IMO T135E-2007 LIQUEFIED PETROLEUM GAS (LPG) TANKER CARGO AND BALLAST HANDLING SIMULATOR.pdf

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1、MODELCOURSESales number: T135EISBN 978-92-801-1483-69 789280 114836MODEL COURSE 1.35 LIQUEFIED PETROLEUM GAS (LPG) TANKER CARGOAND BALLAST HANDLING SIMULATORIMO T135EINTERNATIONALMARITIMEORGANIZATIONLIQUEFIEDPETROLEUM GAS(LPG) TANKERCARGO AND BALLASTHANDLINGSIMULATOR2007 Edition8685_8599 1.35 Englis

2、h COVER - NEW 8mm Spine Grey(4):7822 French 11/7/07 17:11 Page 1INTERNATIONALMARITIMEORGANIZATIONLondon, 2007MODEL COURSE 1.35Liquefi ed petroleum gas (LPG) tanker cargo and ballast handling simulator2007 EditionPublished byINTERNATIONAL MARITIME ORGANIZATION4 Albert Embankment, London SE1 7SRFirst

3、edition: 2007Printed in the United Kingdom by Ashford Press2 4 6 8 10 9 7 5 3 1ISBN 978-92-801-1483-6IMO PUBLICATIONSales number: T135EACKNOWLEDGEMENTSThis course is based on training guidelines as produced by SIGTTO and training material developed by the Directorate General of Shipping, Government

4、of India.It has been prepared by training institutions based in Mumbai.IMO wishes to express its sincere appreciation to the government of India for its provision of expert assistance, valuable cooperation, and generous funding in support of this work.Copyright IMO 2007All rights reserved. No part o

5、f 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.iiiForewordSince its inception, the International Maritime Organization (IMO) has recognized the importance o

6、f human resources to the development of the maritime industry and has given the highest priority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels. IMO has also resp

7、onded to the needs of developing countries for postgraduate training for senior personnel in administrations, ports, shipping companies and maritime training institutes by establishing the World Maritime University in Malm, Sweden, in 1983.Following the adoption of the International Convention on St

8、andards of Training, Certifi cation and Watchkeeping for Seafarers (STCW), 1978, a number of IMO Member Governments suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regarding ne

9、w developments in maritime technology. IMO training advisers and consultants also subsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their im

10、plementation of associated Conference and IMO Assembly resolutions.In addition, it was appreciated that a comprehensive set of short model courses in various fi elds of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialist

11、s already employed in maritime administrations, ports and shipping companies to improve their knowledge and skills in certain specialized fi elds. With the generous assistance of the Government of Norway, IMO developed model courses in response to these generally identifi ed needs and now keeps them

12、 updated through a regular revision process, taking into account any amendments to the requirements prescribed in IMO instruments and any technological developments in the fi eld.These model courses may be used by any training institution and, when the requisite fi nancing is available, the Organiza

13、tion is prepared to assist developing countries in implementing any course.E. E. MITROPOULOSSecretary GeneralvContentsPageIntroduction 1Part A: Course Framework 5Part B: Course Outline and Timetable 11Part C: Detailed Teaching Syllabus 13Part D: Instructor Manual 30Appendix 1: Liquefi ed Gas Tanker

14、Cargo Handling Simulator Sample Exercise Scenarios 41Exercise No. 1: LPG/Ethylene Carrier 44Exercise No. 2: LPG/Ethylene Carrier 46Exercise No. 3: LPG/Ethylene Carrier 48Exercise No. 4: LPG/Ethylene Carrier 51Exercise No. 5: LPG/Ethylene Carrier 53Exercise No. 6: LPG/Ethylene Carrier 57Exercise No.

15、7: LPG/Ethylene Carrier 61Exercise No. 8: LPG/Ethylene Carrier 66Exercise No. 9: LPG/Ethylene Carrier 70Exercise No. 10: LPG/Ethylene Carrier 74Appendix 2: Particulars of a Typical “LPG/Ethylene Carrier” 77Appendix 3: Sample Cargo Calculation Sheet 103Appendix 4: The Ship/Shore Safety Checklist 107P

16、art E: Evaluation 111Guidance on the Implementation of Model Courses 1151Introduction Purpose of the model courseThe purpose of the model course is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses or in enhancing, updating or suppleme

17、nting existing training material where the quality and effectiveness of the training course 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 to sub

18、stitute audio-visual or “programmed” material for the instructors presence. As in all training endeavours, the knowledge, skills and dedication of the instructor are the key components in the transfer of knowledge and skills to those being trained through model course material.Because educational sy

19、stems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and trainee target group for each course in universally applicable terms, and to specify clearly the tec

20、hnical content and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and related recommendations.In order to keep the training programme up to date in the future, it is essential that users provide feedback. New information will provide better training in safety

21、 at sea and protection of the marine environment. Use of the model courseTo use the model course the instructor should review the course outline and detailed syllabus, taking into account the information provided under the entry standards specifi ed in the course framework. The actual level of knowl

22、edge and skills and prior technical education of the trainees should be kept in mind during this review, and any areas within the detailed syllabus which may cause diffi culties because of differences between the actual trainee entry level and that assumed by the course designer should be identifi e

23、d. To compensate for such differences, the instructor is expected to delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the trainees. He should also identify any academic knowledge, skills or technical training which they may not have acquir

24、ed.Adjustment of the course objectives, scope and content may also be necessary if in your maritime industry the trainees completing the course are to undertake duties which differ from the objectives speci fi ed in the model course.Within the course plan the course designers have indicated their as

