Wreck Diver (Rev 4-07) Ver 2.0
Wreck Diver (Rev 4-07) Ver 2.0
Wreck Diver (Rev 4-07) Ver 2.0
Instructor
Guide
Wreck Diver
Specialty Course Instructor Guide
Product No. 70232 (Rev. 4/07) Version 2.0
Instructor Wreck Diver
Guide
© PADI 2007
Printed in U.S.A.
Product No. 70232 (04/07) Version 2.0
Table of Contents
Introduction
How to Use this Guide ....................................................................................... 5
Course Philosophy and Goals ............................................................................. 5
Course Flow Options ......................................................................................... 6
Program Options................................................................................................ 7
Appendix
Appendix Table of Contents ............................................................................. 49
Introduction
This section includes suggestions on how to use this guide, an overview of course
philosophy and goals, a flow chart to show you how course components and mate-
rials work together for success, and ways you can organize and integrate student
diver learning.
Program Options
Step Independent Study Adventure Dive Integration Instructor-Led
1 Independent study with Independent study with manual Knowledge Development
manual and video and video (optional) Classroom Presentation
(optional) (optional)
2 Review Knowledge Review – Give credit for Wreck Review Knowledge
Part I and Part II (optional) Adventure Dive and collect Review – Part I and Part II
Knowledge Review – Part I (optional)
(optional)
3 Confined Water Dive Confined Water Dive Confined Water Dive
and/or Surface Practice and/or Surface Practice and/or Surface Practice
Session (optional) Session (optional) Session (optional)
4 Open Water Dive One Review Knowledge Review – Open Water Dive One
Part II (optional)
5 Open Water Dive Two Open Water Dive Two Open Water Dive Two
6 Open Water Dive Three Open Water Dive Three Open Water Dive Three
7 Open Water Dive Four A Open Water Dive Four A Open Water Dive Four A
OR OR OR
Open Water Dive Four B Open Water Dive Four B Open Water Dive Four B
Section One
Course Standards
This section includes the course standards, recommendations, and suggestions for
conducting the PADI Wreck Diver course.
Standards at a Glance
Topic Course Standard
Minimum Instructor Rating PADI Wreck Diver Specialty Instructor
Prerequisites PADI Adventure Diver
Hours Recommended: 24
Minimum Open Water Dives:
4 dives over 2 days
Materials and Equipment Instructor:
PADI Wreck Diver Specialty Course Instructor Guide
Penetration line and reel
Depths
18 metres/60 feet recommended without Deep Diver certification
30 metres/100 feet limit for Dive 1 (Wreck Adventure Dive)
40 metres/130 feet from the surface (vertical and horizontal distance
included) and within the light zone for penetration dives. No out-of-air drills
may be practiced in the overhead environment.
Hours
The PADI Wreck Diver course includes four open water dives conducted
over at least two days. Dives that do not include wreck penetration may be
conducted at night for divers who have completed the Night Adventure Dive
or the first dive of the PADI Night Diver specialty course, or have qualifying
night diving experience. The minimum number of recommended hours is 24.
Assessment Standards
To assess knowledge you may review the Knowledge Reviews from the student
diver’s manual with the diver. The student diver must demonstrate accurate and
adequate knowledge during the open water dives and must perform all skills
(procedures and motor skills) fluidly, with little difficulty, in a manner that
demonstrates minimal or no stress.
Section Two
Knowledge Development
Conduct
Diving on wrecks appeals to most divers, though for many different reasons. You
may find yourself attracted to the challenge of exploring the wreck, or a fascina-
tion with its historical nature. Not all wrecks will be B-25s out of World War II,
nor will they hold the same fame as the passenger liner the Titanic, infamous for
its collision with an iceberg and dramatic sinking in 1912. However, whether your
first or your hundredth dive on a wreck, few moments in diving compare with
descending on the past. The philosophy of this course is to focus on fun, safe wreck
diving. This means to introduce student divers to wreck diving law, to discuss
the hazards to avoid while wreck diving, to talk about how to research wrecks, to
establish the basics of wreck diving equipment, the fundamentals of penetrating
a wreck, how to interact responsibly with the aquatic life they’ll see while wreck
diving and protect the wreck for future dives.
