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Electronic Edition

This electronic edition is licensed toBSMA

for 1 copy.© International Maritime Organization

London, 2008

Model course 7.07

CHIEF ENGINEER OFFICER AND SECOND ENGINEER OFFICER ON A FISHING VESSEL

ELECTRONIC EDITION

Licensed to BSMA for 1 copy. © IMO

Print edition (ISBN: 978-92-801-0042-6) First published in 2008

by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR

www.imo.org

Electronic edition, 2010

IMO PUBLICATION

Sales number: ET707E

AcKNoWledGeMeNTs

This course for Chief Engineer Officer and Second Engineer Officer on a Fishing Vessel is based on material developed by the Korea Institute of Maritime and Fisheries Technology for

IMO under the guidance of the Ministry of Maritime Affairs and Fisheries of the Republic of Korea.

IMO wishes to express its sincere appreciation to the Ministry of Maritime Affairs and Fisheries of the Republic of Korea and the Korea Institute of Maritime and Fisheries Technology for its

valuable assistance and co-operation.

Copyright © International Maritime Organization 2008

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any means, without prior permission in writing from the

International Maritime Organization.


Contents

Introduction 1

Function 1: Marine Engineering 7

Part A1: Course Framework 8

Part B1: Course Outline and Guidance Notes 11

Part C1: Detailed Teaching Syllabus 41

Function 2: Electrical and Control Engineering 97




Function 3: Controlling the Operation of the Fishing 135Vessel and Care for Persons on Board




Attachment: Guidance on the implementation of IMO model courses 229

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Introduction

■ Purpose of the model courses

The purpose of the IMO model courses is to assist maritime training institutes and theirteaching staff in organizing and introducing new training courses or in enhancing, updating orsupplementing existing training material where the quality and effectiveness of the trainingcourses may thereby be improved.

It is not the intention of the model course programme to present instructors with a rigid‘teaching package’ which they are expected to ‘follow blindly’. Nor is it the intention tosubstitute audio-visual or ‘programmed’ material for the instructor’s presence. As in all trainingendeavours, the knowledge, skills and dedication of the instructor are the key components inthe transfer of knowledge and skills to those being trained through IMO model coursematerial.

The educational systems and the cultural backgrounds of trainees in maritime subjects varyconsiderably from country to country. The model course material has been designed toidentify the basic entry requirements and trainee target group for each course in universallyapplicable terms, and to specify clearly the technical content and levels of knowledge and skillnecessary to meet the technical intent of IMO conventions and related recommendations.

■ Use of the model course

To use the model course the instructor should review the subject outline and the detailedteaching syllabus in each module, taking into account the information provided under theentry standards specified in the subject framework. The actual level of knowledge and skillsand the prior technical education of the trainees in the subject concerned should be kept inmind during this review, and any areas within the detailed teaching syllabus which may causedifficulties because of differences between the actual trainee entry level and that assumed bythe course designer should be identified. To compensate for such differences, the instructoris expected to delete from the course, or to reduce the emphasis on, items dealing withknowledge or skills already attained by the trainees. He or she should also identify anyacademic knowledge, skills or technical training which they may not have acquired.

By analyzing the detailed syllabus and the academic knowledge required to allow training inthe technical area to proceed, the instructor can design an appropriate pre-entry course inthe subjects in which weakness is evident or, alternatively, insert the elements of academicknowledge required to support the technical training elements concerned at appropriatepoints within the technical course.

Adjustment of the course objectives, scope and content may also be necessary if in yourmaritime industry the trainees completing the course are to undertake duties which differ fromthe course objectives specified in the model course.

Within the course plan the course designers have indicated their assessment of the timewhich should be allotted to each area of learning. However, it must be appreciated that theseallocations are arbitrary and assume that the trainees have fully met all entry requirements of

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the course. The instructor should therefore review these assessments and may need toreallocate the time required to achieve each specific learning objective or training outcome.

■ Lesson plans

Having adjusted the course content to suit the trainee intake and any revision of the subjectobjectives, the instructor should draw up lesson plans based on each detailed syllabus. Thedetailed syllabus contains specific references to the textbooks or teaching material proposedto be used in the course. Where no adjustment has been found necessary in the learningobjectives of a detailed syllabus, the lesson plans may simply consist of the detailed syllabuswith key words or other reminders added to assist the instructor in making his or herpresentation of the material.

■ Presentation

The presentation of concepts and methodologies must be repeated in various ways until theinstructor is satisfied that the trainee has attained each specific learning objective or trainingobjective. The syllabus is laid out in learning objective format and each objective specifies arequired performance or, what the trainee must be able to do as the learning or trainingoutcome. Taken as a whole, these objectives aim to meet the knowledge, understanding andproficiency specified in the functional skill/knowledge requirements relating to the 1995STCW-F Convention.

■ Implementation

For the course to run smoothly and to be effective, considerable attention must be paid to theavailability and use of:

● Properly qualified instructors

● Support staff

● Rooms and other spaces

● Workshops and equipment

● Suggested reference, textbooks, technical papers

● Other reference material

Thorough preparation is the key to successful implementation of the course. IMO hasproduced ‘Guidance on the implementation of IMO model courses’, which deals with thisaspect in greater detail and is included as an attachment to this course.

In certain cases, the requirements for some or all of the training in a subject are covered byanother IMO model course. In these cases, the user is referred to the other model course.

■ Entry standards

To meet the minimum age for certification (18 years) and to obtain the minimum of 1 year ofapproved education and training, the age of entry could be 17 years. Entrants should alsosatisfy the Administration concerned as to medical fitness, including eyesight and hearing.

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CHIEF AND SECOND ENGINEER OFFICER ON A FISHING VESSEL



Administrations will wish to specify their own educational standards for entry. With this in mind,attention is drawn to the fact that while the mathematical standards of the courses to befollowed are not high, trainees continually use fundamental mathematics as a tool throughoutthe whole of their training; also, as the principles of applied science and engineering areincluded at an early stage, it is essential to ascertain the potential and interest in this kind ofwork before entry. In a similar manner, trainees have to accomplish a range of engineering craftskills, and therefore an aptitude and interest in this direction are also necessary.

Where entrants have not reached the required standards in mathematics or physical science itwill be necessary to provide a preparatory course or courses to bring them up to the desired levelbefore starting the professional studies. Conversely, topics which have been adequately coveredduring their general education can be omitted and the allotted time reduced accordingly.

No previous fisheries or engineering training is assumed, but those entering the courseshould be following an approved programme of shipboard training.

■ Course certificate

On successful completion of the course and assessments, a document may be issuedcertifying that the holder has successfully completed a course of training which meets orexceeds the level of knowledge and competence specified in regulation 5 of chapter II in the1995 STCW-F Convention. A certificate may be issued only by centres approved by theAdministration.

■ Staff requirements

The course should preferably be conducted under the control of an instructor who is qualifiedin the tasks for which training is being conducted and have appropriate training in instructionaltechniques and training methods, assisted by other appropriately trained staff. Guidance onrequirements for teaching staff is given in paragraph 2.5 of chapter 2 of the FAO/ILO/IMODocument for Guidance on Training and Certification of Fishing Vessel Personnel.

■ Teaching facilities and equipment

A classroom equipped with an overhead projector and a blackboard or flipchart should beprovided for teaching the theory of the course and holding group discussions. Multi-mediaequipment, where available, would be an advantage.

Administrations may wish to consider the provision of a suitable workshop, equipped tofacilitate all of the engineering practice, in a single space. Such an arrangement can be quiteefficient in the use of staff, materials, stores, tools, etc.

■ Course intake limitations

Class sizes should be limited to not more than 24 in order to allow the instructor to give adequateattention to individual trainees. Larger numbers may be admitted if extra staff and tutorial periodsare provided to deal with trainees on an individual basis. During practical exercises and groupactivities there will be additional restraints on class sizes. Where applicable, a recommendationon class size is contained in the framework for each of the individual functions.

3

INTRODUCTION



■ Textbooks

A large number of books and publications may be used to study marine engineering. Theframework in each function contains details of specified textbooks which are referred to in thesyllabus to the learning objectives. Other books may be considered equally suitable; thechosen books should help trainees achieve the learning objectives.

Details of additional books which would provide useful library references and furtherbackground reading are included where appropriate in each subject.

References to books are made in the syllabuses of the individual subjects to aid bothinstructors and trainees in finding relevant information and to help in defining the scope anddepth of treatment intended.

The mention of a particular textbook does not imply that it is essential to use that book onlythat it appeared to be best suited to the course at the time of its design. In many instancesthere are a number of suitable books, and instructors are free to use whatever texts theyconsider to be most suited to their circumstances and trainees.

Every effort has been made to quote the latest editions of the publications mentioned but neweditions are constantly being produced. Instructors should always use the latest edition forpreparing and running their courses.

Full use should be made of technical papers and other publications available from maritimeand other professional organizations. Such papers contain new developments in techniques,equipment, design, management and opinion, and are an invaluable asset to a maritimetraining establishment.

■ Computer applications

In view of the rapid growth of information technology (IT) and widespread use of computerseven aboard fishing vessels, it is recommended that at the discretion of the Administration,computer applications at a basic level should be included in the training for chief engineer andsecond engineer.

Particulars of the training will depend upon the computer facilities available in the traininginstitution, types of vessels for which officers are trained and the needs of the trainees. Thefollowing outline provides guidance on topics which could be included.

– IT and the use of applications, for communications (e-mail, data, etc), the internet,intranets and the world-wide web (www.).

In addition applications of computer and micro-processors to instrumentation and controlsystems, including:

– simple electronic circuits

– automatic monitoring, data-recording and alarm systems

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The use of multi-media applications can enhance learning in topics in many areas ofknowledge and prove of value to junior officers. Many of the IMO rules and Assemblyresolutions are available on CD. Up to date details may be found on the IMO web site athttp://www.imo.org

■ Training and the 1995 STCW-F Convention

The standards of competence that have to be met by fishing vessel personnel are defined inthe International Convention on Standards of Training, Certification and Watchkeeping forFishing Vessel Personnel, 1995. It sets out the education and training to achieve thosestandards.

The course is organized under three functions at the management level of responsibility tocover all the required functional elements. Specifically, this course covers the minimumstandard of competence for chief engineer officers and second engineer officers on fishingvessels powered by main propulsion machinery of 750 kW propulsion power or more requiredby regulation II/5 of the 1995 STCW-F Convention.

For ease of reference, the model course is arranged under three separate functionalelements, namely:

Function 1 Marine engineering

Function 2 Electrical and control engineering

Function 3 Controlling the operation of the fishing vessel and care for persons onboard

Each function is addressed in three parts: Part A, Part B and Part C.

Part A provides the framework for the functional element with its aims and objectives andnotes on the suggested teaching facilities and equipment. A list of useful teaching aids, IMOreferences and textbooks is also included.

Part B provides an outline of lectures, demonstrations and exercises for the functionalelement. No detailed timetable is suggested. From the teaching and learning point of view, itis more important to ensure that the trainee achieves the minimum standard of competencedefined in regulation II/5 of the 1995 STCW-F Convention than by following a strict timetable.Depending on their experience and ability, some students will naturally take longer to becomeproficient in some topics than in others. Also included in this section are guidance notes andadditional explanations.

A separate IMO model course addresses Assessment of Competence. This course explainsthe use of various methods for demonstrating competence and criteria for evaluatingcompetence. The Document for Guidance on Training and Certification of Fishing VesselPersonnel provides tables of competency units and functional skill components that could beused to assess the competence of engineer officers serving on board fishing vessels.

5

INTRODUCTION



Part C gives the Detailed Teaching Syllabus. This complies with the knowledge requirementsspecified in regulation II/5 of the STCW-F Convention and is based on guidance on thetheoretical and practical knowledge specified in the Document for Guidance on Training andCertification of Fishing Vessel Personnel. It is written as a series of learning objectives, inother words what the trainee is expected to be able to do as a result of the teaching andtraining. Each of the objectives is expanded to define a required performance of knowledge,understanding and proficiency. IMO references, textbook references and suggested teachingaids are included to assist the teacher in designing lessons.

■ Ships without steam boilers or gas turbines

The function Marine Engineering also includes competences concerned with the operation ofsteam boilers or gas turbines. These are addressed in the Detailed Teaching Syllabus in PartC. Candidates for certification for service on fishing vessels in which steam boilers or gasturbines do not form part of their machinery may omit the relevant requirements. Certificationsso awarded should not be valid for service on fishing vessels in which steam boilers or gasturbines form part of their machinery until the engineer officer meets the standard ofcompetence in the items previously omitted. Such limitations are required to be shown on thecertificate and in the endorsement.

■ Responsibilities of Administrations

Administrations should ensure that training courses delivered by training institutions, collegesand academies are such as to ensure officers completing training do meet the standards ofcompetence required by the STCW-F Convention regulation II/5, paragraph 2.

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Function 1: Marine Engineering

Index


Objective

Teaching aids

Video cassettes/DVDs

IMO references

Textbooks


Timetable

Lectures

Course outline

Guidance notes


Introduction

Explanation of information contained in the syllabus tables

1.1 Possess sufficient elementary theoretical knowledge to understand the basicprinciples involved and apply theoretical engineering principles to fishing vesselsystems operation

1.2 Operation and maintenance of fishing vessel power plant

1.3 Operation and maintenance of fishing vessel auxiliary machinery

1.4 Engineering watchkeeping

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FUNCTION 1: MARINE ENGINEERING




Part A1: Course Framework

Objective

This syllabus covers the requirements of the 1995 STCW-F Convention chapter II, regulation5. This functional element provides the detailed knowledge to support the training outcomesrelated to Marine Engineering.

This section provides the background knowledge to support the tasks, duties andresponsibilities in:

– Operation and maintenance of fishing vessel power plant

– Operation and maintenance of fishing vessel auxiliary machinery

Teaching aids (A)

The following equipment is recommended:

A1 Instructor Guidance (Part B of this course) A2 Video cassette player and/or DVD playerA3 Manufacturers’ manuals A4 Specimen samples of pearlite and cementite A5 Specimen samples of fractured ductile metals A6 Specimen samples of brittle fractures A7 Specimen samples of metal fatigue A8 Specimen samples of faulty welding A9 Working or cut-away models of samples of typical equipment on fishing vessels

A comprehensive workshop is required for the practical elements to support the aboveobjectives.


V1 IMO – Safe, secure and efficient shipping (IMO Code No. VO 10M)

Available from: IMO Publications Section4 Albert Embankment London SE1 7SR, UKE-mail: [email protected]: 44 (0) 20 7587 3241 URL: www.imo.org

V2 Chemical water treatment (Code No. 539) V3 Fuel oil burner and diagnostics (Code No. 604) V4 Handling and treatment of heavy fuels (Code No. 143) V5 Microbial problems in fuels (Code No. 322) V6 Machinery alarms and protection devices (Code No. 528)V7 Safety construction survey (Code No. 545)V8 Safety equipment survey (Code No. 546)

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Available from: Videotel Marine International Ltd 84 Newman Street, London W1P 3LD, UKTel: 44 020 7299 1800 Fax: 44 020 7299 1818 E-mail: [email protected]: www.videotel.co.uk

IMO references (R)

R1 International Convention on Standards of Training, Certification and Watchkeeping forFishing Vessel Personnel (STCW-F), 1996 (IMO Sales No. I915E)

R2 FAO/ILO/IMO Document for Guidance on Training and Certification of Fishing VesselPersonnel, 2001(Sales number: IMO-IA948E)

R3 Safety of Fishing Vessels, 1977/1993 (1995 edition) (IMO Sales No. I793E)Torremolinos International Convention for the Safety of Fishing Vessels, 1977, asmodified by the Torremolinos Protocol of 1993 relating thereto

R4 International Convention for the Prevention of Pollution from Ships, 73/78 (MARPOL),Consolidated ed., 2006 (IMO Sales No. IC520E)

Details of distributors of IMO publications that maintain a permanent stock of all IMOpublications may be found on the IMO web site at http://www.imo.org

Textbooks (T)

T1 Hannah J. and Hillier, M. J. Applied Mechanics. Harlow, Longman, 3rd ed., 1996 (ISBN0582256321)

T2 Jackson, L. and Morton, T.D. General Engineering Knowledge for Marine Engineers. 5thed. London, Thomas Reed Publications Ltd, 1990 (ISBN 0947-637-761)

T3 Joel, R. Basic Engineering Thermodynamics in SI. Units. 5th ed. Harlow, Longman,1996 (ISBN 0582256291)

T4 Morton, T.D. Motor Engineering Knowledge for Marine Engineers. 3rd ed. London,Thomas Reed Publications Ltd, 1994 (ISBN 0 901 281 565)

T5 Taylor, D.A. Introduction to Marine Engineering, 2nd ed. London, Butterworth-Heinemann, 1996 (lSBN 0750625309)

T6 Wilbur, G.T. and Night, D.A. Pounder’s Marine Diesel Engines. 6th ed. London,Butterworth, 1984 (ISBN 0-750600-78-0)

T7 Modern Marine Engineer’s Manual, Vol. 1, Cornell Maritime Press, Inc. 1998 (ISBN0870334964) / Modern Marine Engineer’s Manual, Vol. 2, Cornell Maritime Press, Inc.2004 (ISBN 0870335375)

T8 Code of Safe Working Practices for Merchant Seamen, London, The Stationery OfficePublications Centre, 2004 (ISBN 0115526129)

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Textbooks may be available from the following:

Blackwell Publishing Ltd. 9600 Garsington Road Oxford OX4 2DQ UK, Tel. +44 1865 776868,Fax +44 1865 714591

Fishing News Books Ltd. Osney Mead, Oxford OX2 OEL, UK

Warsash Nautical Bookshop, 6 Dibles Road, Warsash, Southampton S031 9HZ, UK. Tel: 441489 572384 Fax: 44 1489 885756 E-mail: [email protected] URL:www.nauticalbooks.co.uk

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Part B1: Course Outline and Guidance Notes

Timetable

No formal example of a timetable is included in this model course.

Development of a detailed timetable depends on the level of skills of the trainees entering thecourse and the amount of revision work of basic principles that may be required.

Lecturers must develop their own timetable depending on:

– the level of skills of trainees

– the numbers to be trained

– the number of instructors

– workshop equipment available

and normal practices at the training establishment.

Preparation and planning constitute an important factor which makes a major contribution tothe effective presentation of any course of instruction.

Lectures

As far as possible, lectures should be presented within a familiar context and should makeuse of practical examples. They should be well illustrated with diagrams, photographs andcharts where appropriate, and be related to matter learned during seagoing time.

An effective manner of presentation is to develop a technique of giving information and thenreinforcing it. For example, first tell the trainees briefly what you are going to present to them;then cover the topic in detail; and, finally, summarize what you have told them. The use of anoverhead projector or a beam projector and the distribution of copies of the transparencies astrainees handouts contribute to the learning process.

Course outline

The tables that follow list the competencies and areas of functional skill components, togetherwith the estimated total hours required for lectures and practical exercises. Teaching staffshould note that timings are suggestions only and should be adapted to suit individual groupsof officers depending on their experience, ability, equipment and staff available for training.

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Course outline

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Functional skill components Total hours for

each topic

Total hours for each subject area of

required performance

COMPETENCE:

1.1 Possess sufficient elementary theoretical knowledge to understand the basic principles involved and apply theoretical engineering principles to fishing vessel systems operation

1.1.1 COMBUSTION PROCESS AND HEAT TRANSMISSION

.1 Steady-flow energy equation 3

.2 First and second laws of thermodynamics 2

.3 Vapours 3

.4 Behaviour of gases 2

.5 Thermal efficiency 2

.6 Steam plant 6

.7 Refrigeration 6

.8 Heat transfer 4

.9 Air compressors 4 321.1.2 MECHANICS AND HYDROMECHANICS.1 Friction 2

.2 Inertia 2

.3 Circular motion 3

.4 Periodic motion 2

.5 Dynamics of rotation 3

.6 Work and energy 6

.7 Impulse and momentum 3

.8 Hydrostatics 3

.9 Hydraulics 3 27

1.1.3 PROPERTIES OF FUELS AND LUBRICANTS

.1 Production of oils from crude petroleum 1

.2 Physical and chemical properties of oils 4

.3 Combustion 5

.4 Combustion equipment 2

.5 Oil purification 4

.6 Lubricating oils 3

.7 Lubrication 4

.8 Lubrication problems and testing 6

.9 Greases 1 30



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each topic



1.1.4 PROPERTIES OF MATERIALS.1 Metallurgy of steel and cast iron 3.2 Testing and properties of materials 6.3 Heat treatment of metals 3.4 Alloying elements in irons and steels 2.5 Non-ferrous metals 2.6 Non-metallic materials 2.7 Welding 6.8 Direct stress and strain 4.9 Shear and torsion 4.10 Shear force and bending moments 4 36COMPETENCE:1.2 Operation and maintenance of fishing

vessel power plant1.2.1 IDENTIFY OPERATING PRINCIPLE OF MARINE

POWER PLANTS IN FISHING VESSELS.1 Marine diesel engines.1.1 Engine types 2.1.2 Engine principles 15.1.3 Medium-speed and high-speed (four-stroke)

diesel engines 15.1.4 Large-bore (two-stroke) engine details 7.1.5 Engine systems 9.1.6 Engine trial data 6.1.7 Operation 6.2 Shafting 10 701.2.2 OPERATION AND MAINTENANCE OF

OUTBOARD MOTORS.1 Main components 2.2 Operating 2.3 Troubleshooting 2.4 General maintenance 2 81.2.3 OPERATION AND MAINTENANCE OF

MARINE DIESEL ENGINES.1 Engine performance 6.2 Engine components 24.3 Engine lubrication 4.4 Fuel injection 6.5 Scavenging and supercharging 9.6 Starting and reversing 3.7 Cooling systems 3.8 Diesel engine control 6.9 Multi-engine propulsion arrangements 3 641.2.4 MARINE GAS TURBINE (14)

Note: Marine gas turbine should only be applicable in the case that any candidate for chief engineer or secondengineer is to serve on a fishing vessel fitted with a gas turbine. The time for marine gas turbine is not includedin the total hours bearing in mind that it is rarely installed on board a fishing vessel.



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Teaching staff should note that the hours for lectures and exercises are suggestions only as regards sequenceand length of time allocated to each objective. These factors may be adapted by lecturers to suit individualgroups of trainees depending on their experience, ability, equipment and staff available for teaching.


each topic



COMPETENCE:1.3 Operation and maintenance of fishing

vessel auxiliary machinery 1.3.1 OPERATION AND MAINTENANCE OF AUXILIARY

MACHINERY, INCLUDING PUMPING AND PIPING SYSTEMS, AUXILIARY BOILER PLANT AND STEERING GEAR SYSTEMS

.1 Pumps, pumping systems and prevention of pollution 21

.2 Air compressors and systems 15

.3 Steering gear 9

.4 Auxiliary steam boilers, evaporators and distillers 16 611.3.2 OPERATION AND MAINTENANCE OF

REFRIGERATION SYSTEMS.1 Refrigeration systems and air conditioning.1.1 Principles of refrigeration 2.1.2 Compressors 1.1.3 System components 2.1.4 Refrigerants 2.1.5 Shipboard plant 2.1.6 System performance 4.1.7 System operation 2.1.8 Operational problems 3.1.9 Rectification of operational problems 4.1.10 Brine and brine systems 2.1.11 Air conditioning and ventilation 5 291.3.3 OPERATION AND MAINTENANCE OF HYDRAULIC

SYSTEMS, CATCH HANDLING EQUIPMENT AND DECK MACHINERY

.1 Hydraulic systems 3

.2 Catch handling equipment 4

.3 Deck machinery 6 131.3.4 DETECT MACHINERY MALFUNCTION, LOCATE

FAULTS, TAKE ACTION TO PREVENT DAMAGE AND APPLY SAFE MAINTENANCE AND REPAIR PROCEDURES

.1 Preparation for maintenance 10

.2 Planned maintenance 10

.3 Unplanned maintenance 10 30

COMPETENCE:1.4 Engineering watchkeeping1.4.1 PRINCIPLES TO BE OBSERVED IN KEEPING AN

ENGINEERING WATCH.1 Watch arrangements .2 Taking over the watch .3 Performing the engineering watch

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Total for Function 1: Marine Engineering 405 (419)



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Guidance Notes

The following notes are intended to highlight the main objectives or training outcomes of eachpart of the function. The notes also contain some material on topics which are not adequatelycovered in the quoted references.

This function covers the competences concerned with elementary theoretical knowledge tounderstand and apply theoretical engineering principles; operation and maintenance offishing vessel power plant; operation and maintenance of fishing vessel auxiliary machinery;engineering watchkeeping.


These notes have been included to provide additional information where appropriate.

COMPETENCE:

1.1 Possess sufficient elementary theoretical knowledge to understandthe basic principles involved and apply theoretical engineeringprinciples to fishing vessel systems operation 125 hours

1.1.1 COMBUSTION PROCESS AND HEAT TRANSMISSION 32 hours

Steady-flow energy equation

Trainees should have covered all the energy forms listed, but some revision may benecessary. Changes in potential energy are often insignificant, and occasionally entryvelocities are too.

Training outcome, Adiabatic processes within marine systems, refers to high-speed or well-insulated processes.

Vapours

Trainees should understand that the principles of steam apply to other vapours. Traineesshould have used tables of thermodynamic properties in earlier studies and will need to usethem in various training outcomes.

Behaviour of gases

Boyle’s and Charles’ laws have been covered earlier; training outcomes within this area areconcerned with practical applications.

Training outcome, Specific heat capacity, introduces work which will be completely new.

The development of the equations in training outcome, Behaviour of gases, should bedemonstrated, but trainees should not be expected to do this. The range of polytrophicprocesses should be emphasized.



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Thermal efficiency

There is no need for any great depth of treatment of the Carnot cycle, but it should be clearlyunderstood.

Refrigeration

Trainees do not have to carry out calculations such as coefficient of performance in their job,but paragraph 7.4 of the syllabus under refrigeration is included simply to ensure an adequateunderstanding of the processes in the cycle.

Heat transfer

Trainees should learn of the nature of heat transfer both for heat-exchanger and insulationpurposes. Calculations are to reinforce the understanding. Laws for transfer by radiation canbe introduced, but calculations using these are unnecessary. The presence of surface films,even when there is fluid flow, should be emphasized.

Air compressors

It should be emphasized that the main practical reason for employing intercoolers is toprevent stage temperatures becoming excessive, which would lead to problems of lubricationof cylinders. There are, of course, other reasons for limiting the temperature rise.

1.1.2 MECHANICS AND HYDROMECHANICS 27 hours

The training outcomes should be taught on a practical applied basis, using a non-mathematical approach as far as possible.

Friction

Training outcome, Friction, is intended to be a qualitative treatment and should be illustratedusing marine engineering applications. The topic will be repeated elsewhere for specificapplication.

Laboratory work can be used to advantage to illustrate the effect of inertial force onconnected bodies. Later, trainees will need to appreciate the effect of inertial forces involvedwhen covering training outcome, Periodic motion. This should be taken into account whenpreparing problems in training outcome, Inertia.

The effect of centrifugal force is very important to marine engineers. There are manyapplications in machinery and the principles involved are often required.

Circular motion

Training outcome, Circular motion, can also be demonstrated by using appropriate laboratoryequipment, if available. Opportunity should be taken to illustrate the effect of overspeedingdue to events such as loss of load on rotating power drives.



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In this training outcome, the conical pendulum should be treated as described and not as anaspect of simple harmonic motion. The important application is that of an engine governor.

Unbalanced rotating machinery is a common source of vibration and in some cases leads tofailure of components. The purpose of this training outcome is to enable a chief engineer tounderstand the principles involved in order to identify potential troubles and liaise with expertsin order to remedy problems.

Periodic motion

Instructors should bear in mind that marine engineers are concerned with periodic motionwhich is either simple harmonic or modified simple harmonic; therefore they need to becomefamiliar with the terminology and principles involved. The course does not include amathematical approach to the theory of vibration.

The equation for the instantaneous velocity and acceleration of a reciprocating piston can beshown to illustrate its similarity to simple harmonic motion. However, the chief engineershould not be expected to develop or recall the equation. If available, a simple harmonicmotion demonstration model could be used to advantage.

Dynamics of rotation

Second moment of mass is introduced in this training outcome. The concept of ‘secondmoment’ could be new to the trainee. This should be treated in a simple manner withoutrecourse to a mathematical approach. The radius of gyration can be successfully treated in asimilar manner. Problems should be of sufficient depth to ensure an adequate understandingof the principles concerned with the torque necessary to accelerate a rotating body.

Work and energy

The purpose of this training outcome is to make trainees clear about the different roles of aflywheel and a governor.

Impulse and momentum

Apart from gaining an understanding of the principles, the practical use needs to beemphasized. The marine applications of jets are important. Angular motion, should theoccasion arise, modifies the radius of rotating masses.

Hydrostatics

In training outcome, Hydrostatics, second moments of area are introduced. This should notreceive a detailed mathematical treatment. Equations for second moments of area ofrectangles and triangles need to be given and values will need to be given for irregularshapes. Trainees must understand the effect of the position of the centre of pressure and bein a position to take precautionary measures if, say, accidental flooding takes place.

If the apparatus is available, the position of the centre of pressure and its effect can bedemonstrated in the classroom.



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The flow of fluids is of considerable importance and is, perhaps, the most common operationover which a marine engineer has control. The effect of Bernoulli’s equation can bedemonstrated on suitable equipment in the laboratory. If this equipment is available the effectshould be witnessed by all trainees. Flow patterns and head losses are of great importance,as is the effect of viscosity, some residual fuel oils being extremely viscous at ambienttemperatures.

The Venturi meter is the basis of most flow-rate-measuring instruments and is frequentlyreferred to in training outcome, Operation, Testing and Maintenance of Control Equipment.Flow rates can be calculated and verified in the laboratory on the equipment indicated above.The principle involved in the following training outcome, Hydraulics - Flow, is an importantaspect in instrumentation.

Hydraulics

For this training outcome, Hydraulics – Flow through small orifices, the coefficient of dischargecan be proved experimentally, but it is not recommended that equipment is obtainedspecifically for that purpose.

1.1.3 PROPERTIES OF FUELS AND LUBRICANTS 30 hours

Trainees will have experienced the use and applications of both fuel oils and lubricating oilsduring their training and subsequent seagoing experience. They should be familiar withroutines such as the handling and storage of oils, the effect of temperature on viscosity etc.This subject should consolidate the knowledge gained from previous experience and alsoprovide an adequate background of the principles involved.

The major oil companies normally supply expert advice, and many of their publicationsprovide excellent information. Such publications are often made available to colleges andtraining establishments, and should be obtained where possible.

Applications of fuels and lubricating oils are covered in training outcome, Operation andmaintenance of fishing vessel power plant. Instructors should ensure that the teaching iscoordinated in order to avoid confusion.

Production of oils from crude petroleum

The four main series of hydrocarbons are introduced in this training outcome, becausetrainees may see or hear reference to these. The chemical formulae can be introduced forrecognition purposes, but in practice trainees will not use combustion equations and they arenot included in the objectives.

Training outcome, Simple distillation process, is deliberately limited to the products in whichtrainees will have a direct interest. Detailed knowledge of refinery practice is not required.

Physical and chemical properties of oils

Trainees will have solved problems concerning density in earlier work, but will not have madeallowances for temperature variation on hydrometer readings as required for training



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outcome, Viscosity. They will be aware of change of volume due to change in temperature.Viscosity tests may have been carried out in earlier work.

Marine engineers do not have to test oils for viscosity, but they do have to interpret theviscosities quoted by suppliers of machinery and oils; hence this training outcome.

Instructors should ascertain that flashpoint tests have been carried out in earlier work.

Cloud point is not always quoted, but problems may arise, with fine filters becomingobstructed by the formation of crystals, at temperatures below the cloud point.

Combustion

It needs emphasizing that heavier fuels are often more viscous than lighter fuels, but this is notalways the case; the relationships with the other properties in training outcome, Combustion,are quite common, but there are exceptions. The marine engineer needs to be aware of theconsequences if designers attempt to recover the latent heat of steam in the exhaust gas.

Oil purification

Trainees should have made sketches of a settling tank and the fittings. Trainees shouldunderstand the need for, and the process of purification of fuel and lubrication oils prior totheir use in main and auxiliary engines.

Lubrication

For training outcome, Lubrication, efforts should be made to obtain suitable samples orphotographs for trainees to examine bearing defects due to poor design and damage due toincorrect, poor and contaminated lubrication.

For the objectives under training outcome, Lubrication - Tests, a collection of samples wouldenable many of the shipboard tests to be carried out in the classroom.

Trainees should ideally perform typical laboratory tests on contaminated oil. Where this is notpossible they should witness such tests or see them on film or in oil company’s literature.

1.1.4 PROPERTIES OF MATERIAL 36 hours

Metallurgy of steel and cast iron

The chief engineer officer is responsible for the operation and maintenance of all of the fishingvessel’s machinery and in most cases responsible for the upkeep of all of the fishing vessel’smaterials.

Materials will deteriorate in normal service conditions, sometimes rapidly when conditions areabnormal. The chief engineer should be able to recognize much of the deterioration, detectpotential failures and identify actual defects. The chief engineer should be capable ofrecognizing types of failure by examination of fractured material and specify the material andnature of any repair. When ordering and receiving spare parts and materials, the chiefengineer needs to know if alternative materials, when offered, are acceptable.



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The behaviour of materials under complex loading, as often occurs on vessels, is notcovered. However, the treatment given in this subject is aimed to give sufficient understandingof the reaction of materials to the demands on them. The calculations in the syllabus shouldbe as simple as possible, sufficient to illustrate the principles being learnt.

Testing and properties of materials

A chief engineer would not normally have access to a testing machine, but any experience ofthe behaviour of materials under load in such a machine, as required in this training outcome,should be related to practical operational situations.

If time permits, the elasticity of materials can be demonstrated within this training outcome,but it is questionable whether the expense of time and additional equipment is justified.

In this training outcome, the reference to ‘ultimate tensile stress’, is included simply to avoidconfusion. Normally, ultimate tensile stress is the value used.

Ideally, trainees will have realistic samples to examine for fracture tests.

Cold drawing & annealing are included for interest, as illustrations of everyday applications.

Stress and strain graphs for various materials is to ensure that chief engineers know how therange of materials in common uses react to normal loading.

Proof stresses are sometimes quoted in material specifications; therefore it is necessary toknow what this means.

A marine engineer does not carry out hardness, impact, creep or fatigue tests, but does needto understand the implications of the results of such tests. Such testing equipment is notessential to the course, but if available it could be shown, demonstrated or used by trainees.

In addition to stress levels and fluctuations, the effect of sudden changes of section, of oilholes, of sharp corners and of discontinuities and the need to replace certain componentswhen prescribed running hours have elapsed should be emphasized.

The examination techniques for training outcome, Crack detection, can be performed onsuitable components in college.

When covering the training outcome, ‘Crack’ repairs, care should be taken to explain thelimitations of drilling holes, e.g. not in pressure vessels or critical components such as bottom-end bolts. The effect of reducing the cross-sectional area must be considered when carryingout these repairs, which might mean taking steps to reduce the load on the affected part whenputting it back into service.

Hammer testing is straightforward and can be easily practised, but radiographic andultrasonic testing is normally performed by specialists.

Heat treatment of metals

Trainees should have carried out heat treatment in their earlier training; but it is supported bythe training outcome, Heat treatment of metals.



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Although not in the textbooks, the simple explanation in training outcome, Welding processes,has profound implications if attempting to weld other than low-carbon steels.

Non-metallic materials

The range of non-metallic materials is very wide and increasing rapidly; only a few in commonuse are included in training outcome, Non-metallic materials.

Many Administrations issue instructions and guidance covering the health hazards andprecautions necessary when handling asbestos, and where available these should be usedto deal with training outcome, Non-metallic materials (Use of asbestos). The following notesare intended to remind instructors of the serious nature of the problem; they are notcomprehensive and should not be used in place of any formal document issued by IMO or anAdministration.

Asbestos may be found mainly in older fishing vessels; its use has been barred or severelyrestricted in modern construction. Its common uses are as insulation, both thermal andelectrical, and as friction material. It may be found in fire-retardant materials and in panels,lagging, cladding, glands, joints, gaskets, shrouding, clutches, brake linings, etc.

The danger to health is mainly through inhaling airborne asbestos dust, but it can also beabsorbed through the skin. Intake of asbestos dust can lead to extremely serious illnesses,some of which are incurable.

There are three main types of asbestos:

1. Chrysotile: a fine, silk-like, flexible, white to grey-green fibre

2. Amosite: a straight, brittle, light grey to pale brown fibre

3. Crocidolite: a straight, flexible, lavender-grey to bluish green fibre.

All three types are a risk to health, with the second and third being especially so. It is normallyimpossible to identify the type of asbestos in an installation by its colour because of changesbrought about by ambient conditions and age. Only a laboratory analysis of samples canpositively determine the type of asbestos; because sampling processes themselves producedust, and have to be expertly performed, they should only be undertaken by specialists.

Harmful airborne asbestos dust can be quite undetectable by the naked eye; thereforeextreme caution is essential when there is any kind of risk.

Undisturbed, sound, painted, coated or covered asbestos should not represent an immediatehazard but conditions do occur on fishing vessels where two surfaces are in contact andnormal movement or vibration will generate a dust. This dust may be a hazard as soon as itis produced; on the other hand, it may collect in void spaces and become a serious threat ifdisturbed. Obviously, asbestos which is friable, cracked, or crumbling presents an immediatehazard, and urgent steps should be taken to make the situation safe.

A record should be maintained of the location of any asbestos in the fishing vessels and allpersonnel must be warned of its location and potential danger. This warning should also begiven to any shore-based repairers who might become involved on board. The whereaboutsof any material containing asbestos should be made known to the owners of the vessel.



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Any work which involves the disturbance of asbestos should, if possible, be left until thefishing vessels reach a port where licensed experts are available who will handle thematerials in carefully monitored conditions.

If the situation is such that urgent work has to be carried out, in order to preserve the safetyof the fishing vessels, which may disturb asbestos or in any way create an asbestos dust,then extreme care must be taken, including:

– minimizing the number of personnel involved

– curtaining off the area, using plastic sheets

– sealing ducts and ventilation systems which might transfer dust elsewhere

– using protective clothing with tight fitting at the wrists and ankles, gloves, boots andheadgear which will not harbour dust

– using a respirator – not the breathing apparatus supplied for fire fighting

– using hand tools (power tools are liable to create more dust)

– wetting the asbestos to reduce the amount of dust produced (thick lagging willrequire several wetting treatments)

– using large plastic sheets to contain the removed asbestos

– removing residual dust using damp cloths – normal vacuum cleaners should not beused on the dust.

After the work has been completed, the protective clothing should not be worn outside thework area. The respirator should be removed last. Any accidentally exposed skin should berinsed and washed. Clothing should not be cleaned on board ship – port authorities shouldbe able to advise on the correct procedure.

All removed material (followed, on completion, by all protective clothing) should be stored insealed airtight containers that are clearly marked with warning notices. Advice on theirdisposal should be sought from the port authority.

Welding

Welding is intended to add to similar work carried out in the initial training and to provide anopportunity for revision as found necessary.

It is very important that in paragraph 7.7 of the syllabus under welding, the trainees becomeclear about the limitations of the welding skills normally acquired by a fishing vessel’s staff.

Direct stress and strain

Any situation where there is restricted expansion or contraction will suffice, and the effect ofwelding in those conditions should be included.

Shear and torsion

When covering this training outcome, opportunity should be taken to use the principle of thetorsion meter.



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Shear force and bending moments

It should be emphasized that in all of the work in this training outcome, on beams, it isassumed that the supports are simple; this rarely occurs in practice. Nevertheless, theprinciples involved are very important and, to some extent, apply to constrained beams.Instructors should draw attention to the fact that water pressure on the ship’s bottom platingor on a tank top is similar to a uniformly distributed load.

COMPETENCE:

1.2 Operation and maintenance of fishing vessel power plant 156 hours

1.2.1 IDENTIFY OPERATING PRINCIPLE OF MARINE POWER PLANTS IN FISHING VESSELS 70 hours

Marine diesel engines

Engine types

Manufacturers of low, medium and high speed engines, of which there are many, are normallypleased to supply colleges with copies of their operation and maintenance manuals. It isrecommended that colleges obtain manuals appropriate to the engines which trainees arelikely to encounter. These manuals give precise details of bearing clearances, dismantlingprocedures, running temperatures and pressures, etc. and will encourage trainees to refer tomanuals for expert guidance when they return to sea.

For training outcome, Engine types, engines are divided into two groups:

● smaller bore, running at medium and high speeds and fitted with trunk pistons;

● large-bore, running at low speed, normally using direct drive, fitted with piston rodsand guides.

The purpose is to ensure that the rest of the subject is covered using descriptions andterminology which will be understood. The objectives are self explanatory. They cover areaswhere overlaps occur and precise demarcation is not possible. Nevertheless, trainees willneed to use and understand the use of these general descriptions because they arefrequently used in the profession.

Engine principles

In some cases the references in the textbook take the subject matter to a level which is moreadvanced than required in the second engineer officer certificate of competency. Later studyfor the chief engineer officer certificate of competency will take each subject further. Thetextbook references are intended to guide the instructor who will need to draw up notes at theappropriate level for the use of trainees. Without such notes the trainees would probably beconfused by the depth of treatment in the book. The specific training outcomes make a clearstatement of the level to be achieved by trainees.



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It is not intended that the concept of entropy should be used. The use of P-V diagrams shouldgive an adequate depth of understanding.

For training outcome, Engine principles, it would be beneficial if trainees could be given actualindicator diagrams. With a low-speed engine, access to the indicator position is sometimesdifficult and the surroundings can be uncomfortably hot. This, along with the necessity toremove and re-fit the instrument to each cylinder in a series of sequential operations, canmake the process arduous.

Mechanically operated indicators are unsuitable for higher speed engines and the moresophisticated instruments required are not normally carried on ships.

The compression and maximum pressures given in the textbooks are typical of many enginesbut for smaller bore engines, which also usually run at higher speeds, the maximumpressures can be in excess of 100 bar.

Supercharge air pressures vary with the make of engine and the age of its design, butgenerally pressures are in the region of 0.3 to 2.0 bar. Higher pressures are found in high-performance four-stroke engines.

Trainees should have records of all of the systems, pressures, temperatures, etc. referred toin paragraphs 1.3.11,1.5.1, 1.5.2, 1.5.5, 1.7.10 and 1.7.11 of the syllabus under 1.2.1 trainingoutcome, as a result of their seagoing assignments. It is recommended that such records arecompared to the book references in order to check for accuracy and their acceptance forgeneral application.

For training outcome, Operation, it is important that the detector referred to in paragraph 1.7.7of the syllabus under 1.2.1 training outcome, is in good working order and is not giving falsealarms, and frequent and careful maintenance is therefore essential. Check whether theAdministration or ship owners have laid down their requirements and, if so, pass these on tothe trainees. In the absence of company or other guidance, the procedure would be: informthe chief engineer immediately; piston cooling returns should be quickly checked andindications of local increase of temperature noted; inform the bridge and stop the engine; wait,to provide a long cooling period; open up the crankcase at the suspected unit.

To cover paragraph 1.7.12 of the syllabus under 1.2.1 training outcome, it is necessary toemphasize that drains need to be kept clear of obstruction and opened regularly. Spacesneed to be kept clear of oil, dust, water, unburnt fuel and any other deposits by regularinspection and, when necessary, cleaning. Failure to do this is likely to lead to outbreak of fire.

A vessel may issue standing instructions on the procedure to follow covering objective 1.7.13.of the syllabus under 1.2.1 training outcome.The procedure might be: inform the chief engineerand the bridge; cut off the fuel to the unit in question (a small fire might burn itself out); reducetotal engine power and finally inject fire-extinguishing media. If the trunking containing the fireis adjacent to other potential dangers, such as the crankcase, then cool it with water.

The description to meet paragraph 1.7.14 of the syllabus under 1.2.1 training outcome,should include a statement that a turbocharger should not be allowed to continue surging.Also, the immediate remedy is to reduce the engine power and then slowly increase it again.Measures for the prevention of this occurrence are the responsibility of the chief engineer.



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Engine trial data

Instructors should take into account that, while trainees will be well experienced with theoperation of heat engines, they are unlikely to have seen an engine on a test bed. If possible,laboratory test-bed running of a diesel engine should be employed.

The training outcome that includes ‘air standard efficiency’ requires brief treatment. Traineesdo not have to carry out calculations such as coefficient of performance in their job, but it isincluded simply to ensure an adequate understanding of the processes in the cycle.

Marine plant operation

The purpose of this subject is to give trainees an insight into some of the activities which theywill be trained to perform during the seagoing phase. Later, when they continue their studiesashore, trainees will cover each topic again, possibly in a classroom environment, to reachthe standard required to qualify as an engineer officer.

Trainees will have had some experience of Marine engineering maintenance, during whichthey should have made sketches and taken notes. However, it will be necessary for instructorsto prepare schematic arrangements, etc. to ensure that trainees understand the principles.Considerably more detailed knowledge will be gained both in the training establishment andon board ship.

Wherever possible, trainees should be encouraged to refer to the instructions give inmanufacturers’ manuals, which are normally easily obtainable direct or from their agents.

At this stage trainees cannot become competent in the operation of marine plant, this willcome with further experience and training.

Principles should be applied which will enable trainees later during their seagoing phase togain full advantage of the experience and training available on board ship.

As well as instructing trainees in the classroom it is advisable to reinforce matters such assafe practice immediately before starting and at frequent intervals during practical work.Posters relating to safe practices are sometimes available from Administrations, and videos,if available on similar subjects, can be useful.

First aid equipment and staff with training in first aid should always be available when traineesare in workshops. There should also be a means of transport and communication availablefor emergency use in case of an accident.

It is important that trainees achieve the specific training outcomes. However, the order inwhich these are accomplished is not important. In some cases it will be necessary torearrange the order printed in the syllabus to accommodate the sequence dictated by aparticular job. In all cases, it must be ensured that trainees are competent in basic skillsbefore proceeding to more advanced training outcomes.

The list should include:

● obtaining permission



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● informing other personnel who might be affected

● entries in the engine-room log-book

● completion of any maintenance etc.

● cooling water flow

● lubrication supply

● security of guards

● unobstructed movement internally and externally

● all valves correctly opened or closed

● availability of electrical load.

Where running machinery cannot be used, trainees will have to describe the procedures.Extracts from manufacturers’ manuals should be made wherever possible.

As machinery in a training establishment usually runs without abnormality, instructors willhave to superimpose imaginary readings on those actually taken to meet running data, inorder to indicate malfunctioning.

Trainees need to know of the basic symptoms of malfunction, i.e. those related to pressure,temperature, speed, noise, vibration, fume vapour, smoke and smell.

Trainees should not be given sole responsibility for overseeing the operation of machinery.

Their first priority is to report immediately suspected faults to an officer, who should then takeappropriate action. Nevertheless, trainees should be made aware of the steps to be taken insimple cases.

For pressures and temperatures it is suggested that reference is made to the appropriatemanuals; alternatively, data may be obtained for the type of engine that trainees are likely toencounter.

Shafting

The strengths of solid and hollow shafts are covered in training outcome, Technology of materials.However, the objectives in training outcome, Shaft strengths, do not duplicate the work.

The control system for propellers, as in training outcome, Controllable-pitch propellers, is alsocovered in training outcome, Fundamentals of automation, instrumentation and control systems.

Vibration can be a major problem in ships. Sometimes the chief engineer is able to take stepsto reduce vibration. On other occasions the solution is outside the chief engineer’s control, inwhich case the chief engineer must be in a position to report on the problem. For thesereasons it is necessary for trainees to have a non-mathematical insight into the sources andmechanism of ship vibration as indicated in training outcome, Vibration and noise.

A chief engineer officer has to ensure that the plant under the chief engineer’s controloperates reliably, safely and efficiently. It is essential, therefore, that the instrumentation and



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automatic control systems are understood, well maintained and correctly adjusted to giveoptimum performance. Varying output demands mean that the parameters within which thevessel’s machinery functions will have to be changed. The chief engineer officer should becapable of making the appropriate adjustments without loss of control.

Some knowledge of design principles is necessary, but the treatment should involve as littlemathematics as possible. Wherever possible, practical work should be included to reinforcesubjects taught in the classroom. The routine setting up, calibration, operation, testing,maintenance and fault finding of instrumentation and control equipment is essentialknowledge for a chief engineer officer.

The seagoing service of trainees must be taken into account. Some will have had wideexperience of automatic control while others may have had very little. All should be familiarwith the systems with which the control is associated.

In all cases where the trainee is expected to give a description or an explanation, a sketch ordiagram may suffice or at least support the response.

1.2.2 OPERATION AND MAINTENANCE OF OUTBOARD MOTORS 8 hours

Marine outboard engines range in size from small electric driven units to large horsepowerpetrol units. These engines are specifically designed and manufactured for use at sea,although they still require a level of care to remain in good working condition.

Instructors would find considerable benefit from reading a wide range of books on outboardengineering and technical papers. Outboard engine manufacturers provide their customers withmanuals which give instructions on the operation and maintenance of their engines. Thesemanuals are of immense value to both instructors and trainees. Every effort should be made toobtain manuals appropriate to the type of machinery which the trainees are likely to experience.

For training outcome, Outboard motors, trainees should include the following:

● Main components

● Operating

● Troubleshooting

● General maintenance

Outboard engines have the advantage that the one unit comprises the engine, gearbox andpropeller.They can also be removed.The main disadvantage is they cannot provide the poweror the economy required by many large commercial vessls.

1.2.3 OPERATION AND MAINTENANCE OF MARINE DIESEL ENGINES 64 hours

Diesel engine performance

The syllabus is based on two textbooks, but instructors would find considerable benefit fromreading a wide range of books on marine engineering and technical papers. Enginemanufacturers provide their customers with manuals which give instructions on the operationand maintenance of their engines. Such manuals are of immense value to both instructors



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and trainees. Every effort should be made to obtain manuals appropriate to the type ofmachinery which the trainees are likely to experience.

Where the textbooks do not adequately cover certain objectives, these have been dealt within the following notes for guidance. In some cases shipping companies and/or administrationswill give their own instructions about certain matters, which should be followed. A great dealcan be achieved in this kind of subject by using the considerable experience possessed bythe class of trainees.

