverse the rudder hard over again. The ship should check up on, or near, thefinal heading as" the ship returns to her starting point alongsidè the referenceoil drum.

Example: Object overboard on the starboard side, rudder hard right toturn the ship to starboard. '

Original course 030 degreesInitial change of headingHeading to shift helm ("A"):

Ship steadies upAre to check swing (difference)

Final (reciprocai) headingAre to check swing VHeading to shift helm ("B") 220 degrees

The ship will have completed the Williamson Turn in a predictable manner withthe least possible helm movements (three) and thus thi minimum of variables.Note the total time to complete the maneuver, the speed through the water at theend of the maneuver, and the distance and bearing from the starting point. If de-sired, back down and stop the ship as close to the starting point as possible.

6. Perform the maneuver again using an initial change of heading at point "A" of35 degrees. Did your ship return closer to or farther from her starting pointusing this smaller initial course change? The required initial change of head-ing is, to a large extent, determined by the ship's directional stability, and themore positive the directional stability, the farther the ship should be allowedto swing before shifting the helm at "A."

Practice this maneuver at light and loaded drafts, in various conditions oftrim, and let ali the ship's officers perform Williamson Turns só everyonelearns the procedure. A great deal can be learned about shiphandling param-eters and the effects of various loading and trim conditions by eomparing theturning rate, most effective change of heading at point "A," tactical diameter,advance, etc.

SEVIEW QUESTIONS AND PRACTICE MANSUVESS 357

CHAPTER 10. TRAINING

Revisw Questions

1. Onboard training and experience is important becausetPages 253-54)I. it is impossible to teach some marine skills in a classroom.II. priorities needed to apply theory to real-world situations can only belearned onboard the sbip.III. masters and sénior officers can transfer the lessons gained from experi-ence through shipboard training.IV. it's pòssible to learn most skills, such ás shiphandling, simply by watchingsénior officers and pilots at work.

a. I onlyb. bothlandlll :....-„„.c. both II and III J . 'd. IV.only

-§• • -

2. Deck officers can't become effective waich officers and shiphandlers untíl(Pages 255-56) . ^.^V..--. / . ' • - " . , , ' . " "I. they have twenty years' experience at sea.II. they have "hands-on" drills and feel comfortable using èquipment.III. they learn not to touch equipment unless absolutely necessary.

a. I only. . b . I I only . . .

c. III onlyd. I and III : : " • • : ' v. - ; : ;: .;: ; - - .

á. Simulators are innovative training aids because they make ít pòssible to(Pages 261-62)I. learn to prioritize tasks and perform several tasks concurrently.II. watch experts work.III. transfer classroom theory to real-time situations.IV. learn most shipboard work without spending a great deal of time aboardship.

a. I onlyb. II onlyc. II and IVd. I and III

4. Simulator type is more important than instructor experience when judgingpotential benefits of a training facility. (Pages 274—75)

a. trueb. false

5. Professional instructors are preferable to professional mariners at simulatortraining facilities. (Pages 274-75)

a. trueb. false


6. The following mariner's skills could be improved with simulator training:(Pagès 277-78)A. shiphandling.

a. trueb. false

B. rules of the road applications and maneuvering with other ships.a. trueb. false

C. bridge organization.a. trueb . false . . - . , . , ;

D. watchkeeping practices.a. trueb. false

E. restricted visibility navigation.a. trueb. false

F. emergency procedures.a. true : . . . . . . . • • . . • • • . • - . .•.•.:.-.-...,_-.-.b. false ' • ' . • • - • " • • •

G. ship-to-ship communication procedures.a. trueb. false

7. The computer-based simulator is án advancement that is replãcing theship-model type simulator at móst training facilities. (Pages 271—72)

a. trueb. false

8. The most important component of the simulator eoijrse is the (Page 274)a. simulatorb. instructorc. the curriculumd. ali of the above

9. Performance-based testing on simulators should overload the student withscenarios that are more difficult than real-world situations. (Page 276)

a. trueb. false

10. Time should be divided between the briefing, simulator session, and debrief-ing approximately (Page 282)

a- K, K Kb- /3 ,K%'• /4./4.K

d. íhe debriefmg is only necessary if students make many errors.

REVTEW QUESTIONS AND PRACTICE MÂNEUVEKS 359

CHAPTEE 11. MASTES/PILOT RELATIONSHIP

Review Questiona

1. It isn't particulaliy important that pilots possess traditional seagoing skills,because their main task is advising shipmasters of courses and speeds frompoint to point. (Page 289)

a. trueb. false

2. A pilot whose services are required by law is a pilot. (Pages 290-91)a. compulsory . . . . . . ; , . 'b. voluntary ., . , . , . , - . ,

3. A pilot taken at the master's option is a pilot. (Page 289)a. compulsoryb. voluntary

4. A compulsory pilot is aboard in a purely advisory capacity and as such hás noresponsibility or liability for his actions. (Page 291) - ••--•-•-" •••

a. trueb. false

5. There are no significant differences between the responsibilities of the com-pulsory and the voluntary pilot. (Page 289)

a. true "• ' • ; • .;" -b. false

6. Should the shipmaster immediately relieve the pilot in the following situa-tions? (Pages 292-93)A. the pilot is intoxicated.

a. yesb. no

B. the pilot demonstrates gross incompetence.a. yesb. no

C. the master knows a more expedient way to complete the maneuver at hand.a. yesb. no

D. the vessel is standing into danger that is not obvious to the pilot.a. yesb. no

E. the pilofs actions are in error due to circumstances or the limitations of theship being handled.

a. yesb. no

F. the master recommends a change that the pilot rejects.a. yesb. no


G. A master must wait until the ship is "in extremis" before relieving a com-pulsory pilot.

a. trueb. false . .

7. It is essential that the master be a competent shiphandler because, under cer-tain circumstances, he hás a responsibility to relieve a pilot in a timely and ef-fective manner. (Page 293)

a. trueb. false

8. The traditional overlapping of resppnsibility between the master and pilotprevenis many accidents. (Page 294)

a. trueb. false .

9. Irreconcilable differences between-master and pilot occur often in the courseofmoving sMps in pitotwaters; (Page 294)

a . true ' ._...•.-.'•.-..•.•.... . . . . : . _ . _ . _ • . • _ , .b. false ~ .-'•• '"'- _ ' ~ "

10. Penalties and liabilities for accidents that could occur should be foremost onthe mariner's mind when deciding on a course of action. (Page 301)

a. trueb . false . . . . . • . -

11. Bridge Resource Management is designed to reduce errors and omissionsthrough a system of checks, the delegation of dutiesând joint decision-mak-ing by a group of vessel personnel referred to as the bridge team. (Page 295)

a. trueb. false

12. The bridge team shares the workload, obtains and communicates relevant in-formation early, and monitors the vesseFs progress by crosschecking the deci-sions and actions of ali members of the team within the context of themaster/pilot relationship. (Page 296)

a. trueb. false

13. BRM hás changed traditional pilot responsibility for overall vessel controland protection of the public interest and the local environment by integratingthe pilot into the joint decision-making bridge team. (Pages 296—97)

a. trueb. false

REVIEW QUESTIONS AND PRAGTlCE MANEUVERS

CHAPTER 12. VESSEL OPERATIONS

Review Questiona

1. Formal plans are only needed if the master and mates have not recently madea passage in a particular área. (Page 302)

a. trueb. false

2. Passages can be overplanned. An inflexible passage plan, without alterna-tivas based on professional planning and judgment, is as dangerous as noplan at ali. (Pages 303-4)

a. trueb. false ." • - - - ; _ =

3. Review the types pf information that should be included in proper inland wa-ters passage plaril. (Pages 304-5)" ' "

4. Passage plans and routes should never be put on charts in ink because thatwould make the chart less useful for future voyages. (Page 305)

a. true • : • - • • ; ; - . - - . • • • - '.-: i-'-.-:. •:-.:-b. false . .: : : r - -•--.