Student divers complete independent study of the course by reading the
PADI Wreck Diver Manual and by watching the PADI Wreck Diving video. Work
hand-in-hand with the student diver manual to address prescriptively student
diver misconceptions or for clarification on certain points of interest. If there is a
need for instructor-led presentations, use the following teaching outline, which
appears in point form, as a road map of the conduct, content, sequence and struc-
ture for the PADI Wreck Diver course.
The result should be student divers with theoretical knowledge and prag-
matic experience who can adapt what they’ve learned to future wreck diving
opportunities. Regardless of how you conduct knowledge development
(independent study, instructor-led or a combination of these instructional
approaches), student divers will be able to explain the following learning
objectives.
Knowledge Development
Learning Objectives
By the end of knowledge development, student divers will be able to
explain:
Reasons why people wreck dive, the origin of shipwreck laws, important information
about artifact removal and the implementation of laws that govern artifacts of historical
interest.
• What are four common reasons why people wreck dive?
• What two primary considerations have led to the development of shipwreck
laws?
• Why should only a trained archaeologist disturb artifacts on an historical
wreck?
• What are the two main arguments given against recreational divers removing
objects and artifacts from nonhistorical wrecks?
• What are the two main arguments given in favor of recreational divers
removing, restoring and collecting objects and artifacts from nonhistorical
wrecks?
• Why does recovering an object require special training beyond the scope of
the Wreck Diver course?
• What is your responsibility with regard to laws that apply to the wrecks on
which you dive?
Common problems and hazards of wreck diving and the planning, organization,
procedures, and techniques for fun and safe wreck diving.
• What are five potential hazards common to wrecks, and how do you avoid
them?
• What are five hazards of entering (penetrating) a wreck, and what causes
these hazards?
• What are four aspects of a wreck to evaluate when diving on it?
• What are three ways to navigate on a wreck?
• Why may a compass be inaccurate on a wreck?
• What five dive planning and equipment considerations should be made for
wreck dives deeper than 18 metres/60 feet?
• What are the general techniques for wreck diving in a current?
• What are two reasons why you should obtain a local orientation for an
unfamiliar wreck?
A. Course Introduction
1. Staff and student diver introductions
Note:
Introduce yourself and assistants. Explain your background with
wreck diving if your student divers are not familiar with you.
Review with student divers other skills they’ll want as a PADI Wreck
Diver. These opportunities, through additional specialty course
training, may include, but are not limited to: PADI Enriched Air
Diver, PADI Deep Diver, PADI Diver Propulsion Vehicle (DPV) Diver,
PADI Digital Underwater Photographer, PADI Peak Performance
Buoyancy Diver, PADI Dry Suit Diver, and DSAT TecRec.
Note:
Use the PADI Student Record File. Explain all course costs and
materials, and what the costs do and do not include, including
equipment use, dive site fees, etc. Explain what equipment student
divers must have for the course, and what you will provide. Cover
and review points about scheduling and attendance.
5. Class requirements
a. Complete paperwork.
b. Course costs.
c. Equipment needs.
d. Schedule and attendance.
Note:
Remind student divers that artifact removal is just not done except
in very specific circumstances (such as artifact documentation
and historical archiving etc.) where authorities incorporate time
consuming and very expensive controlled conditions that use
extensive conservation techniques. Inform divers about the Project
AWARE Responsible Wreck Diving Considerations found at www.
projectaware.org. Divers are encouraged to preserve our maritime
cultural heritage and protect the fragile artificial reef habitat and
aquatic life around wrecks. The Considerations are part of the
Respect Our Wrecks campaign that advocates a hands-off, take-
nothing-but-photos approach to wreck diving. Local laws and
regulations that govern wreck diving will be addressed in more
detail later in the course.
c. Aquatic life – Wrecks become man-made reefs that attract aquatic life.
In some areas, wrecks may be the only dive sites with appreciable con-
centrations of life. Some divers are attracted to wrecks more by their
role as a reef than as an artifact or challenge.
d. Photography – Wrecks make dramatic backgrounds for photos of
divers and wildlife, and wrecks themselves are photogenic. This makes
photography on wrecks interesting and rewarding. Photograph with
care. Dive carefully as many aquatic creatures and wrecks are fragile.
