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TECOM
TBS Knots and Rope
Management: Content
Capt. Miles C. Davis

11/08/2023
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Introduction

• Instruction will be delivered synchronously over three days and will be organized by modules.
• Modules 1 and 2 will be developed by terminal objectives 1 and 2.
• Module 3 will build upon the previous modules and be developed by terminal objective 3.
• Module 4 will assess student’s knowledge and abilities related to knots and rope management.

• The subsequent slides will share the syllabus, schedule, and content outline for each module including learning activities, assessments,
and materials

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Schedule

Day 1 (0800-1130)
Module 1 Knot Nomenclature
1.1 Key Parts of a Rope Lecture, Interactive Rope Labeling, & Knot Tying………………………………………30 minutes
(min)
1.2 Functions of Rope Parts and Jeopardy…….25 min
1.3 Knowledge Check (Random-Call)………..10 min
Break Personal Time……………………………..10 min
Module 2 Classes of Knots
2.1 Categories of Knots, Functions of Knot Classes, and Individual Knots ………………………..30 min

2.2 Concept Maps & Scenario Based Learning ……………………………………….60 min

2.3 Knowledge Check………………………. ………15 min

Total Time 3.0 hours
Day 2 (0800-1000)
Module 3 Practical Application (Knot Tying)
3.1 End of Rope Knots……………………………20 min
3.2 Anchor Knots…………………………………25 min
3.3 Middle of the Rope Knots ……………………25 min
3.4 Specialty Knots ………………………………25 min
3.5 Knowledge/Skill Check………………………25 min
Total Time 2.0 hours
Day 3 (0800-1000)
Module 4 Learner Assessment
4.1 Paper and Pencil Test…………………………..60 min
4.2 Direct Testing…………………………………..60 min…as needed
Total Time 2.0 hours

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Syllabus

• The syllabus is available as a Word document on the portfolio

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Module 1: Knot Nomenclature

• Goal: Students will identify the key parts of a rope.

• Objectives:
• 1): Students will list the key parts of the rope (standing end, running end, bight, loop, and pigtail) with 100% accuracy.
• 2): Students will list the function of each key part of the rope with 100% accuracy.
• 3): Students will list the physical characteristics of each key part of the rope with 100% accuracy.
• Unit 1.1: Key Parts of the Rope
• Activities:
• Lecture: Key components and functions of ropes. The instructor will model during the lecture (i.e. creating a bight in a rope and pointing to it).
• Multimodal presentation: Visual and auditory (i.e. text, images, videos).
• Group interaction and labeling of rope parts: In groups, students identify and label key rope parts using color-coded labels. Immediate feedback with answer cards is provided.
• Hands-on knot tying: Students practice tying any knot of their choice and label the key parts of the rope.
• Unit 1.2: Functions of Rope Parts.
• Activities:
• Lecture: Functions of Rope Parts.
• Multimodal presentation: Visual and auditory (i.e. text, images, videos).
• Jeopardy: In groups, students participate in Jeopardy to test their knowledge of the functions of rope parts. The group leader or instructor moderates.
• Unit 1.3: Knowledge Check.
• Random Call: The instructor asks students at random a question related to the content covered or asks them to demonstrate a skill (i.e. show me a ‘bight’).
• Materials:
• Instructors: Six-foot length of rope, glue or tape, notecards, media tools (projector, computer), multiple large papers for Jeopardy (estimate the number of groups)
• Students: Note-taking gear, coloring utensils, individual ropes (approximately one foot in length).

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Module 2: Classes of Knots

• Goal: Students will identify knots and associate their respective functionality and purpose.
• Objectives:
• 1): Given an image, description, or name of a knot, students will identify each knot with 100% accuracy on a written exam.
• 2): Given an image, description, or name of a knot class, students will define the purpose of each class of knot with 100% accuracy on a written exam.
• 3): Given a descriptive scenario requiring a knot, students will describe which knot will be most appropriate with 100% accuracy on a written exam.
• Unit 2.1: Categories of Knots
• Lecture: Explanation of knot classes.
• Multimodal Presentation: Visual and auditory (i.e. text, images, videos).
• Group Discussion: Analyzing and classifying knots into their respective classes.
• Unit 2.2: Functions of Knot Classes and Individual Knots
• Lecture: Functionality of knot classes and individual knots.
• Concept Map: List the four classes, categorizing knots, list the functions of knots
• Scenario-Based Learning: Four scenarios in total, and each scenario will involve a knot from each class. An instructor will tie a knot and students will have 10 minutes to
identify it, determine which class it belongs to, and briefly explain the knot’s function in the scenario.
• Unit 2.3: Knowledge Check
• Random Call: The instructor asks students at random a question related to the content covered.
• Materials
• Instructors: Six-foot length of rope, media tools (projector, computer), multiple blank papers for concept maps
• Students: Note-taking gear

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Module 3: Practical Application

• Students will be organized by squads in a field setting.

• Initially, each squad’s instructor will demonstrate the correct way to tie each knot
• Then, students, individually will practice tying each knot.
• The instructor will observe and assist as necessary.
• Next, the squad will break into fire teams.
• The instructor will present four scenarios to each fire team across each class of knot and the team will have 30 minutes to tie all four correct knots,
with each person tying each knot.
• i.e. the instructor will present a scenario to tie an around-the-body bowline knot (specialty knot) to be used as a safety line during special patrol
insertion/extraction operations, without stating to tie an around-the-body bowline knot.
• The fire team may collaborate to decide which knot to tie, but each person must tie the knot. Students will explain their choices and discuss
potential alternatives, if any, with the instructor.
• The intent is for practical application to mirror the performance assessment in module 4.
• Materials:
• Instructor & students will each one six foot length of rope, and access to a standing line and anchor point.

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Module 4: Assessment

• See learner assessment PPT and documents for more information

• Pencil and paper test
• Classroom, multiple choice, short answer, and matching items.
• 60-minute time cap.
• Students must score 100% to pass and begin the performance assessment.
• Performance assessment
• Direct Testing
• Students will receive a written scenario outlining the task and the knot required to be applied
• (i.e.) a scenario may describe joining two ropes together of different sizes and specify a double sheet bend knot is required. From the receipt of the scenario,
students will have 60 seconds to tie the knot.
• First scenario will require an end of the rope knot, the second will require an anchor knot, and so on ending with the specialty knot.
• Students will be assessed in fire teams.
• Form a circle, facing out, and large enough so that they cannot easily see their adjacent peers tying knots. Multiple students can test simultaneously, expediting
the assessment.
• This process will continue until all students have successfully participated and completed the assessment
• Students will tie every knot that has been covered in the course.
• Students will have access to the necessary equipment like a standing line, and an anchor point. Should a student fail a knot, they will
remediate until they successfully tie the knot under the prescribed conditions.
• Materials
• Instructor: performance checklist and evaluation guide (see learning assessment PPT)
• Students: one six-foot length of rope, standing line & anchor point.

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