MNV-131:Basic Radar Operation

Course title: MNV 131 Basic Radar Operation

Campus:   FSM-FMI

Initiator:   Alvin Sinem

Date: May 2016

Course description
To develop the knowledge and skills necessary to enable the learner to be able to set up and operate radar sets for collision avoidance and application of International Regulations for Prevention of Collision at Sea on board fishing and merchant vessels.

Lecture

2

x

16

=

32

=

Practicum

4

x

16

=

64

=

Lecture/Prac

x

=

96

=

Workshop

x

=

=

 
Total  Semester Credits

                             Program

[    ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[    ]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[    ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[    ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[    ]

7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[    ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: Describe the basic principles of operation of radar set used in small craft.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1. Identify the main components of a marine radar set.

4,6

1

By using Radar Simulator, TV Hokuto, and FMI Bridge Simulator, oral and practical assessment checklists will be used to assess students’ competence in:

• identifying major components of a marine radar set:
• Scanner
• T/R Switch
• Display
• Power Supply

1.2. Explain the fundamentals of radar theory.

4,6

1

Written and oral assessments will be used to assess students competence in:

• interpreting how a radar works; and
• listing the factors to be considered during installation of a radar scanner and display.

• State the factors to be considered during installation of radar equipment.

4,6

1

CSLO (General) 2: Describe the factors that affect detection and presentation of a target on a radar display

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1. Describe the factors affecting minimum and maximum radar ranges.

4,6

1

Written and oral assessments will be used to assess students’ competence in:

• describing the factors affecting minimum and maximum radar detection ranges;
• describing factors affecting bearing and range discrimination;
• describing the types of weather conditions that effect radar beam and detection of targets;
• describing the reflective elements of a target including:
• Size
• Material
• Aspect
• Surface texture
• identifying ship’s structure that causes blind arcs and shadow sectors; and
• describing the effect of blind and shadow sectors on the radar display and target detection.

2.2. Describe the factors affecting bearing and range discrimination.

4,6

1

2.3. Describe the effect of weather conditions on radar performance and accuracy.

4,6

1

2.4. Describe the effect of a target’s characteristics have on its reflecting properties.

4,6

1

2.5. Identify the causes of blind arcs and shadow sectors.

4,6

1

2.6. Describe the effects of blind arcs and show sectors or target detection and display.

4,6

1

CSLO (General) 3: Set up and maintain the picture on a radar set typical of the type installed on small commercial vessels

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

3.1. Describe the physical and radiation hazards of live radar equipment.

4,6

1

Written and oral assessments will be used to assess students competence in:

• describing radiation hazards of live radar equipment;
• listing pre-operational checks for radar operation; and
• describing the importance of regular checks of display performance.

Practical assessment checklists with the use of TV Hokuto, Radar simulator, and FMI Bridge Simulator will be used to assess students’ competence in demonstrating:

•  identification of radar    controls;
• operation of radar controls;
• correct sequence for switching on radar set; and
• correct tune of a radar set and maintain an optimum display picture.

3.2. Identify radar display controls.

4,6

1

3.3. Demonstrate the operation of radar controls.

4,6

1

3.4. List pre-operational checks for radar operation.

4,6

1

3.5. Demonstrate the correct sequence for switching on a radar set.

4,6

1

3.6. Correctly tune a radar set and maintain an optimum display picture.

4,6

1

3.7. Describe the importance of regular checks of display performance.

4,6

1

CSLO (General) 4: Interpret a radar display

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1. Identify fixed targets and moving targets on a radar display.

4,6

1

Written and Practical assessment checklists with the use of Radar Simulator will be used to assess students’ competence in:

• identifying fixed and moving targets on a radar display;
• identifying sea clutter and rain clutter on a radar display;
• identifying side lobes echo on a radar display;
• identifying indirect echo on a radar display; 
• identifying multiple echo on a radar display;
• identifying second set interference echo on a radar display;
• identifying blind arcs and shadow sector on a radar display; and
• describing second trace echo and how it affectS the target on the display.

4.2. Identify sea clutter and rain clutter on a radar display.

4,6

1

4.3. Identify side lobe echoes on a radar display.

4,6

1

4.4. Identify indirect echoes on a radar display.

4,6

1

4.5. Identify multiple echoes on a radar display.

4,6

1

4.6. Identify the effects of second set interference on a radar display.

4,6

1

4.7. Identify blind arcs and shadow sectors on a radar display.

4,6

1

4.8. Describe the nature of second trace echoes.

4,6

1

CSLO (General) 5: Use radar as an aid to navigation

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Correctly correlate radar picture with navigational chart information.

4,6

1

Oral and Practical assessment checklists with the use of radar simulator and Yap chart will be used to assess students’ competence in demonstrating:

• correct correlate of radar picture with navigational chart picture;
• method of checking accuracy of VRM by using fixed range rings; and
• use of radar ranges and bearing.

Written and oral assessments will be used to assess students competence in:

• describing which errors makes fixed by radar bearing alone unreliable; and
• describing importance of visual means for checking radar position.

•  Demonstrate the method of checking the accuracy of variable range marker.

4,6

1

5.3. Use radar ranges and bearings to fix a vessel’s position.

4,6

1

5.4. Describe the hazards associated with fixes by radar bearings alone.

4,6

1

• Describe the importance of using visual means for checking radar positions.

4,6

1

CSLO (General) 6: Apply the information obtained by radar for collision avoidance

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Describe the importance of the early use of radar at night or during deteriorating visibility condition.

4,6

1

Written, oral, and practical assessment checklists will be used to assess students’ competence in:

• describing the importance of early use of radar at night and in restricted visibility;
• using systematic radar observations to determine the relative movement of targets;
• using relative movement of targets to determine the closest point of approach;
• stating the importance of frequently recording of range and bearing of radar targets as an aid to collision avoidance;
• outlining the content of rules 5, 6, and 7 of the “Rules of the Road”; and
• applying the content of rule 19 or the “Rules of the Road.”

• Use systematic radar observations to determine the relative movement of targets.

4,6

1

• Use relative movement of targets to determine the closest point of approach.

4,6

1

• State the importance of frequently recording of range and bearing of radar targets as an aid to collision avoidance.

4,6

1

• Outline the content of rules 5, 6, and 7 of the “Rules of the Road.”

4,6

1

• Apply the content of rule 19 or the “Rules of the Road.”

4,6

1