E

SUB-COMMITTEE ON HUMAN ELEMENT, HTW 4/3/7/Add.1

TRAINING AND WATCHKEEPING 28 October 2016
4th session Original: ENGLISH
Agenda item 3

VALIDATED MODEL TRAINING COURSES

Draft new model course 2.07 on Use of engine room simulation for training and
assessment of seafarers in the engine department

Note by the Secretariat

SUMMARY

Executive summary: This document provides the draft new model course 2.07 on Use of
engine room simulation for training and assessment of seafarers in
the engine department

Strategic direction: 5.2

High-level action: 5.2.2

Output: 5.2.2.3

Action to be taken: Paragraph 2

Related document: HTW 4/3/7

General

1 Attached in the annex is the draft new model course 2.07 on Use of engine room
simulation for training and assessment of seafarers in the engine department, referred to in
document HTW 4/3/7.

Action requested of the Sub-Committee

2 The Sub-Committee is invited to consider the information provided and to take action,
as appropriate.

***

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ANNEX

DRAFT NEW MODEL COURSE 2.07 ON

THE USE OF ENGINE ROOM SIMULATION FOR TRAINING AND ASSESSMENT OF
SEAFARERES IN THE ENGINE DEPARTMENT

MODEL
COURSE
2.07

THE USE OF ENGINE

ROOM SIMULATION FOR
TRAINING AND
ASSESSMENT OF
SEAFARERES IN THE
ENGINE DEPARTMENT

2017 Edition

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ACKNOWLEDGEMENTS

IMO wishes to express its sincere appreciation to Piri Reis University,

Istanbul, Turkey for its cooperation to update this model course, and the
National Institute for Sea Training, Independent Administrative Institution,
Yokohama, Japan and the Graduate School of Maritime Sciences, Kobe
University, Japan for their support by providing the materials to update this
model course pursuant to the 2010 Manila Amendments
Copyright IMO 2017

All rights reserved

No part of this published may, for sales purposes,
be produced, stored in a retrieval system or transmitted
in any form or by any means, electronic, electrostatic,
magnetic tape, mechanical, photocopying or otherwise,
without prior permission in writing from the
International Maritime Organization

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Contents
Introduction .............................................................................................................................
Part A: Course Framework ......................................................................................................
Part B: General Outline ...........................................................................................................
Part C: Detailed Outline ...........................................................................................................
Part D: Instructor manual.........................................................................................................
Part E: Evaluation....................................................................................................................
Appendix: Examples Exercises ...............................................................................................

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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, updating or
supplementing existing training materials, where the quality and effectiveness of the training
courses may thereby be improved. This model course is particularly intended to assist trainers
who utilize a simulator as a teaching aid for conducting training related to engine room
simulation described in the STCW Code.

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
substitute audiovisual or "programmed" material for the instructor's presence. Rather, this
document should be used as a guide with the course duration given as indicative of the
expected time required to cover the required outcomes. The parties may modify this course to
suit their respective training schemes.

As in all training, the knowledge, skills and dedication of the instructor are key components in
the transfer of knowledge and skills to those being trained through IMO model course material.

The educational systems and the cultural backgrounds of trainees in maritime subjects vary
considerably from country to country. Hence, 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 technical contents and levels of knowledge and
skills necessary to meet the technical intents of IMO conventions and related
recommendations.

In order to keep the training programme up to date in future, it is essential that users provide
feedback. New information will provide better training in safety at sea and protection of the
marine environment. Information, comments and suggestions should be sent to the Head of
Maritime Training and Human Element in the Maritime Safety Division of IMO.

 Use of the model course

The instructor should review the course plan and detailed teaching syllabus, taking into
account the information provided under the entry standards specified in the course framework.
The actual level of knowledge and skills and prior technical education of the trainee should be
kept in mind during this review, and any areas within the detailed teaching syllabus which may
cause difficulties because of differences between the actual trainee entry level and that
assumed by the course designer should be identified. To compensate for such differences, the
instructor is expected to delete from the course, or to reduce the emphasis on, items dealing
with knowledge or skills already attained by the trainees. The instructor should also identify
any academic knowledge, skills or technical training which may not have acquired.

By analysing the detailed teaching syllabus and academic knowledge required to allow training
in the technical area to commence, using their professional judgment, instructors can design
an appropriate 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 plan the course designers have indicated assessment of the time which
should be allotted to each area of learning. However, it must be appreciated that these

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allocations are arbitrary and assume 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 specific learning objectives or training outcomes.

 Aims

This model course aims to address the requirements of Section A-I/12, paragraphs 6 and 7,
related to engine room simulator training to address the competences in tables A -III/1, A-III/2,
A-III/4, A-III/6 and A-III/7.

 Lesson plans

Instructors should develop lesson plans based on the detailed teaching syllabus and
specifications of simulators. Instructors should pay due attention to the trainee's background
and previous knowledge when adjusting the course contents to suit the trainees intake and
any revision of the course objectives. The detailed teaching syllabus describes required
performances which together with the exercise scenarios in the appendices to be used to
deliver the course.

 Presentation

The presentation will be made in briefing and debriefing sessions, and the concepts and
methodologies must be repeated in various ways until the instructor is satisfied that the trainee
has attained the required proficiency to meet each specific learning objective. The detailed
teaching syllabus is laid out in learning objective format, and each objective specifies the
knowledge, understanding and proficiency the trainee shall have acquired after the exercise
to meet the knowledge, understanding and proficiency specified in the appropriate tables of
the STCW Code.

 Evaluation or assessment of a trainee's progress

The nature of this course will involve all the trainees and 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 the means to determine whether or not the trainee 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 trainee is ready and always
at the end of the simulator exercises.

 Implementation

For the course to run smoothly and to be effective, considerable attention must be paid to
thorough planning and preparation prior to each exercise concerning
- teaching facility
- equipment
- exercises/training scenarios
- assignments and technical papers; and
- other reference material

Properly qualified and trained instructors, support staff, observers and assessors are
absolutely vital in order to achieve good end results.

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 Training and the STCW Code

The International Convention on Standards of Training, Certification and Watchkeeping for

Seafarers (STCW), 1978, as amended, defines the minimum standards of competence that
have to be met by seafarers, which are provided in Part A of the STCW Code. This IMO model
course has been revised and updated pursuant to the 2010 Manila Amendments to address:
- Table A-III/1: Specification of minimum standards of competence for officers in charge of
an engineering watch in a manned engine room or designated duty engineers in a
periodically unmanned engine room;
- Table A-III/2: Specification of minimum standard of competence for chief engineer officers
and second engineer officers on ships powered by main propulsion machinery of 3,000
kW propulsion power or more;
- Table A-III/4: Specification of minimum standard of competence for ratings forming part of
an engineering watch;
- Table A-III/6: Specification of minimum standard of competence for electro-technical
officers; and
- Table A-III/7: Specification of minimum standard of competence for electro-technical
ratings.

Each minimum standard of competence has Function as follow:

- Marine engineering at the operational level/management level/support level
- Electrical, electronic and control engineering at the operational level/management level
- Maintenance and repair at the operational level/management level
- Controlling the operation of the ship and care for the persons on board at the operational
level/management level

This model course covers three Functions from among the above mentioned other than
"Controlling the operation of the ship and care for the persons on board at the support
level/operational level/management level.

Mandatory provisions concerning qualifications of instructors, supervisors and assessors; in-

service training; assessment of competence; and training and assessment within an institution
are given in Section A-I/6 of the STCW Code. The corresponding Part B of the STCW Code
contains guidance on training and assessment.

 Structure of the course

This model course consists of the following:

Part A - Course framework

This provides the framework for the course with its aims and objectives and notes on the
recommended teaching facilities and equipment.

Part B - General outline

This provides an outline of exercises for the course. No detailed timetable is recommended.
From the aspect of teaching and learning, it is more important that the trainee achieves the
minimum standard of competence defined in the STCW Code than that a strict timetable being
followed.

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Part C - Detailed outline

This provides the detailed teaching syllabus. This is based on the theoretical and practical
knowledge specified in the STCW Code and is written as a series of learning objectives. Each
of the objectives is expanded to define a required performance of knowledge, understanding
and proficiency.

Part D - Instructor manual

This provides recommended key information for the instructor to design and conduct the
course.

Part E - Evaluation and assessment

This provides prevalent notions of the evaluation for exercises. Each sample exercise in the
appendices explains specific methods for demonstrating competence, and criteria for
evaluating competence, as tabulated in the STCW Code, a separate IMO Model course 3.12
also addresses Examination and Assessment of Competence of Seafarers.

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Part A: Course Framework


 Scope

This model course describes guidelines for training using an engine room simulator specified
as one method of demonstrating competence in the Column 3 of the tables A-III/1, A-III/2, A-
III/4, A-III/6 and A-III/7 except the Functions "Controlling the operation of the ship and care for
the persons on board at the operational level/management level".

The exercises are supervised by an instructor and will initially allow the trainee to become
familiar with the machinery and controls used in the engine rooms of modern merchant ships.
Furthermore, the trainee shall become skilled in the scanning of instrument displays when
assessing the normal operational conditions of a propulsion plant.

Each exercise should be preceded by a briefing session and followed up by a group debriefing,
which will analyse the actions and decisions made by the trainee.

Note: It should be emphasized that this course does not provide the equivalent of the
experience acquired from actual watchkeeping service in the engine room on board a ship.

 Objective

To provide knowledge and skills related to operation, supervising and monitoring the safe
operation and control of ship's machinery in accordance with provisions of the STCW Code.

In particular, the trainee will be able to have:

- familiarization with the use of instrumentation and controls used in the engine rooms of
modern merchant ships
- an awareness of the need for proper pre-planning, the use of checklists and of the
timescale involved in starting up propulsion plant machinery
- experience in identifying operational problems and trouble-shooting
- the ability of logical decision making which promotes operational safety

 Entry standards

Entry to the course is open to trainees with basic background and knowledge and to marine
engineers who wish to improve their knowledge and understanding of the operation of the
machinery of a modern merchant ship.

 Course intake limitations

The course intake limitation will, to some extent, depend on the facilities provided by the
simulator and the target activity will regulate the number of trainees who can use the simulator
at any given time. Trainees must therefore be sub-divided into groups as necessary and
activities should be phased so that all trainees can receive the same period of training on the
simulator. In such a case, the briefing and debriefing sessions can be carried out as main
group or sub-group activities, according to circumstances.

 Staff requirements

Both the assessor and the instructor in charge should be qualified according to Section A-I/6
of the STCW Code, and at least one additional instructor is desirable to deliver the course

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effectively, preferably with qualifications and experience similar to those of the instructor in
charge. An observer, who can provide support as directed by the instructor in charge is also a
desirable addition to the staff. The observer's main task is to observe the trainees in action and
gather information about their activities and attitudes shown for later presentation during the
debriefing session. The observer shall not actively intervene in course delivery.

 Teaching aids

TA1: Instructor manual of this model course and Appendixes.

 IMO references

R1: Chapter III, International Convention on Standards of Training, Certification and

Watchkeeping for Seafarers, (STCW) 1978 as amended).

R2: Chapter III, Part A and Chapter VIII, Part A and B, of the Seafarers Training, Certification
and Watchkeeping (STCW) Code.

R3: STCW regulation I/12; Section A-I/12

STCW Section B-I/12 on the main and auxiliary machinery operation simulation
performance standard
R4: STCW table A – III/1, III/2, III/4, III/6 and III/7

R5: IMO model course 7.02, 7.04 and 7.08

 Textbooks

T1: Instruction books of simulators

 Bibliography
B1 Taylor, D.A. Introduction to Marine Engineering. 2nd ed. London, Butterworth. 1990
(ISBN 07-50-6253-9)
B2 Diesel Engines for Ship Propulsion and Power Plants, Volume I & II. K. Kuiken Target
Global Energy (ISBN 978-90-79104-02-4)
B3 Pounder’s Marine Diesel Engines and Gas Turbines, 8th edition (ISBN 0-7506-5846-0)
B4 McGeorge H.D., Marine Auxiliary Machinery, Seventh Edition, Butterworth-Heinemann,
1995 (ISBN 0 7506 4398 6)
B5 Application of Automatic Machinery and Alarm Equipment in Ships; R. G. SMITH;
Institute of Marine Engineers; (ISBN: 0900976152)

 Teaching facilities and equipment

In general, an engine room simulator is a training tool which is able to represent static and
dynamical characteristics of ship's propulsion plant machinery illustrating its machinery
installations and indicating running parameters, and represent changes in the running
parameters responding to the machinery characteristics and inputs entered by trainees.

As far as trainings using the engine room simulators concerned, some provisions necessary
for planning and implementing the trainings are describes in the regulation I/12 of the STCW
Convention and the relevant sections A and B – I/12 of the STCW Code.

The provisions of the STCW Code A and B concerned in the engine room simulators imply
performance of teaching facilities and equipment describing "General performance standards

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for simulators used in assessment of competence" (A-I/12) and "Recommended performance

standards for non-mandatory types of simulation" (B-I/12).as follow.

General performance standards for simulators used in assessment of competence

(Citation from paragraph 2 of STCW Code A-I/12)

2 Each Party shall ensure that any simulator used for the assessment of competence
required under the Convention or for any demonstration of continued proficiency so
required shall:
.1 be capable of satisfying the specified assessment objectives;
.2 be capable of simulating the operational capabilities of the shipboard equipment
concerned to a level of physical realism appropriate to the assessment objectives,
and include the capabilities, limitations and possible errors of such equipment;
.3 have sufficient behavioural realism to allow a candidate to exhibit the skills
appropriate to the assessment objectives;
.4 provide an interface through which a candidate can interact with the equipment and
simulated environment;
.5 provide a controlled operating environment, capable of producing a variety of
conditions, which may include emergency, hazardous or unusual situations relevant
to assessment objectives; and
.6 permit an assessor to control, monitor and record exercises for the effective
assessment of the performance of candidates.

Main and auxiliary machinery operation simulation (Citation from paragraph 73 of STCW
Code B-I/12)
73 Engine room simulation equipment should be capable of simulating a main and auxiliary
machinery system and incorporate facilities to:
.1 create a real-time environment for seagoing and harbour operations, with
communication devices and simulation of appropriate main and auxiliary propulsion
machinery equipment and control panels;
.2 simulate relevant sub-systems that should include, but not be restricted to, boiler,
steering gear, electrical power general and distribution systems, including emergency
power supplies, and fuel, cooling water, refrigeration, bilge and ballast systems;
.3 monitor and evaluate engine performance and remote sensing systems;
.4 simulate machinery malfunctions;
.5 allow for the variable external conditions to be changed so as to influence the
simulated operations: weather, ship’s draught, seawater and air temperatures;
.6 allow for instructor-controlled external conditions to be changed: deck steam,
accommodation steam, deck air, ice conditions, deck cranes, heavy power, bow
thrust, ship load;
.7 allow for instructor-controlled simulator dynamics to be changed: emergency run,
process responses, ship responses; and
.8 provide a facility to isolate certain processes, such as speed, electrical system, diesel
oil system, lubricating oil system, heavy oil system, seawater system, steam system,
exhaust boiler and turbo generator, for performing specific training tasks.
(End of the citation)

Having considered the provisions aforementioned, this model course recommends two engine
room simulators "ERS I" and "ERS II" as teaching facilities and equipment in order to put the
provisions of the STCW Code into practice, taking into account wide variety of engine room
simulators from the aspect of the equipment which constructs the engine room simulators.

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Concept of ERS I
ERS I is used for simulator training that cannot be conducted by ERS II. ERS I consists of
display panel/panels, operation desk/console and instructor console/station. The display panel
is available to display various diagrams and propulsion plant machinery systems with
necessary operation switches, indication lamps and indicators as necessary.

The operation desk/console equipment is available for trainees to perform simulation and to
operate the plant machinery/systems through operation key boards/operation panels and/or
the like.

The instructor console/station equipment is available for instructors to conduct and to control
the trainings through operation key boards.

Figure 1 gives recommended arrangement of ERS I.

Concept of ERS II
ERS II is a full-scale engine room simulator among various engine room simulators and
provides fidelity and similar functions of as actual machinery with the engine and control rooms
where the trainees can perform various operations under the most realistic training
environment. All operating procedures necessary for the engine room machinery in principle
can be performed in the engine room in a same manner as an actual engine room and the
trainees can observe running parameters necessary for a safe engineering watch.

ERS II consists of the following rooms equipped with appropriate equipment based upon the
learning/assessment point.
- Engine room
- Control room
- Instructor room
- Briefing room

Engine room comprises the following:

- Mimic panel
- Main engine local control stand
- Pump panels/Group starter panels (GSPs)

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- Auxiliary boiler control stand

- Purifier control stand
- Sound system equipment
- Communication system equipment
- Illumination system equipment
- CCTV system equipment

Control room comprises the following:

- Main console
- Main switch board (MSB)
- Communication system equipment
- Sound system equipment
- Illumination system equipment
- CCTV system equipment

Instructor room comprises the following:

- Instructor console
- Simulator control equipment
- Communication system equipment
- CCTV system equipment

Briefing room comprises the following:

- Instructor desk
- Trainees' desk
- Overhead projector and screen

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Figure 2 shows recommended arrangement of ERS II

Outline of engine room installations

(Mimic panel)
- The latest and typical diesel engine propulsion plant is represented on the panel with its
constructing machinery, piping diagrams and recommended accessories such as lamps,
switches, meters and indicators.
- The panel must be designed based on the following ideas for effective training of plant
operation and for better understanding of construction of the plant system:
(1) The panel should be such it would be possible for trainees to:
- observe the entire range of the panel from the appropriate position of the engine
room and easy to identify what machinery comprises the propulsion plant;
- Identify mutual relationship of the machinery and actual arrangement of boiler,
generator and other auxiliaries on board; and
- stay in control of running conditions and status of the propulsion plant.

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(2) The panel should be designed with the intent to allow trainees to easily learn piping
and systems. Accessories should be of appropriate size in relationship to the learning
objectives.
- The following is considered to be precautions to meet the ideas above:
(1) Sufficient clear space would be desirable to present entire system of the diesel engine
propulsion plant in terms of size of illustrated machinery, presentation of piping
diagrams and the idea (1) aforementioned.
(2) Piping systems representing cooling fresh water, fuel oil, lubricating oil and others
should be illustrated in recognizable color code, width, length and arrangement as
much as possible.
(3) Actual relativity between the machinery should be reflected in designing their shapes
and sizes.
(4) The illustrated machinery should be drawn and arranged in an impressive manner as
much as possible according to actual arrangement on board.
(5) Appropriate size of pressing area and lower height of push button switches from the
panel surface should be adopted in terms of the idea (2) aforementioned and to
ensure reliable operations on the panel.
(6) Brightness and Higher visibility and appropriate size of indication lamps should be
adopted in terms of the idea (2) aforementioned.
(7) Appropriate size and number of indication meters for pressure, temperature, level and
control parameters should be fitted on the panel as necessary to allow trainees to
observe the running conditions.
(8) Mounting models or LCD display available for showing animation videos of steering
gear and propeller is desirable.

(Main engine control stand)

Main engine control stand is a desk type control stand equipped with main engine manoeuvring
equipment, engine telegraph and communication system equipment.

(Pump panel/Group Starter Panel: GSP）

Pump panel/GSP is a dead front type panel equipped with starter panels of auxiliaries such as
pumps, air compressors and purifiers.

(Auxiliary boiler control stand)

Auxiliary boiler control panel is a desk type control stand equipped with manual and automatic
control equipment and available to remotely control the auxiliary boiler represented on the
mimic panel.

(Purifier control stand)

Purifier control stand is a desk type control stand equipped with manual and automatic control
equipment of FO, DO and LO purifiers and available to remotely control the purifiers
represented on the mimic panel

(Sound system equipment)

A speaker of the sound system plays simulated engine room sounds according to running
conditions of the propulsion plant while simulation is performed.

(Communication system equipment)

The main engine control stand should be equipped with communication system equipment
which are microphone to communicate to the control and instructor rooms with speaker
systems, speaker to sound messages from the control and instructor rooms to all persons in
the engine room.

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(Illumination system equipment)

The illumination system equipment consists of room and emergency lightings which are
controlled by simulated conditions of the propulsion plant.

(CCTV system equipment)

Two or three cameras of CCTV system are to be installed at suitable positions so that trainees
and instructors in the briefing, control and instructor rooms can observe performances being
made by other trainees in the engine room.

Outline of Control room Installations

(Main console)
The main console is a desk front type console equipped with main engine remote and
automatic control panel, monitoring (Data logger) system and main auxiliary machinery control
panel and others

(Main Switch Board: MSB)

The main switch board is dead front type panel equipped with recommended panels.

(Communication system equipment)

Microphone and speaker systems

(Sound system equipment)

A speaker of the sound system plays simulated control room sounds caused by operation of
the propulsion plant.

(Illumination system equipment)

The illumination system equipment consists of room and emergency lightings which are
controlled by simulated conditions of the propulsion plant.

(CCTV system equipment)

Two or three cameras of CCTV system are to be installed at suitable positions so that trainees
and instructors in the briefing and instructor rooms can observe performances being made by
other trainees in the control room.

Outline of instructor room installations

(Instructor console)
The instructor console is a desk front type console equipped with simulator control equipment,
communication system equipment, CCTV system equipment

(Simulator control equipment)

Simulator control equipment control various functions of the simulator consisting of the
dedicated key board, monitor display and control unit

(Communication system equipment)

Microphone and speaker systems

(CCTV system equipment)

Two monitor displays with control unit are to be installed on the instructor console so that
instructors in the instructor room can observe performances being made by trainees in the
engine and control rooms.

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Outline of briefing room installations

(Instructor desk)
The instructor desk is a desk front console equipped with equipment consisting of monitor
display and control unit available to show displays of monitoring (data logger) system of the
simulator and video pictures of CCTV system on the screen.

(Trainee desk)
The trainee desk should be available for 10 to 15 trainees with enough space of writing.

(Overhead projector and screen)

The screen should be large enough for 10 to 15 trainees to clearly watch displays.

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Part B: General Outline


 Course outline

Any simulator training shall consist of briefing, implementation and debriefing including
evaluation. This model course provides sample exercises of simulator training in the Appendix.
The sample exercises can be used as examples and the instructor should develop exercises
based on their own simulators in order to suit individual groups of trainees, depending on their
experience, ability, equipment and staff available for training.

 Lectures

As far as possible, briefing and debriefing lectures should be presented within a familiar context
and should make use of practical examples. They should be well illustrated with diagrams and
photographs, and be related to matter learned during simulator exercises.

As far as simulator training is concerned, it is quite essential not to miss the specific purpose
of the exercises, and instructors should allow trainees to perform simulations with awareness
on what they are doing. For this reason, the instructors should present their briefing and
debriefing in a specific manner of describing tasks to be done during their performance of the
simulation.

 Time table

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

Instructors must develop their own timetable depending on:
– the level of skills of trainees;
– the numbers to be trained;
– the number of instructors; and
– simulator facilities and equipment available,
and normal practices at the training establishment.

 Application to the tables

The following tables show recommended applications of training using "Engine room
simulator" to "Competence" and "Knowledge, understanding and proficiency (K.U.P.)" with
"approved simulator training, where appropriate" as an option of "Methods for demonstrating
competence" described in the Tables A-III/1, A-III/2, A-III/4, A-III/6 and A-III/7 of the STCW
Code. (Competences without "approved simulator training, where appropriate" are omitted)

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Table A-III/1: Specification of minimum standard of competence for officers in charge of an

engineering watch in a manned engine room or designated duty in a periodically
unmanned engine room

Function: Marine engineering at the operational level

Competence Knowledge, understanding and proficiency Subject area
Maintain a safe Thorough knowledge of principles to be observed in
engineering keeping an engineering watch, including:
watch .1 duties associated with taking over and accepting a
watch
.2 routine duties undertaken during a watch 3.1
.3 maintenance of the machinery space logs and the
significance of the readings taken
.4 duties associated with handing over a watch
Safety and emergency procedures; change-over of
3.2
remote/automatic to local control of all systems
Safety precautions to be observed during a watch and
immediate actions to be taken in the event of fire or 3.3
accident, with particular reference to oil systems
Engine room resource management
Knowledge of engine room resource management
principles including:
.1 allocation, assignment, and prioritization of resources
.2 effective communication
.3 assertiveness and leadership
.4 obtaining and maintaining situational Awareness
.5 consideration of team experience
Operate main Basic construction and operation principles of machinery
and auxiliary systems, including: (Omitted)
----
machinery Safety and emergency procedures for operation of
and associated propulsion plant machinery, including control systems
control systems Preparation, operation, fault detection and necessary
measures to prevent damage for the following machinery
2.5, 2.10
items and control systems:
.1 main engine and associated auxiliaries
.2 steam boiler and associated auxiliaries and steam
systems 2.4
.3 auxiliary prime movers and associated systems 2.3, 2.6
.4 other auxiliaries including refrigeration, air-
2.1, 2.2, 2.7
conditioning and ventilation systems
Operate fuel, Operational characteristics of pumps and piping systems
----
lubrication, including control systems
ballast and Operation of pumping systems:
2.8
other pumping .1 routine pumping operations
systems and .2 operation of bilge, ballast and cargo pumping systems
associated Oily water separators (or similar equipment) requirements 2.9
control and operation
systems

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Function: Electrical, electronic and control engineering at the operational level

Competence Knowledge, understanding and proficiency Subject area
Operate Basic configuration and operation principles of the
electrical, following electrical, electronic and control equipment:
----
electronic and .1 electrical equipment
control systems .a generator and distribution systems
.b preparing, starting, paralleling and changing over
4.1
generators
.c electrical motors including starting methodologies ----
.d high-voltage installations 4.2
.e sequential control circuits and associated system
----
devices
.2 electronic equipment
.a characteristics of basic electronic circuit elements
.b flowchart for automatic and control system
.c functions, characteristics and features of control
systems for machinery items including main propulsion
plant operation control and steam boiler automatic
controls ----
.3 control systems
.a various automatic control methodologies and
characteristics
.b Proportional-Integral-Derivative (PID) control
characteristics and associated system devices for process
control

Table A-III/2: Specification of minimum standard of competence for chief engineer officers and
second engineer officers on ships powered by main propulsion machinery of
3,000 kW propulsion power and more

Function: Marine engineering at the management level

Competence Knowledge, understanding and proficiency Subject area
Manage the Design features, and operative mechanism of the
operation of following machinery and associated auxiliaries
propulsion .1 marine diesel engine
plant .2 marine steam turbine
machinery .3 marine gas turbine ----
.4 marine steam boiler
Plan and Theoretical knowledge
schedule Thermodynamics and heat transmission
operations Mechanics and hydromechanics
Propulsive characteristics of diesel engines, steam
and gas turbines including speed, output and fuel 1.1
consumption
Heat cycle, thermal efficiency and heat balance of the
following
.1 marine diesel engine 1.2
.2 marine steam turbine
.3 marine gas turbine ----
.4 marine steam boiler 1.2
Refrigerators and refrigeration cycle ----

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Operation, Physical and chemical properties of fuels and

surveillance, lubricants
performance Technology of materials ----
assessment Naval architecture and ship construction, including
and damage control
maintaining Practical knowledge
safety of Startup and shut down main propulsion and auxiliary 2.1
propulsion machinery, including associated systems
plant and Operating limits of propulsion plant 2.2
auxiliary The efficient operation, surveillance, performance
machinery assessment and maintaining safety of propulsion plant 2.3
and auxiliary machinery
Functions and mechanism of automatic control for
2.4
main engine
Functions and mechanism of automatic control for
auxiliary machinery including but not limited to:
.1 generator distribution systems
.2 steam boilers
.3 oil purifier
.4 refrigeration system
.5 pumping and piping systems ----
.6 steering gear system
.7 cargo handling equipment and deck machinery
Manage fuel, Operation and maintenance of machinery, including
lubrication and pumps and piping systems
ballast
operations

Function: Electrical, electronic and control engineering at the management level

Competence Knowledge, understanding and proficiency Subject area
Manage Theoretical knowledge
operation of Marine electrotechnology,
electrical and Electronics,
electronic Power electronics
control Automatic control engineering and safety devices
equipment Design features and system configurations of
automatic control equipment and safety devices for the ----
followings :
.1 main engine
.2 generator and distribution system
.3 steam boiler
Design features and system configurations of
operational control equipment for electrical motors
Design features of high voltage installations 3.1
Features of hydraulic and pneumatic control
equipment
Manage Practical knowledge
troubleshooting Troubleshooting of electrical and electronic control ----
restoration of equipment
electrical and Function test of electrical, electronic control equipment
electronic control and safety devices
equipment to Troubleshooting of monitoring systems -----

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operating Software version control

condition

Function: Maintenance and repair at the management level

Competence Knowledge, understanding and proficiency Subject area
Detect and Practical knowledge
identify the Detection of machinery malfunction, location of faults 4.1
cause of and action to prevent damage
machinery Inspection and adjustment of equipment
malfunctions Non-destructive examination
----
and correct
faults

Table A-III/4: Specification of minimum standard of competence for ratings forming part of an
engineering watch

Function: Marine engineering at the support level

Competence Knowledge, understanding and proficiency Subject area
For keeping a Safe operation of boilers
boiler watch:
Maintain correct 2.1
water levels and
steam pressures

Table A-III/6: Specification of minimum standard of competence for electro-technical officers

Function: Electrical, electronic and control engineering at the operational level