Improper techniques while taking or editing photos underwater can
damage sensitive aquatic life and damage wrecks with the bump of a
camera or cylinder, swipe of a fin or even the touch of a hand.
Since the student divers have not yet learned about assessing a
wreck and potential hazards, your descriptions should raise interest
by emphasizing what a diver can expect to see and do, and by
giving vivid historical backgrounds.
Note:
Inform student divers that while it is not common to come across
human bones while wreck diving, it does happen, particularly
when making penetration dives on war wrecks. If you ever discover
human bones on a wreck:
1. Don’t disturb them. In effect, you are visiting someone’s final
resting place, whether you intended to or not. Show the same
respect you would when visiting a cemetery or any other final
resting place.
2. If you think you’re the first to discover remains on a particular
wreck, report your find to the proper authorities. If it is an
older historical wreck, the remains may have archaeological
significance. If it is a more recent wreck, authorities may want to
recover the bones for reburial elsewhere.
Note:
Once again, remind student divers that artifact removal is just
not done except in very specific circumstances (such as artifact
documentation and historical archiving etc.) where authorities
incorporate time consuming and very expensive controlled
conditions that use extensive conservation techniques.
Note:
Inform student divers that many experienced wreck divers wear two
or more cutting devices – a large, general-purpose knife or tool,
and a smaller, very sharp backup, emergencies-only tool such as
a z-knife or dive shears. For additional security, suggest to divers
to wear cutting tools widely separated, such as one inside the calf
and the other on the BCD, to help ensure reaching at least one if
entangled.
Note:
As time allows, detail aquatic life on wrecks. Explain to the student
divers that wrecks can serve as important habitats for fish and other
aquatic life because their substrate acts as an artificial reef for
entire ecosystems. Invertebrates, such as mussels, sponges, scallops
and sea fans, attach themselves to the hard surface of the wreck.
Since these organisms often support higher levels of the food web,
fish populations often congregate and propagate in the safe haven
of the structure. The abundance of life and biodiversity found on
wrecks can be similar to that of the world’s most pristine coral reefs.
To learn more about aquatic life, do not touch -take a photograph,
and research the animal as part of your PADI Underwater
Naturalist specialty course. The PADI Peak Performance Buoyancy
specialty course helps divers fine-tune their buoyancy skills, helping
to prevent disturbing underwater environments and silt-outs when
penetrating wrecks.
Note:
Remind student divers that entering a wreck or any overhead
environment presents significant hazards not found in open
water. By discussing the following information, it will be clear that
penetrating a wreck safely (or any overhead environment) requires
special equipment, training and procedures. Without these, divers
should never enter an overhead environment. Even with the proper
equipment, training and procedures, divers should realize that
wreck penetrations raises stress and potential risk, which can reduce
fun and enjoyment.
Note:
Give Student divers a final reminder that proper equipment and
procedures, and staying within appropriate limits, make it possible
to enter wrecks without significant risk. However, never enter a
wreck or other overhead environment without the proper training
and equipment, and without following the proper procedures.
b. Continue to explore the wreck on the lee side, where the wreck shel-
ters you from the current. You may find it easier to pull yourself along
by hand rather than swim. Wear gloves and be cautious where you
grab things.
Note:
Explain to student divers the techniques used in the local area for
wreck diving in a current. Remind divers that devices used to gain
attention at the surface should be a standard piece of equipment
for every diver, regardless of certification level. Audible devices like
whistles or air horns (devices that attach to the low-pressure inflator
of the BCD) can be easily heard at night or in limited visibility
conditions. For daytime use, include a visual signaling device like
a signal mirror or surface marker buoy (safety sausage) in your
equipment.
Note:
Inform student divers of any other local resources for researching
wrecks. Mention to divers that most institutions, as the ones
mentioned, operate on tight budgets and that they may be required
to cover the cost of photocopying, duplicating microfilm, etc. Be
prepared to do the research; most organizations, although very
interested in working with you, do not have financial resources to
do this work for you.
G. Mapping Shipwrecks
• What are two benefits of mapping a wreck?