Visits to an engine-builders’ works can be an advantage, but often this is not possible.Alternatively, such a visit by the instructor can be of considerable value. Visits to fishingvessels might be more convenient and should be carefully planned. It is advisable to take intoaccount beforehand what training outcomes could be achieved and to consider whether theexpense of time and money is justified.

The syllabus contains a number of references to the Torremolinos Convention. Trainees needto be aware of Torremolinos Convention requirements and should obtain specific knowledgewhere they may have control or may have an influence on the maintenance of the requiredstandards during the life of a vessel.

The specific fuel consumptions claimed by engine builders vary quite considerably. Figuresfor example range from 156 g/kWh to over 300 g/kWh. Consumptions of 200 to 230 g/kWhare quite common. Power output per unit mass or size of engine also varies and can beequally, if not more, important to the shipowner for certain ships than the specific fuelconsumption. It is, therefore important when covering training outcome, Specific fuelconsumption, to consider other characteristics.

Engine components

Possible causes of cracks in bedplates referred to in training outcome, Construction ofbedplate in paragraph 1.2.3 of the syllabus under 1.2.3 training outcome, should includeanything which could distort the vessel’s structure, such as collision, stranding, fire, etc.,missing holding-down bolts, faulty material or manufacture, sudden loads caused by the effectof water in a cylinder or obstructed propeller etc. The most common places for cracks toappear are under the main bearing pockets and in the vicinity of the welded joints betweenthe transverse and longitudinal girders.

For training outcome, Engine construction in paragraph 1.2.6 of the syllabus under 1.2.3training outcome, it will be necessary to explain that the purpose of tie bolts is to reduce thebending moment on the bedplate and to reduce, and to remove, the tensile load caused byhigh pressures in the cylinders on the ‘A’ frames and other associated parts of the enginestructure. If bolts become ineffective because of failure, fretting, incorrect fitting or poormaintenance, then such parts may be subject to cracking or failure due to being exposed tostresses higher than they were designed for. Manufacturers’ manuals should be consulted toestablish the fitting procedure for tie bolts in different engines; the procedure should includepre-stressing, anti-vibration constraints and two-piece bolts.

Trainees should have measured linear diameters during their training, using an internalmicrometer or a point gauge.



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Manufacturers’ manuals will give a recommended interval between inspections in trainingoutcome, Frequency of engine inspection in paragraph 1.2.3 of the syllabus under 1.2.3training outcome. However, records of experience on a particular engine will give a betterindication of whether intervals should be greater or smaller. Any adjustments to the intervalsshould be small and well documented.

Instructors should include in training outcome, Precaution on starting an engine, obstructionof the propeller, starting an engine with, say, water in a cylinder or engine seizure amongstthe possible causes.

Referring to training outcome, Engine components, crankshaft misalignment can be causedby faulty holding-down bolts, chocks and tie bolts or by cracked bedplates.

When covering training outcome, Engine components, it can be useful to resolve the forcesin the piston rod, connecting rod and slipper by use of a triangle of forces, which is easy todemonstrate. The force in the slipper can be shown to be lateral, causing the engine to rockto and fro. Holding-down bolts prevent the bedplate lifting off its chocks, but cannot preventthe engine rocking elastically. Holding-down bolts should be correctly tightened. Loose chocksshould be returned to their original position otherwise distortion of the bedplate may occur.

Engine lubrication

Instructors should refer to training outcome, Physical and chemical properties of fuels andlubricants, in order to avoid duplication and possible confusion.

Scavenging and supercharging

When dealing with training outcome, Scavenging and supercharging, due notice must betaken of instruction or guidance very often issued by the Administration or by individualshipping companies.

Included in training outcome, Scavenging and supercharging, should be the possibility of adirty air filter, a dirty air side, deposits on the gas side, insufficient heat or pressure in exhaustgas, a viscous lubricating oil, a fouled air cooler and mismatch of the turbocharger to enginecharacteristics when different engine powers are required to maintain speed, e.g. light ship,head winds, hull fouling, etc.

Indications of malfunctioning as required in training outcome, Scavenging and supercharging,can be excessive noise, vibration, surging, poor acceleration, low air discharge pressure,poor combustion, high exhaust temperatures, etc.

Starting and reversing

To cover training outcome, Starting air systems, trainees should have drawn diagrams ofstarting air systems during their training. Manufacturers’ manuals should be the main reference;the book references given should also be used to ensure that typical systems are known.

Similarly, trainees should have produced diagrammatic sketches of a piston cooling systemduring their earlier period of seagoing training.

Diesel engine control

The principles of control systems within the training outcomes are also included in trainingoutcome, Fundamentals of automation, instrumentation and control systems, of this course.



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Agreement will be necessary between the instructors concerned to ensure that similar termsare used and that the duplication is used to advantage.

Multi-engine propulsion arrangements

There are a number of possible arrangements in paragraph 1.9.1 of the syllabus under 1.2.3training outcome, which would satisfy. It is suggested that any examples chosen should bethose which trainees will most probably encounter.

1.2.4 MARINE GAS TURBINE 14 hours

Note: Marine gas turbine should only be applicable in the case that any candidate for chiefengineer or second engineer is to serve on a fishing vessel fitted with a gas turbine. Time formarine gas turbine is not included in the total hours bearing in mind that it is rarely installedon board a fishing vessel.

Every candidate for chief engineer or second engineer on a fishing vessel installed with a gasturbine is required to possess sufficient elementary theoretical knowledge to understand thebasic principles and adequate practical knowledge in marine gas turbine.

Trainees need to have basic understanding of the gas turbine on, inter alia, the following:

– definition

– kinds and types of gas turbine cycles

– thermodynamic theory

– method of construction

– operation

– maintenance

– advantages and shortcomings

Where running machinery cannot be used, trainees will have to describe the procedures.Extracts from manufacturers’ manuals should be made wherever possible.

It would be beneficial if trainees could be given a mimic diagram of gas turbine cycles andadequate size of mock-up gas turbine system.

Definition

Trainees need to know that the definition of gas turbine is identical to that for a steam turbine.The only differences are in the working fluid and in the way heat is introduced to the fluid.

Gas turbine cycle

Trainees should be able to explain the general way in which a gas turbine works and todistinguish various type of gas turbine cycles including:

– simple open cycle, single shaft

– regenerative cycle

– recuperative and regenerative types of heat exchangers



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– inter-cooled cycle

– reheat cycle

– two-shaft units

– closed cycle units

Combination cycles

Trainees should be able to explain the free piston-gas turbine system and that various cycleshave been proposed in which a gas turbine and a steam turbine have been combined to givea higher efficiency than either could achieve on its own.

Major components

Trainees should be able to describe major components of gas turbine and their functions. Twomain types of compressors are:

– axial or turbo compressor

– radial or centrifugal compressor

Trainees should also have had an introduction to the most widely used gas turbine and theprocess of combustion in a gas turbine. The combustion chamber and the turbine itself is oneof most important components in a complete gas turbine power plant.

Main propulsion gas turbine

Trainees should learn the reason why a separate power turbine for a main propulsion gasturbine is much preferred to a simple gas turbine geared directly by a propeller. The separatepower turbine is to simplify starting and manoeuvring.

Installation, operation and maintenance

In respect of installation, special precautions are necessary to assure that expansion is notrestrained because of high temperature and care must be exercised in running fuel andlubricating oil piping to prevent leaks or spills from contacting the hot parts of the engine orfrom saturating lagging.

Trainees should benefit from learning the design and location of intake and exhaust valves asit is important to keep pressure drop to a minimum and ensure the colder air intake. It is equallyimportant to keep all foreign material from the intake air in the operation of the gas turbine.



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COMPETENCE:

1.3 Operation and maintenance of fishing vessel auxiliary machinery138 hours

1.3.1 OPERATION AND MAINTENANCE OF AUXILIARY MACHINERY, INCLUDINGPUMPING AND PIPING SYSTEMS, AUXILIARY BOILER PLANT AND STEERINGGEAR SYSTEMS 61 hours

Pumps, pumping systems and prevention of pollution

The engineer officer in charge of a watch is responsible for a variety of pumping operationsin the vessel. Many systems are continuous, with flow rates being controlled either manuallyor automatically, whereas others are brought into use according to demand, again eitherautomatically or manually. It is, therefore, important that an engineer should have sufficientknowledge to ensure that the systems are used, or are working, correctly. The recommendedequipment could be made up of used components obtained from shipping companies or fromship breakers. The dismantling and sectioning of this equipment are useful exercises fortrainees when acquiring engineering skills.

The chief engineer rarely has the opportunity to select a pump for installation, but will benefitfrom paragraph 1.9 of the syllabus under 1.3.1 training outcome, by gaining knowledge on theperformance to be expected from pumps if properly selected.

In addition to paragraph 1.17.10 of the syllabus under 1.3.1 training outcome, the separatorprobe is also covered in training outcome, ‘2.1.2 Operation, testing and maintenance ofcontrol equipment for function 2’.

Compressed air

Trainees will have had operational experience of air compressors during their seagoing phasewhich should have included some routine maintenance procedures.

Compressor manufacturers’ manuals should be easily obtainable and trainees should beencouraged to refer to these whenever appropriate.

Trainees should be able to complete paragraph 2.1.1 of the syllabus under 1.3.1 trainingoutcome, as a result of their seagoing experience.

Ideally, trainees will see and sketch the components listed in paragraphs 2.2.1 and 2.4.4 ofthe syllabus under 1.3.1 training outcome.

When dealing with training outcome, Compressed air – Air compressors, it needs to beunderstood that, from a practical point of view, if intercoolers were not used, the temperatureof the air would become excessive and would lead to lubrication problems. Cooling after finalstage compression allows a greater mass of air to be stored in the reservoir. Trainees shouldknow that any obstruction in the air intake would result in the final stage of an air compressortaking in air at low pressure and compressing it, possibly to delivery pressure, thus raising thetemperature of both the air and the cylinder.



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With the knowledge required by training outcome, Compressed air – Air vessels, traineesshould understand that only experts should be allowed to work on the structure of an airvessel.

Steering gear

This training outcome is derived from the consolidated text of the Torremolinos Convention,and its protocol and its amendments. Administrations may have produced national regulationsfrom the above which should be used; however, the objectives still apply.

The regulations referred to are requirements concerning the design and installation ofsteering gear equipment. The chief engineer officer is responsible for the availability andcorrect functioning of this machinery.

The relief valve is usually set to operate at about 10% above the working pressure.

Types of boiler

A large range of boilers are covered in this training outcome, and it is unnecessary to includethose which are not likely to be encountered by trainees. It is, however, important to ensurethat the principles of both fire-tube and water-tube boilers are known to trainees.

Boiler defects

In this training outcome, the remaining thickness of intact plate beneath a crack should beused as the criterion for determining what reduced boiler pressure should be allowed.

Attention by vessel’s staff should be limited to such things as re-expanding boiler tubes,possibly light caulking or smoothly grinding out cracks.

Water treatment

It would be a distinct advantage if trainees could be given the opportunity to carry out the testslisted under training outcome, Boiler water testing and treatment. Such tests, if correctlyperformed, would satisfy the objectives. If this cannot be done, then trainees should see thetests demonstrated and meet the objectives by describing the principal features of each test.Appropriate instructions on the testing and treatment of feed/boiler water ought to beavailable in each ship, failing which the chief engineer officer would have to issue them.

To cover training outcome, Boiler water testing and treatment, trainees need to know thatacceptable limits vary according to the pressure, rate of heat transfer and type of boiler. Itwould be unreasonable to expect trainees to remember figures for every test for all boilers.

Auxiliary boiler operation

In paragraph 4.5.2 of the syllabus under 1.3.1 training outcome, raising steam and couplinga boiler into the steam system should have been covered in the seagoing phase. Theimportant points are to:

– drain water from steam lines coming into use

– raise steam pressure slowly to that in the main to be supplied



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– open the main steam valve very slowly

– adjust the heat input to the other boiler(s)

– open the feed valve to the new boiler

– reduce the heat input and feedwater supply to the existing boiler

In paragraph 4.5.2 of the syllabus under 1.3.1 training outcome, the operation proceduresmay have been covered in the seagoing phase. The important points are to adjust the heatand feedwater inputs to each boiler according to the required share of the load.

In normal operation, with the boiler and feedwater quality as they should be, water-levelgauge fittings should not become blocked. The movement of a vessel at sea causes the levelof the boiler water to rise and fall continuously and this usually indicates that all is well; thisis partly covered in paragraph 4.5.4 of the syllabus under 1.3.1 training outcome. Also, as aregular check, and if any doubt arises, the procedures given in the textbook should befollowed.

When covering paragraph 4.5.5 of the syllabus under 1.3.1 training outcome, trainees shouldlearn that if shortage of water in a boiler causes parts to be uncovered which are exposed toheat from the combustion of fuel then the temperature of those parts will rise rapidly.Distortion will occur, due to excessive expansion of the metal. If the rise in temperaturecontinues, the pressure in the boiler will cause serious distortion or rupture of the weakenedmetal. On the other hand a high water level in a boiler, as in paragraph 4.5.6 of the syllabusunder 1.3.1 training outcome, may lead to priming and to carry-over of water in the steam.

1.3.2 OPERATION AND MAINTENANCE OF REFRIGERATION SYSTEMS 29 hours

Refrigeration and air conditioning

When covering training outcome, Refrigeration, trainees should include the followingsymptoms related to the appropriate problem:

Undercharge of refrigerant

– pressure of refrigerant in evaporator and/or condenser is lower than the valuesrelated to the seawater and brine temperatures

– higher level of superheat in the refrigerant vapour leaving the evaporator and thecompressor

– reduction in the rate of flow of refrigerant through the system (indicated by reducedrefrigerant pressure in the system)

– low heat transfer in the evaporator because of reduced flow of refrigerant

– high- and/or low-pressure cutouts operate

– longer than normal period of plant operation to maintain suitable temperatures inthe cold room



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Overcharge of refrigerant

– pressure of refrigerant in evaporator and/or condenser is higher than the valuesrequired by seawater and brine temperatures

– lower level of superheat in the refrigerant vapour leaving the evaporator andcompressor (compressor discharge pipe may feel ‘cold’, and compressor inlet pipemay be heavily ‘frosted’)

Oil in the system

– reduced heat transfer in the evaporator and condenser, due to an oil film over theheat-transfer surfaces

– reduced or no undercooling of liquid refrigerant discharging from the condenser

– reduced or no superheat of refrigerant vapour discharging from the evaporator

Air in the refrigerant

– higher than normal pressure and temperature of refrigerant discharging from thecompressor

– less heat transfer in the evaporator and the condenser, due to the gaseous airdisplacing liquid refrigerant

– possible malfunction of the regulator valve, due to moisture in the air freezing asthe refrigerant (and the air) reduces in pressure and temperature when it enters thevalve seat

– presence of air bubbles in the liquid refrigerant (sight glass in flow line)

– plant operating inefficiently

Partial blockage at the regulator

– reduced pressure in the evaporator

– higher pressure in the condenser

– plant operating inefficiently due to reduced flow of refrigerant

– low-pressure and/or high-pressure cutouts operating

Leakage of refrigerant

– system becoming undercharged

Troubleshooting sign

(1) Electric motor does not operate

– motor buzzes but motor does not start or pulley won’t rotate by hand even afterremoving belts

– no reaction when magnetic switch button is pushed

– power is supplied when hand is on magnetic switch button but interrupted whenhand is off

– motor stops shortly after starting



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(2) Abnormally high pressure

– condenser is warmer than usual or head cover is overheated

– cooling water in evaporative condenser is warm

– condenser is warm at the top but cool at the bottom or crankcase is frosted

– needle of high pressure gauge fluctuates and condenser is slightly warmer thanusual

(3) Discharge pressure is too low

– condenser and receiver are cold

– liquid pipe is frosted or suction pressure becomes vacuum

– crankcase is frosted or head covers are also cold

– suction pressure is low and expansion valve hisses

– suction pressure is high

(4) Suction pressure is too high

– crankcase is frosted

– ammeter needle rises

– pressure on high side is low or no frost

(5) Suction pressure is too low

– temperature of cold storage chamber or brine temperature is high compared totemperature on low side

– liquid flows back when expansion valves are opened

– suction pressure is low compared to the temperature of cold storage chamber orbrine temperature from the start of operation

(6) Abnormal sound is heard during operation

– metallic sound is heard continuously

– shaft seal mechanism is overheated

– crankcase is frosted

– heavy discharge sound around head covers

(7) Crankcase is overheated

– head cover is overheated (discharge pressure is high, suction pressure is high)

– oil temperature rises

– cooling water for compressor does not flow smoothly

– shaft seal mechanism is unusually hot



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(8) Oil consumption is extraordinarily high

– crankcase becomes frosted easily

– nothing abnormal is found elsewhere

– head cover is overheated

– ammeter needle rises and power consumption increases even when refrigeratingload is normal

– oil pressure is too high

– oil pressure is low

– crankcase is overheated

To meet the requirements of paragraph 9 of the syllabus under 1.3.2 training outcome,trainees should include the following:

Undercharge of refrigerant

– additional refrigerant should be admitted to increase the system charge until thedesired operational conditions of condenser and evaporator pressure are obtained.The refrigerant should be admitted as a liquid at a point in the low-pressure part ofthe system before the evaporator when the system is running.

Overcharge of refrigerant

– a small overcharge is often used in order to allow for any increase in seawatertemperature while the plant is operating

– in cases of gross overcharge, refrigerant should be discharged, preferably into anempty spare refrigerant flask, until the desired operational conditions are obtained

Oil in the system

– the oil-separation unit should be checked to ascertain correct functioning

– confirm that the required specification for the oil is correct (in terms of viscosity,pour point, etc.)

– in severe cases of oil contamination, the plant may have to be temporarily taken outof service, charge in the system pumped into the liquid receiver and the surfacesin contact with the refrigerant, particularly in the heat exchangers, chemicallydegreased, flushed through and dried with compressed air

– before recharging, the system should be put under a vacuum to remove air andmoisture

Air in the refrigerant

– the air will tend to accumulate in the condenser. Stop the machine and isolate thecondenser, but maintain the flow of cooling water for one or two hours. Afterprolonged cooling, the condensed refrigerant should be at the same temperatureas the seawater. If the corresponding temperature to the pressure gauge reading ishigher than the seawater temperature then air is present.



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– open the purge valve on the top of the condenser to discharge the air

Partial blockage at the regulator

– the filters should be checked to ascertain any contamination

– the thermostatic control should be checked for correct functioning

– the regulator valve should be isolated, dismantled, cleaned, reassembled andpurged with refrigerant before running

Leakage of refrigerant

– all glands, shafts, etc. should be checked with soapy water for an initial indicationof source of the leak (leaking will be indicated by bubbles as refrigerant escapesthrough a soapy film)

– alternatively, a more sophisticated test for plants which uses Freon’s involves theuse of a test lamp in which a flexible search tube is used for the supply of itscombustion air. Quite small traces of refrigerant in the combustion air will changethe colour of the flame and indicate the source of the leak as the search tube ismoved slowly over possible points of leakage.

Troubleshooting remedy

– reference to maker’s instruction manual for refrigeration system

To cover training outcome, Brine and brine systems, trainees need to know that the brinetemperatures used in any given installation will depend upon the cargo being carried and theshippers’ requirements regarding conditions on arrival at the port of discharge. In addition, thatany pre-stated brine temperatures provide an approximate guide and on some installationsseveral different freeze or chill brines may be obtained by the use of mixing valves.

Trainees should know that, to maintain a given level of temperature in a compartment or hold,brine should be used whose temperature difference is only just sufficient to achieve this andthat it is inefficient to use brine that has a large temperature difference compared to the spacebeing refrigerated.

Trainees should know that refrigerated holds usually use brine grids to maintain the requiredlow temperatures, particularly for frozen produce; alternatively, air may be circulated overbatteries of brine coils and through the cargo spaces, this being the method frequently usedfor cargoes such as fishes etc.

For training outcome, Air conditioning ventilation, it is advisable to have at least onepsychrometric chart for inspection by the trainees. Diagrams similar to those in the textbookwould be quite adequate for trainees to reproduce.

The boundaries of the area concerned may vary according to local levels of acceptance. In somesocieties the comfort area may be enclosed on the chart from 20 to 26°C dry-bulk temperatureon the line for 70% relative humidity and from 23 to 30°C on the line for 40% relative humidity.

To cover training outcome, Air conditioning ventilation – Psychrometric chart, trainees wouldneed to indicate:

– cooling and dehumidifying until the air is saturated



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– cooling and dehumidifying along the saturation line until the temperature is, say 12°C

– reheating until the final condition is obtained.

1.3.3 OPERATION AND MAINTENANCE OF HYDRAULIC SYSTEMS, CATCHHANDLING EQUIPMENT AND DECK MACHINERY 13 hours

Hydraulic systems

The textbook does not go into as much detail on hydraulic systems as is required byparagraph 1 of the syllabus under 1.3.3 training outcome. Further information can be obtainedfrom equipment manufacturers’ manuals. Trainees should have carried out practical work onhydraulic equipment during their initial training.

Catch handling equipment and deck machinery

For training outcome Catch handling equipment and deck machinery, instruction and trainingshould be given to trainees to gain understanding and knowledge of all catch handlingequipment they are likely to use, including how to repair the equipment and how to maintain it.

Trainees should be able to carry out essential repairs to catch handling equipment and shouldhave a knowledge of the construction, application and purpose of each piece of deckmachinery associated with a particular type of equipment. They should understand theimportance of its care and maintenance.

Instructors should refer to references for further guidance on this topic.

1.3.4 DETECT MACHINERY MALFUNCTION, LOCATE FAULTS, TAKE ACTION TOPREVENT DAMAGE AND APPLY SAFE MAINTENANCE AND REPAIRPROCEDURES 30 hours

Preparation for maintenance, planned maintenance and unplanned maintenance

Instructors should consult the references for additional guidance.

The vessel’s safety management system, as may be in place, should be consulted whenplanning maintenance and repair work.

Note that an attitude is an individual’s habitual mode of responding to an object or situation.Attitudes are developed by experience within social groups, including those of the work place,and may become firmly implanted. To produce a change of attitude by training is thereforedifficult and cannot be done quickly.

A crew member may know the correct safe working practice to adopt for a particular task andyet ignore it when not being directly supervised. The necessary insistence on following safeworking practices will not necessarily change a careless attitude to safety; a discussion of theconsequences to himself and his family of an accident resulting in permanent disablementmight be more effective.



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Officers should remember that their own attitudes and behaviour help to form those oftrainees and new entrants, who will not develop desirable attitudes to required standards iftheir seniors do not adopt them or if they ignore breaches of them by others.

COMPETENCE:

1.4 Engineering watchkeeping 5 hours

1.4.1 ENGINEERING WATCHKEEPING 5 hours

Engineering watchkeeping is not included in regulation II/5 of the 1995 STCW-F Convention.However, engineering watchkeeping principles are addressed in resolution 7 of theConvention. Moreover appendix 42 of the Document for Guidance on Training andCertification of Fishing Vessel Personnel provides more detailed principles to be observed inkeeping an engineering watch, which include, watch arrangements, taking over the watch,performing the engineering watch, engineering watchkeeping under different conditions andin different areas, coastal and congested waters, ship at anchor, etc.

When designing the course it is strongly recommended that the engineering watchkeepingprinciples need to be taken into consideration.



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Part C1: Detailed Teaching Syllabus

Introduction

The detailed teaching syllabus is presented as a series of learning objectives. The objective,therefore, describes what the trainee must do to demonstrate that the specified knowledge orskill has been transferred.

Thus each training outcome is supported by a number of related performance elements inwhich the trainee is required to be proficient. The teaching syllabus shows the requiredperformance expected of the trainee in the tables that follow.

In order to assist the instructor, references are shown to indicate IMO references andpublications, textbooks and teaching aids that instructors may wish to use in preparing andpresenting their lessons.

The material listed in the course framework has been used to structure the detailed teachingsyllabus; in particular,

Teaching aids (indicated by A)

IMO references (indicated by R) and

Textbooks (indicated by T)

will provide valuable information to instructors.


The information on each table is systematically organized in the following way. The line at thehead of the table describes the FUNCTION with which the training is concerned. It describesrelated activities which make up a professional discipline or traditional departmentalresponsibility on board.

In this model course there are three functions:

– Function 1: Marine engineering

– Function 2: Electrical and control engineering

– Function 3: Controlling the operation of the fishing vessel and care for the personson board

The header of the first column denotes the COMPETENCE concerned. Each functioncomprises a number of competences. For example, Function 1, Marine engineering,comprises a total of four COMPETENCES. Each competence is uniquely and consistentlynumbered in this model course.

The first is Possess sufficient elementary theoretical knowledge to understand thebasic principles involved in the following subjects and apply theoretical engineeringprinciples to fishing vessel systems operation. It is numbered 1.1, that is the first



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competence in Function 1. The term competence should be understood as the application ofknowledge, understanding, proficiency, skills, and experience for an individual to perform atask, duty or responsibility on board in a safe, efficient and timely manner.

Shown next is the required TRAINING OUTCOME. The training outcomes are the areas offunctional skill components in which the trainee must be able to demonstrate knowledge andunderstanding. Each COMPETENCE comprises a number of training outcomes. Forexample, the competence Possess sufficient elementary theoretical knowledge tounderstand the basic principles involved and apply theoretical engineering principlesto fishing vessel systems operation comprises a total of four training outcomes. The firstconcerns COMBUSTION PROCESS AND HEAT TRANSMISSION. Each training outcome isuniquely and consistently numbered in this model course. Combustion process and heattransmission is numbered 1.1.1.

Finally, each training outcome embodies a variable number of required performances – asevidence of competence. The instruction, training and learning should lead to the traineemeeting the specified required performance. For the training outcome Combusion processand heat transmision, there are nine areas of performance. These are:

1.1.1.1 Steady-flow energy equation 1.1.1.2 First and second laws of thermodynamics 1.1.1.3 Vapours

and so on.

Following each numbered area of required performance there is a list of activities that the traineeshould complete and which collectively specify the standard of competence that the trainee mustmeet.These are for the guidance of teachers and instructors in designing lessons, lectures, testsand exercises for use in the teaching process. For example, under the topic 1.1.1.1 Steady-flowenergy equation, to meet the required performance, the trainee should be able to:

– explain what is meant by ‘conservation of energy’

– apply the above objective to the flow of fluid in a system to produce the steady-flowenergy equation (SFEE)

– describe in simple terms the forms of energy in the SFEE, i.e.

– potential energy

– kinetic energy and so on.

IMO references (R) are listed in the column to the right hand side. Teaching aids (A), videos(V) and textbooks (T) relevant to the training outcome and required performances are placedimmediately following the TRAINING OUTCOME title.

Note that it is not intended that lessons are organized to follow the sequence of requiredperformances listed in the tables. The tables are organized to match with the competence inthe Document for Guidance on Training and Certification of Fishing Vessel Personnel.Lessons and teaching should follow college practices. It is not necessary, for example, forMaterials for construction and repair to be studied before Safe working practices. It isnecessary, however, to ensure that all the relevant elements are covered and that teaching is



43


effective to allow trainees to meet the standard of the required performance and demonstratetheir competence.



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COMPETENCE 1.1Possess sufficient elementary theoretical knowledgeto understand the basic principles involved andapply theoretical engineering principles to fishingvessel systems operation

IMO Reference

TRAINING OUTCOMES:

Demonstrate a knowledge and understanding of:

1.1.1 COMBUSTION PROCESS AND HEATTRANSMISSION

1.1.2 MECHANICS AND HYDROMECHANICS

1.1.3 PROPERTIES OF FUELS AND LUBRICANTS

1.1.4 PROPERTIES OF MATERIALS

Paragraph 3 ofappendix toregulation II/5 ofSTCW-F Convention



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COMPETENCE 1.1 Possess sufficient elementary theoretical knowledge to understandthe basic principles involved and apply theoretical engineering IMO Referenceprinciples to fishing vessel systems operation

1.1.1 COMBUSTION PROCESS AND HEAT TRANSMISSION R1

Textbooks:T3

Teaching aids: A1, A3

Required performance:

1. Steady-flow energy equation (3 hours)

.1 explains what is meant by ‘the conservation of energy’

.2 applies paragraph 1.1 to the flow of fluid in a system to produce thesteady-flow energy equation (SFEE)

.3 describes in simple terms the forms of energy in the SFEE, i. e.:

– potential energy– kinetic energy– internal energy– displacement energy– heat transfer– external work done

.4 develops the SFEE to incorporate specific enthalpy

.5 solves simple problems sufficient to demonstrate

adequate understanding of the principles of the SFEE

.6 explains which component energies may not apply, or may beinsignificant, in marine applications

.7 explains how in a closed system the SFEE is developed to produce thenon-flow energy equation (NFEE), or in simple terms:

heat transferred = change of internal energy + work transferred

2. First and second laws of thermodynamics (2 hours)

.1 explains in simple terms the first law of thermodynamics and itsapplications

.2 explains the practical applications of the second law of thermodynamics

.3 explains which practical marine engineering processes can beconsidered to be adiabatic

3. Vapours (3 hours)

.1 describes the formation of steam from water at constant pressure

.2 describes the relationship between temperature change and the numberof phases

.3 sketches a temperature/enthalpy diagram depicting the conversion of aliquid into a superheated vapor at various pressures, showing:– the saturated vapour line – the saturated liquid line– the critical point– lines of constant dryness

.4 shows on the diagram in paragraph 3.3 the effect of compression and ofexpansion at constant temperature on:– a gas– a vapourand in the case of the latter where liquefaction takes place

.5 shows on the diagram in paragraph 3.3 above the effect of throttling adry saturated vapour, assuming that the total enthalpy remains constant



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COMPETENCE 1.1 Possess sufficient elementary theoretical knowledge to understand the basic principles involved and apply theoretical engineering IMO Referenceprinciples to fishing vessel systems operation

4. Behaviour of gases (2 hours)

.1 applies Boyle’s and Charles’s laws and the characteristic equation of aperfect gas to problems related to marine engineering

.2 for gases, explains what is meant by:– specific heat capacity at constant volume – specific heat capacity at constant pressure

.3 explains why all of the heat added when a gas is heated at constantvolume is converted into internal energy, i.e. raises its temperature

.4 explains that when heat is added to a gas at constant pressure the heatis shared between the work required to expand it and the increase ofinternal energy of the gas

.5 explains that an isothermal expansion or compression obey Boyle’s law

.6 sketches a P-V diagram, showing isothermal, polytropic and adiabatic:– expansion from a common starting point– compression from a common starting point

5. Thermal efficiency (2 hours)

.1 explains why, in practical terms, no thermodynamic process is reversible

.2 states that theory assumes that some processes are reversible

.3 explains that a reversible process is one in which there are no lossesand would be the most efficient possible

.4 describes in simple terms the principle of the Carnot cycle

.5 states that the maximum possible theoretical thermal efficiency is theCarnot thermal efficiency and is given by the expression

.6 explains why the maximum theoretical thermal efficiency cannot reach100%

.7 calculates Carnot thermal efficiency, given maximum and minimum

6. Steam plant (6 hours) R1, R2

.1 lists construction component, routine actions and checks to be madebefore starting up a boiler

.2 describes briefly, or performs, the correct procedures for the preparation,starting up, normal running and shutting down of a boiler

.3 describes or records important running data, to include temperaturesand pressures etc.

.4 describes how to detect and locate malfunctioning

.5 describes briefly the appropriate procedure following the discovery ofgiven common faults

7. Refrigeration (6 hours) R1, R2

.1 sketches a practical refrigeration cycle, when a regulator is used, onpressure-enthalpy diagram, indicating compression, cooling, throttlingand evaporation

.2 for both large-scale and domestic refrigerators, describes:

– the methods employed to transfer heat in the evaporator

– the methods employed to transfer heat in the condenser

– how the throttling process is achieved

maximum absolute temperature - minimum absolute temperature��

maximum absolute temperature



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.3 sketches a more effective refrigeration cycle on a pressure-enthalpydiagram with dry compression and undercooling, explaining theadvantages achieved

.4 uses enthalpy tables to calculate the condition of the refrigerant at stagepoints in the cycle and the coefficient of performance

.5 describes in simple terms the principles of a vapour absorptionrefrigerator

8. Heat transfer (4 hours)

.1 explains the factors which influence the rate of heat transfer byconduction

.2 develops an equation for the temperature drop across the outer surfacesof a three-layer composite wall

.3 solves simple problems, using the equation in paragraph 8.2 above todetermine surface and interface temperatures and the heat transfer

.4 applies paragraphs 8.2 and 8.3 above to a simple treatment of thincylinders with not more than one layer of insulation attached to thecylinder

.5 describes the factors which influence the rate of heat transfer byradiation

.6 describes the factors which influence the rate of heat

.7 sketches a diagram showing the nature of temperature gradients acrossa two-layer composite wall and surface films

9. Air compressors (4 hours)

.1 sketches diagrammatically the cylinder of a single-stage reciprocating aircompressor and a corresponding pressure-volume diagram, showingsuction compression (isothermal, polytropic and adiabatic), delivery andclearance volume

.2 states that it is the difference between the pressure in the cylinder andthat in the inlet and discharge chambers which governs the points atwhich the valves open and close

.3 states that isothermal compression would be the most efficient attainable

.4 defines volumetric efficiency

.5 explains the reasons for requiring high volumetric efficiency and thefactors which influence it

.6 uses the characteristic equation to convert free air delivery into actualdelivery conditions and vice versa

.7 sketches a diagrammatic arrangement of a multi-stage compressor

.8 sketches a pressure-volume diagram for a two-stage compressorshowing:

– ideal isothermal compression

– polytropic compression

.9 explains why intercoolers are used



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1.1.2 MECHANICS AND HYDROMECHANICS R1

Textbooks: T1

Teaching aids: A1


1. Friction (2 hours)

.1 states the four categories of friction

.2 states the relationship between kinetic and limiting values of frictionforce

.3 describes the principles of ball and roller bearing

.4 explains the effect of area and different surface finishes on dry friction

2. Inertia (2 hours)

.1 defines mass in terms of inertia

.2 relates mass to weight

.3 describes active and reactive forces

.4 applies the principles of inertia force to connected bodies

3. Circular motion (3 hours)

.1 explains the similarity between a conical pendulum and a simple enginegovernor

.2 solves simple problems to demonstrate the relationship between coneheight and speed of rotation

.3 explains the effect of centrifugal force on the rim and spokes of aflywheel

.4 explains the principles of balancing dynamically two masses rotating inthe same plane

.5 explains the cause of dynamic forces at bearings

.6 explains the variation of dynamic forces in the bearings4. Periodic motion (2 hours)

.1 describes the variation of velocity and acceleration of a piston in areciprocating engine

.2 defines simple harmonic motion

.3 compares simple harmonic motion to that of a piston in a reciprocatingengine

.4 defines frequency

.5 defines amplitude5. Dynamics of rotation (3 hours)

.1 for a rotating particle, shows that linear acceleration = angularacceleration × radius of rotation

.2 explains the effect of bearing friction when:– accelerating a shaft– retarding a shaft

.3 solves practical problems concerning paragraph 5.1 and 5.2 above, givenvalues of r or k for solid discs, hollow shafts and flywheels, to findaccelerating, driving and braking torques

6. Work and energy (6 hours)

.1 calculates the work done when accelerating a body against a resistance

.2 derives and relates the units of energy

.3 solves problems concerning paragraphs 6.1 and 6.2 above



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.4 gives examples illustrating the conservation of energy

.5 develops the equation giving the kinetic energy of rotation

.6 solves problems concerning paragraph 6.5 above

.7 explains the function of a flywheel

.8 compares the function of a flywheel to that of a governor

7. Impulse and momentum (3 hours)

Linear

.1 defines the impulse of a force

.2 defines the momentum of a body

.3 describes the conditions where the principle of the conservation ofmomentum applies

Angular

.4 defines angular impulse

.5 defines angular momentum

.6 shows that angular impulse = change of angular momentum

8. Hydrostatics (3 hours)

.1 defines centre of pressure

.2 states that the centre of pressure is always below the centroid of thewetted area

.3 shows that the distance of the centre of pressure from the water surfaceis equal to:

9. Hydraulics (3 hours) R1, R2

Rate of flow

.1 states Bernoulli’s equation for unit mass of liquid

.2 derives pressure energy, potential energy and kinetic energy per unitweight in terms of liquid head

Laminar flow

.3 explains what is meant by laminar flow

.4 defines viscosity

.5 lists the factors, and the proportion of their influence, affecting the headloss of liquids flowing in a pipe

.6 sketches the principal features of Venturi meter

.7 sketches a graph showing the relationship between flow rate and headloss

.8 solves simple problems to find rates of flow

.9 explains the reasons for actual flow rate being less than the theoreticalvalue

second moment of area of the wetted area about water surface first��

moment of area of the wetted area about water surface



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1.1.3 PHYSlCAL AND CHEMlCAL PROPERTIES OF FUELS AND LUBRICANTS

Textbook: T2

Teaching aids: A1, A2, V3, V4, V5


1. Production of oils from crude petroleum (1 hour)

.1 names the three types of crude petroleum and characteristicconstituent of their residues distillation

.2 describes the asphalt in residual fuels and its effect in internalcombustion engines

.3 states the general composition of petroleum

.4 names the four main series of hydrocarbons that are in petroleum

.5 draws a line diagram of a simple distillation process, indicating thepoints at which kerosene, gas oil, residual fuel oil, heavy gas oil andlubricating oil are fractioned off

2. Physical and chemical properties of oils (4 hours)

.1 explains how density measurements are adjusted when the fueltemperature is other than 15°C

.2 defines viscosity in simple terms

.3 describes briefly the principles of obtaining absolute and kinematicalviscosity

.4 explains the importance of stating the temperature of oil when quotingits viscosity

.5 describes the effect on its viscosity of raising temperature of an oil

.6 states the approximate viscosities required for satisfactory atomizationand combustion

.7 lists the factors affected by viscosity

.8 states the range of flashpoints or the approximate closed-cup flashpointfor:– petrol – kerosene – diesel oil – heavy fuel oil – lubricating oil

.9 explains what is meant by the fire point of an oil and relates this to the flashpoint

.10 explains the difference between higher and lower calorific values and their uses

.11 explains, in principle, how calorific values are determined:– by experiment – by calculation

.12 states the approximate higher calorific values of:– fuel oil – diesel oil

.13 explains ‘carbon residue’

.14 describes how the presence of water in an oil can be detected

.15 states that alkalinity and ash content of a fuel are not normallymeasured on board ship



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3. Combustion (5 hours)

.1 explains how ‘knocking’ occurs

.2 explains ‘octane number’

.3 explains the ignition quality of a fuel

.4 states that the higher the cetane number the better the ignition quality

.5 explains the relationship between the speed of a diesel engine and theminimum cetane number

.6 describes the common relationship between density, viscosity,flashpoint and calorific value of common marine fuels

.7 compares the quantity of heat liberated when carbon is burnt toproduce carbon dioxide and when burnt with a deficiency of oxygen toproduce carbon monoxide

.8 compares the quantity of heat available when hydrogen is burnt and thesteam produced is condensed with the normal practical situation wherethe steam leaves the plant as part of the exhaust products

.9 states the approximate calorific value of sulphur

.10 describes the process of burning sulphur to produce both sulphurdioxide and sulphur trioxide

.11 describes the harmful effects of sulphur trioxide in the products ofcombustion

.12 describes the effect of vanadium pentoxide when present in a fuel oil

.13 explains the part that nitrogen takes in the combustion process

.14 explains the reason for the supply of excess air

.15 compares the proportion of excess air supplied to a boiler and thatsupplied to a diesel engine, explaining why this is necessary

.16 explains the effect of the quantity of excess air supplied on theproportion of oxygen and carbon dioxide in the exhaust gas

.17 explains what is meant by the limits of flammability

.18 describes the effect of varying pressure and temperature on the limitsof flammability

.19 states the factors which affect flame temperature

.20 states an approximate typical flame temperature in a boiler furnace

.21 explains in simple terms the reasons for using additives in fuel oil

.22 explains why seawater ballast should not be carried in tanks which willcarry fuel oil

.23 explains in simple terms what is meant by dissociation

.24 describes how dissociation affects the temperatures in a diesel engine

.25 states the approximate range of percentage by volume carbon dioxideis present in boiler flue gases

.26 sketches graphs to show the effect of varying excess air and flue-gastemperature on flue-gas losses, also the relationship between excessair and percentage by volume of carbon dioxide present

.27 describes the relationship between the colour of exhaust gas and thequality of the combustion process

.28 explains why there is a danger of corrosion when operating with lowflue-gas temperatures

.29 explains why the correct percentage of carbon dioxide present in theflue gases is evidence of efficient combustion and heat transfer



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4. Combustion equipment (2 hours)

.1 explains how dirt particles are removed from fuel oil prior to reachingthe combustion equipment

.2 describes the effect of varying the temperature of oil on both, itscombustion and the equipment

.3 describes the effect of varying the pressure on its combustion andflame shape

.4 describes the effect of water in fuel oil

.5 explains the importance of maintaining boiler registers in good conditionand the effect of incorrect air pressure

.6 explains how the viscosity of fuel oil is controlled automatically

5. Oil purification (4 hours)

.1 describes an oil settling tank, naming all the fittings

.2 explains the use of the fittings of a settling tank

.3 describes oil filtration methods, explaining the particle size which eachmethod is capable of filtering out

.4 explains the reasons for installing filter coalescers

.5 describes how a lubricating oil filter coalescer works

.6 describes the sequence of operation of an automatic oil-filter module

.7 explains the principles of an oil and water centrifuge

.8 describes the adjustments which have to be made when oils of differentdensities are being processed and explains why

.9 explains the factors which govern the limiting particle size in a largebowl centrifuge

.10 describes the operation of a self-cleaning purifier

6. Lubricating oils (3 hours)

.1 states that lubricating oils are produced from both paraffin and asphaltbase crude oils

.2 states a typical closed-cup flashpoint for a lubricating oil

.3 describes a compounded oil and its uses

.4 explains the disadvantage of using fatty oils in steam machinery

.5 explains what is meant by, and the effects of, dilution of crank-case oil

.6 explains why additives are used in lubricating oils

.7 describes the effect of elevated temperature on the oxidation of alubricating oil

.8 describes how oxidation affects lubricating oils

.9 describes the purpose and applications of additives related to:

– corrosion

– detergency

– dispersal

– pour point

– foaming

– viscosity

– extreme pressure

– emulsifying



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7. Lubrication (4 hours)

.1 explains the various functions of a lubricant

.2 explains the parts played by the oiliness and viscosity of a lubricant

.3 describes boundary lubrication and where it occurs

.4 describes hydrodynamic lubrication and the type of bearing where it canexist

.5 sketches a graph indicating the effect of viscosity, speed and pressure onthe lubrication of a bearing

.6 explains the effect of viscosity, surface speed, bearing clearance andpressure on the lubrication of a bearing

.7 describes the generation of oil films in both a journal and a Michell-typebearing

.8 states typical bearing pressures in marine diesel engines

.9 explains the meaning, causes, effects and remedies of:– scuffing– pitting– emulsifying– oxidation– lacquering

8. Lubrication problems and testing (6 hours)

.1 states where a sample of lubricating oil for testing should be taken from

.2 describes how alkalinity can be checked

.3 describes how to test for:– dispersiveness– contamination– water

.4 describes how viscosity can be checked

.5 states the factors which contribute towards the formation of tin oxides inwhite metal bearings

.6 describes the effect of tin oxides present in bearings

.7 explains what can be used to prevent or alleviate the problem of tin oxidesin bearings

.8 explains the possible causes of microbial degradation of lubricating oils

.9 describes the means by which microbial degradation may be prevented orremedied

.10 describes the tests to be performed ashore in a laboratory commonlyrequested by a chief engineer

.11 lists the properties normally examined in a laboratory analysis

.12 performs or witnesses appropriate laboratory tests

.13 relates typical laboratory analyses to sources of problems on board ship

.14 explains the action to be taken to overcome the problems referred to in theabove objective

9. Greases (1 hour)

.1 describes the main constituents of greases and the purpose of fillers

.2 describes applications where greases are used as a lubricant



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1.1.4 PROPERTIES OF MATERIALS R1

Textbooks: T1, T2

Teaching aids: A1


1. Metallurgy of steel and cast iron (3 hours)

.1 states that the principal process in steelmaking is to reduce the carboncontent and remove the undesirable elements from the molten pig iron

.2 describes the principal difference between steels produced by the open-hearth and the Bessemer processes

.3 describes how cast iron is produced

.4 describes the effect of adding carbon to pure ranging iron from 100%ferrite to 100% cementite

.5 states the approximate carbon content and uses of:

– mild steel

– medium-carbon steel

– high-carbon steel

– cast iron

.6 explains the principal differences between grey and white cast iron

.7 sketches graphs showing the effect of varying carbon content on thetensile strength, ductility, malleability and hardness of steels

2. Testing and properties of materials (6 hours)

.1 explains how the following properties of a material are determined:– ductility – ultimate tensile – yield stress

.2 explains and indicates on the above diagram the following:– elastic stage – limit of proportionality – elastic limit – permanent set – yield stress – plastic stage – work-hardening stage – waisting

.3 sketches stress–strain graphs for grey cast iron in tension and incompression, explaining the characteristics

.4 describes the principles of hardness testing

.5 describes the relative hardness of brass, mild steel, grey cast iron andwhite cast iron

.6 explains the purpose of an impact test

.7 relates results from impact tests on common materials to their use inmarine engineering

.8 explains the principles of non-destructive examination for defects within ametal, using the following methods:– hammer– radiography– ultrasonics



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3. Heat treatment of metals (3 hours) R2

.1 explains in simple terms what is meant by the lower upper and criticaltemperature ranges

.2 describes the process and the effect on a medium-carbon steelhardening and tempering

.3 explains the purpose of annealing

.4 describes examples where annealing might be necessary

.5 describes the process of annealing

.6 explains the difference between annealing and normalizing and theirapplications

.7 explains what is meant by work hardening

.8 describes conditions in marine applications where work hardeningoccurs

.9 explains the measures taken to rectify or reduce the effect of workhardening

.10 explains that the welding process involves heating, melting and coolingmetals,· which affects the structure and properties of the resultingmaterial

4. Alloying elements in irons and steels (2 hours) R2

.1 explains the principal reasons for adding the following elements:

– cobalt

– nickel

– chromium

– molybdenum

– vanadium

– tungsten

– copper

– manganese

– silicon

– titanium

.2 states marine applications of the above

5. Non-ferrous metals (2 hours) R2

.1 describes the effect of cold working or vibration on copper and how theoriginal properties can be restored

.2 describes the effect of corrosive conditions on brass and how this canbe reduced

.3 explains the reasons for adding the following elements to bronze:

– manganese

– phosphorus

– aluminium

– zinc

.4 explains briefly how aluminium can be treated in order to improve itsstrength

.5 describes in general terms the range of copper–nickel alloys and theirapplications in marine engineering



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.6 states the approximate analyses of both tin- and lead-based white metals and to the uses for which they are suited

.7 states the range of melting temperatures for white metals

6. Non-metallic materials (2 hours)

.1 describes the applications of and the reason for using the following materials:

– nitrile rubber

– neoprenes

– P.T.F.E.

– epoxy resin

– rubber

– asbestos

– cotton

– silicon nitride

– glass-reinforced plastics

.2 explains the risk if work has to be carried out involving asbestos

.3 describes the precautions to be taken if any work has to be performedon anything associated with asbestos

7. Welding (6 hours)

.1 states the metals which can be welded using the argon arc process

.2 describes the principal features of the argon arc welding process

.3 describes the different types of welding employed in marine practiceand their application

.4 explains that welded material will contract or tend to contract oncooling, and this may cause distortion

.5 describes the effect of restricted contraction on welded materials

.6 explains why pre-heating and controlled cooling are sometimes necessary

.7 states the welding techniques used and the materials normally weldedby ship’s staff

.8 describes the methods available to a chief engineer to inspect welding

.9 describes typical faults in welding

.10 explains how the faults in paragraph 7.9 above can be avoided or rectified

8. Direct stress and strain (4 hours)

.1 defines direct stress and the units used

.2 defines strain and states that it is a ratio

.3 explains elasticity as applied to metals

.4 defines Hooke’s law

.5 defines Young’s modulus of elasticity, E

.6 lists common engineering materials which obey Hooke’s law

.7 solves simple problems to determine stress and elastic deformation,using given values of E

.8 explains what is meant by a factor of safety

.9 states approximate values of factors of safety for components used inmarine engineering

.10 solves simple problems to reinforce the understanding of paragraphs8.8 and 8.9 above



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.13 solves problems involving compound bars of two metals to find thestress to in each component and the elastic deformation

.14 explains the conditions under which changes of temperature canproduce stress in a material

9. Shear and torsion (4 hours)

.1 describes shear stress

.2 shows how (a) rivets in a simple joint and (b) bolts in a shaft couplingare placed in shear

.3 explains shear strain

.4 defines modulus of rigidity

.5 for a thin-walled tube subjected to twisting, derives the relationshipbetween shear stress, radius, modulus of rigidity, angle of twist andlength

.6 relates the expression derived in paragraph 9.5 to the applied torqueand the polar second moment of area of a solid shaft

.7 describes the relationship between angle of twist and length

.8 describes the relationship between shear stress and radius

.9 applies the relationships in paragraphs 9.5 and 9.6 to a hollow shaft

.10 explains how the strengths of shafts are compared

.11 expresses the power transmitted in terms of torque and speed of rotation

10. Shear force and bending moments (4 hours)

.1 explains the concept of shear force caused by a concentrated load on acantilever

.2 uses the sign convention related to shear forces

.3 sketches shear-force diagrams for paragraph 10.1 above

.4 explains the concept of bending moment caused by a concentratedload on a cantilever

.5 sketches bending-moment diagrams for paragraph 10.4 above

.6 calculates the reactions at points where a beam is simply supported

.7 explains that the above theory has limitations and does not applydirectly to constrained beams and structure



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COMPETENCE 1.2Operation and maintenance of fishing vessel power plant IMO Reference

TRAINING OUTCOMES:


1.2.1 IDENTIFY OPERATING PRINCIPLE OF MARINEPOWER PLANTS IN FISHING VESSELS

1.2.2 OPERATION AND MAINTENANCE OFOUTBOARD MOTORS

1.2.3 OPERATION AND MAINTENANCE OF MARINEDIESEL ENGINES

1.2.4 MARINE GAS TURBINE

Paragraph 4 ofappendix toregulation II/5 ofSTCW-FConvention



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COMPETENCE 1.2 Operation and maintenance of fishing vessel power plant IMO Reference

1.2.1 IDENTIFY OPERATING PRINCIPLE OF MARINE POWER R1, R2PLANTS IN FISHING VESSELS

Textbooks: T2, T3, T4,T5

Teaching aids: A1, A2, A3


1. Marine diesel engines

1.1 Engine types (2 hours)

.1 states that marine diesel engines are normally described in broadcategories by the bore of their cylinders and their rotational speed

.2 states that large-bore engines are normally fitted with piston rods andcrossheads

.3 states that smaller diesel engines normally have trunk pistons andgudgeon pins in the place of piston rods and crossheads

.4 states that large-bore engines are normally directly connected to thepropeller and therefore rotate at low speed

.5 states that other diesel engines may run at medium speed or highspeed, depending upon their duty

.6 states that medium-speed and high-speed engines are often used asdirect drives for generation of electrical power

.7 states that medium-speed engines (and occasionally high-speedengines) are used, through some form of speed reduction, as mainpropulsion engines

.8 states the approximate speed ranges related to the following engines:

– low-speed

– medium-speed

– high-speed

1.2 Engine principles (15 hours)

.1 states that the diesel engine operates on a cycle based on the ideal dualcycle

.2 sketches a pressure-volume diagram, indicating the important processes

.3 explains the terms:

– two-stroke cycle

– four-stroke cycle

– single-acting

– double-acting

– compression ignition

– solid injection

.4 draws typical crank-angle timing diagrams for:

– two-stroke engines

– four-stroke engines

.5 explains how the cylinders of two-stroke and four-stroke engines arescavenged

.6 describes the principles of uniflow, loop and cross scavenging

.7 sketches typical indicator-diagrams for:

– a two-stroke engine

– a four-stroke engine



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.8 explains the problems of obtaining indicator diagrams from slow-speed,medium speed and high-speed engines

.9 states that peak pressures are sometimes measured which give anindication of engine power and performance

.10 develops the expression: work = pressure × volume, to produce anexpression for the power of a diesel engine in terms of m.e.p., numberof cylinders, length of stroke, diameter of piston and r.p.m.