25、sessment of the amount of time which should be allotted to each area of learning. Teaching staff should note that the sequence and length of time allocated to each subject are suggestions only.These factors may be adapted by lecturers to suit individual groups of students according to their experien

26、ce and ability as well as equipment and staff available for training.LIQUEFIED PETROLEUM GAS (LPG) TANKER CARGO AND BALLAST HANDLING SIMULATOR2By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed, the instructor can design an appro

27、priate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course.Within the course outline, Part B, the course designers have indicated their assessment of time which s

28、hould be allotted to each subject area. However, it must be appreciated that these allocations are suggestions only. These factors may be adapted by lecturers to suit individual groups of students according to their experience and ability as well as equipment and staff available for training and ass

29、ume that the trainees have fully met all entry requirements of the course. The instructor should therefore review these assessments and may need to reallocate the time required to achieve each specifi c learning objective. Lesson plansHaving adjusted the course content to suit the trainee intake and

30、 any revision of the course objectives, the instructor should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specifi c references to the textbooks or teaching material proposed to be used in the course. An example of a lesson plan is included in the instructor ma

31、nual in most model courses, but in this course, the exercise scenarios supplied as an appendix to the instructor manual serve this purpose. Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, “the lesson plans may simply consist of the detailed syllabus

32、with keywords or other reminders added to assist the instructor in making his presentation of the material”. PresentationThe presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfi ed, by testing and evaluating the trainees performance and achievem

33、ents, that the trainee has attained each specifi c learning objective. The syllabus is laid out in learning-objective format and each objective specifi es what the trainee must be able to do as the learning outcome. Taken as a whole, these objectives aim to meet the knowledge, understanding and prof

34、i ciency specifi ed in the appropriate tables of the STCW Code. Evaluation or assessment of trainees progressThe nature of this course involves all the trainees and the instructors in an ongoing process of individual and group evaluation.3INTRODUCTION ImplementationFor the course to run smoothly and

35、 to be effective, considerable attention must be paid to the availability and use of: properly qualifi ed instructors; support staff; rooms and other spaces; equipment; textbooks, technical papers; and other reference material.Thorough preparation is the key to successful implementation of the cours

36、e. IMO has produced a booklet entitled “Guidance on the implementation of IMO model courses” which deals with this aspect in greater detail. A copy of this booklet is included as an attachment to this course. Training and the STCW 95The standards of competence that have to be met by seafarers are de

37、fi ned in Part A of the STCW Code in the Standards of Training, Certifi cation and Watchkeeping for Seafarers Convention, as amended in 1995. This IMO model course has been designed to cover the competence in STCW 1995. It sets out the education and training to achieve those standards.Special traini

38、ng requirements for masters, chief engineer offi cers, chief mates, second engineer offi cers and any person with immediate responsibility for loading, discharging and care in transit or handling of cargo on liquefi ed gas tankers, are detailed in Section A-V/1 of the STCW Code.This model course aim

39、s to provide a practical experience of the subjects specifi ed in paragraphs 24, 29, 30, 31, 32, 33 and 34 of Section A-V/1 and in paragraph 15 of Section B-V/1 of the STCW Code.For ease of reference, the course is divided into separate sections.Part A provides the framework for the course with its

40、aims and objectives and notes on the suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and textbooks is also included.Part B provides an outline of lectures, demonstrations and exercises for the course, together with a suggested sequence and timetable. From

41、the teaching and learning point of view, it is more important that the trainee achieves the minimum standard of competence defi ned in the STCW Code than a strict timetable for each topic is followed. Depending on their experience and ability, some students will naturally take longer to become profi

42、 cient in some topics than in others.LIQUEFIED PETROLEUM GAS (LPG) TANKER CARGO AND BALLAST HANDLING SIMULATOR4Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and practical knowledge specifi ed in the STCW Code. It is presented in a logical sequence starting with basic

43、knowledge and information on liquefi ed gas and its hazards, safety and pollution prevention, and concluding with inert gas system, reliquefaction systems and control of boil-off operations. Each subject area is covered by a series of required performances, in other words what the trainee is expecte

44、d to be able to do as a result of the teaching and training. In this way the overall required performance of knowledge, understanding and profi ciency is met. IMO references, textbook references and suggested teaching aids are included to assist the teacher in designing lessons.Part D contains an In

45、structor Manual with additional explanations, an example lesson plan and an example of a simulator exercise for instructors who may have access to a liquefi ed gas tanker cargo and ballast handling simulator.The Convention defi nes the minimum standards to be maintained in Part A of the STCW Code. M

46、andatory provisions concerning Training and Assessment are given in Section A-1/6 of the STCW Code. These provisions cover: qualifi cation of instructors; supervisors as assessors; in-service training; assessment of competence; and training and assessment within an institution. A corresponding Part

47、B of the STCW Code contains non-mandatory guidance on training and assessment.Part E provides guidance in the methods to be employed for evaluation of the trainees during and at conclusion of the course.A separate IMO Model course addresses Examination and Assessment of Competence. This course expla

48、ins the use of various methods for demonstrating competence and criteria for evaluating competence as tabulated in the STCW Code and may be helpful in developing any necessary assessments.5PART A: COURSE FRAMEWORKPart A: Course Framework AimsThe course is essentially a practical one and consists of

49、a series of exercises structured around the operation of the cargo and ballast installation of a liquefi ed gas tanker and carried out in conjunction with a simulator.The exercises are controlled by an instructor and, initially, allow the trainees to become familiar with the layout of the cargo tanks, hold (void) spaces and ballast tanks forming the system and the instrumentation and controls that are used.The exercises continue with the simulation of the normal procedures and operations for the following: the cargo-handling system, including piping syst