IMO TA207E-2002 Engine-Room Simulator.pdf

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1、ENGINE-ROOM SIMULATOR 2002 EDITION IMO MODEL COURSE International Maritime Organization Model Course 2.07 Engine-Room Simulator 2002 Edition IMO Model course developed under the IMO - Norwegian programme First published in 7990 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London S

2、E1 7SR Revised edition 2002 Printed in the United Kingdom by Intype Libra Ltd 2 4 6 8 10 9 7 5 3 1 ISBN 92-801 -41 64-3 IMO PUBLICATION Sales number: TA207E ACKNOWLEDGEMENTS This course on engine-room simulation is based on material developed for IMO, and revised under contract, by Seagull AS, Horte

3、n, Norway. It would not have been possible to revise and compile this course without the invaluable contributions of several persons. Especially I would like to mention my colleagues Ass. Prof. Ulf L. Hallenstvet and Lecturer Sigurd A. Granhaug at Vestfold University College and Ch. Eng. Per 0yvind

4、Kj0lsay. They have all contributed with their exquisite expertise and thus enabled me to finish this project. Thank you for your valuable support and contributions. Ass. Prof. Per-Einar Rosenhave Eik, 22 February 2001 Copyright O IMO 2003 All rights reserved. No part of this publication may be repro

5、duced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic tape, mechanical, photocopying or othetwise, without prior permission in writing from the International Maritime Organization. CONTENTS Foreword Introduction Purpose of the model cours

6、es Use of the model course Lesson plans Presentation Evaluation or assessment of a student?s progress Implementation Part A A.l Course Framework A.l.l Scope A.1.2 Objective A.1.3 Entry standards A.1.4 Course diploma A.1.5 Course intake limitations A.1.6 Staff requirements A.1.7 Teaching facilities a

7、nd equipment A.1.8 Teaching aids (A) A.1.9 IMO references (R) A.1.10 Textbooks A.1.11 Bibliography (B) Part B Course Outline Part C Detailed Teaching Syllabus Part D D.l General D.l.l Briefing and debriefing sessions D.1.2 Simulator exercises D.1.3 Preparing and conducting exercises D.1.4 Exercise s

8、cenarios D.1.5 Monitoring of exercises D.1.6 Debriefing v I 5 9 10 17 iii ENGINE-ROOM SIMULATOR D.1.7 Evaluation or assessment of trainee progress D.1.7.1 Aim Discussion D.1.8 Assessment during development and evaluation runs D.1.8.1 Simulator observation and evaluation criteria for plant operation

9、D.1.8.2 Simulator observation and evaluation criteria for troubleshooting D.1.8.3 Simulator observation and evaluation criteria for the officer taking over the watch D.2 Guidance on Specific Subject Areas D.2.1 Guidance notes D.2.1.1 Course introduction 0.2.1.2 Familiarization 0.2.1.3 General proced

10、ures D.2.1.4 Main engine operation D.2.1.5 Troubleshooting D.2.1.6 Watchkeeping Appendixes Table of Contents Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Suggestions for subsequent simulator exercises Guidance on the Implementation of IMO model courses 37 iV Foreword Since its inception, t

11、he International Maritime Organization has recognized the importance of 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

12、training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administration, ports, shipping companies and maritime training institutes by establishing the World Maritime University in Malm, Sweden,

13、 in 1983. Following the earlier adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, a number of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and

14、 in achieving a more rapid transfer of information and skills regarding new 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 inst

15、ructors improve the quality of their existing courses and enhance their effectiveness in meeting the requirements of the Convention and implementing the associated Conference and IMO Assembly resolutions. In addition, it was appreciated that a comprehensive set of short model courses in various fiel

16、ds of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to improve their knowledge and skills in certain specialized fields. IMO has therefore

17、 developed the current series of model courses in response to these generally identified needs and with the generous assistance of Norway. These model courses may be used by any training institution and the Organization is prepared to assist developing countries in implementing any course when the r

18、equisite financing is available. W.A. ONEIL Secretary- General V Introduction Purpose of the model courses The purpose of the IMO model courses is to assist maritime training institutes and their teaching staff in organizing and introducing new training courses, or in enhancing, updat- ing or supple

19、menting existing training material where the quality and effectiveness of the training courses 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 su

20、b- stitute the instructors presence with audiovisual or “programmed” material. As in all train- ing, the knowledge, skills and dedication of the instructor are key components in the trans- fer of knowledge and skills to those being trained. Because educational systems and the cultural backgrounds of

21、 students in maritime sub- jects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and student target group for each course in universally applicable terms, and to specify clearly the technical content and levels of knowle

22、dge and skill necessary to meet the technical intent of IMO conventions and relat- ed recommendations. Use of the model course To use the model course the instructor should review the course plan and detailed syllabus, taking into account the information provided under the entry standards specified

23、in the course framework. The actual level of knowledge and skills and prior technical education of the student should be kept in mind during this review, and any areas within the detailed syllabus which may cause difficulties because of differences between the actual student entry level and that ass

24、umed by the course designer should be identified. 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 student. The instructor should also identify any academic knowledge, s

25、kills or technical training which they may not have acquired. By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area to start, the instructor can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledg

26、e required to support the technical training elements concerned at appropriate points within the technical course. Adjustment of the course objectives have to be made, if the student is to undertake duties which differ from the course objectives. Lesson plans The instructor should draw up lesson pla