Competence Knowledge, understanding and proficiency Subject area
Monitor the Basic understanding of the operation of mechanical
operation of engineering systems, including:
electrical, .1 prime movers, including main propulsion plant
electronic and .2 engine room auxiliary machineries
control systems .3 steering systems
.4 cargo handling systems
.5 deck machineries
.6 hotel systems
Basic knowledge of heat transmission, mechanics and
hydromechanics
Knowledge of:
Electro-technology and electrical machines theory ----
Fundamentals of electronics and power electronics
Electrical power distribution boards and electrical
equipment
Fundamentals of automation, automatic control systems
and technology
Instrumentation, alarm and monitoring systems
Electrical drives
Technology of electrical materials
Electro-hydraulic and electro-pneumatic control
systems
Appreciation of the hazards and precautions required for

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the operation of power systems above 1,000 volts

Monitor the Preparation of control systems of propulsion and
operation of auxiliary machinery for operation
automatic control
systems of ----
propulsion and
auxiliary
machinery
Operate Coupling, load sharing and changing over generators
generators and Coupling and breaking connection between
4.1 (A-III/1)
distribution switchboards and distribution panels
systems
Operate and Theoretical knowledge
maintain power High-voltage technology -----
systems in Safety precautions and procedures
excess of 1,000 Electrical propulsion of the ships' electrical motors
volts and control systems
Practical knowledge
Safe operation and maintenance of high-voltage
systems, including knowledge of the special technical 3.1
type of high-voltage systems and the danger resulting
from operational voltage of more than 1,000 volts

Function: Maintenance and repair at the operational level

Competence Knowledge, understanding and proficiency Subject area
Maintain Appropriate electrical and mechanical knowledge and
and repair skills
automation and Safety and emergency procedures
control systems Safe isolation of equipment and associated systems
of main required before personnel are permitted to work on such
propulsion and plant or equipment
auxiliary Practical knowledge for the testing, maintenance, fault
machinery finding and repair
Test, detect faults and maintain and restore electrical
and electronic control equipment to operating condition ----
Knowledge of the principles and maintenance
procedures of navigation equipment, internal and
Maintain and external communication systems
repair bridge Theoretical knowledge
navigation Electrical and electronic systems operating in flammable
equipment and areas
ship Practical knowledge
communication Carrying out safe maintenance and repair procedures
systems
Detection of machinery malfunction, location of faults
2.10 (A-III/1)
and action to prevent damage

Table A-III/7: Specification of minimum standard of competence for electro-technical ratings

Function: Maintenance and repair at the support level

Competence Knowledge, understanding and proficiency Subject area

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Contribute to the Safety and emergency procedures

Maintenance and Basic knowledge of electro-technical drawings and safe
repair of isolation of equipment and associated systems required ----
electrical before personnel are permitted to work on such plant or
systems and equipment
machinery on Test, detect faults and maintain and restore electrical
board control equipment and machinery to operating condition 2.1

Electrical and electronic equipment operating in

flammable areas
Basics of ship's fire-detection system ----
Carrying out safe maintenance and repair procedures
Detection of machinery malfunction, location of faults
2.2
and action to prevent damage
Maintenance and repair of lighting fixtures and supply
----
systems

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Subject Area Hours

A-III/1 49
1 Familiarization 6
1.1 Plant arrangement
1.2. Instrumentation
1.3. Alarm system
1.4. Controls
2. Operation of plant machinery
2.1. Operational procedures
2.2 Operate main and auxiliary machinery and
systems
2.3. Operation of diesel generator 20
2.4. Operation of steam boiler
2.5. Operation of main engine and associated
auxiliaries
2.6. Operation of steam turbo generator
2.7. Operation of fresh water generator
2.8. Operation of pumping system
2.9. Operation of oily water separator
2.10. Fault detection and measures
3 Maintain a safe engineering watch 19
3.1. Thorough knowledge of principles to be
observed in keeping an engineering watch
3.2. Safety and emergency procedures; change-
over of remote/automatic to local control of all
systems
3.3. Safety precautions to be observed during a
watch and immediate actions to be taken in
the event of fire or accident, with particular
reference to oil systems
3.4. Knowledge of engine room resource
management principles
4. Operate electrical, electronic and control systems 4
4.1. Operation of main switch board
4.2. High-voltage installations

A-III/2
22
1 Plan and schedule operations 6
1.1 Propulsive characteristics of diesel engine and
steam turbines including speed, output and
fuel consumption
1.2 Heat cycle, thermal efficiency and heat balance
2 Operation, surveillance, performance assessment
and maintaining safety of propulsion plant and
auxiliary machinery
2.1. Start up, and shut down main propulsion and 8
auxiliary machinery
2.2. Operating limits
2.3. Performance assessment
2.4. Functions and mechanism of automatic control
for main engine

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3. Manage operation of electrical and electronic 2

control equipment
3.1. Design feature and system configurations of
high-voltage installations
4. Detect and identify the cause of machinery 6
malfunction and correct faults
4.1. Detection machinery malfunction, location of
faults and action to prevent damage

A-III/4 7
1. Familiarization 5
1.1. Plant arrangement
1.2. Instrumentation
1.3. Alarm system
1.4. Controls
2. Maintain correct boiler water levels and steam 2
pressure
2.1. Safe operation of boilers

A-III/6
1. Familiarization 12
1.1 Plant arrangement 6
1.2. Instrumentation
1.3. Alarm system
1.4. Controls
2. Operate generators and distribution systems 2
2.1. Coupling and breaking connection between
switchboards and distribution panels
3. Operate and maintain power systems in excess of 2
1,000 volts
3.1. Electrical propulsion ship
4. Maintain and repair automation and control 2
systems of main propulsion and auxiliary
machinery
4.1. Detection of machinery malfunction, location of
faults and action to prevent damage

A-III/7 7
1. Familiarization 3
1.1. System arrangement
1.2. Instrumentation
1.3. Alarm system
2. Contribute to the maintenance and repair of 4
electrical systems and machinery on board
2.1. Test, detect faults and maintain and restore
electrical control equipment and machinery to
operating condition
2.2. Detection of machinery malfunction, location of
faults and action to prevent damage

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Part C: Detailed Outline

The detailed teaching syllabus has been written in "Required performance" format. It describes
what the trainee must do to demonstrate that the specified knowledge or skill has been
achieved.

All the required performances are prefixed by the words, "The expected learning outcome is
that the trainee should be able to …."

In order to assist the instructor, references are shown beside the learning objectives to indicate
IMO references and publications, textbooks, and teaching aids. The instructor may wish to use
them preparing and presenting course materials. The materials listed in the course framework
has been used to structure the detailed teaching syllabus:

IMO/STCW references (indicated by R),

Textbooks (indicated by T), and
Bibliography (indicated by B)

The abbreviations used are:

App.: appendix
Ex.: sample exercise
Ch.: chapter
Para.: paragraph
Reg.: regulation
Sect.: section
Ta.: table

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Table A-III/1: Specification of minimum standard of competence for officers in charge of an

engineering watch in a manned engine room or designated duty in a periodically
unmanned engine room

Function: Marine engineering at the operational level

1. Familiarization
Subject area:
1.1. Plant arrangement

IMO/STCW Reference:
Textbooks and Bibliography: B1, B2
Teaching aids: T1, App. Ex. 1

Required performance:
1.1.1. identify purposes of each machinery system which forms the simulated propulsion plant
1.1.2. list the machinery and associated systems and equipment including key valves, tanks,
and other auxiliary machinery which form the simulated propulsion plant such as:
(Diesel engine)
- main machinery system
- electric power generation system
- steam generation system
- fuel oil supply system
- fuel oil treatment system
- fuel oil transfer system
- cooling fresh water system
- cooling sea water system
- feed water system
- steam system
- lubricating oil system
- compressed air system
- bilge treatment system
- lubricating oil system
- compressed air system
- bilge treatment system
(Steam turbine)
- main steam system
- circulation system
- condensate water system
- Feed water system
- gland steam system
- bleeding system
- makeup system
- vacuum system
1.1.3. describe how the machinery and associated systems and equipment are arranged and
linked together to form the propulsion plant and compiles a block diagram illustrating
this

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Subject area:
1.2. Instrumentation

IMO/STCW Reference:
Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 2

1.2.1. identify instrumentation used in the simulated propulsion plant

1.2.2. describe purposes of the instrumentation
1.2.3. list the instrumentation and units used in the simulated propulsion plant such as:
- pressure
- temperature
- fluid level
- volume/mass (quantity)
- flow rate
- viscosity
- speed of rotation
- torque/power
- rudder angle
- voltage
- current
- frequency
- kW
- CO2 content
- Indicator diagram

Subject area:
1.3. Alarm system

IMO/STCW Reference:
Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 3

Required performance:
1.3.1. identify the alarms that are used to indicate malfunctions and faults

Subject area:
1.4. Controls

IMO/STCW Reference:
Textbooks and Bibliography: B5
Teaching aids: T1, App. Ex. 4

Required performance:
1.4.1. identify equipment used for automatic and remote controls in the simulated propulsion
plant
1.4.2. state machinery which are remotely controlled from the control room and the bridge
1.4.3. state briefly automatic control methods applied to the machinery which form propulsion
plant
1.4.4. demonstrate the use of controls from each location

2. Operation of plant machinery

Subject area:

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2.1 Operational procedures

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 5

Required performance:
2.1.1. state the importance of safe and cautious practice when preparing machinery and
associated systems for start up and operation
2.1.2. list precautions for:
- opening and closing valves
- starting and running pumps
- operating cooling water systems
- admitting steam into a steam system
- firing up an oil-fired boiler
- filling oil tanks
- running bilge treatment system
2.1.3. state that as far as practicable a check-list should be used for all machinery and
associated systems when:
- preparing for use
- starting up
- entering normal operating mode
- shutting down
2.1.4. compile a check list for preparation, start up and operation of auxiliary machineries or
systems used in the simulated propulsion plant
2.1.5. demonstrate the use of the compiled check list mentioned above

Subject area:
2.2. Operation of auxiliary machineries and systems

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 5

Required performance:
2.2.1. state procedures to establish auxiliary machinery systems from the cold ship such as
- emergency generator system
- the cooling sea water system
- the cooling fresh water system
- the compressed air system
- fuel oil treatment system
2.2.2. demonstrate preparation, start up, and putting auxiliary machinery into the normal
operating mode to establish the systems mentioned above

Subject area:
2.3. Operation of diesel generator

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 6

Required performance:
2.3.1. state procedures to start up and stop the diesel generator

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2.3.2. list checking points necessary to make sure running conditions of the prime mover after
the start-up
2.3.3. state precautions and conditions before putting the generator into service
2.3.4. demonstrate preparation, start up, and run the diesel generator
2.3.5. demonstrate connection of the diesel generator to BUS line
2.3.6. demonstrate disconnection of the diesel generator from BUS line and stop the diesel
generator
2.3.7. demonstrate setting up standby conditions of the diesel generator

Subject area:
2.4. Operation of steam boiler

IMO/STCW Reference: R4 A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 5

Required performance:
2.4.1. state procedures to start up and stop the steam boiler
2.4.2. list precautions before starting up the steam boiler from the cold condition
2.4.3. list precautions when raising steam to normal working pressure
2.4.4. list precautions before stopping the steam boiler from the running condition
2.4.5. list precautions before putting the steam boiler into service
2.4.6. demonstrate preparation for starting up the steam boiler and raise steam to normal
working pressure
2.4.7. demonstrate putting the steam boiler into service

Subject area:
2.5. Operation of main engine and associated auxiliaries

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B2, B3, B4
Teaching aids: T1, App. Ex. 8

Required performance:
(Main diesel engine)
2.5.1. state essential sequence of preparation for starting up main diesel engine as follow
- cooling fresh water system including warming up if necessary
- lubricating system
- fuel oil system
- cooling sea water system, if necessary
2.5.2. demonstrate preparation procedures applying the check list, including:
- checking the cooling water circulation and temperature through heat exchangers
- checking the lubricating-oil circulation including piston cooling and temperature
through engine and heat exchangers
- checking the fuel oil circulation through heater to injection pump inlet

(Main steam turbine)

2.5.3. state essential sequence of preparation for starting up main steam turbine as follow
- preparation for warming up
- lubricating oil system
- circulation system
- condensate water system
- commencement of turning steam turbine

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- warming up
- supply of gland steam
- start of vacuum pump
- supply of warming up steam
- preparation for start-up
- increase of vacuum
- commencement of roll over
2.5.4. demonstrate preparation procedures applying the check list, including:
- checking the lubricating-oil circulation and temperature through bearings, reduction
gears and heat exchangers
- checking the cooling water circulation through main condenser
- checking condensate water circulation and level of hot well
- starting turning of main turbines
2.5.5. demonstrate warming up procedures, including:
- checking gland steam flow and pressure
- checking low vacuum inside main condenser
- supplying warming up steam and checking the steam flow

Subject area:
2.6. Operation of steam turbo generator

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 8

Required performance:
2.6.1. describe conditions necessary to start up the steam turbo generator
2.6.2. state procedures to start and stop the steam turbo generator
2.6.3. list precautions for starting up and stopping the steam turbo generator
2.6.4. describe special attentions to the steam turbine when handling it
2.6.5. demonstrate preparation, starting up, running and stopping of the steam turbo
generator
2.6.6. demonstrate connection of the steam turbo generator to BUS line and parallel running
including optimum load sharing between diesel and turbo generators

Subject area:
2.7. Operation of fresh water generator

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 8

Required performance:
2.7.1. state working principles of FWG fresh water generator
- immersed type
- flash type
2.7.1. state that FWG works as CFW cooler for diesel engine propulsion system
2.7.2. describe importance of FWG on steam turbine ships
2.7.3. describe precautions when starting up FWG
2.7.4. describe how to address high-salinity of generated water
2.7.5. demonstrate start and stop FWG

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Subject area:
2.8. Operation of pumping system

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 9

Required performance:
2.8.1. demonstrate routine pumping operations
- transfer bunker oil
- transfer bilge, sludge, drain and separated oil
- send sea water for general use

Subject area:
2.9. Operation of oily water separator

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 9

Required performance:
2.9.1. state conditions on discharging bilge based on the relevant regulations and the
convention
2.9.2. state procedures necessary for discharging bilge including:
- bilge to be discharged
- approximate quantity of bilge to be discharge
- area of sea
- notification to the bridge
2.9.3. demonstrate preparation for starting up the oily water separator including:
- starting bilge pump with sea water
- checking sea water flow and pressure of the separator
- checking separated oil tank level
2.9.4. demonstrate:
- alarm test
- changeover function at 15 ppm of the oil content meter
- check the ppm indication is in normal range
2.9.5. demonstrate operation of the separator checking:
- oily water flow and pressure
- indication of oil content monitor
- levels of bilge wells/tank
- make entries for transfer operations in the Oil Record Book as per the latest IMO
guidelines

Subject area:
2.10. Fault detection and measures

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 10

Required performance:
2.10.1. locate and demonstrate remedial action for the following malfunctions or faults:
- engine room bilge well high level

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- No. 1 FO settling tank low level

- FWG high salinity
- auxiliary boiler low water level
- FO purifier abnormal separation
- boiler flame failure
- boiler finance blowback
2.10.2. discuss possible causes on the malfunctions or faults
2.10.3. review the remedial actions taken for the malfunctions or faults

3. Maintain a safe engineering watch

Subject area:
3.1. Thorough knowledge of principles to be observed in keeping an engineering watch

IMO/STCW Reference: R2: Ch. Ⅷ, Sect. A-VIII/1 Para 10, Sect. A-VIII/2 Part 4 Para 9~12,
Part 4-2 Para 52~83, Part 5 Para 90~97, Part 5-2 Para100~101, Part 5~4 Para103~104, Sect.
B-VIII/1 Para 6~9, Sect. B-VIII/2 Part 4-2 Para 6~8
R4: A-III/1, R5: 7.04
Textbooks and Bibliography: B1, B2, B3, B4, B5
Teaching aids: T1, App. Ex. 11

Required performance:
3.1.1. state duties associated with taking over and accepting a watch
- enter the machinery space 15 minutes before the change of watch
- inspect all operating machinery which is being simulated, noting operational
conditions and any deviations from the normal mode including bilge levels, tank
levels, operating status of the machinery
- note engine telegraph instruction and check engine control position and related
speed
- ensure that the relieving watch members are capable of performing their duties
- examine the engine room log book/alarm log
- check if any alarms have been reposed
- receive an oral report from the engineer officer in charge of the watch
- accept, if satisfied, responsibility for the machinery space operation
3.1.2. demonstrate taking over and accepting the watch
3.1.3. state routine duties undertaken during a watch
- inspect all operational machinery including steering gear at regular interval, noting
their operating conditions, correcting any deviations from the normal mode and
paying special attention to bilges and any risk of fire
- following tasks to be carried out as necessary
- start of the FO purifier
- bilge discharge
- soot blowing to boiler and exhaust gas economizer
- FO transfer
- drainage of air reservoirs
- drainage of scavenging manifold and stuffing box
3.1.4. demonstrate routine duties as necessary
3.1.5. describe the significance of maintaining the machinery space logs and the readings
taken
3.1.6. demonstrate maintenance of the machinery space logs with the readings taken
3.1.7. state duties associated with handling over a watch
- prepare an oral report to the relieving engineer officer in charge of the watch

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- not hand over the watch to relieving officer if there is a reason to believe that the
latter is not capable of carrying out the watchkeeping duties
- maintain the machinery space log
3.1.8. demonstrate handing over the watch

Subject area:
3.2. Safety and emergency procedures; change-over of remote/automatic to local control of all
systems

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B2, B4, B5
Teaching aids: T1, App. Ex. 12

Required performance:
3.2.1. define emergencies which likely happen to the following machinery systems
- main machinery system
- electrical power generation system
- steam generation system
- steering system
- oil transfer system
3.2.2. state conditions of the aforementioned machinery systems to change-over the systems
from remote/automatic to local control in an emergency
3.2.3. demonstrate procedures to the aforementioned machinery systems to change-over
the systems from remote/automatic to local control in an emergency

Subject area:
3.3. Safety precautions to be observed during a watch and immediate actions to be taken in
the event of fire or accident, with particular reference to oil systems

IMO/STCW Reference: R4: A-III/1, R5: 7.04

Textbooks and Bibliography: B1, B2, B4, B5
Teaching aids: T1, App. Ex. 13

Required performance:
3.3.1. state significance of due attention to conditions of the following:
- safety measures being taken for special purposes
- personnel who are working in the machinery space;
- safety equipment maintained in the machinery space
- running machinery and safety devices;
- fire-fighting appliances;
- fire-detection system
- bilge levels
- water tight doors
3.3.2. demonstrate immediate actions to be taken to the following systems in the event of fire
or accident related to oil systems
- emergency shutdown system for all ventilation fans
- emergency shutdown system for all oil pumps
- urgent closing system for all outlet valves attached to oil tanks
- cutting off electric power to fire breaking areas
- closing dampers of ventilation ducts
- making air tight of the engine room in case of engine room fire (water tight doors,
skylight and other openings)
- starting up fire pump/emergency fire pump

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Subject area:
3.4. Knowledge of engine room resource management principles

IMO/STCW Reference: R2 Ch. VIII Sect. A-VIII/2, Part 3 Para 8 R4: A-III/1, R5: 7.04
Textbooks and Bibliography:
Teaching aids: T1, App. Ex. 14

Required performance:
3.4.1. state significance of the following engine room resource management principles to be
observed during an engineering watch:
- ensuring proper arrangements of personnel
- consideration of any limitation in qualification or fitness
- understanding of roles, responsibility and team roles
- utilizing information, equipment and personnel
- understanding of functions and operation of equipment
- understanding information and how to respond to information
- sharing information
- maintaining an exchange of appropriate communication
- notifying any doubt
3.4.2. state meanings of allocation, assignment, and prioritization of resources
3.4.3. demonstrate appropriate personnel allocation and assignment through an engineering
watch in the simulated engine room and the control room
3.4.4. demonstrate appropriate prioritization of resources in terms of the following:
- qualification
- work load
- time constraint
- operational procedures
3.4.5. state the significance of effective communications necessary for an engineering watch
3.4.6. discuss inhibitory elements for effective communication in terms of the following
- needs of effective communication
- lack of understanding
- perceived notion
- class-consciousness
- different culture
- racial discrimination
3.4.7. demonstrate effective communication during an engineering watch in the simulated
engine room and the control room
3.4.8. define assertiveness and leadership
3.4.9. state the significance of assertiveness and leadership necessary for an engineering
watch
3.4.10. discuss how assertiveness contributes to a safe engineering watch
3.4.11. demonstrate assertiveness and leadership through an engineering watch in the
simulated engine room and the control room
3.4.12. define situational awareness
3.4.13. state the significance of situational awareness necessary for an engineering watch
3.4.14. state precautions to obtain and maintain situational awareness in terms of the following:
- maintaining seaworthiness of the ship
- maintaining safety of personnel in the machinery space
- protecting marine environment
3.4.15. define consideration of team experience
3.4.16. state the significance of consideration of team experience
3.4.17. discuss how consideration of team experience contributes to a safe engineering watch

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Function: Electrical, electronic and control engineering at the operational level

4. Operate electrical, electronic and control systems

Subject area:
4.1. Operation of main switch board

IMO/STCW Reference: R4: A-III/1, R5: 7.04, 7.08

Textbooks and Bibliography: B1, B2, B4
Teaching aids: T1, App. Ex. 6

Required performance:
4.1.1. describe functions of synchronizing panel, generator panel and distribution panel on
main switch board
4.1.2. describe functions of ACB on the generator panel
4.1.3. describe safety functions incorporated in ACB
4.1.4. state conditions for coupling generators
4.1.5. state precautions when coupling and uncoupling generators
4.1.6. demonstrate the following for diesel generators remote start and stop
- manual coupling and uncoupling
- automatic coupling and uncoupling generators
- selection of standby generator and priority
4.1.7. describe conditions for remote start of diesel generators

Subject area:
4.2. High-voltage installations

IMO/STCW Reference: R4: A-III/1, R5: 7.04, 7.08

Textbooks and Bibliography: B1, B2, B4
Teaching aids: T1, App. Ex. 7

Required performance:
4.2.1. Identify components/part of main switch board used for high-voltage distribution
system
- low voltage compartment
- protection and control unit
- switch panel
- CB (Circuit Breaker) compartment
- VCB
- VCB draw in/out handling port
- indicator of VCB position
- emergency open mechanism
- interlock key for de-excitation
- earthing switch operating handle port
- BUS bar compartment
- pressure relief flap
- insulation bushing
- main BUS bar
- cable compartment
- surge arrester
- current transformer
- load BUS bar
- power cable terminal

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- earthing switch
- zero phase current transformer
- voltage transformer
4.2.2. describe functions incorporated in a vacuum circuit breaker (VCB) used for high-
voltage distribution system
- over current trip
- low voltage trip
- reverse power trip
- earthing switch

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Table A-III/2: Specification of minimum standard of competence for chief engineer officers and
second engineer officers on ships powered by main propulsion machinery of
3,000 kW propulsion power and more

Function: Marine engineering at the management level

1. Plan and schedule operations

Subject area:
1.1. Propulsive characteristics of diesel engine and steam turbines including speed, output and
fuel consumption

IMO/STCW Reference: R4: A-III/2, R5: 7.02

Textbooks and Bibliography: B2, B3
Teaching aids: T1, App. Ex. 15

Required performance:
1.1.1. discuss differences in propulsive characteristics of a main diesel engine and steam
turbine in terms of relations between revolution speed, torque and output
1.1.2. collect necessary running parameters of the simulated main machinery and apply
simple calculation to determine anticipated engine output to different engine speeds
1.1.3. define fuel consumption to engine revolution speeds
1.1.4. collect necessary running parameters of the simulated main machinery and apply
simple calculation to compare fuel consumptions in different revolution speeds to same
distance

Subject area:
1.2. Heat cycle, thermal efficiency and heat balance

IMO/STCW Reference: R4: A-III/2, R5: 7.02

Textbooks and Bibliography: B2, B3
Teaching aids: T1, App. Ex. 16

Required performance:
(Diesel engine)
1.2.1. illustrate the simulated main diesel engine with shaft output and thermal input and
output (temperatures) by fuel, cooling water, lubricating oil, scavenging air and exhaust
gas
1.2.2. calculate calorific value given to the simulated main diesel engine by fuel and loss by
fluids
1.2.3. collect running parameters of the simulated main diesel engine and calculate its thermal
efficiency
1.2.4. develop and discuss heat balance diagram of the simulated main diesel engine,
determining quantity of losses by exhaust gas and cooling fluids

(Main steam turbine)

1.2.5. illustrate the simulated steam turbine plant with shaft output and thermal input and
output (temperatures) by fuel, steam, cooling water, and lubricating oil
1.2.6. calculate calorific value given to the simulated main boilers by fuel and loss by fluids
1.2.7. collect running parameters of the simulated steam turbine propulsion plant machinery
and calculate thermal efficiency as follow:
- total thermal efficiency
- turbine efficiency
- boiler efficiency

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1.2.8. develop and discuss heat balance diagram of the simulated steam turbine plant,
determining quantity of losses by cooling fluids and others

2. Operation, surveillance, performance assessment and maintaining safety of propulsion plant

and auxiliary machinery

Subject area:
2.1. Start up and shut down main propulsion and auxiliary machinery

IMO/STCW Reference: R4: A-III/2, R5: 7.02

Textbooks and Bibliography: B2, B3, B4
Teaching aids: T1, App. Ex. 17

Required performance:
2.1.1. describe significance of correct sequence for preparation procedures of starting up
main propulsion machinery
2.1.2. describe significance of a check list for preparation in terms of ISM Code
2.1.3. describe references that the main propulsion machinery can be started in terms of the
following:
(Main diesel engines)
- type of the machinery
- temperature of cooling water, lubricating oil, fuel oil and others
- unusual conditions
(Main steam turbine)
- vacuum of the main condenser
- temperature of turbine casing
- expansion of the turbine rotors
- unusual conditions
2.1.3. state precautions before starting up the main propulsion machinery
(Main diesel engine)
- the engine turning gear is disengaged
- compressed air is available for starting
- the engine cylinder lubrication is functioning
- no interlocking works
- no abnormal pressure concerned
- notification to the bridge
- turning the engine with starting air for one/several revolutions with indicator valves
open before fuel running checking:
- no water and oil from the indicator valves
- no abnormal sound
- smooth rotation
- close all indicator valves after the air running
(Main steam turbine)
- sufficient vacuum of the main condenser
- smooth rotation and no abnormal sound by automatic roll over/ spinning
- flow of lubricating oil
- no interlocking works
2.1.4. state checking points when the main propulsion machinery is started for the first
time/engine trial when leaving a port
2.1.5. demonstrate start-up of the propulsion machinery:
2.1.6. demonstrate manoeuvring of the propulsion machinery following the bridge orders
2.1.7. demonstrate establishment of navigational full speed mode from harbour speed mode
checking the running conditions

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2.1.8. demonstrate establishment of harbour speed mode from navigational full speed mode
checking the running conditions
2.1.9. state precautions when shutting down the main propulsion machinery according to
types and conditions of the machinery
2.1.10. describe references that the main propulsion machinery can be completely shut down/
cooled down
2.1.11. demonstrate shutting down/cooling down the main propulsion machinery

Subject area:
2.2 Operating limits

IMO/STCW Reference: R4: A-III/2, R5: 7.02

Textbooks and Bibliography: B2, B3
Teaching aids: T1, App. Ex. 18

Required performance:
2.2.1. define meaning of operating limits of main engines in terms of the following:
(Main diesel engine)
- engine revolution speed
- engine output
- engine torque
- mean effective pressure
- maximum pressure
- turbocharger revolution speed
- exhaust gas temperatures
- exhaust gas inlet to turbochargers
- cooling water temperature
- scavenging air pressure and temperature
(Main steam turbine)
- engine revolution speed
- engine output
- engine torque
- steam pressure
- condenser vacuum
2.2.2. discuss changes in running parameters of a main engine in terms of the following:
- weather condition
- loading condition
- rapid change in rudder angle
2.2.3. define torque rich/over torque on a main engine load diagram
2.2.4. demonstrate operational procedures to keep the running conditions within the operating
limits through operation of the simulated main engine

Subject area:
2.3. Performance assessment

IMO/STCW Reference: R4: A-III/2, R5: 7.02

Textbooks and Bibliography: B2, B3
Teaching aids: T1, App. Ex. 19

Required performance:
2.3.1. record p-v diagram of the simulated main diesel engine and calculate Indicated Horse
Power (IHP)/Output by using "Ten divisions into equal method" given spring constant

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2.3.2. collect running parameters of the simulated main engine and develop engine
performance curves and discuss it, determining the most efficient running condition
2.3.3. identify the following on draw curves (pressure-stroke curves) of the simulated main
diesel engine:
- compression pressure
- start of injection
- ignition lag
- time of ignition
- period of injection
- end of injection
- explosive combustion
- peak pressure (Pmax)
- controlled combustion
- combustion
- after burning
- expansion

Subject area:
2.4. Functions and mechanism of automatic control for main engine

IMO/STCW Reference: R4: A-III/2, R5: 7.02

Textbooks and Bibliography: B2, B3
Teaching aids: T1, App. Ex. 17

Required performance:
2.4.1. define the following functions used for main engine automatic control
- automatic start
- automatic revolution speed control
- revolution speed control under standby
- speed run-up programme by revolution, load and/or combination control
- crash astern
- wrong way
- VIT (Variable Injection Timing)
- FQS (Fuel Quality Setting)
- actuation of safety functions
- automatic shutdown
- automatic slow down
- start failure
- start impossible
2.4.2. list conditions for main engine automatic shutting down and slowdown
2.4.3. demonstrate the following automatic functions to the simulated main engine
- automatic start
- automatic revolution speed control
- crash astern
- VIT
- FQS
2.4.4. describe mechanisms of automatic control for the main engine listing main
components
2.4.5. state that safety functions have independent mechanism and functions/devices of
automatic control cannot be used for safety functions