.11 calculates indicated power, using given dimensions, r.p.m., m.e.p. andthe expression developed in paragraph 1.2.10 above

.12 states typical compressions and maximum pressures for slow, medium-and high-speed engines

.13 explains the reasons for supercharging, giving typical superchargepressures

.14 using the equation PV = mRT, shows the effect of varying P and T in adiesel-engine cylinder

.15 sketches and labels a diagrammatic arrangement of a superchargingsystem

.16 explains why high pressures are required for the injection of fuel intothe cylinder

.17 states, for a marine propulsion diesel engine, typical values of:

– brake thermal efficiency

– mechanical efficiency

– fuel consumption in kg per kW hour

1.3 Medium-speed and high-speed (four-stroke) diesel engines (15 hours)

.1 lists the services for which auxiliary diesel engines are used

.2 describes, with the aid of simple sketches and naming the materials ofmanufacture, the assembled construction of the following:

– the bedplate

– a cylinder block

– a cylinder jacket

– a cylinder liner

– a cylinder head

– the exhaust gas manifold

– the air-inlet manifold

– the air cooler

– the engine crankcase

– a bearing housing and shell

– the lubrication-oil sump

– a piston

– a connecting rod

– a gudgeon pin

– the crankshaft

– the camshaft and chain

– the push rods

– a fuel injector

– the air inlet and exhaust valves and rockers



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.3 describes in simple terms the principal features of a typical ‘V’-type medium-speed diesel engine

.4 sketches a diagrammatic arrangement of a propeller drive from two medium-speed engines

.5 sketches timing diagrams for medium-speed and high-speed diesel engines

.6 describes a simple governor to maintain normal running speed underconditions of variable load

.7 describes a lubrication and piston-cooling system for a medium-speed dieselengine

.8 states that the power starting of an auxiliary diesel engine can be pneumatic,hydraulic or electrical

.9 states the correct preparation for starting an auxiliary diesel engine

.10 describes the observations which indicate satisfactory performance of adiesel engine

.11 lists the normal operating pressures and/or temperatures for:

– exhaust gas

– inlet air

– circulating water at inlet and outlet

– lubricating oil

– fuel

.12 explains why it is important to maintain the lubricating oil and fuel filtersclean and in good condition

.13 uses engine builders’ manuals to obtain working clearances specified by theinstructor

.14 describes how the diesel engine of an emergency generator is started

.15 states the normal intervals between checking and testing the emergencygenerating engine

1.4 Large-bore (two-stroke) engine details (7 hours)

.1 describes with the aid of a simple single line sketch, naming the materials ofmanufacture, the assembled construction of the principal components of adiesel engine, including:– the bedplate– holding-down bolts and chocks– a main bearing– an ‘A’ frame and entablature – guides– a liner– a cooling-water jacket– a cylinder head– a diaphragm – a turbocharger – the scavenge trunk – an air cooler– the crankshaft– a connecting rod– a crosshead – a piston – a bottom end bearing– a top end bearing



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– the camshaft– a push rod – a rocker– an exhaust valve or port – an air-inlet port– the chain or gear train driving the camshaft

.2 sketches a section through a piston, bedplate, showing the coolingarrangements

.3 sketches a section through an engine bedplate, showing the longitudinal andtransverse girders, the main bearing and tie-bolt housings

.4 describes, with the aid of simple sketches, the following valves, showingprincipal parts, materials and method of operation:– exhaust valve– cylinder lubricator– fuel valve – cylinder relief valve – air-starting valve – crankcase relief valve – jerk fuel pump including the pressures at which the two relief valves operate

1.5 Engine systems (9 hours)

.1 describes, using line diagrams with blocks and symbols to indicatecomponents such as filters, heaters, coolers, pumps, valves, drains, airbleeds, etc. and arrows to indicate flow typical systems of the following:

– fuel oil – both diesel and high-viscosity fuels

– lubricating oil

– piston-cooling water and oil

– jacket-cooling water

– fuel-valve-cooling water

– starting air

– combustion air and exhaust

.2 states normal operating pressures and temperatures for the systems inparagraph 1.5.1 above

.3 sketches an air reservoir, naming all of the fittings

.4 states typical pressures for a starting-air reservoir

.5 describes the safety devices to prevent overpressure in air storage reservoirs

.6 describes the safeguards against the risk of explosion in air-start lines

.7 explains the purpose of sheathing on high-pressure fuel lines

8 explains the purpose of lagging and/or sheathing on hot surfaces

.9 explains the purpose of guards over moving machinery

.10 states the importance of maintaining the items in paragraphs 1.5.7 to 1.5.9above in good condition

1.6 Engine trial data (6 hours)

.1 states that the torque produced by an engine is measured on the testbed, using a dynamometer

.2 explains in simple terms the principle of operation of a dynamometer

.3 uses the expression brake power = 2πNT to calculate brake powerwhere, N is the rotational speed in r.p.s. T is the mean torque in Nm



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.4 states that, when installed in a ship, the power output of a generator obtainedfrom electrical measurements will be very close to its brake power

.5 states that friction power is taken to be the difference between indicatedpower and brake power

.6 defines mechanical efficiency as the ratio of brake power to indicated power

.7 states that, for a diesel engine, indicated power is calculated by using meaneffective pressures obtained from indicator diagrams or other appropriatemeans, depending on the rotational speed of the engine

.8 states that, for turbines, indicated power can only be calculated by usingchanges of enthalpy from inlet to outlet

.9 explains what is meant by the term ‘brake mean effective pressure’

.10 states that in marine practice it is common to quote specific fuel consumptionin terms of grams/kW h

.11 explains how brake thermal efficiencies are calculated

.12 states that, as a basis for comparison, for internal-combustion engines thehighest possible efficiency, air standard efficiency, is sometimes quoted

.13 solves simple problems involving paragraphs 1.6.1 to 1.6.12 above

.14 describes an energy balance for a diesel engine as being the energydistributed between:

– brake power

– cooling water

– exhaust

– surroundings

.15 sketches a graph of energy distribution at varying loads for a typical marinediesel engine

.16 sketches the following graphs, drawing attention to the significant featuresand giving brief explanations where appropriate:– torque versus speed for a variable-speed engine– torque versus brake horse power for a constant-speed engine– power versus speed for a variable-speed engine indicated horse power

versus brake horse power for a constant-speed engine– mechanical efficiency versus speed or brake horse power for variable and

constant-speed engines– fuel consumption versus speed for a variable-speed engine– fuel consumption versus brake horse power for a constant-speed engine– specific fuel consumption versus speed or brake horse power for variable

and constant-speed engines– thermal efficiency versus speed or brake horse power for variable- and

constant-speed engines1.7 Operation (6 hours)

.1 explains the purpose of a turning gear and the need for interlocks

.2 lists the safety checks necessary before using the turning gear

.3 describes how an engine is:

– prepared for starting

– started

– stopped

– reversed, when manoeuvring and when at full speed

.4 describes how engine speed and output power are controlled fornormal requirements



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.5 describes how engine overspeed is prevented

.6 describes the conditions which can lead to dangerous oil mists in crankcases

.7 describes the correct action to take when hazardous conditions areindicated in a crankcase

.8 describes the principle of operation of oil-mist detection apparatus usedto monitor crankcase conditions

.9 describes how to maintain an oil-mist detector in good working order

.10 states typical normal temperatures of exhaust gas at discharge from thecylinder

.11 states typical normal temperatures of exhaust gas entering and leavinga turbocharger unit

.12 explains the importance of keeping scavenge air spaces andsupercharge air spaces drained and clean

.13 describes the correct procedure and actions to take if a fire occurs in thescavenge air space or in the supercharge air space when an engine isrunning

.14 describes the action to be taken if a turbocharger surges2. Shafting (10 hours)

2.1 Alignment R1, R2

.1 describes the effect of a ship’s normal service demands on the alignmentof propulsion shafts etc.

.2 describes how deflection of the structure is reduced in way of machinery

.3 states typical variation of deflections from light ship to loaded ship

.4 states typical variations in main engine bedplate deflection from light shipto fully loaded ship

.5 states that allowances for structural deflection are normally provided bythe ship’s builder

.6 states that in some engines working clearances are of different valuesdependent on their position relative to the engine length in order tocompensate for normal deflections

.7 describes in principle how shafting is lined up initially

.8 describes how, after installing the intermediate shafts, the bearings arefitted to their correct heights

.9 describes how the main engine is lined up to the shafting

.10 explains the effect of stern-tube wear on engines

.11 describes how the effects in paragraph 2.1.10 above are catered for

.12 explains how a pilgrim wire is used and the difficulties normallyencountered

2.2 Shaft strengths

.1 explains why hollow shafts are sometimes used

.2 states that at any given rotational speed the power transmitted isproportional to the cube of the shaft diameter

.3 using the principle in paragraph 2.2.2 above, estimates powerreductions necessary if faults develop in the shafting

.4 describes the sources and nature of the stresses in the:– intermediate shafts– thrust shaft– propeller shaft

.5 states that the sizes of shafts, couplings, bolts, liners, etc. are found byusing largely empirical formula



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2.3 Propeller shaft and stern tube

.1 given a drawing of a water-lubricated stern tube as fitted in a ship with its tailshaft and propeller, names and explains the function of all of the componentsand features

.2 states the materials normally used for all components in paragraph 2.3.1above

.3 describes the materials used for the bearings in paragraph 2.3.1 above

.4 explains how the bearings in paragraph 2.3.1 above are lubricated

.5 explains how the propeller is secured to the tailshaft

.6 sketches a coupling arrangement which would allow outward removal of thetailshaft

.7 states the maximum period allowed between examinations

.8 states the maximum weardown allowed

.9 describes the defect which may occur in a tailshaft and stern tube

.10 describes the working principle of an oil-lubricated stern tube

.11 given a drawing of an oil-lubricated stern tube, names and explains thefunction of all components and features

.12 describes the bearing materials used in the stern-tube described inparagraph 2.3.11 above

.13 describes the lubrication system in the stern-tube described in paragraph2.3.11 above

.14 describes how water is detected and removed from the lubricating oil

.15 describes the typical seals used at each end of the tailshaft

.16 states the maximum period allowed between examinations

.17 states the maximum weardown for an oil-lubricated stern tube

.18 describes the arrangement of a withdrawable stern gear

.19 explains in principle the bearing arrangement sometimes used for very largepropellers

2.4 Controllable-pitch propellers.1 explains the reasons for using controllable-pitch propellers.2 given a diagrammatic arrangement, explains how the pitch of a propeller is

controlled.3 describes the safeguards installed for a controllable-pitch propeller

2.5 Shaft fittings.1 explains the reason for fitting:

– a friction brake– a trailing collar

.2 explains the principles of a torsion meter

.3 explains why the electrical torsion meter is used in preference to others

.4 describes the principles of an electrical torsion meter2.6 Thrust block

.1 explains how the propeller thrust is transmitted to the ship’s structure

.2 describes the seating and securing arrangements of a thrust block

.3 describes the principle of the tilting pad

.4 sketches a section through a thrust block, showing the flow of lubricating oil

.5 explains the principle of a thrust indicator 2.7 Balancing

.1 describes the process of balancing:– a single revolving mass

– several masses revolving in one plane

– several masses revolving in different planes



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.2 states that a single revolving mass cannot totally balance a reciprocatingmass

.3 explains the purpose of partial balance using rotating masses

2.8 Vibration and noise

.1 names the three modes of vibration

.2 states a simple equation of forces and explains how each component may bevaried

.3 explains what is meant by a critical speed and the dangers if such speed ismaintained

.4 explains how critical speeds can be altered

.5 explains the source of transverse vibration

.6 explains the difficulties of reducing transverse vibration

.7 explains the source of axial vibration

.8 states that torsional vibration is a twisting oscillation creating reversing shearstress and strain

.9 explains what is meant by a node

.10 describes where critical speeds normally occur in amidships and aft-endmachinery installations

.11 explains the effect of fitting a detuner

.12 describes the principle of the spring-connected masses in a detuner

.13 explains the function of a torsional vibration damper

.14 describes briefly the action of a torsional vibration damper

.15 states that excessive noise over prolonged periods can be harmful

.16 states that personnel should be protected from excessive noise by:– insulation or isolation of the source– provision of a refuge– provision of ear protectors

1.2.2 OPERATION AND MAINTENANCE OF OUTBOARD MOTORS R1, R2

Textbooks:



1. Main components (2 hours)

.1 identifies the main parts of an outboard motor and explains their function

.2 describes the parts of an outboard motor in the following:– control handle– leg – gearbox– skeg– water inlet– transom bracket– trim tab– propeller– exhaust outlet– water outlet– motor cowing– telltale

.3 describes the engine controls components of an outboard motor

.4 identifies the reverse engine tilt mechanism of an outboard motor

.5 explains the two methods of attaching an outboard motor to vessel



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.6 describes the function of the safety chain on the clamp screw attachmentarrangement

.7 identifies the trim/tilt arrangement on an outboard motor

.8 explains the function of the trim/tilt mechanism fitted to an outboard engine2. Operating (2 hours)

.1 describes the principle of operation of an outboard motor engine

.2 describes the preparation for starting procedures specified in the owner’smanual

.3 states understanding of the activity/activities you were asked to do

.4 describes how the operational controls of an outboard motor fit to the engineassembly

.5 explains the procedures of shutting down an outboard motor engine

.6 explains how the performance of a vessel would be affected if the propellerwere trimmed too far forward or too far back

.7 explains what is meant by the pitch of the propeller

.8 prepares the correct fuel:oil mixture for an outboard engine

.9 carries out pre-start checks on an outboard motor

.10 understands the importance of the water discharging from the telltale

.11 understands the importance of allowing the engine to warm up before platingit under load

.12 recognizes the faults that would cause an engine to start and how you wouldrectify the problem

.13 recognizes the faults that would cause an engine to start but run badly orstop

.14 recognizes the things that would give an early indication that an outboardengine was overheating

.15 knows why it is important to get an outboard engine started as soon aspossible after it has been immersed in water especially salt water

.16 describes the procedure you would use to restart an outboard motor after ithad been immersed in water

3. Troubleshooting (2 hours)

.1 explains how a pilgrim wire is used and the difficulties normally encountered

.2 checks many reasons why an engine will fail to start

.3 explains many reasons if the engine starts, but runs badly or stops

.4 explains many reasons of engine overheating4. General maintenance (2 hours)

.1 removes and checks the spark plugs

.2 changes the gear case oil

.3 identifies possible problems from inspection of the gear case oil

.4 carries out routine battery maintenance

.5 changes a fuel filter

.6 identifies damaged seals in a fuel hose

.7 checks the operation of the fuel priming system

.8 conducts basic maintenance checks on the engine control mechanism

.9 identifies if there is air in a hydraulic steering system

.10 explains what maintenance should be carried out on a damaged propeller

.11 changes a propeller

.12 knows how often routine maintenance should be conducted on an outboardmotor

.13 recognizes the problems that could cause an outboard engine to overheat



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1.2.3 OPERATION AND MAINTENANCE OF MARINE DIESEL ENGINES R1, R2

Textbooks: T2, T3

Teaching aids: A1, A2, A3


1.1 Engine performance (6 hours)

.1 sketches graphs showing how brake thermal efficiency, fuelconsumption and specific fuel consumption vary as engine powerincreases from zero to approximately 20% above the rated power

.2 indicates on the graphs in paragraph 1.1.1 above the normal workingpower of:

– main propulsion engines

– electrical generation engines

.3 draws up a heat balance showing:

– an analysis of cooling losses

– loss to radiation

– heat in the exhaust and possible recovery of waste heat

– brake power, propeller losses and useful output

.4 states typical specific fuel consumption and the type of engine to whichthey apply

.5 states typical brake thermal efficiencies

.6 sketches an ideal P-V diagram for a diesel engine and imposes on it anactual cycle

.7 explains why, when compared to the ideal diagram, in the actual cycle:

– the compression curve may be lower

– the ‘corners’ are rounded

.8 explains the possible reasons why, if the compression curve is normal:

– the maximum pressure is lower

– the maximum pressure is higher

– the expansion curve is lower

– the expansion curve is higher

.9 describes how the faults in paragraph 1.1.7 above are rectified

.10 states that errors are inevitable when calculating indicated powers

.11 describes useful information which can be obtained from:

– light-spring indicator diagrams

– out-of-phase indicator diagrams

.12 explains how cylinder powers are balanced

1.2 Engine components (24 hours)

.1 states the materials from which engine bedplates might be made

.2 describes the basic construction of an engine bedplate

.3 explains the possible causes of cracking in a bedplate

.4 states where cracks in bedplates sometimes occur

.5 explains the function of tie bolts

.6 describes the possible defects which might be caused by a broken oran insufficiently stressed tie bolt

.7 describes the methods of fitting tie bolts

.8 states the material from which cylinder liners are made



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1.2 Engine components (contd.)

.9 explains how the necessary heat transfer can be obtained whilemaintaining the strength of cylinder liners

.10 explains how joints are made in cylinder liners

.11 explains how expansion is accommodated in a cylinder liner

.12 explains how wear of cylinder liners can be kept to a minimum

.13 describes the possible consequences of excessive cylinder wear

.14 states the range of wear rates which can be expected in cylinder liners

.15 describes how wear rates of cylinders are measured

.16 explains the objects of lubrication of cylinders

.17 describes how excessive lubrication may be detected

.18 explains why, with a new engine, cylinder lubrication rate is increased

.19 describes the factors which influence the positioning of cylinderlubricators

.20 explains the factors which govern piston speed

.21 explains how pistons are cooled

.22 describes how the cooling medium is conveyed to and from pistons

.23 describes the effect of variations in both cylinder pressure and metaltemperature on a piston

.24 explains why pistons in medium- and high-speed engines might bemanufactured from aluminium alloys

.25 describes the danger associated with aluminium alloy pistons if, whenabnormally dry, they are rubbing at high speed in a cylinder

.26 describes a typical arrangement of compression and ‘scraper rings for a trunk piston’

.27 describes the requirements of piston rings

.28 states the materials from which piston rings are manufactured

.29 describes in general terms how piston rings are manufactured

.30 describes the cause of:– piston rings that are too tight in the piston grooves– piston rings that are too slack in the piston grooves– fouling of piston rings– corrosion of piston rings– bearing surfaces that are in poor condition– piston grooves that are worn– piston ring butts catching liner ports

.31 describes the effect of each of the faults listed in paragraph 1.2.30above

.32 describes the remedial action for each of the faults listed in paragraph1.2.30 above

.33 lists the factors which influence the frequency of inspection and maintenance of pistons

.34 states the range of running hours between inspections

.35 describes how to determine the best interval between inspections

.36 describes how, on some large tow-stroke engines, pistons and rings can beexamined without removing the piston

.37 explains the possible causes of, and remedies for, common problems withpoppet exhaust valves



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1.2 Engine components (contd.)

.38 describes the effect of fuels containing sodium and vanadium on exhaust valves

.39 explains why cooling of valves and seats is important

.40 describes the material which may be fused on the valve seats in order towithstand erosion and corrosion

.41 describes the conditions when corrosion might occur in exhaust valves due tothe presence of sulphur in the fuel

.42 describes the principle of a device designed to rotate an exhaust valve

.43 explains the principal differences between fully built, semi-built and one-piececrankshafts

.44 lists the types of engine in which the crankshafts in paragraph 1.2.43 aboveare likely to be found

.45 states an approximate analysis of crankshaft steel

.46 states the approximate shrink allowance of webs on to journals

.47 explains the purpose of reference marks at the interface of the shrink fits

.48 explains the attention which must be given to oil holes and fillets

.49 lists the factors which could cause overstressing of a crankshaft

.50 lists the factors which might cause misalignment of a crankshaft

.51 lists the possible cause of vibration in a crankshaft

.52 explains the possible causes of a slipped shrink

.53 explains the reasons for, and the effect of, corrosion in crankshafts andbearings

.54 describes how bearing clearances are checked

.55 describes the procedure for checking crankshaft alignment by using adeflection gauge between the crank webs

.56 lists the parts of the engine which would be checked if crankshaftmisalignment is found to be excessive

.57 explains the source of transverse forces which cause lateral movement andtend to rock the engine

.58 explains the purpose of holding-down bolts and side chocking

.59 describes the attention necessary to holding-down bolts and chocks1.3 Engine lubrication (4 hours)

.1 describes the precautions necessary during the early running of an enginewhich is new or has had a major overhaul

.2 describes the different lubrication systems used in diesel engines and thedemands each puts on the oil

.3 explains the possible cause of oxidation of lubricating oil

.4 describes how to detect and possibly remedy the presence of:

– rust particles

– heavy oxidation

– loss of oiliness

– abrasive particles

– water

.5 describes means of recognizing deterioration of the lubricating oil

.6 states the frequency with which oil samples should be taken for analysis

.7 describes the conditions which may vary the sampling frequency

.8 describes how lubricating oil is conveyed to top end, bottom end and mainbearings in large-bore slow-diesel engines



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1.3 Engine lubrication (contd.)

.9 describes the lubrication oil film produced in top end, bottom end andmain bearings

.10 explains how engine builders attempt to improve the lubrication of top endbearings

.11 describes the conditions which may lead to an explosion in a crankcase

.12 describes the means by which crankcase explosions can be avoided

.13 describes the means by which early warning of a potential explosion can beobtained

.14 describes the procedures to follow if a dangerous oil mist is indicated in acrankcase

.15 describes the means of relieving the pressure in a crankcase and in scavengetrunking should an explosion occur

1.4 Fuel injection (6 hours)

.1 explains why atomization and penetration of fuel and the turbulence of air areessential to good combustion

.2 explains why atomization and penetration of fuel and the turbulence of air areessential to good combustion

.3 describes the effect of the length and diameter and of the condition of internalsurface of sprayer holes in fuel-valve tips

.4 explains the purpose of pilot injection and illustrates its effect in a sketch of anout-of-phase indicator diagram

.5 describes how pilot injection can be achieved

.6 states the range of fuel viscosity normally acceptable at a fuel valve

.7 states typical temperatures to which viscous fuels have to be raised in orderto reach the viscosities stated in objective 1.4.6

.8 describes the modifications which might be necessary to a fuel pump and fuelvalve if the fuel is to be changed from diesel fuel to fuels of high viscosity

.9 states typical fuel pressures necessary to operate a hydraulic fuel valve

.10 states that a fuel valve may be cooled by using either oil or water

.11 describes the means by which the quantity of fuel delivered can be varied in afuel pump

.12 sketches diagrams to show how needle lift, fuel pressure and cam lift vary asthe crank angle passes through top dead centre

.13 describes the principle of operation of typical jerk fuel pumps

.14 explains the importance of maintaining adequate pressure in the fuel supplylines

.15 explains the care and attention required when overhauling and testing fuelinjectors and pumps

1.5 Scavenging and supercharging (9 hours)

.1 compares the scavenging process of four-stroke and two-stroke engines

.2 explains why cylinders are pressure charged

Four-stroke engines

.3 explains why air inlet and exhaust valves open before and close after thepiston has reached the end of its stroke

.4 sketches valve timing diagrams for (1) a naturally aspirated and (2) apressure-charged engine

.5 explains the reasons for the difference of valve timing of (1) and (2) inobjective 1.5.4 above

.6 explains the purpose of a large valve overlap



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1.5 Scavenging and supercharging (contd.)

Two-stroke engines

.7 states the approximate crank angle available to scavenge and to pressurecharge the cylinder

.8 describes the following three phases of the gas-exchange process:– blowdown– scavenge– post-scavenge

.9 sketches typical timing diagrams for slow-speed engines, showing the crankangles when air inlet and exhaust commence and end

.10 explains the advantage of allowing some transfer of charge air immediatelyinto the exhaust

.11 explains the effect of increased cylinder pressures in the timing of exhaustopening and the advantage this can be to the turbocharger

.12 sketches diagrammatically pressure-charge systems with assisted scavenge

.13 explains why charge air sometimes needs to be cooled after compression

.14 describes the possible effects of ineffective air coolers

.15 explains why assisted scavenge is necessary

.16 states the effect of a change of temperature of charge air on exhausttemperature

.17 explains why water collects in the air cooler

.18 explains why it is important to drain air spaces

.19 explains why scavenge spaces must be kept clean

.20 describes the cause of deposits in scavenge spaces and explains how thesemight be reduced

.21 describes the procedure if a fire occurs in a scavenge space which is:– local and small– extensive

.22 explains the purpose of pressure-relief devices fitted to scavenge trunks andthe attention they require

.23 explains the principles of a pulse exhaust system

.24 explains the principles of a constant-pressure exhaust system

.25 compares the need for scavenge assistance for pulse and constant-pressureexhaust systems

Turbochargers

.26 states the basic principles of a turbocharger

.27 names the parts of a turbocharger

.28 describes the function of:

– air filter

– inducer

– impeller

– diffuser

– volute casing

– nozzles

– turbine wheel and blading

– protective grating

– labyrinth glands

– gland sealing air



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1.5 Scavenging and supercharging (contd.)

– impeller seal

– anti-corrosion plugs

.29 states the materials from which the components listed in paragraph 1.5.28above are manufactured

.30 describes the measures taken to reduce vibration

.31 compares the merits of plain and ball/roller bearings

.32 describes the measures taken to ensure adequate lubrication of the bearings

Turbocharger operation

.33 explains how corrosion can occur on the gas side of a turbocharger casing

.34 describes the effect on blower efficiency of a thin film of deposit on the airside

.35 describes the process and safeguards necessary when water washing airside

.36 describes the process of water washing the gas side

.37 explains the possible disadvantage of water washing the gas side

.38 lists the possible reasons for inadequate pressure of discharge air whenrunning at service speed without undue noise or vibration

.39 lists the factors which can cause surging

.40 describes the immediate action necessary if surging occurs

.41 describes the means of reducing the possibility of surge

.42 describes the indications of malfunction

.43 describes typical precautions to be taken if a turbocharger is to beimmobilized

.44 describes the precautions necessary when running an engine with animmobilized turbocharger

1.6 Starting and reversing (3 hours)

.1 sketches a diagram showing crank angles related to the top and bottom deadcentre for the period of admission of starting air and opening of the exhaust

.2 explains how starting is ensured at any crank angle

.3 describes the principal features and operation of a typical air-operatedstarting-air valve

.4 states typical materials from which the principal components of the starting-airsystem are manufactured

.5 names the safety features fitted in the pipes etc. supplying air to the cylinders

.6 describes the principles of operation of a starting-air distributor

.7 sketches the ahead and astern positions of the cams for a jerk fuel pumprelative to the crank when on top dead centre, indicating the angulardisplacement necessary when fitted with a lost-motion clutch

.8 sketches the profile of the flank of a cam for a jerk pump, showing the crankangles relative to pumping and injection before and after top dead centre

.9 describes the principle of operation of a lost-motion clutch

.10 describes the principle of starting systems for typical marine diesel engines

.11 lists the safety interlocks normally fitted in the manoeuvring system of apropulsion diesel engine

.12 describes the purpose of the interlocks listed in paragraph 1.6.11 above

.13 explains how a typical interlock operates



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1.7 Cooling systems (3 hours)

Coolants

.1 names the media commonly used for cooling:– fuel valves– diesel engine cylinders– exhaust valves– turbochargers– pistons– combustion air

.2 describes the care necessary when fresh water is used as a coolant

.3 describes a means by which scale deposits from fresh water can be removed

.4 describes the care necessary when using distilled water as a coolant

.5 describes the action of an anti-corrosion oil as an additive in cooling water

.6 describes the action of an inorganic inhibitor as an additive in cooling water

.7 explains how additives used in jacket cooling water might contaminatedrinking water

.8 states the additives which must not be used if there is a possibility ofcontamination as in paragraph 1.7.7 above

.9 states the additives which may be used and the appropriate material forcooling-water pipes if there is a possibility of contamination of drinking water

.10 describes a cooling system in which lubricating oil is the coolant

.11 explains the effect of high temperature in cooling oil

.12 states that lubricating oil used as a coolant requires no chemical treatment1.8 Diesel engine control (6 hours)

.1 explains the difference between an engine governor and an overspeed trip

.2 explains what is meant by speed droop

.3 describes the two functions performed by a governor

.4 describes, with the aid of a simple diagram, how the two functions inparagraph 1.8.3 above can be separated

.5 describes the action of a proportional governor with linear speedmeasurement

.6 explains the purpose of a flywheel

.7 states that a flywheel of high inertia may be replaced by a governor withproportional and reset action

.8 describes the action of a governor with proportional and reset action

.9 states that the governor in paragraph 1.8.8 above is often called anisochronous governor

.10 explains the principle of an electric governor

.11 explains the purpose of a load-sensing governor

.12 states the usual application of load-sensing governors

.13 explains why the governors of a pair of geared diesel engines require largespeed droops

.14 lists the checks built into the bridge control of a direct-drive diesel engine

.15 lists the safety locks and protective devices fitted when bridge control isemployed

.16 describes the sequence of operations when controlling engine movementsfrom the bridge

.17 describes the cascade control system for piston cooling and lubricating oil

.18 describes the essential requirements if machinery spaces are to rununattended



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1.9 Multi-engine propulsion arrangements (3 hours)

.1 using labeled blocks and single line sketches, describes commonarrangements of diesel engines coupled by gears for main propulsion,pumping and generation of electrical power

.2 describes the principle of operation of a fluid coupling

.3 describes the principles of a reverse reduction gear

.4 explains the purpose of a flexible coupling

.5 describes the principle of operation of a flexible coupling

Note : The following syllabus is only applicable to fishing vessels withgas turbine

R1, R2

1.2.4 MARINE GAS TURBINE

Textbook: T5

Teaching aids: A1


1.1 Gas turbine cycle (3 hours)

.1 states the general way in which a gas turbine works

.2 describes the following:

– simple open cycle

– regenerative cycle

– recuperative and regenerative types of heat exchangers

– inter-cooled cycle

– reheat cycle

– two-shaft units

– closed cycle units

1.2 Combination cycles (3 hours)

.1 describes the free piston-gas turbine system

.2 states that various cycles have been proposed in which a gas turbine and asteam turbine have been combined to give a higher efficiency than either couldachieve on its own

1.3 Major components (3 hours)

.1 describes two main types of compressors:

– axial or turbo compressor

– radial or centrifugal compressor

.2 states most widely used turbine for gas turbine

.3 states the process of combustion in a gas turbine including combustionchamber

1.4 Main propulsion gas turbine (2 hours)

.1 states why a separate power turbine for a main propulsion gas turbine is muchpreferred to a simple gas turbine geared directly by a propeller

1.5 Installation, operation and maintenance (3 hours)

.1 states that a special precaution is necessary to assure that expansion is not restrained because of high temperature and care must be exercised in running fuel and lubricating oil piping to prevent leaks or spills from contacting the hot parts of the engine or from saturating lagging

.2 states that the design and location of intake and exhaust valves is important to keep pressure drop to a minimum and ensure the colder air intake

.3 states that it is important to keep all foreign material from the intake air



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COMPETENCE 1.3Operation and maintenance of fishing vessel auxiliary machinery

IMO Reference

TRAINING OUTCOMES: Paragraph 4 ofappendix toregulation II/5 ofSTCW-F Convention


1.3.1 OPERATION AND MAINTENANCE OF AUXILIARY MACHINERY, INCLUDING PUMPING AND PIPING SYSTEMS, AUXILIARY STEAM BOILERS AND STEERING GEAR SYSTEMS

1.3.2 OPERATION AND MAINTENANCE OF REFRIGERATION SYSTEMS

1.3.3 OPERATION AND MAINTENANCE OFHYDRAULIC SYSTEMS, CATCH HANDLINGEQUIPMENT AND DECK MACHINERY

1.3.4 DETECT MACHINERY MALFUNCTION, LOCATE FAULTS, TAKE ACTION TO PREVENT DAMAGE AND APPLY SAFE MAINTENANCE AND REPAIR PROCEDURES



77


COMPETENCE 1.3 Operation and maintenance of fishing vessel auxillary machinery IMO Reference

1.3.1 OPERATION AND MAINTENANCE OF AUXILIARY MACHINERY,INCLUDING PUMPING AND PIPING SYSTEMS, AUXILIARY STEAM BOILERS AND STEERING GEAR SYSTEMS

Textbooks: T2, T4, T6

Teaching aids: A1, A2, A3, V2


1. Pumps, pumping systems and prevention of pollution (21 hours) R1, R2

1.1 Types of pumps

.1 names the two basic types of pumps

.2 lists the various types of positive-displacement pumps

.3 lists the various types of turbo-type pumps

.4 describes the use of the pumps listed in paragraphs 1.1.2 and 1.1.3above

1.2 Reciprocating pumps

.1 describes the construction and operation of a steam-driven single-cylinder reciprocating pump, referring to the materials and principalfeatures of the following parts:– steam piston and rings– steam cylinder– lubrication of the cylinder– differential diameter of steam piston and bucket– piston rod– bucket rod – crosshead– steam valve drive gear– air vessel– steam slide valve– steam shuttle valve– shuttle valve bells– water and cylinder– liner– bucket– bucket rings– valve chests– suction and discharge valves– relief valve– air cock– drains

.2 describes the adjustments and maintenance required for the type ofpump described in paragraph 1.2.1 above

.3 states that the discharge from the relief valve of any pump handlinghazardous fluid must be a closed return to the system:– shaft– thrust bearing– shaft bush– filter

.4 describes the effect on delivery head, efficiency and power of throttlingin the discharge valve



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1.3 Centrifugal pumps

.1 explains the processes by which pressure is produced in a centrifugalpump

.2 describes the function of the volute casing

.3 explains why diffusers are sometimes used

.4 explains why double eye entries are sometimes used

.5 explains why multistage pumps are used

.6 describes the effect of running a pump with the discharge valve:

– closed

– partial open

.7 explains where wear occurs, its effect and the attention necessary tomaintain performance

.8 describes the care and attention necessary for shaft glands

1.4 Axial-flow pumps

.1 describes the uses to which axial-flow pumps might be put

.2 describes an axial-flow pump, referring to the materials, function andprincipal features of the following parts:

– casing

– impeller

– guide vanes

1.5 Mixed-flow pumps

.1 explains why mixed-flow pumps are sometimes used

.2 describes the principles of mixed-flow pump

1.6 Air extraction

.1 explains why air extraction from suction pipes is necessary

.2 lists the different ways in which air may be extracted

.3 describes the action of a water-ring air-extraction pump

.4 describes the arrangement and operation of a central priming system

1.7 Gear screw displacement pumps

.1 describes the arrangement, operation, control, maintenance andcommon duty of:

– gear pumps

– screw displacement pumps

1.8 Emergency bilge pumps

.1 describes the arrangement and operation of a typical emergency bilge pump

1.9 Pump characteristics

.1 lists the factors which influence the selection of a pump

.2 names the materials commonly used for the following componentswhen pumping seawater or fresh water:

– casing or water end

– impeller or bucket

– shaft or bucket rod

– seals or glands

.3 explains where losses occur in pumps

.4 explains how characteristic curves are obtained



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1.9 Pump characteristics (contd.)

.5 sketches characteristic curves for the following types of pumps:– reciprocating– centrifugal– axial-flow

.6 from the curves in paragraph 1.9.5 above, explains the flow/headrelationship for the three types of pump

.7 sketches characteristic curves showing discharge head, powerrequired and efficiency, comparing the merits of:– axial-flow pumps– centrifugal pumps

.8 from paragraph 1.9.7 above, explains the effect of throttling thedischarge valve on delivery pressure, on load demand and onefficiency

.9 lists the factors which effect the suction lift of an efficient pump

.10 states the approximate suction lift expected from:– centrifugal pumps– gear pumps – reciprocating pumps– screw displacement pumps

when handling cold water with high atmospheric pressure.11 explains how the temperature of water affects the suction head

available and the head necessary in the suction of a pump.12 explains why, and for which type of pump, air vessels are fitted in the

discharge lines.13 explains how and where cavitation occurs in pumping systems.14 describes the effect of cavitation.15 explains how cavitation can be reduced.16 explains the purpose of an inducer.17 explains, in general, the comparative delivery pressures available

from different types of pump and how they are achieved1.10 Heat exchangers

.1 describes the following flow patterns as used in heat exchangers:

– parallel

– counter– cross– mixed

.2 shows the temperature variation of the fluids flowing with parallel,counter and cross flow

.3 compares the effect on heat transfer of streamline with turbulent flow

.4 explains the factors which decide whether flow is streamline orturbulent

.5 explains how the differential expansion and contraction is allowed forin heat exchangers

.6 names the materials commonly used in heat exchangers

.7 describes the attention required to maintain the efficiency of a heatexchanger with reference to:– corrosion– erosion– fouling – leakage



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1.10 Heat exchangers (contd.)

.8 describes a central cooling system, explaining how steady coolanttemperatures are maintained.9 explains why central cooling systems are installed.10 explains why modular systems are sometimes installed

1.11 Domestic water supply

.1 describes how automatic fresh water and sanitary water systemswork

.2 lists the requirements for drinking water

.3 explains how the following conditions are achieved:– alkalinity– sterility– clarity– acceptable taste

.4 states the acceptable ranges of alkalinity and chlorine content fordrinking water

.5 explains the dangers of using drinking water distilled using low-temperature evaporators

.6 names additives in diesel engine cooling water which could beharmful if allowed to contaminate drinking water

.7 explains how seawater inhibitors could be dangerous if used whendrinking water is being distilled

.8 gives examples of sea areas in which water for human consumptionmust not be distilled

1.12 Ejectors

.1 lists the applications of ejectors

.2 explains the principles of operation of an ejector

1.13 Sewage and sludge R6.1 explains the implications of the International Convention relating to

the discharge of sewage.2 describes a sewage retention system.3 explains why vacuum transportation systems are used.4 describes the process where a comminutor and treatment with

chlorine are used.5 describes the processes in a biological treatment plant.6 explains how sludge from a biological treatment plant is disposed of.7 explains why biological treatment should be kept working

continuously.8 names the contaminants which would impair treatment process.9 describes the operation of chemical treatment plants.10 lists the waste materials that can be incinerated.11 explains how liquid and solid waste are prepared for combustion in

an incinerator1.14 Ballast R6

.1 describes a deep-tank ballast and cargo-pumping system

.2 explains the safeguards necessary with deep-tank pumping systems

.3 describes the fittings provided in order to prevent errors whenpumping

1.15 Bilge R6

.1 lists the pumps with connections into the bilge main

.2 describes the arrangement of the main and bilge injections

.3 explains the purpose and procedure for using the bilge injection



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COMPETENCE 1.3Operation and maintenance of fishing vessel auxillary machinery IMO Reference

1.16 Fire main

.1 describes the number and sources of supply to the fire main for givenships

.2 explains how and when fire pumps should be tested

.3 describes the uses to which a fire main can be put

.4 explains the purpose of the fittings on a fire main

1.17 Prevention of pollution of the sea by oil R6

.1 summarizes the International Convention for the Prevention ofPollution from Ships 1973 and Protocol of 1978 and the implicationsrelated to marine engineering processes

.2 describes, in principle, how bilge and ballast water are discharged

.3 lists the precautions to be taken when bunkering

.4 describes the requirements for oil-water separators

.5 explains how the mode and type of pump used affects thecontamination of oily water

.6 explains how the temperature, relative density and size of oilparticles affect the separation process

.7 explains the principles of the operation of a three-stage automaticoily-water separator

.8 explains why and where pressure-relief devices are fitted to aseparator

.9 describes the function of a coalescer

.10 explains the principles and purpose of a separator probe

.11 describes how the automatic valve is controlled and operated

.12 lists the safeguards in an oily-water separator system

.13 describes the automatic cleaning of an oily-water separator

.14 explains the purpose of the oil record book and how it is used

2. Air compressors and systems (15 hours) R1, R2

2.1 Principles (2 hours)

.1 lists shipboard uses of compressed air

.2 states the common pressure limit of single-stage compressors

.3 states that, in order to restrict the rise of air temperature duringcompression, the air is cooled by circulating water around thecylinder

.4 states that air compressors can be single-stage or multi-stagereciprocating or rotary machines

.5 describes the compression processes in a two-stage reciprocatingcompressor

.6 draws a line diagram of a two-stage air compressor, indicating stageair pressures and temperatures

.7 explains why intercoolers and after-coolers are used

2.2 Construction details of reciprocating compressors (3 hours).1 describes, with the aid of a single line sketch, a two-stage

reciprocating air compressor, showing the following components andthe materials used:– cylinder block– cylinder covers– pistons– gudgeon pins, piston rods– bearings– lubricating oil pump



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2.2 Construction details of reciprocating compressors (contd.)

– relief valves

– fusible plug

– suction and delivery valves

– cooling-water spaces

– intercooler

– water-space safety valve or bursting disc

2.3 Operation (3 hours)

.1 states that cylinder lubrication must be kept to a minimum consistentwith correct and safe operation

.2 states that cylinder lubricating oil should not have a flashpoint below 210ºC

.3 describes the attention required to keep the intake air finer working effectively

.4 explains the reason for fitting drain valves after air coolers

.5 describes the starting-up and stopping procedures

.6 explains the principles upon which air compressors are runautomatically

.7 describes the particular quality required for compressed air that is to beused in control systems

.8 explains how the required quality in paragraph 2.3.7 above is achieved

.9 explains the purpose of:– relief valves– fusible plugs– water-space pressure-relief facility

2.4 Rotary compressors (2 hours)

.1 states that for the pressure charging of a diesel engine, and sometimesfor general-purpose use, centrifugal air compressors are used

.2 states that the driving power is from an exhaust-gas turbine forpressure charging and usually an electric motor for other uses

.3 states that axial flow machines, using ‘bladed’ rotors, are normally onlyfound in gas-turbine plant

.4 describes, with the aid of sketches, the main constructional componentsfor a centrifugal air compressor, giving the materials used and showing:– the air inlet filter– the volute casing and the gland housing– the impeller, the inlet eye and radial vanes– the shaft/gland seal– bearings and lubrication

2.5 Storage of compressed air (3 hours)

.1 states that compressed air has to be stored in order to ensure that asupply is readily available at all times

.2 states that air storage tanks or ‘reservoirs’ are pressure vessels andmust conform to all rules relating to the construction of such vessels

.3 describes, in general terms, the steel from which air storage tanks aremade

.4 describes the form of construction of an air reservoir

.5 lists the important mountings on the shell of an air storage tank as:– the inlet valve– the outlet valve– the pressure-relief or safety valve– connections for the pressure gauge drain valves



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2.5 Storage of compressed air (contd.)

.6 explains why it is important to:– keep the interior space free of moisture by regular use of the drain valves– regularly inspect/examine the interior surface for indications of

corrosion or other deterioration.7 states that there must be means provided to allow an examination of all

internal surfaces and that, if large enough, there will be a manhole foraccess

.8 explains how excessive internal pressure is avoided, i.e. by fitting to theshell:– spring-based relief valves– bursting discs– fusible plugs

2.6 Distribution (2 hours)

.1 states that when a service requires an air pressure lower than thestorage pressure the distribution will be through a pressure-reducingvalve

.2 describes a pressure-reducing valve

3. Steering gear (9 hours)

3.1 Requirements

.1 states that both the main and auxiliary steering gears, which could beidentical units, must be kept operative and maintained in proper workingorder and that both need to be in operation at the same time in somesituations

.2 states that the position of the rudder if power operated, shall be indicatedin the wheelhouse. The rudder angle indication for power-operatedsteering gear shall be independent of the steering gear control system

.3 states that the steering gear must be capable of putting the rudder overfrom on one side to on the other side; also from on one side to on the otherside in 28 seconds when the ship is running ahead at maximum servicespeed

.4 states that the auxiliary steering gear should be capable of putting therudder over from on one side to on the other side in not more than 60seconds when the ship is at its deepest sea-going draught and runningahead at half the maximum service speed or 7 knots, whichever is thegreater

.5 states that steering gear power units shall be arranged to start either bymanual means in the wheelhouse or automatically when power isrestored after a power failure

.6 states that in the event of failure of any of the steering gear units analarm shall be given in the wheelhouse

.7 states that indicators for running indication of the motors of electric andelectro-hydraulic steering gear shall be installed in the wheelhouse. Shortcircuit protection, an overload alarm and a no-voltage alarm shall beprovided for these circuits and motors. Protection against excess current,if provided, shall be for not less than twice the full load current of themotor or circuit so protected, and shall be arranged to permit thepassage of the appropriate starting currents.

.8 states that the main steering gear shall be of adequate strength andsufficient to steer the vessel at maximum service speed. The mainsteering gear and rudder stock shall be so designed that they will not bedamaged at maximum speed astern or by manoeuvring during fishingoperations.