27、ns based on the detailed syllabus. He/She must pay due attention to the students background and previous knowledge when adjusting the course content to suit the student intake and any revision of the course objectives. The detailed syllabus contains some references to textbooks or teaching material,

28、 which can be used in the course. In most model courses an example of a lesson plan is included in 1 ENGINE-ROOM SIMULATOR the instructor manual, but in this course the exercise scenarios that are supplied will serve this purpose. The scenarios can be found in the appendix. H Presentation The presen

29、tation of concepts and methodologies must be repeated in various ways until the student has met each specific learning objective. The syllabus is laid out in learning objective format and each objective specifies what kind of knowledge, understanding and proficiency the student shall have acquired a

30、fter the exercise. Evaluation or assessment of trainee progress The nature of this course will involve all the students and the instructors in an ongoing process of individual and group evaluation. However, formal evaluation is a very important aspect of all simulator training because it provides th

31、e means to determine whether or not the student has achieved the prescribed standard of competence. This competence is needed during normal watchkeeping and operation and can be vital in emergency situations. Formal evaluation should therefore be emphasized and conducted as soon as the student is re

32、ady and always at the end of the course. More about evaluation and assessment on simulators can be found on page 20 onwards. H Implementation For the course to run smoothly and to be effective, considerable attention must be paid to the thorough planning and preparation prior to each exercise concer

33、ning: 0 teaching facilities 0 equipment 0 textbooks, technical papers; and 0 other reference material. Properly qualified and trained instructors, support staff, observers and assessors are absolutely vital in order to achieve a good end result. The STCW95 Regulation V6, (p. 27), deals with provisio

34、ns regarding training and assessment. Further the regulation refers to Section A46 of the Code (pp. 14-15). Selected text from Section A46 is cited below: Start of Citation Training and assessment 1 Each Party shall ensure that all training and assessment of seafarers for .l structured in accordance

35、 with written programmes, including such methods and media of delivery, procedures, and course material as are necessary to achieve the prescribed standard of competence; and .2 conducted, monitored, evaluated and supported by persons qualified in accordance with paragraphs 4, 5 and 6. certification

36、 under the Convention is: 2 INTRODUCTION Qualifications of instructors, supervisors and assessors 2 Each Party shall ensure that instructors, supervisors and assessors are appropriately qualified for the particular types and levels of training or assessment of competence of seafarers either on board

37、 or ashore, as required under the Convention, in accordance with the provisions of this section. In-service training 3 Any person conducting in-service training of a seafarer, either on board or ashore, which is intended to be used in qualifying for certification under the Convention, shall: .1 have

38、 an appreciation of the training programme and an understanding of the specific training objectives for the particular type of training being conducted .2 be qualified in the task for which training is being conducted; and .3 if conducting training using a simulator: -3.1 have received appropriate g

39、uidance in instructional techniques involving the use of simulators, and -3.2 have gained practical operational experience on the particular type of simulator being used. 4 Any person responsible for the supervision of in-service training of a seafarer intended to be used in qualifying for certifica

40、tion under the Convention shall have a full understanding of the training programme and the specific objectives for each type of training being conducted. Assessment of competence 5 Any person conducting in-service assessment of competence of a seafarer, either on board or ashore, which is intended

41、to be used in qualifying for certification under the Convention, shall: .1 have an appropriate level of knowledge and understanding of the competence to be assessed .2 be qualified in the task for which the assessment is being made .3 have received appropriate guidance in assessment methods and prac

42、tice .4 have gained practical assessment experience; and .5 if conducting assessment involving the use of simulators, have gained practical assessment experience on the particular type of simulator under the supervision and to the satisfaction of an experienced assessor. Training and assessment with

43、in an institution 6 Each Party which recognizes a course of training, a training institution, or a qualification granted by a training institution, as part of its requirements for the issue of a certificate required under the Convention, shall ensure that the qualifications and experience of instruc

44、tors and assessors are covered in the application of the quality 3 ENGINE-ROOM SIMULATOR standard provisions of section A48. Such qualification, experience and application of quality standards shall incorporate appropriate training in instructional techniques, and training and assessment methods and

45、 practice, and comply with all applicable requirements of paragraphs 4 to 6. End of Citation. IMO has produced a booklet entitled “Guidance on the Implementation of IMO Model Courses”, which may be of assistance when implementing this model course. 1 The booklet is included as an attachment to this

46、course. 4 PART A: COURSE FRAMEWORK Part A A.l Course Framework A.l.l Scope The course is essentially a practical one, consisting of a series of exercises structured around the operation of a ships machinery installation and carried out in conjunction with an engine-room simulator. The exercises are

47、supervised by an instructor and will, initially, allow the student to become familiar with the instrumentation and controls used in the engine-rooms of modern merchant ships. The student shall become skilled in the scanning of instrument displays when assessing the normal operational conditions of a

48、n engineering plant. The exercises increase in complexity as the course progresses, as the student works through and becomes familiar with the procedures used for starting up auxiliary and propulsion plants, setting the normal operation condition and keeping an engine-room watch. The final exercises

49、 deal with watchkeeping and the procedures and techniques needed for the location and trouble-shooting of faults, diagnosis and malfunctions that can occur in an operational plant. Each exercise should be preceded by a briefing session and followed up by a group debrief, which will analyse the actions and decisions of the student. During the series of exercises each student will assume different roles in the engineering watchkeeping team, and shall have more than one opportunity to take on the part of the engineer in charge of the watch. A.1.2 Objective To provide knowledge and skills to