Correct. But they can be added, but they cannot be additional requirements for certification.Note that under the PADI system, no skills can be added as a requirement for certification
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Correct. But they can be added, but they cannot be additional requirements for certification.Note that under the PADI system, no skills can be added as a requirement for certification
So you wish to delete several thousand OW certifications from NC alone?
Now we all know that no cert can be deleted, even if the diver has been dead for years.
The real issue is having a diver being certified OW, AOW, and Deep in 65' of water.
Wow. 3 of 4 dives can use tactile reference for descent/ascent. I guess for high current, but that makes depth control in all environments much easier. No mention of gas planning.Here are the requirements for the 4 dives for the PADI deep diver course. You decide how much learning there is obtained through doing this with an instructor. Note that under the PADI system, no skills can be added as a requirement for certification (like shooting a bag).
By the way, these quoted performance requirements are not up-date; they have been superseded by additional requirements -- including gas planning -- in 2016.Here are the requirements for the 4 dives for the PADI deep diver course. You decide how much learning there is obtained through doing this with an instructor. Note that under the PADI system, no skills can be added as a requirement for certification (like shooting a bag).
On a side note, the DSMB course is really remedial training. So is the PPB. They make up for poor open water courses where students are placed on the knees. Students should meet the performance requirements of the DSMB and PPB specialties in their open water courses (my opinion).
Dive One • Execute a descent using a reference as a tactile or visual
guide (line, wall or sloping bottom).
• Compare changes in color at the surface and at depth.
• Compare your own depth gauge to your instructor’s or
other student diver’s depth gauges.
• Use a depth gauge and timing device (or a dive computer
with an ascent-rate indicator) to measure an ascent rate
not to exceed 18 metres/60 feet per minute.
• Perform a 3-minute safety stop at 5 metres/15 feet before
surfacing.
a. Brie!ng
1. Dive sequence – review Dive One tasks
b. Predive procedures
c. Dive One Tasks
1. Student divers observe and record color changes of objects while
at depth. If possible, use underwater lights to view colors with
natural light and then with the arti!cial light comparison
2. Student divers compare depth gauge or dive computer readings
with buddy’s and instructor’s. Write down each reading on a slate.
d. Post-dive procedures
e. Debrie!ng
1. Student divers discuss the changes of color of objects at depth. In
addition, discuss the comparison of personal depth gauge or computer
readings with instructor’s and other student divers’. Guide
discussions to address what worked, what didn’t work, and how
things may be done di$erently the next time. Speci!cally focus
the discussion on descents using a reference, their observations
of color changes at depth, the comparison of depth gauge or dive
computer readings, their ascents using a reference, procedures for
monitoring their ascent rate, and the 3-minute safety stop at
5 metres/15 feet before surfacing.
f. Log dive (instructor signs log)
Dive Two
• Execute a “free” descent using a reference line, wall or
sloping bottom as a visual guide only.
• Describe and record the changes that occur to three
pressure-sensitive items while at depth.
• Perform a navigation swim with a compass away from,
and back to, the anchor of the reference line (one diver
navigates away from, the other navigates back to, the
reference line for a distance of between 10 and 20 kick
cycles, depending on visibility).
• Perform an ascent using a reference line, wall or sloping
bottom as a visual guide only.
• Use depth gauge and timing device (or a dive computer
with ascent-rate indicator) to measure an ascent rate not
to exceed 18 metres/60 feet per minute.
• Perform a 3-minute safety stop at 5 metres/15 feet before
surfacing without physically holding on to a reference line
for positioning.
a. Brie!ng
1. Dive sequence – review Dive Two tasks
b. Predive procedures
c. Dive Two Tasks
1. Student divers handle and examine pressure-related objects while
at depth.