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Function: Electrical, electronic and control engineering at the management level

3. Manage operation of electrical and electronic control equipment

Subject area:
3.1 Design features and system configurations of high-voltage installations

IMO/STCW Reference: R4: A-III/2, R5: 7.02, 7.08

Textbooks and Bibliography:
Teaching aids: T1, App. Ex. 20

Required performance:
3.1.1. describe handling features of marine high-voltage main switch board in comparison
with low voltage main switch board
3.1.2. describe safety functions incorporated in high-voltage main switch board
3.1.3. states that high-voltage systems are normally earthed via a resistor
3.1.4. describe how the presence of earth faults is indicated in a high-voltage system with
an earthed neutral
3.1.5. states safety precautions to be strictly observed to prevent accidents when working
on high-voltage electrical equipment

Function: Maintenance and repair at the management level

4. Detect and identify the cause of machinery malfunctions and correct faults

Subject area:
4.1. Detection of machinery malfunction, location of faults and action to prevent damage

IMO/STCW Reference: R4: A-III/2, R5: 7.02

Textbooks and Bibliography: B2, B3
Teaching aids: T1, App. Ex. 21, 22, 23

Required performance:
4.1.1. discuss causes on malfunctioning draw curves (pressure-stroke curves) of the
simulated main diesel engine in terms of the following:
- leaking fuel injector
- lower injection pressure
- defective fuel valve or nozzle
- fuel injector nozzle clogged
- Injector seized
- poorer fuel (poorer ignition properties)
- fuel pump leads less fuel (leaking or other reasons)
- incorrect exhaust valve timing
- overload of the engine
- leaking exhaust valve
- blow-by (broken/worn out piston rings, worn out liner)
- lower scavenging air pressure
- fouling of exhaust and/or air system
- Incorrect fuel timing of the cams
- Incorrect VIT setting (early/later)
4.1.2. locate and demonstrate remedial action for the following malfunctions or faults:
- heavy weather
- main engine automatic slowdown by thrust bearing high temperature)

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- fire in exhaust gas economizer

- main engine crank case oil mist high
- main engine under piston space temperature high
4.1.3. discuss possible causes on the malfunctions or faults mentioned above
4.1.4. review the remedial actions taken for the malfunctions or faults mentioned above

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Table A-III/4: Specification of minimum standard of competence for ratings forming part of an
engineering watch

Function: Marine engineering at the support level

1. Familiarization

Subject area
1.1. Plant arrangement

IMO/STCW Reference:
Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 24

Required performance:
1.1.1. understand purposes of each system which forms the simulated steam boiler plant
1.1.2. list the machinery and associated systems and equipment including key valves, tanks,
and other machinery which form the simulated boiler plant such as:
- feed water system
- cascade tank
- feed water pump
- feed water control valve
- fuel oil system
- fuel oil service tank
- burning pump
- fuel oil heater
- Forced Draft Fan (FDF)
- burner unit
- igniter unit
- steam supply system
- main stop valve
- pressure regulating valve
- auxiliary condenser

Subject area
1.2. Instrumentation

IMO/STCW Reference:
Textbooks and Bibliography: B1, B4, B5
Teaching aids: T1, App. Ex. 25

Required performance:
1.2.1. identify instrumentation used in the simulated boiler plant
1.2.2. describe purposes of the instrumentation
1.2.3. list the instrumentation and units used in the simulated boiler plant such as:
- steam pressure
- water level
- fuel oil temperature

Subject area:
1.3. Alarm system

IMO/STCW Reference:

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Textbooks and Bibliography: B1, B4, B5

Teaching aids: T1, App. Ex. 26

Required performance:
1.3.1. identify the alarms that are used to indicate malfunctions and faults

Subject area
1.4. Controls

IMO/STCW Reference:
Textbooks and Bibliography: B5
Teaching aids: T1, App. Ex. 27

Required performance:
1.4.1. identify equipment used for automatic and remote controls in the simulated boiler plant
1.4.2. state what is automatically controlled
1.4.3. demonstrate the use of controls

2. Maintain correct boiler water levels and steam pressures

Subject area:
2.1 Safe operation of boilers

IMO/STCW Reference: R4: A-III/4

Textbooks and Bibliography: B2
Teaching aids: T1, App. Ex. 28

Required performance:
2.1.1. state types of a steam boiler and their simple features
2.1.2. describe the simulated steam boiler and its associated system machinery
2.1.3. state precautions for firing up the steam boiler from cold condition in terms of the
following:
- water level
- valves attached to the boiler body
- valves to be opened
- valves to be closed
- time schedule for firing up
- fuel oil to be used
- boiler water circulation pump
2.1.4. describe functions of the following
- water gauge blow valves
- safety valve lifting gear
- soot blower
2.1.5. state procedures of igniting a burner
2.1.6. describe significance of pre-purge and post purge
2.1.7. state timing of closing air ventilation valve
2.1.8. demonstrate firing up the boiler in manual including lining up fuel oil system
2.1.9. demonstrate lining up feed water system and put it into service
2.1.10. demonstrate supply of steam to the service line
2.1.11. demonstrate procedures to put the boiler into automatic operation

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Table A-III/6: Specification of minimum standard of competence for electro-technical officers

Function: Electrical, electronic and control engineering at the operational level

1. Familiarization

Refer to Subject area 1 "Familiarization" of A-III/1

2. Operate generators and distribution systems

2.1 Coupling and breaking connection between switchboards and distribution panels

Refer to Subject area 4.1. "Operation of main switch board" of A-III/1

3. Operate and maintain power systems in excess of 1,000 volts

Subject area:
3.1 Electrical propulsion ship

IMO/STCW Reference: R4: A-III/6 R5: 7.08

Textbooks and Bibliography:
Teaching aids: T1, App. Ex. 29

Required performance:
3.1.1. describe briefly speed control of propulsion motor:
- constant speed
- thyristor
- cyclo-converter
3.1.2. describe briefly the following:
- pulse width modulation (PWM)
- IGBT
- Inverter
- back EMF
3.1.3. describe briefly propulsion systems using propulsion motors
- podded propulsion
- contra-rotating propeller
- contra-rotating geared propeller
- contra-rotating shaft propeller
- fixed pitch propeller
3.1.4. list equipment which construct electric propulsion system and describe briefly their
functions
- high-voltage generator
- high-voltage main switch board
- transformer
- converter/inverter
- propulsion motor
- control unit
- operation unit
3.1.5. describe briefly "power management" applied to electric propulsion ship
3.1.6. list maintenance necessary for high-voltage equipment
- terminal screw and tightening
- VCB vacuum
- GCB gas density

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- cooling system
- earthing mechanism
3.1.7. state running parameters to be monitored for propulsion motor
- revolution speed
- current
- voltage
- frequency
- power
- power factor
- stator temperature
- lubricating oil pressure and temperature
- vibration
3.1.8. demonstrate preparation for leaving a port
- start-up generators
- switch on VCB for propulsion motor
- supply cooling fluid to propulsion motor
- supply lubricating oil to propulsion motor
3.1.9. demonstrate start-up of propulsion motor
3.1.10. demonstrate manoeuvring propulsion motor checking running parameters

Function: Maintenance and repair at the operational level

4. Maintain and repair automation and control systems of main propulsion and auxiliary
machinery
4.1 Detection of machinery malfunction, location of faults and action to prevent damage

Refer to 2.10 Fault detection and measures of A-III/1

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Table A-III/7: Specification of minimum standard of competence for electro-technical ratings

Function: Maintenance and repair at the support level

1. Familiarization

Subject area
1.1. System arrangement

IMO/STCW Reference:
Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 30

Required performance:
1.1.1. identify purposes of each system which forms the simulated power generation and
distribution systems
- generators
- diesel generator
- turbo generator
- emergency generator
- main switch board
- generator panel
- synchronizing panel
- distribution panel
- transformer
- Group Starter Panel (GSP)
- battery charging and discharging panel
- emergency generator panel
- shore connection panel
- emergency power supply
- emergency lighting
- control panels
- boiler
- purifier
1.1.2. identify equipment/components incorporated in the simulated power generation system
- ACB and control switch
- governor control switch
- MCCB
- synchronizing indicators
- earthing indicator and test switch
- start and stop switch
- manual-auto changeover switch

Subject area:
1.2. Instrumentation

IMO/STCW Reference:
Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 31

Required performance:

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1.2.1. list the instrumentation and units used in the simulated power generation system such
as:
- current
- voltage
- frequency
- power
- power factor
- synchronizing indicator

Subject area:
1.3. Alarm system

Refer to 1.3 of A-III/4

2. Contribute to the maintenance and repair of electrical systems and machinery on board

Subject area:
2.1. Test, detect faults and maintain and restore electrical control equipment and machinery to
operating condition

IMO/STCW Reference: R4: A-III/7

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 32

Required performance:
2.1.1. describe meanings of the following
- blackout
- overcurrent trip
- low voltage trip
- BUS abnormal
- short circuit
- earth fault
- insulation failure
- megger test
2.1.2. state what dangers exist when handling electrical equipment
2.1.3. state the importance of safe and cautious practice when handling electrical equipment

Subject area:
2.2. Detection of machinery malfunction, location of faults and action to prevent damage

IMO/STCW Reference: R4: A-III/7

Textbooks and Bibliography: B1, B4
Teaching aids: T1, App. Ex. 33

Required performance:
2.2.1. demonstrate detection of the following malfunctions and action to prevent damage
- feed water pump abnormal stop
- FO purifier abnormal separation
- diesel generator CFW high temperature
- main air reservoir low pressure

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Part D: Instructor Manual


 General

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

Whilst dealing with theoretical and mathematical subjects, instructors are advised to provide
suitable practical examples, related to shipboard applications. This would enhance the trainees
achieve a better and thorough understanding of the principles involved in the theory.

Although the notes given should be of value initially, course instructors should work out their
own methods and ideas, refine and develop what is successful, and discard ideas and methods
which may be considered, in their view, to be unsuitable.

Table A-III/1: Specification of minimum standard of competence for officers in charge of an

engineering watch in a manned engine room or designated duty in a periodically
unmanned engine room

Function: Marine engineering at the operational level

1. Familiarization

1.1. Plant arrangement

Instructors should prepare diagrams which present simulated propulsion plant for this subject
to enable trainees to:
- identify machinery systems which form the simulated propulsion plant
- understand purposes of each system which forms the simulated propulsion plant and
functions of machinery
- understand how the machinery and associated systems are arranged and linked together
to form the propulsion plant
Instructors should explain, using diagrams of the simulated propulsion plant:
- construction of the simulated propulsion plant
- functions of each system and machinery
- main fluid flow of each system

1.2. Instrumentation
Instructors should prepare tabulated lists of instrumentation used for simulated propulsion
plant for this subject to enable trainees to:
- identify instrumentation used in the simulated propulsion plant
- understand purposes of instrumentation used in the simulated propulsion plant
Instructors should explain, using the lists, units used for the instrumentation and their
importance.

1.3. Alarm system

Instructors should prepare tabulated lists of audio and visible alarm patterns generally used
for ships for this subject to enable trainees to:
- identify the alarms that are used to indicate malfunctions and faults of machinery
- understand how to identify alarms and stop buzzer and lamp flicker

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Instructors should explain, using the lists, audio and visible alarm patterns and actions to be
taken when an alarm sounds.
1.4. Controls
Instructors should prepare tabulated lists of controls used for simulated propulsion plant for
this subject to enable trainees to:
- identify equipment used for automatic and remote controls in the simulated propulsion
plant
- identify machinery which is automatically and/or remotely controlled
- understand controls applied to machinery systems
Instructors should explain, using the lists, automatic and remote controls applied to machinery
systems

2. Operation of plant machinery

2.1 Operational procedures

Instructors should prepare check lists which present operational procedures and precautions
to put simulated machinery into normal operating mode for this subject to enable trainees to,:
- understand importance of correct sequence in operating machinery and equipment
- understand how to open and close valves, start and stop machinery such as pump,
purifier, compressor, and change over these machinery
Instructors should explain, using the check lists, correct operational procedures and their
theoretical backgrounds when starting and stopping machinery.

2.2. Operation of auxiliary machineries and systems

Instructors should prepare check lists which present operational procedures and precautions
to put simulated auxiliary machinery systems into normal operating mode for this subject to
enable trainees to:
- understand importance of correct sequence in establishing machinery systems
- understand how to establish;
- emergency generator system
- cooling sea water system
- cooling fresh water system
- compressed air system
- fuel oil treatment system
Instructors should explain, using the check lists, correct operational procedures and their
theoretical backgrounds when starting and stopping machinery systems.

2.3. Operation of diesel generator

Instructors should prepare check lists which present operational procedures and precautions
to put simulated power generation system into normal operating mode for this subject to enable
trainees to:
- understand correct procedures of starting and stopping diesel generator engine
- understand precautions and conditions to start diesel generator engine
- understand checking points to make sure normal running conditions after starting diesel
generator engine
Instructors should explain, using the check lists, correct operational procedures and their
theoretical backgrounds when starting and stopping diesel generator engine.

2.4. Operation of steam boiler

Instructors should prepare check lists which present operational procedures and precautions
to put simulated steam boiler into normal operating mode for this subject to enable trainees to:
- understand correct preparations and procedures of starting and stopping steam boiler

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- understand precautions when raising steam to normal working pressure

- understand precautions before putting steam boiler into service
Instructors should explain, using the check lists, correct operational procedures and their
theoretical backgrounds when starting and stopping steam boiler.

2.5. Operation of main engine and associated auxiliaries

Instructors should prepare a handout and check lists which present specifications, operational
procedures and precautions to operate simulated main engines and associated auxiliaries for
this subject to enable trainees to:
- understand types of propulsion system and specifications of simulated main engines
- understand preparations for starting main engines differ according to their specifications
- understand correct preparation for operating the simulated main engines
- understand common principles of preparations for starting main engines
- understand conditions for operating the simulated main engines and associated auxiliaries
Instructors should explain, using the handout and check lists, correct operational procedures
for preparations of starting main engine including their theoretical backgrounds.

2.6. Operation of steam turbo generator

Instructors should prepare check lists which present operational procedures and precautions
to put simulated steam turbo generator into normal operating mode for this subject to enable
trainees to:
- understand correct procedures of starting and stopping the turbo generator
- understand precautions and conditions to start the turbo generator
- understand checking points to make sure normal running conditions after starting the turbo
generator
Instructors should explain, using the check lists, correct operational procedures and their
theoretical backgrounds when starting and stopping the turbo generator.

2.7. Operation of fresh water generator

Instructors should prepare check lists which present operational procedures and precautions
to put simulated fresh water generator into normal operating mode for this subject to enable
trainees to:
- understand correct procedures of starting and stopping the fresh water generator
- understand precautions and conditions to start the fresh water generator
- understand checking points to make sure normal running conditions after starting the fresh
water generator
Instructors should explain, using the check lists, correct operational procedures and their
theoretical backgrounds when starting and stopping the fresh water generator.
Instructors should explain various types of fresh water generator and their specific
characteristics and usage.

2.8. Operation of pumping system

Instructors should prepare tabulated lists of pumping systems used for simulated propulsion
plant which present operational procedures and precautions to put simulated pumping systems
into normal operating mode for this subject to enable trainees to,:
- understand correct procedures of starting and stopping the pumping systems
- understand precautions and conditions to start the pumping systems
- understand checking points to make sure normal running conditions after starting the
pumping systems
- understand controls applied to the simulated pumping systems
Instructors should explain, using the tabulated lists, correct operational procedures and their
theoretical backgrounds including automatic controls applied when starting and stopping the
pumping systems.

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2.9. Operation of oily water separator

Instructors should prepare check lists which present operational procedures and precautions
to put simulated oily water separator into normal operating mode for this subject to enable
trainees to:
- identify machinery used for bilge treatment system
- understand correct procedures of starting and stopping the oily water separator
- understand precautions and conditions to start the oily water separator
- understand checking points to make sure normal running conditions after starting the oily
water separator
- understand controls applied to the oily water separator
Instructors should explain, using the check lists, correct operational procedures and their
theoretical backgrounds including automatic controls applied when starting and stopping the
oily water separator

2.10. Fault detection and measures

Instructors should prepare tabulated lists which present some of alarming values and
malfunctions applied to simulated propulsion plant machinery for this subject to enable trainees
to:
- identify alarming values applied to the machinery/machinery systems
- understand remedy actions to be taken for alarms and malfunctions
- understand possible causes for alarms and malfunctions
Instructors should explain, using the tabulated lists, meanings of alarming values, remedy
actions and their theoretical backgrounds

3. Maintain a safe engineering watch

3.1. Thorough knowledge of principles to be observed in keeping an engineering watch

Instructor should prepare workflow and lists of precautions for an engineering watch which can
be applied to simulators based on the STCW Code Ch. VIII for this subject to enable trainees
to understand:
- workflow of the engineering watch
- how to make an engine room round of simulated propulsion machinery
- duties to be done during the engineering watch
- how to take over the engineering watch
- how to hand over the engineering watch
Instructors should explain, using the workflow and lists, how to carry out the engineering watch,
emphasizing importance of the engine room round.

3.2. Safety and emergency procedures; change-over of remote/automatic to local control of all
systems
Instructors should prepare tabulated lists which present emergency procedures applied to
simulated propulsion plant machinery for this subject to enable trainees to
- identify emergencies
- understand emergency procedures applied to simulated propulsion plant
- how to change-over controls of vital machinery from remote/automatic to local
Instructor should explain the tabulated lists, emphasizing immediate actions to be taken for the
emergencies including changeover of controls of machinery such as main engine,
steam/thermal fluid boilers, generators, purifiers, compressors and pumps from
remote/automatic to local.

3.3. Safety precautions to be observed during a watch and immediate actions to be taken in
the event of fire or accident, with particular reference to oil systems

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Instructors should prepare tabulated lists which present safety functions, safety devices/
systems and precautions applied to ships for this subject to enable trainees to
- identify safety functions and devices/systems for machinery and machinery space
- understand precautions necessary for safety functions and devices/systems
- understand immediate actions to be taken in the vent of fire or accident
Instructor should explain the tabulated lists, emphasizing immediate actions to be taken for fire
or accidents.

3.4. Knowledge of engine room resource management principles

Instructors should prepare a handout which presents "Engine room resource management
principles" described in STCW Code Ch. VIII and descriptions on human elements described
in the Table A-III/1 as Engine room resource management (ERM) requirements (KUP) for this
subject to enable trainees to:
- understand significance of ERM principles
- identify human elements described in the Table A-III/1
- understand how the human elements should be applied ERM
- understand how ERM should be applied to an engineering watch
Instructors should explain meanings and significance of ERM principles and how the human
elements such as communication, leadership and others should be applied in practicing ERM
during the engineering watch.

Function: Electrical, electronic and control engineering at the operational level

4. Operate electrical, electronic and control systems

4.1. Operation of main switch board

Instructors should prepare a handout which presents arrangement of simulated main switch
board (MSB) and operational procedures to put the simulated MSB (Electrical power
generation and distribution system) into normal operation mode for this subject to enable
trainees to:
- identify names and functions of switches and indication lamps on MSB
- understand conditions to couple/uncouple generators and their theoretical backgrounds
- understand functions incorporated in ACB
Instructor should explain the handout, emphasizing conditions to couple/uncouple generators
and their theoretical backgrounds

4.2. High-voltage installations

Instructors should prepare tabulated lists of simulated high-voltage installations and their
components with illustrative diagrams for this subject to enable trainees to
- identify equipment and components used for high-voltage installations
- understand functions of equipment and components
- understand structures of the installations
Instructor should explain, using the tabulated lists, functions and structures of the high-voltage
installations

Table A-III/2: Specification of minimum standard of competence for chief engineer officers and
second engineer officers on ships powered by main propulsion machinery of
3,000 kW propulsion power and more

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Function: Marine engineering at the management level

1. Plan and schedule operations

1.1. Propulsive characteristics of diesel engine and steam turbines including speed, output and
fuel consumption
Instructors should prepare a handout which presents specifications of simulated main engines
and diagram of propeller/load curve for this subject to enable trainees to understand:
- characteristics of propeller/load curve and running points of the main engines
- movement of the running points of the main engines under different hull conditions
- characteristics of constant torque engine and constant output engine
- the following relations between;
- ship's speed and engine revolution speed
- engine output and engine revolution speed
- fuel consumption and engine revolution speed
- fuel consumption and engine output
- fuel consumptions at different ship's speed for the same distance run
Instructor should explain, using the handout, characteristic of propeller curve including running
points and relations between engine speed, engine output and fuel consumption.

1.2. Heat cycle, thermal efficiency and heat balance

Instructors should prepare a handout which presents:
- specifications of simulated main engines
- data collection tables for calculation of thermal efficiency
- calculation tables
- calculation guidance
- example of heat balance diagram of the simulated main engine
- h-s diagram and /or T-s diagram and steam table (steam turbine)
for this subject to enable trainees understand:
- running parameters necessary to calculate thermal efficiency
- how to calculate thermal efficiency of main diesel engine and steam turbine and their
theoretical backgrounds
- how to develop heat balance diagram and their meanings
Instructors should explain, using the handout, how to calculate thermal efficiency and to
develop heat balance diagram. Instructors should give appropriately trainees assumptions and
data necessary other than data obtained from the simulated main engines such as:
- calorific value of fuel oil
- mechanical efficiency
- specific heats of cooling fresh water, lubricating oil and air
- various conversion coefficients

2. Operation, surveillance, performance assessment and maintaining safety of propulsion plant

and auxiliary machinery

2.1. Startup and shut down main propulsion and auxiliary machinery
Instructors should prepare check lists which presents operational procedures and precautions
for this subject to enable trainees to understand:
- operations procedures to put simulated main engines and associated auxiliaries into
normal operating mode
- theoretical background of changing the operating mode
- reference for starting up the main engines

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- starting mechanism of main engines

- reference for changing the operating mode
- special precautions to be observed in changing the operating mode
Instructors should explain, using the check lists, correct procedures of changing the operating
mode from start-up of the main engines to normal/navigational operating mode and vice versa

2.2 Operating limits

Instructors should prepare operating limits of simulated main engines developed on propeller
curve/load curve and tabulated lists of other operating limits for this subject to enable trainees
to understand:
(Diesel engine)
- operating limits of engine output, speed and torque
- limits of mean effective and maximum cylinder pressures
- limits of turbo charger revolution speed,
- limits of temperatures (exhaust gas, cooling water, lubricating oil, scavenging air)
- limits of pressures (lubricating oil, scavenging air)
(Steam turbine)
- operating engine output, speed and torque
- limits of temperatures (main steam, sea water)
- limits of pressures (main steam, main condenser)
Instructors should explain operating limits and other limits of various running parameters, and
their theoretical backgrounds.

2.3. Performance assessment

Instructors should prepare a handout which presents the following of simulated main engines:
- p-v diagrams and "Ten divisions into equal method" to calculate IHP (diesel engine)
- pressure draw curves (diesel engine)
- engine performance curve developed by the data from the collection tables used for
calculation of thermal efficiency
for this subject to enable trainees to understand:
- how to calculate IHP by using "Ten divisions into equal method"
- identify combustion process of diesel engine
- various performance curves to present engine characteristics
Instructors should explain, using the handout, "Ten divisions into equal method", combustion
process of diesel engine, and most effective running condition of the main engines from the
performance curves.

2.4. Functions and mechanism of automatic control for main engine

Instructors should prepare tabulated lists which presents automatic controls and safety
functions for simulated main engines for this subject to enable trainees to:
- identify automatic controls applied to the simulated main engine
- understand functions of automatic controls applied to the main engine
- understand mechanism of automatic controls to the main engine
- identify safety functions applied to the main engine
- understand acting mechanism of safety functions
Instructors should explain, using the tabulated lists, automatic controls and safety functions
applied to the simulated main engine, emphasizing their acting mechanism.

Function: Electrical, electronic and control engineering at the management level

3. Manage operation of electrical and electronic control equipment

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3.1 Design features and system configurations of high-voltage installations

Instructors should prepare system configurations of simulated high-voltage installations and
tabulated lists of functional and handling features of the installations for this subject to enable
trainees to understand:
- handling features of marine high-voltage main switch board (MSB)
- safety functions incorporated in the MSB
- earthing system for MSB
- safety precautions
Instructors should explain, the system configuration and the tabulated lists, high-voltage power
generation and distribution systems emphasizing safety precautions.

Function: Maintenance and repair at the management level

4. Detect and identify the cause of machinery malfunctions and correct faults

4.1. Detection of machinery malfunction, location of faults and action to prevent damage
Instructors should prepare a handout which presents malfunctioning draw curves
(pressure-stroke curves) and operational procedures of simulated main diesel engine to be
taken for malfunction and faults for this subject to enable trainees to understand:
- causes for malfunctioning draw curves of diesel engine and remedy actions
- operational procedures for the event of malfunctions or faults of main engine
Instructors should explain, using the handout, possible causes and remedy actions based on
the draw curves and operational procedures and their theoretical backgrounds for events of
malfunctions and faults.

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Table A-III/4: Specification of minimum standard of competence for ratings forming part of an
engineering watch

Function: Marine engineering at the support level

1. Familiarization

1.1. Plant arrangement

Instructors should prepare diagrams which present simulated steam boiler plant for this subject
to enable trainees to:
- understand purposes of each system which forms the simulated steam boiler plant
- identify feed water, fuel oil system and steam supply systems, and their machinery
Instructors should explain, using diagrams of the simulated steam boiler plant, steam boiler
plant and functions of machinery.

1.2. Instrumentation
Instructors should prepare tabulated lists of instrumentation used for simulated steam boiler
plant for this subject to enable trainees to:
- understand purposes of the instrumentation
- identify instrumentation used for the simulated steam boiler plant.
Instructor should explain, using the tabulated lists, instrumentation, units used for
instrumentation and their importance.

1.3. Alarm system

Instructors should prepare tabulated lists of audio and visible alarm patterns generally used
for ships for this subject to enable trainees to identify the alarms that are used to indicate
malfunctions and faults
Instructor should explain alarm patterns and their importance as necessary.

1.4. Controls
Instructors should prepare tabulated lists of controls used for simulated propulsion plant for
this subject to enable trainees to:
- identify equipment used for automatic and remote controls in the simulated boiler plant
- identify machinery which is automatically controlled
Instructors should explain, using the tabulated lists, functions of automatic and remote-control
applied to simulated steam boiler plant.

2. Maintain correct boiler water levels and steam pressures

2.1 Safe operation of boilers

Instructors should prepare diagrams which present simulated steam boiler plant for this subject
to enable trainees to:
- understand types of a steam boiler and their simple features
- identify simulated steam boiler and its associated system machinery
- understand precautions and procedures for firing up the steam boiler from cold condition
including significance of pre-purge and post purge
- understand functions of key valves and ancillary equipment such as water gauge blow
valves, safety valve lifting gear and soot blower
Instructors should explain, using diagrams of the simulated steam boiler plant, operational
procedures and precautions for starting and shutting down the simulated steam boiler.

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Table A-III/6: Specification of minimum standard of competence for electro-technical officers

Function: Electrical, electronic and control engineering at the operational level

1. Familiarization

Refer to "1. Familiarization" of A-III/1

2. Operate generators and distribution systems

2.1 Coupling and breaking connection between switchboards and distribution panels

Refer to "4.1. Operation of main switch board" of A-III/1

3. Operate and maintain power systems in excess of 1,000 volts

3.1 Electrical propulsion ship

Instructors should prepare a handout and check lists which presents specifications of
simulated propulsion plant, system diagrams, operational procedures and precautions to
operate the plant for this subject to enable trainees to understand:
- electrical propulsion types and specifications of simulated main electric motors such as
working voltage and power distribution system
- correct sequences of preparation for operating the simulated main motors and their
theoretical backgrounds
- operating conditions for the simulated main motors such as methods of speed control and
their elements,
- how to manoeuvre the simulated main motors
Instructors should explain, using system diagrams of the simulated propulsion plant and the
check lists:
- variety of electrical propulsion systems,
- how the simulated propulsion plant is constructed
- operational procedures and functions of machinery.
- methodologies of speed control and running parameters

Function: Maintenance and repair at the operational level

4. Maintain and repair automation and control systems of main propulsion and auxiliary
machinery
4.1 Detection of machinery malfunction, location of faults and action to prevent damage

Refer to "2.10 Fault detection and measures" of A-III/1

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Table A-III/7: Specification of minimum standard of competence for electro-technical ratings

Function: Maintenance and repair at the support level

1. Familiarization

1.1. System arrangement

Instructors should prepare system diagrams which present simulated electric power generation
and distribution systems for this subject to enable trainees to:
- understand purposes of each system which forms the simulated electric power generation
system
- identify the system machineries
- understand functions of the machinery
Instructors should explain, using the system diagrams, the electric power generation and
distribution systems and functions of machinery.

1.2. Instrumentation
Instructors should prepare tabulated lists of instrumentation used for simulated electric power
generation and distribution systems for this subject to enable trainees to:
- understand purposes of the instrumentation
- identify instrumentation used for the power generation and distribution systems
Instructor should explain, using the tabulated lists, instrumentation, units used for the
instrumentation and their importance.