1. There are two primary reasons to map a wreck:
a. To record the general layout of potential hazards and points of interest
for future dive planning.
b. To assist in planning penetration dives. A wreck map points out pos-
sible entry areas and helps you judge possible routes within the wreck.
• What four tools can you use when mapping a wreck, and
what is each used for?
2. Divers have come up with dozens of methods for mapping wrecks - from
archaeological methods to sketching from memory. Something in between
suffices. Four tools used for mapping wrecks include:
a. Large slate – used for drawing a map. As you sketch, try to draw every-
thing to scale.
b. Compass – used to determine the relative angle between different
wreck features. Beware of possible compass deviation around steel or
iron.
c. Marked rope or measuring tape – used when distance accuracy (more
precise than kick cycles or body measurement techniques) is desired.
d. Navigational aids (Nav-Finder, slates with grids, etc.) – used to assess
bearing and distances more accurately. These aids are also used for
general navigation on the wreck.
H. Wreck Penetration
Note:
Remind student divers that there are many hazards related to
penetrating a wreck. Because of those hazards, divers are generally
encouraged to remain on the outside of wrecks. If, however,
you desire to enter a wreck, you must do it properly or you face
unacceptable risk. One of the most common causes of fatal dive
accidents is entering overhead environments without the proper
equipment and without applying the proper techniques. Wreck
penetration should: 1) only be done in a wreck that is stable and
secure, 2) be restricted to the light zone, 3) be done only when
environmental conditions are excellent, and 4) be done only when
all the appropriate equipment and procedures the particular
environment calls for can be applied. The following discussion
covers wreck penetration equipment, techniques and limits suitable
for recreational divers. More involved wreck penetration diving
requires training in technical, research or commercial diving and
is beyond the scope of this course. Do not exceed the limits of your
training.
Note:
Ensure student divers understand light zone- the area from which
you can still see the natural light at the entrance. Discuss and show
divers appropriate lights available in the local market. Reinforce the
fact that many wreck divers carry no fewer than three dive lights
during penetration dives. If you have three lights, the chances are
one in 320, and with four, chances are only one in about 6,450
that you’ll have all four lights fail on the same dive within 25 dives.
b. Penetration line and reel – The penetration line and the visual refer-
ence that the light zone provides help you avoid being lost or disori-
ented inside the wreck. Do not make a penetration dive without a
line. The line must be stored on a reel that can be used to easily deploy
and retrieve the line while moving through the wreck. Inspect the line
for wear before every use.
1. Line – Wrecks frequently have sharp or abrasive surfaces than can
sever your line, so use a strong, durable line made from a nonbio-
degradable material.
a. Standard line – A braided nylon line (generally #36 line) is
more like a string than rope, so it tangles and jams reels if not
handled with care. Place it properly so it doesn’t cause entan-
glement or is cut by abrasion.
b. Beginner’s line – Line .6 centimetres/.25 inches thick or
thicker, made of a nonbiodegradable material such as nylon,
stored on a large reel. The beginner’s line is very durable and
less prone to tangling due to its thickness. However, the reel is
bulky and awkward and requires two-handed use most of the
time. Good choice for training and inexperienced wreck divers
making very limited penetrations.
2. Reel – A standard reel with standard line is preferred because it
only requires one hand (except when reeling the line back up).
Most reels clip to your BCD, and lock so they don’t unreel when
you’re not using them.
c. Slate – Sketch a wreck map on your slate for reference during the
penetration. You can make an interior map with notes to aid planning
future penetration dives, and as a secondary reference to help find
your way out if necessary. Slates are also handy for communicating
with your buddy.
d. H-valve, Y-valve or pony bottle – Although they’re not considered
mandatory within recreational wreck penetration limits, you’ll find
that local divers consider redundant valves or air supplies standard
equipment. Both H- and Y-valves and pony bottles add a safety
margin for the overhead environment because, in the event of an air
supply problem, it’s easier to exit a wreck using your own regulator
than sharing air with your buddy’s alternate.
1. H- and Y-valves are special cylinder valves that allow you to attach
two separate regulators. If one were to fail (and freeflow), you or
your buddy would close the portion of the valve supplying that
regulator, and you would end the dive using the other.
