SEAMANSHIP - READING COMPREHENSION - Ship handling

_SEAMANSHIP

_{READING COMPREHENSION}

(A) Ship handling

Diagrams and pictures are often used in technical books to show the meaning of specialized terms. They are also used to make descriptions and instructions clearer. Technical books generally try to be brief and they use diagrams to give much of the information.

Read through the first paragraph only of the passage below and fill in the outline. This will give you the overall structure of the passage and what each paragraph is going to be about. Next read through the whole passage using the diagrams to help you understand it.

Title:

2

3

4

(a)

(b)

under control

There are a number of effects to be considered when handling a ship at sea or in narrow waters. These include the axial thrust and the transverse thrust of the pro-peller, the effect of the rudder on the water and the effects of the wind and tide.

English for Maritime Studies

The effects of the propeller and rudder can be controlled. The effects of the wind and tide cannot, but their forces can be used.

The axial thrust of the propeller is the force working in a fore and aft direction. This force causes the ship to move ahead through the water or to go astern. Because of her shape, a ship will move ahead through the water more easily than going astern. See Figure 1.

Propeller thrusts water axially astern

Figure 1. Axial thrust.

The transverse thrust is the sideways force of the propeller as it rotates. The transverse effect of the propeller blades at the top near the surface of the water is not strong enough to counteract the

opposite effect of the lower blades. For

right-handed propellers this cants the ship's stern to starboard and her bow to port, when the ship is going ahead. The effect is small and can be corrected by the rudder. When the engines are put astern, the effect is the opposite and the stern cants to port. This effect is stronger and cannot easily be corrected. Vessels with left-handed propellers behave in the opposite way to that shown in Figure 2.

The rudder depends for its effect on the deflection of a stream of water. The stream is produced by the ship's movement through the water and by the axial flow of water from the propeller. When the rudder is put to starboard, the stream of water is deflected to starboard. This cants the stern to port and the ship's head turns to starboard (see Figure 3). When the rudder is put to port the effect is the opposite. When the engine is put astern the effect of the rudder is unpredictable.

Figure 3. Rudder action.

Figure 4. More windage for'd.

The effect of the wind hitting a ship sideways on depends on the area presented to the wind before or aft of her pivoting point. Ships with their main superstructure

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amidships will turn away from the wind (see Figure 4). Ships with the main superstructure aft, such as tankers, will turn towards the wind.

A beam wind will also cause a ship to make leeway. That is, she will be blown sideways off her course away from the wind as she moves forward through the water (see Figure 5).

Wind

Figure 5. Beam wind action.

Current and tide also affect a ship. The current will carry the ship with it, or slow it down when the ship is travelling against the current. The tide will lift the ship and lower it. It will also carry it in its direction and cause the ship to turn when anchored or moored.

Using the diagrams of rudder action and wind effect as guides, draw diagrams to illustrate: (1) the deflection of water and movement of the ship when the rudder is put to port; (2) the effects of a beam wind on a tanker.

_GRAMMAR

(A) Articles

(it) The, zero article with geographical names

Study the lists below of when and when not to use the definite article (the) with geographical names and terms:

1. Generally the is not used with names of
Continents Asia, Europe, South America (except: The Arctic, The Antarctic
Countries Greece, Kuwait (exceptions include: The Netherlands, The Lebanon)
Islands When thought of as one island: Japan, Cuba, Hawaii

Cities Alexandria, Ankara, New York, London

Towns Dover, Brighton, Calais (except: The Hague)

Mountains Mount Everest, Mont Blanc, Ben Nevis (exceptions include: The Jungfrau, The Eiger)

English for Maritime Studies

Lakes Lake Michigan, Lake Como, Loch Ness

Bays Raleigh Bay, Galway Bay (except when: The Bay of. . .)

{Note: Although there are exceptions, the is not used with the above except when referred to in the following way: The City of London, The Bay of Biscay. Countries with the were once thought of as areas (see below) rather than countries. They often have two names e.g. The Netherlands - Holland, The Argentine - Argentina.)

Generally the is used with the names of

when abbreviated: the USA, the USSR, the UAE, the UK

of countries: the North East; of cities: the West End

when large: the Sahara, the Kalahari

The Philippines, The Canaries

The Alps, the Himalayas, the Rockies

The Pacific, the Atlantic, the Mediterranean Sea

The English Channel, the Straits of Gibraltar

The Persian Gulf/the Arabian Gulf, the Gulf of Oman

The Amazon Estuary, the Nile Delta

The Agulhas Current, the North Atlantic Drift

The Nile, the Euphrates, the Suez Canal

Exercise

Look through a good world atlas and find other examples of the names of continents, countries, etc. Note if the article (the) is used or not. Can you find any exceptions to the above patterns of use?

Exercise 2. Write a short description of your own country based as far as possible on the description below:

Scotland is part of Britain. Along with England, Wales and Northern Ireland, it makes up the UK. There are many off-shore islands. These include Skye and Arran in the west and the Orkneys in the north. The largest range of mountains is the Grampians and the highest mountain is Ben Nevis. The capital is Edinburgh, but Glasgow has the largest population.