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.9 states that in the auxiliary means for actuating the rudder shall be ofadequate strength and sufficient to steer the vessel at navigable speedand capable of being brought speedily into action in an emergency

.10 states that electric or electro-hydraulic steering gear in vessels of 75 m inlength and over shall be served by at least two circuits fed from the mainswitchboard and these circuits shall be as widely separated as possible

3.2 Control R1, R2

.1 describes the basic control system for a steering gear

.2 describes the action of a telemotor transmitter and receiver

.3 names the materials used for telemotor casings, rams and pipes

.4 explains how variations of telemotor oil volumes are catered for

.5 explains how excessive telemotor oil pressure is relieved

.6 describes how a telemotor system can be tested for possible leaks

.7 describes the properties necessary for a telemotor oil

.8 explains how the reserve oil level is ascertained and maintained

.9 sketches a single line diagram of a telemotor charging system

.10 describes the procedure for charging a telemotor system

.11 describes the procedure for cleaning out a telemotor system

.12 explains the effect of air in telemotor oil

.13 explains how air is removed from the system

.14 describes the principle of operation of an electrical telemotor

.15 explains how a ship is steered if there is a failure in the telemotor system3.3 Power units

.1 explains how, in a Hele-Shaw pump, the volume and direction of oildischarge are controlled

.2 explains how, in a swash plate pump, the volume and direction of oildischarge are controlled

.3 explains how oil losses from power units are replenished

3.4 Rudder actuators .1 sketches a diagrammatic arrangement of a four-ram steering gear,

illustrating:– connections from two hydraulic oil power units– emergency hand pump connection– rudder-shock relief-valves– all isolating or bypass valves for emergency operation

.2 describes a rotary vane unit

.3 explains the use of all of the valves associated with the steering gear inparagraphs 3.4.1 and 3.4.2 above

.4 describes how steering can be maintained if there is a loss of pressurefrom the power units

.5 explains how a standby power unit is prevented from being motored

.6 describes the procedure for charging a hydraulic steering gear

.7 explains the action of hunting gear

.8 describes a rudder carrier bearing, including bearing surfaces, provisionfor lubrication, gland, attachment of tiller to rudder stock and allowancefor bearing wear down

.9 names the materials from which the main components in paragraphs3.4.1, 3.4.2 and 3.4.8 above are made

.10 lists the tests which must be carried out, and the records which should bekept on steering gear:– prior to departure (stating when)– while at sea– at three-month intervals



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4. Auxiliary steam boilers and evaporators (16 hours) R1, R24.1 Types of boilers (2 hours)

.1 describes, by means of a single line sketch, the construction of analternatively fired waste-heat boiler

.2 describes, by means of a single line sketch, the construction of acomposite waste-heat boiler

.3 explains why a composite boiler might be preferred to an alternativelyfired and composite waste-heat boilers

.4 explains the principal features of a packaged boiler

.5 describes the safety features fitted to a packaged boiler

4.2 Safety valves (2 hours)

.1 states the number of safety valves which must be fitted to a boiler

.2 explains what is meant by accumulation of pressure and the essentialrequirements to prevent it occurring

.3 describes the maintenance required for a safety valve

.4 describes the adjustment and setting of a safety valve

4.3 Boiler defects (3 hours)

.1 explains the possible causes of deformation of heating surfaces in aboiler

.2 explains the possible causes of wastage:– in a furnace– near stays, tubes and riveted seams– in shell and end plates

.3 describes the places in a boiler where cracks are likely to occur

.4 explains the possible cause of crack occurring

.5 explains what criterion is used to determine whether the pressure in aboiler has to be reduced or it has to be taken out of service if cracksoccur

.6 explains the limitations of ship’s staff in repairing boiler defects

.7 states that any defect in the pressurized components of a boiler shouldbe reported to the appropriate authority

.8 describes the procedure for blowing down a boiler4.4 Water treatment (3 hours)

.1 states the purpose of treatment of feedwater

.2 explains in principle how the treatment described in paragraph 4.4.1above is achieved

.3 explains the effect of treating feedwater with calcium hydroxide andsodium carbonate

.4 states that treatment with caustic soda can be used in place of thatdescribed in paragraph 4.4.3 above

.5 states that the treatments described in paragraphs 4.4.3 and 4.4.4 abovehave in general been superseded

.6 states that phosphate can be used to combine with the calcium andmagnesium compounds in boiler water to form a precipitate of sludge andporous scale

.7 explains the advantage of using phosphates instead of sodium carbonate

.8 states that the type of phosphate used depends upon the requiredalkalinity and whether the injection is into the feed system or direct into theboiler

.9 explains why coagulants are used in boiler water

.10 names chemicals which are used as coagulants

.11 describes colloidal suspensions as produced by coagulants



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.12 names the chemicals used to remove dissolved oxygen from boiler water

.13 explains the effect of using the chemicals listed in paragraph 4.4.12above

.14 explains the effect of the pH value of boiler water on the reaction ofsodium sulphite

4.5 Auxiliary boiler operation (4 hours)

.1 describes the method used to ensure that all pipes, cocks, valves andother fittings used for indicating water level are clear and in good workingorder

.2 describes the correct procedure for raising steam and coupling a boilerinto the steam system

.3 describes the correct procedures for operating steaming boilers in parallelon load

.4 describes the correct procedures for checking the water level in steamingboilers

.5 describes the danger involved with a low level of water

.6 describes the danger involved with a high level of water

.7 explains what is meant by ‘blow-back’

.8 explains how blow-back can be avoided

.9 explains the purpose of settling tanks and the correct use of sludgevalves and dumping valves

.10 briefly describes the maintenance procedures for oil-burning equipment

.11 describes how an uptake fire may be detected and the procedure tofollow after its discovery

.12 describes the procedure for blowing down a boiler

4.6 Principles of operation of evaporators (2 hours)

.1 names the scales which are deposited in evaporators

.2 states which of the scales are produced by high temperature and whichare produced by high density

.3 explains the effect of running an evaporator at a temperature:

– below 80ºC

– above 80ºC

and with a density above 96,000 p.p.m or three thirty-two seconds(3/32)

.4 describes the principal methods used to reduce scale deposits inevaporators, i.e:

– low pressure, including high vacuum

– magnetic treatment

– flexible elements

– continuous chemical treatment

.5 explains the purpose of the demister in an evaporator



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1.3.2 OPERATION AND MAINTENANCE OF REFRIGERATION SYSTEMS

Textbooks: T2



R1 R2

1. Refrigeration systems and air conditioning (29 hours)

1. Principles of refrigeration (2 hours)

.1 explains, in simple terms, the difference between refrigeration, airconditioning and ventilation

.2 states that marine refrigerating systems operate on a reversed Rankinecycle, which is also termed the vapour-compression cycle

.3 sketches a single line diagram of a refrigeration system, using ‘blocks’ toidentify system components and arrows to indicate flow of refrigerant,showing the following components:

– the compressor

– the condenser

– the regulator valve and controlling sensor

– the evaporator

– the oil separator

– the dryer

.4 shows on the diagram in paragraph 1.3 above the plans of the systemwhere the following processes take place:

– removal of superheat

– condensation

– throttling

– evaporation

– compression

– expansion

– charging

.5 describes the requirements of a primary refrigerant

.6 names common primary refrigerants

.7 describes the purpose of a secondary refrigerant

.8 names common secondary refrigerants 2. Compressors (1 hour)

.1 states the types of compressor in common use

.2 describes in simple terms the applications of the types of compressor inparagraph 2.1 above

.3 states that cylinder blocks of a reciprocating compressor can be either inline or in a vee

.4 describes, with the aid of simple sketches, a rotary gland seal

.5 describes how excessive pressure in the cylinder is relieved

3. System components (2 hours)

.1 states the function of the expansion valve

.2 describes how the expansion valve is controlled

.3 sketches an expansion valve in section as a single line diagram

.4 describes briefly how an oil separator works

.5 states the function of a liquid receiver



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3. System components (contd.)

.6 describes how the system can be controlled automatically, using the temperature of the cold room

.7 describes in simple terms a condenser

.8 describes in simple terms an evaporator

4. Refrigerants (2 hours)

.1 lists the properties that the ideal refrigerant would possess

.2 states the factors which govern the selection of refrigerant for use inshipboard systems

.3 lists the refrigerants commonly used in shipboard uses and explains whythey are chosen

5. Shipboard plant (2 hours)

.1 sketches a line diagram of typical modern vapour-compression marinerefrigeration plant

.2 shows on the diagram of the plant the position of the components,controls and other equipment required for its operation

.3 states the function of each of the components, controls, etc., and brieflydescribes their operation

.4 lists the four types of compressor that can be used as:

– reciprocating

– rotary

– centrifugal

– screw

.5 describes briefly the constructional operation of each type of compressor

.7 explains how the ‘unloading’ of cylinders is achieved at low loads

.8 describes a rotary shaft gland and how it is maintained automatically

.9 describes the controls used to operate the plant automatically

6. System performance (4 hours)

.1 states the conditions under which the plant can be considered to becorrectly ‘set’ as:

– refrigerant passing through the condenser should have acorresponding temperature 8 to 10ºC above that of the coolantcirculating the condenser (usually seawater)

– refrigerant passing through the evaporator should have acorresponding temperature 5 to 8ºC below that of the coolant (usually ‘brine’) leaving the evaporator, or of the space temperature if direct expansion is used

.2 states that the control on the plant ‘setting’ is through the:

– position of the regulator (or expansion valve)

– quantity of refrigerant in the system

.3 inserts on the system sketch used in paragraph 6.1 above thetemperatures and pressures to be expected in the system

.4 show on a pH diagram the operating cycle, using the data from theprevious objective and assuming that:

– the refrigerant liquid is undercooled by about 5ºC when it leaves thecondenser

– the refrigerant vapour is superheated by about 5ºC when it leaves theevaporator



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6. System performance (contd.)

.5 uses the pH diagram and the values of specific enthalpy, H, at the cardinal points to determine:

– the heat transfer in the condenser

– the heat transfer in the evaporator

– the work input from the compressor to the refrigerant

– the performance coefficient

7. System operation (2 hours)

.1 states the operating conditions which indicate that the system isfunctioning correctly

.2 describes the effect of variations in seawater temperature on therunning of a refrigerator

.3 explains how a deficiency in refrigerant charge is detected and rectified

.4 describes the effect in refrigeration circuits of:

– air

– moisture

– oil

.5 describes how air can be removed from the circuit

8. Operational problems (3 hours)

– describes the symptoms of the following:

.1 undercharge of refrigerant

.2 overcharge of refrigerant

.3 oil in the system

.4 presence of air in the refrigerant

.5 a partial blockage at the regulator

.6 leakage of refrigerant

.7 troubleshooting sign and remedies of refrigeration plant

9. Rectification of operational problems (4 hours)

– describes how each of the problems in paragraphs 8.1 to 8.7 abovemay be rectified

10. Brine and brine systems (2 hours)

.1 explains what is meant by:

– direct expansion

– secondary coolant

– grid cooling

– battery cooling

.2 lists the colours commonly used on brine pipework and the appropriatetemperatures for the following processes:

– freezing

– chilling

– cooling

– thawing

.3 explains, in general terms, what dictates the temperature of the brine tobe maintained in refrigerated spaces and how the brine is brought tothe required temperature

.4 in general terms, describes the relationship of the brine temperature tothat of the refrigerated space for efficient operation when running undernormal condition



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11. Air conditioning and ventilation (5 hours)

.1 explains the need for adequate ventilation in machinery spaces

.2 describes a simple air-conditioning system suitable for supplying aliving space with conditioned air and using recirculation

3 defines:

– specific humidity

– relative humidity

– partial pressure

– dew point

– dry-bulb temperature

– wet-bulb temperature

.4 sketches a psychrometric chart which shows:

– dry-bulb temperature as the horizontal baseline

– specific humidity as a vertical right-hand datum

– lines of relative humidity as a percentage

– lines of wet-bulb temperature

– lines of constant enthalpy

.5 states that the psychrometric chart is used to determine air conditionsfrom measurements of:

– dry-bulb temperature

– wet-bulb temperature

.6 indicates on the psychrometric chart sketched in paragraph 11.4 abovea point where dry- and wet-bulb readings intersect and describes it asthe air ‘condition’; indicates other values, such as relative humidity andspecific humidity, at this intersection point

.7 describes the area in a psychrometric chart which is known as the‘comfort zone’, being the air condition necessary for personal comfortin living spaces

.8 uses the sketch produced in paragraph 11.4 above, and shows on itthe comfort zone specified in paragraph 11.7 above

.9 shows on a sketch of a psychrometric chart an initial air condition ofhigh dry-bulb temperature and high relative humidity, and indicates theprocesses necessary to obtain a final air condition suitable for livingspaces



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1.3.3 OPERATION AND MAINTENANCE OF HYDRAULIC SYSTEMS,CATCH HANDLING EQUIPMENT AND DECK MACHINERY

Textbooks: T6


Required performance: R1, R2

1. Hydraulic systems (3 hours)

.1 lists the common uses of hydraulic power on ships

.2 describes the type of pump, fittings and equipment used in hydraulic systems

.3 explains why hydraulic power systems are sometimes installed

.4 states that only the recommended grades of oil should be used

.5 states that absolute cleanliness in the oil system is essential

.6 states that all glands and seals should be kept oil and air-tight

.7 states that all protective covers, bellows, sleeves etc. must be maintained ingood condition and replaced if damaged

.8 states that operating piston rod and ram surfaces must not be damaged

.9 explains how water and air are removed from the system

.10 describes how, after overhaul, a unit is prepared for and brought back intoservice

.11 describes a system of hydraulically operated watertight doors

2. Catch handling equipment (4 hours)

.1 states the netting yarns, both natural and man-made, their chemical composition, physical properties, characteristics, care and numbering systems R1, R2

.2 states the comparison between natural and synthetic twines and ropes

.3 states the combination and wire ropes, construction and breakingstrain, use, handling, care and selection of most suitable type of ropefor a particular gear

.4 states the floats, sinkers, ironworks, tools, etc. associated with differentfishing gear – e.g.: shackles, chains, links, snap rings, trawl doors andother net opening devices; blocks and tackle used in lifting fishing gear.

Fishing gear construction.5 states to ensure that fishing vessel personnel are able to select the correct

twines and ropes, tie common knots, splice rope and wire rope, use thecorrect tools for net making, make a netting gauge, braid and set up netscorrectly.

.6 explains for construction of certain fishing gear, fishing vessel personnelshould understand the geometry of the fishing gear, shaping a piece ofnetting by increasing, decreasing, beatings, fly meshes, double meshes andselvedges and by cutting and using the correct ratio for obtaining the desiredshape

Net assembly .7 explains the purpose of support lines and hanging ratios. Hanging and

rigging fishing nets should include:.1 surrounding nets .2 seine nets .3 trawl nets .4 dredges .5 lift nets .6 falling fear .7 gill nets and entangling nets.8 traps



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2. Net assembly (contd.).9 hooks and lines .10 grappling and wounding gear .11 harvesting machines

.8 understands the importance of its care and maintenance; such deckequipment includes, but is not restricted to:.1 trawl gallows .2 gantries .3 bollards.4 power blocks .5 pursing blocks .6 winches .7 booms .8 derricks .9 net drums and side rollers .10 line and trap haulers

Ancillary equipment .9 instructs in the importance of aids to fishing operations, their purpose,

construction, function and use and the maintenance that is necessaryfrom time to time; such aids would include:.1 fishing lures .2 fish aggregation devices .3 fishing lights .4 lightboats.5 artificial reefs

3. Deck machinery (6 hours) R1, R2.1 states that all machinery used for lowering loads is fitted with a fail-safe

brake system .2 describes the principles of a coil-operated brake suitable for winches

and other deck machinery .3 describes how the speed of lowering is controlled on the cable lifter of a

windlass .4 explains how excessive forces on the cable are avoided when lifting the

anchor.5 explains how the windlass is relieved of strain when riding at anchor.6 describes the need for the various speeds of a windlass.7 describes what is meant by the luffing and slewing movements of a crane.8 explains how dynamic braking is applied to the slewing movement.9 describes the principle of the union-purchase cargo-handling system

and the variations of winch speed required .10 describes the principle of the swinging-derrick cargo-handling system.11 describes the factors which influence drum speed when:

– lifting a load – lifting a light load – lifting a hook – lowering a load – lowering a hook

.12 given a connections diagram of a series resistance control with foot-brakelowering, draws the circuits as used for the operations listed in the aboveobjective



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Warping winches and capstans

.1 explains the purpose and setting of a torque-limit relay in the control systemof a warping winch or capstan, including the provision for emergency heavypulls

.2 explains the speed variation necessary when handling slack ropes

.3 lists the ac system used for winch controls

.4 describes the possible effect on the generators if direct on-line cage motorsare used for winches

.5 states that diversity factors are applied at the design stage when estimatingthe total load from deck equipment

.6 describes the principle of a three-speed cage winch motor

.7 describes how the cage motor has been applied to windlass operation

.8 describes the control arrangement of a capstan drive using a two-speedcage motor

.9 describes the principle of a slip-ring motor drive to a warping winch,including:– reversing– overload– torque limiting– speed control– fail-safe braking

.10 describes the principle of the ways in which a grab is operated

1.3.4 DETECT MACHINERY MALFUNCTION, LOCATE FAULTS, TAKE ACTION TO PREVENT DAMAGE AND APPLY SAFE MAINTENANCE AND REPAIR PROCEDURES


Teaching aids: A2, A3, V6, V7, V8


1. Preparation for maintenance (10 hours)

Theoretical knowledge R1, R2– states that legislative and instruction manuals are consulted as

appropriate (permits to work)

– states that work planning is an essential requirement to effectivemaintenance

– states that plans should include technical, legal, safety and proceduralmatters

– draws up plans for given maintenance tasks

2. Planned maintenance (10 hours) R1, R2Practical knowledge

– states that planned maintenance schedules are consulted. Thespecific equipment maintenance history is determined and frequencyof part failure and/or renewals noted

– states that spare equipment inventory is checked to determineavailability of specific items

– states that specific machinery items are secured or isolated incompliance with legislative requirements and good marine engineeringpractice

– states that specific tool or lifting equipment requirements are identifiedand made ready



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Planned maintenance, dismantling and inspection

– states that parts are dismantled in sequential order as per instructionmanuals and legislative policy

– states that items are properly cleaned prior to inspection thenthoroughly inspected and/or calibrated as appropriate

– states that items and parts are assessed to determine limits whetherwithin acceptable limits and condition. Relevant information is madeavailable for survey or inspection

– states that senior engineers are kept informed of progress andfindings

– states that entries are properly completed in spare equipmentinventory and planned maintenance schedules

Planned maintenance assembly and testing

– states that parts are to be assembled in sequential order as perinstruction manuals

– states that pre-start checks are carried out in accordance withlegislative and manufacturers’ manuals

– states that the item is run up and relevant performance criteria arecompared and recorded

– states that the senior engineer is kept informed of progress andfindings as required

– states that maintenance schedule records are truly and accuratelyupdated

3. Unplanned maintenance (10 hours)

– states that initial action taken when a fault was first discovered is safeand considered

– states that priorities and scheduled work are re-assessed in light ofdiscovered faults, second engineer or chief engineer consulted asappropriate

– states that errors are acknowledged, reported, recorded and correctiveaction taken



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COMPETENCE 1.4Engineering watchkeeping

IMO Reference

TRAINING OUTCOMES: Resolution 7 ofSTCW-F ConventionDemonstrate a knowledge and understanding of:

1.4.1 ENGINEERING WATCHKEEPING



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COMPETENCE 1.4Engineering watchkeeping IMO Reference

1.4.1 ENGINEERING WATCHKEEPING R1, R2

Textbooks:

Teaching aids:


1. Watch arrangements (2 hours)

.1 describes the composition of the engineering watch

.2 lists the criteria that have to be taken into consideration when decidingthe composition of the engineering watch

2. Taking over the watch (2 hours)

.1 states that the relieved person of the watch should ensure that themembers of the relieving watch are fully capable of performing theirduties effectively

.2 lists the factors that the relieving person should satisfy themselves withprior to taking over the engineering watch

3. Performing the engineering watch (1 hour)

.1 states that the person in charge of the engineering watch should ensurethat the established watchkeeping arrangements are maintained

.2 states that the person in charge of the engineering watch is responsiblefor machinery-space operations

.3 states that the members of the engineering watch should be familiar withtheir assigned watchkeeping duties and have knowledge of:

– the use of appropriate internal communications system

– the escape route from machinery spaces

– the engine-room alarm system

– the number, locations and types of fire-fighting equipment anddamage control gear



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FUNCTION 2: ELECTRICAL AND CONTROL ENGINEERING

Function 2: Electrical and Control Engineering

Index


Objective

Teaching aids


IMO references

Textbooks


Timetable

Lectures

Course outline

Guidance notes


Introduction


2.1 Operate, test and maintain fishing vessel electrical and control equipment



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Objective

This syllabus covers the requirements of the STCW-F 1995 Convention chapter II, regulation5. This functional element provides the detailed knowledge to support the training outcomesrelated to Electrical and Control Engineering.

This section provides the background knowledge to support:

– Marine electrotechnology, electronics and electrical equipment – Fundamentals of automation, instrumentation and control systems – Practical operation, testing and maintenance of electrical and control equipment,

including fault diagnosis

Teaching aids (A)

A1 Instructor Guidance (Part B of this course) A2 Video cassette player and/or DVD player.A3 Manufacturers’ manuals A9 Working models to demonstrate proportional, integral and derivative control


V1 Machinery alarms and protection devices (Code No. 528)

Available from: Videotel Marine International Ltd 84 Newman Street, London W1P 3LD, UK Tel: 44 (0) 20 7299 1800Fax: 44 (0) 20 7299 1818E-mail: [email protected] URL: www.videotel.co.uk

IMO references (R) R1 International Convention on Standards of Training, Certification and Watchkeeping for

Fishing Vessel Personnel (STCW-F), 1996 (IMO Sales No. I915E)

R2 FAO/ILO/IMO Document for Guidance on Training and Certification of Fishing VesselPersonnel, 2001(IMO Sales number: IMO-IA948E)


Details of distributors of IMO publications that maintain a permanent stock of all IMO publications may be found on the IMO web site at http://www.imo.org




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Textbooks (T)

T1 Roy, G. J. Notes on instrumentation and Control, revised edition. Heinemann Newnes,Oxford, 1994 (ISBN 075061837X )

T2 Jackson, L. Instrumentation and Control Systems, 4th ed. Sunderland, Thomas ReedPublications Ltd, 1992 (ISBN 0-94763-786-9)

T3 Kraal, E.G.R. Basic Electrotechnology for Engineers, Adlard Coles Nautical Press 2005(ISBN: 0-7136-68385)

T4 Kraal, E.G.R. Basic Electrotechnology, Vol. 6, A. & C. Black, 2003 (ISBN: 0900335963)

T5 Watson, G. O. Marine Electrical Practice, 6th ed. London, Butterworth, 1991 (ISBN0750610131)

T6 McGeorge, H. D. Marine Electrical Equipment and Practice, London, Stanford Maritime,1986 (ISBN 0-540-07360-1)

T7 Wilbur, G. T. and Night, D. A. Pounder’s Marine Diesel Engines, 6th ed. London,Butterworth, 1984 (ISBN 0-750600-78-0)




Warsash Nautical Bookshop, 6 Dibles Road, Warsash, Southampton S031 9HZ, UK. Tel: 441489 572 384 Fax: 44 1489 885756 E-mail: [email protected] URL:www.nauticalbooks.co.uk



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Timetable




– the level of skills of trainees – the numbers to be trained – the number of instructors



Lectures


An effective manner of presentation is to develop a technique of giving information and thenreinforcing it. For example, first tell the trainees briefly what you are going to present to them;then cover the topic in detail; and, finally, summarize what you have told them. The use of anoverhead projector and the distribution of copies of the transparencies as trainees handoutscontribute to the learning process.

Course outline

The tables that follow list the competencies and areas of functional skill components, togetherwith the estimated total hours required for lectures and practical exercises. Teaching staffshould note that timings are suggestions only and should be adapted to suit individual groupsof trainees depending on their experience, ability, equipment and staff available for training.



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Course outline


each topic

Total hours for each subject area of required

performance

COMPETENCE:2.1 Operate, test and maintain fishing vessel

electrical and control equipment2.1.1 OPERATION, TESTING AND MAINTENANCE

OF ELECTRICAL EQUIPMENT.1 General requirements 1.2 Application of Ohm’s and Kirchhoff’s Laws 6.3 Electromagnetism 2.4 A.C. circuit theory 12.5 Parallel circuits 8.6 Electronics 24.7 Power-factor improvement 5.8 Poly-phase supplies 10.9 A.C. generators 9.10 Automatic voltage regulation 2.11 A.C. switchgear 3.12 Generator protection 6.13 Single and parallel operation of generators 5.14 Transformers 3.15 Rectification 3.16 Distribution 5.17 Circuit protection 3.18 Cables 3.19 D.C. and A.C. motors 9.20 Motor control and protection 7.21 Cells and batteries 5.22 Lamps 3 1342.1.2 OPERATION, TESTING AND MAINTENANCE OF

CONTROL EQUIPMENT.1 General 1.2 Measurement of temperature 2.3 Measurement of pressure 2.4 Measurement of level 2.5 Measurement of flow 2.6 Other measurements 2.7 Transmission of signals 2.8 Final controlling elements 2.9 Control theory 10.10 Principles of pneumatic control 4.11 Controllers 4.12 Control circuits 6.13 Remote control - diesel propulsion 3.14 Air supply 2.15 Monitoring systems 2 46

Total for Function 2: Electrical and Control Engineering 180



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Guidance Notes



These notes have been included to provide additional information where appropriate.

COMPETENCE:2.1 Operate, test and maintain fishing vessel

electrical and control equipment 180 hours

2.1.1 OPERATION, TESTING AND MAINTENANCE OF ELECTRICALEQUIPMENT 134 hours

The chief engineer officer of a ship is not expected to design electrical equipment or circuits.The chief engineer officer will, however, be expected to use discretion when replacingcomponents should, for example, the correct spares be unavailable. In such circumstances heor she would have to make decisions concerning the use of alternatives. The chief engineerofficer also must be competent to ensure that electrical generation, distribution and utilizationare safe and efficient. The chief engineer officer must also ensure that equipment is properlyisolated when undergoing maintenance and afterwards made ready for immediate use.

The chief engineer must be knowledgeable on all aspects of electrical plant operation,including the extensive use of electronic components in the ship’s systems.

The knowledge required should essentially be about operation and maintenance, and this isreflected by the learning objectives, which generally require the trainee to describe, toexplain, etc., the various details of systems, plant operation and maintenance. Where it isthought that colleges may already have certain equipment, then the learning objectivesindicate that the trainees are expected to carry out processes to demonstrate theircompetence. In due course, as colleges gradually build up their levels of equipment, sotrainees will be able to display their skills on an increasing scale.

Trainees do not need to have detailed knowledge of regulations which are concerned with theinstallation of equipment because they do not normally have any control over that, however,trainees do need to be aware of regulations affecting equipment which they are expected tomaintain in a state of operational readiness and those applying to services, etc. which couldbe affected by normal or emergency operation, maintenance or repair.

The treatment of electronics reflects the particular way in which components, circuits anddevices are used in marine engineering systems.

This is followed by the various components and devices, both passive and active, which areused in electronic circuits.



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The electronics practical work is aimed at determining/examining the fundamental principleson which diodes and transistors operate and the characteristics of the circuits in which theyare used.

Because of the general popularity of electronics on a world-wide scale, a number ofinformation sources are widely available in the form of textbooks, reference manuals,magazines, etc., and there are centres in many cities and towns where equipment for carryingout practical work can be obtained. A number of specialist companies have developed trainingpackages for carrying out such practical work. These packages are often supplied as ‘trainingkits’ and contain all necessary hardware and instructions. Therefore, where the facility of alaboratory is not available, the practical work can be carried out effectively by making use ofthese ‘purpose-packaged’ desk-top kits in the classroom. If kits cannot be ‘bought-in’ they canbe assembled from individual items from local suppliers.

In general, modern fishing vessels have A.C. electrical installations, but, even so, there arestill a number of D.C. applications on board. The emphasis is therefore on A.C., but sufficientD.C. work is included to enable a chief engineer to cope with any machinery he mayencounter.

Obviously, some theory is necessary in order to understand the implications of actions takenduring operational and maintenance routines. With this in mind, the depth of theory has beenlimited to that which is considered essential. Should the theory content be increased, greatcare should be taken to safeguard against the danger of the additional input swamping theessential practical knowledge.

Wherever practicable, trainees should be given the opportunity of seeing or using actualequipment; where this is not possible, colour slides, beam projector or videos can be useful aids.

Trainees should have experience of most of the practical applications in the syllabus;however, some will require to make up gaps in experience while on the course, and this willalter the balance of time allocated to various topics.

Application of Ohm’s and Kirchhoff’s Laws

Depending on the present ability of the trainees, it may be necessary to carry out preliminarywork on the applications of Ohm’s Law. The Wheatstone bridge described has manyapplications and is also covered to some extent in training outcome 2.1.2 Operation, testingand maintenance of control equipment.

Electromagnetism

The treatment of electromagnetism is entirely descriptive. The use of calculations is notconsidered to be beneficial to the required level of understanding and the chief engineer hasno cause for their use.

A.C. circuit theory

Trainees may need revision in the subject area ‘A.C. circuit theory’. Wherever possible,trainees should use laboratory equipment to verify the objectives.



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Parallel circuit

Subject area ‘parallel circuit’ requires particular attention because parallel circuits are widelyused in ships’ distribution systems.

Electronics

Suggested exercises in problem solving and practical laboratory work for subject area‘Electronics’ are included in the appendices.

Four of the examples listed in subject area ‘Passive components’ have been dealt with inprevious work, so only details of quartz crystals and silicon temperature sensors are dealtwith in detail – mainly for background information.

The active components are all semiconductor devices which act to amplify or modify currentflow; heat sinks have been included as they are very often an essential part of the component.

Uni-junction transistors, field-effect transistors and integrated circuits are included to giveexamples of the various applications of electronics.

A.C. generators

A selection of simple systems should be used according to the types likely to be encountered.

Automatic voltage regulation

There are many automatic voltage-regulation systems and they can be quite complex. It isnecessary, therefore, to use simple applications in order to obtain an understanding of theprinciples.

Rectification

A sectioned model of a rectifier would be a useful aid.

Motor control and protection

Alternatively, trainees could identify the components from an actual starter to satisfy thistraining outcome.

2.1.2 OPERATION, TESTING AND MAINTENANCE OF CONTROL TO EQUIPMENT 46 hours

A chief engineer officer has to ensure that the plant under his control operates reliably, safelyand efficiently. It is essential, therefore, that the instrumentation and automatic controlsystems are understood, well maintained and correctly adjusted to give optimumperformance. Varying output demands mean that the parameters within which the ship’smachinery functions will have to be changed.The chief engineer should be capable of makingthe appropriate adjustments without loss of control.



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Some knowledge of design principles is necessary, but the treatment should involve as littlemathematics as possible. Wherever possible, practical work should be included to reinforcesubjects taught in the classroom. The routine setting up, calibration, operation, testing,maintenance and fault finding of instrumentation and control equipment is essentialknowledge for a chief engineer officer.

The seagoing service of trainees must be taken into account. Some will have had wideexperience of automatic control, while others might have had very little. All should be familiarwith the systems with which the control is associated.


Instrumentation

Trainees should test and calibrate pressure gauges, paying particular attention to the effectsof the various adjustments. They should become aware that adjustment can alter manycharacteristics of a measuring device, with detrimental effect on its control function.

Control theory

Simple graphs should be used wherever possible in subject area ‘Control theory’. Traineesshould know the significance of varying slopes on a graph and should understand the conceptof dx/dt, but processes of differentiation may not have been learnt as they are not included inthis model course; therefore a mathematical approach should be curtailed.

For Proportional, integral and derivative control functions, a simple working model can beused to advantage to demonstrate the principles involved.

Proportional action could be illustrated by reference to functions familiar to the trainees whereproportional action is satisfactory and to those where the resulting offset would beunacceptable.

Training outcome, Derivative adjustment, is of utmost importance and should bedemonstrated if the facility is available.

Principles of pneumatic control

Training outcome, Adjusting three-term controller, is best carried out in a laboratory if theequipment is available.

Control circuits

Trainees should have experienced most of the processes, and be familiar with all of thesystems in this training outcome, as a result of their seagoing service. Their experience ofautomatic control will be different, some having a wide range of experience and others withvery little. The amount of work to be taught will depend on the existing knowledge and abilityof the trainees.



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Remote control - diesel propulsion

Training outcome, Controllable-pitch propeller, should not be gone into in detail, because it iscovered elsewhere.

There can be considerable variation in the content of training outcome, Bridge control system,according to the policy of the ship owner for whom the vessel was built.

Air supply

Instructors should emphasize the importance of proper control and maintenance of the airsupply system.

Monitoring systems

Chief engineer officers should ensure that the plant under their control operates reliably,safely and efficiently. It is essential, therefore, that the instrumentation and automatic controlsystems are understood, well maintained and correctly adjusted to give optimumperformance. Varying output demands mean that the parameters within which the ship’smachinery functions, will have to be changed. The chief engineer should be capable ofmaking the appropriate adjustments without loss of control.

Some knowledge of design principles is necessary, but the treatment should involve as littlemathematics as possible. Wherever possible, practical work should be included to reinforcesubjects taught in the classroom. The routine setting up, calibration, operation, testing,maintenance and faultfinding of instrumentation and control equipment is essentialknowledge for a chief engineer officer.

The seagoing service of trainees must be taken into account. Some will have had wideexperience of automatic control; others will have had very little. All should be familiar with thesystems with which the control is associated.




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Introduction

The detailed teaching syllabus is presented as a series of learning objectives. The objective,therefore, describes what the trainee must do to demonstrate that the specified knowledge orskill has been transferred.



The material listed in the course framework has been used to structure the detailed teachingsyllabus; in particular,

Teaching aids (indicated by A) IMO references (indicated by R) and Textbooks (indicated by T)







– Function 3: Controlling the operation of the fishing vessel and care for the persons onboard

The header of the first column denotes the COMPETENCE concerned. Each functioncomprises a number of competences. For example, Function 2, Electrical and controlengineering, comprises one COMPETENCE. Each competence is uniquely and consistentlynumbered in this model course.

This competence is Operate, test and maintain fishing vessel electrical and controlequipment. It is numbered 2.1. The term competence should be understood as the



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application of knowledge, understanding, proficiency, skills and experience for an individualto perform a task, duty or responsibility on board in a safe, efficient and timely manner.

Shown next is the required TRAINING OUTCOME. The training outcomes are the areas offunctional skill components in which the trainee must be able to demonstrate knowledge andunderstanding. Each COMPETENCE comprises a number of training outcomes. Forexample, the competence Operate, test and maintain fishing vessel electrical andcontrol equipment comprises a total of two training outcomes. The first concernsOPERATION, TESTING AND MAINTENANCE OF FISHING VESSEL ELECTRICALEQUIPMENT. Each training outcome is uniquely and consistently numbered in this modelcourse. Operation, testing and maintenance of fishing vessel electrical equipment isnumbered 2.1.1.

For clarity, training outcomes are printed in black on grey, for example TRAINING OUTCOME.

Finally, each training outcome embodies a variable number of required performance – asevidence of competence. The instruction, training and learning should lead to the traineemeeting the specified required performance. For the training outcome Operation, testing andmaintenance of fishing vessel control eqipment, there are two areas of performance. Theseare:

2.1.1.1 General requirements 2.1.1.2 Application of Ohm’s and Kirchhoff’s Laws

and so on.

Following each numbered area of required performance there is a list of activities that thetrainee should complete and which collectively specify the standard of competence that thetrainee must meet. These are for the guidance of teachers and instructors in designinglessons, lectures, tests and exercises for use in the teaching process. For example, under thetopic 2.1.1.2 Application of Ohm’s and Kirchhoff’s Laws, to meet the required performance,the trainee should be able to:

– use Ohm’s Law and Kirchhoff’s Laws to solve problems involving external,internal and variable resistances, voltage supplies across resistance andcurrent through resistances in:

– series circuits, parallel circuits

– combined series and parallel circuits

– solve problems to determine the resistances required to extend the range ofammeters and voltmeters and verify by experiment

– solve problems to find the power required by electrical and mechanical loads,taking efficiency into account

and so on.



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IMO references (R) are listed in the column to the right hand side. Teaching aids (A), videos(V) and textbooks (T) relevant to the training outcome and required performances are placedimmediately following the TRAINING OUTCOME title.

Note that it is not intended that lessons are organized to follow the sequence of requiredperformances listed in the tables. The tables are organized to match with the competence inthe Document for Guidance on Training and Certification of Fishing Vessel Personnel.Lessons and teaching should follow college practices. It is not necessary, for example, forMaterials for construction and repair to be studied before Safe working practices. It isnecessary, however, to ensure that all the relevant elements are covered and that teaching iseffective to allow trainees to meet the standard of the required performance and demonstratetheir competence.



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COMPETENCE 2.1Operate, test and maintain fishing vessel electricaland control equipment

IMO Reference

TRAINING OUTCOMES:


2.1.1 OPERATION, TESTING AND MAINTENANCE OF ELECTRICAL EQUIPMENT

2.1.1 OPERATION, TESTING AND MAINTENANCEOF CONTROL EQUIPMENT

Paragraph 4 ofappendix toregulation II/5 ofSTCW-F Convention



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COMPETENCE 2.1Operate, test and maintain fishing vessel electrical and control equipment IMO Reference

2.1.1 Operation, testing and maintenance of electrical equipmentTextbooks: T3, T5, T6, T7 R1, R2Teaching aids: A1, A2, A3,V1


1. General requirements (1 hour)

.1 explains where flame-retardant materials may be used

.2 explains the effect of temperature changes on:

– electromagnetic devices

– generator voltage

.3 explains the need to periodically check the security of all electricalconnections

.4 summarizes the general requirements regarding the provision ofelectrical power and lighting for normal operation and for an emergency

2. Application of Ohm’s and Kirchhoff’s Laws (6 hours)

.1 uses Ohm’s Law and Kirchhoff’s Laws to solve problems involvingexternal, internal and variable resistances, voltage supplies acrossresistances and current through resistances in:

– series circuits

– parallel circuits

– combined series and parallel circuits

.2 solves problems to determine the resistances required to extend therange of ammeters and voltmeters and verifies by experiment

.3 solves problems to find the power required by electrical and mechanicalloads, taking efficiency into account

.4 lists the applications of the Wheatstone bridge

.6 sketches the circuit for the Wheatstone bridge

.7 describes the principles of a potentiometer

.8 explains the principle of multipoint indicators and recorders

.9 describes the principle of the thermocouple

3. Electromagnetism (2 hours)

.1 sketches graphs showing the relationship between flux density andampere turns per metre if using the same coil with the following corematerials:– air – cast iron– cast steel– mild steel

.2 explains the significance of the varying slopes of the curves drawn in theabove objective

.3 explains what is meant by magnetic fringing

.4 describes how magnetic leakage occurs

.5 explains the effects of magnetic fringing and magnetic leaking

.6 shows diagrammatically the effect on the flux density of applying analternating magnetizing force to an iron core

.7 explains the effects of the same application with a nonmagnetic core

.8 states that a temperature rise of a magnetic core is evidence ofhysteresis loss



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3. Electromagnetism (contd.)

.9 sketches hysteresis loops for:– hard steel – cast steel– wrought iron

.10 explains the significance of the area enclosed and the slopes of each diagramdrawn in paragraph 3.9, relating these characteristics to the uses of thesematerials

.11 lists the various losses which take place in electrical machines andtransformers

.12 explains how eddy-current loss occurs and the design features used tominimize such losses

.13 describes briefly the losses other than hysteresis and eddy-current losses thatwere listed in paragraph 3.11

4. A.C. circuit theory (12 hours)

.1 explains what is meant by ‘impedance’ and uses the correct symbol

.3 states the relationship between impedance, voltage and current

.4 describes what is meant by ‘reactance’ and uses the correct symbol

.5 states that the cosine of the phase angle is called the power factor

.6 summarizes Faraday’s law

.7 summarizes Lenz’s law

.8 states that, in practice, an inductor will always have a resistance

.9 explains the effect of varying power factor on the power consumed.10 solves simple problems concerning power, current, resistance, impedance,

reactance and power factor and verifies the solutions, using laboratoryequipment

Pure resistance

.11 states that instantaneous voltage(V) in an A.C. circuit with pure resistance =Vmsinωt

.12 deduces that the instantaneous current (I)= Imsinωt

.13 shows that instantaneous power = VmImsin2 ωt

.14 states that average power P = VI [watts]

Pure inductance.15 states that I = Imsinωt in a circuit with pure resistance.16 states that the induced e.m.f. is 90° behind the current and the supply voltage is

90° ahead of the current.17 sketches the current and voltage waveforms to illustrate paragraph 4.16Resistance and inductance

.18 sketches a phasor diagram to show current and the four voltage components ina circuit with resistance and inductance

.19 states that power = VI x power factor and that the power factor will be some valuebetween zero and one, depending upon the proportion of inductance andresistance

.20 explains what is meant by true power and by apparent power

.21 states the relationship between true power and apparent power

.22 solve problems to find power (true and apparent) and power factor in purelyresistive, purely inductive and resistive-inductive series circuit

Capacitance.23 describes the principles of construction of a capacitor.24 describes the action of a capacitor when connected in:



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4. A.C. circuit theory (contd.)

– a D.C. circuit

– an A.C. circuit

.25 defines the farad, for which the symbol is F

Circuits with resistance and capacitance

.26 states that power = VI cosφPower

.27 states the general expressions V=Vmsinωt and I= Imsin(ωt-φ)

.28 states that power factor =

.29 states that kV x I is often expressed as kVA

.30 explains how ratings of electrical equipment are quoted

.31 explains what is meant by active and reactive components

.32 demonstrates paragraph 4.28 by solving simple problems

5. Parallel circuits (8 hours)

.1 uses the application of phasor summation to solve simple problem in parallelcircuits

.2 calculates the current flowing and the power required when two inductiveimpedance are connected in parallel

.3 calculates the current and determines the power factor when an inductiveimpedance is connected in parallel with a capacitive impedance

.4 explains how resonance can occur in parallel circuits

.5 constructs the circuit and demonstrates paragraphs 5.2 to 5.4 in the laboratory6. Electronics (24 hours)

6.1 Passive components

.1 states that components in an electrical circuit which do not of themselves act tochange or modify circuit conditions are termed ‘passive’

.2 lists examples of ‘passive’ components as:– resistors– thermistors– inductors– capacitors– quartz crystals– silicon temperature sensors

.3 states that quartz crystals are used in the form of a thin plate in resonantcircuits, and such circuits are used to produce oscillation

.4 states that the use of a quartz crystal produces a more stable and steadierfrequency on a voltage than the equivalent circuit containing inductor, resistorand capacitors

.5 states that, from the development and use of silicon in strain gauges, it wasfound that, after appropriate preparation, a silicon crystal could be used as ahighly sensitive solid-state temperature sensor

.6 states that a silicon temperature sensor is a pure silicon crystal, and therelationship between its resistance and its temperature is almost linear, whichgives it an advantage over the thermistor with its exponential relationship

6.2 Active components

.1 states that components which can of themselves change or modify circuitconditions are termed ‘active’

active power��apparent power



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6.2 Active components (contd.)

.2 lists examples of ‘active’ components as:

– diodes

– rectifiers

– Zener diodes

– light-emitting diodes (LEDs)

– transistors

– junction transistors

– uni-junction transistors

– field-effect transistors (FETs)

– thyristors

– heat sinks

6.3 Transistors

.1 states that transistors often involve power transfer and are usuallymanufactured from silicon (resistor) material

.2 states that the name ‘transistor’ derives from TRANSfer and resISTOR

.3 states that the general form of a transistor is a crystal (usually silicon) in whichtwo pn junctions are formed

.4 states that the junctions can be npn or pnp

.5 states that the npn type of transistor is easier to manufacture than the pnp type

.6 states that the basic transistor has three electrode legions within the one crystalstructure (compared to two in the pn junction diode)

.7 states that these regions in a transistor are termed:

– base

– collector, and

– emitter

and that there will be three connection terminals

.8 states that this form of transistor is often termed a junction transistor or bipolartransistor

.9 states that the basic operational principle of a transistor is that current flowsbetween the collector and emitter terminals only when current is flowingbetween the base and emitter terminals

.10 states that the ratio of these two currents is called the forward transfer ratio (hfe)

.11 states that base current will not flow unless the voltage across the base and theemitter is of the correct value

.12 states that the voltage at which current commences to flow (i.e. is measurable)depends upon the transistor involved but is usually about 0.5 volts

.13 states that Host transistor circuits use the base for the input terminal

.14 sketches a typical circuit diagram for a npn transistor connected in thecommon-emitter mode

.15 demonstrates paragraphs 6.3.9 to 6.3.12 in the laboratory

6.4 Uni-junction transistors

.1 states that a uni-junction transistor consists of an n-type section with ohmiccontact regions at each end of the section (‘base contacts’)

.2 states that and emitter connection is made between the two base contacts

.3 states that the main use of a uni-junction transistor is as a pulse generator tocontrol silicon rectifiers



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6.5 Field-effect transistors (FETs)

.1 states that the n (or p) region of a FET is formed in the usual war by diffusion ofan appropriate dopant into the basic p (or n) crystal material to produce regionstermed ‘channel’ and ‘gate’

.2 states that the connection terminals to the channel are termed ‘source’ and‘drain’

.3 states that the three terminal connections (‘source’, ‘drain and ‘gate’) of a FETcorrespond to the ‘emitter’, ‘collector’ and ‘base’, respectively of a bipolar transistor

.4 states that the current flow through the channel is controlled by an electric field(hence FET) whose strength is controlled of the voltage applied between thegate and the source

.5 states that a FET is defined as a voltage-controlled device because the loadcurrent through the channel is dependent on the gate voltage

.6 states that two types of FET are in use, the ‘junction FET’ and the ‘insulated-gate FET’

.7 states that in a junction FET there is a normal PN junction at the gate/channelinterface

.8 states that in an insulated-gate FET the conducting channel is electricallyinsulated from the gate by a layer of material such as silicon dioxide

.9 states that the advantage of a field-effort transistor compared to a conventionaltransistor is its very high input resistance (e.g.1010 ohms, compared to 2000ohms)

6.6 Thyristors .1 states that a thyristor is constructed from four layers of doped crystal material.2 states that the four layers (e.g. PNPN) will provide three PN junctions (hence

‘triode’).3 states that it is essentially an ‘on/off’ or switching device.4 states that a thyristor is a large-current small-voltage device, with a very low

resistance (only a fraction of an ohm) in its forward, or ‘conducting’, state.5 states that thyristors are widely used as switches, speed controllers or current

controllers.6 states that a ‘triac’ is an arrangement which uses two thyristors connected in

parallel and which was developed to provide an improved method of controllingA.C. power (compared to a single triode)

.7 sketches typical circuit diagrams for a single triode and for two triodes inparallel

.8 constructs practical circuits as sketched in paragraph 6.6.7 and demonstratestheir use

6.7 Heat sinks .1 states that a certain amount of power must be dissipated in all semiconductor

components to keep the component within safe working limits of temperature.2 states that in many cases sufficient heat is generated that it is necessary to use

metal cooling fins attached to the component to ensure that excess heat isremoved (by convection from the fins into the air)

.3 states that, in extreme cases, cooling air is supplied to the heat sink to assistconvection

6.8 Integrated circuits (ICs) .1 states that an electronic circuit will be constructed from a number of

components, such as diodes, transistors, resistors, capacitors, etc.

.2 states that these components have to be inter-connected to each other in thecorrect sequence to form the complete circuit

.3 states that developments such as printed circuit boards led to the assembling ofthe components into the complete circuit by such techniques as ultrasonicheading on to the printed portion of the board



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6.8 Integrated circuits (ICs) (contd.)

.4 states that circuits produced in this way were called ‘hybrid’ integrated circuits

.5 states that advances and developments in crystal technology have made itpossible to produce a single block of crystal (usually silicon) within which areincorporated (and properly idler-connected) the individual components formingthe entire circuit

.6 states that circuits produced in this way are very compact and are called‘monolithic’ integrated circuits

.7 states that the monolithic form is now the type in common use and that it isusually constructed from a plastic bar into which the IC is embedded and fromwhich protrude two rows of connection pins

.8 states that a typical IC has dimensions of 30 mm x 6 mm x 3 mm, with 16connection pins, arranged in a row of 8 on each side

.9 slates that the application of integrated circuits can be classified as ‘digital’ or‘analogue’

.10 states that digital ICs generally make use of transistors for on/off switching andare widely used in logic systems and computers

.11 states that analogue ICs have a main characteristic that the output is a linearfunction of the input over their operational range and are widely used whereamplification is needed, for example in communications (radio/TV etc.) and formeasurement of physical quantities (pressure/temperature etc.)

6.9 Practical work

.1 solves numerical problems related to the semiconductor devices used inelectronic circuits

.2 carries out a supervised programme of practical work on electronic circuitsused in machinery control and alarm systems

7. Power-factor improvement (5 hours)

.1 demonstrates, by means of problem solving, how power factors can beimproved

.2 states typical power factors for the following loads:

– lighting only

– lighting and power

– motor drives only

.3 describes the relationship between power factor and line current

.4 explains the disadvantages of running with a low factor

.5 describes and/or demonstrates the effect of placing an appropriately sizedcapacitor in parallel with an inductive load on:

– the line current

– the line power loss

– the motor current

– the motor power

.6 draws vector diagrams showing the similarity between:

– active current component and kW power

– reactive current component and kVAr

– line current and kVA

.7 from paragraph 7.6, shows that the power factor

(cosφ) = kW�kVA



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7. Power-factor improvement (contd.)

.8 states that kVA values of different loads will not be in phase and can only beadded vectorially, not arithmetically

.9 states that kW values are in phase and can be added arithmetically.10 solves problems on power-factor improvement involving two inductive loads to

find total kVA, power and power factor, using phasor diagrams (current andkVA) and the tabular method

8. Poly-phase supplies (10 hours)

.1 describes the principle of the circuits in a three-phase alternator, explaining thephase difference and the usual colour coding

.2 sketches a graph showing the voltage variation over one cycle from a three-phase generator

Star connection

.3 sketches the arrangement of connections in a star-connected alternator

.4 sketches a voltage phasor diagram for paragraph 8.3, using conventionalnotation

.5 from paragraph 8.4, deduces that the voltage between lines = 3 x phasevoltage

.6 states that the line current = phase current

.7 states that paragraphs 8.5 and 8.6 also apply to loads which are star-connected

.8 sketches a three-wire and a four-wire system connected to a star supply,showing typical line to load connections

.9 shows, on a sketched graph of variation of three-phase current, how, at anyinstant, the load may be balanced

.10 solves problems to demonstrate the existence of unbalanced current and tocalculate its phase angle in the neutral of a four-wire system

Delta connection

.11 sketches the arrangement of connections in a delta-connected alternator

.12 describes the instantaneous direction of current flow in each phase of theoutput from the alternator sketched in paragraph 8.11

.13 sketches a current phasor diagram for paragraph 8.12, using conventionalnotation

.14 from paragraph 8.13, deduces that line current = v3 x phase current

.15 states that line voltage = phase voltage

.16 solves simple problems to demonstrate load and phase-currents, usingparagraphs 8.14 and 8.15

Power

.17 shows that three-phase power = VI cosΦ, relating V and I to the respectivephase values for star- and delta-connected machines

.18 develops expressions for three-phase kVA

.19 solves problems to determine power, kVA, power factor and current in star anddelta loads, given all the necessary information

.20 verified paragraphs 8.2, 8.5 to 8.7, 8.10, 8.14, 8.15 and 8. 17 by takingmeasurements on equipment

9. A.C. generators (9 hours)

.1 describes the principles of construction of a synchronous A.C. generator

.2 sketches diagrammatically simple field windings and their neutral-pointconnection for a three-phase alternator with a rotating field

.3 demonstrates and sketches the voltage variation over one cycle from a three-phase supply

.4 explains why the outputs from phases are fed to separate busbars



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9. A.C. generators (contd.)

.5 explains the purpose of the return wire in a four-wire system

.6 sketches diagrammatically the alternator and motor connections in a three-wiresystem

.7 explains why the power factor governs the physical size of a generator

.8 describes the effect of the following loads on power factor:– filament lighting– heating– induction motors– fluorescent lighting– transformers– partly loaded motors

.9 compares the load/voltage curve of an A.C. generator with that of a shunt-winding type motor’s series-wound D.C. generator

.10 describes the effect of varying power factors on the load/voltage curve of anA.C. generator

.11 describes the effect of starting a large induction motor on the current andvoltage of an A.C. generator

.12 explains the effect of the behaviour described in paragraph 9 .11 on otherelectrical equipment

.13 describes the types of load on board ship which can cause excessive voltage dip

.14 states the effect of automatic voltage regulators on a voltage drop caused bytransient reactance

.15 states the approximate power factor of an induction motor during starting

.16 states that if self-excited compound generators are used, the dip is less and therecovery time is improved

.17 sketches the relationship between voltage and time when a load is suddenlyapplied, for different excitation systems

.18 describes the main criteria affecting the parallel operation of A.C. generators

.19 explains the requirements for satisfactory power sharing between generators

.20 describes the effect of unbalanced loading in the three phases of a generator

.21 explains the difference between ‘functional’ and ‘error-operated’ voltage-regulating systems

Excitation

.22 explains the function of an excitation system

.23 describes the basic principles of self-excited generators

.24 describes the basic principles of separately excited A.C. generators

.25 states that high-current thyristors are commonly used as power-controlelements in automatic voltage regulators

.26 draws simple diagrams of the excitation systems in common use

.27 explains/demonstrates the care necessary when replacing diodes in a rotatingrectifier

.28 describes the effect of a diode in a rectifier failing in:

– an open-circuit condition

– a short-circuit condition

.29 demonstrates or describes how a failed diode in a rectifier circuit may bedetected

.30 takes the necessary precautions to ensure that an exciter is not self-excitedafter switching off



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9. A.C. generators (contd.)