5. Competent masters don't prepare and carry pocket course cards because theymemorize charts and passage plans from sea to the dock. (Pages 305—6)

a. true . ..b. false . ;

6. Ali bridges should be standardized with identical layouts and equipment.(Page 307)

a. trueb. false

7. There should be a clear view forward from large, unobstructed centerline win-dows. (Page 307)

a. trueb. false

8. The quartermaster's station should be as close to the forward wheelhousewindows as possible. (Pages 308-9)

a. trueb. false

9. Instruments should be clustered by use and placed where the user (mate,master, pilot, quartermaster) can use theni without being diverted from otherwork. (Page 307)

a. trueb. false


10. A conning station should be organized with equipment mounted on a bulk-head, console, or to keep windows clear. (Pages 309—10)

a. trueb. false

11. Instruments and equipment should be kept off bridge wings. (Page 310)a. trueb. false

12. Which of the following statements are true regarding the effect of bridge loca-tion on shiphandling?-(Páges 322-24)I. points of reference appear clóser às bridge height is increased. -II. your ship appears to be moving more slowly as height of eye increases.III. turning rate is more difficult to detect when looking ahead from a bridgelocated close to the bow.IV. visibility is improved when the bridge is higher and clóser to the bow.

a. landllonly ~b. landlVonry - " ' • " ' '-''"'- • " • " ' • ' • ;

c. ali of the above . - . ; • • ? < • • • ; -...••••..*•. . • • • . ; - • • - • • - • • • . , • - - • . . • - .d. none of the abqve ... ; \. Any laptop system using DGPS .and off-the-shelf software and charts can be

used to navigate in ice, fog, rain, and other conditions that would have closedports in the past. (Pages 312 and 316)

a . true . . . . . . . . . . . . . . . .b. false . . . - :..

14. DGPS laptop pilot navigation systems have the same line of sight limitationsas radar só traffic cannot be seen beyond obstructions or beyond the radar ho-rizon. (Page 319 and 322)

a. trueb. false *

15. DGPS pilot systems are limited by (Page 315)I. line of sight target detectionII. chart accuracyIII. communication with other vesselsIV. ability to present accurate information on "other ship" course, speed andlocation

a. I aboveb. II abovec. ali of the aboved. none of the above

16. Modern laptop-based DGPS navigation systems are extremely accurate andreliable, allowing pilots to navigate safely in any condition regardless of theaccuracy or reliability of the ship's navigation equipment. (Pages 314-15)

a. trueb. false

EEVI3W QUESTIONS AND PRACTICS MANBUVERS 363

17. There are severa! distinct advantages to having active traffic management us-ing two-way DGPS-based systems versus information from a shore-based pas-sive traffic management system. These advantages include (Pages 320—22)

a. information is real time.b. information is unfiltered and uninterrupted.c. information is not line of sight.d. ali of the above.

18. There are signiíicant differences between shiphandling in daylight and atnight. Which of the following are true? (Pages 324-25)L loss of depth perceptíon at night makes it more difficult to estimate dis-tance.II. speed cannot be determined at night by looking ahead.III. speed cannot be determined at night by looking abeam or abaft the beam.IV. lights and aids appear farther-away on clear nights.

a. I and II onlyb. III and IV*nlyc. ali of the aboved. none of the above

19. Which of the following is/are true regarding record keeping? (Pages 326—27)I. logs and records are important aspects of proper vessel operation.II. logs and record keeping often conflict with shiphandling, and redundantpaperwork must be eliminated.

a. I onlyb. II onlyc. both I and. IId. neither I nor II

BIBLIOGRAPHY

American. Petroleum Institute. Guidelines for Developing Bridge Manage-ment Teams, 1991.

Armstrong, Malcolm C. Pilot Ladder Safety. Woollahra, N.S.W., Austrá-lia: International Maritime Press, 1979.

Barrass, C. B. "Ship Squat and Its Calculation." Safety at Sea magazine,February 1978.

Brady, Edward M. Tugs, Towboats, and Towing. Centreville, Md..: CornellMaritime Press,1967.

Cahill, R. A. "The Avoidance of Glose Quarters in Clear Weather." Journalof the Royal Institute of Navigation, 1982.

Cameron, lan. The Impossible Drèam, the Building ofthe Panamá Canal.:New York: William Morrow & Company, Inc., 1972.

Crenshaw, R. S., Jr. Naval Shiphandling. Annapolis, Md.: Naval Insti-tute Press, 1975.

Daggett, Larry and Christopher Hewlett, et ai. Dynamic Squat and UnderKeel Clearance ofShips in ConfinedChannels. Vicksburg, Miss., 2003.

Daggett, Larry and Christopher Hewlett. Study ofShip Squat in the Pan-amá Canal. Waterway Simulation Technology, Inc. for the PanamáCanal Commission, Vicksburg, Miss., 1998.

Department of Transportation. Investigation of Effects of Ship's Speedand Directional Stability on Vessel Control in Restricted Waters. Mari-time Administration, Washington, D.C., 1982.

EMRI, Steering Control Systems and Azipod Operations. Herlev, Den-mark, 1998.

Gray, W. O. ESSO OSAKA Maneuvering Trials—Shallow Water Maneu-vering ofVLCC's. Tarpon Springs, Fia.: American Petroleum Institute,1978.

Hayler, William B., ed. Merchant Marins Offtcer's Handbook, Sth ed.Centreville, Md.: Cornell Maritime Press, 1989.

Hope, Brian H. El Paso Consolidated Maneuvering Trials. Cove Point,Md.: El Paso Marine Company, 1978.

364

BIBLIOGRAPHY 365

International Maritime Organization (IMO). Standards for Training andWatchkeeping. London, 1978.

Ives, Captain PeLul.Azipod Operations Course. RTM STAR Center, DaniaBeach, Fia., 2002.

La Dage, John H. Modern Ships. Cambridge, Md.: Cornell MaritimePress, 1965.

MacElrevey, Daniel H. El Paso Arzew Maneuvering Trials. Cove Point,Md.: El Paso Marine Company, 1978.

. Master's Guide to Shiphandling. Cove Point, Md.: El Paso MarineCompany, 1978.

MarineSafety International. Ship Performance Data for VLCC's. NewYork, 1978.

Maritime Institute of Technology and Graduate Studies and AmericanPresident Lines. -Bridge Team Management Course, 1992.

Marton, G. S. Tanker Operations, 3d ed. Centreville^ Md.: Gornell Mari-time Press, 1992. -—v : - : :

McCullough, David. The Path Between the Seas. New York: Simon &Schuster, 1977. . ,

Meurn, Robert J. Watchstanding Guide for the Merchant Officer. Centre-ville, Md.: Cornell Maritime Press, 1990. ' . . . _ . :_..'.,_ ;;"_. :

National Research Council Marine Board. Minding the Helin: MarineNavigation and Piloting. Washington, D.C.: National Academy of Sci-ences, 1994.

. Proceedings: Symposium on Piloting and VTS Systems. Washing-ton, D.C.: National Academy of Sciences, 1980.

Ship Bridge Simulator Training. Washington, D.C.: NationalAcademy of Sciences, 1995.

Oil Companies International Marine Fórum. "Proceedings of the SafeNavigation Symposium." Washington, D.C., 1978.

. Ship to Ship Transfer Guide (Petroleum). London: Witherby & Co.,1978.

-. Standards forEquipment Employed in Mooring of Ships at SinglePoint Moorings. London: Witherby & Co., 1978.

Panamá Canal Commission. Panamá Canal Pilofs Handbook. Balboa,Panamá, 1980.

Parks, Alex L. and Edward V. Cattell, Jr. Law ofTug, Tow, and Pilotage,3d ed. Centreville, Md.: Cornell Maritime Press, 1994.

Professional Mariner. Piloting and VTS, Vessel Tracking System by Dela-ware Pilots. March 1996.

366 BIBLIOGRAPHY

Quick, George A. "Pilotage." Proceedings—Maritime Transportation Re-search Board. Washington, D. C.: National Academy of Sciences, 1980.

Reid, George H. Shiphandling ivith Tugs. Centreville, Md.: Cornell Mari-time Press, 1986.

Resolution of the American Pilots' Association. Role of the Pilot and theMaster-Pilot Information Exchange. American Pilots' Association, 1997.

RTM STAR Center. Alaska State Marine Pilot Training and EvaluationManual. Dania Beach, Fia., 2000.

Ship Performance Data for VLCCs [Training Manual]. La Guardiã, N.Y.:MarineSafety International, 1981.

Swift, A. H. Bridge Team Management, A Practical Guide, The NauticalInstitute, 1993.

United Kingdom Board of Trade. "Navigation Safety/Guide to Planning &Conduct of Passages," MN854, : , r ; . _ . - -

Vantine, Wilbur H. "GoodBridgeJDesign from a Mãster Mariner's Point of:...:View." Ship Operation Automãiion, êd. by Pitkin, Roche, and Wil- ' • ; • 'liams. New York: North-Hollánd Publishing Company, 1976; - ; ••'-.-'-"--'•/-'-•

Werner, Norman Á. "A View from the Bridge." The Panamá Canal Review,spring, 1976.