1.3. Alarm system

Refer to 1.3 of A-III/4

2. Contribute to the maintenance and repair of electrical systems and machinery on board

2.1. Test, detect faults and maintain and restore electrical control equipment and machinery to
operating condition
Instructors should prepare tabulated lists of terms used for simulated electric power generation
and distribution systems for this subject to enable trainees to understand:
- meanings of main terms used for the electric power generation and distribution systems
- dangers when handling electric equipment
- safe practice for test, fault detection, maintain and restore
Instructor should explain, using the tabulated lists, meanings of terms and safe practice
emphasizing dangers when handling electric equipment.

2.2. Detection of machinery malfunction, location of faults and action to prevent damage
Instructors should prepare tabulated lists which present some of machinery abnormal and
malfunctions applied to simulated propulsion plant machinery for this subject to enable trainees
to:
- identify abnormal applied to the machinery/machinery systems
- understand remedy actions to be taken for machinery abnormal and malfunctions
- understand possible causes for abnormal and malfunctions
Instructors should explain, using the tabulated lists, meanings of machinery abnormal, remedy
actions.

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 Briefing

Practical exercises constitute the main training components in the course, and they are carried
out under supervision of the instructors. A briefing on important aspects of the exercise is
advisable before each exercise begins. The briefing shall include clear information on the
purpose of the exercise and the learning objectives to be achieved. If the briefing precedes an
assessment session, the trainee shall be given a clear and concise description of criteria
required to pass the evaluation. Provision has been made for this in the course structure.

From this aspect, any exercise scenario should include a briefing note and the note should be
emphasized every time the instructor conducts the simulator training. Since the note also
contains summary of technical issues to be learned by the trainees, the instructor should
prepare for teaching the issues.

The instructor should use practical examples involving real shipboard equipment and systems,
referring to diagrams, technical drawings, photographs, and the other related technical
documents to supplement and reinforce the briefing and training session.

One effective technique is to outline what is to be done during the exercise and then explain
in detail those aspects that are considered to be important. Finally, allow the trainee to
summarize the exercise using key words and phrases.

There should always be a final discussion to make sure that everyone understands the role
they will play, as well as what is to be done and achieved by the exercise.

An overhead projector is a useful teaching aid during the briefing. Copies of the
transparencies/case studies used can be distributed to the trainees for reference purposes
during the exercise.

 Simulator exercise

Engine room and propulsion plant machinery and systems may differ widely from ship to ship.
Trainees with some previous experience may have different and varied knowledge and
experience.

Before the exercise, the trainees should be encouraged to work together as a team towards a
common goal. They must co-ordinate their activities, show initiative and proper attitude in order
to bring the exercise to a successful conclusion.

 Preparing and conducting exercise

When new exercises are developed, or the ones provided in the course are modified, these
should not be so complicated that the trainees will have difficulty in carrying out their tasks and
duties.

An exercise should start with simple activities, in which trainees can use simple elements such
as valves, pumps, fluid systems or tanks. Step by step they should proceed towards more
complex activities.

Split a lengthy exercise into two or more separate exercises to ensure that the learning process
is effective.

The simulator is designed to provide training for normal, faulty and emergency machinery

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operation. It is important for the trainees to achieve a satisfactory level of competence under
normal conditions before proceeding to exercises in which faults have been introduced or
emergency situations are simulated.

The exercises should be made to reflect realistic situations in order to provide the trainees with
the impression of actually being in an engine room or control room aboard ship. For this reason,
the simulator's sound system should be activated.

 Development of simulator exercises

The STCW competence tables clearly specify the Knowledge, Understanding and Proficiency,
Methods for demonstrating competence and Criteria for evaluating competence for each
competency and "Approved simulator training" is listed in some of the Column 3 "Methods for
demonstrating competence" as one of options.
This means the approved simulator training can be adopted for demonstrating requirements
(Knowledge, Understanding and Proficiency) specified in the competence tables and allow the
trainees to achieve the requirements for the purpose of training trainees.

Tasks to be performed
Tasks to be performed by trainees for the requirements should be set up taking into account
matching of simulator facilities and functions and prerequisite of target trainees. Scope,
complexity and reality of the tasks vary according to the simulator facilities and functions, and
the target trainees. In order to design more effective training courses, the tasks should be
combined for a series of training process accordingly and sometimes individual task is to be
set up for a particular requirement as necessary.

Validity of simulator exercises

The series of tasks and the individual task can be a training programme and various
combinations should be set up to address a training need and units of training programme
should be examined in terms of unambiguity of learning/training objectives, international and
national regulations and recommendations concerned, and duplication with other training
programmes, in order to ensure validity of the simulator training exercises. The
learning/training objective should be clearly specified with training outcomes at this stage and
related to the competencies and requirements.

Design of simulator exercises

When designing simulator training exercises, elements to be included at least in the exercise
format are:
- Exercise title
- Tasks to be included in the exercise
- Function and Level
- Competence
- Requirements (K.U.P.)
- Estimated duration
- Initial condition for each task scenario/Performance condition and context
- Outline of the training
- Specific purpose/Outcome of the training
- Brief note for briefing and debriefing
- Implementation of the training

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(Example)
Course Title Taking over an engineering watch
Task Inspect plant machinery and take over the engineering watch
Function and Level Marine engineering at the operational level
Competence Maintain a safe engineering watch
Requirements (K.U.P.) Through knowledge of principles to be observed in keeping an
engineering watch, including:
.1 duties associated with taking over and accepting a watch
.2 routine duties undertaken during a watch
.3 maintenance of the machinery space logs and the significance
of the reading taken
.4 duties associated with handing over a watch
Estimated Duration 1 hour
Outline of Training Trainees perform an engine room round inspecting machinery to
make sure its running conditions in the engine room and control
room and take over the watch after briefing from the present
watch officers
Initial Condition Seagoing
Specific Purpose The training allows the trainees to:
- understand procedures for taking over an engineering watch
- understand significance of making an engine room round
- understand meanings and significance of running
parameters of plant machinery underway
- discern deviations from normal running conditions/status
- apply knowledge obtained to actual engineering watch
Briefing Explain briefly the following
- outline of the training
- why relieving watch officers enter the engine room at least 15
minutes before taking over an engineering watch
- how to make an engine room round, inspecting effectively the
machinery and other conditions within 15 minutes
- a need to use five senses when making the engine room
round in an actual engine room as signs of malfunctions such
as leaking, smell, abnormal vibration and sound cannot be
detected by monitoring system and the importance of
detecting such signs to take measures at early stage before
alarm sounds
- significance of understanding correlations between running
parameters of the machinery and hull conditions
- a need to take over the engineering watch after you made
sure running conditions of the plant machinery and satisfied
transition briefing from the present watch officer
- a need to ask the present watch officer questions if there is
something unclear
Implementation Start the simulation and let the trainees performs:
- enter the engine room
- inspect the operational parameters of main machinery
system, power generation system, steam generation system
and other auxiliary machinery systems including the steering
area (It is desirable to encourage the trainees to remember
approximate values of critical operational parameters during
the engine room round)

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- if something abnormal were found during the engine room

round, jot down quickly the status
- enter the control room
- inspect conditions, status and control/operational mode of
the machinery on the main console and main switch board
- check the engine room log, alarm log, standing orders and
special orders from the chief engineer and other information
if any (if there were special conditions of plant machinery,
works done during the present watch, and information from
bridge and others)
- meet the present watch officer (instructor) in the control room
and ask the officer for briefing before taking over the watch
- receive the transition briefing from the officer
- ask the officer questions about findings if any during the
engine room round
- accept the engineering watch if satisfied

The officer (instructor) being relieved lets the trainees answer the
questions about results of the engine room round in order to make
sure/evaluate if the inspection was effective and sufficient as
follow
- main running parameter of main engine, power generation
system and steam generation system
- status of auxiliary machinery (machinery in service, control
mode, levels of FO tanks, levels of bilges, etc.)
- works to be done during the watch
- precautions to be observed if any
Debriefing Explain briefly the following
- comments on performance made by the trainees
- the time for the engine room round before taking over the
watch is not sufficient to inspect and figure out all the running
conditions of the plant machinery, therefore the main running
parameters of main systems, levels of tanks and bilge are to
be at least confirmed and check quickly temperatures and
pressures if they are within normal working range
- the watch responsibility should be accepted after the watch
officer fully figure out the plant condition and all doubts and
concerns were solved
- deviations from the normal operation if any

 Conduct of evaluation

With regard to evaluation forms, as far as possible, the responsible evaluator should collect
comments or evaluations made by other evaluators, and evaluate the trainees' marks on the
evaluation form. The marking of the evaluation form should be done in a cautious, objective
and dispassionate manner.

The evaluation form should be developed by instructors in accordance with simulator facilities
and functions and the form should include:
- Performance standard
- Performance Criteria

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- Evaluation Criteria for Performance

- Evidence of Evaluation
- Technical and behavioural markers

(Example)
Exercise Title Takeover of an engineering watch
Task Inspect plant machinery and take over the engineering watch
Function and Level Marine engineering at the operational level
Competence Maintain a safe engineering watch
Requirements (K.U.P.) Through knowledge of principles to be observed in keeping an
engineering watch, including:
.1 duties associated with taking over and accepting a watch
.2 routine duties undertaken during a watch
.3 maintenance of the machinery space logs and the
significance of the reading taken
.4 duties associated with handing over a watch
Performance standard The trainees need to:
- enter the engine room at least 15 minutes before taking
over the engineering watch
- make sure the status and running condition of the plant
machinery one by one in the correct order
(In the simulated engine room, the trainees inspect
generally the machinery from main engine running
conditions such as control position, status of control
modes, revolution speed, shaft output and torque, fuel
notch, temperatures, pressures, viscosity and move to
steering system, power generation system, steam
generation system and other systems such as fuel supply
and treatment system, cooling water system, compressed
air system, and bilge treatment system that process
values are to be inspected)
- jot down matters considered to be unusual or wrong
- enter the control room at least 3 minutes before taking
over the engineering watch
- make sure ship's navigational conditions (speed, wind
force and direction) and main running conditions and
parameters of main engine and power generation system
by inspecting main console and main switch board
- check engine room log, alarm log, standing orders and
special orders from the chief engineer and other relevant
information
- meet the present watch officer and ask for transition
briefing
- receive the transition briefing and ask questions about
doubts/findings
- state finally taking over the watch

Performance Criteria Through the engine room round:

- determine/inspect status or conditions of main and
auxiliary machinery and their control systems including the
steering systems
- report and record the status or conditions of main and
auxiliary machinery and their control systems including the

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steering systems as necessary

Through the inspection in the control room:

- determine/inspect status or conditions of main and
auxiliary machinery and their control systems including the
steering systems
- report and record the status or conditions of main and
auxiliary machinery and their control systems including the
steering systems as necessary
- check the engine room log, alarm log, standing orders and
special orders from the chief engineer and other
information

Through communication with the present watch officer:

- receive transition briefing from the officer
- ask the officer questions about the findings/
determinations/doubts obtained from the inspection or
checks
- take over the watch
Evaluation Criteria for - Correctly and effectively determine/inspect status or
Performance conditions of main and auxiliary machinery and their
control systems including the steering systems
- Correctly and effectively report/answer the questions
about the status or conditions of main and auxiliary
machinery and their control systems including the steering
systems and record them as necessary
- Correctly check the engine room log, alarm log, standing
orders and special orders from the chief engineer and
other information
- Correctly ask the present officer questions as necessary
Evidence for Evaluation Performance on the engine room round and inspection in the
control room
Reports and/or questions from the trainees
Answers to the questions from the instructor

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(Example-1: Technical and behavioural markers)

Date and Hour
Exercise Title Takeover of an engineering watch
Task Inspect plant machinery and take over the engineering watch
Observation T Marks
1. Inspection of machinery (Engine room round) T1 A B C D
(Sequence of inspection was effective, Determination of T 2 A B C D
running parameters and confirmation of various status of T 3 A B C D
the plant were satisfactory, Inspection of vital machinery T 4 A B C D
and systems were not missed) T5 A B C D
2. Inspection in the control room T1 A B C D
(Data and information concerning ship's navigational T 2 A B C D
conditions, main engine, power generation system and T 3 A B C D
status of the plant obtained from main console and main T 4 A B C D
switch board were correctly inspected) T5 A B C D
3. Engine room log and other information T1 A B C D
(Engine room log, alarm log, standing orders and special T 2 A B C D
orders from the chief engineer and other information noted T 3 A B C D
by the present watch officer were correctly checked and T 4 A B C D
understood) T5 A B C D
4. Findings (E/R, C/R, Engine room log, etc.) T1 A B C D
(Malfunctions of the plant machinery and control systems T 2 A B C D
were found, Deviations from normal operation range were T 3 A B C D
found, Unusual status of the plant were found, Findings T 4 A B C D
were cleared up in an appropriate manner) T5 A B C D
5. Takeover of the engineering watch in oral form T1 A B C D
(Transition briefing was completely understood, T 2 A B C D
Communication with the present watch officer was clear, T 3 A B C D
effective and confident, Takeover of the watch was clearly T 4 A B C D
declared) T5 A B C D
Trainee's Name and Final Disposition T3 A BC
T1 A BC T4 A BC
T2 A BC T5 A BC
Remarks and Observations of examiner:

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(Example-2: Behavioural markers for non-technical skills)

Trainee's Class
Instructor attended
Training Title/Scenario Engine room Resource Management (ERM)
Date of Training
Trainee’s Name & Final Disposition
T1 ABC T6 ABC
T2 ABC T7 ABC
T3 ABC T8 ABC
T4 ABC T9 ABC
T5 ABC T10 ABC

Item T Mark
1. Understanding of roles and responsibilities in operating T1 A B C D
plant machinery as a part of an engineering watch T2 A B C D
(If performance/operation made by the trainee was T3 A B C D
satisfactory depending on their positions assigned and T4 A B C D
based on the correct knowledge on plant machinery) T5 A B C D
T6 A B C D
T7 A B C D
T8 A B C D
T9 A B C D
T10 A B C D
2. Instruction, report, answerback and other T1 A B C D
communication patterns T2 A B C D
(If all communication patterns were clearly recognized T3 A B C D
and oral communication were clear, effective and timely T4 A B C D
depending on their positions assigned) T5 A B C D
T6 A B C D
T7 A B C D
T8 A B C D
T9 A B C D
T10 A B C D
3. Leadership and assertiveness T1 A B C D
(If leadership and/or assertiveness were exerted T2 A B C D
depending on their positions assigned. Initiative in a T3 A B C D
small group may be also regarded as leadership) T4 A B C D
T5 A B C D
T6 A B C D
T7 A B C D
T8 A B C D
T9 A B C D
T10 A B C D
4. Situational awareness and notification of any doubt T1 A B C D
(If situational awareness was exerted depending on their T2 A B C D
positions assigned. T3 A B C D
If there was notification of any doubt or a similar event) T4 A B C D
T5 A B C D
T6 A B C D
T7 A B C D
T8 A B C D

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T9 A B C D
T10 A B C D
5. Depictive evaluation in respect to behaviour as a team member
T1

T2

T3

T4

T5

T6

T7

T8

T9

T10

Signature of evaluator

 Debriefing

The time for debriefing session should be occupied by contents of the trainings but it is better
to make debriefing sessions as short as possible. The instructor should summarize the training
to let the trainees ensure what they have learned through the training.

The instructor should refer to the notes taken during the exercise, raise important points and
lead the discussion among the trainees, and they should be encouraged to examine their
performance critically. Instructors should not impose their own views, but ensure that the
trainees have the right attitude and are encouraged to use correct procedures at all times.

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Part E: Evaluation
The effectiveness of any evaluation depends to a great extent on the precision of the
description of what is to be evaluated. The detailed teaching syllabus is thus designed, to assist
the Instructors, with descriptive verbs, mostly taken from the widely used Bloom's taxonomy.

Evaluation/Assessment is a way of finding out if learning has taken place. It enables the
assessor (Instructor), to ascertain if the learner has gained the required skills and knowledge
needed at a given point towards a course or qualification.

The purpose of evaluation/assessment is to:

- To assist trainee learning.
- To identify trainees' strengths and weaknesses.
- To assess the effectiveness of a particular instructional strategy.
- To assess and improve the effectiveness of curriculum programmes.
- To assess and improve teaching effectiveness.

The different types of evaluation/assessment can be classified as:

Initial/Diagnostic assessment
This should take place before the trainee commences a course/qualification to ensure they are
on the right path. Diagnostic assessment is an evaluation of a trainee's skills, knowledge,
strength and areas for development. This can be carried out during an individual or group
setting by the use of relevant tests.

Formative assessment
Is an integral part of the teaching/learning process and is hence is a "Continuous" assessment.
It provides information on trainee's progress and may also be used to encourage and motivate
them.

Purpose of formative assessment

- To provide feedback to trainees
- To motivate trainees
- To diagnose trainees' strengths and weaknesses.
- To help trainees to develop self-awareness.

Summative assessment
It is designed to measure trainee's achievement against defined objectives and targets. It may
take the form of an exam or an assignment and takes place at the end of a course.

Purpose of summative assessment

- To pass or fail a trainee
- To grade a trainee

Evaluation for Quality assurance

Evaluation can also be required for quality assurance purposes

Purpose of assessment with respect to quality assurance

- To provide feedback to Instructors on trainee's learning.
- To evaluate a module's strengths and weaknesses.
- To improve teaching.

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Assessment Planning
Assessment planning should be specific, measurable, achievable, realistic and time-bound
(SMART). Some methods of assessment that could be used depending upon the
course/qualification are as follows and should all be adapted to suit individual needs.
- Observation (In Oral examination, Simulation exercises, Practical demonstration).
- Questions (written or oral).
- Tests.
- Assignments, activities, projects, tasks and/or case studies.
- Simulations (also refer to section A-I/12 of the STCW code 2010).
- CBT.

Validity
The evaluation methods must be based on clearly defined objectives, and they must truly
represent what is meant to be assessed, for example only the relevant criteria and the syllabus
or course guide. There must be a reasonable balance between the subject topics involved and
also in the testing of trainees' KNOWLEDGE, UNDERSTANDING AND PROFICIENCY of the
concepts.

Reliability
Assessment should also be reliable (if the assessment was done again with a similar
group/learner, would you receive similar results). We may have to deliver the same subject to
different group of learners at different times. If other assessors are also assessing the same
course/qualification as us, we need to ensure we are all making the same decisions.

To be reliable an evaluation procedure should produce reasonably consistent results no matter

which set of papers or version of the test is used.

If the Instructors are going to assess their own trainees, they need to know what they are to
assess and then decide how to do this. The what will come from the standards/learning
outcomes of the course/qualification they are delivering. The how may already be decided for
them if it is an assignments, tests or examinations.

The instructors need to consider the best way to assess the skills, knowledge and attitudes of
our learners, whether this will be formative and/or summative and how the assessment will be
valid and reliable.

All work assessed should be valid, authentic, current, sufficient and reliable; this is often known
as VACSR – "valid assessments create standard results".
- Valid – the work is relevant to the standards/criteria being assessed:
- Authentic – the work has been produced solely by the learner;
- Current – the work is still relevant at the time of assessment;
- Sufficient – the work covers all the standards/criteria:
- Reliable – the work is consistent across all learners, over time and at the required level.

It is important to note that no single methods can satisfactorily measure knowledge and skill
over the entire spectrum of matters to be tested for the assessment of competence.
Care should therefore be taken to select the method most appropriate to the particular aspect
of competence to be tested, bearing in mind the need to frame questions which relate as
realistically as possible to the requirements of the officer's job at sea.

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STCW Code
The training and assessment of seafarers, as required under the Convention, are
administered, supervised and monitored in accordance with the provisions of section A-I/6 of
the STCW Code.

Column 3 - Methods for demonstrating competence and Column 4 - Criteria for evaluating
competence in the following tables of STCW Code, sets set out the methods and criteria for
evaluation. Instructors should refer to these tables when designing the assessment.
A-III/1: Specification of minimum standard of competence for officers in charge of an
engineering watch in a manned engine room or designated duty in a periodically
unmanned engine room
A-III/2: Specification of minimum standard of competence for chief engineer officers and
second engineer officers on ships powered by main propulsion machinery of 3,000 kW
propulsion power or more
A-III/4: Specification of minimum standard of competence for ratings forming part of an
engineering watch
A-III/6: Specification of minimum standard of competence for electro-technical officers
A-III/7: Specification of minimum standard of competence for electro-technical ratings

Assessment is also covered in detail in another IMO Model Course, however to assist and aid
the Instructors, some extracts from the Model course is used to explain in depth.

When evaluation consists of calculations, the following should be taken into consideration:

Calculations
To carry out their duties, engineer officers must be able to solve technical problems by
performing calculations in various subject areas.

The ability to perform such calculations and to resolve such problems can be tested by having
the trainees carry out the calculations in their entirety. Since a large variety of technical
calculations is involved and the time necessary for their complete solution is considerable, it is
not possible to completely test the abilities of trainees within a reasonable examination time.

Resort must therefore be made to some form of sampling technique, as is the case with the
assessment of knowledge, comprehension and application of principles and concepts in other
subject fields.

In examinations conducted on a traditional essay-type basis, the sampling technique that is

applied in respect of calculation requirements is to attempt to cover as much of the subject
area as possible within the examination time available. This is frequently done by using
questions involving shorter calculations and testing in depth on one or two topics by requiring
the completion of more complex calculations. The employment of this 'gross sampling'
technique reduces the reliability of the examination as compared with what can be achieved
with a more detailed sampling technique.

A greater breadth of sampling can be achieved by breaking down calculations into the various
computational steps involved in their solution. This technique can only be applied to
calculations in which the methodology is standardized. Fortunately, most calculations follow a
standard format; where alternative methods of solution exist, the examination can be
developed so as to allow trainees an appropriate freedom of choice. Such freedom of choice
must be a feature of examinations of all types, in any event.

In order to develop a series of 'step test items', covering an entire calculation, it is necessary
to identify each intermediate step in each calculation involved by all methods which are

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accepted as being correct in principle. These questions, after they have been reviewed for
clarity and conciseness, form the standard 'step test items' in that calculation topic.

This approach allows questions to be posed which sample the trainee’s knowledge and ability
to perform parts of various calculations, which process takes up less time than having him
perform entire calculations. The assumption is made that if the trainee can or cannot correctly
complete a calculation step leading to the solution, then he can or cannot successfully carry
out the entire calculation. Such detailed sampling allows a larger number of questions to be
answered by the trainee within the time allotted for the examination, thus allowing a broader
sampling of the trainee’s knowledge and abilities, thereby increasing the reliability of the
examination.

It must be pointed out that because of the greater number of test items used more time will be
spent by trainees in reading the questions and in appreciating the precise step which each
question involves.

However, the ability to answer correctly questions that are based on each intermediate step
leading to the solution does not necessarily indicate competence in the application of the
calculation methodology nor in the interpretation of the intermediate or final results. Further
questions must therefore be developed which are of a 'procedural' and principle nature.

Such 'step test' and 'procedural' items may be drawn up as 'essay-type' items, supply-type
items or multiple-choice items. Marking or scoring is easier if multiple-choice test items are
used, but in some cases difficulties may arise in creating plausible distracters.

Detailed sampling can allow immediate identification of errors of principle and those of a
clerical nature. It must be emphasized that this holds true, in general, only if the test item is
based on a single step in the overall calculation. Multiple-choice items involving more than one
step may, in some cases, have to be resorted to in order to allow the creation of a sufficient
number of plausible distracters, but care must be exercised to ensure that distracters are not
plausible for more than one reason if the nature of the error made (and hence the distracter
chosen) is to affect the scoring of the test item.

Compiling tests
Whilst each examining authority establishes its own rules, the length of time which can be
devoted to assessing the competence of trainees for certificates of competency is limited by
practical, economic and sociological restraints. Therefore a prime objective of those
responsible for the organization and administration of the examination system is to find the
most efficient, effective and economical method of assessing the competency of trainees. An
examination system should effectively test the breadth of a trainee’s knowledge of the subject
areas pertinent to the tasks he is expected to undertake. It is not possible to examine trainees
fully in all areas, so in effect the examination samples a trainee’s knowledge by covering as
wide a scope as is possible within the time constraints and testing his depth of knowledge in
selected areas.

The examination as a whole should assess each trainee’s comprehension of principles,

concepts and methodology; his ability to apply principles, concepts and methodology; his
ability to organize facts, ideas and arguments and his abilities and skills in carrying out those
tasks he will be called upon to perform in the duties he is to be certificated to undertake.
All evaluation and testing techniques have their advantages and disadvantages. An examining
authority should carefully analyse precisely what it should be testing and can test. A careful
selection of test and evaluation methods should then be made to ensure that the best of the
variety of techniques available today is used. Each test shall be that best suited to the learning
outcome or ability to be tested.

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Quality of test items

No matter which type of test is used, it is essential that all questions or test items used should
be as brief as possible, since the time taken to read the questions themselves lengthens the
examination. Questions must also be clear and complete. To ensure this, it is necessary that
they be reviewed by a person other than the originator. No extraneous information should be
incorporated into questions; such inclusions can waste the time of the knowledgeable trainees
and tend to be regarded as 'trick questions'. In all cases, the questions should be checked to
ensure that they measure an objective which is essential to the job concerned.

SCORING TESTS

Scoring subjective tests

The assessment of seafarers is concerned with judging whether they are competent, in terms
of meeting sufficient specified learning objectives, to perform the tasks required by the
qualification they are seeking. That is, they should be tested against predetermined criteria
rather than against the performance of other examinees or the norm for the group as a whole,
as is the case in many examinations.

To achieve that end in subjective tests, an analytical scoring scheme should be draw up in
which a complete model answer, which would attract full marks, is produced for each question.
The model answer is then analysed for the definitions, facts, explanations, formulae,
calculations, etc., contained in it and marks are allocated to each item, the aim being to make
the scoring as objective as possible. A subjective element will still exist in the original allocation
of marks to the various sections and, to some extent, in the scoring of incomplete or partially
correct sections.

Either credit scoring or deductive scoring may be used. In credit 'scoring, marks are awarded,
in accordance with the scoring scheme, for each correctly completed part of the answer, no
marks being credited for incorrect parts or omissions. With deductive scoring, marks are
deducted for errors and omissions from the total mark for the question or part question (where
a question has been divided into two or more sections). When applied to essay questions, the
two methods should produce virtually the same score. Deductive scoring is usually confined
to the marking of calculations.

Deductive scoring can be weighted to take account of the relative seriousness of different types
of error. Errors are commonly classed and weighted as follows:

.1 errors of principle; for example, using the formula for righting moment in a calculation
of list; deduct 50% of the mark for the question or part question;

.2 major errors; for example, extracting data for the wrong day or time from a publication;
deduct 30% of the mark for the question or part question; and

.3 clerical errors; for example, transposition of numbers from tables or question paper,
careless arithmetic; deduct 10% of the mark for the question or part question for each
error.

In the case of clerical errors, only one deduction for a single error should be made. No
deductions are made for incorrect answers which follow through from the original error. If
deductions exceed the total mark for a question or part question it is given a zero score;
negative scores are not carried over to other parts.

The different types of error can be taken into account in credit scoring schemes by suitably
weighting the marks allocated to method, to the extraction of data and to clerical accuracy at

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each step of the calculation. The steps need to be smaller and more detailed than the division
into parts used in deductive marking. As a result, the marks lost for errors of principle tend to
be smaller in credit scoring than in deductive scoring.

A small percentage of the total mark, to be credited only for the correct final answer, is
sometimes included in a credit scaring scheme. The answer must lie within stated accuracy
limits to qualify for that credit. In deductive schemes, an answer that has otherwise been
correctly calculated but which falls outside the accuracy limits is treated as a clerical error.

Where tests are to be marked locally at more than one test centre, a well-defined scoring
scheme, which will give the same score when applied to the same paper by different markers,
is essential for the uniform and fair treatment of trainees. To aid in any subsequent review of
marks, possibly resulting from an appeal, the marker should make brief marginal notes on the
paper to indicate the reasons for deductions.

Guidance on the treatment of answers produced by pocket calculators is needed. Examination

rules usually warn trainees that all working must be shown to gain full marks for a question.
The marks to deduct when insufficient working is shown but a correct answer is produced, or
when all working is correctly shown but the answer is wrong, need to be known by the marker.

In papers in which all questions are to be answered, the marks may be weighted to reflect the
importance or difficulty of individual questions or the length of time which will be needed to
answer them. When this is done, it is usual to indicate: the mark for each question on the
question paper. Optional questions should all be of similar standard and carry equal marks, so
that the standard of the complete test is the same regardless of the questions chosen.

Use can be made of a compulsory and an optional section in the same paper. Questions on
which it is felt that all trainees should be tested can be placed in the compulsory section and
suitably weighted, while the remainder of the paper offers a choice of questions each of similar
standard.

A problem that arises with optional papers is how to deal with cases where more than the
required number of questions is answered. Various solutions 'are adopted by different
examining boards. Many mark all questions and discard the lowest marked question or
questions. Although that fact is not generally advertised as it may encourage trainees to
attempt extra questions. Others take the requisite number of answers in the order in which
they are on the question paper and ignore the remainder. A similar problem arises in papers
in which trainees are required to answer a given number of questions and including at least
some stated number from each of several sections.

The pass mark should be set at the lowest score for which sufficient skills and knowledge are
demonstrated for competency in each subject. In practice, that score is difficult to determine
exactly for an individual paper and could vary slightly from one examination to another. Such
an arrangement would be difficult to administer and would be considered unfair by trainees, so
the pass mark is fixed and published in the examination regulations. It is, therefore, essential
when preparing papers to maintain as constant a standard as possible, such that the pass
mark is an appropriate measure of competency.