Shaft-driven generators

.31 explains why shaft-driven generators are sometimes used

.32 states the range of shaft speeds over which full generator capacity can usuallybe expected

.33 describes how a shaft-driven D.C. generator is driven and controlled

.34 describes methods by which shaft-driven A.C. generators are driven andcontrolled

.35 describes the conditions in which an auxiliary diesel-driven generator would beused when the main generator is shaft-driven

.36 relates the useful speed range with a controllable-pitch propeller to that with afixed-pitch propeller

10. Automatic voltage regulation (2 hours)

.1 names the essential parts of an automatic voltage regulator (AVR) and brieflyexplains their function

.2 explains the two basic operating principles of AVRs

.3 explains the principle of a voltage-comparison circuit

.4 describes the principle of converting the voltage-comparison signal into a formsuitable for control of the excitation

.5 explains the purpose of an excitation control element

.6 explains which features control the load sharing when generators are running inparallel

.7 states an acceptable deviation of load sharing and voltage droop withquadrature droop compounding

.8 explains why an excitation system should be capable of carrying a substantialshort-circuit current

11. A.C. switchgear (3 hours)

.1 lists the additional fittings on an A.C. switchboard compared to a D.Cswitchboard

.2 explains why a circuit breaker, when used for A.C. can have a higherinterrupting capacity than when used for D.C

.3 names the main criteria governing the operation of a circuit breaker

.4 explains the function of a circuit breaker

.5 explains the purpose of short-time-fault current rating

.6 explains, in general terms, the effect that induction motors, running at the time,have on fault current

.7 explains why the ratings of circuit breakers designed for shore use have to bereduced for their use on board ship

.8 explains the purpose of and demonstrates the two withdrawal positions forcircuit breakers

.9 performs the safety precautions necessary when a circuit breaker is removed

.10 describes the purpose of interlocks and their possible misuse

.11 explains the use of earthing of circuit breakers

.12 describes how the operational state of a circuit breaker may be indicated

.13 demonstrates in detail the safety precautions necessary before commencingwork on switchgear

.14 describes the procedure for isolation and safety before allowing work onequipment



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12. Generator protection (6 hours).1 describes the sequence of events if an overload trips out a generator circuit

breaker.2 explains where, in the range of a generator load, preferential trips and alarms

are set to operate.3 explains why it is preferable to operate the alarm by a wattmeter.4 explains the considerations necessary when determining the time delays of

preferential trips.5 states the range of overload currents and the time delay at which a generator

circuit breaker may trip.6 states that every generator circuit breaker must be fitted with an over current

relay.7 states that an inverse time/current characteristic is normally employed.8 describes briefly the factors which influence the tripping current and the time

delay.9 describes the need for instantaneous over current protection and the instances

where it is provided.10 states that internal generator faults are rare and that when they do occur they

are usually between one phase and earth, which, with an insulated neutral, canbe tolerated until appropriate action can be taken

.11 sketches diagrammatically a restricted earth-fault protection system

.12 describes the function of an unrestricted earth-fault relay as back-up torestricted earth-fault protection

.13 explains the need for, and the problems associated with, overvoltage protection

.14 explains how loss of excitation is detected and handled

.15 states how loss of power can occur in a generator

.16 explains the effect of loss of power of one generator when running in parallelwith others

.17 states the normal maximum reverse power to trip the circuit breaker andexplains the need for a time delay

.18 explains why under voltage protection with time delay is necessary, and statesthe normal setting

.19 states that preferential tripping and protection against overcurrent and reversepower are essential and can be provided in one housing

.20 lists the necessary instrumentation for generators working in parallel

.21 explains why current and voltage transformers are commonly used

.22 states the earthing requirements of current transformers, voltage transformersand instrument cases

.23 describes the directional markings on the terminals of current and voltagetransformers

.24 explains the need to employ neutral switching

.25 detects, analyses and corrects faults in generator protection gear13. Single and parallel operation of generators (5 hours)

.1 demonstrates or describes how, when a generator is running (a) alone or (b) inparallel with others, the following are determined:– power factor– voltage– load– frequency

.2 names the controls necessary at the main switchboard for each generator

.3 explains how drooping characteristics cater for stable operation when running inparallel

.4 describes the situations in which hand regulation might be desirable



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13. Single and parallel operation of generators (contd.)

.5 lists the essential matching criteria immediately before switching two generatorsinto parallel operation

.6 demonstrates or describes the ideal relationship between voltage andfrequency of the incoming generator and those of the busbars

.7 sketches diagrammatically the connections of voltmeters and synchroscope tothe busbars and the incoming generator

.8 describes or demonstrates ‘lamps bright’, ‘lamps dark’ and ‘sequence lamps’operation

.9 explains the purpose of a check synchronizer

.10 explains, in simple terms, the system of automatic selection of diesel generatorsets, to include:– the starting up and loading of the first set– the starting up and loading of the first stand-by set– the load shedding and taking out of service of a set

.11 describes the situation where an engine fault brings into operation a stand-bygenerator set

.12 describes the conditions where an engine fault causes immediate shutdown ofthe set

14. Transformers (3 hours).1 describes a simple single-phase transformer.2 explains the principle of operation of a simple single-phase transformer.3 lists typical applications of transformers.4 sketches diagrammatically the combinations of star and delta connections used

in three-phase transformers.5 explains the advantages of a delta/star transformer with an earthed neutral on

the low-voltage side.6 explains how essential supplies can be ensured with a star/delta transformer.7 sketches diagrammatically how instrument transformers are connected.8 states the range of voltage and/or currents used in paragraph 14.7.9 sketches diagrammatically the circuit diagram for a three-phase wattmeter using

instrument transformers.10 explains why three single-phase transformers are sometimes used in place of

one three-phase transformer.11 explains the potential hazards if liquid-cooled transformers are used.12 describes the attention required by a transformer

15. Rectification (3 hours).1 lists the uses of direct current on board a ship with an A.C. power supply.2 explains the purpose of a rectifier.3 stales that modern rectifiers are made up of semiconductors.4 states that semiconductors can be assembled to make diodes.5 states that diodes are electrical non-return valves which allow current flow in

one direction only.6 makes a sketch showing the principles of construction of a silicon diode rectifier.7 explains how heat is dissipated from a silicon diode rectifier.8 explains the effect of overcurrent and of overvoltage on rectifiers.9 lists the environmental conditions which can adversely affect rectifiers.10 describes the attention required by the aluminium radiators that are fitted to

rectifiers.11 explains why transformers are sometimes used in rectifier circuits



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15. Rectification (contd.).12 explains why bridge rectifiers are normally preferred to two-diode rectifiers.13 sketches diagrammatically a circuit used for rectification of a three-phase

supply.14 describes the type of protective device required for rectifiers.15 explains the principal operational characteristics of the following rectifier materials:

– germanium– selenium– silicon

16. Distribution (5 hours).1 describes, in principle, the D.C. distribution cable systems used on ships

(including dual voltage).2 describes, in principle, the A.C. distribution systems and voltages used on ships.3 sketches diagrammatically the alternator and motor connections in a three-wire

system.4 states the power frequencies in common use.5 explains the preference for a 60 Hz system.6 describes the measures to be taken and the effect on various outputs when

running a 60 Hz system on a 50 Hz supply.7 describes the dangers of running a 50 Hz system from a 60 Hz supply.8 explains why, in general, for medium-voltage systems, insulated neutrals are

preferred to earthed neutrals.9 sketches diagrammatically a distribution system with an earthed neutral.10 demonstrates or describes in principle how earth faults are detected and

located.11 states that both earthed-neutral and insulated-neutral systems are potentially

equally hazardous.12 states that systems working at 3.3 kV are normally designed to operate with an

earthed neutral via a resistor.13 states the normal limit allowed for an earth-fault current.14 sketches a diagrammatic arrangement of earthing with resistors for a 3.3 kV

system.15 explains why the setting of earth-fault protection equipment depends on the

system used.16 describes a mixed system of earthing

17. Circuit protection (3 hours).1 explains what is meant by the current rating and the minimum fusing torrent of a

fuse.2 explains the relationship between fault current and the time to melt a fuse.3 explains the problems which can arise with re-wireable fuses.4 describes the situations where miniature circuit breakers (MCB) are used, their

maximum capacity and how both overload and short circuits are handled.5 states that miniature circuit breakers must be calibrated at the anticipated

ambient temperature (45°C).6 states the range of capacity of moulded-case circuit breakers (MCCB or MCB).7 describes in general terms the protection provided to the feed from a main

switchboard for:– a three-phase system with earthed neutral– a two-wire system fed from a three-phase system– a two-wire system fed from one phase to an earthed neutral

.8 explains what is meant by a steady load circuit and describes how it isprotected

.9 states the size of motors on board ship which require protection againstoverload and short circuit, naming the exceptions



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17. Circuit protection (contd.)

.10 explains the criteria which influence the selection of, and selects fuses for,motor circuit protection

.11 states that in most cases separate overload protection is required at a motor tothat protecting its supply circuit

.12 explains the factors influencing the selection of, and selects fuses to protect,transformers

.13 explains the criteria which influence cable protection

.14 describes the general order in which protective devices are fitted in series

.15 describes the requirements of circuits for navigation lights

.16 sketches a diagrammatic arrangement of a navigation light circuit

.17 describes the requirements of circuits for supplying the steering gear

.18 explains the permissible circuit protection for steering gear supplyShore supply.19 describes the protection necessary and the information required at a shore

supply connection.20 sketches the arrangement of connections etc. for taking on an A.C. shore

supply.21 explains the earthing requirement when taking a three-phase shore supply with

an earthed neutral emergency stop control.22 describes the emergency control necessary for ventilating fans.23 describes the emergency control necessary for fuel pump.24 describes the emergency control necessary for pumps discharging in way of

lifeboat launching plates18. Cables (3 hours)

.1 describes the materials used as conductors in cables

.2 describes the applications for multi-stranded and single-wile cables

.3 lists commonly used insulation materials

.4 names the types of PVC insulating compounds used in ship’s cables

.5 explains how insulating compounds are affected by:– variation in temperature– oxidation– fire– oil– seawater– acids– solvents

.6 explains the purpose of sheathing electric cables

.7 lists commonly used sheathing materials

.8 explains how cables are screened to reduce radio interferenceFlexible cords and cables.9 explains what is meant by flexible cords and flexible cables.10 describes the acceptable type of flexible cord.11 explains the limitation on the use of flexible cords.12 describes, in general terms, the construction of cables used for welding .13 describes the factors which determine the rise in temperature, and hence the

current rating, of cables.14 states that current ratings are obtained from tables approved by Administrations



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18. Cables (contd.)Cable runs.15 describes, in general terms, the care necessary with the layout and paths of cable

runs in:– machinery spaces– holds– cold-storage chambers

.16 explains the recommended use of conduit and trunking with reference to:– ventilation and drainage– condensation– fire– earthing– electrical continuity– expansion

.17 describes the principles of passing cables through bulkheads and decks

.18 states the need to bond and earth the sheathing of cables

.19 explains the potential dangers of passing three-phase single-core cablesthrough steel bulkheads

.20 explains the problems of passing high currents through single-core metal-sheathed cable

19. D.C. and A.C. motors (9 hours).1 explains what is meant by ‘drip proof’ when applied to a motor.2 explains the essential differences between the following five types of motors:

– watertight– hoseproof– weatherproof– deck watertight– submersible

.3 describes how, in principle, totally enclosed motors are ventilated and cooledD.C. motors .4 states the usual speed refutation obtained with shunt motors or lightly

compounded motors and describes typical applications.5 sketches diagrammatically the various methods of field control in use on ships.6 explains how a wider range of speed regulation is obtained.7 describes the applications of series-wound motors.8 describes the situations where Ward-Leonard systems might be usedA.C. motors.9 names the three main types of A.C. motor and explains the use to which they

are put in marine engineering.10 states that the supply frequency and the number of poles govern the speed of

synchronous and induction motors.11 determines the speed of rotation of motors with 2 to 12 poles and a 60 Hz

supply.12 sketches a graph of starting current and torque against the speed of rotation for

a single-cage motor.13 explains why starters are sometimes necessary for cage motors.14 states that the starting torque of the motor is independent of the load.15 states that the starting torque reduces as the number of poles increases.16 explains the advantages of a double cafe construction.17 describes the situations where slip-ring motors might be used.18 explains the principle of starting and speed control, including the effect on

efficiency



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19. D.C. and A.C. motors (contd.)Varying supply.19 explains the effect of varying the supply frequency on:

– speed – temperature– torque– power output– centrifugal forces

.20 explains the effect of varying the supply voltage on:– starting torque– starting time– ability to start– speed– current

Maintenance.21 explains the effect of accumulation of dirt in a motor.22 describes the process of maintaining a motor, including:

– initial cleaning– use of cleaning fluid– re-varnishing– adjustment of brushes

.23 describes the procedure to determine the neutral position for the brushes of aD.C. machine

.24 describes the attention necessary for roller or ball bearings

.25 lists the common causes of trouble with commutators

.26 explains what is meant by single phasing

.27 describes the possible causes and the effort of running a three-phase motorwith one phase open-circuited

.28 describes the symptoms of single phasing20. Motor control and protection (7 hours)

.1 explains the purpose of protection D.C. motors.2 given a diagrammatic arrangement of the starter of a D.C. motor identifies all of

the principal components and explains their function.3 describes applications for drum starters.4 describes applications for contactor starter A.C. motors.5 describes how the overload setting for a cage motor is determined.6 names the overload-protection devices in use on board ship.7 describes the information which should be provided if the starter has a variable

time-current feature.8 given a diagrammatic arrangement of a direct on-line starter for a cage motor,

identifies all of the principal components and explains their function.9 describes how protection against short circuit is provided.10 describes the protection normally provided in a starter.11 states that direction on-line starters are suitable to carry between 6 and 8 times

the full load current for very limited starting times.12 describes the principal of operation of magnetic overload relays (including the

prevention of premature tripping), their advantage over thermal types and theirapplications



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20. Motor control and protection (contd.).13 explains the need for separate temperature-sensing devices.14 compares briefly use of thermistors, thermocouples and thermostats as

temperature-sensing devices for motors.15 describes the usual cause of single phasing.16 describes the process of replacing a fuse in a three-phase supply.17 explains the difficulties of protecting against single phasing and how these

might be overcome.18 explains the principle of star-delta starting and the reasons for its use.19 describes the effect on torque and current during the starting sequence when

changing from star to delta connection.20 names common applications for 3.3 kV and 6.6 kV motor contactors and its uses.21 describes the principles of a high-voltage vacuum contactor and its uses.22 explains why undervoltage protection is necessary, giving the normal and

essential exceptions.23 describes the effect of running an induction motor on reduced voltage.24 explains the principle of an autotransformer starter and its limitations in frequent

starting.25 explains the reasons for using slip-ring motors and explains the principles of the

starter.26 explains the effect of making incorrect phase and starter connections.27 explains the principles and applications of synchronization equipment.28 explains the functions of an induction regulator and describes its principlesMaintenance.29 describes the basic movement of contact breakers and explains why this is so.30 performs maintenance on coppers and silver-faced contact breakers, including:

– cleaning– checking condition of contact surfaces– adjust contact pressure– lubrication– magnet faces– pivot joints and bearings

.31 detects and rectifies faults implanted in motors, starters and controllers21. Cells and batteries (5 hours)

.1 explains the difference between primary and secondary cells

.2 describes the construction of an alkaline battery, referring to the materials usedfor the:– plates– retaining frames– separators– container– crate

.3 describes the care to be taken with cell containers and covers

.4 describes the difference between normal-resistance and low-resistance designsof alkaline cells and gives applications of the two types

Batteries.5 describes the type of lead-acid battery normally used for marine work.6 describes the construction of a flat-plate battery, referring to the materials used for:

– grids– positive plates



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21. Cells and batteries (contd.)– negative plates– separators– insulating strips– containers

.7 describes the principal difference between a flat-plate battery and a turbine-plate battery

.8 compares the advantages and disadvantages of an alkaline battery and atubular-plate battery

.9 explains how cells are connected together in series to form a battery

.10 explains why cells may be connected in series

.11 explains how cells are connected in parallel to form a battery

.12 explains why cells may be connected in parallel

.13 explains why cells may be connected in a series-parallel configuration

.14 solves problems, verifying the results by measurement to demonstrate thecurrent flowing, voltage drops and terminal voltage, when cells are connected:– in series– in parallel– in series-parallel

.15 lists the emergency and stand-by duties provided by batteries

.16 describes how both lead-acid and alkaline batteries are maintained in a state ofreadiness for emergency/stand-by purposes

.17 lists applications where batteries are used for normal operation and explainshow continual supply is maintained

.18 explains how the capacity of a battery is given

.19 compares, in general terms, the capacity and variation of voltage for differentrates of discharge for lead-acid and alkaline batteries of both normal and low-resistance types

.20 states the range of voltage commonly used for the following applications:– general emergency lighting– engine-room lighting only– telephones and call systems

.21 states the requirement for the capacity of emergency batteries

.22 states that there should not be excessive variation in voltage during thespecified period of use

.23 describes the charge-discharge method

.24 describes the system where automatic switching connects the battery to theload, including the provision for trickle charging and re-charging

.25 explains the need for warning devices when batteries are being charged

.26 describes the principle of warning devices

.27 explains where batteries should be located

.28 describes the care necessary when both lead-acid and alkaline batteries areinstalled in a ship

.29 explains why battery spaces need to be ventilated

.30 lists the safety precautions necessary in battery compartments

.31 examines and reports on the condition of battery casings, terminals, etc.

.32 carries out the topping-up process for lead-acid batteries

.33 describes the solution used as an electrolyte in a lead-acid cell and in analkaline cell

.34 explains why the mixing of sulphuric acid and water is hazardous



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21. Cells and batteries (contd.).35 describes the correct procedure for making up an electrolyte for a lead-acid

battery.36 explains how the specific gravity of the electrolyte indicates the state of charge

of lead-acid cells.37 describes the care and temperature adjustment necessary when taking

hydrometer readings .38 explains the circumstances in which the specific gravity of the electrolyte in

alkaline cells changes.39 states that there is a maximum temperature for cells, the limit depending on the

type of electrolyte.40 explains how cell voltages can indicate the state of charge of a battery.41 states the point of discharge when a lead-acid battery should be taken out of

service.42 explains how to determine when a lead-acid battery is sufficiently re-charged

when:– re-charging once a week or less frequently– re-charging more frequently

.43 describes the discharge/re-charge procedures for lead-acid batteriesmaintained on trickle charge

.44 describes the re-charging procedures for alkaline batteries

.45 states that sealed nickel-cadmium batteries do not give off hydrogen to theatmosphere when they are being re-charged

.46 states that sealed nickel-cadmium batteries are charged either at low current orat a fast rate with an automatic cut-out to prevent rise of pressure andtemperature

.47 explains how battery repairs are normally executed

.48 describes the action to be taken if dilute sulphuric acid is splashed:– on the skin– in the eye

.49 describes the action to be taken if alkaline electrolyte is splashed:– on the skin– in the eye

22. Lamps (3 hours).1 summarizes the general requirements for the areas requiring emergency

lighting.2 explains why fluorescent lamps are usually unsuitable for emergency lighting.3 explains how emergency lights are identified.4 describes the effect of a general-service lamp.5 states the expected life of a general-service lamp.6 explains the means of designating lamp caps.7 describes the principles of the following lamps:

– incandescent– gas discharge– fluorescent– neon



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2.1.2 OPERATION, TESTING AND MAINTENANCE OF CONTROL EQUIPMENT

Textbooks: T1, T2 R1, R2

Teaching aids: A1, A9, V1


1. General (1 hour)

.1 describes the essential requirements for the automatic operation of marinemachinery

.2 uses control and instrumentation terminology in its correct context

.3 compares pneumatic, hydraulic and electronic-electrical control systems

.4 describes a simple control loop

.5 names analogue and digital devices2. Measurement of temperature (2 hours)

Mechanical

.1 states that it is common practice to identify a measuring instrument fortemperatures

– above 500°C a pyrometer

– below 500°C a thermometer

.2 states the temperature range for which mercury is used

.3 names the fluids which can be used for the measurement of lower temperatures

.4 describes the principal features of thermometers based on the filled system,including:

– mercury in steel

– vapour-pressure

– gas-filled

.5 describes the principal features of a bimetallic thermometer

Electrical

.6 states that the range and accuracy varies according to the material used in thedetecting element

.7 sketches and describes a resistance-type measuring instrument based on theWheatstone bridge

.8 describes the characteristics of a thermistor and the conditions for which it issuitable

.9 sketches a circuit used in a thermocouple and describes its operation

.10 describes the principals of an optical pyrometer3. Measurement of pressure (2 hours)

.1 describes the principal features of, and compares, the following:– manometers (simple water, wide-cistern or well, inclined-tube, mercury)– pressure gauges (Bourdon, diaphragm-sealed gauge)– twin-bellows differential-pressure cell– strain gauge

.2 describes how pressure gauges can be tested on board ship

.3 tests a pressure gauge

.4 sketches calibration curves for a Bourdon pressure gauge, showing the effectof:– zero adjustment– multiplication adjustment– angularity adjustment

.5 states that calibration and testing is normally performed by specialists



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4. Measurement of level (2 hours)

Direct methods

.1 describes the principal of a float-operated level-measuring device

.2 describes the principle of a probe element

.3 describes a displacement gauge inferential methods

Inferential methods

.4 explains the principle of inferential methods

.5 describes a level sensor based on immersed resistors

.6 describes a remote boiler-water level indicator

.7 describes a level indicator based on a bubbler system

5. Measurement of flow (2 hours)

.1 explains the difference between a quantity meter and a rate-of-flowmeter

.2 explains that a quantity meter is basically a rate-of-flow meter combinedwith an integrator

.3 describes the function of the two elements of a flow meter

.4 sketches a graph to show relationship between velocity of a fluid and itspressure difference

.5 from paragraph 5.4, shows that velocity is proportional to the square rootof the pressure

.6 explains the situations when extractions of square roots are necessary

.7 describes the principal features of:

– a rotormeter

– an electrical flowmeter

– a rotameter

.8 sketches an orifice and a Venturi, showing the direction of flow and thepressure-measuring points

6. Other measurements (2 hours)

.1 explains the principles of a tachometer

.2 explains the principles of A.C. and D.C electric tachometers

.3 explains the principles of a torque meter based on the effect of stress ina magnetic field

.4 explains how paragraph 6.3 can be developed to measure power

.5 explains the principal features of a viscometer

.6 describes or performs routine setting up, testing and maintenance of themeasuring devices

7. Transmission of signals (2 hours)

Transmission

.1 describes the function of a transducer

Pneumatic

.2 describes the flapper and nozzle arrangement

.3 explains what is meant by negative feedback and by positive feedback

.4 sketches a flapper and nozzle arrangement with negative feedback

.5 explains the function of a force-balance transducer

.6 describes the principal features of an electro-pneumatic transducer



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7. Transmission of signals (contd.)

Electrical

.7 uses a Wheatstone bridge used as a transducer

.8 describes the principles of a variable-inductance transducer

.9 describes the principles of a variable-capacitance transducer

.10 describes the principles of an electronic force-balance system

.11 describes the principles of a voltage-current transducer

Receivers

.12 describes the principal features of:

– a pneumatic receiver integrator

– a potentiometric pen recorder

.13 explains the function of an XY recorder

.14 describes the basic principles of A.C. and D.C. position motors

8. Final controlling elements (2 hours)

Pneumatic

.1 states that the final controller might be operated pneumatically, hydraulically orelectrically

.2 sketches a diaphragm-operated control valve

.3 describes the characteristics of the motor element and the correcting element inparagraph 8.2

.4 describes the conditions where butterfly valves might be used

Electrical servomotors

.5 describes a D.C. servomotor and explains how it varies from the common motor

Hydraulic servomotors

.6 describes the principles of a swash plate pump

9. Control theory (10 hours)

.1 sketches a simple automatic control system, using labelled blocks to show theprincipal elements in the controller, correcting and measuring units

.2 sketches a graph of system response, demonstrating the effect of time lagbetween input and output signals of detection elements with a linear response

.3 sketches a graph showing phase lag and attenuation (or gain) of input andoutput signals

.4 sketches a graph illustrating control by a two-step controller proportional action

.5 makes a single line sketch of a self-operating liquid level controller and explainsits proportional control action

.6 explains the meaning of proportional band

.7 sketches a graph between controlled value and time, to show desired value, setvalue initial and final offset

.8 states that different load conditions will produce different offsets which may, ormay not, be acceptable to the control function

Integral action

.9 states that the object of integral control is to reduce offset to zero

.10 sketches a graph to show integral action against time and the effect of varyingthe integral action



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9. Control theory (contd.)

Proportional plus integral action

.11 sketches an arrangement showing the principle of a proportional plus integral(P + I) control loop

.12 sketches an integral control loop for controlling liquid level

.13 sketches a P & I control loop for controlling liquid level

.14 explains why integral action is not used alone

Derivative action

.15 states that the object of derivative control is to give quicker response to a largechange of load and to supplement inadequate proportional damping of control

.16 states that the rate of action is dependent only on the rate of change in error

.17 states that derivative control is transient and must be combined withproportional control ( P + D)

.18 states that adjustments to derivative action must be small to avoid instability

Proportional plus derivative action

.19 sketches a derivative control loop for controlling liquid levels

Proportional plus integral action

.20 sketches a (P + I) control loop for controlling liquid levels

.21 explains how the derivative action tends to stabilize a ( P + I) control loop

.22 sketches a three-term controller

Cascade control

.25 explains the principle of a cascade control system

.26 describes the cascade control of the outlet temperature of diesel engine jacketcooling water with varying engine load and varying supply of cooling water

10. Principles of pneumatic control (4 hours)

.1 sketches the arrangement of a two-step controller, giving the range of airpressures used

.2 explains the purpose of a relay

.3 sketches a simple relay

.4 describes the action of a P + I controller with negative feedback

.5 describes the action of a P + D controller

.6 explains the principle of operation of a stacked-type controller for:– proportional control– proportional + integral control– proportional + derivative control

.7 explains the basic principle of a pulse controller

.8 describes or carries out the procedure for adjusting:– a proportional controller– a two-term controller– a three-term controller

.9 performs routine test and maintenance procedures on pneumatic controllers11. Controllers (4 hours)

.1 describes the principles of operation of an electro-pneumatic controller

.2 sketches a force balance that uses a simple lever principle and describes howthis can be used in the following actions:– proportional – proportional + integral



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11. Controllers (contd.)

– proportional + derivative

– proportional + integral + derivative

– addition or subtraction

– multiplication or division

– averaging

.3 describes the principles of the Foxboro pneumatic controller and how to adjustit to give variation to the proportional band

.4 describes the action of a Drayton pneumatic controller

.5 describes the principles of a fuel-air ratio controller

.6 describes the action of a viscosity controller

.7 performs routine test and maintenance procedures on the controllers coveredby paragraphs 11.1 to 11.6

12. Control circuits (6 hours)

.1 describes a single-element control for cooling water and lists its applications

.2 describes a split-range control system for fuel-valve coolant

.3 explains why two-element control is sometimes used in cooling systems

.4 describes a two-element cascade control system for piston cooling

.5 describes a control system for lubricating oil temperature

.6 explains the principle of the following coolant systems :– ring-main – series – parallel

.7 describes a control system for purification of boiler fuel oil

.8 describes the control system of a flash evaporator that is heated by enginecoolant

.9 describes the principles of the control of viscosity of oil fuel

.10 describes the principle of control of air conditioning

.11 describes the principles of control of a refrigerated chamber

.12 describes the principles of the control of the interface level of an oily-waterseparator

.13 describes the lighting-up sequence of an automatic combustion system for anauxiliary boiler

.14 lists the possible reasons for non-ignition or flame failure in paragraph 12.13

.15 performs routine test, maintenance and fault-finding procedures for the controlsystems covered by paragraphs 12.1 to 12.15

13. Remote control - diesel propulsion (3 hours)

.1 states that the control can be electronic, electro-pneumatic, electro-hydraulic orpneumatic

.2 lists the malfunctions which would signal:

– alarm

– engine slow-down

– engine stop

.3 lists the checks which must be made by the control system when starting up amain engine

.4 explains the reasons for limiting rapid engine movements



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13. Remote control - diesel propulsion (contd.)

.5 describes the means of transferring control from one station to another

.6 describes the means of communication between the bridge and the engine-room control station

.7 describes the principles of speed control when vessels fitted with a controllable-pitch propeller

.8 describes a control system for a controllable-pitch propeller

.9 lists the alarms and indicators which are normally installed in a bridge controlpanel

14. Air supply (2 hours)

.1 explains the need for instrument air of good quality

.2 describes how the required quality of air can be provided

.3 describes how water is removed from the air

.4 describes the means of drying air

.5 describes the principles of the following:

– automatic drain

– auto-unloader

– air-line filter

– filter regulator

15. Monitoring systems (2 hours)

.1 describes sequences of alarm signals, to include:

– fleeting alarm condition

– first alarm in a series of alarms

– different light intensities and flashing periods

– audible alarms



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FUNCTION 3: CONTROLLING THE OPERATION OF THE FISHING VESSEL AND CARE FOR PERSONS ON BOARD

Function 3: Controlling the Operation of the FishingVessel and Care for Persons on Board

Index


Objective

Teaching aids


IMO references

Textbooks


Timetable

Lectures

Course outline

Guidance notes

Annex 1 – Stability data


Introduction


3.1 Fishing vessel construction, stability and damage control

3.2 International maritime law embodied in international agreements and conventions

3.3 Maintain safety and security of the vessel’s crew and the operational conditionof life-saving, fire-fighting and other safety systems

3.4 Emergency procedures

3.5 Organize and manage the crew



136

Function 3: Controlling the Operation of the FishingVessel and Care for the Persons on Board


Objective

This syllabus covers the requirements of the STCW-F 1995 Convention chapter II, regulation5. This functional element provides the detailed knowledge to support the training outcomesrelated to Controlling the Operation of the Fishing Vessel and Care for Persons on Board.

This section provides the background knowledge to support the tasks, duties andresponsibilities in:

– Fishing vessel construction, stability and damage control – International maritime law embodied in international agreements and conventions – Maintaining safety and security of the vessel’s crew and the operational condition of

life-saving, fire-fighting and other safety systems– Emergency procedures– Organizing and managing the crew

This includes topics such as ship construction and stability, MARPOL Convention, emergencyprocedures, personnel management and training.

Teaching aids (A)

A1 Instructor Guidance (Part B of this course) A2 Video cassette player and/or DVD playerA3 Small samples of welding, sectioned to illustrate common welding faults A4 Loading instrument


V1 IMO – Safe, secure and efficient shipping (IMO Code No. VO - 1OM)

Available from: IMO Publications Section 4 Albert Embankment London SE1 7SR, UK E-mail: [email protected]: 44 (0) 20 7587 3241 URL: www.imo.org

V2 Shipboard management role (Code No. 553)V3 Personal safety in the engine room (Code No. 556)V4 Personal safety in the accommodation (Code No. 554)V5 Who needs it? Personal protective equipment (Code No. 597)V6 Working at height (Scaffolding system & platforms) (Code No. 795)V7 Unsafe act awareness (Code No. 710)V8 Safe air to breathe (Edition 2) (Code No. 711)V9 Entering into enclosed spaces (Edition 2) (Code No. 682)V10 Part 4 – Accident prevention? The human factor (Code No. 637)V11 Part 5 – Emergency procedures (Code No. 638)V12 Shipboard familiarization (Code No. 593) V13 Holding effective drills (Code No. 706)




137


V14 Man-overboard (Code No. 644) V15 Permit to work (Code No. 621) V16 Management for seafarers series (Code Nos. 607-612) V17 Fire prevention (Code No. 673) V18 Basic fire fighting (Code No. 674) V19 Machinery space fires (Code No. 677) V20 Fire party operations (Code No. 509) V21 Part one: Muster lists, drills and Helicopter operations (Code No. 678)V22 Part two: Enclosed lifeboats, freefall lifeboats and rescue boats (Code No. 679)V23 Part three: Liferafts and open lifeboats (Code No. 680)V24 Survival (Code No. 681)V25 Cold water casualty (Code No. 527)V26 Liferaft operation (Code No. 780)V27 Rescue boat operations (Code No. 796) V28 Maintenance of lifeboat on-load release systems (Code No. 759)V29 Elementary first aid training course (Code No. 832) V30 Oil pollution regulations and the oil record book – Parts 1 & 2 (Code No. 606-716)V31 MARPOL Annex VI – Prevention of air pollution from ships (Code No. 930) V32 Waste and Garbage Management (Code No. 627)V33 Shipping casualty emergency response (Code No. 467) V34 The culture gap (Code No. 537) V35 Onboard training by design (Code No. 489) V36 Leadership and management (Code No. 836) V37 Seafarers evaluation and training system, Version 6000 (Code No. 9000)V38 Shipping casualty emergency response (Code No. 467)

Available from: Videotel Marine International Ltd 84 Newman Street, London W1P 3LD, UK Tel: 44 20 7299 1800 Fax: 44 20 7299 1818 e-mail: [email protected] URL: www.videotel.co.uk

IMO references (R)

R1 International Convention on Standards of Training, Certification and Watchkeeping forFishing Vessel Personnel (STCW-F), 1996 (IMO Sales No. I915E)

R2 FAO/ILO/IMO Document for Guidance on Training and Certification of Fishing VesselPersonnel, 2001(IMO Sales number: IMO-IA948E)


R4 Code of Safety for Fishermen and Fishing Vessels (2005 edition) (IMO Sales No. IA749E)

R5 The Code of Conduct for Responsible Fisheries, 1995

R6 Technical Guidelines for Responsible Fisheries, 1996

R7 FAO/ILO/IMO Voluntary Guidance for the Design, Construction and Equipment of SmallFishing Vessels, 2005 (IMO Sales No. IA761E)

R8 International Conference on Load Lines, 1966 2005 edition (IMO Sales No. IB701)



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R9 Supplement relating to the International Conference on Load Lines, 1966 (IMO SalesNo. 705)

R10 MARPOL 73/78 (Consolidated edition, 2006) (IMO Sales No. IC520E)

R11 MARPOL 2005 Amendments (2005 edition) (IMO Sales No. I525E)

R12 MARPOL – How to do it (2002 edition) (IMO Sales No. IA636E)

R13 IMO Assembly resolution A.513(13) – Amendments to the International Convention onLoad Lines, 1966

R14 IMO Assembly resolution A.603(15) – Symbols relating to life-saving appliances andarrangements

R15 IMO Assembly resolution A.624(15) – Guidelines on training for the purpose oflaunching lifeboats & rescue boats from ships making headway through the water

R16 IMO Assembly resolution A.481(XII) – Principles of safe manning

R17 WHO, International Health Regulations, 1969, 3rd annotated ed. (Geneva, WHO 1983)(ISBN 92-4-158007-0)

R18 Comité Maritime International, International Conventions on Maritime Law (Antwerp,CMI Secretariat (Firma Henry Voet-Genicot, Borzestraat 17, B-2000 Antwerp), 1987)

R19 United Nations Convention on the law of the Sea. New York, 1983 (United NationsPublications Sales No. E.83.V.5)

R20 IMO Assembly resolution A.441(XI) – Control by the flag State over the owner of a ship

R21 MEPC.54(32) – Guidelines for the Development of Shipboard Oil Pollution EmergencyPlans

R22 IMO/FAO Guidance on Managing Seafood Safety during and after Oil Spills (2003edition) (IMO Sales No: I590E)

R23 Safety of Fishing Operations (Support Level) (Model course 1.33), 2005 edition (IMOSales No. T133E)

R24 Fire Prevention and Basic Fire Fighting (Model course 1.20), (2000 edition) (IMO SalesNo. TA120E)

R25 Advanced Fire Fighting (Model course 2.03 plus compendium), (2000 edition) (IMOSales No. TA203E)

R26 Elementary First Aid (Model course 1.13 plus compendium), (2000 edition) (IMOSales No. TA113E)

R27 Personal Survival Technique (Model course 1.19), (2000 edition) (IMO Sales No.TA119E)

R28 Proficiency in Survival Craft and Rescue Boats (Other than Fast Rescue Boats) (Modelcourse 1.23), (2000 edition) (IMO Sales No. TA123E)

R29 Safety of Fishing Operations (Support Level) (Model course 1.33), (2005 edition) (IMOSales No. T133E)

R30 Guidelines on Fatigue (2002 edition) (IMO Sales No. I968E)



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R31 On-Board Assessment (Model course 1.30), (2001 edition) (IMO Sales No. T130E)

Details of distributors of IMO publications that maintain a permanent stock of all IMOpublications may be found on the IMO web site at http://www.imo.org

Textbooks (T)

T1 J. Anthony Hind, Stability and trim of Fishing Vessels for Skippers & Second hands,1967 (London, Fishing News Books Ltd) (ISBN 0852381212)

T2 Derrett, D.R. Ship Stability for Masters and Mates, 6th ed. Butterworth-Heinemann,2006 (ISBN 0750667842)

T3 La Dage, J., Stability and Trim for the Ship’s Officer. 3rd ed., Centreville, Maryland, US,Cornell Maritime Press, 2005 (ISBN 0870335642)

T4 Taylor, D.A. Merchant Ship Construction. 3rd ed. London, Institute of Marine Engineers,1992 (ISBN 0-9072-0646-8)

T5 Eyres, D.J. Ship Construction, Revised ed. London, Elsevier Science & TechnologyBooks, 2001 (ISBN 0750648872)

T6 Hill, C. Maritime Law, 6th ed. London, Lloyd’s of London Press, 2004 (ISBN1843112558)

T7 International Medical Guide for Ships, World Health Organization, 1989 (ISBN9241542314)

T8 Danton, G. The Theory and Practice of Seamanship, 11th ed. London, Routledge, 1996(ISBN 0-415-15372-7)

T9 Medical First Aid Guide for use in Accidents involving Dangerous Goods (MFAG). 5thed. 1994 (ISBN 92-801-1322-4)

T10 Code of Safe Working Practices for Merchant Seamen, London, The Stationery OfficePublications Centre, 2004 (ISBN 0115526129)

T11 Holder, L.A. Training and Assessment on Board, 2nd ed., London, Witherby & Co Ltd,1997 (ISBN 1 85609 123 6)

T12 What is the Code of Conduct for Responsible Fisheries? (FAO 2001 edition) (ISBN 92-5-104541-0)

T13 On Board Training Record Book for Engineer Cadets, 2nd Edition 1997 (ISF)





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Warsash Nautical Bookshop, 6 Dibles Road, Warsash, Southampton S031 9HZ, UK. Tel: 441489 572 384 Fax: 44 1489 885756 E-mail: [email protected] URL:www.nauticalbooks.co.uk



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Timetable




– the level of skills of trainees

– the numbers to be trained

– the number of instructors



Lectures


An effective manner of presentation is to develop a technique of giving information and thenreinforcing it. For example, first tell the trainees briefly what you are going to present to them;then cover the topic in detail; and, finally, summarize what you have told them. The use of anoverhead projector and the distribution of copies of the transparencies as trainees handoutscontribute to the learning process.

Course outline

The tables that follow list the competencies and areas of knowledge, understanding andproficiency, together with the estimated total hours required for lectures and practicalexercises. Teaching staff should note that timings are suggestions only and should beadapted to suit individual groups of officers depending on their experience, ability, equipmentand staff available for training.



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Course outline


each topic



COMPETENCE:3.1 Fishing vessel construction, stability and

damage control 3.1.1 APPLY VESSEL STRUCTURAL MEMBER

DESCRIPTION AND FUNCTIONS TO FISHING VESSEL OPERATION 20

.1 Identify the principal structural members of a fishing vessel 8

.2 Identify the proper names of the various parts 8

.3 Identify damage control techniques 43.1.2 MAINTAIN VESSEL STABILITY 31.1 Use stability data, stability and trim tables and

pre-calculated operating conditions 27.2 Identify the significance of weathertight and

watertight integrity 4 51

COMPETENCE:3.2 International maritime law embodied in

international agreements and conventions 3.2.1 INTRODUCTION TO MARITIME LAW 13.2.2 PREVENT POLLUTION OF THE MARINE

ENVIRONMENT 6.1 Apply the provisions of the International Convention

for the Prevention of Pollution from Ships as amended 63.2.3 TORREMOLINOS CONVENTION 4.1 Apply the provisions of the Torremolinos International

Convention for the Safety of Fishing Vessels, 1977, as modified by the Torremolinos Protocol of 1993 relating thereto 4

3.2.4 STCW-F 1995 CONVENTION 23.2.5 FAO CODE OF CONDUCT FOR RESPONSIBLE

FISHERIES 31 PRINCIPLES AND GUIDELINES OF THE CODE

OF CONDUCT 0.5.1 The objectives of the code of conduct2 RESPONSIBLE HARVESTING PRACTICES 1.5.1 The effects of discard and by-catch .2 Define the detrimental effects of lost fishing gear.3 Identify the causes of habitat damage due to fishery

operation.4 The purpose of marine reserves.5 Apply recommendation with regard to the disposal of

unserviceable fishing gear3 RESPONSIBLE FISHING GEAR/SELECTIVITY 1.1 The importance of fishing gear selectivity



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each topic



COMPETENCE:

3.2 International maritime law embodied in international agreements and conventions (contd.)

3.2.6 APPLY NATIONAL LEGISLATION FOR IMPLEMENTING INTERNATIONAL AGREEMENTS AND CONVENTIONS

.1 Identify national laws and regulations applicable to fishing vessels

.2 Identify relevant rules, regulations and agreements affecting all aspects of fishing vessel operations in fishing areas 16

COMPETENCE:

3.3 Maintain safety and security of the vessel’s crew and the operational condition of life-saving,fire-fighting and other safety systems

3.3.1 FIRE PREVENTION AND FIRE FIGHTING (15)

See IMO Model Course No. 1.20

3.3.2 ELEMENTARY FIRST AID (15)

.1 Apply basic first aid procedures


3.3.3 LIFE SAVING (13.25+31.5)

See IMO Model Course Nos. 1.19 and 1.23.

3.3.4 SAFETY AND HEALTH FOR FISHING VESSEL PERSONNEL 26

.1 Apply safety precautions and procedures for fishing vessel personnel 10

.2 Identify safety precautions associated with operation of 26fishing gear 16 (74.75)

COMPETENCE:3.4 Emergency procedures3.4.1 RESPOND TO EMERGENCY SITUATIONS

INVOLVING FISHING VESSEL PERSONNEL 17.1 Follow emergency procedures specified in the

vessel’s contingency plans 9.2 Identify relevant emergency situation duties and

responsibilities 2.3 Identify appropriate action to be taken following a fire

or collision 4.4 Indicate procedures to be followed in abandoning the

fishing vessel 23.4.2 RESPOND TO FISHING VESSEL EMERGENCY

SITUATIONS 4.1 Follow procedures for the temporary plugging of leaks 2.2 Specify emergency steering arrangements 2 21



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Teaching staff should note that the hours for lectures and exercises are suggestions only as regardssequence and length of time allocated to each objective. These factors may be adapted by lecturers to suitindividual groups of trainees depending on their experience, ability, equipment and staff available for teaching.

Note:

1. The optional 74.75 teaching hours in parentheses is not included in the total hours so that this needs to beconsidered when designing the course for chief engineer and second engineer.

2. The hours shown are suggested times for coverage of the topics as presented in the detailed syllabuses.Additional time will be needed to deal with national legislation.


each topic



COMPETENCE:3.5 Organize and manage the crew3.5.1 APPLY PERSONNEL MANAGEMENT

RECOMMENDATIONS 15.1 Identify fishing vessel personnel management

requirements 7.2 Establish training arrangements for safeguarding

human relationships on board fishing vessels 6.3 Apply measures to minimize loneliness and isolation

among fishing vessel personnel 23.5.2 CONDUCT ON BOARD TRAINING AND ASSESMENTS 10.1 Conduct functional skill training arrangements 8.2 Make on board functional skill assessments 2 25

Total for Function 3: Controlling the Operation of the Fishing Vessel and Care for Persons on Board

139(74.75)



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Guidance Notes


On completion of training for this function, officers will have knowledge of the principalstructural members of a ship and methods of construction. They will understand the theory ofstability and trim and be able to use tables, diagrams and stress calculators to plan loadingand ballasting so as to maintain satisfactory stability and trim (taking account of applicableIMO recommendations concerning intact stability) and to ensure that hull stresses remainwithin acceptable limits.

The effects of damage to, and the consequent flooding of, a compartment on the trim andstability of a ship and the counter-measures to be taken will be understood.

On completion of training for this function officers will be able to use plans and tables ordiagrams of stability and trim data to calculate the vessel’s initial stability, draughts and trimfor any given disposition of weights. The fundamental actions to take in the event of partialloss of intact buoyancy will be understood.

The methods of calculating transverse stability, list and trim in a damaged condition are basedupon the principles used in the textbooks T1 and T2, but the problem has been approachedin a way more applicable to the use of a vessel’s hydrostatic data, although still confined tocompartments with roughly rectangular waterplanes.

Officers will also be thoroughly conversant with the certificates required to be on board, theirperiods of validity and the procedures for their renewal.

The officers will also be aware of their legal obligations and responsibilities concerninginternational provisions for the safety of the fishing vessel and for the prevention of pollutionfrom the ship.

Officers will be capable of organizing and managing the crew for the safe and efficientoperation of the ship and be able to draw up an organization for dealing with emergencies.

Officers will also know the requirements for training in the operation and maintenance ofsafety equipment and be able to implement that training on board.

Training concerned with fire prevention and fire fighting is covered in IMO model course 1.20.

Training concerned with personal survival techniques and proficiency in survival craft andrescue boats other than fast rescue boats are covered in IMO model courses 1.19 and 1.23respectively.

Training concerned with elementary first aid is covered in IMO model course 1.13.



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COMPETENCE:

3.1 Fishing vessel constructions, stability and damage control 51 hours

3.1.1 APPLY VESSEL STRUCTURAL MEMBER DESCRIPTION AND FUNCTIONS TOFISHING VESSEL OPERATION 20 hours

Ship construction

The trainees should have knowledge of the principal structural members of a fishing vesseland the proper names of the various parts. Their knowledge should be such that they arecapable of intelligent observation during the ordinary course of their work and could makeadequate reports describing the location and nature of faults or minor damage discovered.

Ship dimensions and form

Particulars of constructional details of the various ship types are intended. Knowledge of thegeneral arrangement of various types of fishing vessels is also applicable to other areas, suchas cargo work and pollution prevention

Ship stresses

A mathematical treatment of shear force and bending moments is not required. A qualitativedescription to explain the forces which the vessel must be designed to withstand and theparts mainly involved in resisting them is needed.

When dealing with liquid pressure in tanks, attention should be drawn to the high forces ontank tops resulting from filling tanks until there is a head of liquid in air pipes and soundingpipes.

Hull structure

This section deals with the main structure of the hull, the names of the principal parts andhow they are connected. Models and three-dimensional drawings are valuable aids tounderstanding the various connections and stiffening arrangements shown on the usual planand elevation drawings.

Bow and stern

Details of construction have been limited to the transom stern since that is the commonestconstruction at present.



147


Fittings

The closing of hatches with wooden covers and tarpaulins has been included because thereare still a number of older vessels with that arrangement or a similar one using pontooncovers.

When dealing with bilge or ballast piping systems, show how the non-return valves are placedto prevent flooding of adjacent spaces through fractured pipelines.

Stability information

This information takes no rigidly standardized form and it may be very full in extent or ratherbrief. Some of the information, if extensive, may be somewhat beyond the comprehension ofthe average seagoing officer but this is not necessarily superfluous because the informationdoes provide a basis for expert opinion on the vessel wherever she may be if the skipperrequires it.

The usual information supplied may be expected to comprise:

1. A general arrangement plan of the ship.2. A general arrangement plan of the machinery space.3. A rigging plan (important for fishing vessels, but not always held aboard every

ship).4. A capacity plan showing the capacity and centres of each compartment and

containing a deadweight/displacement scale (and freeboard and loadlines forships other than fishing vessels).

5. Hydrostatic curves or tables.6. Cross curves of stability.7. Conditions of loading.

The last three are most frequently put together in what is usually called a ‘Trim and Stability’booklet. Besides a set of hydrostatic curves and cross curves of stability, the booklet willcontain various ‘Conditions of Loading’ which, for a fishing vessel should comprise:

a. Absolute lightship (builders’ condition – ship completely empty but any permanentballast specified).

b. Working lightship (all fishing gear aboard and perhaps crew and effects, but allthis will be specified).

c. Departure from port (as b plus all fuel, water, stores, ice, etc.).d. Arrival at fishing grounds.e. Fishing grounds half-trip condition.f. Departure from fishing grounds (full catch).g. Arrival in port (full catch + 10% fuel and stores).



148


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.