2. Student divers navigate away from and/or back to the reference
line for a distance of 10-20 kick cycles.
d. Post-dive procedures
e. Debrie!ng
1. Student divers discuss the appearance of the pressure-related
objects. In addition, discuss how student divers managed the
navigation exercise. Guide discussions to address what worked,
what didn’t work, and how things may be done di$erently the
next time. Speci!cally focus the discussion on descents using a
reference line, wall or sloping bottom as a visual guide, their navigation
exercise, their ascents using a reference line, wall or sloping
bottom as a visual guide, procedures for monitoring their ascent
rate, and the 3-minute safety stop at 5 metres/15 feet before
surfacing.
f. Log dive (instructor signs log)
Dive Three
• Execute a descent using a reference as a tactile or visual guide
(line, wall or sloping bottom).
• Compare the amount of time needed to complete a task on the
surface and at depth.
• Perform an ascent using a reference as a tactile or visual guide
(line, wall or sloping bottom).
• Use a depth gauge and timing device (or a dive computer with
ascent-rate indicator) to measure an ascent rate not to exceed
18 metres/60 feet per minute.
• Perform an 8-minute simulated emergency decompression stop
at 5 metres/15 feet before surfacing, while breathing from an
emergency air source for at least one minute of the total time.
a. Brie!ng
1. Dive sequence – review Dive "ree tasks
b. Predive procedures
c. Dive "ree Tasks
1. Student divers repeat timed task at depth for comparison with time
taken to complete the same task on the surface.
2. Student divers perform an 8-minute simulated emergency decompression
stop while breathing from an emergency air source for at least one
minute.
d. Post-dive procedures
e. Debrie!ng
1. Student divers discuss the timed task performed at the surface to that
performed at depth. Guide discussions to address what worked, what
didn’t work, and how things may be done differently the next time. Speci
fically focus the discussion on descents using a reference line, wall or
sloping bottom as a tactile or visual guide, their timed task, their ascents
using a reference line, wall or sloping bottom as a tactile or visual guide,
and procedures for monitoring their ascent rate. In addition, talk about
the 8-minute simulated emergency decompression stop at 5 metres/15
feet before surfacing and how student divers handled breathing from an
emergency air source for at least one minute of total time. Ask student
divers to discuss what they used for an emergency air source (alternate
air source second stage, pony bottle, H- and Y-valves). Again, ask divers
to elaborate on what worked, what didn’t, and how things may be done
differently the next time.
f. Log dive (instructor signs log)
Dive Four
• Execute a descent using a reference as a tactile or visual
guide (line, wall or sloping bottom).
• Complete an underwater tour of the area.
• Perform an ascent using a reference as a tactile or visual
guide (line, wall or sloping bottom).
• Use your depth gauge and timing device (or a dive
computer with ascent-rate indicator) to measure an ascent
rate not to exceed 18 metres/60 feet per minute.
• Perform a 3-minute safety stop at 5 metres/15 feet before
surfacing.
a. Briefng
1. Dive sequence – review Dive Four tasks
b. Predive procedures
c. Dive Four Tasks
1. Student divers complete an underwater tour of the area at depth.
d. Post-dive procedures
e. Debrie!ng
1. Student divers discuss their underwater tour at depth. Guide
discussions to address what worked, what didn’t work, and how
things may be done differently the next time. Specifically focus
the discussion on descents using a reference as a tactile or visual
guide (line, wall or sloping bottom), their underwater tour, their
ascents using a reference as a tactile or visual guide (line, wall or
sloping bottom), procedures for monitoring their ascent rate, and
the 3-minute safety stop at 5 metres/15 feet before surfacing.
f. Log dive (instructor signs log)
Yea the Narcosis part is unsettling. Ive heard of divers just going blank and sinking away unaware. and then there is the frightening deepwater blackout which is I guess too much CO2 from overexertion...yikes
edit just googled deepwater blackout which is for freediving. I guess im thinking of a different term where you can pass out at depth
I agree I dont know how you can learn the 130 environment at 80 ft. The big bene of a class is that you have an instructor that can recognize in this case that you may be getting narced. do your class to 80 give them a card tlet them find out about being narced on their own is not a good process.Which makes it pointless to take. If you cannot experience narcosis at 130 feet during the course, why be certified to dive to that depth?