Accelerating turn, 11, 178Acceleration, underkeel clearance,

87,95, 97-98Access: bridge windows, 308, 310; im-

portance of, 310Accuracy, simulator model, 235Acquiescence, of master to pilot, 294Advance, 44, 74, 75, 7%, 178-79Advising pilot, master's duties,

40-43, 39-40, 300"A" frame, 249Aids to navigation: uses, 75-77, 172;

simulating, 269Alaskan Pilots, evaluation and li-

censing, 286American flag, pilot requirements,

291Anchor chain, 162; amount of, 176Anchoring: mentioned, 16; in steps,

166; plaiining, 166—77; in deepwater, 170-71; final heading,173-75; wind/current abeam, 168,175-76, 177; wind/current astern,175-76, 177; basic, 176; approachto, 176-77; determining speed,179; mooring and anchoring,185—89; with stern anchor,187-90; alongside bank, 201-2;lightering, 221-22; model-basedsimulators, 263, 271

Anchors: standing by, 7; preparing,23; pilot information for, 40; tohold ship, 118, 197; to steer, 198,227; at wharf, 126; in wind, 132,

168-69; undocking, 139; to turn,148; to turn short, 154, 170, 171,176, 198; walking ouít, 171; easing

.-.. chain, 176; placing, 179-81; dig-ging in, 182-83; swinging room,183-85; laying out, 181-82;amount of chain, 194-96; brake,176, 194; for shiphandling, 191,194; stéadying faow, 198; select-ing, 172, 192-93; stopping ship,194; holding ship, 118, 197; re-stricted visibility, 197;. stéadyingeffect, 198-99; strong wind, 169;fetching up, 194, 198; meetingships, 198; stopping sheer, 199; ina bend, 199; narrow channel,. 198;in canais, 208; approaching moor-ing, 224—25; 5-point moorings,224-28; backing, 202-3, 226-27;Mediterranean moor, 228-31;simulating, 263-64, 269;shiphandling simulated, 263,269-71

Anchor underfoot, backing, 202-3Angle, to berth, 239Angle of approach: port side to,

122-23, 133; starboard side to,122-23, 133; discussed, 122-24;affected by wind, 130-32;twin-screw ship, 239

Answer back system, 311Approach: speed, 118-21; port side

to, 122-23; starboard side to,122-23; bow in slip, 123; stern in

367

368 INDEX

Approach (continued)slip, 124-25; lightering, 221-22;5-point moorings, 225; at sea re-plenishment, 249-50

Approaching berth, discussed, 122Approaching wharf: current ahead,

126; current astern, 127Áreas of immersed sections curve, 73AEPA: training, simulator, 267; for

pilots, 279; mentioned, 39, 81, 92,258, 284

Arrival: preparation for, 7, 22—23;timing, 118

Arriving early, importance, 118Assistant mooring master, qualinca-

tions, 215 - •••-••Astern: movement with ançhor,. v j .

202—3; simulated maneuvers, 277Audible gyro, importance, 8-1Auto-logging, 326-27Automatic Identification System, 38Azipod, 8, 239; commands, 63—64; : ...;-.-

discussed, 52—70; bridge resourcemanagement, 67-69. Sée-also Di-rectional propulsion systems

Backing and filling: described, 11-13;tests, 11-13; to make lee, 28; toanchor, 170, 171, 179

Backing: discussed, 13-15; setting upfor backing, 14, 133; from slip,144-48; hazards, 150; to anchor,180-81, 182; strong wind, 35-36

Backing engine, effects simulated,268, 277

Backing "into the wind," 15, 35-36,168,169

Backing line, 103Backing tug, effects, 106Ballast condition, 140Ballasting: forward, 140; lightering,

222

Bank cushion, 21, 47; simulated, 269;as feature, 270; training, 277

Bank effects: backing, 14;twin-screw, 238; sheering, 47-48;simulating, 270; as feature, 270;training, 277

Bank suction: vs. bank cushion, 21-22;discussed, 21-22, 47—48; passingand meeting, 48; simulated, 270; asfeature, 270; training, 277

Barrass, PhD, C. B., 87, 88, 89, 94Base course, at sea replenishment,

249Basin, turningin, 151—53Beam limit, meeting in channels,. 78Bell book, 40, 327Bell lpgger,_326-27 .-'/, VBend, turn in using anchor, 199 _ :

Bernoulli effect: 47, 85; discussed r

85-86 - ; . "• •':.' Berthing, twin-screw, 236-38; land-

; Jng twin-screw, 238; exppsedpro-peller, 238; excess angle, 238

Bight, use undocking, 141 -Blockage factor: defined, 85; effects,

85-87, 94; formula, 86; handlingcharacteristics, 90

Block coefficient: directional stabil-ity, 20, 71; squat, 88, 94-95; ef-fect on steering, 71, 90; trim,90-91; discussed 85-87

Bottom contours: affecting backing,15; discussed, 20-21, 47-48

Bow, in mud turning, 154Bow stresses, VLCC, 245Bow thruster: advantages, 15; dis-

cussed, 15, 144; compared to tug,15; table for, 15; vs. ship's speed,16; in anchoring, 165; Mediterra-nean moor, 230; twin-screw ships,235-36; moving ships laterally,235-36

INDEX 160

Bow tug: stern in approach, 124, 125;undocking, 143, 145; substitutinganchor, 191, 195-97

Brake, anchor, 176, 194Brake band, 194Break up, lightering, 224Breast lines, 127, 138; lightering, 222Bridge: manning, 160; team, 16,

295-300; work, 159-60; simu-lated, 270; as feature, 270, 272;importance, 272; organization,278; procedures, 278; supportingmaster/pilot, 295, 297; aft visibil-ity, 323

Bridge console, 308-9*Bridge control, single person, 67—68Bridge design: VMax, 242; discussed,

306-11; visibility, 307-8, 311; af-fécting bridge work, 306; consul-tationfor, 311

Bridge equipment, 81, 160, 306-11Bridge forward, 323Bridge height, 322-24Bridge markers, 135Bridge procedures, 261, 275, 282-84;

for pilots, 279-81Bridge Resource Management: and

Azipods, 67-69, 295-300; forshiphandlers, 295-300;shipmaster, 298-300; watch con-ditions, 298—300. Common terrns:shared mental model, 300; errorchain, 296; perceived world, 296.Error recognition, bridge team:duties, 298-99; members, 298;team size, 298-99; purpose, 296,297; training for pilots, 295; af-fect on master/pilot relationship,296-97; team vs. committee, 295,296; pilot aboard, 300

Bridge team: and Azipods, 68; vs.committees, 296; piloiing, 68,

296—300; watch conditions,298-300

Bridge wings, 308, 310Briefing, simulator instruction, 261,

275, 282-84Bulbous bow, 23, 174, 193Buoys: use of in shiphandling, 75—77;

turning on, 75—77; strong cur-rents, 77

"By the head": affecting steering,71-73rvs. directional stability,19,71-73

Gameis, 123, 131Canais, crew duties, 207CAORF, simulator facility, 261, 279Centerline markers, 323 ;'"Chain: hahdling, 176; laying out,

181-82; cléaring tuins, 186-87Chain stoppers at SPM, 214-16Changing fuel to maneuver, 162Channel: holding position in, 118; us-

ing buoys, 75—77; configurationaffecting squat, 85-86, 92, 94-95;configuration, affecting underkeelclearance, 95; width, meetingships, 77, 98-99

Charts: discussed, 162; as passageplan, 162, 305

Checking swing, 18, 73Chief mate training, 160, 254Chocks, for use at SPM, 216Clear view, at work área, 307-8, 310Clear water, backing towards, 150Clearance, underkeel: discussed,

92—100; summarized test find-ings, 95; safe speed for, 95-96; ef-fects of stability on, 95, 96-97;and acceleration, 95, 97; whenmeeting and passing, 95, 98—99;when overtaking, 95, 100

"Clicking" gyro, use of, 81

370 INDEX

Glose quartéis, 159; speed in situa-tion, 158; with VLCC, 244; simu-lated, 267

Coastwise pilotage requirements,291

COLREGS, affecting VLCCs, 246Combined beam in narrow channels,

78Come ahead Une, 103Corning ahead from slip, 148 ;

Commands: Azipod, 63-64; standard-ized, 54, 57, 63-64

Communications: discussed, 23,36-39, 105, 215, 219, 251; steer-.ing gear flat, 23; with tug,-105; at .-SPM, 215; lightering, 219;_with „helicopter, 251; simulator train-ing, 277, 278

Cornmunications Tracking and Navi-gation System, 38, 39, 312

Compulsory pilot: discussed, 288—91;relationship to master, 291—93

Computer-based simulator s •: typesdiscussed, 266—67; model develop-ment, 268-70; advantages,261-62, 271; disadvantages, 271;features, 267; compared, 271;preferences pilot vs. deck officer,271; validation, 273-74; instruc-tor, 274—75; deck officer curricu-lum, 275-78; depth perception,279; enhancing pilot training,282, 287; testing with 285-87