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ANNEX 1- STABILITY DATA

FUEL OIL TANK S.G= 0.87

FISH HOLD S.G.=0.68 (North)

LUBRICATING OIL TANK S.G= 0.87

Tank Name Full capacity Capacity Weight G KGF. P. T 20.30 19.49 16.96 (F) 24.47 2.97

No.1 F.O.T (P) 49.75 47.76 41.55 (F) 15.01 1.15

No.1 F.O.T (S) 49.75 47.76 41.55 (F) 15.01 1.15

No.2 F.O.T (P) 33.49 32.15 27.97 (F) 3.83 0.73

No.2 F.O.T (C) 54.41 52.23 45.44 (F) 1.22 0.64

No.2 F.O.T (S) 33.49 32.15 27.97 (F) 3.83 0.73

No.3 F.O.T (P) 22.76 21.85 19.01 (A) 9.94 0.61

No.3 F.O.T (S) 22.52 21.62 18.81 (A) 9.91 0.62

No.4 F.O.T (P) 15.51 14.89 12.95 (A) 20.82 3.39

No.4 F.O.T (S) 15.51 14.89 12.95 (A) 20.82 3.39

No.5 F.O.T (P) 17.87 17.16 14.93 (A) 24.48 3.83

No.5 F.O.T (C) 25.36 24.35 21.18 (A) 24.40 3.6

No.5 F.O.T (S) 17.87 17.16 14.93 (A) 24.48 3.83

Total 378.59 363.46 316.2 - -

Hold Name Volume Weight G KGNo.1 Fish Hold 187.8 127.7 (F) 14.78 3.02No.2 Fish Hold 302.08 205.41 (F) 1.21 2.68

No.3 Fish Hold 80.17 54.52 (F) 19.04 5.25

Total 570.05 387.63 - -

Tank Name Full capacity Capacity Weight G KGL.O.T ( C ) 8.85 8.50 7.40 (A) 8.09 0.54L.O.T ( C ) 5.53 5.31 4.62 (A) 15.62 0.09

Total 14.38 13.81 12.02 - -



150


FRESH WATER TANK S.G= 1.00

BILGE OIL TANK S.G= 0.90

BALLAST WATER TANK S.G= 1.025

SERVICE TANKF.O. = 0.87 CYL. = 0.89

L.O. = 0.87

FREEZING ROOM

Tank Name Full capacity Weight G KGF.W.T (P) 8.22 8.22 (A) 28.80 4.01

F.W.T ( C ) 11.47 11.47 (A) 28.83 3.9

F.W.T (S) 8.22 8.22 (A) 28.81 4.01

Total 27.91 27.91 - -

Tank Name Full capacity Weight G KGB.O.T (s) 1.84 1.66 (A) 15.47 0.55

Tank Name Full capacity Weight G KGB.W.T. (P) 16.61 17.03 (A) 3.76 0.62B.W.T.(S) 16.61 17.03 (A) 3.76 0.62

Total 33.22 34.06 - -

Tank Name Full capacity Weight G KGL. O. S. T. (S) 1.98 1.72 (A) 13.51 5.29CYL. O. T. (S) 4.31 3.84 (A) 15.22 5.36

F. O. S. T. (P) 3.35 2.91 (A) 15.50 5.30

Room Name Full capacity Weight G KGFreezing Room 163.00 - (F) 10.15 5.12



151




152




153




154




155


Somewhere around conditions (e.) to (f.) it is desirable to give an intermediate worst stabilitycondition with a heavy catch on deck with another load on the derrick (suspended weight, Fig.6). For Arctic waters, an iced-up condition is also desirable.

Figure 2. ‘Sagitta’ conditions.Typical example of conditions of loading for a stern trawler

Each condition of loading should give a tabular statement of all the deadweight items, acorresponding displacement, VCG, GM both solid and corrected for slack tanks (freesurface), the drafts (mean, forward and all), freeboard and the trim by the stern. It may alsogive the height of the transverse metacentre KM. Each condition is desirably accompanied bya statical stability curve as well.

Sometimes the booklet (especially for large fishing vessels and fish factories) will give othersupplementary information, e.g. effect of trim on metacentric height, increase in displacementfor trim and approximate changes in draft due to filling tanks or adding specified weights invarious holds or cargo compartments.



156


An important table which should always be included is that giving the loss of GM due to freesurface in slack tanks.

Initial or metacentric stability

Initial stability is the study or analysis of those conditions which determine the equilibrium ofa floating body. It is usual to consider statical conditions, i.e. in the case of a ship, she isassumed to be freely floating upright in still water.

Fig. 3 shows the difference between a righting and an upsetting moment (a force multipliedby a distance is called a ‘moment’).

Consider a ship floating freely in still water and slightly inclined by some external andtemporary force from the upright. Due to the change in shape of underwater body, the centreof buoyancy B will move outwards from the centreline to a new position B1. The position ofthe centre of gravity will not change from its centreline position (where great care has beentaken by the ship designer to have it located). The two equal forces of weight and buoyancy(W = B), acting vertically and in opposite directions (and formerly acting along the centreline)will now be displaced horizontally by a distance GZ (called the righting lever or righting arm).A couple, W x GZ is thus formed which tends to rotate the vessel either back to its initialposition (i.e. upright) or further from it in the direction of the original inclination. Equilibriumwill not be regained until the couple has disappeared and B and G are once more in the samevertical line. If vessel does not return to the upright, but heels until B and G are in the samevertical line then the ship will heel to some permanent angle of loll. When heel is permanentit is called list.

Figure 3. Stable and unstable equilibrium

It is important to note from an inspection of the diagrams that the direction of rotation of thevessel subsequent to initial inclination is dependent upon the relative positions of the centreof gravity G and the metacentric M. If M is above G the ship will be stable; if M is below G theship will be initially unstable. If G is not in the centreline of the ship when at rest in the upright



157


condition, or if G is a little above M, then the ship will loll, However, as M rises as the shipinclines, any further slight inclination will bring M above G and the ship will be stable again(see Fig. 4).

It may be stated, therefore, that the metacentric height is the limiting height to which thecentre of gravity may be raised without producing initial instability. Hence, the termmetacentre which means ‘changing point’.

The distance GM is called the initial metacentric height, or simply metacentric height. Itsamount is important, but it is no less important to remember that it is only one position ofequilibrium (i.e. at small angles of inclination from the upright, say at the most 7°) that therelative heights of G and M are criteria of stability. For large inclinations the position of M willvary appreciably.

To summarize, the three conditions for stable equilibrium in still water are:

1. Buoyancy must equal weight (W = B)

2. B must be in the same vertical line as G

3. G must be below M

W X GZ (tons ft.) is known as the moment of statical stability.

It will be seen from fig. 3 that GZ = GMSinθ, where θ is the angle of heel or inclination. Fromthis we obtain the statement that the moment of statical stability = W X GMSinθ (tons ft.).

The amount of metacentric height GM bears an important relationship to the period of roll ofthe ship and the acceleration of the motion. If GM is small there will be a condition oftenderness and the motion will be sluggish. From the stability point of view the vessel will bereferred to as being ‘crank’. The opposite of this is ‘stiff’ and excessive stiffness due to toomuch GM is not only extremely uncomfortable but could result in damage to fittings if not tothe hull structure. Inadequate GM is extremely dangerous as it could result, in the worst case,in ‘over-rolling’ of the vessel in beam seas.

Negative metacentric height

A vessel with a negative GM is not necessarily in imminent danger of capsizing. In harbouror in calm waters, the condition is not usually dangerous, but it is certainly a most undesirablecondition and one which should be investigated without delay.

In such a condition the vessel will have a list. It cannot remain upright. The first sign that sucha condition is being reached is a tendency for the vessel to ‘flop’ from side-to-side. With a fewinches of negative GM the vessel will list to what has already been referred to as its angle ofloll. At this point the vessel will have picked-up positive GM. In any further analysis this mustnow be considered as the initial position.

Fig. 4 shows an unstable vessel at its angle of loll. The centre of buoyancy is not on the ship’scentreline. The centre of gravity will still be in the same position on the ship’s centreline butthe position of the metacentre will not be the same as for the upright condition. It is required



158


to find the new position of M. By definition, M lies at the intersection of a vertical line throughB (now the initial centre of buoyancy) and the vertical through the centre of buoyancy (B1) ina slightly inclined position. It will be seen that the new metacentre M is above G, i.e. the vesselhas positive metacentric height and a restoring couple will operate to return it to its angle ofloll after any displacement or heel in the direction of the original list.

The causes of the list might be due to improper distribution of weight within the ship eithertoo high or excessively on one side. There may be damage to the hull or slack water or acombination of any of these factors. The cause of list may be obvious, but if in doubt assumeinstability.

The following advice should be acted upon in any case of suspected instability:

1. Do not empty any fuel or water tanks below the waterline on the low side.

2. Press up all slack tanks to reduce liquid free surfaces as much as possible. This willmost likely entail tank transfer.

3. Lower movable weights if possible, e.g. trim down fish in the hold and fishing gear.

4. Secure suspended weights and derricks and do not attempt to haul on the derricks.

5. As a last resort, ballasting (counterflooding) may be attempted.

Put the vessel into the weather and ‘heave to’. Maintain reasonable trim and start filling a tankabout amidships. With a centrally divided double bottom tank it is most important to start fillingon the low side first. This will, of course, make the list slightly worse for a short time but weightis being added as low as possible. When the tank is from about 1/3 to 1/2 full, carry onballasting both sides together and press right up.

Figure 4. Positive GM at angle of loll.(Small inset: Vessel cannot remain upright in this condition)



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Effect of weights on ship condition

The effect of weights can be considered under the following heads:

1. Raising or lowering weight already aboard.2. Adding or removing weight.3. Suspension of a weight (e.g. on a derrick)4. Moving a weight transversely.

Weights already aboard

If a weight of ω tons is raised a distance d feet the centre of gravity of the whole ship will also beraised to a new position G1. The metacentric height GM will decrease by an amount GG1. Nowthe force ω multiplied by the distance through which it is moved d is called the moment. This isequivalent to the weight or displacement of the ship multiplied by the effect (distance GG1) on G.

Figure 5: Raising a weight already aboard

That is, ω � d = W � GG1

∴Loss of metacentric height G1 =

Where W (often designated by Δ) is the displacement of the ship in tons. Note there is nochange in either draft or trim when a weight already aboard is raised. Lowering a weight hasthe reverse effect by increasing the GM.

Weights added or removed

Weights added or removed from a ship will cause:a) Increase or decrease of displacementb) Increase or decrease of draft

ω�d�

W



160


c) Alteration in trim fore-and-aft unless added amidshipsd) Raising or lowering of Ge) Alter the position of B and Mf) List, unless added on the centreline, but this is not significant for weights of

moderate amount.

Although the positions of M and G will change there may, in fact, be no change in their relativepositions in which case GM value would remain the same. An example will make the effect ofadding and removing weight clear.

Example 1

On departure from the fishing grounds (z) for home, a trawler is found to have 30 tons of fishin the hold at a height of 8 ft. above the keel. Since leaving port the trawler has consumed 13tons of fuel (c.g. 3 ft. above keel), 8 tons of fresh water (c.g. 6 ft. above keel), 2 tons of stores(c.g. to 10 ft above keel) and lost 3 tons of nets and fishing gear. (c.g.14 ft. above keel). Beforeleaving port the trawler had a displacement of 500 tons and the height of its centre of gravityabove the keel KG was 7 ft. Calculate the new position of G above the keel. If in this conditionthe height of M, i.e. KM is 9 ft., what is the metacentric height on leaving the fishing groundsand the value of the righting lever at 10° inclination?

∴(New lever) KG = = = 7.14ft.

But GM = KM�KG

= 9 – 7.14

= 1.86 ft. on departure from fishing grounds.

Also, righting lever GZ = GMsinθ

= 1.86 sin10°

= 1.86 x 0.1736

= 0.323 ft. approx.

i.e. 10° inclination the righting lever will be nearly 4 inches.

3,591�504

Moment of Δ��

Δ



161


(Note: the sine of the angle of inclination is found from trigonometrical tables).

Suspended weights

It is most important to realize that the centre of gravity of any suspended weight aboard ship doesnot act at the actual centre of gravity of the weight itself; but at the point of suspension.The pointof suspension is therefore known as the virtual centre of gravity of the weight. A typicallyimportant example aboard a fishing vessel is the suspension of the loaded trawl from a derrick.

So long as the trawl is off the deck its weight acts at the derrick head. This has a detrimentalaffect on metacentric height. Also if the point of suspension, the derrick head, is offset fromthe centreline there will be a heeling moment acting upon the ship. Fig. 6 explains thesituation which is unaffected by any initial list of the vessel.

Figure 6: Suspended weight

Angle of heel due to moving a weight transversely

It is assumed here that the weight to be moved is already aboard the ship. If not, and theweight is to be added or removed from one side of the ship, then the problem is in two parts,viz. the weight is first considered to be added at the centreline (see previous relevant section)and then moved transversely – or vice-versa if being removed from the ship.

Consider a weight ω to be moved a distance d transversely across the deck as in Fig. 7.



162


The transfer moment is ω x d

G will move in the direction of transfer to G1

B will move similarly to B1

The following relationships will hold:

ω x d = Δ x GG1

tan = or GG1= GM tan θ

∴tan θ =

and GM =

This latter formula is important because it means that if the angle of heel can be measuredas a result of moving a known weight a given distance then GM can be found. This formulais therefore made use of in the stability investigation known as an inclining experiment.

Figure 7: Shifting a weight transversely(i.e. angle of heel due to moving a weight across a deck)

Inertia and free surfaces

Waterplane inertia

ω�d�Δtanθ

ω�d�ΔGM

GG1�GM



163


The subject of ship stability involves consideration of the moment of inertia of the ship’swaterplane and of the surfaces of any liquids within the ship or ship’s tanks which are free tomove. Inertia is the resistance of a body to change its state of rest or uniform velocity in astraight line (Newton’s First law of Motion). When we are dealing with rotations about someaxis, as we are in the case of ship inclinations (angular motions), then it is the moment ofinertia which has to be measured.

With transverse inclinations we are usually concerned with the moment of inertia of the ship’swaterplane about its longitudinal axis, i.e. the centreline. The moment of inertia is found bymeasuring the half ordinates of the waterplane and putting their cubes (i.e. ordinate3)through Simpson’s multipliers. This gives products (or moment functions). These products arethen summed. This sum then has to be multiplied by two for both sides of the WP and by thecommon interval between the ordinates as well as by fractions of one third and either onethird or three eighths depending upon which of Simpson’s Rules has been used.

The first fraction of derives from basic principles of waterplane inertia which involve themethods of integral calculus.

In general, moment of inertia about the ship’s centreline may be stated thus:

J = 3 x x x Common Interval x Products for I

= 2/9 x CI x P (Using Simpson’s First Rule)

(N.B: If measurements are in feet the results are in ft.4 units.)

Metacentric radius

The position of the metacentre M depends entirely on the shape and dimensions of the ship’swaterplane and the underwater form of the ship.

The formula: BM =

is one of the most important in ship stability. It states that the separation of moment of inertiaof the intact waterplane about the centreline divided by the underwater volume of the ship.

From this it follows that so long as the draft remains constant the height of the metacentre(above any reference point) depends mainly on the beam of the ship or the intact waterplane.Loss of waterplane inertia therefore has a serious effect on a ship’s stability.

Shallow draft in relation to beam gives high metacentres and therefore large initial stabilityThis rapidly disappears at large inclinations where a deck edge goes under and the bilgecomes out of the water. For this reason, rafts can be dangerous for the unwary. A derivationof the above formula is to be found in appendix 3 of T1.

I�V

1�3

1�3

1�3

1�2



164


BM is known as the metacentric radius. It is related to initial stability by the followingequations:

GM = KM�KG

or GM = KB + BM�KG

Example 2

A rectangular pontoon 60 ft. long with a beam of 20 ft. has a displacement of 300 tons withits centre of the gravity 8 ft. 6 in. above the keel. Calculate the initial stability condition inseawater and the final GM after the addition of 50 tons of cargo 2 ft. above the bottom of thepontoon.

Volume of displacement = 35 x 300 / 20 x 60 = mean draft

mean draft = = 8.75 ft. BM = = = = 3.85 ft.

Then, KM = BM + KB = 3.85 + 4·375 = 8.225 ft.

GM = KM�KG = 8.225�8.5 = � 0.275 ft.

The pontoon has a negative metacentric height and is unstable.

Add 50 tons cargo:

Weight VCG Moment

300 t 8.5 ft. 2550

50 t 2.0 ft. 100

350 t 2650

New KG = = = 7.57 ft.

New KG = (old) KM�KG = 8.225�7.57 = 0.655 ft.

The effect of liquids having a free surface

Slack water or oil in the tanks of a ship will remain level when the ship heels, i.e. the surfaceof the liquid in a partially filled tank will remain parallel to the waterline. This has an adverseeffect on the stability of the vessel.

Where a tank is completely filled no movement of the liquid is possible and it behaves just asa fixed solid with its centre of gravity at its centre of volume.

Fig. 8(a) shows a deep tank partially filled with water ballast. When the vessel is upright thecentre of gravity of the ballast is at f. When the vessel is inclined the centre of gravity movesto g1, i.e. the weight of the ballast now acts vertically downwards through g1 and this line ofaction cuts the original line through g at a point gv known as the virtual centre of gravity of theliquid.

2650�350

Moment of weight��

Weight

80�21

60�203��12�35�300

I�V

10500�1200

×



165


(a) Deep tank (b) Deep tank centrally divided andfilled to different levels.

Figure 8. Free surface effect of contained liquids.

The effect of the free surface therefore is the same as if the mass of liquid had been transferred from g1 to gv (or g to gv). The transfer moment is therefore ω x the effect onGM is similar to the problem of suspended weights dealt with in chapter 2 of T1

so that loss of GM =

Unfortunately it is not readily convenient to determine the distance so the transfer moment ofthe water as the ship heels is considered instead.

It can be shown that the wedge volume of water transferred is

�y3δx × δθ where y is half the width of the tank and δθ is the angle of inclination. Now

�y3δ × is the moment of inertia of the (free) surface i about its fore-and-aft centerline, i.e.wedge volume transfer moment = i × δθ but this transfer moment clearly also equals v × gg1where v is the total volume of all the ballast in the tank.

∴v × gg1 = i × δθ

but gg1 = ggv ×δθ (since δθ is small sin θ ≈ δθ) substituting v × gg1 × δθ = i × δθ

∴ggv =

as above, loss of GM = or � �substituting, loss of GM =

=

where V = underwater volume of ship

If the density of the liquid in the tank (e.g. oil fuel) is different from that of the water in whichthe ship is floating, hence this result must be modified in the ratio of the two densities, then

i�V

v � i_v�

V

v � ggv�v

v � ggv�Δ

iv

2�3

2�3

ω�ggvΔ



166


Loss of GM = =

This is known as the correction for free surface and this simple formula is of vital importance.It applies irrespective of the depth, size or position of the tank or its shape and it applies to anyloose water anywhere in the ship.The free surface effect depends upon the surface area of theliquid so that a few inches of depth will have the same effect on initial GM as a large volume.Where liquid is taken aboard whereby the displacement increases then the added weight(considered as a solid) effect on GM must be considered separately.The effect of several slacktanks is cumulative, i.e. the effects are summed in applying the total free surface correction.

At fairly large angles of inclination, the free surface effect is diminished for small depths orlarge depths of liquid, i.e. it depends on the amount of liquid in the tank (see fig. 8b).

In general, the greatest free surface effect will be mid-way, i.e. tank haIf-full condition. It is alsoimportant to bear in mind that as surface inertia is expressed in ft4 units then dividing thewidth of the surface area into two equal parts gives an inertia of each part only of theundivided surface or a total for both parts of of the undivided surface.

(Taking the general formula I =

is only of where b is the width of the surface)

This means that in ballasting a double bottom tank with a watertight central division, the freesurface loss of GM is only what it would have been with the tank undivided (see fig. 8b).

Example 3

A trawler displacing 500 tons in seawater has a GM of 2 ft. and a draft of 8 ft. fuel oil havinga density of 0.9 is being drawn from a double bottom tank 30 ft. long, 24 ft. wide and 3 ft. deep.Calculate approximately:

a) The GM when the tank is half-empty.

b) The GM for the same condition but assuming that the tank has an oiltight centrelinedivision. (Take density of seawater at 1,025 ozs./cu. ft.)

Oil used = = 27 tons approx.

(The loss of weight from the D.B. tank is equivalent to a gain in buoyancy which would causea bodily rise of the ship, i.e. a layer of buoyancy at the LWL. The distance of the c.g. of thelost weight from the LWL is therefore the approximate lever of the moment of this lost weight.Similar arguments apply where a D.B. tank is being filled or ballasted.)

Distance of c.g. from LWL of the fuel used from D.B. tank:

8 � 2.25 = 5.75 ft. (d)

Loss of GM (solid) = (Δ = 500 � 27 = 473 tons)ω�d�

Δ

30�24�1.5�900��

2240�16

1�4

lb3�12

1�8

l(b�2)�12

LB3�12

1�4

1�8

δt (tank)��δs (sea)

i�V



167


=

= 0.33 ft. approx.

Loss of GM due to free surface of oil in tank

= x

= �

= 1.83 ft approx.

Final GM = 2 � (0.33 + 1.83) = � 0.16 ft

a) When the tank is half-empty, there is a negative GM of 0.16 ft. which is mostunsatisfactory

b) If the D.B. tank is subdivided centrally the final GM would

be: 2 � �0.33 + 0.46� = 1.21 ft (positive)

Freeboard

A loadline (minimum freeboard) for fishing vessels agreed on an international basis is felt tobe needed by experts in many countries. A common criterion is to fix the freeboard as somefraction of the depth of hull (e.g. D/10). A somewhat more scientific recommendation is thatof the IMO.That is, for flush-decked fishing vessels, the freeboard should not be less than thatrequired at a deck edge immersion of 12½°. In other words, the deck edge should notimmerse at an angle of heel less than 12½°. This is the same as saying tan f = ½B tan12.5°,where B is the beam of the ship. The resulting freeboards are shown in fig. 1.

Most authorities seem to agree that the metacentric height of a fishing vessel in the lightcondition should be more than 1.25 ft and not less than 2 ft at deep load. The minimum GMfor purse seiners has been recommended at 1.48 ft. Another figure given for trawlers in theworst stability condition is a GM of not less than 1.31 ft. For near water fishing vessels,general confidence has been expressed in righting lever (GZ’s) of about 12" at 30° to 40°inclination and associated with metacentric heights of about 18". All these quoted figuresexcept the last need to be looked at in relation to the other factors as well; 15" GM in a modernboat might be ample whereas more than 2 ft in an older boat with low freeboard might evenbe critical.

Preserving safe stability

The following measures should be considered as preliminary guidance on matters influencingthe safety of fishing vessels generally, and specifically as related to safeguarding stability.

● All doorways and other openings through which water can enter the hull ordeckhouses, forecastle, etc. should be suitably closed in adverse weather.Accordingly, all appliances for this purpose should be maintained aboard in goodand efficient condition. Enclosed spaces like deckhouses above the weather deck

0.9�1.025

30 � 243��

12 � 473 � 35

δt�δs

i�V

27 � 5.75��

473



168


contribute to stability but if their doors or openings are forced open to the sea andwater collects inside this may be slow to drain away. In this case, the flooding couldbecome dangerous to the safety of the vessel.

● Hatch covers and flush deck scuttles should be kept properly secured when not inuse during fishing.

● All deadlights should be maintained in good condition and securely closed in badweather.

● All fishing gear and other large weights should be properly stowed and placed aslow as possible.

● Care should be taken when the pull from fishing gear might have an adverse effecton stability, e.g. when nets are hauled by power block or the trawl catchesobstructions on the sea-bed. This is particularly the case when the vessel ismanoeuvring with the trawl abeam and is the worst for small vessels. Gallowsframes are the same size in general for small vessels as for the larger ships, whichmeans for the former, a relatively greater lever. The point of action of the weight isat the hoist block of the frame or derrick head.

● Gear for releasing the deck load in fishing vessels carrying catch on deck, e.g.herring, should be kept in good working order for immediate use when necessary.

● Freeing ports in bulwarks which are provided with closing appliances should alwaysbe capable of functioning and should not be locked, especially in bad weather.Devices for locking freeing port covers should be regarded as potentially dangerous.If locking devices in particular cases are considered essential for the service of thevessel, they should be of a reliable type, operative from a position which wouldalways be accessible. When operating in areas subject to ice formation, it isrecommended not to fit covers at all. Water on deck in the well between bridge andforecastle or elsewhere can be a hazard to stability unless cleared rapidly. Moreover,this can build-up by an equal amount with the onset of each successive wave.

● When the weather deck is prepared for the carriage of deck load by division withpound boards, there should be slots between them of a size such that an easy flowof water to the freeing ports will be ensured, i.e. good drainage.

● Never carry fish in bulk without first being sure that the portable divisions in the fishhold are properly installed. The cargo must not shift.

● At any one time keep the number of partially filled tanks to a minimum. Observe anyinstructions given regarding the filling of water ballast tanks. Remember that slacktanks can be dangerous.

● Any closing devices provided for vents to fuel tanks etc. should be secured in badweather.

● Reliance on automatic or fixed steering is dangerous as this prevents speedymanoeuvring which may be needed in bad weather.

● Be alert to all the dangers of following or quartering seas. These may cause heavyrolling and/or difficult steering. If excessive heeling or yawing occurs, reduce speedor alter course or both.



169


● Maintain a seaworthy freeboard in all conditions of loading. Remember that this hasa very marked effect on the vessel’s maximum righting and recovery powers andthe range of heeling angles over which the ability to recover depends.

● Pay special attention to the formation of any ice aboard the vessel and reduce it byall possible means. Standing wire rigging will ice-up to a greater extent than strutsor yards. If icing cannot be controlled, leave the area with all possible speed longbefore it becomes a serious menace.

3.1.2 EFFECT ON TRIM AND STABILITY OF A SHIP IN THE EVENT OF DAMAGE TO AND FLOODING OF 31 HOURS

Stability after damage

Damage will result in an increase in displacement, draft and a reduction of freeboard. Therewill usually be list and trim and a free surface effect. All of these affect the metacentric height.

The amount of water which can enter a compartment depends upon whether it is empty orcontains cargo or machinery.The percentage volume by which a compartment has been filledis known as its permeability. The permeability of a hold which is half-full is therefore 50%. Thepermeability of an empty ballast tank is 100% and when full it is zero because, of course, noseawater can enter a full ballast tank if it is torn open. Engine rooms may have a permeabilityof about 85%. Permeability is designated by the Greek letter μ. The simplest case ofunderwater damage is the flooding of a central compartment. If the flooding is complete thereis no free surface effect and no trim or list. The weight added, therefore, is the volume of thecompartment multiplied by its permeability and divided by 35 (35 cu. ft. of seawater = 1 ton).The probable result is that the ship’s centre of gravity will be lowered and the increaseddraught may raise or lower the metacentre. The net effect is nearly always an increase in GMand, in principle, is not dissimilar from the filling of a deep water ballast tank. The reducedfreeboard will shorten the stability range, but this will only be serious if the remainingfreeboard is inadequate to cope with prevailing weather conditions.

There are alternative ways of considering damage which results in flooding. One is to treatthe flood water as added weight; the other is to base the investigation on lost buoyancy.

In the ‘added weight’ method the procedure is similar to that described in chapter 2 of T1 andnew centres of gravity and buoyancy determined together with trim and/or list.The new draughtwill depend upon the interior level of flooding assumed. Flooding will, in fact, continue until astate of equilibrium has been reached and the outside draft and interior flood level are equal.This is successive approximation as added weight increases the draught which in turnincreases the amount of flood water which can be admitted, which again increases the draughtand so on until equilibrium. Stability calculations assume an intact hull on the basis of addedweight of water involving, of course, its appropriate free surface correction. The inertia of thefree surface should be modified by its permeability (surface permeability), i.e. 1 x μ.

The ‘lost buoyancy’ method assumes, in effect, that the damaged compartment is no longera part of the ship. It has been ‘lost’ to the sea surrounding the ship by virtue of the degree offree communication. The method takes the final condition when flooding has stopped and theship is in equilibrium. The buoyancy lost must be compensated by parallel sinkage of the shipto some new waterline where the lost buoyancy is regained. The displacement remains the



170


same (because the part of the ship ‘lost’ has been compensated by increased draught of theremainder). The CG and LCB are in the same position but the VCB rises. The inertia of thewaterplane alters because only the intact portion may be considered. The value BM willtherefore change. But there is no free surface correction to consider. Trimming will take placeaccording to the redistribution of buoyancy (or displacement) but the amount is unaltered.

An important point in comparing the two methods from a stability point of view is the markedlydifferent values for metacentric height. The statical stability moment Δ GZ must be the same

n both cases and equal to GM sinθ. But Δ increases in the added weight method by ,

whereas for lost buoyancy Δ is constant. Therefore, in order to keep the product ΔGM sinθconstant, the metacentric height by the lost buoyancy method always comes out greater thanthat by the added weight method in the inverse ratio of the two displacements.

GM is always changing (as well as Δ) if one considers flooding as added weight, but as Δ remainsconstant for lost buoyancy, the GM for any flooded condition is a correct and direct measure ofthe initial stability in the final condition.The added weight method is useful for the investigation ofintermediate stability conditions. But in all flooding cases the method of determination requires tobe stated in order that the appropriate displacement can be recognized.

Stability at list

An approximate appreciation of the stability situation of a damaged ship can be obtained incertain circumstances. If a statical stability curve is available for some standard condition ofloading which is not appreciably different from the ship’s condition when damage occurs, thenthis curve can be quickly and approximately corrected in a very simple manner.

It is assumed that the ship is damaged below the waterline and the flooding is unsymmetricalcausing a list to one side. The heeling (upsetting) moment will be the weight of flood watermultiplied by the horizontal lever arm d from the CG, i.e. the moment of the weight about Gwhich is ω � d (assume G as for the intact ship.)

This upsetting moment must be balanced by the ship’s righting moment ΔGZ. If necessary,alter the vertical scale GZ to read ΔGZ and then draw a horizontal line (parallel to the anglesof inclination at the base) to represent the moment ω � d. This will cut the statical stabilitycurve at the angle of list where the heeling and righting moments are equal. The part of thestability curve above the horizontal line drawn for a � f is the new statical stability curve.

This new curve is only approximate because, of course, no account is taken of increased Δ,the change in VCG, free surface loss or alteration in lever arm d with inclination; but theseeffects tend to cancel at moderate angles.

It may be stated therefore, that if the angle of list can easily be ascertained, an approximateappreciation of statical stability may be obtained within a few minutes. There is no need toevaluate the moment ω � d.

It will be noticed further that, as the horizontal line representing the upsetting moment ω � dis raised, the reserve of dynamical stability gets less and less until ω � d becomes tangentialto the apex of the stability curve at GZmax or ΔGZmax. At this point the angle of list is critical.

V � μ�

35



171


Therefore, a steady list at the angle corresponding to the maximum GZ means that the vesselis unsafe and is in danger of capsizing.

Effect of flooding on transverse stability

The lost buoyancy, expressed in tonnes, is the mass of water which could enter the space upto the original waterplane, i.e. the volume x permeability x density of water in which the shipis floating.

The lost waterplane area is the area of the bilged compartment at the original waterplane. Ifthe compartment is completely contained below the waterline, e.g. a double-bottom tank,there is no loss of waterplane area provided the tank top remains intact. The originalwaterplane area may be given in the ship’s data or it can be calculated from:

waterplane area =

Of the two corrections in this objective, the first is the second moment of lost waterplane areaabout its own centroid, the second a correction to give the loss about the new centroid of theintact waterplane. In the case of symmetrical flooding, the second correction is zero. For wingcompartments, the second correction is very much greater than the first, even forcompartments extending half the breadth of the ship.

Generally, the displacement of the vessel and the position of the centre of gravity will remainunchanged after bilging. However, if a tank containing a liquid is bilged, the weight of the tankcontents is lost, causing a reduction in displacement and a shift in the position of the ship’scentre of gravity. The lost buoyancy would be comparable with the lost weight, causing asimilar shift in the centre of buoyancy with the result that there would be little change ofdraught, trim or list. The loss of waterplane area would result in a reduction of GM.

Permeability

The permeability of a space is the percentage or fraction of the space which could beoccupied by water. The lost buoyancy equals the permeability x the volume. If a cargo wasstowed solidly, with no space for water infiltrate, it would occupy:

m3�t

The space occupied in the hold by one tonne is its stowage factor, so the space available to

water = stowage factor � m3�t

The proportion of stow which could be occupied by water, i.e. the permeability, equals

For example, a cargo has a stowage factor of 1.2 m3�t and a density of 2.5 t/m3

= = 0.4 m3�t

permeability = = = 0.670.8�

1.21.2 � 0.4�

1.2

1�

251

�density

1�density

1�density

100�TPC��

1.025

− 1stowage factordensity

stowage factor



172


Notice, if a cargo has a permeability of 0.4 but only occupies half of the compartment, thepermeability of the whole compartment is 0.4 x 0.5 + 0.5 = 0.7.

The loss of waterplane area is taken to be permeability x waterplane area of thecompartment, but if the water level is above the top of the cargo the whole area is lost.

Angle of heel

Buoyancy is lost at the damaged compartment and an equal amount of buoyancy is gainedat the position of the new centre of flotation. The transverse shift in the ship’s centre ofbuoyancy is, therefore, lost buoyancy x transverse distance from centre of flotation divided bythe displacement. On the assumption that the centre of gravity is still on the centreline, theshift in buoyancy is the heeling arm.

The angle of heel would be given by the intersection of the GZ curve for the damaged shipwith the heeling-arm curve BB1 cosθ. Since KN curves for the damaged condition are notavailable, the GZ curve has to be constructed, using values for the intact ship at adisplacement corresponding to the damaged draught and a KG chosen to give the modifiedvalue of GM. The angle of heel read from the curve will be approximate. If the angle is smallit can be calculated from tan θ = BB1_____

GMEffect of flooding on trim

Similar calculations are necessary to find the longitudinal position of the centre of flotationafter damage, and the reduction of BML● The change in GML is used to calculate the changein MCT 1 cm.

Buoyancy has been lost at the damaged compartment and replaced at the centre of flotation,hence the trimming moment is the product of lost buoyancy and the distance from the centreof the damaged compartment to the new centre of flotation. The change of trim and thedraught at each end are then calculated in the usual way.

Flooding of a compartment near an end of the ship causes a large shift in the centre offlotation away from the damaged end and a large reduction in MCT 1 cm. Combined with thesinkage due to lost buoyancy, this may produce a large increase in draught at the damagedend. The original trim of the ship will influence the chances of the ship surviving the damage.A ship already trimmed towards the damaged end is more vulnerable than one on an evenkeel or trimmed the other way.

Measures to improve stability or trim when damaged

The immediate action should be to restrict the flooding and, if possible, to stop it. In the eventof collision or stranding damage, it will not be possible to stop the flooding or reduce itsignificantly by the use of pumps. Even a comparatively small hole below the waterline admitswater at a much higher rate than the capacity of bilge or ballast pumps. All watertight doors,valves, dampers in ventilation shafts and access hatches should be closed to prevent floodingprogressing to other compartments. Where cross-flooding arrangements are required, theyshould be put into operation at once to restrict the resulting list.



173


The guidance in the damage control booklet should be followed in fishing vessels wheredamage control information is provided.

In nearly all cases, damage will result in sinkage, list and trim, loss of stability and loss oflongitudinal strength. Corrective action for one condition will affect the others.

Excessive list or trim should be corrected by moving weights, fuel, water or liquid cargoes,when possible. If ballast is added, it increases the sinkage. In some cases it may be possibleto pump out ballast to improve list or trim and lighten the ship at the same time. If the ballastis taken from double-bottom tanks, however, the stability will be further reduced.

Stability may be improved by transferring fuel from wing or cross bunker tanks to doublebottoms if suitable tanks are empty. Efforts should be made to reduce free surface to aminimum. Water accumulating in upper decks as a result of fire fighting should be drained tothe lowest level possible if means of pumping it out of the ship cannot be arranged.

After collision or stranding damage, particularly near the middle length of the ship, thelongitudinal strength will be impaired and account should be taken of that when deciding onthe transfer or addition of weights.

* The Guidance notes of 3.1 are quoted from the book ‘Design of Small Fishing Vessels’ by J.Fyson and ‘Stability and Trim of Fishing Vessels’ by J. Anthony Hind which is selected as atextbook of this model course.

COMPETENCE:

3.2 International maritime law embodied in international agreementsand conventions 16 hours

3.2.1 INTRODUCTION TO MARITIME LAW 1 hour

Maritime questions are not confined to one country and therefore maritime law has always hadan international bias. Historically, customary codes recognized in several countries were appliedby the courts. In more recent years their place has been taken by international conventions,which are given force by national legislation enacted by the contracting States. Most maritimelaw is now statutory law, particularly in the areas of safety and prevention of pollution.

Jurisdiction in public international law has been designed to allocate and delimit nationalsovereign powers. Each State has the right to legislate and enforce legislation on its ownterritory, subject to respecting other States’ sovereignty and international law.

Ships spend much time on the high seas, over which no one has sovereignty, but these aretreated as extensions of the flag State, which should exercise its jurisdiction and control inadministrative, technical and social matters. The flag State has exclusive jurisdiction overthose matters on the high seas. This is referred to as flag State jurisdiction. In general,international conventions specify the rights and duties of the flag State so that a Stateaccepting a convention must enact legislation applicable to its own ships to give it the powersto enforce the provisions of the convention.



174


A State’s power to control the activities of foreign vessels in its territorial waters andcontiguous zone is called coastal State jurisdiction. For example, a State may enforce rulesregarding traffic separation schemes and anti-pollution measures within its territorial waters.The International Convention Relating to Intervention on the High Seas in Cases of OilPollution Casualties, 1969, gives a coastal State power to take action in respect of foreignvessels on the high seas in special circumstances.

Port State jurisdiction refers to the power of a State to enforce rules and prosecute violationsoccurring within the jurisdiction of the port State. Many of the IMO conventions and a few ILOconventions include provisions giving rise to port State jurisdiction. The powers of the portState include inspection of certificates, inspection of the ship and in some cases detention ofthe ship.

The ‘no more favourable treatment’ clause provides that State parties are under obligation toapply the relevant convention in the same manner to foreign ships flying the flag of a Statewhich is not party as to ships sailing under the flag of a State party to the convention. Theresult is that ships flying the flags of non-party States will have to comply with the standardsof those conventions when calling at ports of a State party.

3.2.2 PREVENT POLLUTION OF MARINE ENVIRONMENT 6 hours

Prevention of pollution

This section is intended to provide outline knowledge of the MARPOL Convention. In thefollowing sections, detailed treatment should be confined to those requirements of theConvention which apply to all ships (V1).

MARPOL technical annexes

The annexes set out the rules for the construction and equipment of ships and for ships’operations which may result in marine pollution.

The annexes to the Convention contain the applicable technical regulations. These are:

Annex I – OilAnnex II – Noxious liquid substances in bulkAnnex III – Harmful substances carried by sea in packaged formsAnnex IV – Pollution by sewage from shipsAnnex V – Pollution by garbage from shipsAnnex VI – Air pollution from ships and NOx technical code

Annexes I, IV, V and VI are relevant for fishing vessel personnel.

Annex I

Oil is defined in Annex I as any mineral oil and includes petrochemical products other thanthose listed in Annex II.

Compliance with construction and equipment requirements is enforced through theInternational Oil Pollution Prevention (IOPP) Certificate and regular surveys to ensure that the



175


ship continues to comply with the requirements of the certificate. Port States verify that a shiphas no deficiencies. The Port State also inspects the Oil Record Book to check that the shipkeeps a watch for oil slicks.

Control of oil from machinery spaces

Waste oil is generated in lubricating oil and fuel oil purifiers. Under Annex I, discharge of thissludge into the sea is not permitted.

Oil and water leakage in machinery spaces give rise to oil and water mixtures in bilges whichhave to be disposed of from time to time to prevent them becoming a fire or stability hazard.Many ships have bilge-water holding tanks to enable bilges to be kept clean and dry in port.The contents of the tank can then be discharged at sea, using a separator. The separated oilis dealt with in the same way as other waste oil. The need to retain this on board untilarrangements can be made for disposal requires the provision of a tank for oil residues.Annex I makes provision for this.

The equipment required for machinery spaces is set out in the regulations. The dischargeprovisions are similarly governed.

Oil Record Book (Part 1, Machinery space operations)

The requirements for keeping records and the form of the Oil Record Book are set out in therelevant regulations (V30).

Precautions which should be taken to prevent accidental pollution by oil

The precautions should be taken to prevent accidental pollution by oil when bunkering andthe discharge of oil wastes.

SOPEP

Relatively new additions to maritime law should be noted including MARPOL 73/78 Annex I,regulation 26 that requires every oil tanker of 150 gt and above and every ship other than atanker of 400 gt and above to have a shipboard oil pollution emergency plan (aSOPEP)(R21).

Sewage

Under Annex IV, ships are not permitted to discharge sewage within three miles of the nearestland, unless they have in operation an approved treatment plant. Between 3 and 12 milesfrom land, sewage must be comminuted and disinfected before discharge.

Garbage

Annex V deals with different types of garbage and specifies the distances from land and themanner in which they may be disposed of. The requirements are much stricter in a number of‘special areas’ but perhaps the most important feature of the Annex is the complete banimposed on the dumping into the sea of all forms of plastic. Annex V also requires garbagemanagement plans to be in place.



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It is recommended that, whenever possible, disposal of garbage should be made to portfacilities. Records of waste and garbage disposed of at sea must be kept. These records aresubject to inspection and checking by port State control officers.

Air pollution

Annex VI set limits on sulphur oxide and nitrogen oxide emissions from ship exhausts andprohibits deliberate emissions of ozone-depleting substances.

3.2.3 TORREMOLINOS CONVENTION 4 hours

The 1977 Convention

The 1977 Convention, adopted at a conference held in Torremolinos, Spain, was the first-everinternational Convention on the safety of fishing vessels.

The safety of fishing vessels had been a matter of concern to IMO since the Organizationcame into existence, but the great differences in design and operation between fishingvessels and other types of ships had always proved a major obstacle to their inclusion in theConventions on Safety of Life at Sea (SOLAS) and Load Lines.

While other vessels load cargo in port, fishing vessels must sail empty and load their cargoat sea.

The 1977 Convention contained safety requirements for the construction and equipment ofnew, decked, seagoing fishing vessels of 24 metres in length and over, including thosevessels also processing their catch.

The Convention contained stability requirements for fishing vessels as well as chaptersconcerning construction, watertight integrity and equipment; machinery and electricalinstallations and unattended machinery spaces; fire protection, detection, extinction, and firefighting; protection of the crew; life-saving appliances; emergency procedures, musters anddrills; radiotelegraphy and radiotelephony; and shipborne navigational equipment.

Revision of Convention

In the 1980s, it became clear that the 1977 Torremolinos Convention was unlikely to enter intoforce, largely for technical reasons, and IMO adopted a Protocol in 1993.

The 1993 Torremolinos Protocol

The Protocol updates, amends and absorbs the parent Convention, taking into accounttechnological evolution in the intervening years and the need to take a pragmatic approachto encourage ratification of the instrument.

Unless expressly provided otherwise, the Protocol applies to seagoing fishing vessels of 24metres in length and over including those vessels also processing their catch.

Indeed the Protocol provides limits of vessel’s length for the application for some chapters,e.g. 45 metres for chapter IV – machinery and electrical installations and periodically



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unmanned machinery spaces, chapter VII – life-saving appliances and arrangements andchapter IX – radiocommunications.

The Protocol takes into account the trend to exploit deep water fishing grounds on a largescale and to conduct fishing operations in distant waters, resulting in the building of a newgeneration of more sophisticated fishing vessels. To be successful in their operations, thesevessels have to be fitted with advanced fish finding and navigation equipment. Fishing vesselsmust also be equipped to carry out environment-friendly trawling, introduced to preservefishing resources as well as the sea-bed.

The general trend in modern designed fishing vessels, if they are to be economicallyprofitable, must include improvements in machinery and fishing gear, improvements in safetyfeatures as a whole and better working conditions for fishermen.

The safety provisions addressed by the Protocol, incorporating and amending the 1977Convention, are included in an Annex consisting of ten chapters. The provisions includeautomatically controlled machinery spaces, improved life-saving appliances, immersion suitsand thermal protective aids, satellite communication systems and other components of theglobal maritime distress and safety system.

3.2.4 STCW-F 1995 CONVENTION 2 hours

STCW-F 1995 Convention – background

Because of the nature of the fishing industry it is extremely difficult to develop regulations forother sections of the shipping industry, which can be applied without modification to fishingvessels.

The Convention will apply to crews of seagoing fishing vessels generally of 24 metres inlength and above.

It was originally intended that requirements for crews on fishing vessels should be developedas a Protocol to the main STCW Convention, but after careful consideration it was agreed thatit would be better to adopt a completely separate Convention. The Convention is the firstattempt to make standards of safety for crews of fishing vessels mandatory internationally.

The STCW-F 1995 Convention is comparatively short and consists of 15 Articles and anannex containing technical regulations.

Chapter I contains General Provisions and chapter II deals with Certification of Skippers,Officers, Engineer Officers and Radio Operators.

Document for Guidance on Training and Certification of Fishing Vessel Personnel

Previously, efforts to improve the training, certification and watchkeeping standards of fishingvessel personnel have been adopted as recommendations in Assembly resolutions and theDocument for Guidance on Fishermen’s Training and Certification produced jointly by IMO, theFood and Agriculture Organization (FAO) and the International Labour Organization (ILO).



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The Document for Guidance took account of the conventions and recommendations adoptedby ILO and IMO and the wide practical experience of FAO in the field of fishermen’s trainingand covered training and certification of small-scale and industrial fishermen. In 1995 a jointworking group, in co-operation with FAO and ILO, reviewed the Document for Guidance withparticular reference to relevant resolutions of the STCW-F Convention.

The outcome was a revised document entitled Document for Guidance on Training andCertification of Fishing Vessel Personnel, which was approved by FAO, ILO and IMO in 2000and published on behalf of the three organizations by IMO in 2001.

3.2.5 FAO CODE OF CONDUCT FOR RESPONSIBLE FISHERIES 3 hours

Background

In recent years, world fisheries have become a market-driven, dynamically developing sectorof the food industry and coastal States have striven to take advantage of their newopportunities by investing in modern fishing fleets and processing factories in response togrowing international demand for fish and fishery products. By the late 1980s it became clear,however, that fisheries resources could no longer sustain such rapid and often uncontrolledexploitation and development, and new approaches to fisheries management embracingconservation and environmental considerations were urgently needed. The situation wasaggravated by the realization that unregulated fisheries on the high seas, in some casesinvolving straddling and highly migratory fish species, which occur within and outside EEZs,were becoming a matter of increasing concern.

The Committee on Fisheries (COFI) at its nineteenth session in March 1991 called for thedevelopment of new concepts which would lead to responsible, sustained fisheries.Subsequently, the International Conference on Responsible Fishing, held in 1992 in Cancûn(Mexico) further requested FAO to prepare an International Code of Conduct to addressthese concerns. The outcome of this Conference, particularly the Declaration of Cancûn, wasan important contribution to the 1992 United Nations Conference on Environment andDevelopment (UNCED), in particular its Agenda 21. Subsequently, the United NationsConference on Straddling Fish Stocks and Highly Migratory Fish Stocks was convened, towhich FAO provided important technical back-up. In November 1993, the Agreement toPromote Compliance with International Conservation and Management Measures by FishingVessels on the High Seas was adopted at the twenty-seventh session of the FAO Conference.

Noting these and other important developments in world fisheries, the FAO Governing Bodiesrecommended the formulation of a global Code of Conduct for Responsible Fisheries whichwould be consistent with these instruments and, in a non-mandatory manner, establishprinciples and standards applicable to the conservation, management and development of allfisheries. The Code, which was unanimously adopted on 31 October 1995 by the FAOConference, provides a necessary framework for national and international efforts to ensuresustainable exploitation of aquatic living resources in harmony with the environment.

Fisheries, including aquaculture, provide a vital source of food, employment, recreation, tradeand economic well being for people throughout the world, both for present and futuregenerations and should therefore be conducted in a responsible manner. This Code sets outprinciples and international standards of behaviour for responsible practices with a view toensuring the effective conservation, management and development of living aquatic



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resources, with due respect for the ecosystem and biodiversity. The Code recognizes thenutritional, economic, social, environmental and cultural importance of fisheries, and theinterests of all those concerned with the fishery sector. The Code takes into account thebiological characteristics of the resources and their environment and the interests ofconsumers and other users. States and all those involved in fisheries are encouraged to applythe Code and give effect to it.

Objectives

To ensure the long term sustainability of living marine resources so that these can beharvested by generations to come thus making a substantial contribution to world foodsecurity and employment opportunities is one of the long term objectives of the Code.

The immediate objective of the Technical Guidelines is to provide practical advice toimplement provisions of Article 8 to ensure all fishing operations are conducted responsibly.

Composition of the Code

The Code is composed as follows:

PREFACEINTRODUCTIONArticle 1 Nature and scope of the CodeArticle 2 Objectives of the CodeArticle 3 Relationship with other international instrumentsArticle 4 Implementation, monitoring and updatingArticle 5 Special requirements of developing countriesArticle 6 General principlesArticle 7 Fisheries managementArticle 8 Fishing operationsArticle 9 Aquaculture developmentArticle 10 Integration of fisheries into coastal area managementArticle 11 Post-harvest practices and tradeArticle 12 Fisheries researchAnnex 1 Background to the origin and elaboration of the CodeAnnex 2 Resolution

Fishing gear selectivity

Gear restrictions affect the type, characteristics, and operation of fishing gear. Some gearshave been prohibited outright to (i) avoid increases in fishing capacity through increasedefficiency, (ii) avoid some unwanted impact on non-commercial sizes, species or criticalhabitats, or, very often, (iii) avoid an injection of new technology which could modifysignificantly the existing distribution of exploitation rights (particularly when these involve newparticipants). Regulation of gear characteristics such as minimum mesh size or dimensionsof mouth opening of nets or traps is generally introduced to control fishing mortality on someparticular component of the resource, such as smaller individuals, for example juveniles of thetarget species or fish of by-catch species. Gear restrictions may also be designed to reducethe total catch by reducing the potential efficiency of the fisher. Area and time restrictions canbe used to protect a component of a stock or community such as spawning adults or juvenilestages. As with gear restrictions, they have an important role to play but, unlike gear



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restrictions, can be used to regulate total fishing mortality on a resource. However, a fisheriesmanagement authority would have to monitor available effort and specify appropriate closedareas or seasons such that the effort expended in the open windows did not exceed thesustainable levels for the resource or that restrictions in some time-space windows do notsimply lead to transfer of excess levels of effort to other areas in excess of that which wasdesirable. These measures are subject to the same social and economic problems in openaccess systems as all other control measures.