The following instructions are typical of those produced for guidance of examiners on the
marking of examinations:

In order to achieve uniformity in marking between the Examiners in various centres and to
facilitate the review of papers, the following guidelines are to be used at all centres:

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.1 When several trainees write the same examination, papers, other than multiple
choice, should be marked question by question, that is to say, question 1 of paper 1
should be marked for all applicants before proceeding to question 2, etc. This gives
more uniform marking.

.2 All questions should be marked even if it becomes apparent that the trainee cannot
achieve the pass mark.

.3 Neatness and Orderly Layout of Work:

Where work is not properly laid out or is not neat, marks should be deducted without
regard to correctness of the answer. The number of marks deducted should vary
according to the quality of the work up to a maximum of 10% where the correct answer
is obtained.

.4 Important Engineering and Technical Terms:

Where, in general calculations or general questions, an incorrect term is used and
such a term is incidental to the work, the Examiner should exercise his judgment as
to whether or not marks should be deducted, but in any case, a deduction should not
exceed 10% of the allotted marks. This does not apply to direct answers involving
definitions or in answers involving the naming of parts.

.5 Types of Errors:
Errors can be divided into 3 types:

(a) P - error in principle; 50% of marks allotted for the whole or part of the question
should be deducted.

(b) C - clerical error; 10% of the marks allocated should be deducted for each such
error.

(c) M - major error, 30% of the marks allotted for the question or part of the question
should be deducted.

NOTE: Large mark questions should be considered in their main sections and
percentages of the sections deducted. Trainees should be given the benefit of any
doubt which may exist.

.6 Drawings:
Too much importance should not be attached to elaborate drawings. Often a simple
sketch with captions is very explanatory and indicative of a good understanding.

.7 Incomplete Answer
Where a problem or distinct section of a large problem is only partly worked and a step
of principle remains to be made, marks allotted should not exceed 50% of the total
marks or the split marks allotted as the case may be.

MARKING PAPERS:

.8 When marking papers, examiners should enter appropriate marginal notes in brief
showing why marks have been deducted, using abbreviations in Paragraph 5. The
actual error should be ringed and marked with a brief statement of the reason for the
error, e.g. 'wrong answer'. A paper should be so marked that any reviewing Examiner
can see at a glance just what happened, including a marginal note to indicate award
of a 'benefit of doubt'.

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.9 In the case of marginal failure, the paper concerned should be carefully reviewed.
This review is not to be regarded as having the purpose of passing the trainee; it is to
ensure that the foregoing marking standards have been correctly applied and are
consistent with those of other responses to the same examination. It may result in
either an increase or a decrease in marks assigned. This review having been
completed, the examiner should issue a fail result if it is still below the pass mark.

.10 Use of Calculators:

When a pocket, non-programmable calculator is used by a trainee in an examination,
all necessary formulae and transpositions must be shown for full marks to be allotted.
In the case of a correctly set out answer, or partial answer, which has an incorrect
final result, 30% of the whole or part should be deducted on the major error rule.

When the evaluation consists of oral and practical tests, which, many topics as per the tables
A-III/1, 2, 4, 6 and 7 column 2, Knowledge, Understanding and Proficiency, require, the
following should be taken into consideration.

Advantages and disadvantages of oral and practical tests

It is generally considered advisable that trainees for certificates of competency should be

examined orally. Some aspects of competency can only be properly judged by having the
trainee demonstrate his ability to perform specific tasks in a safe and efficient manner. The
safety of the ship and the protection of the marine environment are heavily dependent on the
human element. The ability of trainees to react in an organized, systematic and prudent way
can be more easily and reliably judged through an oral/practical test incorporating the use of
models or simulators than by any other form of test.

One disadvantage of oral/practical tests is that they can be time-consuming. Each test may
take up about 1 to 2 hours if it is to comprehensively cover the topics concerned. Equipment
must also be available in accordance with the abilities that are to be tested. Some items of
equipment can economically be dedicated solely for use in examinations.

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Appendix: Examples of Exercise

Sample exercise-1 (A-III/1)
Exercise Title Familiarization-1
Task Trace machinery and pipeline layout in the machinery space
Function and Level Marine engineering at the operational level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 2 hour
Outline of Training Individual trainee works on tracing propulsion plant machinery
and piping lines presented on the illustrating/mimic panel
Initial Condition Not in operation
Specific Purpose The training allows the trainees to:
- understand how the propulsion plant is constructed
- understand machinery systems which construct the plant
- understand how the systems and machinery are connected
- understand meaning/significance of piping lines
Briefing Explain briefly the following
- this training gives understanding of construction of propulsion
system and preliminary knowledge for plant operation
- this training has no direct connection to K.U.P. of the
competence tables
- outline of the training
- propulsion plant is mainly constructed by main machinery,
power generation system, steam generation systems and
other auxiliary machinery
- the importance of understanding roles of these machinery
systems and machinery which construct each system
- a need to understand how these systems are connected by
piping lines
Implementation Let the trainees:
- trace main machinery and its associated systems such as
fuel supply, lubricating oil supply, cooling water circulation,
air supply and exhaust gas systems with tanks, main valves,
pumps, heaters and coolers
- trace power generation system and its associated systems
such as generators, prime movers, fuel supply/steam supply,
cooling water circulation systems with tanks, main valves,
pumps and coolers
- trace steam generation system and its associated systems
such as exhaust gas economizer, fuel supply, feed water,
steam supply and condensate water systems with tanks,
main valves, pumps, cooling water circulation, heaters and
coolers
- trace fuel transfer and treatment systems with tanks, main
valves, pumps, purifiers and heaters
- trance cooling fresh water and sea water systems with tanks,
main valves, pumps, fresh water generator and coolers
- trace compressed air systems with air compressors, air
reservoirs and main valves,
- trace lubricating oil treatment system with lubricating oil
purifiers and heaters
- trace bilge treatment system with separator, incinerator,

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tanks, bilge wells, pumps and main valves

- trace stern tube lubricating oil system with stern tube gravity
tanks high and low, stern tube aft and fwd seal tanks, drain
tank, pumps and cooler.
- trace sewage plant system pipelines and connection to sea
water system

Debriefing Explain briefly the following

- functions and features of piping lines
- functions and features of tanks, particularly FW expansion
tank
- installations fitted on the piping lines installations fitted on the
piping lines and various types of valves and their correct
operation.
- differences between local control, remote control and
automatic control
- control methodologies applied to the machinery

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Sample exercise -2 (A-III/1)

Exercise Title Familiarization-2
Task Operate instrumentation system to measure the running
parameters of the main engine/auxiliary machinery
Function and Level Marine engineering at the operational level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 2 hour
Outline of Training Individual trainee works on a check list reading indication meters
of the simulated plant machinery on the mimic panel or illustrating
panel and observing displays of instruments on the main console
and main switch board
Initial Condition Sea going and Standby engine
Specific Purpose The training allows the trainees to:
- get to know names and functions of instrumentations used to
indicate running parameters and status of the plant
machinery
- understand difference between an analogue meter and
digital indicator and their advantages and disadvantages
- get familiar with reading indicators including unit
- observe indicator diagrams displayed on the screen of an
engine power meter or monitoring system
Briefing Explain briefly the following
- this training gives understanding of instrumentation used in a
ship’s propulsion plant
- this training has no direct connection to K.U.P. of the
competence tables
- outline of the training
- various instrumentation is used to indicate various process
values that are running parameters of the machinery
- the importance of reading correctly these indications to
ensure proper judgement of the running condition

Implementation Start the simulation and let the trainees enter the engine room
and:
- start reading indications of various meters on the mimic
panel or illustrating panel following the check list

The instructor lets the trainees enter the control room and:
- start reading indications of various meters on the main
console and main switch board

The instructor stops the simulation and creates standby engine

as an initial condition and lets the trainees:
- operate main engine manoeuvring lever in turn and
observes p/v diagrams and draw curves of the main diesel
engine on the display of monitoring system or engine power
meter unit

Debriefing Explain briefly the following

- almost all running parameters can be seen on the display of
monitoring system in an actual ship
- actual thermometers, pressure gauges, level gauges and

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other process indicators are installed in an actual ship

- usually there is a difference in indication values between
actual meters and the monitoring system in an actual ship
- the importance to remember approximate values of running
parameters

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Sample exercise -3 (A-III/1)

Exercise Title Familiarization-3
Task Operate alarm system used to indicate malfunctions and
emergency
Function and Level Marine engineering at the operational level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 1 hour
Outline of Training Individual trainee performs operation of alarm system identifying
malfunction in turn
Initial Condition Sea-going
Specific Purpose The training allows the trainees to:
- get to know difference between general alarm/emergency
alarm and engine alarms
- understand pattern of machinery alarms
- understand how to respond to an alarm sound
- meaning of alarm sound, lamp indications and lamp flicker
- understand how to change alarm setting values
- understand basic functions of monitoring system
Briefing Explain briefly the following
- how to respond to machinery alarms of instrumentation used
in a ship’s propulsion plant
- basic functions of a monitoring system used for propulsion
plant machinery
- difference between general alarm and machinery alarms
- meaning of buzzer stop button, reset/flicker stop button and
alarm indication lamps
Implementation Start the simulation and let the trainees:
- perform buzzer test and lamp test in turn
- respond to an alarm entered by the instructor
- press buzzer stop button to stop the alarm sound
- make sure what was alarmed and the malfunction
machinery with lamp flicker
- press reset/flicker stop button and make sure the lamp
becomes continuous lighting
- make sure the alarming value of parameter/status of
the machinery
- make sure that the alarm lamp lights until the alarmed
parameter becomes normal
- make sure that the alarm was recorded in the event
printer/alarm printer with time of occurrence and stored
in the monitoring systems until the alarmed parameter
becomes normal

(Instructor makes alarms one after another until the trainees

become familiar with the response)
- make changes in alarm setting value of running parameters
for the monitoring system such as temperature, pressure,
level and time-lag for alarming
Debriefing Explain briefly the following
- summary of the training
- meanings of audible and visible alarm

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- an alarming system cannot be used in principle for a safety

system
- three categories of alarm that are emergency alarm, primary
alarm and secondary alarm

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Sample exercise -4 (A-III/1)

Exercise Title Familiarization-4
Task Identify equipment used for controls
Function and Level Marine engineering at the operational level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 1 hour
Outline of Training Individual trainee works on a check list for identifying equipment
used for controls in the simulated propulsion plant
Initial Condition Not in operation
Specific Purpose The training allows the trainees to:
- understand what machinery is remotely and/or automatically
controlled
- understand what process values are automatically controlled
- identify what equipment is used for controls
Briefing Explain briefly the following:
- outline of the training
- how to carry on the training
- differences between remote control and automatic control
- control methods applied to main machinery
Implementation The instructor lets the trainees identify equipment used for
controls following the check list:
- remote-automatic control
- main engine control stand/panel in the engine room and
control room
- main engine manoeuvring lever in the engine room and
control room
- auxiliary blower control switch
- generator control panel on main switch board and main
console
- synchronizing panel on main switch board
- auxiliary boiler control panel
- purifier control panel
- remote control
- group starter panels (G.S.P.)
- automatic control
- temperature controllers
- level controllers
- pressure controllers
- viscosity controllers
- control valves
- start and stop in group starter panels
Debriefing Explain briefly the following
- control methods applied to:
actual main engine, power generation system and boiler
controls
- actual automatic control for temperature, level and other
process values
- actual automatic start and stop of auxiliary machinery

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A-III/1 Sample exercise – 5 (A-III/1)

Exercise Title Operation of plant machinery
Task Line up and establish auxiliary machinery systems
Function and Level Marine engineering at the operational level
Competence Operate main and auxiliary machinery and associated control
systems
Requirements (K.U.P.) Preparation, operation, fault detection and necessary measures
to prevent damage for the following machinery items and control
systems
.1 main engine and associated auxiliaries
.2 steam boiler and associated auxiliaries and steam systems
.3 auxiliary prime movers and associated systems
.4 other auxiliaries including refrigeration, air conditioning and
ventilation systems
Estimated Duration 3 hours
Outline of Training 4 ~ 5 trainees establish a group and the group performs
operations of the following machinery in the engine room;
- start and stop emergency generator
- start, stop and change over CSW pumps and LTFW pumps
- start, stop and change over main air compressors
- start and stop control air compressor
- start, stop and change over oil purifiers
The trainees may refer to a procedure manual prepared by
instructors.
All operations should be principally carried out in manual. This
training is not for plant operation but for operation of each
machinery, therefore same procedures may be sometimes
repeated.
Initial Condition - Cold ship (FW, FO and LO are loaded, No machinery is in
service, All valves are principally closed)
Specific Purpose The training allows the trainees to:
- understand how to start, stop and changeover auxiliary
machinery
- acquire knowledge on preparations and procedures for
starting, operating and stopping machinery and their
procedural theories
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- purposes of starting each machinery and establishing
systems
- procedures for starting, operating and stopping each
machinery and their procedural theories applied to the
machinery
- significance to keep correct sequence of the procedures to
prevent damage
- needs to check running condition in terms of sounds,
vibration, heat and leakage when starting machinery
although these cannot be detected on the simulator

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Implementation Start the simulation and let the trainees:

(Start and stop emergency generator)

- make procedures to start the emergency generator
- check running parameters and voltage established
- connect the generator to BUS line
- disconnect the generator from BUS line
- stop the generator

(Start, stop and change over CSW pumps and LTFW pumps)
- air purge in CSW pumps suction side
- start No. 1 CSW pump checking pressure
- change over No. 1 CSW to No.2 CSW pump in a correct
manner
- change over No. 2 CSW to No.3 CSW pump if any
- set No. 1 CSW pump as a running pump and No. 2 and 3 to
auto standby
- open valves on No. 1 LTFW pump suction line and start No.
1 LTFW pump
- open delivery valve of No.1 LTFW checking pressure
- change over No. 1 LTFW pump to No.2 in a correct manner
- change over No.2 LTFW pump to No.3 if any.
- set No. 1 LTFW pump as a running pump and No.2 and 3
to auto standby

(Start, stop and change over main air compressors)

- open valves on LTFW line to No. 1 and 2 main air
compressors (coolers)
- open valves on compressed air line to No.1 main air
reservoir from No.1 compressor
- start No.1 main air compressors and supply No.1 main air
reservoir with compressed air checking pressure and
discharging drain manually
- start No.2 main air compressor and supply No.1 main air
reservoir with compressed air in parallel
- after filling up No.1 main air reservoir, stop No.1 and 2 main
air compressors and close supply valve to No. 1 main air
reservoir
- open supply valve to No.2 main air reservoir and start No.2
main air compressors to fill up No.2 main air reservoir
- set No.2 main air compressor to auto
- shut down No.1 main air compressor closing valves
concerned in air and LTFW

(Start and stop control air compressor)

- same procedures as main air compressor and fill up control
air reservoir with compressed air
- set finally control air compressor to auto

(Start, stop and change over diesel generators)

- open No.1 main air reservoir outlet valve
- check No.1 diesel generator for CFW, LO and DO/FO

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- operation to start No.1 diesel generator opening valves

concerned in CFW, LO and DO/FO
- start No.1 diesel generator and confirm running parameters
- connect No.1 diesel generator to Bus line confirming
voltage and frequency on MSB
- restart No.1 CSW pump and No.1 LTFW pump, and stop
the emergency generator if necessary
- check No.2 diesel generator for CFW, LO and DO/FO
- operation to start No.2 diesel generator opening valves
concerned in CFW, LO and DO/FO
- start No.2 diesel generator and confirm running parameters
- make manually parallel running of No.1 and 2 diesel
generators on MSB
- make manually single running of No.2 diesel generator ON
MSB
- stop No.1 diesel generator

(Fire up auxiliary boiler and raise steam pressure including lining

up steam system)
- check water level of the boiler and feedwater/cascade tank
for level
- check the steam root valve closed and air vent valve
opened
- open valves concerned in DO supply line and start DO
circulation
- opened valves concerned in boiler water circulation line and
start No. 1 boiler water circulation pump
- set No.2 boiler water circulation pump to auto standby
- operation for manually lighting off the burner
- operation for extinguishing the flame about 1 minute later
- operation for manually lighting off the burner about 1 minute
later
- repeat the same procedures one more time

(The instructor makes the simulation faster at this stage in order

to facilitate the training saying that the simulation runs faster
although we must raise the steam pressure according to the
specific standard for the boiler)

- close air vent valve when the steam pressure reaches to

0.05 ~ 0.1 Mpa/0.5 ~ 1 bar
- lighting off the burner accordingly again
- line up the feed water line and start No. 1 feed water pump
- supply feed water control system with control air if
necessary
- set No.2 feed water pump to auto standby
- stop No.1 boiler water circulation pump and close valves
concerned
- open steam supply valves on steam line when the steam
pressure reaches to 0.4 Mpa/4 bar
- start heating FO service tank, FO settling tanks and FO
bunker tanks

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- change fuel oil of the boiler from DO to FO and turn on FO

heater when the temperature of FO service tank reaches to
the setting valve
- set the boiler to auto

(Start, stop and changeover oil purifiers)

- check No.1 FO purifier for operating water tank level and
LO level
- open valves concerned in FO and the operating water and
start No.1 FO purifier
- supply FO heater with heating steam
- supply it with FO and checking running parameters when
No. 1 FO purifier reaches to operational revolution speed
- changeover No. 1 FO purifier to No. 2 FO purifier about 3
minutes later
- check running parameters after changing over to No. 2 FO
purifier
- set No.2 FO purifier to automatic operation
- stop No.1 FO purifier
- check No.1 LO purifier for operating water level and LO
level
- open valves concerned in LO and the operating water and
start No.1 LO purifier
- supply LO heater with heating steam
- supply it with LO when No.1 LO purifier reaches to
operational revolution speed

Debriefing Explain briefly the following

- significance of correct sequence of starting and stopping
machinery to avoid damage
- theoretical aspects for sequence of starting and stopping
machinery

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Sample exercise - 6 (A-III/1)

Exercise Title Diesel generator operation
Task Carry out starting, paralleling and changing over generators
Function and Level Electrical, electronic and control engineering at the operational
level
Competence Operate electrical, electronic and control systems
Requirements (K.U.P.) Basic configuration and operation principles of the following
electrical, electronic and control equipment;
.1 electrical equipment
.b preparing, starting, paralleling and changing over generators
Estimated Duration 2 hour/4 ~ 5 trainees
Outline of Training The trainees perform the following operations on MSB;
- starting and stopping remotely operated diesel generators
- making parallel running of diesel generators automatically
and manually
- making single running of diesel generator automatically and
manually
- selecting priority of standby generators
- setting optimum load sharing/number of generators
4 ~ 5 trainees stand in front of MSB and one trainee performs the
operation in turn. Other trainees observe his/her performance.
The instructor gives the trainee tasks to be done one by one.
This operations should be performed by an individual trainee and
the trainee should come to be well-versed in making parallel and
single running of diesel generators
Initial Condition In Port
Specific Purpose The training allows the trainees to:
- understand meaning of parallel running of generators
- understand conditions for parallel running of generators
- understand how to change over the generators
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- functions and arrangements of MSB
- conditions to put a generator into service and to make
parallel running of the generators
- automations incorporated in the MSB for controlling
generators
- precautions to be observed when handling MSB
Implementation Start the simulation and let the trainees:
(Initial condition: In port and No. 1 diesel generator is in service
and lets one trainee stand in front of MSB. The other trainees
observe his/her performance from behind keeping a reasonable
distance.)

(Instruction 1)
- start No.2 diesel generator remotely and make manually
parallel running of No.1 and 2 diesel generators

(Instruction 2)

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- make manually single running of No. 2 diesel generator and

set No. 1 diesel generator to second standby/priority
condition, stopping it remotely

(Instruction 3)
- start No. 3 generator remotely and make automatically
parallel running of No.2 and 3 diesel generators

(Instruction 4)
- automatically stop No. 2 diesel generator making single
running of No. 3 diesel generator and setting No. 2 diesel
generator to second standby/priority condition

(Instruction 5)
- make full automatically single running of No. 1 diesel
generator and set first standby/priority for No. 2 diesel
generator and second standby/priority for No. 3 diesel
generator

(This is end of the first performance and the instructor lets the
trainee change off to the next trainee. The training is kept up in
the same manner until all the trainees complete performance
however, operation patterns/combination may be changed by
instructor’s discretion)

Debriefing Explain briefly the following

- conditions necessary for making parallel running of
generators
- mistaken or misunderstanding if any during the
performance
- why parallel running is necessary
- when parallel running is used
- automations applied to generator control
- functions incorporated in MSB relevant to automatic control
of generators such as preference trip, large motor start
blocking and others

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Sample exercise - 7 (A-III/1)

Exercise Title High-voltage installation
Task Identify high-voltage installations
Function and Level Electrical, electronic and control engineering at the operational
level
Competence Operate electrical, electronic and control systems
Requirements (K.U.P.) Basic configuration and operation principles of the following
electrical, electronic and control equipment;
.1 electrical equipment
.d high-voltage installations
Estimated Duration 2 hour/3 ~ 4 trainees
Outline of Training 3 ~ 4 trainees establish a group and the group perform simulation
program following instructions by the program on high-voltage
installations for the purposes of;
- identifying what equipment construct high-voltage system
- understanding characteristics of high-voltage system
equipment
- understanding structural features of high-voltage system
equipment
- identifying main components which construct high-voltage
system equipment
Initial Condition ----
Specific Purpose The training allows the trainees to:
- understand configuration of high-voltage system
- understand structural features of high-voltage installations
- understand differences between high-voltage and low
voltage installations when handling them
- understand what dangers exist in high-voltage machinery
systems
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- safety functions, features and arrangements of the
simulated high-voltage systems
- all operations have to be done in remote control and no one
can approaches the high-voltage installations
- induced electromotive force
Implementation Start the simulation and let the trainees perform the simulation
program for identifying and understanding:
- system equipment used for high-voltage power distribution
- high-voltage generator
- high-voltage main switch board
- low voltage main switch board
- high-voltage transformer
- converter
- high-voltage synchronous motor for propulsion and
pumps
- system configuration of high-voltage power distribution
- functions of system equipment
- structure of high-voltage main switch board
- low voltage compartment
- protection and control unit

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- switch panel
- CB (Circuit Breaker) compartment
- VCB
- VCB draw in/out handling port
- indicator of VCB position
- emergency open mechanism
- interlock key for de-excitation
- earthing switch operating handle port
- BUS bar compartment
- pressure relief flap
- insulation bushing
- main BUS bar
- cable compartment
- surge arrester
- current transformer
- load BUS bar
- power cable terminal
- earthing switch
- zero phase current transformer
- voltage transformer
- structures of vacuum circuit breaker (VCB) and gas circuit
breaker (GCB)
- safety functions of VCB/GCB
- over current trip
- low voltage trip
- reverse power trip
- earthing switch
- precautions when handling high-voltage installations

Debriefing Explain briefly the following

- Precautions and differences between high and low voltages
when handling high-voltage installations
- Advantages of high-volt installations

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Sample exercise - 8 (A-III/1)

Exercise Title Operation of propulsion plant
Task Establish navigational mode
Function and Level Marine engineering at the operational level
Competence Operate main and auxiliary machinery and associated control
systems
Requirements (K.U.P.) Preparation, operation, fault detection and necessary measures
to prevent damage for the following machinery items and control
systems
.1 main engine and associated auxiliary
Estimated Duration 4 hours
Outline of Training 4 ~ 5 trainees establish a group and the group performs, under
the direction of the leader, operations of starting up main engine
including warming up and establish navigational mode including
starting up fresh water generator and turbo generator
All operations should be principally carried out in manual.
Initial Condition - In port
Specific Purpose The training allows the trainees to:
- acquire knowledge on procedures for starting up main
diesel engine, fresh water generator, turbo generator and
steam turbine and their procedural theories
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- purposes of warming up
- meaning of navigational mode
- significance to keep correct sequence of the procedures to
prevent damage
Implementation Start the simulation and let the trainees:
(Main diesel engine)
- carry out preparation for starting up
- check the main engine for LO level, CFW expansion
tank level and others
- line up HTFW line using FW Heater
- open the suction valve of No. 1 HTFW pump and start
the pump
- set No. 2 HTFW pump to auto standby
- open delivery valve of No. 1 HTFW pump and confirm
the pressure and temperature
- commence warming up the main engine supplying FW
Heater with heating steam
- set setting value of FW temperature controller to 80℃.
- line up LTFW line for coolers concerning the main
engine
- line up LO line for the main engine, Turbo charger and
Stern tube
- start No. 1 LO pump/s and set No. 2 LO pump/s to
auto standby
- line up DO supply line
- open suction and delivery valves of FO supply and FO
booster pumps

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- start No. 1 FO supply pump and Booster pump

confirming pressure and set No. 2 pumps to auto
standby
- check HTFW temperature if it is above 60℃.
- check all indicator valves opened and engage turning
gear
- commence turning of the main engine by turning motor
and check current vale
- stop turning and disengage turning gear several
minutes later
- stop supply of heating steam to FW Heater and open
bypass valve closing inlet and outlet valves when
HTFW temperature reaches to 80℃
- make parallel running of main air compressors
- drain No. 1 and 2 main air reservoir
- line up starting air line opening outlet valve of No. 1
main air reservoir
- carry out start-up
- carry out air running of the main engine with all
indicator valves opened
- close all indicator valves
- manually start and stop the main engine several times
within harbour speeds following engine orders
- finally, set the engine speed to harbour full
- increase manually the engine revolution until
navigation speed after a while

(Start and stop FWG)

- line up ejector line and start ejector pump to establish
vacuum inside the FWG
- line up CSW line to the FWG
- supply the FWG with feed water
- supply Heater of the FWG with HTFW little by little
when the vacuum reaches to 700 mmHg
- start distilled water pump opening supply line to filling
tank when level of distilled water appears in the level
gauge

- check running parameters and opening of the HTFW

temperature control valve
- stop gradually supply of HTFW to Heater of FWG to
avoid rapid change in temperature of HTFW
- stop distilled water pump and close valves concerned
- stop supply of feed water to Heater
- stop supply of CSW to Condenser
- stop the ejector pump and close valves concerned
- slightly open vacuum breaker

(Warming up, start and stop Turbo generator)

- establish steam condenser system
- establish Turbo generator (TG) LO system

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- establish TG steam system ensuring draining of steam

and condensate lines
- supply TG with sealing steam by opening TG sealing
steam supply valve
- start No.1 condenser vacuum pump and set No. 2 to
auto
- start No.1 condensate pump and set No.2 pump to
auto
- carry out turning of TG by turning gear for several
minutes
- stop turning of TG
- rest trip if any
- start TG by slowly opening Emergency stop valve
keeping low speed approx.1,000 min-1 for about two
minutes
- increase revolution speed slowly until operational
revolution speed
- open TG Emergency stop valve to 100%
- connect manually TG to BUS line on MSB
- disconnect No. 1 diesel generator from Bus line
manually
- stop No.1 diesel generator manually
- set No. 1 diesel generator to auto
- change over power generation from TG to diesel
generator
- stop TG at several minutes later

(Main steam turbine)

- carry out preparation for warming up
- line up lubricating oil system for LO purifier and start
the purifier for bypass purifying
- line up lubricating oil system for main steam turbine
and reduction gear and start No.1 LO pump
- set No. 2 LO pump to auto-standby
- set LO temperature controller to 45°C
- line up circulation system and start Main circulation
pump setting overboard valve to 25% opening
- check hot well for level and supply distilled water to the
hot well if necessary
- line up condensate water system with suction valve
and pressure equalizing valve of No. 1 condensate
water pump opened and start the pump
- set No.2 condensate water pump to auto-standby
- open drain valves connected to the main steam turbine
- start turning/roll over of the main steam turbine and
check the current value
- carry out warming up
- line up gland steam system and set the pressure to
0.02 Mpa
- supply gland steam to the main steam turbine

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- line up vacuum system and start No.1 Vacuum pump

to make vacuum inside main condenser up to
200mmHg
- set No.2 vacuum pump to auto-standby
- line up warning up steam line to the main steam
turbine and provide the main steam turbine with
warming up steam
- provide main steam piping with warming up steam
opening bypass valves attached to main steam valves
- carry out preparation for start-up
- stop supply of warming up steam
- increase vacuum of the main condenser more than
700 mmHg
- line up main steam system
- stop turning motor and disengage turning gear
- start automatic roll over/spinning
- set nozzle valves to condition for standby engine
- carry out start-up
- manually start and stop the main engine several times
within harbour speeds following engine orders
- finally, set the engine speed to harbour full
- increase manually the engine revolution until navigation
speed after a while

Debriefing Explain briefly the following

- significance of correct sequence of starting and stopping
machinery to avoid damage
- theoretical aspects for sequence of starting and stopping
machinery

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Sample exercise - 9 (A-III/1)

Exercise Title Routine pumping operations
Task Carry out pumping tasks
Function and Level Marine engineering at the operational level
Competence Operate fuel, lubrication, ballast and other pumping systems and
associated control systems
Requirements (K.U.P.) Operation of pumping systems;
.1 routine pumping operations
.2 operation of bilge, ballast and cargo pumping systems
Oily water separators (or similar equipment) requirements and
operation
Estimated Duration 3 hour
Outline of Training 4 ~ 5 trainees establish a group and the group performs the
following pumping operation in the engine room as routine
pumping operations;
- Transfer bunker oil to FO settling tanks
- Transfer bilge, sludge, drain and separated oil
- Send sea water for general use
- Oily water separator operation
The trainees may refer to a procedure manual prepared by
instructors and all operations should be principally carried out in
manual.
Initial Condition - In port
- Seagoing
Specific Purpose The training allows the trainees to:
- acquire knowledge on preparations and procedures for
starting, operating and stopping pumping systems and
- procedural theories of the pumping systems
Briefing Explain briefly the following
- outline and specific purpose of the training
- how to carry on the training
- procedures for starting and stopping pumps and their
procedural theories applied to the systems
- precautions to be observed when transferring fuel oil
- significance to keep correct sequence of the procedures to
prevent damage
- needs to check running condition in terms of amperage,
sounds, vibration, heat and leakage when starting the
pumping systems although these cannot be detected on the
simulator

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Implementation Start the simulation and let the trainees:

(1st stage: In Port)
(Transferring bunker oil)
- transfer 5 m3 of FO from No. 2 FO tank (P) to No. 1 FO
settling tank using No. 1 FO transfer pump
- transfer FO from No. 2 FO tank (S) to No. 2 FO settling
tank until 90% in level using No. 2 FO transfer pump
- transfer FO form No. 7 FO tank (C) to No. 1 FO settling
tank using No. 1 FO transfer pump
- transfer 20 m3 of FO form No. 2 FO tank (P) to No. 2 FO
tank (S) using No.1 and 2 transfer pump
- transfer 0.1 m3 of FO drain from FO drain tank to No. 1 FO
settling tank using No. 1 FO transfer pump

(Transferring bilge, sludge and others)

- transfer bilge from engine room bilge well (P) to bilge tank
using Bilge pump
- transfer bilge from cargo hold to bilge tank using Bilge
pump
- transfer sludge form sludge tank to waste oil tank using
Waste oil transfer pump
- transfer separated oil from the tank to waste oil tank using
Waste oil transfer pump
- transfer drain from Drain tanks to Bilge tank using Bilge
pump

(Supply sea water for general use)

- start Fire/General service pump and supply sea water to
fire main adjusting pressure by opening overboard valve

(This is end of the 1st stage and stop the simulation)

Implementation Start the simulation and let the trainees:

(2nd stage: Seagoing) (Operation of Oily water separator)
- turn on oil content monitor
- line up bilge overboard discharge line
- open sea water suction and delivery valves of Oily water
separator bilge pump system
- start Oily water separator bilge pump and fill up the line and
separator with sea water
- change over the suction valve of the pump to bilge from
bilge tank and discharge 0.5 m3 of bilge
- change over the suction valve of the pump to bilge from
engine room bilge well until almost empty
- change over the suction valve of the pump to sea water to
replace bilge inside the system with sea water
- stop the pump and close valves concerned
- note transfer quantity for making entries in the Oil Record
Book as per the latest IMO guidelines
Debriefing Explain briefly the following

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- meaning of routine pumping operations

- precautions for transferring heavy fuel oil
- needs to pay due attention to level of FO tanks
- purpose of bilge system and functions of tanks
- differences between common bilge, direct bilge and
emergency bilge
- precaution for transferring bilge
- features of pumps used for bilge systems

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Sample exercise -10 (A-III/1)

Exercise Title Fault detection and measures
Task Address malfunction
Function and Level Marine engineering at the operational level
Competence Operate main and auxiliary machinery and associated control
systems
Requirements (K.U.P.) Preparation, operation, fault detection and necessary measures
to prevent damage for the following machinery items and control
systems
.1 main engine and associated auxiliaries
.2 steam boiler and associated auxiliaries and steam systems
.3 auxiliary prime movers and associated systems
.4 other auxiliaries including refrigeration, air conditioning and
ventilation systems
Estimated Duration 2 hour
Outline of Training 4 ~ 5 trainees establish a group and the group performs
operations to address malfunctions of the machinery assessing
running parameters and conditions under the direction of the
group leader

The instructor selects malfunctions and may advise the trainees

of procedures to be taken to address the malfunctions as
necessary.