Computer control: for Azipods, 66;discussed, 66-67

Concurrent tasks, 261, 267; testing,285

Conn, 39, 45, 157, 254Conning station: layout, 310; locat-

ing, 308-11Console controls, Azipods: pilot-mas-

ter relationship, 69—70; bridge re-

source management, 67—68; andstandard bridge commands, 70,308-11

Consoles: placement, 307-11; clearof windows, 307, 308-9, 310,311

Containerships, 33-34, 82, 244, 322Controlling emotions, 115-17Cost, paying for pilot training, 271,

278,282Council of American Master Mari-

ners, 311Course card, 7, 161-62, 172, 305-6Course changes, 159, 254Course material for simulators,

275-82Gourses inked, 161-62, 304Cross-sectional área, 70, 86, 87, 89,

: :90Cross swell: making a lee in, 27;

lightering, 219Current: actual vs. predictéd, 49;

turningin, 77; mentioned, 117,129-30, 142-43, 144, :154, ; -168-69; from astern, 126-27, 177,201; as tool, 129-31, 168-69; com-pared to wind strength, 130,168-69; undocking, 142-43, 144;final heading, 174; affecting ma-neuvering, 168-69; when moored,137; planning for, 168-69, 171;simulating, 269; as criteria, 270;instruction, 277

Current tables, 117Curriculum: simulators, 260; deck of-

ficers, 275-78; scenarios, 276,277; pilots, 278-82

Curve of immersed sections, 73Cushion effects, 21, 47, 78, 134, 221;

twin-screw, 237, 238

Daggett, PhD, Larry L.: work of, 84

"Danger área" during at sea replen-ishment, 249—50. See alsoShip-to-ship lightering

Darkness affecting piloting, 324-25Data: sheet, 9; model tests, 45; card,

139Day vs. night, 324-25Deaton, Captain William, 217Debriefing: simulator instruction,

261, 272, 273, 282-84; impor-tance, 261, 283

Deck log, 326-28Demonstrating: proficiency, 257, 259,

262; pilots, 257, 259, 262, 281Departing: from betwgen ships, 143,

149; from pqrt, 156-62; frommoprings, 228; Mediterraneanmoor, 230-31; at sea replenish-ment, 251

Depth of water: effects, 8-9, 17-18,20, 22, 170, 178; vs. speed, 158;affecting maneuvering, 17-18,20-22, 85-100; and anchoring,

. 170-71Depth perception, 279DGPS: to measure squat 81;

underkeel clearance tests, 94-95DGPS-based navigation systems:

312-15; accuracy, 315; capabili-ties, 317; for shiphandling, .318—20; for traffic management,320-22. See also Laptop naviga-tion systems

Diameter of turning basin, 153-54Diesel engine, handling twin-screw,

234Diesel oil for maneuvering, 40, 162Diesel propulsion: backing, 26; ma-

neuvering, 40, 49; affecting steer-íng 49; dead slow ahead, 143,145; mentioned, 143, 145

Digital fathometer, 81, 310

Dingler, Captam Cari R., 224Direction of rotation: propeller, 51,

120, 122, 150; variable-pitch pro-peller, 51, 150—51; directionalcontrol, stern anchor, 188

Directional propulsion systems:types, 52; advantages, 53; con-cerns, 53—54; design, 55—56; con-trols, 56-58, engine modes,59-60; At Sea mode, 5_9; Hârbor(Maneuvering mode), 60; At-Seapod configuration, 61; Hârbor podconfiguration, 62; Docking podconfiguration, 62^63; standard-ized commands, 63—64, 70; com-puter control, 64; one shjp lengthrule, 66; and ERM, 67-69; andmaster/pilot reJationship, 69-70

Directional stability: definéd, 18;shallow water effects, 18; men-tioned, 19, 20, 140, 239-40; trimeffects, 70—72; instability used toadvantage, 72—73; instability dis-cussed, 73, 83, 232; for VLCCs,72, 239-41, 246; for VMax ships,239—41; twin-screw, 235; simu-lated, 268

Disagreement, master and pílot, 294Displacement, 86; affecting

shiphandling, 244Distance estimated at night, 324—25Distance line, 250Docking: shaping up for, 14, 122;

bow-in, 123; curfent from astern,126-27; stemming tide, 126; pil-ing clusters used port side to,122, 123, 131, 133-34; pilingclusters used starboard side to,122, 123, 133, 134; stern ín,124-26; with anchor, 193,195-97; twin-screw ship, 235-39;wind and current, 129—32;

372 INDEX

Docking (continued)landing twin-screw, 237-39;twin-screw cushion, 238; angle toberth, 122-23, 127, 239; simu-lated, 268, 269

Docking plans, 117-18"Don't touch syndrome," 255, 278Doppler speed log, 81, 82, 119, 120,

258,310,317Draft: discussed, 19; affecting direc-

tional stability, 19—20; vs. depth,85

Drag: discussed, 20, 70-72, 140; af-fecting directional stability, 20,70-72 ,

Drills for man overboard, 231-34Dynamic friction, anchor brake,JÍ94Dynamic instruction, simulation, 261

Eddy currents: discussed, 49, 126,127, 137, 202; in bend, 49; goingalongside, 137

Effective maneuver defined, 17Electronic cb.ar.ts, onboard pilot

training, 258Emergencies: discussed, 23, 194,

199-200; breaking up lightering,224; evacuation by helicopter,251-52; simulated, 269-70, 277,279

Engine: overuse, 65; startingtwin-screw, 238

Engine astern to stop, 13-14, 24Engineer for steering gear, 23Engine failure: discussed, 150,

199-200; use of stern anchor, 200Engine opposing tug forces, 142-43,

144,149Engine response, simulated, 268Engine revolutions: uses, 44, 52, 132,

134; vs. ship's speed, 132; steer-ing effects, 44, 52

Engines used, tug on hawser, 110—11Enrollment, pilot requirements, 291.

See also Compulsory pilotEquipment: grouping, 308-9; simula-

tor evaluating, 272, 273, 285-86;simulated failures, 278

Equivalency, 286—87; simulation vs.sea time, 286

Error chain: and Azipods, 69; BRMfor pilots, 296

Errors in judgment, 301Eryuzlu and Hauser: squat formula,

90; mentioned, 88, 90Esso Osaka tests, 22, 243Evaluation, simulator, 270; by simu-

lator, 272, 284-85; pilot perfor-r, mance,.281-82, 286; evaluator

qualifications, 286-87Èxcessive speed, 118Externai effects, simulation, 267-70.

See also Simulator

Facing aft, 112, 152Fair tide, 49-50Fathometer, 81, 258, 310. See also

Digital fathometerFeedback: and bridge resource man-

agement, 6§; regarding Azipodcontrol, 68

Fidelity, simulator model, 270Final heading: discussed, 172-73; wind

and currents, 174; advantages,174; bulbous bow, 174; determin-ing, 175; alternatives, 175; recip-rocai, 175; anchoring off, 175-76

Finesse docking, 136Fire and emergency drills, 256. See

also Drills for man overboardFlare affecting tug's maneuvers, 104Flashing light, 36Flow over rudder, 47, 80, 199Flow, rudder effect, 235, 238

INDEX

Fórum, 276, 279Porward sections, directional síabil-

ity, 18-20. See also Directionalstability

Forward tug dismissal, 155Freeboard vs. wind, 31-32, 34-36,

129-30Freshets, 49Full sections: affecting directional

stability, 19-20Full tásk simulator, 267Future of simulation, 284-85

Gaillard Cut, 48, 109, 211Gear for 5-point moorings, 225Going alongside, 136-37 -Going astern, maintaining control,

'. 133-34 ^rr: ~'"'^':Grenoble, 263; model-based simula-

tor, 263 .Gròss negligence, 292, 301 :

: "Gunsight effe"êt," 323Gyrocompass, 81, 309, 310; •••

shiphandling tool, 81 ;

Hand signals, 115, 116"Hands-on" drills, 255, 256, 257; sim-

ulated, 260-61, 276, 286-87Harmonic vibrations, 158Hawser: uses, 111; for tugs, 110-11Head currents, 49; docking, 126;

undocking, 142—44Heading for helicopter operations, 251Headway for steering, 51Heaving off berth, 145, 193Heavy oil vs. maneuvering, 40, 162Height of eye effects, 322-24 ™"~Helicopter maneuvering plot, 251;

operations, 251-52Helm orders, 115, 116Helm station: discussed, 309; equip-

ment, 309; location, 308

rielmsnian: training, 73; using rateof turn indicator, 83; duties, 309,311

Hewlett, PE, J. Christopher: work of,84

High power ships: response, 236—37,239; walking ship, 236-37

Holding: alongside píer, 15, 137-38; .in channel, 100, 118; with tugs, —118; with anchor, 118, 188,197-198 ;