2. A pony bottle is a totally independent air source The primary
drawback (compared to the H- or Y-valve) is that it’s bulkier and
not as streamlined.
Note:
Ask student divers to refer to the side bar “Optional Penetration
Equipment Configurations” in their PADI Wreck Diver Manual
for ideas to set up their equipment for penetration dives. As time
allows, have student divers review each other’s equipment set
up and if practical, provide time in confined water for divers to
practice accessing and using their equipment (line, reel, dive lights,
two buckle weight belts, head lights, canister HID lights, foldable
snorkels and snorkel quick release clips, H- and Y-valves, pony
bottles, and single cylinder TecRec configurations.
Note:
Remind student divers that limits coupled with equipment and
training keep them within reasonably manageable risk limits.
Acknowledge that tec divers and other divers with considerably
more equipment and training have more liberal limits in penetrating
a wreck, but these don’t apply until their level of equipment and
training is reached.
a. Edge of light zone – You should never penetrate a wreck past the point
where you can see the natural light of the entrance. For this reason,
you do not make penetration dives at night or in water so deep and
murky that there is little or no natural light visible from inside the
wreck.
b. Linear distance of 40 metres/130 feet –- The maximum total distance
you enter a wreck should not exceed 40 metres/130 feet from the
surface, even if you’re still in the light zone. Example: If the wreck is
30 metres/100 feet deep, the absolute maximum penetration is 10
metres/30 feet. At 40 metres/130 feet, you should not enter a wreck
at all. By marking your penetration line in 1.5-metre/5-foot or 3-
metre/10-foot intervals, you can track the distance of your penetration
to keep from exceeding 40 metres/130 feet linear to the surface.
c. One-third of air supply – Wreck penetration uses the rule of thirds
for air planning. Use one-third of your air to penetrate (which starts
when you descend), one-third to exit and keep one-third in reserve.
Saving two-thirds of your air for exiting gives you more of the most
important factor you need to handle a problem inside a wreck - time.
The Rule of Thirds gives you about twice as much time to get out of a
wreck as it took to get in.
Note:
Explain to student divers that on many wrecks, if other limits permit,
the one-third reserve may be used on the outside of the wreck, and
the dive ended with the usual 34 bar/500 psi or other appropriate
reserve.
Note:
Caution student divers about trapped air left by previous divers,
and trapped fuel, oil, or other chemicals in the wreck. Divers should
avoid these pockets even those thought to contain air. Over time
oxygen dissolves out of trapped air, so if breathed the diver could
lose consciousness.
• What are the proper responses and actions for air supply
loss?
d. Air supply loss – This should be unlikely if you follow the rule of
thirds. If it does occur:
1. If you’re using an H or Y valve system shut down the free flow-
ing regulator and exit the wreck using the other. If you didn’t lose
much air, make a normal ascent.
2. If you’re using a pony bottle switch to it and exit the wreck. You
may not have enough air for a normal ascent, so make contact
and secure you’re buddy’s alternate airsource and ascend together.
3. In either case, don’t cause a silt-out while rushing to make the
switch and shut down the free flowing regulator – move slowly
and deliberately.
4. If you’re not using an H or Y valve or a pony bottle secure your
buddy’s alternate second stage. Calmly, deliberately but immedi-
ately, exit the wreck.
Note:
The techniques for exiting the wreck using a buddy’s alternate
airsource depend upon the wreck and the alternate air source hose
length. You should be able to swim side-by-side or over-under all
the way out. If necessary, with a standard 1 metre (39 inch), the
donor can go through a tighter area first with the receiver behind,
gently holding onto the donor’s cylinder to prevent separation.
When using the TecRec configuration with the two metre/seven
foot hose, the protocol is for the receiver to go first with the donor
immediately behind. Inform divers they will practice using their
buddy’s alternate airsource (either in confined water or by doing
a dry-run on the surface) before they attempt a wreck penetration
dive.
5. Inside a wreck, the “thumbs up” signal to surface takes on more author-
ity than in open water. In the overhead environment, the “surface” signal
from any diver turns the penetration immediately. Because there are
potentially more hazards in an overhead environment, the rule is that you
do not use any time or air questioning or modifying the command to exit.
When the thumb goes up, the divers go out, period.
