1. University of Split Faculty of Maritime Studies - Split THE BEST USE OF SIMULATIONS Maja Krčum

2. Computer analysis and simulation is of vital importance to ensure the successful design and development of marine engineering systems. The aim of the paper is to analyses the problem of load regulation and proposes the use of simulators for education officers. The final goal is an optimization of expenses. To minimize human and material losses in navigation, simulators (engine and navigation) are being increasingly applied, in the training of students as well as in the training of seamen. The Best Use of Simulations 2 PROJECT GOALS

3. Ship’s equipment improves from year to year International and national requirements for shipping safety are becoming more and more comprehensive, detailed and strict Most ship procedures are required to be thoroughly documented in a prescribed manner, and all these things are to be observed by the every crew. Maritime simulators and training systems have the highest priority in these activities, providing training in standard operations, as well as in emergency situations for all ship services – navigational, radio, engineering and cargo operations. The Best Use of Simulations 3 INTRODUCTION

4. The crew training is especially crucial for instilling co- operative abilities for time-critical situations, when not only adequate decisions must be made but also quick and efficient implementation should take place. In these situations not only professional knowledge is required but also communication skills and the ability to work as a team. The Best Use of Simulations 4 INTRODUCTION

5. In education practice, we use a combination of simulator computer simulation laboratory exercises. We observed that MatLab®demos are very powerful means in education process and that it should congratulate the MathWorksfor the efforts made in education. The Best Use of Simulations 5 INTRODUCTION

6. For the 7 main functions navigation ( cargo handling and storage; controlling the operation of the ship and care for persons on board; marine engineering; electrical, electronic and control engineering; maintenance and repair and radio communications ) the STCW 78/95 Code defines 3 levels of responsibility: Management level (master, chief master, chief engineer, second engineer) - ensuring that all functions within the area of responsibility are properly performed; Operational level (officers in charge of navigational or engineering watch, radio operator) performing all functions and procedures within the area of responsibility; acting under the direction of a higher officer; Support level (ratings) - performing the basined tasks and duties under the direction of an officer. The Best Use of Simulations 6 TRAINING AND TEACHING METHODS

7. Types of competencies for three levels of responsibility Responsibility Support Operational Management Type of competence level level Specific professional skills and knowledge √ √ √ Watch keeping duties and procedures √ √ √ Emergency procedures and equipment √ √ √ Communication skills √ √ √ Non-specific knowledge, mostly √ √ appropriate for other ship crew qualifications Management skills √ The Best Use of Simulations 7 TRAINING AND TEACHING METHODS

8. The standard establishes 4 types of maritime simulators: bridge operation simulator; machinery operation simulator; radio communication simulator and cargo handling simulator, which correspond to appropriate Chapters of STCW 78/95. Det Norske Veritas Standard 2.14 sets up the following classification of simulators: Class X - Special task simulator, capable of simulating operation of particular machinery equipment; Class C - Limited task simulator, capable of simulating the operation of some group machinery (sub-system); The Best Use of Simulations 8 TRAINING AND TEACHING METHODS

9. Class A - Full mission professional simulator; Class B “Multi task simulator” has been omitted from consideration because the intermediate stage between Class C “Limited task simulator” and Class A “Full Mission simulator“ is not clearly defined. The Best Use of Simulations 9 TRAINING AND TEACHING METHODS

10. Trainings performed on the simulator (NEPTUN simulator Faculty of Maritime Studies – Split) are fully in compliance with the STCW Convention. The whole system has been divided into several sub-systems, whose functions are presented by corresponding mathematical equations. By connecting all mathematical equations the complete process of system operation has been obtained, i.e. the model of system behaviour or a part thereof. Conventional laboratory exercises (engine room simulator) require groups of students to carry out tests in which they solve the problem of load regulation. The Best Use of Simulations 10 TRAINING AND TEACHING METHODS

11. We have also decided to create a computer model (MATLAB) of the electrical power plant, its final goal being an optimisation of expenses. The Optimization Toolbox and the recently released Genetic Algorithm and Direct Search Toolbox together provide a diverse set of methods that solve a variety of optimisation problems. Engine Room Simulation can provide the mariner with an opportunity to fully explore the engineering plant in detail and, while doing so, test skills such as: propulsion scheme, management/leader-ship training, fault diagnosis, casualty control and STCW Requirements. Simulation can be an effective alternative to shipboard experience. The Best Use of Simulations 11 ENGINE ROOM SIMULATOR - APPLICATION

12. The simulator training experience allows the mariner to go through different scenarios without having to deal with the real world consequences of fines, loss of licence and jail. The engineer is then free to stretch the boundaries and try new approaches to engineering problems. Specific engineering problems can be created and re- created so that the engineer can have several opportunities at solving power plant faults. The simulator allows us to work in real time or whatever speed meets our training requirement. It also allows for creating just about any engineering plant problem one could come across at sea. As we all know, one problem with the plant normally leads to others, until the lights go out. The simulator can demonstrate all scenarios. The Best Use of Simulations 12 ENGINE ROOM SIMULATOR - APPLICATION

13. In any training programme the learning objectives should be clearly defined. Similar to most other simulator systems, an engine room simulator consists of a number of modules connected together: instructor station, student workplaces such as the engine control room, the engine room and the sound and communication systems between all parts. The system can have a layout and instrumentation typical of a modern vessel and is normally arranged over three separate rooms; the engine control room, the engine room and the instructor station. The Best Use of Simulations 13 ENGINE ROOM SIMULATOR - APPLICATION