Horizontal bridge team, 295. See alsoBridge

Huuska and Tuck: squat formula, 89;mentioned, 88, 89 ~

Hydraulic cushion: discussed, 126,137; lightering, 221 ---

Hydrodynamic effects: model-based 3^~simulators, 264"; còmputér simu-lators, 267-70; pilot training, ^m-

--280 - :-'-^Hydrodynamicist, simulators, 267 ::--:

Ice on pilot ladder, 29Identification by VHF, 37-38. See

also VHFImminent danger: relieving pilot,

292-293; in extremis,293Inboard anchor, 192-93Inboard propeller, 237, 238; walking

ship, 234-36, 237; checking lat-eral motion, 238

Information in pilot waters, 40-43,302,305 ; ~--~

Inked courses for charts, 161-62, 305Instructor: simulator, 261, 274-75;

" ' ™'as cõmpònênt õf simulátibn, 274]"importance, 261, 274; team con-cept, 274; qualifications, 274;training, 274; accreditation, 274;involvement, 275; in debriefing,283 . l :.l. - £r

374 INDEX

Instrumentation: discussed, 81—83;seaman's eye 81; gyro, 81; DGPS,81; radar, 81; rate of turn indica-tor, 81-82; limiting bridge visibil-ity, 81; for VLCCs, 246; in bridgedesign, 306-11. See also Bridgeequipment

International Maritime Organization(IMO), 28, 40, 275, 286, 307

International Maritime Pilots' Asso-ciation, 307

Intership action: rneeting, 77-80,98-99; simulated, 264, 268-70,277

Intership effects: model simulators,264, 268, 269; simulator training,2 7 7 . . . .

Irwin, Captain Marshall, 217 ' - , . " . "Ives, Captain Paul, 52

Jackstaff as steering aid, 323

Keel clearance, affecting steering,17-18

Kicking engine: to steer to wind, 35;to steer.at slow speed, 118; twinscrew, 234

Ladder, for pilot, 28-30, 33Landing alongside: discussed,

133-34, 136-37; landing flat,136-37

Laptop navigation systems: dis-cussed, 311-22; common features,312; design requirements, 312,313. For navigation: charts accu-racy for, 315—16; capabilities,317; independent of ship's equip-ment, 317-18; CTANS, 312-14;for pilots, 311-15; real time, 317.For shiphandling: making turns,318-19, meeting points, 319-20;

"Not line of sight," 319; for trafficmanagement, 320-22. See alsoDGPS-based navigation systems

Large ships, simulator pilot training,81-82

Lash up: defined, 111-12; uses,112-14; to reduce tug use, 112-13

Lateral motion: bank effect, 21, 47;narrow channels, 47; mentioned,21, 47, 82, 125, 130; discussed,21, 47, 125, 131, 132; causes, 132;detecting, 82, 132-33; twin-screwships, 235-36; high-power ships,237; checking, 78, 130, 134, 238

Late turns discussed, 74Leback, Captam Warren G., 187Lee anchor, 192-93 . . : . - .Lee for pilot, 26-28Leeway during approach, 122, 123,

133Left turn: discussed, 10-11; disad-

vantage when maneuvering; 11Length affecting directionãl stability,

20Length/beam ratio, 20, 239, 240; and

VMax ships, 240-42; directionãlstability, 240; turning circle, 240;handling chãracteristics, 240—42;VMax vessels, 240-43

Letting go anchor for docking,131-32, 192-93, 195-97

Liability: in Panamá Canal locks,291; outside Panamá Canal locks,291-92; pilot, 293, 301

Lifting quarter of twin-screw ship,238_

Light ship departing moorings, 228Lightering: discussed, 217-24; moor-

ing lines, 221-22Limits: for speed, 90; for mooring at

SPM, 213-14; lightering, 219, 222Lines, fouling twin-screws, 239, 243

ÍNDEX 37Í

Jjittle Creek, Virgínia, model-basedsimulator, 263

Local knowledge: importance, 117,159, 302-3; defined, 289

Lock wall suction, 211Lockage: density current, 205—6; ap-

proach, 207-8; discussed, 209-10;techniques, 209-10; piston effect,209; wall effects, 207-11; filling,210; departing, 210-11; ílush out,210 . ' • '• •

Lookout in pilotage waters, 292LOOP terminal, 211, 212Loss of engine: stopping ship, 25, 26,

199-201 -f-Low length-to-beam ratio ships: and

directional stability, 239, 240;handling, 240-42; VMax ships,240-43

Making fast, 137-38 ...Making lee, simulator trainíng, for

pilot boarding 276, 278; for life-boats, 277

Maneuvering: most effective, 17, 65;pilot station, 26-28; information,38, 40-42; in.channel, 74-77, 100;Azipod, 54—55, 59-63; excessivepower, 55; computer-controlled,64-67; fuel,162; simulated traffic,277-78; night vs. daylight,324-26

Maneuvering characteristics: impor-tance of, 43-44, 165, 255-56;learning, 165; changes in, 13,18-20, 170-71; wind effects,31-36, 129-32; departing anchor-age, 171

Maneuvering plot for helicopter oper-ation, 251

Maneuvering ship, replenishment atsea, 247, 249-51

Manniiig bridge, 159-60, 298-300;anchor, 173

Man overboard, 231-34; drill, 221Manropes,' 30Manual controls, use, 66Master: trial maneuvers, 7-9; rela-

tionship to pilot, defined, 288,291; relationship to pilot in prac-tice, 69-70, 292, 294-95, 297; ex-ercising responsibility, 292;disputing pilofs actions, 292-93

Master's trials: simulator, 276-77Mate's duties: on watch, 159-60,

326-28; anchoring, 172,181-82

Maximum submerged área, 72-73McMillin, Captain Earl R., 52, 228Measuring: performance by simula-

tion, 261-62, 272-73, 282-84;equipment, 272-73, 282-84; test-ing, 285-286

Mediterranean moor: discussed,228-31; anchors, 229; mate's du-ties, 230; departing, 230-31

Meeting ships in channel: discussed57-58, 59; 77-80; underkeelclearance, 98—100; planning withpilot DGPS laptop, 319-20

Meeting, simulated in a channel,264, 268-69, 270, 271, 276-77

Mental model: bridge resource man-agement, 68; regarding Azipodcontrol, 68

Messengers: at SPM, 214; for tuglines, 155

Midships section affectingshiphandling, 86, 87-88; andsquat, 87-88

Model-based simulators: discussed,262-66, 271-72; advantages,263-64; hydrodynamic effects,263-64; anchor work, 264;

376 INDEX

Model-based simulators (continued)model accuracy, 266-70; limita-tions, 271-72; disadvantages,270, 271-72; compared to com-puter simulation, 271-72; prefer-ences, pilot vs. deck officer, 271

Modes: Azipod, 59-63Mooring: discussed, 185-87; running

moor, 185; flying moor,185; meth-ods, 185-87; spread anchors, 186;standing moor, 186; clear hawse,185-86; clearing chain, 187; five-and seven-point, 224-28

Mooring bitts at SPM, 215-16Mooring lines: discussed, 117,

136-37, 141; lightéring, 219-22;5-point mooring, 224-26;twin-screw ship, 239

Moóring master's dutiés, 212-17, " =

219-22; 5-point and 7-point moor-ings, 224-28

Most efficient maneuvers, 65Motion: detecting general, 28, 82-83,

118-21, Í32-33. See also Lateralmotion

Moving: astern, 15; laterally, 132-33,144-48, 150; withtug, 144-48;ship sideways, twin-screw,235-37

Mules in Panamá, 207, 209-10

Narrow channel: backing in, 13-15,133-34; discussed, 47-48, 74-77;meeting ships, 77-80; holding po-sition, 118; using anchor, 197-99,201—3; simulated maneuvers,270, 276-77; holding simulated,277; twin-screw, 238

Navigation: anchoring, 172; by eye,172-73; leading marks, 172,17.6-78; simulation, 261-62; com-pared by simulator type, 271

Navigation training for pilots,257-60

Navigational aids, simulating,268-69

Negative directional stability. See Di-rectional stability

Neutral directional stability. See Di- -rectional stability —

Night: estimating speed at,-28, _^118-21; vision, 42; passage, '-.324-26

Notice to marineirs, 302 '-;—-

Offshore anchor. See AnchorsOffshore lightéring: discussed,

217-24; offtaker, 219-22; depart-ing from, 224

"One ship length" rule, 66 j ~Open stern, 19 . u- :-.Outboard propeller, walking ship, - - ;

225-37. HH

Overtaking, 80; vs. underkeel clear- _"_ance, 100

Overuse of engines, 65 . :