Section Three
Open Water Dives
Conduct
There are no required confined water and/or surface practice sessions for the PADI
Wreck Diver Specialty Diver course, however, developing student diver abili-
ties in conditions that doesn’t add complexity to learning new skills such as basic
wreck mapping and navigation techniques before progressing to more challenging
conditions, is sound instruction. Some of the underwater skills, such as knot tying,
line and reel use, signaling, and navigation, are much easier to learn if you have
student divers practice them in a confined water session or on the surface first. You
may add confined water and/or surface practice sessions at your discretion. The
confined water session may also include a scuba skills review. After completing the
course, suggest to divers to dry-rehearse navigation techniques, wreck penetration
procedures, and reel and line use before commencing wreck dives.
On the first dive, student divers mainly use their navigation skills to locate
the wreck, practice using their diving equipment, communicating underwater, and
maintaining neutral buoyancy. On the second dive, student divers swim along out-
side the wreck identifying and avoiding potential hazards, map the wreck marking
points of interest, and survey the wreck for a future penetration dive. On the third
dive, student divers practice the deployment and retrieval of a penetration line on
the outside of the wreck. On the fourth dive, student divers plan and perform an
actual wreck penetration dive or they organize and conduct a wreck dive outside
the wreck identifying and avoiding potential hazards with their dive buddy. Divers
who finish exercises with sufficient air remaining may continue to dive for pleasure
and experience, at your discretion. Bottom time on each dive should not exceed
the no decompression limits of the Recreational Dive Planner or each diver’s com-
puter, if used. Regardless of how you conduct the open water dives, student
divers must demonstrate the following performance requirements to qualify
for certification.
Dive One
• Swim on the outside of a wreck, maintaining proper
buoyancy control, and identifying and avoiding potential
hazards, under the direct supervision of a Teaching Status
PADI Instructor.
• Navigate on a wreck so that the ascent point can be
located without surfacing, with the assistance of the
instructor.
• Maintain neutral buoyancy and body position that avoids
the bottom.
a. Briefing
1. Dive sequence – review Dive One tasks
b. Predive procedures
c. Dive One Tasks
1. Navigation: The instructor leads, using navigation techniques
appropriate for the wreck chosen. Buddy teams follow, using the
same navigation techniques. During this exercise, provide student
divers with an overview of the exterior of the wreck.
2. Student divers control their buoyancy and remain neutrally buoy-
ant as appropriate. Student divers avoid silting problems through
buoyancy and fin control and watch for wreck and aquatic life
hazards.
3. With student divers following and observing, instructor navigates
on the wreck so class reaches the ascent point without surfacing.
d. Post-dive procedures
e. Debriefing
1. Student divers discuss the wreck condition and features, possible
structure and/or aquatic life, hazards observed, and the navigation
of the wreck. Guide discussions to address what worked, what
didn’t work, and how things may be done differently the next
time. Discuss any possible hazards in detail.
f. Log dive (instructor signs log)
Appendix
Table of Contents
Wreck Diver Specialty Knowledge Review – Part I Answer Key ........................ 50
Wreck Diver Specialty Knowledge Review – Part II Answer Key ...................... 52
PADI Adventure Dive Training Record ............................................................ 54
PADI Specialty Training Record – Wreck Diver ............................................... 55
Note:
To assess knowledge you may review the Knowledge Review from the student diver’s
manual with the diver, ideally prior to participating in skill practice. Prescriptively
teach answers to questions student divers may have missed or have answered
incorrectly or incompletely. Ensure student divers understand what they have missed.
1. List two reasons why artifact recovery is discouraged when wreck diving:
1. Wrecks that are stripped are much less interesting.
2. Historical wrecks must be left undisturbed for research purposes.
2. Explain why divers must pay close attention to local laws before planning a wreck dive.
A permit may be required, and it may be illegal to either dive on the wreck or remove artifacts.
4. List five dive planning and equipment considerations for wreck diving deeper than 18 metres/
60 feet.