(B) Time relaters

(iii) After, when, while, on, during, until

Here are some more ways of introducing time clauses.

. When one event immediately follows another when can be used instead of after e.g. After a ship arrives in port, port officials go aboard. => When a ship arrives in port, port officials go aboard.

Seamanship 67

When the subject is the same in both clauses when can often be rewritten with
on + noun/-ing

e.g. When the customs men arrive on board, they go to the Captain's cabin. => On arriving on board, the customs men go to the Captain's cabin.

e.g. When the cargo was unloaded, it was put into the warehouse. => On being unloaded, the cargo was put into the warehouse.

When one event happens at the same time as another, when/while can sometimes
be replaced by during + noun

e.g. While a ship is being launched, tugs stand by ready to help. => During the launching of a ship, tugs stand by ready to help.

When we want to show the limit of an action, we use until

e.g. The Chief Officer stayed on watch until 0800. If we are referring to the time the action began, we must put the verb in the main clause in the negative.

e.g. The Chief Officer did not go on watch until 0400.

Exercise Rewrite the following sentences using the words in brackets.

(a)         After a ship is completed, she undergoes speed trials. (When)

(b)        While a ship is being constructed, she is continually being examined. (During)

(c)         He went to sea when he was eighteen years old. (Until)

(d)        After the passengers arrive on board, they are shown to their cabins. (On)

(e)         While a cadet is being trained, he is paid by his company. (During)

(f)           The passengers went below when the sun went in. (Until)

(g)        When the hull was inspected, it was found to be damaged. (On)

(h) When a vessel undergoes speed trials, her maximum speed is measured.

(During) (i) The pilot disembarked when the ship was clear of the harbour. (Until)

_{READING COMPREHENSION}

(B) Ship handling (cont.)

Here are some more passages showing how texts and diagrams work together to convey meaning.

English for Maritime Studies

Read this passage and do the exercises as you come to them:

A ship is made fast to the quayside by mooring lines. The standard mooring lines are shown below. They consist of a headline, a breastline and a backspring forward, a stern line, a breastline and a backspring aft. Any of these lines may be doubled. Each line has a large eye spliced in the end. The eye is placed over a bollard on the quayside. If there is another line already on the bollard, the eye of the second line should be taken up through the eye of the first line before placing it over the bollard. This makes it possible for either line to be let go first.

Putting eye on bollard

Leaving berth port side to (no wind or tide). Single up to a backspring forward and put engines to slow ahead. Put rudder hard to port (1). This cants the stern out away from the berth (2). When about 30 out, stop engines and put rudder amidships and engines half astern. Let go the backspring as the vessel moves astern off the berth (3). The effect of the transverse thrust is to take the stern to port and the bows will swing to starboard clear of the berth. Stop engines and then go full ahead.

Stop engines-half astern. Let go backspring.

Stop engines-full ahead.

Leaving berth (port side to)

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Now use the diagram and notes below to help you complete this description of a ship leaving a berth, starboard side to, with no wind or tide.

St'b'd side to

Leaving berth (starboard side to)

Leaving berth starboard side to (no wind or tide). Single up to a forward

and a aft. Put the engines to and the rudder hard to

(1). Slack away on the until the stern is clear of the berth (2).

Stop engines, then go , put the rudder Let go the

and check on the The action of the is to prevent transverse

thrust taking the stern to and consequently forcing the bows onto the

quayside. When all is clear engines and let go the (3). Then

putengines

Complete the description using only the diagram to help you.

Tide astern

Leaving berth tide astern

English for Maritime Studies

Leaving berth tide astern. Single up to a forward and a aft(l).

Slack away on the and the tide will force the vessel away from the berth.

This can be helped by putting the rudder hard over away from the berth, in this case,

hard to (2). When clear of the berth, let go the and the

, and put the engines and the rudder

_{APPLIED TERMINOLOGY}

(A) Terms relating to a ship's movement

1. The motions of a ship Study the diagram below showing the six motions ofaship:

Ship in motion

Exercise Using the diagram to help you, complete these definitions:

(a) A ship is said to be when the bow and stern rise and fall with

the oncoming waves.

(b) A ship is said to be when the port and starboard sides rise

and fall with waves coming from abeam.

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(c) A ship is said to be when the whole ship rises bodily and

then sinks into the trough of a wave.

(d) A ship is said to be when she is pushed forward by the

waves and seems to move backwards as she falls back into the troughs.

(e) A ship is said to be when the whole ship moves bodily

to port and then to starboard.

(f) A ship is said to be when her bow is pushed first to port

and then to starboard.

The movement of a ship through the water Study this definition: A ship is said to be afloat when she is borne by the water.

Exercise 2. Now try to write definitions of the verbs below using the same pattern. The first has been done for you.

(B) Measurement (v) Depth

The traditional method of measuring depth at sea is to use the Hand leadline (almost never used on modern ships). It consists of a length of line which is marked in fathoms (1 fathom = 6 feet) or metres as follows:

When calling the lead, the marked fathoms (see above) are called marks, while the unmarked fathoms (1, 4, 6, 8, 9, 11, 12, 14, 16, 18, 19) are called deeps. Soundings are called to quarter fathoms but the words 'three-quarters' are never used.