Panamá Canal: squat tests, 92-100;underkeel clearance, 95—100; dis-

«J-

cussed, 204, 205—11; locomotives,207, 209; locks entrance, 206-9, 2208-10; locks departure, 210-11';""master/pilot relationship, 291—92

Part task simulators, discussed,266-67

Passage planning: discussed, 17, " "161-62; for anchoring, 165, 166,167-69; for maneuvering, 169-71;

" briéfing officérs, 172," 180; need""""""for, 302-3; excessive, 303; oncharts, 305; affecting record keep-ing, 326-28

Peer review, 276, 279, 280-81, 282, -283 "" " :"'~::

INDEX

Penalties: master's errors, 301; pen-alties counterproductive, 301

Performance-based testing, 285—86;vs. written examinations, 286-87;criteria, 286

Permanent créws, 128-29Perspective, docking and undocking,

247Pilot-Master relationship: simulator

training, 281; and Azipods,69-70; bridge resource manage-ment, 297; exchange of informa-tion, 40-43

Pilot(s): maneuvering at pilot sta-tion, 26-28; embaçking, 28-31;ladder, 29-30; hoist, 30;on-board training, 257—60; fed-eral licensing, 259; tailoring sim-ulátors, 267; simulated boarding,276-77; curriculum, 278-82;onboard vs. simulated training,279; simulator enhanced train-ing, 279; simulator as fórum,279; duties, 251-52; responsibil-ity, 289-92; relief by master,292-94

Pilot laptop systems: general,311-15; for navigation, 315-18;design requirements, 312, 313;features, 314—15, 317; chart accu-racy, 315—16; system accuracy,315; real time, 317; Communica-tions, 317-18; vs. radar, 319; lineof sight, 319; for shiphandling,318-20; trafíic management320-22

Pilot responsibility: statutory, 69;and pilot master relationship69-70; regarding terrorism, 69;and Azipods, 69-70; bridge re-source management, 297

Pilot testing, 285

Piston effect, 85-87, 90Pivoting point: discussed, 72, 92, 142,

148, 152, 198-99; turning in achannel, 74-75; anchor affecting,191-92

Planning ahead for wind, 35—36; dis-cussed, 49, 129-32, 107-8, 170;Azipod systems, 65, 68; passage,42, 161-62; docking, 123, 130-31;undocking, 139; anchoring, 166,167-68; stern anchor, 187-89;Mediterranean moor, 229, 230;with VLCC, 243-44

Pocket card for pilot waters, 172,305-6 .- . - - . - • •

"Poor man's tug", 191, 224Port studies, using simulator s, •

281-82 •-.-•; -J:-': - . . - - - . . - .Positive directional stability. Seè "

Directioríal stabilityPreplanning. See Passage planningPreprinted docking forms, 117Pressure drop causing sinkage, 85Priorities in shiphandling, 262, 276Prioritizing: practice, 262; demon-

strating ability to, 276Procedures, watchkeeping, 261, 277Professionalism: discussed, 46-47;

defined, 46; learned trait, 46;teaching, 46-47, 253-57; on simu-lator, 277

Proficiency, demonstrating, 262Profile design, 51Propeller: wash, estimating speed,

28; direction of rotation, 56,151, 236; design, 51-52; separa-tion effects, 250; twin-screw,234-40- variable-pitch, 51-52,150-51; and lines, 227, 228,230

Propulsion systems, 50—70"Pulling water," 90

378 INDEX

Qualifications, 274-75; simulator in-structor, 274

Quickwater: to determine speed, 119,120; discussed, 134-35; positionof, 119-20; cushioning effect, 137;lateral motion, 134; planning for,134; when undocking, 141-42,144; when docking, 133, 134;when anchoring, 180, 181, 182

Radar: 39, 80, 81, 119, 183; andbridge design, 310; simulator in-struction, 261, 267; pilots,257-58, 279

Radio use, 36-39, 105, 125, 249Ranges used when turning, 154, 161,"

176 ' T: "";;;;:Rate of turn: changes in, 10, 18; indi-

cator use, 61-64, 192, 267; báck-ing and filling, 12-13

Rate-of-turn indicator: 83, 84, 222,309, 310; using gyro for, 81; steer-ingwith, 222

Realism, importance for simulation,270

Real-time simulation, 262Recording fathometer use, 81Record keeping: 295, 299, 326-28; vs.

shiphandling, 327; unnecessary,327

Reducing headway: narrow channel,118; discussed, 24-26; by changeof heading, 17, 25; VLCC, 25; us-ing tugs, 106-7, 109, 118, 126; us-ing anchors, 185, 190, 195-97;using Williamson turns, 231-32;rudder, 12; maintaining control,14; methods, 24; round turn ma-neuver, 25-26

Relative bearings: turning, 75, 326;changes in, 326

Selative motion, 119, 257, 324, 328

Relative wind for helicopter operation.See Helicopter maneuvering plot

Release from liability: discussed, 293;signing, 293

Releasing pilot, 157Relieving pilot: compulsory, 294; vol-

untary, 289-90Responsibility: compulsory pilot,

69-70; master/pilot, 288, 291-92Restricted visibility, 82, 197, 315RÒ/RÒ ship mooring, 228-31Rolling: 92; in narrow chaníièls, 95;

rudder-induced, 97; lightering,222 ~ : " ''."''!••:''"'

Rotation, twin-screw propellers, 236Round turn: slowing ship, 25—26;

màking lée, 26-28; discussed, 26;_ys. Williamson turn, 231; simula-tor instfuction, 277. See also SPM

RÍM STAR Center: VMax shipá; 242;testing criteria, 285, 286

Rúdder, effectiveness, 11, 47, 50-51,198-99,'201, 234-35; turning, 74;overuse, 134; failure, 188;twin-screw vessels, 234—40; stop-ping engine, 235; flow, 235; typesof, 50-52; VMax rudder configu-ration, 241-42; split rudders, 242

Rudder angle indicator, 309, 310,327. See also Bridge equipment

Rules of threes: simulation, 260—61;simulation components, 261; in-struction steps, 261; instructor ascomponent, 274-75; curriculum,275-82; steps of training, 261-62;briefing and debriefing, 282-84

Rules of the Road, 80, 289, 292; sim-ulation, 267, 271, 277, 278, 284,285

"Safe speed," 95; VLCC, 244, 246Sail área, 31-32, 169, 198

ÍNBBX

Sail training, 36Scale, importance for model simula-

tors, 264Scale model simulators: discussed,

262-64, 271-73; advantages, 264;anchor work, 264; limitations,264; iraportance of scale, 264; ca-pabilities, 264; compared to com-puter simulators 271-72;disadvantages, 264, 271; prefer-ence of pilots, 271; preference ofdeck officers, 271-72

Scenarios, simulator, 276, 277-78;for pilot training, 272, 278-82

Scratch lôg: use, 327,4827-28;' elimi-'nating scrap paper 327; reducingpapèrwork, 328

Seamanship, 54, 59, 187, 310Searoom: requirements, 168; allow-

ance, 168-69, 178; restricted 171;at anchor, 179-81; determining atanchor, 183-85; swinging room,183-85; swinging clear, 184-85

"Sea sense," 163, 175, 246, 253Sequential, testing, 262; skill appli-

cation, 262Set: approaching berth, 91, 130-31;

at wharf, 126; vs. drift and lee-way, 130; unlocking, 142; in turn-ing basin, 152-54;computer-controlled systems, 65

Shallow channel, twin-screw, 238Shallow water: discussed, 7; affecting

backing, 11; effects general,17-18, 21; data, 44; VLCC, 22,246; effects simulated, 267; asfeature, 270

Shed doors affecting wind, 147Sheer, 191-92, 199Sheering, twin-screw, 238Ship as training aid: for ship's offi-

cers, 254-57; for pilots, 257-60

Shipboard management, 128-29Shipboard training, 254-60Ship characteristics, 43—45Shiphandling: as art, 3, 136; anchor

as tool, 191-94; skills vs. tug use,105—6; importance of traditionalskills, 102; simulator instruction,261-62; simulation, 264-71, 277;simulated anchor, 269; instruc-tional curriculum, 275—82; fordeck officers, 275-78; for pilots,278-82; skills vs. pilot/master re-lationship, 292-93; using instru-mentation, 80-83; laptop systemsand DGPS, 318-20; simulators,260 - : : : :

Ship length rule: 66-67 ; r :Ship-to-ship lightering: discussed,

217-24; preparations, 217; equip-ment, 219; fendera, 217-18, 220;mooring lines, 219, 221, 222

Ship trial data, 43-45Shoaling: affecting shiphandling, 42,

81; and quickwater, 134-35, 142;turning basin.,153; twiri-ships, 238

Shottel tug, 110Signals. See Hand signals; Whistle

signalsSimulator: practicing turns, 75; in-

novative training aid, 261—62;computer-generated, 257,264—70; comparison of modeland computer, 271-72; tools ofinstruction, 272-73; briefingand debriefing sessions, 282-41;validation, 273-74; vs.hands-on, 286-87; advantagesof, 260, 261; components of in-struction, 225, 226, 238, 239,240-43; general discussion of,225-36; rule of threes, 260-61,282; vs. classroom, 261-62;

380 INDEX

Simulator (continued)as a fórum, 276, 279, 281, 282;limitations, 261, 270;model-based, 271-72; types dis-cussed, 262; computer-based,264-70; field of view, 266; disad-vantages, 261, 270, 279; impor-tance of realism, 270; playbackcapability, 272, 281; instructorqualifications, 274-75; validation,273—74; instructor involvement,275; for deck officers, 275-78; forpilot training, 278-82; for testing,285—86; Alaskan pilot program,286; future of, 284-85 •.,-,-...