Detail and specific procedures to be taken should be developed

and prepared for the trainees according to specifications and
functions of the simulator
Initial Condition Seagoing and in port
Specific Purpose The training allows the trainees to:
- acquire knowledge on how to address malfunctions of
machinery assessing running parameters and conditions
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- malfunctions and how to address the malfunctions
Implementation Start the simulation and let the trainees perform operation to
address the following malfunctions:

(Engine room bilge well high level)

- confirm the alarm by pressing buzzer stop and reset button
- assess the conditions
- prepare for starting bilge pump and transfer the bilge to
bilge tank
- (if there is no space in the bilge tank, discharge bilge in the
bilge tank first and transfer the bilge to the bilge tank
complying with the regulations concerned)
- confirm the alarm indication becomes off

(No. 1 FO settling tank low level)

- confirm the alarm by pressing buzzer stop and reset button
- assess the level, level of bunker tank in use, running
parameter of FO transfer pump and status of valves
concerned

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- take measures to increase the level

- confirm the alarm indication becomes off

(FWG high salinity)

- confirm the alarm by pressing buzzer stop and reset button
- assess value of salinity, distilled water level, HTFW
temperature, opening of HTFW bypass valve, flow rate of
feed water, vacuum, temperature of evaporation
- adjust some of the running parameters to reduce the
content of salinity
- confirm the alarm indication becomes off

(Auxiliary boiler low water level)

- confirm the alarm by pressing buzzer stop and reset button
- assess the level, opening of FWC valve, running
parameters of feed water pump, cascade tank level, control
parameters of FWC controller
- take measures to increase the level.
- confirm the alarm indication becomes off

(No. 1 FO purifier abnormal separation)

- confirm the alarm by pressing buzzer stop and reset button
- assess running parameters of the FO purifier, resetting the
purifier
- decide measures to be taken from the results of
assessment as follow
- take measures to manually resume the operation of the
purifier
- take measures to stop the purifier and restart it as
usual
- take measures to change over the purifier to No. 2 FO
purifier
- confirm the alarm indication becomes off

(Auxiliary boiler flame failure)

- confirm the alarm by pressing buzzer stop and reset button
- changeover the boiler control to manual
- start post purge
- confirm causes of flame failure and take remedy actions
- flame eye
- FO low pressure/temperature
- low water level
- FDF abnormal stop
- power failure
- reset combustion control
- start pre-purge
- light off the burner
- changeover the boiler control to auto

Debriefing Explain briefly the following

- importance of detecting malfunction before alarm sounds
- there are several proximate causes for one malfunction

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- needs to be well-versed in handling machinery to address

malfunctions

(Case study on boiler flame failure)

Explain briefly the following and let the trainees discuss them:
- possible consequent incident in case of flame failure
- importance of pre-purge and post purge
- mechanism of boiler furnace blowback
- safe procedures when faced with similar situations

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Sample exercise - 11 (A-III/1)

Exercise Title Engineering Watch
Task Maintain a safe engineering watch
Function and Level Marine engineering at the operational level
Competence Maintain a safe engineering watch
Requirements (K.U.P.) Thorough knowledge of principles to be observed in keeping an
engineering watch, including 1) duties associated with taking over
and accepting a watch, 2) routine duties undertaken during a
watch, 3) maintenance of the machinery space logs and the
significance of the reading taken, 4) duties associated with
handing over a watch.
Estimated Duration 10 hours
Outline of Training The trainees divided into two groups (A & B) and each group
undertakes the engineering watch in turn. Roles of watch officer
and ratings are assigned to the trainees of each group and the
training is carried out in a manner of role playing.
The each group performs watch duties as a team from an engine
room round, taking over the watch, routine duties and handing
over the watch
Initial Condition Seagoing
Specific Purpose The training allows the trainees to:
- understand principles and procedures to be applied to the
engineering watch
- understand tasks to be done during watch period
Briefing Instructor briefly explain:
- outline of the training
- how to carry on the training
- roles of officer and ratings in the training as follow:
the officer mainly;
- figures out running condition of the propulsion plant as
a whole
- receives reports from persons in charge of the
machinery
- issues instructions of tasks to persons in charge of the
machinery
- makes entry of watch log at time of taking over the
watch
- briefs relieving watch personnel on information to be
taken over
the ratings mainly;
- figure out the running condition of the machinery
- fill out measurement tables of the machinery in charge
- perform tasks instructed by the officer
- report necessary information to the officer
- follow instructions given by the officer

Implementation Start simulation and let the group A take up the first position and
let the trainees:
(The group B observes performance being made by the group A
in the briefing room)
- make engine room round

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- (the watch officer of the group A) confirm all other ratings

(other trainees) are ready to undertake the watch duties
- receive transition briefing from the present watch officer
(Instructor)
- accept the watch if satisfied
- (the officer of the group A) instruct the ratings to carry out
routine duties and to report the results
(The following is an examples of routine duties)
- periodical changeover of auxiliary machinery from No.
1/2 to No. 2/1 such as Fuel oil purifier, LO purifier,
CSW pump, CFW pump, LO pump, Fuel oil booster
pump and so on.
- carrying out soot blowing for Auxiliary boiler and
Exhaust gas economizer
- carrying out blowing down Auxiliary boiler water
- changing over generated fresh water supply tank
- changing over fuel oil tank to be used
- discharging the bilge water overboard through the
oily-water separator
- transferring bilge from bilge wells to bilge tank
- discharging bilge of bilge tank overboard through oily
water separator
- incinerating waste oil
- transferring fuel oil from bunker tanks to settling tanks
- carrying out drainage from scavenging air manifold of
the main engine, compressed air reservoirs and fuel oil
settling tank and service tank
- manual discharge of sludge on Fuel oil purifiers, LO
purifiers if possible
- test run of emergency fire pump and diesel generator
- cleaning main engine turbocharger air and/or gas sides
- (the officer) instruct the ratings to carry out an engine room
round and to report the results
(The following is an example of reporting main engine)
- the engine load is now almost standard to the present
revolution speed.
- revolution speed of TC is also in standard range and
highest exhaust gas temperature is 380 degree Celsius
(℃), the lowest temperature is 335 degree Celsius (℃)
- there is very little difference among all temperatures of
CFW outlets at the standard value as well as Piston
cooling LO and Bering LO.
- opening of the HTFW temperature control valve is now
10% cooler side.
- scavenging air temperature and pressure stay in
standard values and pressure drop of the air in air
coolers gets higher a little than previous watch records.
- no malfunction was found and running condition of the
engine is stable

(All members of the group B1 enter the engine room and make
an engine room round checking the running parameters indicated

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on the mimic panel, group starter panels, control stands and main
engine manoeuvring stand)

- The officer of the group A fills out the form to be handed

over to the relieving watch personnel with information
obtained from his/her watchkeeping and the instructor as
follow and prepares for handing over the watch.
- sea water temperature;
- engine room temperature;
- ship’s speed;
- main engine average revolution speed;
- fuel notch of main engine;
- main engine output;
- fuel oil consumption during the watch;
- main engine exhaust gas highest and lowest
temperatures;
- turbocharger revolution speed;
- tasks done;
- tasks to be done during the relieving watch, if any;
- instructions from C/E; and
- information from the bridge (The instructor should give
information relating to navigational conditions such as
LOG distance, OG distance and so on.)

(The members of group B enter the control room and both group
A and B stand toe to toe)

- The officer of group A gives orally all the member of group

B transition briefing
(The following is an example of the briefing)
- the setting position of the main engine manoeuvring
lever is Navigation Full and Fuel Notch is 50
- the last one hour average revolution of the main engine
was 100 min-1
- the turbo generator is currently used and setting
pressure of the boiler is 0.7 Mpa and damper control of
the exhaust boiler is set to auto
- sea water temperature is 20 degree Celsius and the
engine room temperature is 35 degree Celsius
- orders and/or instructions of Chief engineer, if the
revolution of the main engine decrease until 95 min-1,
report it to the Chief engineer since a heavy weather is
likely expected. If there is special information from the
bridge, report it to the Chief engineer
- regular and/or additional tasks completed during the
watch period
- we carried out soot blowing for the exhaust boiler
- we have changed over generated fresh water supply
tank from No1 port FW tank to No 1 starboard FW tank
- we have changed over fuel oil tank to be used from No.
3 Port FO tank to No.3 starboard FO tank

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- we discharged the bilge water from bilge tank

overboard

(This is completion of the 1st period. Alter the plant condition and
start 2nd period letting the group B take up the first position in the
same manner as the 1st period)
Debriefing Explain briefly the following
- results of the training comparing to an actual engineering
watch in terms of the following
- running conditions of the propulsion plant were
satisfactory figured out
- reports to the leader were appropriate
- tasks during the watch were effective
- communications during the watch were sufficient
- the instructor also emphasizes difference between the
simulated engine room and an actual engine room and
importance of engine room rounds as follow

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Main Engine Measurement Table (1/2)

Name: Date: Time: ~

Time No.1 Out
E/R Temp. (℃) No.2 Out
SW Temp. (℃) No.3 Out

Exhaust Gas
No.4 Out
Handle Position No.5 Out
Governor Notch No.6 Out
Shaft Rev. (min-1) No.7 Out
Pump Notch No.8 Out

Temperature (℃)
SHP (kW) No.9 Out
Torque (T-m) No.10 Out
Thrust (Ton) No.11 Out
TC Rev. (min-1) No.12 Out
Ship Speed (K’t) TC In
TC Out
Scavenging air Temp In
FO In Temp. No.1 Out
FO Viscosity No.2 Out
FO Press. Cont. V No.3 Out
No.4 Out
Piston Cooling LO

LO In Temp. No.5 Out

LO Temp. Cont. V No.6 Out
No.7 Out
In No.8 Out
No.1 Out No.9 Out
No.2 Out No.10 Out
No.3 Out No.11 Out
No.4 Out No.12 Out
No.5 Out Thrust Bearing T (AHD)
Temperature (℃)

No.6 Out Thrust bearing T (AST)

No.7 Out TC LO Out
Jacket CFW

No.8 Out TC LO Temp. Cont. V(%)

No.9 Out TC in Drop (mmAq)
No.10 Out
No.11 Out Oil Mist Density
No.12 Out

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Main Engine Measurement Table (2/2)

Shaft Bearing LO
Bering LO No. 1 Inter.
Camshaft LO No. 2 Inter.
TC LO No.3 Inter
Piston Cool LO Aft Most

Temperature (℃)
Scavenging air F-S/T Seal Oil
Control air Stern Tube
LTFW
FO LO In
Pressure (Mpa)

LO
Jacket CFW LO Out
VIT Position air LTFW In

S/T
FO Vent. Tank LTFW Out

CLR
FO Filter Diff.
LO Filter Diff. F-S/T Seal Oil Press.
Air Cooler Drop S/T Bearing LO Press.

Air In Temp. LO Sump Tank

Tank Level

LTFW In Temp. TC LO H/G Tank

Cooler

LTFW Out Temp. CFW Exp. Tank

Air

Cyl. Oil Day Tank

LO In Temp. S/T LO Sump Tank
LO Out Temp. A-S/T Seal Oil Tank
Cooler

LTFW In Temp.
LO

LTFW Out Temp. Jacket CFW T.

V

LTFW Temp.
Cont.

HTFW In Temp. FO HTR STM

(%)

HTFW Out T
Cooler

CSW In Temp
FW

CSW Out Temp.

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Power Generation System Measurement Table

Name: Date: Time: ~

Time No.1 Out
Generator in use No.2 Out
No.3 Out

Exhaust Gas
Gen. Voltage (V) No.4 Out
Main Switch Board

BUS Voltage (V) No.5 Out

Gen. Freq. (Hz) No.6 Out
BUS Freq. (Hz) TC In 1

Temperature (℃)
Current (A) TC In 2
Power (kW) TC In 3
Power Factor In
(MSB)

Insulation (MΩ) No.1 Out

Jacket CFW
No.2 Out
Diesel Generator No.3 Out
Revolution (min-1) No.4 Out
Fuel Notch No.5 Out
Starting air No.6 Out
Pressure (Mpa)

Boost air Out

LO Turbo Generator
Jacket CFW Steam In
LTFW 1st stage steam
Pressure

FO Exhaust space
(Mpa)

LO Filter Diff. Gland steam

Jacket CFW Cont. V LO In
LO Sump Tank Aux. Cond. V (-kPa)
LO Cooler LO Level

Gen. Bea. Fore Steam In

Temperature

Gen. Bea. Aft Exhaust space

Governor Condensate water
LO In Temp. Aux. Cond. SW In
(℃)

LO Out Temp. Aux. Cond. SW O

LTFW In Temp. Cond. Pump Suc. P
LTFW Out Temp. Cond. Pump Del. P
Air In Cond. Water Level
Air Out LO Sump Tank Level
CLR
Air

CFW Out LO CLR LO In Temp.

Gen. Fore Bea. Temp LO CLR LO Out Temp.
Gen. Aft Bea. Temp LO CLR LTFW In Temp.
LO CLR LTFW Out T

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Steam Generation System Measurement Table

Name: Date: Time: ~

Time
Auxiliary Boiler Exhaust Boiler
Steam Steam Press.(Mpa)
Press.(

FO Burning Economizer In
Mpa)

Draft (mmAq) Economizer Out

Temperature (℃)
Feed water Evaporator In
Boiler water Level Evaporator Out
FO Burner In Temp. Superheater In
FO Heater Out Temp. Superheater Out
Feed water Tank L Exhaust Gas In
Inspection Tank L Exhaust Gas Out

Cond. Press. Exh. Gas Drop P (mmAq)

Drain Temp.
Cond.
Aux.

LTFW In Temp. Boiler Water In Use

LTFW Out T Circ. Pump Suc.
Dis
FO Burning Suc.
Pump Dis.

FO Supply Suc.
Pump Dis.

Feed water In Use

Pump Suc.
Dis.

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Auxiliary Machinery Measurement Table

Name: Date: Time: ~

Time
Fresh Water Generator (FWG)
FO Boost In Use Shell Vacuum
Pump Suc. Feed water
Dis Ejector

Pressure
FO Supply In Use Dist. W PP Dis

(Mpa)
Pump Suc. Ejector P Suc.
Dis Ejector P Dis.
In Use
LO Pump Suc. Shell
Dis Heater

Temperature
Crosshead In Use Feed water
LO Pump Suc. HTFW In
Dis HTFW Out
Stern Tube In Use (℃) CSW In
LO Pump Suc. CSW Out
Dis Salinity (ppm)
HTFW In Use HTFW Out V Opening
Pump Suc. HTFW Bypass V Open
Dis
LTFW In Use Oil Purifier
Pump Suc. LO Ampere (A)
Dis Pressure (Mpa)
CSW In Use Pressure (Mpa)
Pump Suc. Temperature (℃)
Dis FO In Use
ER(P) Ampere (A)
Bilge Level

ER(S) Pressure (Mpa)

ER(C) Pressure (Mpa)
Aft Temperature (℃)
Fore DO Ampere (A)
Cargo Pressure (Mpa)
Bilge Tank Level Pressure (Mpa)
Sep. Oil Tank Level Temperature (℃)
Sludge Tank Level

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Sample exercise -12 (A-III/1)

Exercise Title Change-over of remote/automatic to local control
Task Change over control systems of machinery from
remote/automatic to local
Function and Level Marine engineering at the operational level
Competence Maintain a safe engineering watch
Requirements (K.U.P.) Safety and emergency procedures; change-over of
remote/automatic to local control of all systems.
Estimated Duration 2 hours
Outline of Training This training is conducted under ship’s harbour full speed and the
trainees perform the tasks to change-over the control positions of
the specific machinery such as main engine, diesel generators,
boilers, oil purifiers, air compressor and steering gear according
to the situations.
Initial Condition Harbour full speed
Specific Purpose The training allows the trainees to get familiar with change-over
of control position/mode from remote/automatic control to local
control for the following machinery and operate the machinery
manually
- main engine
- diesel generator
- emergency diesel generator
- steam boiler
- oil purifier
- air compressor
- steering gear
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- roles of the trainees in charge of main engine, diesel
generators, aux. boiler, purifier and steering gears
- specific procedures to change over the control positions
according to the specifications of the machinery
Implementation Start the simulation and let the trainees perform:
(main engine)
- procedures to change over control position from the bridge
to the control room
- procedures to change over the control position from the
control room to local
- handle the main engine manoeuvring laver to control the
engine speed responding to the telegraph orders from the
bridge (instructor room)

(diesel generator)
- procedures to change over the control mode of No.1
generator to local control from automatic control
- starting manually N0. 1 generator
- making manually parallel running of No.1 and No. 2
generators
- procedures to change over the control mode of No.3
generator to local control from automatic control
- starting manually No. 3 generator

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- making manually parallel running of No. 1, No. 2 and No. 3

generators
- procedures to change over the control mode of No. 2
generator to local control from automatic control
- removing manually No. 2 generator from the parallel
running
- stopping manually No. 2 generator
- removing manually No. 1 generator from the parallel
running
- stopping manually No. 1 generator
- procedures to change over the control mode of No. 3
generator to automatic control from local control
- procedures to change over the control mode of No. 1 and
No. 2 generators to automatic control from local control
- select priority either No.1 or No. 2 generators as 1st
standby generator

(Air compressor)
- procedures to change over the control mode of No.1 main
air compressor to local/manual operation
- starting and stopping manually No.1 compressor
discharging drain accordingly
- procedures to change over the control mode of No. 1 main
air compressor to automatic operation

(Steam boiler)
- procedures to change over the control mode of auxiliary
boiler to local/manual control from automatic control
- lighting off manually the burner to raise the steam pressure
starting with pre-purge
- stopping manually combustion and carrying out post purge
- procedures to change over the control mode to automatic
control

(Oil purifier)
- procedures to change over the control mode of LO purifier
to local/manual control
- procedures for starting manually LO purifier
- carrying out total de-sludging
- procedures to change over the control mode to automatic
control

(Steering gear)
- procedures to change over the control mode of steering
gears to local/manual
- taking manually rudder angle at Port, Starboard, Hard port,
Hard starboard and Mid-ship
- procedures to change over the control mode to remote
control from local control

Debriefing Explain briefly the following

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- precautions when changing over remote/automatic to local

control, particularly when main engine is running in
remote/automatic control
- local controls or isolations of machinery are often used when
starting up the plant from the port condition or cold condition

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Sample exercise -13 (A-III/1)

Exercise Title Immediate actions to be taken in the event of fire or accident
Task Take measures to address fire or accident
Function and Level Marine engineering at the operational level
Competence Maintain a safe engineering watch
Requirements (K.U.P.) Safety precautions to be observed during a watch and immediate
actions to be taken in the event of fire or accident, with particular
reference to oil systems
Estimated Duration 2 hours
Outline of Training This training is conducted by establishing urgent standby engine
when the ship is on passage. The trainees receive request for
urgent standby engine from the bridge due to an accident such
as a fire, a person overboard, oil spill and others, and perform
plant operation under direction of the watch officer assigned to
one of the trainees to establish urgently state of standby engine
from the state of passage.
Initial Condition Seagoing
Specific Purpose The training allows the trainees to:
- understand how to address emergencies
- understand a need for urgent standby engine under the
emergencies
- understand procedures for urgent standby engine
Briefing Explain briefly the following
- how to carry on the training
- specific procedures to establish the state of standby engine
being simulated
- this training cannot be applied to an individual emergency
event such as firefighting, flooding, rescue of over boarded
person, and oil spill
- In case of the person overboard, the main ,must be urgently
stopped first and the propulsion plant will be brought to the
standby condition

The instructor should emphasize:

- during a watch, the watch officer must address any
situations
- standby engine request must be issued from the bridge in
almost all the cases
- after the standby engine, the watch officer must address an
individual situations
- it is quite essential for the watch officer to always keep the
propulsion plant under control in any cases since
responses to the emergencies vary according to the
situations
- when the standby engine is requested, usually all hands
must enter the engine room and the chief engineer must
take an initiative according to the situations
Implementation Start the simulation and let the trainees:
(Fire: The training starts with phone call to the control room saying
that we have a fire in the officer’s accommodation and request
urgent standby engine)
- respond to standby engine by engine telegraph

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- start the fire pump and send extinguishing water to the fire
main
- turn off the electric power to the fire area
- stop air conditioning system for the officer’s accommodation
- start No.1 and No. 2 diesel generator and FO circulation of
auxiliary boiler
- change over the power source from the turbo generator to
the diesel generators keeping the turbo generator in hot
condition
- stop FWG and make parallel running of main air
compressors
- start auxiliary boiler
- change over the control position of the main engine to the
control room and decrease engine speed to harbour full
speed
- inform the bridge of completion of preparation for standby
engine

(A person over-boarded: The training starts with phone call to the

control room saying that the main engine was stopped suddenly
at the bridge and "a person over board" will be announced and
request urgent standby engine).
- respond to standby engine by engine telegraph
- start No.1 and No. 2 diesel generator and FO circulation of
auxiliary boiler
- change over the power source from the turbo generator to
the diesel generators keeping the turbo generator in hot
condition
- stop FWG and make parallel running of main air
compressors
- start auxiliary boiler
- change over the control position of the main engine to the
control room
- prepare for re-starting the main engine
- inform the bridge of completion of preparation for standby
engine
- start the main engine responding to the telegraph order
Debriefing Explain briefly the following
- meaning of emergency situation such as a fire, a person
over board, flooding, oil spill and others
- responses to emergencies vary according to the situations
- urgent standby engine must be requested in almost all the
cases
- specific preparations and procedures for urgent standby
engine depend on specifications of the plant machinery
- we must pay due attention to running parameters of the
plant machinery however we sometimes have cases that
we must ignore the range of running parameters/standards
for the safety of lives even though it causes serious
damage of the machinery

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As for response to individual emergency other than standby

engine, the instructor lists measures to be taken by engine
department in principle as follow:
- A fire;
- starting fire pumps,
- cutting off power to the area
- stopping ventilation fan and oil pumps
- closing all outlet valves of oil tanks
- preparing for all fire extinguishers
- Oil spill
- preparing for oil dispersant
- preparing for oil preventive appliances
- A person over boarded;
- preparing for a rescue boat
- Flooding
- starting bilge pump
- discharging emergency bilge and direct bilge in case of
engine room flooding

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Sample exercise -14 (A-III/1)

Exercise Title Engine room Resource Management (ERM)
Task Practice ERM
Function and Level Marine engineering at the operational level
Competence Maintain a safe engineering watch
Requirements (K.U.P.) Knowledge of engine room resource management principles
including 1) allocation, assignment and prioritization of resources
2) effective communication, 3) assertiveness and leadership, 4)
obtaining and maintaining situational awareness, 5)
consideration of team experience
Estimated Duration 5 hours
Outline of Training This training aims at understanding ERM requirements through
teamwork in operating plant machinery as parts of an engineering
watch. Namely, process of plant operation is discussed and
analysed in terms of the ERM requirements. For teamwork, roles
of C/E, 1/E, 2/E, 3/E and ratings are assigned to 5 ~ 8 trainees
accordingly and plant operation (leaving a port and recovery of
blackout) is carried out under the direction of C/E.

Communication system equipment must be used for

communication between the instructor room, control room, and
engine room during the training, and it is desirable to use English
for communication.

Instructor should prepare a procedure manual of plant operation

from the port condition to the state of passage. The C/E and/or
1/E of the group may refer to the manual as necessary during the
training in order to issue his/her instructions to the other trainees
(officers and ratings).
Initial Condition 1st stage: In port (One diesel generator is in service)
2nd stage: Seagoing (Turbo generator and Fresh water
generator are in service)
Specific Purpose The training allows the trainees to:
- demonstrate and understand ERM requirements as much
as possible through two kinds of plant operation
- discuss and analyse processes and activities made as a
teamwork in operating plant machinery in terms of the ERM
principles and requirements
Briefing Explain briefly the following:
(for the first stage: - outline of the training
Leaving a port) - how to carry on the training
- roles of the C/E, 1/E, 2/E, 3/E and ratings as follow;
the C/E mainly,
- figures out the running condition of the propulsion plant
as a whole
- receives reports from officers
- issues instructions to officers
the 1/E assists the C/E
the 3/E and ratings;
- figure out the running condition of the machinery in
charge
- perform tasks instructed by the C/E
- report to the C/E necessary information

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- follow instructions issued by the C/E

- Instructor should emphasize:
- application of ERM requirements for the competence
"Maintain a safe engineering watch" described in the
Table III/1 is to maintain a safe engineering watch,
exerting effective communication, leadership,
situational awareness, assertiveness and effective
utilization of personnel in various situations concerning
the engineering watch.
- meanings of effective communication, leadership,
situational awareness and assertiveness
- The communication includes instruction, answerback,
report and dialogue and these communication patterns
should be effectively carried out for maintaining the
safe engineering watch.
Implementation Start the simulation (in port) and let the trainees take up the
(for the first stage: position assigned (Control room: C/E, 1/E, 2/E, Engine room:3/E,
Leaving a port) Ratings)

Under the direction of C/E, 1/E issues instructions to proceed

plant operation for leaving a port by using communication
equipment to let everyone know the instructions and answer back
must be made to any of instructions and reports as the following
basic communication pattern.