The calls are given as follows:

At nine fathoms - 'By the deep nine'

At nine and a quarter fathoms - 'And a quarter nine'

At nine and a half fathoms - 'And a half nine'

At nine and three quarter fathoms - 'A quarter less ten'

At ten fathoms - 'By the mark ten' If no bottom is reached when the line is up and down, the call should be 'No bottom at x fathorns'.

Exercise 1. What would the calls be for the following depths?

(a) 5 fathoms (b) 8 Vi fathoms (c) 16 fathoms (d) 7 Va fathoms (e) 13 % fathoms (f) 2 fathoms (g) Wa fathoms (h) 3 Va fathoms

_{GUIDED WRITING}

(A) Description of weighing anchor

Write a description of what to do when weighing anchor.

Stage 1. Read this description of what to do when preparing to anchor. Use the diagram to help you with vocabulary.

When preparing to anchor, it is necessary to take to the forecastle a hammer, an oil can and some goggles. Before going to the forecastle, ask the engine room for power and water on deck. First, take off the covers from the hawse pipes and clear the spurling pipes. Then, make sure that the windlass is out of gear and the brakes are on. Next, turn the windlass over slowly. While you are doing this, oil all the moving parts. On a steam windlass, the drain cocks must be opened and the water drained off before the cocks are closed again. After seeing that the gears are free to engage, put the windlass into gear. Then remove the devil's claw and the compressor bar. On receiving the order to lower away, lower the anchor until it is clear of the hawse pipe. When you are sure that the weight of the anchor is held by the brake, take the windlass out of gear. When the order to let go the anchor is received, release the brake. As each shackle (27.5 metres) goes out, the forecastle bell is rung (1 ring for 1 shackle, 2 rings for 2 shackles etc.). When the anchor reaches the bottom, hoist the anchor ball or anchor lights. When enough cable has been paid out, apply the brake and put on the compressor bar. Then inform the engine room that power and water are finished with. Finally return all the gear.

Stage 2. Now read through this list of instructions and events for weighing anchor. Make sure you understand each stage.

Take to the forecastle a hammer, an oil can and a hose.

Ask the engine room for power and water on deck.

Couple up the hose, lead it to the hawse pipe and open the water cock.

Make sure that the windlass is out of gear and the brakes are on.

Turn the windlass over slowly.

Oil the moving parts.

See that the gears are free to engage.

Put the windlass into gear.

Remove the compressor bar.

The order to weigh anchor is received.

Release the brake and begin heaving in the cable.

The cable is heaved aboard.

The cable is hosed down to wash away any dirt.

The shackles appear.

The right number of rings is given on the forecastle bell.

Ring the forecastle bell rapidly and haul down the anchor ball or anchor lights.

This is done when the anchor is aweigh.

The anchor is hove home.

Apply the brake and replace the compressor bar.

Take the windlass out of gear.

Inform the engine room that power and water are finished with.

Return all the gear.

tage3. Using the first description as a guide, join together the above list of sentences to form a description of what to do when weighing anchor. Keep your description as close as possible to the first, using the same words for expressing time relations.

_{NOTE-TAKING PRACTICE}

New vocabulary

When we take notes we have to do three things: 1.We have to understand what the lecturer is saying. 2.We have to decide what the important information is. 3.We have to write this down briefly and coherently.

So far we have looked at a number of techniques for reducing the amount of writing (e.g. abbreviations, symbols, omissions etc.) and a number of ways of organizing notes on paper (e.g. numbering paragraphs: I, (i), 1, (a) etc.). Understanding a talk or lecture can be very difficult because you have to concen-trate for long periods and there may be many words you do not recognize. One way of helping with the problem of new vocabulary is to prepare for a lecture by reading a little about the subject beforehand. For example, you can make a list of words relevant to the subject and find out their meaning. There is a good chance that the lecturer will use some of these.

The following words are likely to be used in a lecture on different types of rope. Use a good dictionary to find out their meaning:

fibre; natural; synthetic; wire; flexible; lashings; to shrink; to swell; buoyant; elastic; to rot; to tow; yachts; water-resistant; to melt; log lines; halyards; galvanized; to rust.

Lecture: Different types of rope

Listen to the introduction to the lecture and fill in the outline below. Write down a title and then suitable headings to the three main parts of the lecture.

Title:

1

2 ,

3

Now listen to the rest of the lecture. It should be played three times. The first time, concentrate on listening for the basic type of rope and the individual names. Note these down on the outline in the space provided. The second time, note down the characteristics of each type of rope and the third time, some of the uses.

Basic types Names Characteristics Uses

English for Maritime Studies

(e) -

2 (a)

(b)

(c)

3 (a)

_{GUIDED WRITING}

(B) Different types of rope

Jse the notes you have taken to write an essay on the different types of rope, their haracteristics and their uses.

^rour essay should have an introduction and three paragraphs, one paragraph on each ask type of rope.

Vhen you have finished, turn to Appendix Hat the back of the book and compare your isay to the tapescript.