Simultaneous tasks, 267 ._; _.Single point moorings: discussed, .,

211-17; riding up, 216, See alsoSPM '..7,.. .-•• •

Single rudder, twin-screw, 234Singling up, 141 ........ . . . . . . .Sinkage: defined, 83; discussed, . - .

83—85, 89; component of squat,85; calculatíng, 88-89 ;

Situational awareness: bridge re-source management, 68; andAzipods, 62

Slewing to reduce headway, 25"Smelling" bottom, 21Solid-face wharf, twin-screw ships,

238Southampton Instituto, model-based

simulator, 263, 272Spade rudders, 51Speed: measuring slow rates of, 132;

affecting bow thruster, 16; reduc-ing, 121; steerageway, 35—36;narrow channels, 47-48; meet-ing, 78-80; overtaking, 80; shal-low water, 85-88, 158; vs.blockage factor, 86, 88; tug onhawser, 111; vs, ability, 118;

approaching berth, 118-19; de-termining, 119-21, 132; overground, 119, 121; through water,119-21; and squat, 86-87; windeffects, 130, 168; at departure,157-59; instructor, 274; curricu-lum for deck officers, 275-78;curriculum for pilots, 278-82;anchoring, 264; measuring slowrates of, 132

SPM: current meters, 212-13; windeffects, 212^ 216; current effects,212-13; externai forces, 212; ap-proach, 212; reducing speed, 213,

. 214..217; chafing chain, 214; pickup line, 214; chain stoppers, 214;

• iSmit brackets, 214, 216; mooringequipment, 216

Spring line, 111, 123, 145, 147,148, -..274.'.-.

Squat: discussed 18; basics, 83-87;defined, 83, 85; calculatingr87-90; vs. sinkage, 83, 84; com-

mpn useage, 85; cause, 85;;illus-trated, 87; open water, 87-88;shallow water, 88; vs. speed,86-87, 90, 95-96; by the head, 85,90; by the stern, 85, 90; vs. cargocapacity, 91; blockage factor, 85,87,90

Stability: directional discussed,18-20; impact on underkeel clear-ance, 96-97; simulating direc-tional, 268

Stability and trim booklet, 73Standardized commands, 63-64Starting engine: twin-screw, 238Static friction of anchor brake, 194Steaming: on anchor, 118; lightering,

222Steam turbine: steering characteris-

tics, 51

INDEX

Steering: anchors assist in, 198-99;astern, 151-52; bow thruster,15-17; shallow water, 17, 158;

. VLCCs, 22, 244; standing bygear, 22-23, 249; from steeringgear flat, 22, 23, 249; enginestopped, 22, 26; steerageway, 25,80, 118, 189, 201, 213, 214, 217,219; trimmed by the head, 71, 73;lightering, 219; at sea replenish-ment, 249; simulated, 315; windeffects on, 31-36

Stemming current: at wharf, 126; 'docking, 121; stern anchor, 191;anchor, 185 ' *

Stern: bank effect, 47; tug, 108, 125,154; motion to port, 133-34; to-wards danger, 150; ín approach-ing pier, 124-26

Stern anchor: emergency use,199—201; danger to rudder andpropeller, 189; heaving up, 189;use, 188—91; open roadstead, •••189-90

Stern tug: uses, 108; standing off,108, 125; dismissing, 154-55

Sternway: steering with, 12, 200;handling 15; digging in, 182-83;wínd effects, 35, 36, 168; withstern anchor, 189, 190; with an-chor, 176; simulated maneuvers,277; reduce, 151, 152; laying outthe chain, 181-82

Stoppers at moorings, 215, 216Stopping ship: shallow water, 13-14;

distances, 244; lashed up tug,112; maneuvering in channel,100; maintaining heading, 14-15;with anchor, 179, 182, 200; onsimulator, 277; reducing head-way, 24—26; as safety measure,159; moorings, 226-27

Suction: discussed, 47-48, 219, 238;meeting in channel, 48, 78

Surging at dock, 137-38"Sweeping a lee," 27-28Swing room at anchor, 183-85Synthetic tails/pendants, 219

Tailoring, simulator models, 267Teaching techniques, simulation,

274-75, 281; curriculum, 291-95Team: créws, 4, 37, 42, 54, 57, 65,

109-10, 171; bridge, 296-300;concept, 295; multicultural, 281

Termmòlogy: standard for Azipod,57; for conning; 63-64; and BRM,67-69

Terrorisín: pilot-màstér relátionship,69 "••-. -.:-. ; - - ' : v—.-

Testing, with simulation, 262," 272,285-86; validated, 238; perfor-mance based, 286; criteria, 286;methodology, 286; pilot, 285; deckofficers, 286; simulator, 285-86

Thinking ahead: 49Tide and current, 49-50Tonnage/horsepower ratio, 244Torque, 140, 144-46Traditional skills: importance, 54, 70;

vs. equivalency, 287Traffic management: pilot navigation

equipment, 312, 316—17; simu-lated maneuvers, 320—22; laptopsystems and DGPS, 320-22; pas-sive vs. active, 320-21; filteredinformation, 320

Training: onboard for ship's officer,254-57; helmsman, 73; fornon-traditional systems, 70; unitcrew, 128-29; anchors, 191,200-1; Williamson turn, 231-34;discussed, 253—54; formal vs. in-formal, 253-54; sources, 253-54;

382 INDEX

Training (continued)onboard for pilots, 257-60; byover navigation, 258; stmeturedenvironment, 260, 261, 270, 279;pilot training in structured envi-ronment, 279, 287; pilot trainingsurcharge, 282; for VMax, 242

Transfer, skiU, 282, 285Trial data: collecting, 9; maneuvers,

11, 14, 17, 71, 74, 80, 97, 165, 179Trim: shallow water, 18; affecting di-

rectional stability, 19, 71; táctica! .diameter affected, 70; general ef-fects, 70-73; by the head, 71;wind effects, 71; as componént ofsquat, 85; defined, 83; effect of

" block coefficient, 90—91; simu-lated, 268

Triple-screw propulsion, 239 , : vTugs: making up a, 103-5; docking or

undocking, 103; alongside, 103,106; stern line, 103-4; on hawser,,104,109, 110-11; patented/drive,104, 105; comnmnicating with,105, 111; use discussed, 105-7;bow, 107; stern (after tug), 108;two bows, 108-9; astern, 109;safety, 109-10; lashing up,111-13; helm orders,-112; twinscrew, 104; compared to bowthruster, 15; lines, 105; at stem,107; effects on ship, 106, 107,108, 109; minimize use, 105-6; incurrent, 107, 126; stem to stem,107; docking stern in, 124-26; atwharf, 127; pivoting ship, 144;dismissing, 154-55; to anchor,171; with twin-screw ships,235-36; simulating, 268, 277

Turbine: steering, 51; sea speed, 162;going astern, 51; engine, handlingtwin-screw, 234

Turning couples, 211Turning diameter: right turn, 9; left

turn, 10—11; backing and filling,11-13; shallow water, 8, 10,17-18,25, 246; discussed, 18, 51, 70-71,74, 152,192; in anchorage, 198-99;VLCC, 72, 214, 231, 232, 234

Turning rate: at equilibrium, 12-13;buoy as indicator, 75

Turning to sea, 151-54Turning, twin-screw, 235-40"Twih-rudder, 235, 236Twin-screw: tugs, 72, 73, 104; disad-

vantages, 234-35; turning,235-40; ships discussed, 234-40;compared tó-single-screw, 234;-diesel vs. turbine; 234; sin-gle-rudder, 234; twisting, 235, :

;236; rudder flpw, 235; inbo.ardturning vs. outboard turning, 236

Twisting, effect: backing, 14; dis-. . cussed, 94, 133, 146, 175; VLCC,

246; simulated, 268; backing froma slip, 146; turn to starboard,178; twin screw, 235, 236