1. PADI Deep Diver training
2. Extra tank at 5 metres/15 feet
3. Nitrogen narcosis
4. Short time limits
5. Become trained as a PADI Enriched Air Diver
5. List two reasons for obtaining a local orientation to an unfamiliar wreck before diving on it.
1. Dive techniques vary on wrecks
2. Unique hazards or points of interest
6. Explain why special training and equipment are necessary for shipwreck penetration. In your
explanation, include the five hazards of entering a wreck.
Special training is necessary because it is extremely hazardous. You can lose direction, there’s no
direct access to surface, restricted passages, falling objects and silt.
Note:
To assess knowledge you may review the Knowledge Review from the student diver’s
manual with the diver, ideally prior to participating in skill practice. Prescriptively
teach answers to questions student divers may have missed or have answered
incorrectly or incompletely. Ensure student divers understand what they have missed.
10. List three reasons for researching the history and condition of a wreck.
1. To determine the wreck’s historical significance.
2. To determine the wreck’s identity.
3. To determine points of interest and potential hazards before the dive.
11. List two sources that provide quick, basic information about diving on a popular wreck.
1. Dive stores/boats
2. Dive magazines/guide books
13. List four pieces of equipment for wreck penetration and state what each is used for.
1. Light and backup light – provides additional light as the ambient light dims when moving away
from the entry point.
2. Penetration line and reel – provides a visual/tactile reference to the exit point.
3. Slate – mapping the wreck, write notes on for future reference, communication.
4. Pony bottle – provides an alternative air source and an extra margin of safety.
15. Describe the proper techniques for entering, moving through and using a
penetration line in a wreck.
Tie off penetration line outside the wreck. The diver with the reel enters first,
stopping, looking up, and around for hazards before proceeding. Secure line to
a second point. Maintain neutral buoyancy with gentle kicks and/or by hold-
ing on to nonsharp parts of the wreck and pulling yourself around. Maintain
light tension on the line and wrap it around nonsharp objects as necessary to
route it. Follow the line single file, keeping the line at chest level and off to one
side. Don’t use line to pull yourself along. Reel diver is last to start exiting and
removes line along the way.
16. Describe the proper responses and actions for each of the following during
wreck penetration:
Loss of visibility due to silting:
Stop, maintain or make contact with penetration line by making a loose “O”
around it with your hand. Follow the penetration line to the exit point with-
out pulling on the line.
A lost or cut penetration line:
Stop, allow the silt to settle, cover flashlight, look for natural light. Head slowly
toward the natural light.
Light failure:
Stop, maintain loose contact with the penetration line, turn back up light on,
abort dive and head for the exit.
Air supply loss:
Immediately switch to pony bottle or buddy’s alternate air source, abort dive
and head for exit point. Make a normal accent, if possible.
Instructor Statement
“I verify that this student diver has satisfactorily completed the Knowledge Review and Performance
Requirements (as described in PADI’s Adventures in Diving Program Instructor Guide) for this PADI
Adventure Dive. I am a renewed, Teaching status PADI Instructor for the current year.”
Dive Two
I verify that this student diver has satisfactorily completed Dive Two as outlined in the PADI standardized guide for
Wreck Diver, including:
• Explore wreck
• Map wreck
• Penetration assessment – locating potential entry points
• Return to ascent point
• Perform safety stop for 3 minutes at 5 metres/15 feetI am a renewed, Teaching status PADI Instructor
in this specialty.
I am a renewed, Teaching status PADI Instructor in this specialty.
Instructor Name: ________________________________________________________ PADI #:_______________
Instructor Signature: _________________________________________________ Completion Date: ___________
Day/Month/Year
Dive Four A or B
I verify that this student diver has satisfactorily completed Dive Four as outlined in the PADI standardized guide for
Wreck Diver, including:
Four A
• Find penetration entry point
• Deploy penetration line into wreck
• Penetrate wreck to safe limits
• Retrieve penetration line and exit wreck
• Navigate to ascent point
• Perform safety stop for 3 minutes at 5 metres/15 feet
Four B
• Have students organize and conduct their own wreck dive
• Navigate to ascent point
• Perform safety stop for 3 minutes at 5 metres/15 feet
I am a renewed, Teaching status PADI Instructor in this specialty.
Instructor Name: ________________________________________________________ PADI #:_______________
Instructor Signature: _________________________________________________ Completion Date: ___________
Day/Month/Year