Instruction (1/E)

Answer back (3/E)

Handling machinery (Ratings)

Report to C/E (3/E)

Answer back (1/E)

(Proceeding for leaving a port)

(Warming up the main engine)
- line up ME CFW system and start No.1 HTFW pump
- begin supply of warming up steam to ME
- line up ME LO system and start No. 1 LO pump
- line up FO supply system and start No.1 FO supply and
booster pumps
- line up stern tube LO system and start No.1 stern tube LO
pump
- start steering gear system and demonstrate its test run

Steering gear test run: take the rudder angles "Port",

"Starboard", "Hard port" and "Hard starboard"
communicating with the bridge (Instructor room)

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- start ME turning and check current value of turning motor

- start No.2 generator at engine side and report the running
condition
- make parallel running of diesel generators No.1 and No. 2
- switches on Bow thruster and Deck machinery

(ME trial run at the control room)

- stop supply of warming up steam
- start No.1 boiler water circulation pump
- make parallel running of main air compressors
- stop ME turning and disengage ME turning gear
- open starting air root valve of No.1 Air reservoir
- make air running of ME
- close all indicator valves
- start auxiliary blowers and start ME in ahead direction
- stop ME after several turns
- start auxiliary blowers and start ME in astern direction
- stop ME after several turns

(Standby engine)
- "Standby engine" is requested (telegraph gong sounds)
- respond to the request
- (after responding the request of standby engine, 2/E
manoeuver the ME responding to telegraph orders)
- "Full way engine" is requested
- respond to the request
- set manoeuvring lever to "Navigation"

(Navigational condition)
- make steering gear single run
- make single run of diesel generator
- begin warming up TG
- line up circulation, condensate, gland steam and LO
systems of TG
- begin supply of gland steam, starting turning
- make No.1 main air compressor single run
- start ejector pump and prepare for starting FWG
- start FWG after vacuum of FWG is established
- start the turbo generator
- change over electric power source to the turbo generator
from diesel generator

(This is completion of procedures from In port to state of passage

and the instructor stop the simulation. The trainees move to the
briefing room)

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Debriefing This is an intersessional debriefing, so the training should be

(for the first stage: simply reviewed from the aspects of ERM principles and the
Leaving a port) requirements and this review should be conducted in a form of Q
and A as follow in order to let the trainees consider significance
of teamwork.
For the teamwork of leaving a port as a part of an engineering
watch:
- if allocations/arrangement of the personnel were
appropriate
- if assignments/roles and responsibility of the personnel
were appropriate
- if prioritization of the teamwork was appropriate
- if utilization of information, equipment and personnel was
effective
- if functions of the equipment were satisfactory understood
- if information was appropriately understood, responded and
shared
- if all communication patterns were clearly, effectively and
timely carried out
- if assertiveness was reflected
- if leadership and situational awareness were exerted
- if there was notification of any doubt
- if there was consideration of team experience

The instructor should emphasize the following, taking into

account the aforementioned review.
- when teamwork is necessary as parts of an engineering
watch, personnel as a member of the team should
understand their roles and responsibilities, and maintain
effective communication in order to enhance performance
of teamwork that contributes to a safe engineering watch
- even if there were outstanding competent persons in the
team, the teamwork is not always achieve higher
performance
- all the personnel therefore should be mindful on how we
can build a good teamwork (Probably there is no correct
answer, but better answer exists)
- the aforementioned review must be reflected in the next
stage of ERM training

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Briefing Instructor should explain:

(for second stage: - The task for the team as parts of an engineering watch is
Blackout) recovery of blackout which means watch personnel must
resume the same plant condition as before the blackout.
- Main flow of recovering blackout is as follow

ME in service at Nav. Speed ＊ ME restart

TG in service FWG in service

TG restart
TG ACB Low voltage trip

Power
changeover
ME shut down (LO low
press), Diesel G & Emer. G
auto start. ACB Close
Diesel G &
Emer. G stop

Vital Auxiliaries automatic

restart, ME reset, ＊
Boiler and others man start FWG restart

- The power must be resumed as quickly as possible

therefore, effective plant operation is required.
- For this purpose, a good leadership/initiative becomes
more important than the first stage
Implementation Start the simulation and let the trainees take up the position
(for second stage: assigned (Control room: C/E, 1/E, 2/E, Engine room:3/E, Ratings)
Blackout)
The instructor announces the following, using communication
equipment to let all the trainees know at the same time.
- all the trainees must confirm the plant conditions in 10
minutes such as ME control position (Bridge), ME output
and other major running parameters, turbo generator
output, steam pressure, state of auxiliary boiler, state of
diesel generator, numbers of running auxiliaries and others.
- black out will occur in five minutes after your confirmation
and the team must resume the plant conditions as they
were before the blackout
- The trainee assigned to 1/E issues instructions to any other
members without the trainee assigned to C/E and the C/E
must instruct 1/E-A as needed.
(10 minutes later)
- now, your confirmation time was over, blackout occurs in 5
minutes
(The instructor gradually closes Steam inlet valve/Shut off valve
of the turbo generator from the instructor room and this causes
Turbo generator ACB low voltage trip resulting in blackout)

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The blackout occurs and lightings of the control room and the
engine room turn off except an emergency lighting. ME must be
shut down automatically due to LO low pressure.
At the same time, 1st standby diesel generator and emergency
generator start and the power will resume approximately in 30
seconds.

(Proceeding for recovery of blackout)

Let trainees:
(Immediate actions to be taken)
- open all drain valves on TG and check running conditions
of No.1 diesel generator and emergency generator
- make procedures to changeover the ME control position
from the bridge to the control room and sets ME
manoeuvring lever to "Stop" position, changing over the
control mode to manual
- take necessary measures to FO and LO purifiers according
to the situation and stop heating of FWG closing feed water
valve

(The power has resumed)

- check restart of auxiliaries for ME and begin TG turning
- change the supply lines of the purifiers to the circulation
lines
- check all the auxiliaries and steering gear automatically
restarted
- restart other manual starting machinery (Auxiliary boiler, FO
and LO purifiers, ventilation fans, and others)
- start preparation for restart of ME (reset ME shut down and
any other failures)

(Restart of ME)
- start ME at "Slow ahead" responding to the telegraph order
- increase ME revolution speed until "Harbour full ahead"
step by step responding to the telegraph
- set ME manoeuvring lever to navigational speed
responding to "Full way engine" order
- begin preparation for restarting TG and FWG
- check vacuum of the condenser and condensate system of
TG
- restart the ejector pump and begin supply of feed water
- restart FWG beginning heating and supply of feed water
and starting Dist. water pump
- restart TG
- stop TG turning motor and disengage the turning gear
- establish the steam line opening drain valves
- open steam Inlet valve/Emergency shut off valve
slightly and make it full open closing all drain valves
- change over the power source to TG from the diesel
generator
- stop the diesel generator and emergency generator
- stop Auxiliary boiler

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- return the control position of ME to the bridge

(This is end of the 2nd stage and stop the simulation)

Debriefing The process of recovering blackout should be reviewed first from
(for the second stage: the aspects of ERM principles and the requirements.
Blackout) For the teamwork of recovering blackout as a part of an
engineering watch:
- If allocations/arrangement of the personnel were
appropriate
If not, what was wrong?
- If assignments/roles and responsibility of the personnel
were appropriate
If not, what should be corrected?
- If prioritization of the teamwork was appropriate
If not, what was wrong?
- If utilization of information, equipment and personnel was
effective
If not, how was it done?
- If functions of the equipment were satisfactory understood
- If information was appropriately understood, responded and
shared
- If all communication patterns were clearly, effectively and
timely carried out
- If assertiveness was reflected
- If leadership and situational awareness were exerted
If not, how should it be done?
- If there was notification of any doubt
- If there was consideration of team experience

In light of the results of aforementioned analysis, the instructor

should let the trainees discuss the significance of ERM as follow;
(The instructor may cover some of the following according to the
results of the analysis.)
- What resources do we have generally in machinery space?
- What features does the each resource have?
- What makes it difficult to manage a human resource?
- How can ERM principles be applied to plant
operation/engineering watch?
- How can ERM requirements as human elements be applied
to plant operation /engineering watch?
(Leadership, Situational awareness, Communication,
Assertiveness)
- What differences do exist between small-group of two or
three persons and group of ten persons in practicing ERM?
- Which should operation instructions be issued in terms of
practicing ERM?
- Press start bottom of No1. HTFW pump
- Start No. 1 HTFW pump
- Establish HTFW system
- What is expected as a leader in practicing ERM?
- What is expected as engineering watch personnel?
- What relations do exist between building of a good

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teamwork and practice of ERM?

- What is the most important element in practicing ERM to
maintain a safe engineering watch?

The instructor should conclude the debriefing saying that the idea
of ERM or ERM requirements should be applied to all the duties
on board ships although we have discusses ERM from the aspect
of an engineering watch.

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Sample exercise -15 (A-III/2)

Exercise Title Propulsive characteristics of diesel engines
Task Development of engine revolution speed-output diagram
Function and Level Marine engineering at the management level
Competence Plan and schedule operations
Requirements (K.U.P.) Propulsive characteristics of diesel engines, steam and gas
turbines including speed, output and fuel consumption
Estimated Duration 3 hour
Outline of Training 4 ~ 5 trainees establish a group and the group performs increase
of the simulated main engines and develop a graph that indicate
engine speed, engine output and fuel oil consumption by
collecting necessary running parameters at different engine
speeds. The trainees discuss the graph and understand
propulsive characteristics of the main engines.
The instructor needs to prepare engine speeds to collect the
running parameters and measurement tables.
This training can be applied to different types of main engines
Initial Condition Main engine standby condition
Specific Purpose The training allows the trainees to:
- understand correlation of engine output and fuel
consumption to different engine speeds/ship’s speeds ,
- come to be able to predict engine output and fuel
consumption to different engine speeds/ship’s speeds
- understand differences in propulsive characteristics between
main engines
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- specific purposes of the training
- how to draw the graph obtaining necessary values
Implementation Start the simulation and let the trainees:
(The instructor may make simulation speed faster than usual in
order to facilitate the training)
- set main engine revolution speed and increase the speed
as indicated in the table below
- take readings following the measurement table at different
speed under the stable conditions
(The instructor stops the simulation when the measurement was
completed)
Debriefing The instructor lets the trainees discuss the diagram developed by
the trainees and let them understand:
- correlations of engine out and fuel consumption to different
speeds are in principle:
output ∝ 𝑁 3 fuel consumption∝ 𝑁 3 ship's speed ∝ N
fuel consumption of same distance ∝ 𝑁 2 (N: Revolution speed)
- differences in output/propeller curves of lighter or heavier
engine loads than the specific engine load
- differences in propulsive characteristics of different types of
main engines

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Measurement Table

Date:
Ship's Particulars:

Sea condition: Wind: Load condition:

Ship's speed Rev. counter Shaft output Torque FO flow meter

1 Avg min- Avg Avg l/h
1
2
3
4
5
6
7
8
9
10
11
12

Setting H/H Print out indicator diagrams (Press/stroke)

H/H (10 min) F/H (10 F/H + 10 (10 F/H + 20 (10

min) min) min)
2
1 3 4 5 6 7 8

F/H + 30 (10 Nav. Full (10

min) min)

9 10 11 12

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Sample exercise -16 (A-III/2)

Exercise Title Heat balance of main diesel engine/steam turbine
Task Determine thermal efficiency and develop heat balance diagram
of the simulated main diesel engine and steam turbine
Function and Level Marine engineering at the management level
Competence Plan and schedule operations
Requirements (K.U.P.) Heat cycle, thermal efficiency and heat balance of the following
.1 marine diesel engine
.2 marine steam turbine
.3 marine gas turbine
.4 marine steam boiler
Estimated Duration 3 hour
Outline of Training 8 ~ 10 trainees establish two groups (A and B) and the groups
collect running data following data collection tables at four stable
running conditions of the simulated main engines as 100%, 75%,
50% and 25% MCR and calculate thermal efficiency for each
load. All the trainees calculate necessary calorific values by using
collected data and develop heat balance diagrams by combining
all results made by the trainees.

The instructor prepare data collection tables, calculation tables

and guidance for the calculation.

The instructor sometimes needs to give the trainee condition

settings/assumptions in order to simplify the calculation although
their theories must be taught.

The instructor may make the simulation speed faster than usual
to facilitate the training accordingly and conducts a review
session on the issue on a different day, giving the trainees
enough time for calculation and developing the diagrams.
This training can be applied to different main engines
Initial Condition Seagoing
Specific Purpose The training allows the trainees to:
- acquire knowledge on calculation methods/process of the
following and developing heat balance diagram
(Main diesel engine)
- total calorific value given to engines/boilers
- calorific values of power output produced by engines
including calculation of output/IHP by using p-v
diagram printed out from the simulator and "Ten
divisions into equal method" given appropriate "Spring
constant" of the indicators)
- mechanical loss/efficiency by engines
- fuel oil consumption rate
- heat loss by cooling fluid and lubricating oil
- heat loss by exhaust gas
- thermal efficiency
(Main steam turbine)
- fuel oil consumption rate
- total thermal efficiency
- turbine effective efficiency

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- turbine internal efficiency

- turbine mechanical efficiency
- boiler efficiency
- understand;
- how much heat was used for propelling
- what kinds of heat losses are contained in the heat
cycle
- how much heat losses are included in the heat cycle

Briefing Explain briefly the following

- outline of the training
- how to carry on the training
- specific purpose of the training
- precaution for collecting data
- data collection tables
- setting up revolution speed equivalent to engine loads
Implementation The instructor starts the simulation and lets the trainees perform
the following:
(The instructor sets up 100% MCR of the engine adjusting engine
revolution speed and informs the trainees of that engine running
condition will become stable in five minutes and your data
collection must start 5 minutes later)

Performance
Data collection of 100% MCR
Group A Reduction of engine speed to the
revolution equivalent to 75% MCR
Data collection of 75% MCR
Group B Reduction of engine speed to the
revolution equivalent to 50% MCR
Data collection of 50% MCR
Group A Reduction of engine speed to the
revolution equivalent to 25% MCR
Group B Data collection of 25% MCR

The group A takes readings of main engine revolution counter

and fuel oil flow meter just at starting time of data collection.

After taking readings of the counters, members of the group A

work on collecting data on the mimic panel and data display of
the simulator following the data collection tables.
(The group B observes performance of the group A)

The group A takes reading of main engine revolution counter and

fuel oil flow meter just at the time of 60 minutes later from the first
reading.

After taking the second readings of the counters, the group A

perform operation to reduce engine speed until the revolution
speed equivalent to 75% MCR.

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The group B prepares for data collection.

The group B takes readings of main engine revolution counter
and fuel oil flow meter just at the time of starting data collection.

After taking readings of the counters, members of the group B

work on collecting data on the mimic panel and data display of
the simulator following the data collection tables.
(The group A observes performance of the group B)

The group B takes reading of main engine revolution counter and

fuel oil flow meter just at the time of 60 minutes later from the first
reading.

(Data collections are to be continued in the same manner as the

first collection until completion of collecting data of 25% MCR.
The instructor stops the simulator when the data collection is
completed)

Debriefing Explain briefly the following

- performance of the trainees as a while
- meaning of heat balance diagram need to share all data
among the trainees
- calculation methods

The instructor gives the trainees an assignment to calculate the

thermal efficiency and all the trainees develop heat balance
diagram.

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Example of ERS Heat Balance A (75% MCR)

Example of ERS Heat Balance B (75 %MCR)

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Example of ERS Heat Balance A (Steam Turbine)

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Example of ERS Heat Balance B

(Steam Turbine)

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Sample exercise -17 (A-III/2)

Exercise Title Operation of main propulsion and auxiliary machinery
Task Start up, manoeuver and shutting/cooling down main engines
Function and Level Marine engineering at the management level
Competence Operation, surveillance, performance and maintaining safety of
propulsion plant and auxiliary machinery
Requirements (K.U.P.) Startup and shut down main propulsion and auxiliary machinery,
including associated systems
Estimated Duration 4 hour
Outline of Training 4 ~ 5 trainees establish a group and the group performs starting
up, operation and shutting/cooling down of main engines and
each trainee manoeuvers the main engines responding to the
telegraph order.
The trainees may refer to a procedure manual prepared by
instructors. (Specific procedures based on the simulated main
engine should be developed and prepared for the trainees)

Initial Condition In port (Completion of warming up)

Specific Purpose The training allows the trainees to understand:
- criteria for judgment of completing warming up and cooling
done;
- conditions for starting up;
- checking point when main engines are started first for leaving
a port;
- various automatic controls applied to main engines;
- operational procedures of main engines for starting up,
navigational mode and shutting/cooling down main diesel
engine; and
- acquire skills on manoeuvring the main engine
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- operational procedures for warming up, starting up, setting
up navigational mode and shutting/cooling down the main
engine
- criteria for judgment of completing warming up and cooling
done
- need for trial run of main engines when leaving a port
- what should be checked during trial run of main engines
Implementation Start the simulation and let the trainees demonstrate:
(1st stage: warming up (Main diesel engine)
the main engine and - check the main engine for completion of warning up
leaving a port) including;
- level of LO sump tank
- FW expansion tank
- cylinder oil supply/daily tank
- circulations of CFW, LO and FO
- temperatures of CFW and LO
- setting values of controllers
- status of control system for the main engine
- check auxiliary machinery for:
- stern tube LO sump tank

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- status of main air compressors and pressure of air

reservoirs
- status of steering gears
- status of power generation system
- status of engine room fans
- abnormal conditions if any
- preparation for starting up the engine
- disengage turning gear and all indicator valves are
open
- line up starting air
- reset abnormal if any
- notify startup of the main engine to the bridge
(Instructor)
- air running of the engine in the engine room confirming
revolution indicator
- closing all indicator valves
- manual start and stop of the engine in ahead and astern
slow in the engine room
- changeover of the control position to the control room
- remote-automatic start and stop of the engine in ahead and
astern slow confirming:
- starting and stopping auxiliary blower/s
- rotation of the engine
- timing of air cut
- fuel notch

(The instructor sets sub-telegraph to Standby Engine and issues

2 ~ 3 engine orders to the trainee for manoeuvring and creates
some special conditions such as:
- start failure
- start impossible
- wrong way; and
- crash astern)

- manoeuvring of the engine responding to the engine

telegraph orders confirming:
- automatic start and stop of auxiliary blowers
- remote-automatic start and stop of the engine
- timing of air cut
- automatic revolution speed control
- fuel notch
- start failure
- start impossible

(The instructor issues Full way engine)

- setting manoeuvring lever to the position of sea
going/navigation full checking load up program activated

- establishment of navigation mode including:

- activation of speed run up/load up program
- changeover of fuel oil to HFO from DO
- automatic control of FO viscosity
- single running of main air compressor

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- adjustment of scavenging air temperature

- application of VIT and/or FQS

(Steam turbine)
- check the main turbine for completion of warning up
including;
- level of LO sump tank and gravity tank
- circulations of LO
- temperatures of the turbine casing
- main condenser vacuum
- opening of circulation overboard valve
- expansion of the turbine rotors
- setting values of controllers
- status of control system for the main turbine
- check main boilers and auxiliary machinery for:
- running conditions of FDF and GAH
- status of ACC, FWC and STC
- stern tube LO sump tank
- status of steering gears
- status of power generation system
- abnormal conditions if any
- preparation for starting up the main turbine including:
- increasing vacuum of main condenser
- disengage turning gear
- opening drain valves attached to the main turbine and
astern guardian valve
- line up main steam system
- commencement of automatic roll over/spinning
- reset abnormal if any and no interlocking
- notify start-up of the main turbine to the bridge
(Instructor)
- manual start and stop of the turbine in ahead and astern
slow in the engine room
- changeover of the control position to the control room
- remote-automatic start and stop of the main turbine in
ahead and astern slow confirming:
- rotation of the propeller shaft
- opening of the manoeuvring valve
- steam pressure
- no abnormal vibration

(The instructor sets sub-telegraph to Standby Engine and issues

2 ~ 3 engine orders to the trainee for manoeuvring and creates
some special conditions such as:
- start impossible
- wrong way; and
- crash astern)

- manoeuvring of the main turbine responding to the engine

telegraph orders confirming:
- start impossible
- remote-automatic start and stop of the engine
- automatic revolution speed control

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(The instructor issues Full way engine)

- setting manoeuvring lever to the position of sea
going/navigation full checking load up program activated
- establishment of navigation mode including:
- setting number of nozzles to be used
- activation of speed run up/load up program
- adjustment of circulation water overboard valve
(vacuum)
- commencement of bleeding and reheating when
necessary
- closing all drain valves and astern guardian valve

(This is end of the 1st stage and the instructor stops the
simulation)

Implementation Start the simulation and let the trainees demonstrate:

(2nd stage: entering a (Diesel engine)
port and shutting/cooling - establishment of standby mode including:
down the main engine) - commencement of reducing engine speed
- changeover fuel oil to DO when necessary
- changeover of generator to diesel generator from turbo
generator
- stop of FWG
- adjustment of FO viscosity, scavenging air temperature
- parallel running of main air compressors and line up
starting air supply line.

(When the engine speed reaches to standby full speed, the

instructor sets sub-telegraph to Standby engine and issues
several engine orders)

- manoeuvring the engine responding to the telegraph orders

in remote-automatic control, checking running parameters

(The instructor sets the sub-telegraph to "Finish with engine")

- procedures for shutting down the engine including:
- open all indicators valves.
- changeover the control mode to manual and carry out
air running for 1 ~ 2 rotations.
- engage turning gear and commence turning of the
engine providing the engine with cylinder oil.
- shutting down auxiliaries
stop No. 1 boiler water circulating pump and close valves
concerned
- close starting air line to the main engine and set main air
compressors to single run
- stop No. 1 FO pump and close valves concerned
- stop the turning of the main engine
- stop No. 1 stern tube LO pump and close valves concerned
- stop the turning of the main engine
- stop No. 1 LO pumps and close valves concerned
- stop No. 1 HTFW LO pump confirming the temperature and
close valves concerned

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- stop LO purifier

(Steam turbine)
- establishment of standby mode including:
- commencement of reducing engine speed confirming
running condition of main boilers
- stop bleeding and reheating when necessary
- open drain valves and astern guardian valve
- set number of nozzles to be used for standby engine

(When the engine speed reaches to standby full speed, the

instructor sets sub-telegraph to Standby engine and issues
several engine orders)

- manoeuvring the main turbine responding to the telegraph

orders in remote-automatic control, checking running
parameters

(The instructor sets the sub-telegraph to "Finish with engine")

- procedures for shutting down the main turbine including:
- changeover the control mode to manual
- close main steam system and discharge remaining
steam
- commencement of tuning the main turbine
- stop vacuum pump and close valves concerned
- decrease vacuum of the main condenser step by step
by opening and closing vacuum breaker
- stop supply of gland steam at the vacuum 50 mmHg
and close valve concerned
- close LO supply valve to LO gravity tank
- shutting down auxiliaries
- stop main circulating pump and close valves concerned
- stop condensate water pump and close valves
concerned
- stop LO purifier and close valves concerned
- stop turning of the main turbine
- stop LO pump confirming temperature and close valves
concerned

(This is end of the 2nd stage and stop the simulation)

Debriefing Explain briefly the following
The instructor should brief on:
- performance as a whole
- procedural features of main diesel engines and steam
turbine
- important precautions to be observed by engineer officers
at the management level when leaving and entering a port

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Sample exercise - 18 (A-III/2)

Exercise Title Operating limits
Task Set up operating limits of the simulated main diesel engine
Function and Level Marine engineering at the management level
Competence Operation, surveillance, performance and maintaining safety of
propulsion plant and auxiliary machinery
Requirements (K.U.P.) Operating limits of propulsion plant
Estimated Duration 2 hour
Outline of Training 4 ~ 5 trainees establish a group and the group performs
operations on the simulated main engine and sets up operating
limits by collecting running parameters and comparing the data
with running standards of the simulated main diesel engine
Initial Condition Seagoing
Specific Purpose The training allows the trainees to identify and understand:
- running parameters concerned in operating limits
- a need to keep the running parameters within specific
operating limits
- possible damages caused by running the engine in out of
operating limits
Briefing Explain briefly the following
- how to conduct the training
- measurement tables of running parameters
- operating limits usually come from the relation between
engine output or torque and speed
- however some of running parameters can be factors as an
operating limit other than engine output, torque and speed
- operating limits concerned in the simulated main engines
Implementation The instructor sets the hull and weather conditions as follow and
starts the simulation:

- Light condition + calm weather

- Loaded condition + calm weather
- Loaded condition + heavy weather

The trainees increase the main engine speeds under these

conditions as follow:

- harbour full + 20 min-1

or revolution speed equivalent to 50% MCR
- harbour full + 30 min-1
or revolution speed equivalent to 65% MCR
- harbour hull + 40 min-1
or Revolution speed equivalent to 80% MCR
- revolution speed equivalent to 100% MCR
- revolution speed equivalent to 105% MCR

The trainees move steering rudder within 10 ~ 15 degree after the

engine speed reaches to the desired speeds and keep the rudder
position until measurement of running parameters completes.
(the measurement should be started approximately 10 minutes
later after the rudder position was changed)

- running parameters to be taken (example)

- Log speed

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- engine/shaft output
- engine torque/mean effective pressure
- cylinder maximum pressure
- engine revolution speed
- turbocharger revolution
- scavenging air pressure
- exhaust gas temperature
- exhaust gas economizer gas inlet pressure
- pressure drop by suction filter inside turbocharger
- pressure drop by air cooler
- cooling water temperature

After collecting the running parameters, the trainees set the

rudder position at mid-ship and increase the revolution speed and
record the parameters.

The instructor stops the simulation after all running parameters

were taken and lets the trainees develop a revolution-output (load
curve/propeller curve) and plot the specific load curve and torque
lines and mark the recorded outputs on the graph.
The trainees develop a table of other running parameters taken
and compare the parameters with specific data of the simulated
diesel engine.

Debriefing Explain briefly the following and let the trainees discuss the
operating limits of the simulated main diesel engine
- An engine has operating limits from various aspects
- Differences in characteristics of operating limits between
diesel engine, steam turbine and gas turbine
- Any running parameter must be kept within the operating
limits in principle
- engine manufacturers provide an operation limits of engines
delivered

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Sample exercise - 19 (A-III/2)

Exercise Title Engine performance
Task Assessment of main diesel engine and plant performances
Function and Level Marine engineering at the management level
Competence Operation, surveillance, performance and maintaining safety of
propulsion plant and auxiliary machinery
Requirements (K.U.P.) The efficient operation, surveillance, performance assessment
and maintaining safety of propulsion plant and auxiliary
machinery
Estimated Duration 3 hour
Outline of Training 4 ~ 5 trainees establish a group and the group performs
operations of the simulated main engine collecting necessary
running parameters and assess the engine and plant
performances in terms of collected running parameters such as
p-v diagrams, pressure-stroke diagrams, engine output,
revolution speed, fuel consumption and others.
Engine revolution speed:
- harbour full (25% MCR) (two diesel generators are in service)
- equivalent to 50% MCR (one diesel generator is in service)
- equivalent to 75% MCR (one diesel generator and fresh
water generator are in service)
- equivalent to NSR (turbo generator and fresh water are in
service)

The trainees also develop an engine performance curve by using

collected data and calculate quantity of fuel necessary for
100 miles in accordance with plant conditions.

The instructor prepares measurement tables and template of the

performance curve in accordance with the specifications of
simulated main engine and plant machinery.

Initial Condition Main engine harbour full

Specific Purpose The training allows the trainee to understand:
- how p-v diagram is assessed
- how pressure-stroke diagram is assessed
- meaning of performance curve
- the most efficient operation
Briefing Explain briefly the following
- how to conduct the training
- measurement tables giving necessary information on the
main engine
- plant condition for measurements
Implementation Start the simulation setting the main engine to engine speed
equivalent to quarter load/harbour full and let the trainees:
(Measurements of fuel oil consumption and main engine
revolution speed should be accurately done by reading flow and
revolution counters)
- collect running parameters following the measurement tables
including print out the p-v and p-stroke diagrams for the first
plant condition
- increase the engine speed and set up the plant condition as
50% MCR and one diesel generator is in service
- carry out the measurements in the same manner as the first

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plant condition
- increase the engine speed and set up the plant condition as
75% MCR and one diesel generator and fresh water
generator are in service
- carry out the measurements in the same manner as the first
plant condition
- increase the engine speed and set up the plant condition as
NSR and turbo generator and fresh water generator are is in
service
- carry out the measurements in the same manner as the first
plant condition

The instructor stops the simulation and lets the trainees

determine the following and develop the engine performance
curve by using the collected data and results of calculations.
- average engine revolution speed in min-1
- fuel consumption of the main engine, the diesel generators
and the boiler
- fuel consumption rate of the main engine
- fuel consumption rate of the diesel generator
- fuel consumption for 100 miles
- propeller slip

The instructor lets the trainees discuss p-v diagram, pressure-

stroke diagram from the aspect of combustion taken place in the
cylinder and the performance curve in comparison with the
specification of the simulated main diesel engine.