ULCC: single-point moorings,211-12; handling, 214, 244. Seealso SPM

Undocking: tug lashed up, 112-13;planning, 139-40; current astern,142; turning to sea, 151—54; "oneship length rule," 66; skills, 70,140, 239, 327; berthed port sideto, 145-46; slack water 144; sim-ulated, 268; draft and trim in bal-last, 140-41; singling up, 141;using quickwater, 141—42; fromwharf, 142-44; backing from slip,144—48; coming ahead from slip,148; coming off parallel to berth,149

ÍNDEX 383

Underkeel clearance: discussed,92-100; measuring, 92-93; ana-lyzing, 92-95; components of, 95;safe speed, 95—96; and stability,96-97; acceleration and, 97-98;meeting and passing, 98—100;overtaking 100

Unit crews, 129Unmooring: stern anchor, 190—91Unstable, simulated directional,

268-69Unstable ship. See Directional stabil-

ity

Valentine, Càptáin Rqiert D., 306Validation, simulator model, 273—74Vantine, Captáin Wilbur H., 306Variable pitch: discussed, 51—52, 112;

: steering, 52; astern, 51; docking,51; flow to rudder, 51-52; vs.fixed propellers, 150—51; vs. tur-bine, 51; left-hand"turning,150-51

VHF: use of, 27, 36-39; at arrival, 25,37; at departure, 159-60; in traf-fíc, 36; call identification, 38; withhelicopter, 251; avoiding bad situ-ations, 36, 138, 228; relaying in-tentions, 39, 159; as backup, 215;as conning station equipment,310; practices, 36-37

Vibration in shallow water, 17, 90, 158Video: simulator tool, 272, 276, 281;

training material, 254; recorder,256; debriefing, 283-84

Visibility, simulating, 267; are of,267; bridge height, 322-24; dia-gram, 289

Visibility: VMax, 87-88; bridge de-sign, 306-11

VLCCs: diameter of turn, 10, 246;shallow water, 22; reducing head-

way, 25; low speeds, 214; steer-ing, 62; SPM, 215-17; sail área,212, 216; ship-to-ship lightering,217-24; Williamson turn, 231-34;handlíng, 22, 193-94, 243-47;stresses, 245-46; helicopter oper-ations, 251-52; storing, 251;bridge design, 307; calculated to-tal squat, 87-88. See also ULCC

VMax: 240-43; carry capacity/240;-description, 240-42; handling,239; breakthrough design, 241;rúdder/skeg design, 240

Voith-Schneider, 52, 104, 110Voyage planning, simulator training,

278 y • . , : . , ' ; . , . - . ' . - • : . - .

Walking: at berth 142; moor, 185;stern, 202; twin-screw ships,235-36

"Walking the stern": twin-screw, 144Watchkeeping experience: simula-,

tion, 261, 277; instruction, 261Watchkeeping: training, 275—8; pilot

waters, 278-82Waterway Simulation Technology,

Inc.: work of, 92-100; measure-ments speed vs. squat, 95; vs.block coefficiént, 94; measure-ments of ships meeting, 98-99

Weather conditions: SPM, 217; light-ering, 221-22; 5-point moorings227-28; using anchor, 197-98

Wharf: importance of solid face, 238;approaching with current astern,126-27

Wheelhouse windows, 307-11, 322Whistle signals: communication, 105;

in simulator training, 256, 274;importance of, 38, 39, 159, 208

Williamson turn: defined, 232; vari-ables, 231-32; simulator, 277

384 INDEX

Winches, 105, 110, 141, 207, 209,250

Wind: moving ship astern, 15; an-choring, 168-70; effects dis-cussed, 31-36, 117,122,129-32,197-98, 200; "feeling," 129; "tak-ing charge," 130; vs. current,130-31; as tool, 129-32; docking,123, 130-31; undocking, 139;leaving berth, 146-48; lightering,221, 224; indicators, 310; simulat-ing, 269; as feature, 270

Wind effects: discussed, 14, 31-36;affecting handlirig, 31-63, 165; at

reduced speeds, 35; using toadvantage, 129-32, 168-70; af-fecting final heading, 168; back-ing from a slip, 146—48;simulated, 242

Windlass to stop ship, 171, 195Wires at 5-point moorings, 225Work habits: correcting, 247, 262,

282; importance of, 306, 327;shiphandling,--284, 307 - - - - '

X-Y plottér, for simulator, 272

"Zero pitch" steering, 52

ABOUT THE AUTHORS

Daniel H. MacElrevey was raised near the Delaware River where he de-veloped an interest in the sea watching the ships come and go from theport of Philadelphia. He graduated from the U.S. Merchant Marine Acad-emy in 1963 and went to sea as a deck officer with Moore-McCormackLines aboard cargo and passenger ships trading to South and East África,South America, and northern Europe. He also worked with the same com-pany in marine ope*ations and stevedoring in New York. ...

He and his family moved to Panamá in 1970 where he worked as a Pan-amá Canal pilot for eight years. Living in Panamá provided the opportu-nity for him to pursue another strong interest—ocean sailing—and laterhe and his family lived aboard and cruised before he returned to sea. Hesubsequently spent four years as master of LNG vessels with El Paso Ma-rine Company and served as mooring master for VLCCs at the LouisianaOffshore Oil Port. •: .J/-.:'::.•;..-;-.:

Captain MacElrevey resumed a career in Panamá and spent morethan 24 years piloting ships in the Canal and the ports of Balboa áhdCristobal. He hás also become very involved in the use of simulation forshiphandling training and evaluation including service as a member ofthe Committee on Ship Bridge Simulation Training sponsored by the Na-tional Academy of Science's Marine Board in 1993—95. He was chairmanof the Panamá Canal Pilot Association's technical committee while work-ing on studies of ship behavior and squat in narrow channels with Water-way Simulation Technology, Inc. and developing a real-time vessel trafficand Communications system for pilots (CTANS) with the Department ofTransportation's Volpe Center. Captain MacElrevey retired from his posi-tion as pilot and port captain at the Panamá Canal in 1998.

MacElrevey provides consulting, training, technical writing, and ship-handling services to the marine industry through Offshore Services Com-pany, which he formed in 1980. Current work includes services asconsultant and expert witness for various maritime law firms and simula-tor-based training for pilots and ship's officers including a contract at the

385

386 ;.. ,. ABOUT THE AUTHORS

RTM STAR Centèr in Dania, Florida, for training and performance evalu-ation ofAlaska state pilots.

Daniel E. MacElrevey celebrated his second birthday aboard the S.S.Cristobal, while enroute to Panamá. His early childhood was spent livingnear the locks of the Panamá Canal and it was there that he developed hisfondness for ships and appreciation for the mariners who guide them. Hemade his first transit of the Panamá Canal with his father at age eight.Following this trip he declared his intention to one day be a pilot.

Dan's family left Panamá in 1977, living aboard their boat for a year-before settling in Cape May, New Jersey. Dan developed his love of life onthe water during subsequent summers spent saiHng on the waters of theDelaware and Chesapeake Bays, and racing small boats in New Jersey.

He graduated from the U. S. Merchant Marine Àcademy in 1990 andwent to sea with Mormac Marine Transport as a deck officer aboard tank-ers engaged in the charter trade. During his time as deck officer withMormac, he traveled to many ports on both coasts of the United States, toCanada, to South and Central America, the Caribbean, Europe, northern-Africa, partsof Ásia, and the Mediterranean.

In 1994, Mr. MacElrevey began a three-year apprentice program withthe Pilot's Association for the Bay and River Delaware. In addition toniaking trips with experienced pilots, his training included simulator-

^htsed classes at MITAGS in Maryland and at the STAR Cènter in Florida,and manned-model instruction at the Sóuthampton Institute in England.He is now a first-class pilot handling ships in the Deljiware Bay and River,guiding ships through the Chesapeake and Delaware Canal, and dockingships at bsfths"in Salem, New Jersey.

Dan was first involved with Shiphandling for the Mariner as a teen-ager, checking- for spelling mistakes by reading sentences from the textbackwards, and he is tremendously honored to have worked with his fa-ther on this fourth edition. Ships and equipment evolved during the pasttwenty years, but the text remains current because shiphandlers sharetheir specialized skills with their peers. Dan hopes.those whp read this lat-est edition will continue that tradition.

Daniel E. MacElrevey lives in one of the oldest pilot towns in theUnited States—Lewes, Delaware—with his wife, Dana, and their twochildren, Austin and Madison. Their home is a short distance from the pi-lot station at the entrance to the Delaware Bay. A love of the sea and thepractice of shiphandling have passed to the nsst generation.

Questões SHFM

Documents

anchor chain page

stern anchor

offshore anchor

ali ships

windward anchor

ships rudder

ships headway

ship sheers