Selective and environmentally safe fishing gear and practices should be further developedand applied, to the extent practicable, in order to maintain biodiversity and to conserve thepopulation structure and aquatic ecosystems and protect fish quality. Where proper selectiveand environmentally safe fishing gear and practices exist, they should be recognized andaccorded a priority in establishing conservation and management measures for fisheries.States and users of aquatic ecosystems should minimize waste, catch of non-target species,both fish and non-fish species, and impacts on associated or dependent species.

The harvesting, handling, processing and distribution of fish and fishery products should becarried out in a manner which will maintain the nutritional value, quality and safety of theproducts, reduce waste and minimize negative impacts on the environment.

All critical fisheries habitats in marine and fresh water ecosystems, such as wetlands,mangroves, reefs, lagoons, nursery and spawning areas, should be protected andrehabilitated as far as possible and where necessary. Particular effort should be made toprotect such habitats from destruction, degradation, pollution and other significant impactsresulting from human activities that threaten the health and viability of the fishery resources.

3.2.6 APPLY National Legislation for Implementing International Agreements and Conventions Adequate hours

Instructors should develop their own objectives here to ensure that national legislation, thatis, the flag State laws are covered to an extent that meets or exceeds the standards laid downin the international conventions, codes and agreements. Emphasis should be on monitoringcompliance, identifying areas where there may be potential for non-compliance or differencescompared to international standards.



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COMPETENCE:

3.3 Maintain safety and security of the vessel’s crew and theoperational condition of life-saving, fire-fighting and other safetysystems 26 hours

3.3.1 FIRE PREVENTION AND FIRE FIGHTING (15 hours)

The requirements of the STCW-F Convention are covered by IMO Model Course, FirePrevention and Basic Fire Fighting (1.20). Participation in a fire fighting course similar toModel course 1.20 would satisfy the requirements of the STCW-F Convention.

Trainees should undertake this course as soon as possible in their career, preferably duringthe pre-sea stage at a shore-based establishment.

Although there is no requirement in the STCW-F Convention for a chief engineer toparticipate in advanced fire fighting, chief engineers are recommended to have advancedtraining in techniques for fighting fire with particular emphasis on organization, tactics andcommand.

IMO Model course, Advanced Training in Fire Fighting is suitable for this purpose.Administrations may wish this course to be completed before trainees qualify as chiefengineer. See also Model Course No. 2.03.

3.3.2 ELEMENTARY FIRST AID (15 hours)

The requirements of the STCW-F Convention are covered by IMO Model course 1.13.

This first basic level of training should be given to trainees for service on seagoing fishingvessels early in their vocational training, and preferably during pre-sea training or by meansof a short-term training course, to enable them to take immediate action upon encounteringan accident or other medical emergency.

3.3.3 LIFE SAVING (13.25+31.5 hours)

Basic training in personal survival techniques and use of survival equipment should be givento trainees before being assigned to any shipboard duties. The requirements of the STCW-FConvention are fully covered by IMO Model Course 1.19.

Training in the use (and maintenance where applicable) of survival equipment and other life-saving appliances should be included, as appropriate, in pre-vocational training courses orother relevant shore-based training courses. Trainees who have successfully completed thatcourse and have been issued with a certificate of proficiency in survival craft havedemonstrated the ability and knowledge necessary to satisfy the requirements of theregulations concerning life saving. See also IMO Model Course 1.23.



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3.3.4 SAFETY AND HEALTH FOR FISHING VESSEL PERSONNEL 26 hours

Fishing Vessel Safety Code and Voluntary Guidelines

IMO has developed, in collaboration with the Food and Agriculture Organization (FAO) andthe International Labour Organization (ILO), a number of non-mandatory instruments. Theseinclude the FAO/ILO/IMO Document for Guidance on Fishermen’s Training and Certificationand the revised Code of Safety for Fishermen and Fishing Vessels, 2005, and the VoluntaryGuidelines for the Design, Construction and Equipment of Small Fishing Vessels, 2005.

The revised Fishing Vessel Safety Code and Voluntary Guidelines – originally developed andapproved in the 1970s – have been developed for use primarily by competent authorities,training institutions, fishing vessel owners, fishermen’s representative organizations and non-governmental organizations having a recognized role in fishermen’s safety, health andtraining.

Part A of the Code provides guidance on the development of national codes and fishermen’seducation and training manuals and guidance on the safety and health of fishermen.Competent authorities will be encouraged to make use of the contents of the Code and theVoluntary Guidelines in the production of safety and health and training materials in anappropriate format to suit the particular needs of the fisheries of the country or region and inlocal languages.

Safety precautions and procedures

Every topic will require instruction and guidance before practical work commences. Eachtime, opportunity should be taken to ensure that safe operation remain prominent in everyprocess.

The potential hazards present in a workshop cannot be over-emphasized. It is essential thattrainees are fully aware of the dangers and the precautions necessary before commencingany activity. The main issue is to ensure that trainees consider the aspects of safety and careas an integral part of everything they do.

Safety precautions, rules and practices may be found in T5 and T10 and these topics areaddressed in V15 and V16.

Note that an attitude is an individual’s habitual mode of responding to an object or situation.Attitudes are developed by experience within social groups, including those of the workplace,and may become firmly implanted. To produce a change of attitude by training is thereforedifficult and cannot be done quickly.

A crew member may know the correct safe working practice to adopt for a particular task andyet ignore it when not being directly supervised. The necessary insistence on following safeworking practices will not necessarily change a careless attitude to safety; a discussion of theconsequences to himself and his family of an accident resulting in permanent disablementmight be more effective.



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Officers should remember that their own attitudes and behaviour help to form those oftrainees and new entrants, who will not develop desirable attitudes to required standards iftheir seniors do not adopt them or if they ignore breaches of them by others.

Safety precautions and procedures relating to the activities of fishing vessel personnelworking in machinery spaces are properly applied. Safety precautions relating to use ofprotective clothing and equipment are applied as appropriate for the category of vesselconcerned.

Safety precautions associated with operation of fishing gear

Safety precautions for fishing vessel personnel operating gear are identified as appropriatefor the fishing method and category of fishing vessel concerned.

Training may be undertaken on board fishing vessels or through integrated on board/on shoretraining arrangements.

COMPETENCE:

3.4 Emergency procedures 21 hours

3.4.1 RESPOND TO EMERGENCY SITUATIONS INVOLVING FISHING VESSELPERSONNEL 17 hours

Emergency procedures specified in the vessel’s contingency plan

Trainees should be able to discharge their assigned duties:

.1 specified in the muster list and emergency instructions and other contingency plan

.2 for the operation of remote controls systems

.3 for the operation of essential services

Given a brief description of a vessel and a crew list, trainees should be able to divide the crewinto appropriate emergency teams and draw up the muster list and emergency instructions.Instructions should cover general emergency and fire stations separately.

Trainees should also be able to state that the engine-room emergency team would takecontrol of engine-room emergencies and keep the command team informed and that goodcommunications between the command team and the emergency teams are essential andalso the role of a shipboard safety committee in contingency planning.

Plans for dealing with fires in specific areas should be considered. Actual plans would dependupon the construction and arrangement of a particular ship, but principles such ascontainment of a fire, escape routes, access for fire fighters and the medium to be used canbe dealt with. Trainees should be reminded that drills at sea should put these plans into actionand that a different location for the fire should be chosen at each practice. It may be foundthat the plans need revising in the light of practice drills (V38).



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Similarly, boat drills should sometimes be organized on the assumption that certain survivalcraft have been destroyed or are not usable for some reason.

The ship safety committee should be involved in the organization of emergency and damagecontrol drills and the evaluation of the plans in the light of those drills. Representatives canbring any difficulties or deficiencies to the attention of the committee and suggest solutions tothe problem. The committee can increase awareness of the actions required from crewmembers through their representatives.

The control centre for the command team in port should normally be at main deck level, at alocation suitable for liaison with shore authorities. It should have a shore telephoneconnection and have emergency equipment and information stored there ready for use.

Identify relevant emergency situation duties and responsibilities

Trainees should be able to specify actions to be taken by engineer officers when beaching avessel, on stranding, preventing the vessel from driving further ashore, the use of the mainengine in attempting to refloat.

Trainees should be able to describe the use of auxiliary gear and the rigging of jury steeringarrangements, to list possible courses of action which may be taken by a disabled vessel andto describe methods of securing the rudder in the event of a broken rudder stock.

Identify actions to be taken following a fire or collision

Following collision, trainees should, at least, be able to:

.1 state that after impact the engines should be stopped, all watertight doors closed,the general alarm sounded and the crew informed of the situation

.2 states that survival craft should be made ready for abandoning vessel or assistingthe crew of the other vessel

.3 describes measures to attempt to limit damage and salve own vessel

.4 states that any discharge or probable discharge of oil should be reported to thenearest coast radio station

Following fire, trainees should, at least, be able to:

.1 state that cooling of compartment boundaries where fire has occurred should becontinued until ambient temperature is approached

.2 explain the dangers of accumulated water from fire fighting and describe how todeal with it

.3 state that a watch to check for re-ignition should be maintained until the area is cold

.4 describe the precautions to take before entry to a compartment where a fire hasbeen extinguished

.5 state that continuous watch should be kept on the damaged area and temporaryrepairs



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Procedure for abandoning ship

A vessel should not be abandoned prematurely. It is generally safer to remain aboard a wreck,to await the arrival of assistance, for as long as possible. This is particularly true in severeweather conditions, when abandoning the vessel is very hazardous and the condition of thecrew will deteriorate rapidly in survival craft. Also, in those conditions, craft are likely tobecome widely dispersed, making rescue more difficult.

When the condition of the vessel is such that sinking or breaking up is inevitable, the vesselshould be abandoned in time to get clear of her before she sinks or before wreckage makesthe launching of survival craft dangerous. In the event of fire or explosion or the release oftoxic fumes, it may be essential to get clear of the vessel as quickly as possible.

Consideration should be given to the method of passing the ‘abandon vessel’ signal. It shouldbe distinctive, so that it is not confused with other signals or instructions which may be givenin an emergency. The instruction to abandon vessel may have to be given by word of mouthif other communication systems have broken down.

The duties of the emergency party should include provision for the shutting down of anymachinery, as required.

3.4.2 RESPOND TO FISHING VESSEL EMERGENCY SITUATIONS 4 hours

Follow procedures for the temporary plugging of leaks

No definite procedures can be laid down as each occurrence will be unique. Trainees shouldconsider the measures which could be taken in a variety of situations, using materials to befound aboard ship.

It is important to maintain observation on damaged areas and temporary repairs, to ensurethat there is immediate warning of a worsening situation.

However, trainees should be able to follow procedures to effect temporary repairs and theplugging of leaks taking into consideration the structural material involved.

Identify emergency steering arrangements

Trainees should be able to describe use of auxiliary gear and the rigging and use of jurysteering arrangements and where practicable, the means of rigging a jury rudder.



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COMPETENCE:

3.5 Organize and manage the crew 25 hours

3.5.1 APPLY PERSONNEL MANAGEMENT RECOMMENDATIONS 15 hours

Engineer officers will have different experiences of personnel management. As chiefengineers or second engineers they will also have had to exercise their authority. They willtherefore recognize and understand many of the learning objectives. It should be possible tobuild on this and use their prior experience to the maximum to improve their knowledge andability to cope with seagoing and other personnel such as pilots, ship agents, ship repairersand other shore staff.

There should also be a good opportunity to establish useful facts on the varying conditions ofemployment experienced by the group of trainees and perhaps to learn something of theadvantages and disadvantages of the various systems which the trainees might find to behelpful in the course of their duties.

If time permits, the trainees should be given group assignments to recreate and learn how to dealwith some of the typical arguments and problems which occur on board fishing vessels (V16).

Particular emphasis should be given to:

.1 establishing training arrangements for safeguarding human relationships on boardfishing vessels

.2 applying measures to minimize loneliness and isolation among fishing vesselpersonnel

Once again, the experience of the trainees can be used as a basis to develop the variousaspects of organizing staff. It is a wide subject and will vary according to the type of vesseland, in some cases, the requirements of an Administration.

3.5.2 CONDUCT ON BOARD TRAINING AND ASSESSMENTS 10 hours

Conduct functional skill training arrangements

Organization and management skills are best learnt through teamwork activities and casestudies and as much time as possible should be devoted to this aspect. Role playingexercises may be designed in communications, meetings, organizing drills and trainingsessions, to name but a few areas (T11). This is an important part of the course as it involvesteaching various subjects to the trainees so that they, in due course, have the capability totrain staff on board in the same subjects in order to improve safety and operational standards.There is scope in this section to use role playing and group assignments for some aspects ofthis training.

Nearly all of the training undertaken aboard the vessel will be on-the-job training, i.e. the traineeuses the normal ship’s tools, equipment and materials during the ordinary running of the ship.Off-the-job training will probably be restricted to the use of video cassettes and/or DVDs.



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FUNCTION 3: CONTROLLING THE OPERAION OF THE FISHING VESSEL AND CARE FOR PERSONS ON BOARD

Although the STCW-F 1995 Convention does not at present contain any provisions forwatchkeeping for engineers, guidance on the principles to be observed in keeping anengineering watch is given in appendix 42 of the FAO/ILO/IMO Document for Guidance onTraining and Certification of Fishing Vessel Personnel, in accordance with resolution 7 of theSTCW-F 1995 Convention.

It is recommended to utilize a training record book for trainees as second engineers of fishingvessels. An example of one such book is that produced by the International ShippingFederation, see T13.

The purpose of training

All training is intended to modify attitudes, to increase skills or to provide knowledge whichcan be applied by the trainee in carrying out his or her work. The desired outcomes includea reduction in accidents, less need for supervision, greater productivity and improved qualityof work. A thorough mastery of a task and knowledge of its relevance to other tasks in theoperation and maintenance of the fishing vessel also increase the job satisfaction of thefishing vessel personnel concerned.

Preparation

Before starting training, the instructor should prepare what they wish to teach, decide theorder of the instruction and make a note of the important points to be emphasized. Any toolsor materials which are needed should be ready to hand and equipment, such as videoplayers, should be tested to ensure that they are working.

Methods of training

For training to be effective, the trainee must be able to see the relevance of the work or dutieson the fishing vessel. The instructor should question the trainees before starting to establishwhat they already know and can do and to explain why the task is necessary.

Nearly all on-board training is of an informal nature, often one-to-one, so trainees should beencouraged to ask questions or have demonstrations repeated, if necessary, during thetraining. The instructor should also question or test the trainees at suitable intervals to makesure that they have understood, or are able to perform the skill being taught, up to that point.Where appropriate, provide the trainee with a written note to support the tuition.

Training in skills

On-the-job training usually consists of putting the trainee to watch and work with anexperienced person (e.g. a cadet, watchkeeping with a qualified officer). This arrangementfails if the experienced person uses incorrect methods in his or her work.

In teaching a particular skill, such as a manual task, the instructor should divide the task intoself-contained stages, each of which can be taught as a unit. He or she should identify anycritical points at each stage. The job is demonstrated and explained to the trainees in stages,with emphasis on the critical points. The trainee then carries out the job under the supervisionof the instructor. Stages are repeated as necessary until the trainees’ performances aresatisfactory (V35).



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Training in knowledge

In the majority of cases aboard fishing vessels, this will involve an officer or petty officerdescribing equipment or a particular task to others, for example, instruction in how to launchan inflatable Iiferaft and board it, and how to survive when in it. Trainees should beencouraged to participate in the instruction by asking questions or making suggestions.Sufficient questions should be directed to trainees to test that the necessary knowledge isbeing transferred.

Knowledge which is not often used (how to survive in a liferaft, for example) is forgotten withthe passage of time, hence the necessity for repeating such instruction at intervals.

Each trainee should deliver a short training session (about 10 minutes would be sufficient) tothe other members of the class. Subjects, which should be drawn from those which would beundertaken aboard fishing vessels, should be assigned to the trainees well in advance toallow them ample time for preparation.

It is suggested that where national legislation implementing an international agreement orconvention exists, both the national legislation and the international requirements are taughttogether. For example, a topic could be treated by dealing with the national legislation,including the administrative details necessary for the master to carry out his or her dutieseffectively, and making reference to the relevant sections of the international agreement orconvention on which the national regulations are based.

In addition to the national laws implementing the international conventions and agreements,the following areas of concern to a vessel’s skipper, not touched upon in the syllabus, arementioned:

– a review of the national system of courts, hearings and appeals

– the procedures for preliminary enquiry and formal investigation of accidents

– stowaways

– the carriage of the official log-book, entries and surrender of the log-book at thecompletion of a voyage

– crew disciplinary procedures, powers and obligations of the master

– calculation of crew wages, rules concerning allotment of wages, deductions of taxand social security contributions, advances, fines, forfeitures, other deductions andpayment of the balance

– collective bargaining agreements between seafarers’ and shipowners’organizations affecting the employment of crew



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IntroductionThe detailed teaching syllabus is presented as a series of learning objectives. The objective,therefore, describes what the trainee must do to demonstrate that the specified knowledge orskill has been transferred to meet the requirements of the STCW-F 1995 Convention.



The material listed in the course framework has been used to structure the detailed teachingsyllabus, in particular:

Teaching aids (indicated by A)

IMO references (indicated by R) and

Textbooks (indicated by T)







– Function 3: Controlling the operation of the fishing vessel and care for persons onboard.

The header of the first column denotes the COMPETENCE concerned. Each functioncomprises a number of competences. For example, Function 3, Controlling the operation ofthe fishing vessel and care for persons on board, comprises a total of five COMPETENCES.Each competence is uniquely and consistently numbered in this model course.

In this function the first competence is Fishing vessel construction, stability and damagecontrol. It is numbered 3.1, that is the first competence in Function 3. The term competenceshould be understood as the application of knowledge, understanding, proficiency, skills and



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experience for an individual to perform a task, duty or responsibility on board in a safe,efficient and timely manner.

Shown next is the required TRAINING OUTCOME. The training outcomes are the areas offunctional skill components in which the trainee must be able to demonstrate knowledge andunderstanding. Each COMPETENCE comprises a number of training outcomes. Forexample, the above competence comprises three training outcomes. The first is concernedwith APPLY VESSEL STRUCTURAL MEMBER DESCRIPTION AND FUNCTIONS TOFISHING VESSEL OPERATION. Each training outcome is uniquely and consistentlynumbered in this model course. That concerned with Apply vessel structural memberdescription and functions to fishing vessel operation is uniquely numbered 3.1.1.

For clarity, training outcomes are printed in black on grey type, for example TRAININGOUTCOME.

Finally, each training outcome embodies a variable number of required performances – asevidence of competence. The instruction, training and learning should lead to the traineemeeting the specified required performance. For the training outcome concerned with Applyvessel structural member description and functions to fishing vessel operation there are threeareas of performance. These are:

3.1.1.1 Identify the principal structural members of a fishing vessel

3.1.1.2 Identify the proper names of the various parts

3.1.1.3 Identify damage control techniques

Following each numbered area of required performance there is a list of activities that thetrainee should complete and which collectively specify the standard of competence that thetrainee must meet. These are for the guidance of teachers and instructors in designinglessons, lectures, tests and exercises for use in the teaching process. For example, under thetopic 3.1.1.1, to meet the required performance, the trainee should be able to:

– define following structural members of a vessel, and explain the respectivefunctions:

– keel

– bottom

– frame

and so on.

IMO references (R) are listed in the column to the right hand side. Teaching aids (A), videos(V) and textbooks (T) relevant to the outcome and required performances are placedimmediately following the TRAINING OUTCOME title.

It is not intended that lessons are organized to follow the sequence of required performanceslisted in the tables. The syllabus tables are organized to match the competences in theSTCW-F 1995 Convention. Lessons and teaching should follow college practices. It is notnecessary, for example, for principal structural members of a fishing vessel to be studiedbefore names of the various parts. What is necessary is that all principal structural membersof a fishing vessel are covered and that teaching is effective to allow trainees to meet thestandard of the required performance and demonstrate their competence.



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COMPETENCE 3.1Fishing vessel construction, stability and damage control

IMO Reference

TRAINING OUTCOMES: Paragraphs 3.3 and4.11 appendix toregulation II/5 ofSTCW-F Convention


3.1.1 APPLY VESSEL STRUCTURAL MEMBERDESCRIPTION AND FUNCTIONS TO FISHINGVESSEL OPERATION

3.1.2 MAINTAIN VESSEL STABILITY



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COMPETENCE 3.1Fishing vessel construction, stability and damage control IMO Reference

3.1.1 APPLY VESSEL STRUCTURAL MEMBER DESCRIPTION AND FUNCTIONS TO FISHING VESSEL OPERATION R3, R7


Teaching aids: A1


1.1 Identify the principal structural members of a vessel (8 hours)

– defines following structural members of a vessel, and explains the respectivefunctions:

– keel

– bottom

– frame

– beam

– plating

– deck

– stem

– stern frame

– deck girder

– pillar

– bulkhead

– watertight bulkhead

– fish hold

– bilge well

– cofferdam

– hatch

– bulwark

– bilge keel

– superstructure

– deck house

– engine room

– shaft tunnel

1.2 Identify the proper names of the various parts (8 hours) R7

– describes the proper names of the various parts of fishing vessels taking intoaccount the category of vessel concerned

– stern trawlers

– side trawlers

– beam trawlers

– multi rig trawlers

– purse seine vessels

– gill net vessels

– long line vessels

– dredge fishing vessels

– states the location of the various parts of fishing vessels taking into accountthe category of vessel concerned

– stern trawlers

– side trawlers



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1.2 Identify the proper names of the various parts (contd.)

– beam trawlers






– explains the function of the various parts of fishing vessels taking into accountthe category of vessel concerned

– stern trawlers

– side trawlers

– beam trawlers






1.3 Identify damage control techniques (4 hours)

– defines:

– margin line

– permeability of a space

– explains what is meant by ‘floodable length’

– describes briefly the significance of the factor of subdivision

– describes briefly the significance of the factor of subdivision

– describes the provisions for dealing with asymmetrical flooding

– states the final conditions of the vessel after assumed damage and, whereapplicable, equalization of flooding

– states that the skipper is supplied with data necessary to maintain sufficientintact stability to withstand the critical damage

– explains the possible effects of sustaining damage when in a less favorablecondition

– summarizes the equilibrium conditions regarded as satisfactory after flooding

– states that damage to compartments may cause a vessel to sink as a result of:

– insufficient reserve buoyancy, leading to progressive flooding

– progressive flooding due to excessive list or trim

– capsizing due to loss of stability

– structural failure



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3.1.2 MAINTAIN VESSEL STABILITY




2.1 Use stability data, stability and trim tables and pre-calculated operating conditions (27 hours)

Displacement

– states that, for a ship to float, it must displace a mass of water equal to its ownmass

– explains how, when the mass of a ship changes, the mass of water displacedchanges by an equal amount

– defines the displacement of a vessel as its mass measured in tonnes

– states that displacement is represented by the symbol D

– explains that a graph or scale can be drawn to show the relationship betweenthe displacement and mean draught of a vessel

– given a displacement/draught curve, finds:

– displacements for given mean draughts

– mean draughts for given displacements

– the change in mean draught when given masses are loaded or discharged

– the mass of cargo to be loaded or discharged to produce a required changeof draught

– defines ‘light displacement and ‘load displacement’

– defines ‘deadweight’

– uses a deadweight scale to find the deadweight and displacement of a vesselat various draughts in seawater

– defines ‘tonnes per centimetre immersion’ (TPC)

– explains why TPC varies with different draughts

– uses a deadweight scale to obtain TPC at given draughts

– uses TPC obtained from a deadweight to find:

– the change of mean draught when given masses are loaded or discharged

– the mass of cargo to be loaded or discharged to produce a requiredchange of draught

– defines ‘block coefficient’ (Cb)

– calculates Cb from given displacement and dimensions

– calculates displacement from given Cb and dimensions

Buoyancy

– explains what is meant by ‘buoyancy’

– defines the force of buoyancy as an upward force on a floating object createdby the pressure of liquid on the object

– states that the buoyancy force is equal to the displacement of a floating object

– explains what is meant by reserve buoyancy

– explains the importance of reserve buoyancy

– explains how freeboard is related to reserve buoyancy

– explains the purpose of load lines

– explains the requirements for maintaining watertight integrity



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2.1 Use stability data, stability and trim tables and pre-calculated operating conditions (contd.)

– demonstrates an understanding of damage stability requirements for certainvessels

– explains reasons for damage stability requirements– identifies damage stability requirements for fishing vessels– identifies equilibrium condition after floodingStatical stability

– states that weight is the force of gravity on a mass and always acts verticallydownwards

– states that the total weight of a ship and all its contents can be considered toact at a point called the centre of gravity (G)

– defines the centre of buoyancy (B) as being the centre of the underwatervolume of the vessel

– states that the force of buoyancy always acts vertically upwards– explains that the total force of buoyancy can be considered as a single force

acting through B– explains that when the shape of the underwater volume of a ship changes the

position of B also changes– states that the position of B will change when the draught changes and when

heeling occurs– labels a diagram of a midship cross-section of an upright ship to show the

weight acting through G and the buoyancy tome acting through B– states that the buoyancy cone is equal to the weight of the vessel– labels a diagram of a midship cross-section of a ship heeled to a small angle

to show the weight acting through G and the buoyancy force acting through B– describes stability as the ability of the ship to return to an upright position after

being heeled by an external force– defines the lever GZ as the horizontal distance between the vertical forces

acting through B and G– states that the forces of weight and buoyancy form a couple– states that the magnitude of the couple is displacement x lever, Δ x GZ– explains how variations in displacement and GZ affect the stability of the

vessel on a diagram of a heeled ship, shows:– the force at B and G– the lever GZ

– states that the length of GZ will be different at different angles of heel– states that if the couple Δ x GZ tends to turn the ship toward the upright, the

ship is stable– states that for a stable ship:

– Δ x GZ is called the righting moment– GZ is called the righting lever

Initial stability

– states that it is common practice to describe the stability of a ship by itsreaction to heeling to small angles (up to approximately 10°)

– defines the transverse metacentre (M) as the point of intersection ofsuccessive buoyancy tome vectors as the angle of heel increases by a smallangle

– states that, for small angles of heel, M can be considered as a fixed point onthe centre line on a diagram of a vessel heeled to a small angle

– indicates G, B, Z and M



196




– shows on a given diagram of a stable ship that M must be above G and statesthat the metacentric height GM is taken as positive

– shows that for small angles of heel (θ), GZ = GM x sinθ– states that the value of GM is a useful guide to the stability of a vessel– describes the effect on a vessel’s behaviour of:

– a large GM (stiff vessel)– a small GM (tender vessel)

– uses hydrostatic curves to find the height of the metacentre above the keel(KM) at given draughts

– states that KM is only dependent on the draught of given vessel given thevalues of KG, uses the values of KM obtained from hydrostatic curves to findthe metacentre heights, GM

Angle of loll

– shows that if G is raised above M, the couple formed by the weight andbuoyancy force will turn the ship further from the upright

– states that in this condition, GM is said to be negative and Δ x GZ is called theupsetting moment or capsizing moment

– explains how B may move sufficiently to reduce the capsizing moment to zeroat some angle of heel

– states that the angle at which the ship becomes stable is known as the angleof loll

– states that the vessel will roll about the angle of loll instead of the upright– states that an unstable vessel may loll to either side– explains why the condition described in the above objective is potentially

dangerousCurves of statical stability

– states that for any one draught the lengths of GZ at various angles of heel canbe drawn as a graph

– states that the graph described in the above objective is called a curve ofstatical stability

– states that different curves are obtained for different draughts with the sameinitial GM

– identifies cross curves (KM curves and MS curves)– derives the formula GZ = MS + GM sinθ– derives the formula GZ = KM - KG sinθ– derives GZ curves for stable and initially unstable ships from KM curves from

a given curve of statical stability, obtains:– the maximum righting lever and the angle at which it occurs– the angle of vanishing stability– the range of stability

– shows how lowering the position of G increases all values of the righting leverand vice versa

– states that angles of heel beyond approximately 40" are not normally ofpractical interest because of the probability of water entering the vessel atlarger angles

Movement of the centre of gravity

– states that the centre of gravity (G) of a vessel can move only when massesare moved within, added to, or removed from the vessel



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– states that:

– G moves directly towards the centre of gravity of added masses

– G moves directly away from the centre of gravity of removed masses

– G moves parallel to the path of movement of masses already on board

– calculates the movement of G (GGI) from:

CG1 =

CG1 =

– performs calculations as in the above objective to find the vertical andhorizontal shifts of the centre of gravity resulting from adding, removing ormoving masses

– states that if a load is lifted by using a vessel’s derrick or crane, the weight isimmediately transferred to the point of suspension

– states that if the point of suspension is moved horizontally, the centre ofgravity of the vessel also moves horizontally

– states that if the point of suspension is raised or lowered, the centre of gravityof the vessel is raised or lowered

– calculates, by using moments about the keel, the position of G after loading ordischarging given masses at stated positions

– calculates the change in KG during a passage resulting from:– consumption of fuel and stores– accretion of ice on decks and superstructures given the masses and their

positionsTrim

– defines ‘trim’ as the difference between the draught aft and the draughtforward

– states that trim may be changed by moving masses already on board forwardor aft, or by adding or removing masses at a position forward of or abaft thecentre of flotation

– defines ‘centre of flotation’ as the point about which the vessel trims, andstates that it is sometimes called the tipping centre

– states that the centre of flotation is situated at the centre of area of thewaterplane, which may be forward of or abaft amidships

– uses hydrostatic data to find the position of the centre of flotation for variousdraughts

– defines a trimming moment as mass added or removed x its distance forwardor aft of the centre of flotation: or, for masses already on board, as massmoved x the distance moved forward of aft

– defines the moment to change trim by 1 cm (MCT 1 cm) as the moment aboutthe centre of flotation necessary to change the trim of a vessel by 1 cm

– uses hydrostatic curves or deadweight scale to find the MCT 1 cm for variousdraughts

– given the value of MCT 1 cm, masses moved and the distances movedforward or aft, calculates the change in trim

– given the value of MCT 1 cm, the position of the centre of flotation, massesadded or removed and their distances forward of or abaft the centre offlotation, calculates the change of trim

mass moved x distance mass is moved��

displacement of the ship

mass added or removed x distance of mass from G��

new displacement of the ship



198




– given initial draughts and the position of the centre of flotation, extends thecalculation in the above objective to find the new draughts

– given initial draughts and TPC, extends the calculation in the above objectiveto find the new draughts

– given initial draughts and TPC, extends the calculation to find the newdraughts

– uses a trimming table or trimming curves to determine changes in draughtsresulting from loading, discharging or moving weights

– states that in cases where the change of mean draught is large, calculation ofchange of trim by taking moments about the centre of flotation or by means oftrimming tables should not be used

– calculates final draughts and trim for a planned loading by consideringchanges to a similar previous loading

Actions to be taken in the event of partial loss of intact buoyancy

– states that flooding should be countered by prompt closing of watertight doors,valves and any other openings which could lead to flooding of othercompartments

– states that cross-flooding arrangements, where they exist, should be put intooperation immediately to limit the resulting list

– states that any action which could stop or reduce the inflow of water should betaken

2.2 Identify the significance of weathertight and watertight integrity (4 hours)

– states that transverse bulkheads serve to subdivide a vessel against floodingand spread of fire, to support decks and superstructures and to resist rackingstresses

– states that fishing vessels must have:– a collision bulkhead, watertight up to the working deck, positioned not less

than 0.05L and not more than 0.08L for vessels of 45 metres in length andover: not less than 0.05L and not more than 0.05L plus 1.35 metres forvessels of less than 45 metres in length except as may be allowed by theAdministration; in no case, less than 2.0

– an afterpeak bulkhead enclosing the stern tube and rudder trunk in awatertight compartment

– a bulkhead at each end of the machinery space– explains that fishing vessels require additional bulkheads, as laid down by

classification society rules, according to their length– describes the construction of a watertight bulkhead and its attachments to

sides, deck and tank top– describes how watertightness is maintained where bulkheads are pierced by

longitudinals, beams or pipes– states the rule regarding penetrations of the collision bulkhead– describes how bulkheads are tested for tightness– gives examples of non-watertight bulkheads– states that watertight doors should be of an equivalent strength to the

adjacent unpierced structure– states that in vessels of less than 45m in length, such doors may be of the

hinged type– identifies that where watertight doors shall be of the sliding type in cases of

vessels of 45m in length and over



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– explains that sliding watertight doors shall be capable of being operated whenthe vessel is listed up to 15 degrees either way and by remote control from anaccessible position above the working deck

– states that deck openings which may be open during fishing operations shallnormally be arranged near to the vessel’s centreline

– states that fish flaps on stern trawlers shall be power-operated and capable ofbeing controlled from any position which provides an unobstructed view of theoperation of the flaps

– explains that where the height above deck of sills shall be at least 600 mmand at least 300 mm

– describes that how the height above deck of hatchway coamings shall be onexposed parts of the working deck and superstructure deck in hatchwaysclosed by wood covers

– states that openings in watertight bulkheads must be fitted with watertightdoors

– states that watertight doors installed in watertight bulkheads shall be of anequivalent strength of the adjacent unpierced structure

– states that in vessels of less than 45 metres in length, such watertight doorsmay be of the hinged type, which shall be capable of being operated locallyfrom each side of the door and shall normally be kept closed at sea

– describes that in vessels of 45 metres in length and over, where watertightdoors shall be of sliding type

– describes that sliding watertight doors shall be capable of being opened whenthe vessel is listed up to 15 degrees either side

– states that sliding watertight doors whether manually operated or otherwiseshall be capable of being operated locally from each side of the door

– describes where weathertight doors shall be fitted– describes that a suitable alarm device is fitted to prevent persons being

trapped in freezer rooms in cases of the doors of freezer rooms to be openedfrom one side only

– categorizes watertight doors as:– class 1 – hinged doors– class 2 – hand-operated sliding doors– class 3 – sliding doors which are power-operated as well as hand-operated

– describes and sketches the arrangement of a power-operated slidingwatertight door

– describes and sketches a hinged watertight door, showing the means ofsecuring it

– states that all watertight doors in main transverse bulkheads, in use at sea,must be operated daily

– states that watertight doors and their mechanisms and indicators, all valvesthe closing of which is necessary to make a compartment watertight and allvalves for damage-control cross-connections must be inspected at sea at leastonce per week

– states that records of drills and inspections are to be entered in the log, with arecord of any defects found

– illustrates full understanding of the dangerous effect of external forces fromfishing and other gear – e.g. when holding on to obstructions on the sea-bedor when gear is acting on a high point in the vessel

– illustrates full understanding of the effect of severe wind and rolling inassociated sea conditions



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COMPETENCE 3.2International maritime law embodied ininternational agreements and conventions

IMO Reference

TRAINING OUTCOMES:


3.2.1 INTRODUCTION OF MARITIME LAW

3.2.2 PREVENT POLLUTION OF THE MARINEENVIRONMENT

3.2.3 TORREMOLINOS CONVENTION

3.2.4 STCW-F 1995 CONVENTION

3.2.5 FAO CODE OF CONDUCT FORRESPONSIBLE FISHERIES

3.2.6 APPLY NATIONAL LEGISLATION FORIMPLEMENTING INTERNATIONALAGREEMENTS AND CONVENTIONS

Paragraph 5 ofappendix toregulation II/5 ofSTCW-F



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COMPETENCE 3.2International maritime law embodied in international agreements and conventions IMO Reference

3.2.1. INTRODUCTION TO MARITIME LAW (1 hour) R18, R19

Textbooks: T6

Teaching aids: A1


.1 explains that maritime law is based partly on generally accepted customaryrules developed over many years and partly on statue law enacted by the state

.2 states that matters of safety, protection of the marine environment andconditions of employment are covered by statue law

.3 states that the main sources of maritime law are international conventions

.4 explains that the adoption of international conventions and agreements isintended to provide uniform practice internationally

.5 states that a convention is a treaty between States which have agreed to bebound by it to apply the principles contained in the Convention within theirsphere of jurisdiction

.6 explains that, to implement a convention or other international agreement, aState must enact national legislation giving effect to and enforcing its provisions

.7 explains that recommendations which are not internationally binding may beimplemented by a State for ships flying its flag:

– states that records of drills and inspections are to be entered in the log, witha record of any defects found

– illustrates full understanding of the dangerous effect of external forces fromfishing and other gear – e.g. when catching obstructions on the sea-bed orwhen gear is acting on a high point in the vessel

.8 lists the main originators of international conventions concerned with maritimelaw as:

– International Maritime Organization (IMO)

– International Labour Organization (ILO)

– Food and Agricultural Organization (FAO)

– United Nations

.9 describes briefly:

– flag State jurisdiction

– coastal State jurisdiction

– port State jurisdiction

.10 explains the significance of the ‘no more favourable treatment’ clause in the SOLAS, MARPOL and STCW-F Conventions and the ILO Convention concerning Minimum Standards in Merchant Ships R1, R10

.11 distinguishes between private and public international law

.12 explains that public maritime law is enforced through:

– surveys, inspection and certification

– penal sanctions (fines, imprisonment)

– administrative procedures (inspection of certificates and records, detention)



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3.2.2. INTERNATIONAL CONVENTION FOR THE PREVENTION OF POLLUTION FROM SHIPS, 1973, AND PROTOCOL OF 1978 RELATING THERETO (MARPOL 73/78) (6 hours) R10, R11

R12

Textbooks:

Teaching aids: A1, V30, V31, V32


.1 defines, for the purpose of MARPOL 73/78:

– harmful substance

– discharge

– ship

– incident

.2 states that violations of the Convention are prohibited and that sanctions shouldbe established for violations, wherever they occur, by the Administration of theship concerned

.3 explains who may cause proceedings to be taken when a violation occurs withinthe jurisdiction of a Party to the Convention

.4 describes the inspections which may be made by port State authorities andoutlines actions they may take

.5 explains that Parties to the Convention must apply the requirements of theConvention to ships of non-Parties to ensure that no more favourable treatmentis given to such ships

.6 outlines the provisions for the detection of violations and enforcement of theConvention

.7 states that reports on incidents involving harmful substances must be madewithout delay

Annex I – Oil

.8 defines for the purposes of Annex I:

– oil

– oily mixture

– oil fuel

– oil tanker

– combination carrier

– nearest land

– special area

– instantaneous rate of discharge of oil content

– wing tank

– centre tank

– slop tank

– clean ballast

– segregated ballast

.9 describes the surveys and inspections required under the provisions ofMARPOL 73/78

.10 describes the steps which may be taken if a surveyor finds that the condition ofthe ship or its equipment is unsatisfactory

.11 states that the condition of the ship and its equipment should be maintained toconform with the provisions of the Convention



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2.2. INTERNATIONAL CONVENTION FOR THE PREVENTION OF POLLUTION FROM SHIPS, 1973, AND PROTOCOL OF 1978 RELATING THERETO (MARPOL 73/78) (contd.)

.12 states that, after a survey has been completed, no change should be made inthe structure, equipment, fittings, arrangements or materials without the sanctionof the Administration except the direct replacement of equipment and fittings

.13 explains the master’s duty to report when an accident occurs or a defect isdiscovered which substantially affects the integrity of the ship or the efficiency orcompleteness of its equipment covered by this Annex

.14 states that the certificate issued after survey is the International Oil PollutionPrevention Certificate (IOPP Certificate)

.15 states that the dates of intermediate and annual surveys are endorsed on theIOPP Certificate

.16 states that a record of construction and equipment is attached as a supplementto the IOPP Certificate

.17 states that the IOPP Certificate should be available on board the ship at alltimes

.18 explains the duration of validity of the IOPP Certificate

.19 states the circumstances in which the IOPP Certificate will cease to be valid

.20 states the conditions under which oily mixtures may be discharged into the seafrom an oil tanker

.21 states the conditions under which oily mixtures from machinery-space bilgesmay be discharged into the sea

.22 explains the conditions under which the provisions do not apply to the dischargeof oily mixtures from machinery spaces where the oil content without dilutiondoes not exceed 15 parts per million

.23 states that residues which cannot be discharged into the sea in compliance withthe regulations must be retained on board or discharged to reception facilities

.24 lists special areas for the purposes of Annex I

.25 states the conditions under which a ship, other than an oil tanker, may dischargeoily mixtures in a special area

.26 describes the conditions in which processed bilge water from machinery spacesmay be discharged in a special area

.27 describes the exceptional circumstances in which the regulations on thedischarge of oil or oily mixtures do not apply

.28 states that in new ships of 4,000 tons gross tonnage and above no ballast watershould normally be carried in any oil fuel tank

.29 states the requirements for the provision of Oil Record Books

.30 lists the entries required for machinery space operations in Part I of the OilRecord Book

.31 states the entries required in Part I of the Oil Record Book for accidental orother exceptional discharge of oil

.32 states that the Oil Record Book should be kept on board readily available forinspection and should be preserved for a period of three years after the lastentry has been made

.33 states that the competent authority of the Government of a Party to theConvention may inspect the Oil Record Book while the ship is in its port oroffshore terminals and may make a copy of any entry and may require themaster to certify that the copy is a true copy of such entry

.34 states that a copy certified by the master is admissible in any judicialproceedings as evidence of the facts stated in the entry



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2.2. INTERNATIONAL CONVENTION FOR THE PREVENTION OF POLLUTION FROM SHIPS, 1973, AND PROTOCOL OF 1978 RELATING THERETO (MARPOL 73/78) (contd.)

Annex IV – Sewage

.35 defines, for the purposes of Annex IV:

– holding tank

– sewage

– nearest land

.36 states the ships to which the provisions apply

.37 states that ships to which the regulations apply are subject to surveys for theissue of an International Sewage Pollution Prevention Certificate (1973)

.38 states the duration of validity of the Certificate

.39 describes the provisions regarding the discharge of sewage into the sea

Annex V – Garbage

.40 defines, for the purposes of Annex V:

– garbage

– nearest land

– special area

.41 states that the provisions of Annex V apply to all ships

.42 states that the disposal into the sea of all plastics is prohibited

.43 states the regulations concerning the disposal of other garbage

.44 explains that when garbage is mixed with other discharges having differentdisposal requirements, the more stringent requirements apply

.45 lists the special areas for the purposes of this Annex

.46 explains the requirements for disposal of garbage within special areas

.47 describes the exceptions to regulations 3, 4 and 5

Annex VI – Air pollution

.48 defines, for the purpose of Annex VI– emission– continuous feeding– NOx Technical Code– Ozone depleting substances– Sludge oil– SOx Emission Control Area

.49 states that the provisions of Annex VI apply to all vessels, except whereexpressly provided otherwise in regulations 3,5,6,13,15,18 and 19 of this Annex

3.2.3. TORREMOLINOS CONVENTION (4 hours) R3, R4

Textbooks:

Teaching aids: A1


.1 lists the item of life-saving appliances inspection held weekly, monthly andannually

.2 states that in case of vessels where the nature of fishing operations may causedifficulty for compliance with the requirements, the Administration may allow theextension of the period of service intervals for life-saving appliances to 24months

.3 lists the information required in the muster list



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.4 states the muster list shall specify details of the general alarm signal, the actionto be taken by the crew when this alarm is sounded and how the order toabandon ship will be given

.5 states that after the muster list has been prepared, if any change takes place inthe crew which necessitates an alteration in the muster list, the skipper shalleither revise the list or prepare a new list

.6 states that how many times each member of the crew shall participate inabandon ship drill and fire drill

.7 lists training items of the abandon ship drill

.8 lists the training items of fire drill

.9 states that when newly joined crew members shall be instructed in the use ofthe vessel’s life-saving appliances and in survival at sea

.10 states that what shall be recorded in the log-book when musters are held

.11 lists the information required in emergency procedure training

3.2.4 STCW-F 1995 CONVENTION (2 hours)

Textbooks:

Teaching aids: A1


.1 explains the general obligations in the Convention

.2 defines for the purpose of the Convention:

– certificate

– certificated

– fishing vessel or vessel

– seagoing fishing vessel

– Radio Regulations

.3 explains the application of the Convention

.4 describes the conditions under which dispensations may be granted

.5 states that fishing vessels, when in a port of a party to the Convention, aresubject to control to verify that all fishing vessel personnel serving on boardwho are required to be certificated are so certificated or hold a validdispensation

.6 describes the control which may be exercised by a duly authorized control

.7 describes the circumstances in which the control officer should supply writteninformation to the master regarding deficiencies and the grounds under whichthe fishing vessel may be detained

.8 explains that the regulation contains:

– mandatory minimum requirements for certification of chief engineer andsecond engineer and rating forming a part of an engine room watch

– maximum validity of endorsement



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3.2.5 FAO CODE OF CONDUCT FOR RESPONSIBLE FISHERIES (4 hours) R5, R6

Textbooks: T12

Teaching aids: A1


1 Principles and guidelines of the Code of Conduct (0.5 hours)

.1 The objectives of the Code of Conduct

– explains that the objectives of the Code of Conduct are to establish, serve,provide and promote the following:

– principles for responsible fishing and fisheries activities, taking into accountall their relevant biological, technological, economic, social, environmentaland commercial aspects

– principles and criteria for the elaboration and implementation of nationalpolicies for responsible conservation of fisheries

– resources and fisheries management and development

– technical, financial and other cooperation in conservation of fisheriesresources and fisheries management and development

– protection of living aquatic resources and their environments and coastalareas

– standards of conduct for all persons involved in the fisheries sector

– explains that the objectives of the Code of Conduct is to ensure the long termsustainability of living marine resources so that they may be harvested bygenerations to come thus making a substantial contribution to world food securityand employment opportunities is one of the long term objectives of the Code

– states that responsible fishing involves fishing in a manner that the total annualfishing mortality allows for the maintenance of the long-term sustainable yieldand ensures the productive character of the environment and biodiversity of theenvironment is not threatened

2 Responsible harvesting practices (2.5 hours)

.1 The effects of discard and by-catch– describes the effect of by-catch

– states that by-catch may result in discarding fish catches

– describes the effect of discards

– explains which fishing method leads to relatively high level of by-catch

.2 Identify the causes of habitat damage due to fishery operation

– identifies the causes of habitat damage due to fishery operations

– states that some habitat degradation may be related to fishing withexplosives or toxic substances, and mangrove clearance, use of chemicalsfor aquaculture development and sedimentations of sea grass beds and reefsdue to soil run-off associated with deforestation or poor land-use practice

.3 The purpose of marine reserves– describes the purpose of marine reserves

3 Responsible fishing gear/selectivity (2.5 hours)

.1 The importance of fishing gear selectivity– explains the importance of fishing gear selectivity

– states that selective fishing gear and practices contribute to maintainingbiodiversity and to conserve the population structure and aquatic ecosystemsand protect fish quality

– explains the factors that affect size selection



207



– explains factors that affect species selection

– defines fishing gear selectivity

– explains the limitations of selectivity

– describes the subsidiary devices such as BRDs, TED and grids

– states that the failure of selectivity results in by-catch

– explains selectivity by size

3.2.6 NATIONAL LEGISLATION FOR IMPLEMENTING INTERNATIONAL AGREEMENTS AND CONVENTIONS Adequate hours

– see Instructor Guidance Notes



208


COMPETENCE 3.3Maintain safety and security of the vessel’s crewand the operational condition of life-saving, fire-fighting and other safety systems

IMO Reference

TRAINING OUTCOMES:


3.3.1 FIRE PREVENTION AND FIRE FIGHTING

3.3.2 ELEMENTARY FIRST AID

3.3.3 LIFE SAVING

3.3.4 SAFETY AND HEALTH FOR FISHING VESSELPERSONNEL




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COMPETENCE 3.3Maintain safety and security of the vessel’s crew and the operational condition of life-saving, fire-fighting and and other safety systems IMO Reference

3.3.1 FIRE PREVENTION AND FIRE FIGHTING R24, R25

Textbooks: T7, T9

Teaching aids: A1, V17, V18, V19, V20, V21, V22, V23, V24, V25, V26, V27, V28, V29



3.3.2 ELEMENTARY FIRST AID R26


1 apply basic first aid procedures


3.3.3 LIFE SAVING R27, R28


See IMO Model Courses No. 1.19 and 1.23.

3.3.4 SAFETY AND HEALTH FOR FISHING VESSEL PERSONNEL (26 hours) R4, R17 Textbooks: T10

Teaching aids: A1, V3, V4, V5, V7, V8, V9, V10, V12, V15


4.1 Apply safety precautions and procedures for fishing vessel personnel (10 hours)

● Demonstrates knowledge of safety procedures on board fishing vessels:– lists the responsibilities of chief engineer for fishing vessel safety in general

aspects (Code section II, chapter 1, 1.1)– lists items to which consideration should be given relating to stability and

associated seaworthiness (Code section II, chapter 1, 1.2) in fishing vesselsafety

– states that special care is required in bad weather, for example by easingdown when crew members are traversing the deck

– explains that the crew should be alerted to all the dangers of following orquartering seas

– explains that bilges should be kept drained and free of debris and oil– states that the initial stability of a fishing vessel can be approximately

determined by means of the rolling period test– explains that partially filled tanks can be dangerous– explains that particular care should be taken when nets are hauled by power-

block or the trawl catches obstructions on the seabed– states that before vessels depart into areas subject to icing, freeing port

covers, if fitted, should be kept in the open position or removed– states the management of freeing ports, openings and closing appliances with

regards to fishing vessel safety– lists items to which consideration should be given relating to design and

operation of deck machinery on board fishing vessels from the viewpoint ofsafety

– states that items should be taken into account relating to fishing vessel deckmachinery when designing and operating them with regards to fishing vesselsafety

– describes the danger of wearing loose work clothing and appendages andwearing of rings in case of engaging in servicing machinery in operation



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4.1 Apply safety precautions and procedures for fishing vessel personnel (contd.)