Debriefing Explain briefly the following

- summary of the training
- how p-v and pressure-stroke diagrams are obtained in actual
ships
- how p-v and pressure-stroke diagrams should be utilized for
managing the main engine
- causes of detective pressure-stroke diagram
- how the performance curve should be utilized for managing
the main engine

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Example of ERS Main Engine Performance Curve

90

Ema %
80 Ema
0.2 2.0

70

bar
Mpa 1.2
Pmi

0.1

350 0.5

Pa

100

Texh min-1
0

℃ RPM 80
Tex
8 hh

250
FOｃ 60
ｔ/h FOc

FOｒ

FOｒ

LOAD 1/4 2/4 3/4 4/4

Ema : Mechanical Efficiency FOc : Fuel Oil Consumption

Pmi : Mean Indicated Pressure For : Fuel Oil Consumption Rate
Pa : Scavenging Air Pressure Texh : Exhaust Gas Temperature

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Sample exercise - 20 (A-III/2)

Exercise Title High-voltage installation
Task Understanding design features of high-voltage installations
Function and Level Electrical, electronic and control engineering at the management
level
Competence Manage operation of electrical and electronic control equipment
Requirements (K.U.P.) Design features of high-voltage installations
Estimated Duration 2 hour/3 ~ 4 trainees
Outline of Training 3 ~ 4 trainees establish a group and the group perform simulation
program following instructions by the program on high-voltage
installations for the purposes of understanding design features of
high-voltage installations as follow:
- system configuration and isolation of high-voltage
equipment
- high-voltage generator
- high-voltage main switch board
- high-voltage transformer
- convertor for controlling high-voltage motors
- high-voltage motors
- electrical propulsion system

Initial Condition ----

Specific Purpose The training allows the trainees to understand design features of
:
- high-voltage generator
- high-voltage main switch board
- high-voltage transformer
- convertor for controlling high-voltage motors
- high-voltage motors
- propulsion motors
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- effects of high-voltage on personnel
- design features applied to high-voltage installations
- characteristics and advantages of high-voltage motors
Implementation Start the simulation and let the trainees perform the simulation
program for identifying and understanding:
- system configuration and isolation of high-voltage
equipment
- dual system
- isolation
- high-voltage generator
- types and specifications
- protection of terminal
- design features applied to high-voltage main switch board
- earthing switch on main BUS bar
- arc detecting system
- insulation distance
- safety functions
- high-voltage transformer
- types of transformer

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- cooling system
- convertor for controlling high-voltage motors
- types of converter
- cooling system
- high-voltage motors
- types of motors
- cooling system
- characteristic of propulsion motor

Debriefing Explain briefly the following

- precaution to be strictly observed when handling high-voltage
installations
- characteristics of high-voltage installations
- characteristics of electrical propulsion ship

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Sample exercise - 21 (A-III/2)

Exercise Title Heavy weather
Task Address heavy weather assessing running conditions of the main
diesel engine
Function and Level Maintenance and repair at the management level
Competence Detect and identify the causes of machinery malfunctions and
correct faults
Requirements (K.U.P.) Detection of machinery malfunction, location of faults and action
to prevent damage
Estimated Duration 2 hour
Outline of Training 4 ~ 5 trainees establish a group and the group finds heavy load
caused by heavy weather to the main engine and addresses the
heavy load in accordance with specific load/propeller curve under
the direction of the group leader.

The instructor creates heavy weather conditions and prepares

specific load/propeller curve of the simulated main diesel engine
Initial Condition Seagoing
Specific Purpose The training allows the trainees to:
- acquire knowledge on how to address heavy weather
- understand meanings of heavy load conditions
- characteristics of main diesel engine
- understand how engine output moves under heavy load
conditions
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- changes in running parameters under heavier weather
- specific load/propeller curve of the simulated main diesel
engine
Implementation Start the simulation and let the trainees:
- confirm running conditions of the main engine and auxiliary
machinery

The instructor creates a heavy weather and lets the trainees to:
- check the engine revolution speed, output and other
running parameters using the measurement tables
- assess the data and figure out the changes in engine load
and the running point of the main engine over to the engine
speed

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- decide reduction of the engine load to avoid over torque

- decrease the engine load to the predetermined speed

- check the running parameters of the engine

- check running condition of other systems such as power
generation, FWG and steam generation systems
- assess the running conditions of the engine in terms of
output, Pmi (mean effective pressure), Pmax (Maximum
pressure) and exhaust gas temperature for the new
revolution speed, and impacts on power generation system
- decide further reduction of the engine load to avoid over
torque
- changeover power generation system to No. 1 diesel
generator from Turbo generator (TG), keeping TG in hot
condition
- stop FWG keeping it in vacuum and start auxiliary boiler
- decrease the engine load to the predetermined speed
- check the running parameters of the engine
- check the indicator diagram and draw curve
- assess the running conditions of the engine in terms of
output, Pmi (mean effective pressure), Pmax (Maximum
pressure) and exhaust gas temperature for the new
revolution speed, and impacts on power generation system

The instructor stops the simulation after the engine output enter
allowable engine output.
Debriefing Explain briefly the following
- how the engine output moves when hull condition becomes
heavier due to some reasons
- torque and over torque/torque rich
- impacts on main engine running under over torque/torque
rich

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Sample exercise -22 (A-III/2)

Exercise Title Main engine malfunction
Task Take remedy action to main engine malfunction
Function and Level Maintenance and repair at the management level
Competence Detect and identify the causes of machinery malfunctions and
correct faults
Requirements (K.U.P.) Detection of machinery malfunction, location of faults and action
to prevent damage
Estimated Duration 2 hour
Outline of Training 4 ~ 5 trainees establish a group and the group takes remedy
action to the following malfunctions to prevent damage under the
direction of the group leader:
- automatic slowdown by thrust bearing high temperature
- high oil mist condition in main engine crank case
- fire in under piston/scavenging space
Initial Condition Seagoing
Specific Purpose The training allows the trainees to:
- acquire knowledge on how to address main engine
malfunctions in accordance with situations
- understand meanings and possible causes of the
malfunctions
- understand what is necessary to avoid such cases
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- how to address the malfunctions
Implementation (Main engine automatic slowdown by Thrust bearing high
(1st stage) temperature)
Start the simulation and let the trainees:
- confirm that the plant condition is in good order
The instructor enters thrust bearing high temperature and the
trainees:
- confirm main engine automatic slow down with the alarm
sound by pressing buzzer stop and reset button
- take make immediately procedures to changeover the
power generation system to No. 1 diesel generator from
Turbo generator, keeping Turbo generator in a hot
condition
- start urgently auxiliary boiler and stop FWG accordingly
- assess quickly main running parameters of the main engine
- take measures to changeover control position of the main
engine to the control room from the bridge, keeping the
revolution speed at Slow ahead and notifying the main
engine automatic slow down to the bridge.
- locate proximate cause of the automatic slowdown
checking running parameters as follow or get to know
alarming point
- LO temperature of the thrust bearing
- LO pressure
- LO flow rate
- LO temperature control valve
- control parameters of LO temperature controller

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- trouble of LO pumps
- clogged LO strainer
- fouled LO cooler
- carry out remedy actions operations to recover the running
condition
- reset the abnormal and make procedures to resume the
operation of the main engine
- increase the engine speed by setting the manoeuvring lever
to the position as it was
- make procedures to changeover the power generation
system to Turbo generator from No. 1 diesel generator as
the speed is resumed
- restart FWG and stop auxiliary boiler
- confirm that the plant condition is resumed

This is end of the 1st stage and the instructor stops the simulation

Implementation (High oil mist condition in main engine crank case)

(2nd stage) Start the simulation and let the trainees:
- confirm that the plant condition is in good order
The instructor enters bearing high temperature and the trainees:
- confirm the bearing high temperature alarm by pressing
buzzer stop and reset button
- check oil mist detector for readings and find the section unit
where the bearing high temperature occurred
- request immediate engine stop informing the bridge of the
situation
- start standby diesel generator and changeover the power
generation system to the diesel generator from the turbo
generator
- make the engine speed slow instantly
- stop heating of fresh water generator stopping distilled
water pump
- start auxiliary boiler and establish the standby condition of
the propulsion plant
- stop the main engine
- open all indicator valve and carry out air running
- start turning of the engine by turning motor for cool down
and inspection

This is end of 2nd stage and the instructor stops the simulation

Implementation (Fire in under piston/scavenging space)

(3rd stage) Start the simulation and let the trainees:
- confirm that the plant condition is in good order
The instructor enters piston ring leaking and the trainees:
- aware of rising under piston space temperature
- request immediate engine stop informing the bridge of
much higher temperature of under piston space than usual
- start standby diesel generator and changeover the power
generation system to the diesel generator from the turbo
generator

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- make the engine speed slow instantly

- stop heating of fresh water generator stopping distilled
water pump
- start auxiliary boiler and establish the standby condition of
the propulsion plant
- stop the main engine
- open all indicator valve and carry out air running
- start turning of the engine by turning motor for inspection

This is end of the 3rd stage and the instructor stops the simulation

Debriefing Explain that we need to prioritize safety of hull (human life) rather
than damage of machinery and briefly the following
(1st stage)
- remedy activities as a whole
- causes of automatic slow down and shut down
- possible sign of lubricating oil high temperature
(2nd stage)
- the different situations under which a crankcase oil mist can
originate
- the correct method of interpreting the machinery data and
how to control and tackle such an incident
- guidelines outlined in procedure for action to be taken in
case of high oil mist
(3rd stage)
- knowledge and understanding in locating quickly a fire in
the scavenging space of the main engine by analysing the
machinery parameters
- knowledge to control the severity of the fire
- knowledge and understanding in the management of such
a condition with a view to limit damage
- general precautions to be observed in the avoidance of
such incidents
- procedures of action to be taken in case of fire in the
scavenging space

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Sample exercise - 23 (A-III/2)

Exercise Title Fire in exhaust gas economizer
Task Diagnose the causes of fire in exhaust gas economizer and take
remedial measures
Function and Level Maintenance and repair at the management level
Competence Detect and identify the causes of machinery malfunctions and
correct faults
Requirements (K.U.P.) Detection of machinery malfunction, location of faults and action
to prevent damage
Estimated Duration 2 hour
Outline of Training 4 ~ 5 trainees establish a group and the group, under the direction
of the group leader, takes remedial measures to prevent burn out
and other damages from exhaust gas economizer after the fire
was detected
Initial Condition Seagoing
Specific Purpose The training allows the trainees to:
- understand how to address fire in exhaust gas economizer
- diagnoses the causes of fire in exhaust gas economizer
- discuss how to prevent fire in exhaust gas economizer
Briefing Explain briefly the following
- how to conduct the training and positions assigned to the
trainees
- running conditions of the main engine
- how fire in exhaust gas economizer occurs
- how fire in exhaust gas economizer is detected
- outline of addressing fire in exhaust gas economizer
Implementation Start the simulation and let the trainees:
(Enter the malfunction of fire in exhaust gas economizer and let
the trainees perform remedial measures to the fire)
- make sure occurrence of the fire in exhaust gas
economizer detected with high temperature alarm of
exhaust gas economizer outlet
- supply extinguishing water into the exhaust gas economizer
opening cleaning water drain valve
- stop the main engine as soon as possible informing bridge
of the situation
- start standby diesel generator and change power
generation system to the diesel generator from turbo
generator
- stop heating of fresh water generator stopping distilled
water pump
- start auxiliary boiler and establish the standby condition of
the propulsion plant
- check the following keeping turbo generator and fresh
water generator in idling:
- temperature of exhaust gas economizer gas outlet
- steam pressure
- boiler water circulation pump pressure
- auxiliary boiler feedwater flow rate
- cascade tank level
- when the temperature of exhaust gas economizer gas
outlet goes down, stop supply extinguishing water and
close cleaning water drain valve
- keep the economizer as it is for a while to dry up

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- if no abnormal is found, start preparation for restart of the

main engine
- start the main engine informing the bridge
- resume the plant conditions as they were, after the engine
speed reaches to the navigation speed
Debriefing Explain briefly the following
- summary of the training
- envisaged damage of fire in exhaust gas economizer
- shipping company issues a manual to avoid fire in exhaust
gas economizer

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Sample exercise - 24 (A-III/4)

Exercise Title Familiarization-1
Task Understand plant arrangement of steam generation system
Function and Level Marine engineering at the support level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 2 hour
Outline of Training Individual trainee works on tracing steam generation system and
piping lines presented on the illustrating/mimic panel using check
list
Initial Condition Not in operation
Specific Purpose The training allows the trainees to:
- give knowledge on arrangement of steam generations
system (auxiliary boiler system) on board diesel engine
ships
- understand how the steam generation system is
constructed
- understand functions of machinery which construct the
system
- understand how the machinery is connected

Briefing Explain briefly the following

- this training gives understanding of construction of steam
generation system and preliminary knowledge for the
operation
- outline of the training
- the steam generation system is mainly constructed by feed
water, fuel oil and steam supply systems
- functions of main machinery which construct the system
- how the machinery is connected by piping lines
Implementation Let the trainees:
- following the check list, trace the steam generation system
and its associated systems and briefly describe roles of the
machinery/equipment/valves
- feed water system
- cascade tank
- feed water pump
- feed water control valve and its controller
- pipe lines to cascade tank to boiler and cascade tank
- fuel oil system
- fuel oil service tank (HFO and DO)
- changeover valve of fuel oil
- fuel oil burning pump
- fuel oil heater
- Forced Draft Fan (FDF)
- burning unit (burner, solenoid valves, air register,
flame eye)
- ignition unit (pilot burner pump, pilot burner, igniter)
- control unit
- steam supply system
- main stop valve
- pressure regulating valve and its controller
- dumping valve

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- steam trap
- auxiliary condenser
- other key components and machinery
- air ventilation valve
- blowing down valve
- soot blower
- exhaust gas economizer
- boiler water circulation pump

Debriefing Explain briefly the following checking the list:

- summary of the training
- special features of machinery and piping other main functions
such as needs of
- pressure regulating valve for the purpose of keeping
constant temperature
- dumping valve
- recirculation line to cascade tank from feed water pump
- structure of cascade tank
- others
- steam properties generated in the auxiliary boiler and
exhaust gas economizer
- saturated steam
- superheated stem
- pressure and temperature

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Sample exercise - 25 (A-III/4)

Exercise Title Familiarization-2
Task Operate instrumentation system to measure the running
parameters of the steam generation system
Function and Level Marine engineering at the support level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 1 hour
Outline of Training Individual trainee works on check list reading indication meters of
the simulated steam generation system on the mimic panel or
illustrating panel and observing displays of instruments on the
main console
Initial Condition In port
Specific Purpose The training allows the trainees to:
- get to know names and functions of instrumentations used to
indicate running parameters and status of the system
machinery
- understand difference between an analogue meter and
digital indicator and their advantages and disadvantages
- get familiar with reading indicators including unit
Briefing Explain briefly the following
- this training gives understanding of instrumentation used in
steam generation system
- outline of the training
- various instrumentations are used to indicate various process
values that are running parameters of the machinery
- the importance of reading correctly these indications to
ensure proper judgement of the running condition
Implementation Start the simulation and let the trainees enter the engine room
and:
- start reading indications of various meters on the mimic
panel or illustrating panel following the check list

The instructor lets the trainees enter the control room and:
- start reading indications of various meters on the main
console

Debriefing Explain briefly the following

- readings taken from indicators can be an important data for
analysing running conditions of the machinery
- the importance to remember approximate values of running
parameters from the aspects of detecting abnormal
conditions quickly
- actual analogue indicators/gauges and remote-indicators are
installed in an actual ships and these two indications are
generally different a little
- therefore, difference in tow indications should be kept in mind

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Sample exercise - 26 (A-III/4)

Exercise Title Familiarization-3
Task Operate alarm system used to indicate malfunctions and
emergency
Function and Level Marine engineering at the support level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 1 hour
Outline of Training Individual trainee performs operation of alarm system identifying
malfunction in turn
Initial Condition Sea going
Specific Purpose The training allows the trainees to understand:
- difference between general alarm/emergency alarm and
engine alarms
- pattern of machinery alarms
- how to respond to an alarm sound
- meaning of alarm sound, lamp indications and lamp flicker

Briefing Explain briefly the following

- how to respond to machinery alarms of instrumentation used
in the steam generation system
- difference between general alarm and machinery alarms
- meaning of buzzer stop button, reset/flicker stop button and
alarm indication lamps
Implementation Start the simulation and let the trainees:
- perform buzzer test and lamp test in turn
- respond to an alarm entered by the instructor
- press buzzer stop button to stop the alarm sound
- make sure what was alarmed and the malfunction
machinery with lamp flicker
- press reset/flicker stop button and make sure the lamp
becomes continuous lighting
- make sure that the alarm lamp lights until the alarmed
parameter becomes normal
- make sure that the alarm was recorded in the event
printer/alarm printer with time of occurrence and stored
in the monitoring systems until the alarmed parameter
becomes normal

Instructor makes alarms one after another until the trainees

become familiar with the response
Debriefing Explain briefly the following
- summary of the training
- meanings of audible and visible alarm
- three categories of alarm that are emergency alarm, primary
alarm and secondary alarm

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Sample exercise - 27 (A-III/4)

Exercise Title Familiarization-4
Task Identify equipment used for controls
Function and Level Marine engineering at the support level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 1 hour
Outline of Training Individual trainee works on check list for identifying equipment
used for controls in the simulated steam generation system
Initial Condition Not in operation
Specific Purpose The training allows the trainees to:
- understand what and how machinery is remotely and/or
automatically controlled in the steam generation system
- understand what process values are automatically controlled
- identify what equipment is used for controls
Briefing Explain briefly the following:
- outline of the training
- how to carry on the training
- differences between remote control and automatic control
- control methods applied to main machinery
Implementation The instructor lets the trainees identify equipment used for
controls following the check list:
- remote-automatic control
- auxiliary boiler control panel (operation mode and others)
- remote control
- group starter panels (feed water pump, burning pump
and pilot burner pump)
- automatic control
- temperature controllers (fuel oil)
- level controllers (boiler water level)
- pressure controllers (steam pressure)
- control valves
- start and stop in group starter panels (standby feed
water pump automatic start)

Debriefing Explain briefly the following

- differences between manual control, remote and automatic
control
- situations/cases which need changeover automatic control
to manual control
- all operations can be done in manual

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Sample exercise - 28 (A-III/4)

Exercise Title Safe operation of boiler
Task Maintain water level and steam pressure
Function and Level Marine engineering at the support level
Competence For keeping a boiler watch: Maintain correct water levels and
steam pressure
Requirements (K.U.P.) Safe operation of boilers
Estimated Duration 2 hour
Outline of Training Individual trainee carries out manually igniting and extinguishing
a burner of auxiliary boiler and take actions to keep boiler water
level in normal range
Initial Condition In port
Specific Purpose The training allows the trainees to acquire:
- skills on fundamental operation procedures on manually
igniting and extinguishing a burner
- skills on keeping boiler water level in normal range
- knowledge on importance of safe practice
Briefing Explain briefly the following
- how to carry out the training
- specific purposes of the training
- procedures for igniting and extinguishing a burner
- actions to keep boiler water level in normal range
- importance of safety practice when igniting a burner

Implementation Start the simulation and let the trainee to:

- carry out ignition of a burner
- changeover the burner control to manual
- confirm steam pressure down
- start FDF for pre-purge of 60 seconds
- start burning pump
- set fuel oil pressure to minimum
- press ignition button and confirm ignition
- monitor steam pressure rises
- increase fuel oil pressure to rise the steam pressure
faster
- extinguish the burner by pressing the button
- maintain FDF running for post purge of 60 seconds
- stop FDF
- changeover the burner control to automatic control
The instructor lets the trainee repeat the same procedures two or
three times
- take actions to keep the boiler water level in normal range
- set No.1 and 2 feed water pump to manual
- start and stop manually No. 1 feed water pump and
confirm discharge pressure observing opening of the
feed water control valve
- start No.1 feed water pump and set both pumps to
automatic changeover
- set the feed water/level controller to manual and
increase and decrease the setting valve observing
opening of control valve

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- or increase and decrease the setting value of the

controller in automatic control observing opening of the
control valve
- supply makeup water to the cascade tank accordingly
- open the bypass valve of the feed water control valve
- close the inlet valve to the feed water control valve
- start and stop No. 1 feed water pump accordingly
observing the boiler water level
- start No. 1 feed water pump and open the inlet valve to
the feed water control valve
- close the bypass valve of the control valve

Debriefing Explain briefly the following

- summary of the training
- importance of pre-purge and post purge
- meanings and causes of boiler furnace blowback and
consequent incidents on personnel and the boiler
- short water and consequent damage

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Sample exercise - 29 (A-III/6)

Exercise Title Electrical propulsion
Task Operation of propulsion motor
Function and Level Electrical, electronic and control engineering at the operational
level
Competence Operate and maintain power systems in excess of 1,000 volts
Requirements (K.U.P.) Electrical propulsion of the ships' electrical motors
and control systems
Safe operation and maintenance of high-voltage systems,
including knowledge of the special technical type of high-voltage
systems and the danger resulting from operational voltage of
more than 1,000 volts
Estimated Duration 2 hour/4 ~ 5 trainees
Outline of Training 4 ~ 5 trainees establish a group and the group perform the
following operations on high-voltage installations for leaving a
port;
- preparation for leaving a port
- start up electrical propulsion motors
- manoeuvring electrical propulsion motors
Initial Condition In Port
Specific Purpose The training allows the trainees to:
- understand procedures for leaving a port
- understand precautions on manoeuvring electrical
propulsion motors
- operational characteristics of electrical propulsion motors

Briefing Explain briefly the following

- outline of the training
- how to carry on the training
- arrangements of the simulated electrical propulsion system
- operation procedures and precautions of the propulsion
system

Implementation Start the simulation and let the trainees:

- carry out preparation for starting up additional generators
including:
- checking conditions of prime movers of generators
- checking conditions of power distribution system
- checking insulation resistances of the equipment
- propulsion motor
- VVVF
- transformer
- supply system of cooling fluid to propulsion motors
- supply system of lubricating oil to propulsion motors
- carry out preparation for staring up propulsion motors
including:
- coupling generators
- VCB/GCB on for propulsion motors
- test of propulsion motor
- voltage
- current
- frequency
- power

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- power factor
- carry out manoeuvring propulsion motor including:
- checking electrical running parameters
- checking cooling fluid and its conditions
- temperature
- pressure
- quantity
- properties

Debriefing Explain briefly the following

- characteristics of electrical propulsion motors
- precautions necessary for electrical propulsion system

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Sample exercise - 30 (A-III/7)

Exercise Title Familiarization-1
Task Understand arrangement of power generation and distribution
systems
Function and Level Maintenance and repair at the support level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 1 hour
Outline of Training Individual trainee works on tracing power generation and
distribution systems and power lines presented on the
illustrating/mimic panel using check list
Initial Condition Not in operation
Specific Purpose The training allows the trainees to:
- give knowledge on arrangement of power generation and
distribution systems on board diesel engine ships
- understand how the power generation and distribution
systems are constructed
- understand functions of machinery which construct the
systems
- understand how the machinery is connected
Briefing Explain briefly the following
- this training gives understanding of construction of power
generation system and preliminary knowledge for the
operation
- outline of the training
- the power generation system and distribution systems are
mainly constructed by generators, main switch board,
transformer, distribution panels, group starter panels and
control panels
- flow of power generation and distribution systems
Implementation Let the trainees:
- following the check list, trace the power generation and
distribution systems and their associated systems and briefly
describe roles of the machinery/equipment
- generators
- diesel generator
- turbo generator
- emergency generator
- main switch board
- generator panel
- synchronizing panel
- distribution panel
- transformer
- Group Starter Panel (GSP)
- battery charging and discharging panel
- emergency generator panel
- shore connection panel
- emergency power supply
- emergency lighting
- control panels
- boiler
- purifier

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Debriefing Explain briefly the following checking the list:

- summary of the training
- importance of power generation and distribution systems
- meaning of dual systems
- precautions when working on electrical systems

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Sample exercise - 31 (A-III/7)

Exercise Title Familiarization-2
Task Operate instrumentation system to measure the running
parameters of the steam generation system
Function and Level Maintenance and repair at the support level
Competence -----
Requirements (K.U.P.) -----
Estimated Duration 1 hour
Outline of Training Individual trainee works on a check list reading indication meters
of the simulated power generation and distribution systems on the
mimic panel/illustrating panel, main switch board, group starter
panels and others
Initial Condition In port
Specific Purpose The training allows the trainees to:
- get to know names and functions of instrumentations used to
indicate running parameters and status of the system
machinery/equipment
- understand difference between an analogue meter and
digital indicator and their advantages and disadvantages
- get familiar with reading indicators including unit
Briefing Explain briefly the following
- this training gives understanding of instrumentation used in
power generation and distribution systems
- outline of the training
- various instrumentations are used to indicate various
electrical values that are running parameters of the
machinery
- the importance of reading correctly these indications to
ensure proper judgement of the running condition
Implementation Start the simulation and let the trainees:
- start reading indications of various meters on various
panels following the check list

Debriefing Explain briefly the following

- readings taken from indicators can be an important data for
analysing running conditions of the machinery
- the importance to remember approximate electrical values
from the aspects of detecting abnormal conditions quickly

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Sample exercise -32 (A-III/7)

Exercise Title Fault detection of electrical system
Task Address faults
Function and Level Maintenance and repair at the support level
Competence Contribute to the maintenance and repair of electrical systems
and machinery on board
Requirements (K.U.P.) Test, detect faults and maintain and restore electrical control
equipment and machinery to operating condition
Estimated Duration 2 hour
Outline of Training 4 ~ 5 trainees establish a group and the group performs
operations to address faults of the electrical system equipment
under the direction of the group leader

The instructor selects faults and may advise the trainees of

procedures to be taken to address the faults as necessary.

Detail and specific procedures to be taken should be developed

and prepared for the trainees according to specifications and
functions of the simulator
Initial Condition In port
Specific Purpose The training allows the trainees to:
- acquire knowledge on how to address faults of electrical
system equipment
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- faults and how to address the faults
Implementation Start the simulation and let the trainees perform operation to
address the following faults:

(Motor abnormal stop)

- confirm the alarm by pressing buzzer stop and reset button
- confirm abnormal stop of the No. 1 CSW pump
- confirm No.2 CSW pump automatically started and its
current value
- check No. 1 CSW pump starter and confirm the overcurrent
relay was activated
- set No. 1 and 2 CSW pumps to manual
- reset the overcurrent relay
- turn off MCCB of No.1 CSW pump
- confirm the alarm indication became off
-
(BUS low voltage)
- confirm the alarm by pressing buzzer stop and reset button
- confirm BUS low voltage
- check running conditions of generator and BUS frequency
- adjust AVR to increase voltage
- confirm the alarm indication became off

(BUS high frequency)

- confirm the alarm by pressing buzzer stop and reset button
- confirm BUS high frequency
- check running conditions of the generator

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- adjust frequency by lowering generator speed using

governor motor
- confirm the frequency becomes normal
- confirm the alarm indication became off

(Earth fault)
- confirm the alarm by pressing buzzer stop and reset button
- confirm earth fault and test earth lamp
- locate earthing fault by turning off MCCBs on the
distribution board in a correct manner
- confirm which MCCB has the defective line/the earthing
fault
- confirm the alarm indication became off, keeping the MCCB
off

(Blackout)
- confirm blackout occurred
- confirm the alarms by pressing buzzer stop with rapidly
- confirm electric power resumes automatically
- confirm main auxiliaries restart automatically one after
another
- restart auxiliaries one by one which need to start manually
- confirm all the machinery became normal conditions
- find the reason for the blackout
- reset all generator operations to automatic control
- select standby generator

Debriefing Explain briefly the following

- summary of the training
- importance of correct procedures for locating electrical faults
- possible causes for earth faults
- possible causes for motor abnormal stop
- safety measures to be taken when working on electrical
equipment

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Sample exercise -33 (A-III/7)

Exercise Title Fault detection and measures
Task Address malfunction
Function and Level Maintenance and repair at the support level
Competence Contribute to the maintenance and repair of electrical systems
and machinery on board
Requirements (K.U.P.) Detection of machinery malfunctions, location of faults and action
to prevent damage
Estimated Duration 2 hour
Outline of Training 4 ~ 5 trainees establish a group and the group performs
operations to address malfunctions of the machinery under the
direction of the group leader

The instructor selects malfunctions and may advise the trainees

of procedures to be taken to address the malfunctions as
necessary.

Detail and specific procedures to be taken should be developed

and prepared for the trainees according to specifications and
functions of the simulator
Initial Condition Seagoing and in port
Specific Purpose The training allows the trainees to:
- acquire knowledge on how to address malfunctions of
machinery
Briefing Explain briefly the following
- outline of the training
- how to carry on the training
- malfunctions and how to address the malfunctions
Implementation Start the simulation and let the trainees perform operation to
address the following malfunctions:

(No. 1 boiler feed water pump abnormal stop)

- confirm the alarm by pressing buzzer stop and reset button
- confirm No.2 pump starts automatically
- set No. 1 and 2 pumps to manual
- turn off MCCB of No. 1 pump starter
- close suction and delivery valves of No.1 pump
- confirm the alarm indication became off

(No. 1 FO purifier abnormal separation)

- confirm the alarm by pressing buzzer stop and reset button
- stop oil supply
- changeover control mode to manual
- carry out manual sludge discharge
- stop heating of FO
- stop No. 1 FO purifier and close valve concerned
- line up No. 2 FO purifier
- start No. 2 FO purifier
- start heating of FO
- supply seal water
- start supply of oil to No. 2 FO purifier
- confirm the alarm indication becomes off

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(No. 1 diesel generator CFW high temperature)

- confirm the alarm by pressing buzzer stop and reset button
- confirm the temperature
- confirm CFW pressure is normal
- set the 1st standby generator (No.2) to manual
- start remotely No.2 diesel generator
- confirm the voltage established
- couple No.2 generator with No.1 generator by pressing
automatic synchronizing
- uncouple No.1 generator by pressing stop bottom
- confirm running parameters of No.2 generator are in normal
range
- set No.2 generator to automatic control
- confirm the alarm indication became off

(No. 1 main air reservoir low pressure)

- confirm the alarm by pressing buzzer stop and reset button
- confirm the pressure
- confirm No. 1 main air compressor in service
- confirm No. 1 main air compressor CFW flow switch
activated
- set No. 1 to manual
- turn off MCCB of No. 1 starter
- closed all valves concerned
- open all valves concerned in No. 2 main air compressor
- switch on MCCB and start No. 2 manually
- confirm drain valves activated
- set No. 2 to automatic control

Debriefing Explain briefly the following

- importance of keeping normal operating conditions
- maintenance and repair should be done keeping the normal
operating conditions
- importance of isolating defective machinery when keeping
normal operating conditions as a whole

___________

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