– describes the importance of being given instruction manuals made bymanufacturers concerning the proper operation of main and auxiliary machinery

– explains that it is dangerous to lift or pull too great a load by placing extra turns ofrope or wire on a warping drum

– states that control handles of deck machinery should be designed to return to thestop position when released and be provided with a suitable locking device toprevent accidental movements or displacement or unauthorized use, whenpracticable and necessary

– states that winches should be provided with means to prevent over-hoisting andthe accidental release of a load if power supply fails

– states that the brakes of winch should be proof tested under a static load of notless than 1.5 times the designed safe working load

– states that quick release devices should preferably be fitted in the case of beamtrawling and in purse seining

– states that wire ropes used for hoisting should not have knots, kinks, reversebends or broken strands

– states that the skipper should conduct a formal inspection of all running gear andassociated equipment at least once in every twelve months

– states that hoisting machinery, derricks and associated running gear, should beload tested at not more than two yearly intervals

– states that the maximum effort necessary for operating handles, levers, etc.should not exceed 16 kg and in the case of pedals not exceed 32 kg

– states that whenever any harmful gas is used in a refrigeration system, at leasttwo sets of supplied air or self-contained breathing apparatus should be placedconveniently near to the refrigeration plant

– explains why flame producing devices, or hot surfaces or smoking should not bepermitted in refrigeration machinery spaces

– explains the dangers of allowing water and oil to accumulate in compressed airsystems

– states that crew members responsible for the operation and maintenance ofmachinery and electrical equipment should be given clear instructions regarding:– testing procedures for electrical circuits– standing procedures for the isolation of circuits and/or equipment prior to

hands-on maintenance– routine inspection of electrical machinery and equipment and fault detection– proper maintenance of circuit breakers and fuse carriers– proper maintenance of storage batteries

– states that the length of the threaded end of eyebolt should be one thread lessthan the depth of the threaded hole

– states that wooden ladders should not be painted but varnished– states that stairways and ladders should have non-skid treads– states that rope ladders should be provided with two cross battens to prevent

twisting– lists the precautions against falling overboard (chapter 5, 5.3)– describes that suitable lifelines with manila ropes should be rigged on the

working deck in bad weather



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4.1 Apply safety precautions and procedures for fishing vessel personnel (contd.)

– describes a safety harness with a safety line attached should be used in adverseweather when work is carried out on an exposed deck

– states that in heavy weather, crew members should not work alone on deckwithout the watch in the wheelhouse being aware of their presence

– lists the precautions against using ropes and lines (chapter 5, 5.4)● Special safety precautions (chapter 6):

– describes when fishermen should wear goggles to protect their eyes– states that fishermen should keep clear of water dripping from nets, as the drip

may be an irritant to the eyes– describes the requirements of fishermen’s working clothes with regard to safety– lists protective equipment which fishermen should be wearing (chapter 6, 6.3)– lists hazardous work on fishing vessels– describes precautions against loading and unloading which should be taken on

fishing vessels– states that where worn rope is used, it should be free of kinks and broken strands– states that where rope of synthetic fibre is used, care should be taken to avoid

slippage on whipping drums that could lead to excessive temperature rise

– states that whenever several conveyor belts are used, they should be fitted withemergency switches at intervals of not more than 10 m for stopping all working inthe line

– states that where the length of the conveyor is 15 m or more, sound or lightsignals should be provided for giving warning when the conveyor starts

– lists which precautions against taking fuel on board should be taken

– lists which precautions against working in closed spaces should be taken

– lists the situations in which automatic steering should not be used (chapter 9)

4.2. IDENTIFY SAFETY PRECAUTIONS ASSOCIATED WITH OPERATION R29 OF FISHING GEAR (16 hours)

– Knowledge of safety in fishing operations techniques and procedures

– See IMO Model Course 1.33 for guidance



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COMPETENCE 3.4Emergency procedures IMO Reference

TRAINING OUTCOMES:


3.4.1 RESPOND TO EMERGENCY SITUATIONSINVOLVING FISHING VESSEL PERSONNEL

3.4.2 RESPOND TO FISHING VESSEL EMERGENCYSITUATIONS




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COMPETENCE 3.4 Emergency procedures IMO Reference

3.4.1 RESPOND TO EMERGENCY SITUATIONS INVOLVING FISHING VESSEL PERSONNEL (17 hours)

Textbooks: T8

Teaching aids : A1, V11, V14, V25, V38


1.1 Follow emergency procedures specified in the vessel’s contingency plans (9 hours)

– draws up a muster list and emergency instructions for a given crew and type ofvessel

– assigns duties for the operation of remote controls such as:– main engine stop– ventilation stops– lubricating and fuel oil transfer pump stops– dump valves– CO2 discharge– watertight doors

– assigns duties for the operation of essential services such as:– emergency generator and switchboard– emergency fire and bilge pumps

– describes the division of the crew into a command team, an emergency team, aback-up emergency team and an engine-room emergency team

– explains the composition of each emergency team– states that crew members not assigned to emergency teams would prepare

survival craft, render first aid and generally assist the emergency parties asdirected

– designates muster positions for the command team, both at sea and in port– designates muster positions for the emergency teams– states that the engine-room emergency team would:

– take control of engine-room emergencies and keep the command teaminformed

– states that good communications between the command team and theemergency teams are essential

– draws up plans to deal with:– fire in specific areas, such as galley, accommodation, engine-room or fish hold

space, including co-ordination with shore facilities in port, taking account of thevessel’s fire-control plan

– rescue of victims of a gassing accident in an enclosed space– heavy-weather damage, with particular reference to hatches, ventilators and

the security of deck fishing gears– rescue of survivors from another vessel or from the sea– leakages and spills of oil– stranding– abandoning ship

– explains how drills and practices should be organized– describes the role of a shipboard safety committee in contingency planning

1.2 Identify relevant emergency situation duties and responsibilities (2 hours)

– Specifies precautions to be taken when beaching a vessel

– describes the circumstances in which a vessel may be beached



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1.2 Identify relevant emergency situation duties and responsibilities (contd.)

– states that a gently shelving beach of mud, sand or gravel should be chosen ifpossible

– states that beaching should be at slow speed– states that, when trimmed heavily by the head, beaching stern first may be

advantageous– compares the relative advantages of beaching broadside-on and at right-

angles to the beach– states that wind or tide along the shore will quickly swing the vessel

broadside-on to the beach– describes measures which can be taken to prevent the vessel driving further

ashore and to assist with subsequent refloating– states that ballast should be added or transferred to counteract a tendency to

bump on the bottom– states that all tanks and compartments should be sounded and an

assessment made of damage to the ship– states that soundings should be taken to establish the depth of water round

the vessel and the nature of the bottom– Actions to be taken on stranding

– states that, on stranding, the engines should be stopped, watertight doorsclosed, the general alarm sounded and, if on a falling tide, the engines shouldbe put full astern to see if the vessel will immediately refloat

– states that engineers should be warned to change to high-level water intakes– states that a distress or urgency signal should be transmitted and survival craft

prepared if necessary– states that all tanks and compartments should be sounded and the ship

should be inspected for damage– states that any discharge or probable discharge of oil should be reported to

the nearest coast radio station– states that soundings should be taken to establish the depth of water round

the ship and the nature of the bottom– describes measures which can be taken to prevent the vessel driving further

ashore and to assist with subsequent refloating– states that ballast should be added or transferred to counteract a tendency to

bump on the bottom– states that all tanks and compartments should be sounded and assessment

made of damage to the vessel– states that soundings should be taken to establish the depth of water round

the vessel and the nature of the bottom– describes the use of the main engine in attempting to refloat and the danger of

building up silt from its use

1.3 Identify appropriate action to be taken following a fire or collision (4 hours)

– lists the duties of the engineer following a collision

– states that after impact the engines should be stopped, all watertight doorsclosed, the general alarm sounded and the crew informed of the situation

– states that in calm weather the colliding vessel should generally remainembedded to allow the other ship time to assess the damage or prepare toabandon vessel

– states that survival craft should be made ready for abandoning vessel or assistingthe crew of the other vessel

– states that damage to own vessel should be determined



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1.3 Identify appropriate action to be taken following a fire or collision (contd.)

– states that, if not in danger, own vessel should stand by to render assistance tothe other for as long as necessary

– describes measures to attempt to limit damage and salve own vessel– states that any discharge or probable discharge of oil should be reported to the

nearest coast radio station– states that the owners should be informed and all details of the collision and

subsequent actions entered in the log-book– describes methods of fighting fires

(see IMO Model Course 2.03: Advanced Training in Fire Fighting)

– states that cooling of compartment boundaries where fire has occurred R25should be continued until ambient temperature is approached

– explains the dangers of accumulated water from fire fighting and describes how todeal with it

– states that a watch to check re-ignition should be maintained until the area is cold– describes the precautions to take before entry to a compartment where a fire has

been extinguished– describes the inspection for damage– makes safe damaged electrical cables– states that continuous watch should be kept on the damaged area and temporary

repairs– states that course and speed should be adjusted to minimize stresses and the

shipping of water

1.4 Indicate procedures to be followed in abandoning the fishing vessel (2 hours)

– states that a vessel should only be abandoned when imminent danger of sinking,breaking up, fire or explosion exists or other circumstances make remaining onboard impossible

– states that a distress call should be transmitted by all available means untilacknowledged

– lists the information to include in the distress message– describes other distress signals which may be used to attract attention– describes the launching of boats and liferafts when the vessel is listing heavily– describes the launching of boats and liferafts in heavy weather conditions– describes the use of oil to calm the sea surface– explains why fuel oil is not suitable

3.4.2 RESPOND TO FISHING VESSEL EMERGENCY SITUATIONS (4 hours)

Textbooks: T8

Teaching aids: A1, V11


2.1 Follow procedures for the temporary plugging of leaks (2 hours)

– understands that no definite procedures can be laid down as each occurrence willbe unique

– considers the measures which could be taken in a variety of situations, usingmaterials to be found aboard ship

– describes the inspection for damage

– describes measures which may be taken to plug holes, shore up damaged orstressed structure, blank broken piping, limit ingress of water through a damageddeck or superstructure



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2.1 Follow procedures for the temporary plugging of leaks (contd.)

– states that continuous watch should be kept on the damaged area and temporaryrepairs

– states that course and speed should be adjusted to minimize stresses and theshipping of water

2.2 Specify emergency steering arrangements (2 hours)

– Use of auxiliary gear and the rigging of use of jury steering arrangements

– describes typical arrangements of auxiliary steering gear

– describes how the auxiliary steering gear is brought into action

– describes how to change from bridge control to local control in the steeringgear compartment

– states that, when appropriate, a disabled vessel should report to a coastalState that it is a potential hazard to other vessels or to the environment

– lists possible courses of action which may be taken by a disabled vessel

– describes methods of securing the rudder in the event of a broken rudderstock

– explains that, in the event of the loss of the rudder, jury steering may beachieved by providing a drag on either side of the vessel

– describes typical arrangements of auxiliary steering gear

– describes how the auxiliary steering gear is brought into action

– describes how to change from bridge control to local control in the steeringgear compartment

– describes methods of securing the rudder in the event of a broken rudderstock

– explains that, in the event of the loss of the rudder, jury steering may beachieved by providing a drag on either side of the ship

– describes a jury steering arrangement using materials normally found aboardships

– describes a means of constructing a jury rudder, where practicable

– describes a jury steering arrangement using materials normally found aboardvessels

– describes a means of constructing a jury rudder, where practicable



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COMPETENCE 3.5Organize and manage the crew IMO Reference

TRAINING OUTCOMES:


3.5.1 APPLY PERSONNEL MANAGEMENTRECOMMENDATIONS

3.5.2 CONDUCT ON BOARD TRAINING ANDASSESSMENTS




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3.5.1 APPLY PERSONNEL MANAGEMENT RECOMMENDATIONS (15 hours)

Textbooks: T11

Teaching aids: A1, V2, V16, V34, V36


1. Identify fishing vessel personnel management requirements (7 hours) R21.1 Personnel management regarding fatigue1.1.1 Consideration of fatigue issues.1 danger of fatigue

– explains danger of fatigue

– states that fatigued persons do not realize they are fatigued and do not reactadequately to situations

– states that fatigued persons may suffer physically and mentally from a range ofconditions not apparently related to fatigue

– states that excessively long periods without sleep produce performance effectsequivalent to those produced by use of alcohol to the legal blood alcohol limit fordriving a motor vehicle

– explains that fatigue can be cured by sleep not by drugs and stimulants– explains that rest without sleep is not a substitute

.2 sleep and fatigue– explains alertness and fatigue– explains biological clock– explains sleep and wake cycle– explains the nature and function of sleep– states average quantity of sleep necessary for normal persons– explains quality of sleep and fatigue– explains sleep disorders and disturbances– explains effect of irregular schedules– explains circadian dysrhythmia (jet lag)– explains effects of fatigue on performance

1.1.2 Fatigue factors.1 fatigue factors relating to management

– explains that fatigue factors affected by management ashore and aboard thefishing vessels as well as responsibilities of Administration include:

– scheduling of work and rest periods

– manning levels

– assignment of duties

– shore-ship-shore support and communication

– standardization of work procedures

– voyage planning

– watchkeeping practices

– management policy

– in-port operations

– recreational facilities

– administrative duties

.2 fishing-vessel-specific factors

– explains that fatigue factors related to fishing vessel itself include:

– level of automation



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1.1.2 Fatigue factors (contd.)– reliability of equipment

– motion characteristics

– vibration, heat and noise levels

– quality of working and living environment

– fishing vessel design

.3 personnel specific factors

– explains that fatigue factors related to fishing vessel personnel include:

– thoroughness of training

– experience

– personnel composition-cohesiveness

– personnel competency and quality

.4 external environment factors

– explains that external environmental factors affecting fatigue of fishing vesselpersonnel include:

– weather

– port conditions

– ice conditions

– density of vessel traffic

– fishing operations

1.1.3 Prevention of fatigue R30

.1 areas affecting prevention of fatigue– explains that areas affecting prevention of fatigue include:

– scheduling of work on board– rest periods– manning levels– watchkeeping practices and assignment of duties

1.2 General personnel management (7 hours)

1.2.1 Principles for controlling subordinates and maintaining good relationships R1, R2

– states that the principles include:– being consistently calm and even in temperament when giving orders and

dealing with offenders– being honest and fair in all matters, and being firm when necessary– treating all staff on the same basis, i.e. having no favourites– avoiding causing disappointment to staff– avoiding making promises, if possible; if any are made, then they must be

kept. The number of promises made should be restricted to perhaps three, asthey can easily be remembered

– keeping staff well informed– choosing the more difficult path of making, rather than breaking, a person who

has been an offender– making allowances for differences in nationality, language, religion and other

cultural matters affecting behaviour and attitude– making changes to a management method to allow for the personality of the

user– being in control as a necessity for good management– being aware that managing staff on a ship in a declining fleet is more difficult

than normal– being aware of the factors which govern attitudes of staff



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1.2.1 Principles for controlling subordinates and maintaining good relationships (contd.)

– ensuring that all staff feel that their services on board are appreciated

– having a good attitude to staff welfare by:

– being helpful when a member of staff requires assistance on a personalproblem

– encouraging the social life of the ship

– keeping a watchful eye on the on-board consumption of alcohol, use ofcannabis resin (hash) and hard drugs such as cocaine and its derivatives andillegal trading in pornographic material, and when necessary applying earlycorrection

1.2.2 Staff attitudes

.1 states that the reasons why people work include:

– the need to earn money

– the need to be a useful member of society

– the need for security of their standard of living

– the need to use their manual and mental skills and to derive satisfaction fromthem

– the need to achieve their ambitions and improve their status

– the desire to have authority over other people, even for an indirect reasonsuch as avoiding being controlled by a bully

1.2.3 Exercise of authority

.1 explains why a person must make his own authority, and states that:

– the appointment of a person to a higher rank gives potential authority only

– the real authority of a rank is achieved when the person concerned demonstratesthat he is fit for the rank by showing that :

– he/she knows the work

– he/she is decisive

– his/her decisions are generally correct

– his/her orders are clear and are quickly carried out without argument

– he/she seeks advice when necessary and helps others

– he/she can accept orders from superiors and carry them out

– the need for a person to be accepted by those with whom he/she works

1.2.4 Group behaviour

.1 states that group behaviour, discipline and the amount of work done by the crew areaffected by:

– the need for a person to be accepted by those with whom they work

– the identification of the main troops on a ship, e.g. deck department officersand crew and, similarly, for other departments, depending on how the vessel ismanned

– unofficial groupings, for example by nationality or by religion

– keeping the aims of the groups in line with the well-being of the vessel, itscommercial success and the aims of the owning company

– conflict between a self-chosen leader of a group and the appointed leader

.2 describes how the performance of individuals can be affected by conforming to thebehavioural patterns of a group



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2. Establish training arrangements for safeguarding human relationships on board fishing vessels (6 hours)

2.1 Organizing for safety and emergencies

.1 states that, at least, the following actions are required:– appointment of a safety officer/ who may be chosen from the list of officers– appointment of a fire officer who would normally be the chief officer– appointment of the chief engineer as technical adviser to the fire officer for

fires in machinery spaces– preparation and display of the muster list and distribution of muster cards to all

staff– checking that all fire-fighting and emergency equipment, including survival

craft, is serviceable– holding fire and abandon ship drills as soon as is practicable after the crew

joins the ship, in accordance with Torremolinos Convention requirements

2.2 Manning arrangements R16

.1 states that the organization on board depends on vessel design and manningarrangements, including:

– whether the vessel has unattended machinery space and bridge control ofmain engines

– how the fishing gears are operated and how labour-intensive this is

– whether an automatic pilot is fitted

– how labour-intensive is the fishing operation

– to what extent hydraulic spanners are used for speedy removal andreplacement of nuts, especially in the engine-room

2.3 Analysis of work

.1 states that the following would be included:– statutory and non-statutory requirements– watchkeeping– maintenance– fishing operation– testing systems– training for emergencies– training for the education and training of others on board– associated work in particular:

– mooring and unmooring– food and hygiene– storing and bunkering– preparing for dry-docking and surveys– administration– evaluation of personnel– hours of work

2.4 Allocation of staff

.1 states that the skipper is responsible for all staff allocation but that the followingarrangements are typical:

– conventional departmental system in which:

– chief engineer officer (all work including deck machinery)

– chief officer (in addition to watchkeeping, all work associated with deckequipment and fishing operation)



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2.4 Allocation of staff (contd.)

– purser/catering officer (all work associated with obtaining, storing andprocessing food)

– all of the above (all work associated with training and the prevention ofunhygienic conditions and accidents in their respective fields)

2.5 Organizing for staff duties R2, R3

.1 draws up watchkeeping, security and other rotas for use at-sea and in-port, withregards to fitness for duty including:

– for engine-room

– watchkeeping officers and their duties

– in UMS condition, officers in charge

– day-work officers and staff and their duties

2.6 Organizing for maintenance

.1 lists, where appropriate to the skill of the trainee, the checklists and work schedules,including:

– safety

– fire alarms and boat stations alarms and fire detectors

– maintaining survival craft and equipment

– maintaining all fixed and portable fire-extinguishing equipment, includingfireman’s outfit

– emergency generation and emergency fire pump

– engine-room

– planned maintenance schedules of machinery

– steering gear

– electrical equipment and wiring systems

– control systems and automation equipment

– deck machinery

– domestic services / including hot and cold water, sanitary services, airconditioning, domestic cold rooms and galley refrigerators

2.7 Organizing communications on the ship

.1 states that the holding of regular meetings is a good method of keeping staffinformed and providing liaison on matters relating to:

– the general operation of the vessel

– safety

– maintenance

.2 states that, preferably, safety meetings should be held monthly and managementmeetings weekly

.3 states that the chairman and the composition of committees should be agreed withthe master except where stipulated by national rules, e.g. election of representativesto the safety committee

.4 states that the basics on which the meetings are run should include:

– an agenda and its value in limiting the scope of a meeting

– the keeping of minutes and their confirmation by the committee concerned

– restricting the duration of a meeting to about one hour

.5 states that the minutes of meetings should be sent to those persons who attendedthe meeting and, after confirmation, to others as required by the skipper



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2.8 Meeting techniques

.1 states different ways of performing at meetings

.2 describes the influence of training on meeting technique and on how a person mustconduct himself

.3 explains the psychology of the table

.4 describes:

– the ideal with disagreements

– the duration of a group meeting

.5 explains how an agenda must be based on a timetable

.6 describes the most common pitfalls concerning:

– the subjects

– the arrangement

– the disregarding of meeting techniques

.7 explains four steps which can be followed in order to produce a successful meeting

.8 states the situations when:

– meetings are convenient

– other methods of communication can be used

.9 describes the types of meeting

.10 defines, for the requirements of on-board ship administration:

– the types of meeting that are necessary

– the objectives of the meetings

– the preferred sequence of the meetings

3. Apply measures to minimize loneliness and isolation among fishing vessel personnel (2 hours) R2

3.1 Causes of loneliness

.1 states that loneliness is a universal emotion felt by almost (if not) all persons atsome point in time or another

.2 states that a five factor model of the causes of loneliness includes:– personal inadequacies– developmental deficits– unfulfilled intimate relationships– relocation and significant separations– social marginality

.3 states that the links between loneliness and various problems include:– emotional problems– low self-esteem– depression– social anxiety– social problems– peer rejection and victimization– lack of friendships– lack of high-quality friendships

– behavioural problems– shyness– social withdrawal– spending more time alone– decreased participation in religious and extra activities



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3.1 Causes of loneliness (contd.)

.4 states that the associations between loneliness and other psychosocialproblems include:

– physical illness

– suicide

– alcohol use

– poor psychological adjustment

– aggression

– low grades in training

– stealing

– vandalism

3.2 Loneliness and coping strategies.1 states that recent survey revealed that lonely persons’ measures of coping

strategies focused more on behavioural than on mental coping strategies

.2 states that coping strategies include:

– active solitude

– study or work

– write

– listen to music

– exercise

– walk

– work on a hobby

– go to a movie

– read

– play music

– increased activity

– devoting more of one’s self to work as well as taking on extra activitiesto make one’s solitary time more pleasant, productive, and meaningful

– social contact

– calling a friend, visiting someone– social support network

– increased social involvement and interaction with others and seekingromantic connections

– sad passivity– cry, sleep, sit and think, do nothing, overeat, take tranquilizers, watch

TV, drink, getting ‘stoned’– distancing and denial

– unhealthy behaviour such as exaggerated consumption of medication,alcohol and drug abuses self-induced isolation, attempted suicide,turning to crime or denying loneliness altogether

3.3 Apply measures to minimize loneliness and isolation

– explains that various measures need to be applied according to individualcases

– explains that organizing various social activities on board fishing vessel isessential

– explains that welfare facilities and services at sea should be provided e.g.– TV, radio, video films, DVDs, etc.– sports equipment



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3.3 Apply measures to minimize loneliness and isolation (contd.)

– a library containing vocational and other books

– facilities for recreational handicrafts

– access to ship-to-shore telephone communication

– reliable forwarding of fishing vessel personnel’s mail

– granting shore leave upon arrival in port

– possibility of allowing fishing vessel personnel to be accompanied bytheir spouses on an occasional voyage

– granting permission to have their spouses, relatives and friends asvisitors on board their vessel when in port

3.5.2 CONDUCT ON BOARD TRAINING AND ASSESSMENTS (10 hours)

Textbooks: T11

Teaching aids: A1, V12, V13, V35, V37


1. Conduct functional skill training arrangements (8 hours)

1.1 Training methods

.1 explains the purpose of on-board training

.2 describes the preparation needed before the start of a training session

.3 states that training should be relevant to the trainees’ work and dutiesaboard ship

.4 describes how to conduct a training session

.5 describes how to maintain routine training such as fire drills and abandonship drills

.6 describes methods for training:

– in attitude

– in skills

– in knowledge

.7 lists the areas in which training is required and areas in which it isdesirable

.8 delivers a training session to other members of the class

1.2 Training in ship operations

.1 states that engine departmental training may include:

– operation of the main engine and auxiliaries

– operation of electrical alternators and other electrical equipment

– operation of boilers

– operation of steering gear

– operation of oily-water separators

– operation of control and automation equipment

– tracing of pipelines for the various services such as:

– lubricating oil, fuel-oil, and fresh and salt water

– the compiling of checklists for methodical inspections

– the recording and care of spare gear and stores

1.3 Training in maintenance

.1 states that engine departmental training may include:

– planned maintenance of machinery

– preservation and painting of structures and pipework



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1.3 Training in maintenance (contd.)

– maintenance of fixed fire-extinguishing systems

– methods and details of servicing and repairing selected items ofequipment, e.g. changing piston rings and repairing pumps, alternatorengines and fuel injectors

– methods and details of testing and repairing electrical and electronicequipment

– making proper use of drawings and of instruction and maintenancemanuals

2 Make on board functional skill assessments (2 hours) R31

2.1 Development of shipboard assessment system.1 explains what is meant by:

– education

– training

– a learning system

– performance

– assessment

.2 explains the purpose of assessment

.3 explains the methods of assessment

.4 describes situations where training and assessment should be ofbenefit

.5 explains the difference between symptoms and causes when applied toperformance at work

.6 describes the effect of learning on the person

.7 explains five areas in which training can improve performance

.8 generates tasks for a required job performance – given relevantinformation

.9 identifies training needs from given information or observation

.10 determines whether a performance gap could be closed by training

.11 discusses how attitude might be changed

.12 explains what is meant by the cognitive domain

.13 explains what is meant by knowledge, comprehension and application

.14 explains what is meant by the affective domain

.15 explains what is meant by the psychomotor domain

.16 determines additional knowledge and skills required in a given case

.17 discusses the value of issuing assessment criteria to trainees

.18 discusses the constraints and issues to be considered by shipboardassessor

2.2 Development of competence-based assessment.1 explains knowledge-based assessment.2 explains skill-based assessment.3 explains what is meant by ‘competence-based assessment’.4 discusses the factors which influence the choice of assessment method.5 explains briefly how the various factors affect the choice of assessment

method.6 lists the common factors of all assessment systems.7 explains the purpose of ‘traditional assessment’.8 explains the purpose of ‘competence-based assessment’



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2.2 Development of competence-based assessment (contd.).9 describes how the assessment process operates

.10 explains what makes the competence-based assessment different

.11 explains the implication of introducing competence-based assessment

.12 explains the fundamental responsibilities of an assessor

.13 states that an assessor’s role is to plan, manage and controlassessment proceedings

.14 describes the qualities essential to be a successful assessor

.15 discusses the characteristics of trainees which influence assessmentmethods

.16 selects suitable assessment methods for specified subject areas

.17 describes the role of the assessor in the various assessment methods

2.3 The shipboard assessment (0.5 hour)

.1 defines shipboard assessment

.2 defines performance objective

.3 defines shipboard measures

.4 defines performance objective

.5 lists the issues to take into account when preparing and conductingshipboard assessment

.6 states that shipboard assessment should be carried out in accordancewith regulation I/6 of the revised STCW Convention

.7 lists the stages of developing shipboard assessment methods



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Guidance on the Implementation of Model Courses



Contents

Page

Part 1: Preparation 233

Part 2: Notes on teaching technique 238

Part 3: Curriculum development 240

Annex A1 Preparation checklist 243

Annex A2 Example of a Model Course syllabus in a subject area 245

Annex A3 Example of a lesson plan for annex A2 250

231



Part 1: Preparation

1 Introduction

1.1 The success of any enterprise depends heavily on sound and effective preparations.

1.2 Although the IMO model course “package” has been made as comprehensive aspossible, it is nonetheless vital that sufficient time and resources are devoted topreparation. Preparation not only involves matters concerning administration ororganization, but also includes the preparation of any course notes, drawings, sketches,overhead transparencies, etc., which may be necessary.

2 General considerations

2.1 The course “package” should be studied carefully; in particular, the course syllabus andassociated material must be attentively and thoroughly studied. This is vital if a clearunderstanding is to be obtained of what is required, in terms of resources necessary tosuccessfully implement the course.

2.2 A “checklist”, such as that set out in annex A1, should be used throughout all stages ofpreparation to ensure that all necessary actions and activities are being carried out ingood time and in an effective manner. The checklist allows the status of the preparationprocedures to be monitored, and helps in identifying the remedial actions necessary tomeet deadlines. It will be necessary to hold meetings of all those concerned inpresenting the course from time to time in order to assess the status of the preparationand “troubleshoot” any difficulties.

2.3 The course syllabus should be discussed with the teaching staff who are to present thecourse, and their views received on the particular parts they are to present. A study ofthe syllabus will determine whether the incoming trainees need preparatory work tomeet the entry standard. The detailed teaching syllabus is constructed in “trainingoutcome” format. Each specific outcome states precisely what the trainee must do toshow that the outcome has been achieved. An example of a model course syllabus isgiven in annex A2. Part 3 deals with curriculum development and explains how asyllabus is constructed and used.

2.4 The teaching staff who are to present the course should construct notes or lesson plansto achieve these outcomes. A sample lesson plan for one of the areas of the samplesyllabus is provided in annex A3.

2.5 It is important that the staff who present the course convey, to the person in charge ofthe course, their assessment of the course as it progresses.

3 Specific considerations

3.1 Scope of courseIn reviewing the scope of the course, the instructor should determine whether itneeds any adjustment in order to meet additional local or national requirements(see Part 3).

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GUIDANCE ON THE IMPLEMENTATION OF MODEL COURSES



3.2 Course objective.1 The course objective, as stated in the course material, should be very carefullyconsidered so that its meaning is fully understood. Does the course objective requireexpansion to encompass any additional task that national or local requirements willimpose upon those who successfully complete the course? Conversely, are thereelements included which are not validated by national industry requirements?

.2 It is important that any subsequent assessment made of the course shouldinclude a review of the course objectives.

3.3 Entry standards.1 If the entry standard will not be met by your intended trainee intake, thoseentering the course should first be required to complete an upgrading course to raisethem to the stated entry level. Alternatively, those parts of the course affected could beaugmented by inserting course material which will cover the knowledge required.

.2 If the entry standard will be exceeded by your planned trainee intake, you maywish to abridge or omit those parts of the course the teaching of which would beunnecessary, or which could be dealt with as revision.

.3 Study the course material with the above questions in mind and with a view toassessing whether or not it will be necessary for the trainees to carry out preparatorywork prior to joining the course. Preparatory material for the trainees can range fromrefresher notes, selected topics from textbooks and reading of selected technicalpapers, through to formal courses of instruction. It may be necessary to use acombination of preparatory work and the model course material in modified form. Itmust be emphasized that where the model course material involves an internationalrequirement, such as a regulation of the International Convention on Standards ofTraining, Certification and Watchkeeping (STCW) 1978, as amended, the standardmust not be relaxed; in many instances, the intention of the Convention is to requirereview, revision or increased depth of knowledge by candidates undergoing training forhigher certificates.

3.4 Course certificate, diploma or documentWhere a certificate, diploma or document is to be issued to trainees who successfullycomplete the course, ensure that this is available and properly worded and that theindustry and all authorities concerned are fully aware of its purpose and intent.

3.5 Course intake limitations..1 The course designers have recommended limitations regarding the numbers oftrainees who may participate in the course. As far as possible, these limitations shouldnot be exceeded; otherwise, the quality of the course will be diluted.

.2 It may be necessary to make arrangements for accommodating the traineesand providing facilities for food and transportation. These aspects must be consideredat an early stage of the preparations.

3.6 Staff requirements..1 It is important that an experienced person, preferably someone withexperience in course and curriculum development, is given the responsibility ofimplementing the course.

.2 Such a person is often termed a “course co-ordinator” or “course director”.Other staff, such as lecturers, instructors, laboratory technicians, workshop instructors,

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etc., will be needed to implement the course effectively. Staff involved in presenting thecourse will need to be properly briefed about the course work they will be dealing with,and a system must be set up for checking the material they may be required to prepare.To do this, it will be essential to make a thorough study of the syllabus and apportionthe parts of the course work according to the abilities of the staff called upon to presentthe work.

.3 The person responsible for implementing the course should considermonitoring the quality of teaching in such areas as variety and form of approach,relationship with trainees, and communicative and interactive skills; where necessary,this person should also provide appropriate counselling and support.

3.7 Teaching facilities and equipment.

.1 Rooms and other servicesIt is important to make reservations as soon as is practicable for the use of lecturerooms, laboratories, workshops and other spaces.

.2 EquipmentArrangements must be made at an early stage for the use of equipment needed in thespaces mentioned in 3.7.1 to support and carry through the work of the course. Forexample:

● blackboards and writing materials

● apparatus in laboratories for any associated demonstrations and experiments

● machinery and related equipment in workshops

● equipment and materials in other spaces (e.g. for demonstrating fire fighting,personal survival, etc.)

3.8 Teaching aidsAny training aids specified as being essential to the course should be constructed, orchecked for availability and working order.

3.9 Audio-visual aidsAudio-visual aids (AVA) may be recommended in order to reinforce the learning processin some parts of the course. Such recommendations will be identified in Part A of themodel course. The following points should be borne in mind:

.1 Overhead projectorsCheck through any illustrations provided in the course for producing overhead projector(OHP) transparencies, and arrange them in order of presentation. To producetransparencies, a supply of transparency sheets is required; the illustration scan betransferred to these via photocopying. Alternatively, transparencies can be produced bywriting or drawing on the sheet. Coloured pens are useful for emphasizing salientpoints. Ensure that spare projector lamps (bulbs) are available.

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.2 Slide projectorsIf you order slides indicated in the course framework, check through them and arrangethem in order of presentation. Slides are usually produced from photographic negatives.If further slides are considered necessary and cannot be produced locally, OHPtransparencies should be resorted to.

.3 Cine projectorIf films are to be used, check their compatibility with the projector (i.e. 16 mm, 35 mm,sound, etc.). The films must be test-run to ensure there are no breakages.

.4 Video equipmentIt is essential to check the type of video tape to be used. The two types commonly usedare VHS and Betamax. Although special machines exist which can play either format,the majority of machines play only one or the other type. Note that VHS and Betamaxare not compatible; the correct machine type is required to match the tape. Check alsothat the TV raster format used in the tapes (i.e. number of lines, frames/second,scanning order, etc.) is appropriate to the TV equipment available. (Specialist advicemay have to be sought on this aspect.) All video tapes should be test-run prior to theiruse on the course.

.5 Computer equipmentIf computer-based aids are used, check their compatibility with the projector and theavailable software.

.6 General noteThe electricity supply must be checked for voltage and whether it is AC or DC, andevery precaution must be taken to ensure that the equipment operates properly andsafely. It is important to use a proper screen which is correctly positioned; it may benecessary to exclude daylight in some cases. A check must be made to ensure thatappropriate screens or blinds are available. All material to be presented should be test-run to eliminate any possible troubles, arranged in the correct sequence in which it is tobe shown, and properly identified and cross-referenced in the course timetable andlesson plans.

3.10 IMO referencesThe content of the course, and therefore its standard, reflects the requirements of allthe relevant IMO international conventions and the provisions of other instruments asindicated in the model course. The relevant publications can be obtained from thePublication Service of IMO, and should be available, at least to those involved inpresenting the course, if the indicated extracts are not included in a compendiumsupplied with the course.

3.11 TextbooksThe detailed syllabus may refer to a particular textbook or textbooks. It is essential thatthese books are available to each student taking the course. If supplies of textbooks arelimited, a copy should be loaned to each student, who will return it at the end of thecourse. Again, some courses are provided with a compendium which includes all or partof the training material required to support the course.

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3.12 BibliographyAny useful supplementary source material is identified by the course designers andlisted in the model course. This list should be supplied to the participants so that theyare aware where additional information can be obtained, and at least two copies of eachbook or publication should be available for reference in the training institute library.

3.13 TimetableIf a timetable is provided in a model course, it is for guidance only. It may only take oneor two presentations of the course to achieve an optimal timetable. However, even thenit must be borne in mind that any timetable is subject to variation, depending on thegeneral needs of the trainees in any one class and the availability of instructors andequipment.

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Part 2: Notes on teaching technique

1 Preparation

1.1 Identify the section of the syllabus which is to be dealt with.

1.2 Read and study thoroughly all the syllabus elements.

1.3 Obtain the necessary textbooks or reference papers which cover the training area to bepresented.

1.4 Identify the equipment which will be needed, together with support staff necessary forits operation.

1.5 It is essential to use a “lesson plan”, which can provide a simplified format for co-ordinating lecture notes and supporting activities. The lesson plan breaks the materialdown into identifiable steps, making use of brief statements, possibly with keywordsadded, and indicating suitable allocations of time for each step. The use of audio-visualmaterial should be indexed at the correct point in the lecture with an appropriateallowance of time. The audio-visual material should be test-run prior to its being usedin the lecture. An example of a lesson plan is shown in annex A3.

1.6 The syllabus is structured in training outcome format and it is thereby relatively straightforward to assess each trainee’s grasp of the subject matter presented during thelecture. Such assessment may take the form of further discussion, oral questions,written tests or selection-type tests, such as multiple-choice questions, based on theobjectives used in the syllabus. Selection-type tests and short-answer tests can providean objective assessment independent of any bias on the part of the assessor. Forcertification purposes, assessors should be appropriately qualified for the particulartype of training or assessment.

REMEMBER – POOR PREPARATION IS A SURE WAY TO LOSE THE INTEREST OFA GROUP

1.7 Check the rooms to be used before the lecture is delivered. Make sure that all theequipment and apparatus are ready for use and that any support staff are also preparedand ready. In particular, check that all blackboards are clean and that a supply of writingand cleaning materials is readily available.

2 Delivery

2.1 Always face the people you are talking to; never talk with your back to the group.

2.2 Talk clearly and sufficiently loudly to reach everyone.

2.3 Maintain eye contact with the whole group as a way of securing their interest andmaintaining it (i.e. do not look continuously at one particular person, nor at a point inspace).

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2.4 People are all different, and they behave and react in different ways. An importantfunction of a lecturer is to maintain interest and interaction between members ofagroup.

2.5 Some points or statements are more important than others and should therefore beemphasized. To ensure that such points or statements are remembered, they must berestated a number of times, preferably in different words.

2.6 If a blackboard is to be used, any writing on it must be clear and large enough foreveryone to see. Use colour to emphasize important points, particularly in sketches.

2.7 It is only possible to maintain a high level of interest for a relatively short period of time;therefore, break the lecture up into different periods of activity to keep interest at itshighest level. Speaking, writing, sketching, use of audio-visual material, questions, anddiscussions can all be used to accomplish this. When a group is writing or sketching,walk amongst the group, looking at their work, and provide comment or advice toindividual members of the group when necessary.

2.8 When holding a discussion, do not allow individual members of the group to monopolizethe activity, but ensure that all members have a chance to express opinions or ideas.

2.9 If addressing questions to a group, do not ask them collectively; otherwise, the sameperson may reply each time. Instead, address the questions to individuals in turn, sothat everyone is invited to participate.

2.10 It is important to be guided by the syllabus content and not to be tempted to introducematerial which may be too advanced, or may contribute little to the course objective.There is often competition between instructors to achieve a level which is too advanced.Also, instructors often strongly resist attempts to reduce the level to that required by asyllabus.

2.11 Finally, effective preparation makes a major contribution to the success of a lecture.Things often go wrong; preparedness and good planning will contribute to putting thingsright. Poor teaching cannot be improved by good accommodation or advancedequipment, but good teaching can overcome any disadvantages that pooraccommodation and lack of equipment can present.

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Part 3: Curriculum development

1 CurriculumThe dictionary defines curriculum as a “regular course of study”, while syllabus isdefined as “a concise statement of the subjects forming a course of study”. Thus, ingeneral terms, a curriculum is simply a course, while a syllabus can be thought of as alist (traditionally, a “list of things to be taught”).

2 Course contentThe subjects which are needed to form a training course, and the precise skills anddepth of knowledge required in the various subjects, can only be determined throughan in-depth assessment of the job functions which the course participants are to betrained to perform (job analysis).This analysis determines the training needs, hence thepurpose of the course (course objective). After ascertaining this, it is possible to definethe scope of the course.

(Note: Determination of whether or not the course objective has been achieved mayquite possibly entail assessment, over a period of time, of the “on-the-job performance”of those completing the course. However, the detailed learning objectives are quitespecific and immediately assessable.)

3 Job analysisA job analysis can only be properly carried out by a group whose members arerepresentative of the organizations and bodies involved in the area of work to becovered by the course. The validation of results, via review with persons currentlyemployed in the job concerned, is essential if undertraining and overtraining are to beavoided.

4 Course planFollowing definition of the course objective and scope, a course plan or outline can bedrawn up. The potential students for the course (the trainee target group) must then beidentified, the entry standard to the course decided and the prerequisites defined.

5 SyllabusThe final step in the process is the preparation of the detailed syllabus with associatedtimescales; the identification of those parts of textbooks and technical papers whichcover the training areas to a sufficient degree to meet, but not exceed, each learningobjective; and the drawing up of a bibliography of additional material for supplementaryreading.

6 Syllabus contentThe material contained in a syllabus is not static; technology is continuously undergoingchange and there must therefore be a means for reviewing course material in order toeliminate what is redundant and introduce new material reflecting current practice. Asdefined above, a syllabus can be thought of as a list and, traditionally, there have alwaysbeen an “examination syllabus” and a “teaching syllabus”; these indicate, respectively,the subject matter contained in an examination paper, and the subject matter a teacheris to use in preparing lessons or lectures.

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7 Training outcomes

7.1 The prime communication difficulty presented by any syllabus is how to convey the“depth” of knowledge required. A syllabus is usually constructed as a series of “trainingoutcomes” to help resolve this difficulty.

7.2 Thus, curriculum development makes use of training outcomes to ensure that acommon minimum level and breadth of attainment is achieved by all the traineesfollowing the same course, irrespective of the training institution (i.e. teaching/lecturingstaff).

7.3 Training outcomes are trainee-oriented, in that they describe an end result which is tobe achieved by the trainee as a result of a learning process.

7.4 In many cases, the learning process is linked to a skill or work activity and, todemonstrate properly the attainment of the objective, the trainee response may have tobe based on practical application or use, or on work experience.

7.5 The training outcome, although aimed principally at the trainee to ensure achievementof a specific learning step, also provides a framework for the teacher or lecturer uponwhich lessons or lectures can be constructed.

7.6 A training outcome is specific and describes precisely what a trainee must do todemonstrate his knowledge, understanding or skill as an end product of a learningprocess.

7.7 The learning process is the “knowledge acquisition” or “skill development” that takesplace during a course. The outcome of the process is an acquired “knowledge”,“understanding”, “skill”; but these terms alone are not sufficiently precise for describinga training outcome.

7.8 Verbs, such as “calculates”, “defines”, “explains”, “lists”, “solves” and “states”, must beused when constructing a specific training outcome, so as to define precisely what thetrainee will be enabled to do.

7.9 In the IMO model course project, the aim is to provide a series of model courses toassist instructors in developing countries to enhance or update the maritime trainingthey provide, and to allow a common minimum standard to be achieved throughout theworld. The use of training outcomes is a tangible way of achieving this desired aim.

7.10 As an example, a syllabus in training-outcome format for the subject of shipconstruction appears in annex A2. This is a standard way of structuring this kind ofsyllabus. Although, in this case, an outcome for each area has been identified – andcould be used in an assessment procedure – this stage is often dropped to obtain amore compact syllabus structure.

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8 AssessmentTraining outcomes describe an outcome which is to be achieved by the trainee. Of equalimportance is the fact that such an achievement can be measured OBJECTIVELYthrough an evaluation which will not be influenced by the personal opinions andjudgements of the examiner. Objective testing or evaluation provides a sound base onwhich to make reliable judgements concerning the levels of understanding andknowledge achieved, thus allowing an effective evaluation to be made of the progressof trainees in a course.

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Annex A2 - Example of a Model Course syllabus in a subject area

Subject area : Ship construction

Prerequisite : Have a broad understanding of shipyard practice

General aims : Have knowledge of materials used in shipbuilding, specification ofshipbuilding steel and process of approval

Textbooks : No specific textbook has been used to construct the syllabus, butthe instructor would be assisted in preparation of lecture notes byreferring to suitable books on ship construction, such as ShipConstruction by Eyres (T12) and Merchant Ship Construction byTaylor (T58)

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246


Course outline

Knowledge, understanding and proficiency Total hours foreach topic

Total hours foreach subject areaof requiredperformance

Competence :

3.1 CONTROL TRIM, STABILITY and STRESS

3.1.1 FUNDAMENTAL PRINCIPLES OF SHIPCONSTRUCTION, TRIM AND STABILITY

.1 Shipbuilding materials 3

.2 Welding 3

.3 Bulkheads 4

.4 Watertight and weathertight doors 3

.5 Corrosion and its prevention 4

.6 Surveys and dry-docking 2

.7 Stability 83 102



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Part C3: Detailed teaching syllabus

IntroductionThe detailed teaching syllabus is presented as a series of learning objectives. Theobjective, therefore, describes what the trainee must do to demonstrate that the specifiedknowledge or skill has been transferred.

Thus each training outcome is supported by a number of related performance elements inwhich the trainee is required to be proficient. The teaching syllabus shows the Requiredperformance expected of the trainee in the tables that follow.


The material listed in the course framework has been used to structure the detailed trainingsyllabus; in particular:

● Teaching aids (indicated by A)

● IMO references (indicated by R), and

● Textbooks (indicated by T)


Explanation of information contained in the syllabus tablesThe information on each table is systemtically organized in the following way. The line atthe head of the table describes the FUNCTION with which the training is concerned. Afunction means a group of tasks, duties and responsibilities as specified in the STCWCode. It describes related activities which make up a professional discipline or traditionaldepartmental responsibility on board.

The header of the first column denotes the COMPETENCE concerned. Each functioncomprises a number of COMPETENCES. Each competence is uniquely and consistentlynumbered on this model course.

In this function the competence is Control trim, stability and stress. It is numbered 3.1,that is the first competence in Function 3. The term “competence” should be understood asthe application of knowledge, understanding, proficiency, skills, experience for an individualto perform a task, duty or responsibility on board in a safe, efficient and timely manner.

Shown next is the required TRAINING OUTCOME. The training outcomes are the areas ofknowledge, understanding and proficiency in which the trainee must be able todemonstrate knowledge and understanding. Each COMPETENCE comprises a number oftraining outcomes. For example, the above competence comprises three trainingoutcomes. The first is concerned with FUNDAMENTAL PRINCIPLES OF SHIPCONSTRUCTION, TRIM AND STABILITY. Each training outcome is uniquely andconsistently numbered in this model course. That concerned with fundamental principles ofship construction, trim and stability is uniquely numbered 3.1.1. For clarity, trainingoutcomes are printed in black type on grey, for example TRAINING OUTCOME.



248


Finally, each training outcome embodies a variable number of Required performances – asevidence of competence. The instruction, training and learning should lead to the traineemeeting the specified Required performance. For the training outcome concerned with thefundamental principles of ship construction, trim and stability there are three areas ofperformance. These are:

3.1.1.1 Shipbuilding materials3.1.1.2 Welding3.1.1.3 Bulkheads

Following each numbered area of Required performance there is a list of activities that thetrainee should complete and which collectively specify the standard of competence that thetrainee must meet. These are for the guidance of teachers and instructors in designinglessons, lectures, tests and exercises for use in the teaching process. For example, underthe topic 3.1.1.1, to meet the Required performance, the trainee should be able to:

– state that steels are alloys of iron, with properties dependent upon the type andamount of alloying materials used

– state that the specification of shipbuilding steels are laid down by classificationsocieties

– state that shipbuilding steel is tested and graded by classification societysurveyors who stamp it with approved marks

and so on.

IMO references (Rx) are listed in the column to the right-hand side. Teaching aids (Ax),videos (Vx) and text books (Tx) relevant to the training outcome and Requiredperformances are placed immediately following the TRAINING OUTCOME title.

It is not intended that lessons are organized to follow the sequence of Requiredperformances listed in the Tables. The Syllabus Tables are organized to match with thecompetence in the STCW Code Table A-II/2. Lessons and teaching should follow collegepractices. It is not necessary, for example, for shipbuilding materials to be studied beforestability. What is necessary is that all of the material is covered and that teaching is effectiveto allow trainees to meet the standard of the Required performance.



249


FUNCTION 3: CONTROLLING THE OPERATION OF THE SHIP AND CARE FOR PERSONS ON BOARD AT THE MANAGEMENT LEVEL

COMPETENCE 3.1 Control trim, stability and stress IMO reference

3.1.1 FUNDAMENTAL PRINCIPLES OF SHIPCONSTRUCTION, TRIM AND STABILITY

Textbooks:T11, T12, T35, T58, T69

Teaching aids:A1, A4, V5, V6, V7


1.1 Shipbuilding materials (3 hours) R1– states that steels are alloys of iron, with properties dependent upon the type

and amounts of alloying materials used– states that the specifications of shipbuilding steels are laid down by

classification societies– states that shipbuilding steel is tested and graded by classification

surveyors, who stamp it with approved marks– explains that mild steel, graded A – E, is used for most parts of the ship– states why higher tensile steel may be used in areas of high stress, such as

the sheer strake– explains that the use of higher tensile steel in place of mild steel results in

saving of weight for the same strength– explains what is meant by:

● tensile strength● ductility● hardness● toughness

– defines strain as extension divided by original length– sketches a stress-strain curve for mild steel– explains

● yield point● ultimate tensile stress● modulus of elasticity

– explains that toughness is related to the tendency to brittle fracture– explains that stress fracture may be initiated by a small crack or notch in a plate– states that cold conditions increase the chances of brittle fracture– states why mild steel is unsuitable for the very low temperatures involved in

the containment of liquefied gases– lists examples where castings or forgings are used in ship construction– explains the advantages of the use of aluminium alloys in the construction of

superstructures– states that aluminium alloys are tested and graded by classification society surveyors– explains how strength is preserved in aluminium super structures in the event of fire– describes the special precautions against corrosion that are needed where aluminium alloy is

connected to steelwork



250


An

nex

A3

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xam

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of

a le

sso

n p

lan

fo

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nex

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bje

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sL

esso

n N

um

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Du

rati

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ho

urs

Trai

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rea

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1.1

Fu

nd

amen

tal p

rin

cip

les

of

ship

co

ntr

uct

ion

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m a

nd

sta

bili

ty

Mai

n e

lem

ent

Teac

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Text

book

IMO

A/V

aid

Inst

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note

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mem

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keys

1.1

Sh

ipbu

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ater

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(3

hour

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Sta

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that

ste

els

are

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n, w

ith p

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sLe

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f sh

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T12

, T58

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CW

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,V

5 to

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Exp

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A t

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use

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ost

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CW

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,V

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Com

pile

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part

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shi

pA

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hele

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why

hig

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may

be

used

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Lect

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T12

, T58

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CE

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,V

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Com

pile

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ess,

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trak

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by t

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ste

el in

pla

ce o

f m

ildLe

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TC

W I

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V5

to V

7A

1C

ompi

led

15st

eel r

esul

ts in

a s

avin

g of

wei

ght

for

the

sam

e st

reng

thA

-II/2

by t

hele

ctur

er



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