14. The control room is the heart of the ship, where the propulsion plant, auxiliary engines and subsystems are monitored, operated and prepared for work under different conditions, such as: port arrival/departure, loading and discharging, sea voyage. During each of these conditions a number of systems must be prepared and tuned to function properly. An economical and safe operation of the ship is based on reliable equipment and skilled engineers taking correct decisions at the right time. These simulations are partly made possible by a well-developed man-machine The Best Use of Simulations 14 ENGINE ROOM SIMULATOR - APPLICATION

15. The Best Use of Simulations 15 ENGINE ROOM SIMULATOR - APPLICATION

16. Conventional laboratory exercises (engine room simulator) require groups of students to carry out tests in which they solve the problem of load regulation. We have also decided to create a computer model (MATLAB) of the electrical power plant, its final goal being an optimisation of expenses. The Optimization Toolbox and the recently released Genetic Algorithm and Direct Search Toolbox together provide a diverse set of methods that solve a variety of optimisation problems. The features include vital components such as the main engine remote control, engine-room local panels, controllers, engine telegraph, alarm systems, power supply switchboards, engine sounds, etc. As has been illustrated the operations taking place onboard the real vessel can be replicated and performed to a realistic level. This can include various types of training ranging from component training, to decision making training and engine room resource management role-playing scenarios The Best Use of Simulations 16 ENGINE ROOM SIMULATOR - APPLICATION

17. The Best Use of Simulations 17 ENGINE ROOM SIMULATOR - APPLICATION Engine control room in simulated vessel – Neptun

18. The Best Use of Simulations 18 ENGINE ROOM SIMULATOR - APPLICATION Engine control room in simulated vessel – Neptun

19. During the process of teaching the students have been divided into three groups, each consisting of some ten members. The first two groups have included full-time students attending classes regularly, on a weekly basis, while the third has comprised students attending brief courses and having some previous experience as chief engineers. In the first two groups certain routine has been observed, namely, during laboratory practice no expected amount of interest and motivation has been demonstrated. The majority of students have dealt with the simulator practice in a routine way, while very few have approached the work creatively. With a view to improving the teaching process, as well as promoting the students' interest and motivation, we have offered a possibility of completing the required task by means of genetic algorithm. The Best Use of Simulations 19 PREPARING THE STUDENTS FOR SIMULATION TRAINING

20. The teachers have set up an appropriate computer model based on the results obtained by the simulator and already optimized by the students. By using the genetic algorithm they have sought to obtain the best results – optimizing the power plant load. Since various diagrams have been used for presentation, the students' motivation has been considerably increased and overall results improved. However, the third group has completed their task working only on the simulator in a rather professional way and has expressed no particular interest in acquiring additional knowledge or learning new techniques, which is only to be expected due to their previous working experience. There are three basic steps to prepare the student for simulation training: Familiarisation; Simulation and Debrief. The Best Use of Simulations 20 PREPARING THE STUDENTS FOR SIMULATION TRAINING

21. One of the main problems facing the teacher/instructor is familiarising the student with the use of the simulator. Students arrive at the school with varying degrees of computer experience and yet all must perform the tasks set in the time allowed. Faculty of Maritime Studies has developed a very successful step-by-step pattern that brings the students to a quick understanding.These steps are: 1. Classroom demonstration – teacher/instructor introduce the students to the mechanics of simulator use by throwing the simulator view screen up on the overhead projector. The next step is to run an engine room round through an engine room that has no power – the so-called ‘’Cold Ship“; 2. Checklist generation - teacher/instructor get the student to discuss and generate a checklist for getting power and lights to the engine room. The Best Use of Simulations 21 PREPARING THE STUDENTS FOR SIMULATION TRAINING - Familiarisation

22. 2. Checklist generation - teacher/instructor get the student to discuss and generate a checklist for getting power and lights to the engine room. 3. Workstation time in “Cold Ship”- the student work on individual desktop workstations and they must put the checklist into action. At this point the teacher/instructor is still guiding the proceedings and assists the students who may become frustrated. 4. Full mission familiarisation using “Cold Ship”- the students are now comfortable with the cold ship condition and the students together with teacher/instructor again run this scenario. The students learn to use the full mission simulator. Full Mission provides atmospheric sounds, lights, alarms, and communication and mimic boards. The students must work as a team inside the multiple rooms of the full mission simulator. The Best Use of Simulations 22 PREPARING THE STUDENTS FOR SIMULATION TRAINING - Familiarisation

23. During our full mission scenarios, teacher/instructor set up goals and run non-consecutive initial conditions. For example, a “Cold Ship” initial condition is chosen. The goal is to get lights, starting air and power to the switchboard. Following that the next scenario would start with lights, air and power already programmed. The student must get the ship ready to manoeuvre. The instructor plays roles, inserts malfunctions and provides communications but in no other way helps the student. The group of students with practical experience is much better than those who have not had any practical experience. The experienced students do not need to imagine the engine room atmosphere, but another group of students need much more work and more interest in work in the engine room. For that group of students the teachers, for better motivation, have set up an appropriate computer model based on the results obtained by the simulator and already optimised by the students. The Best Use of Simulations 23 PREPARING THE STUDENTS FOR SIMULATION TRAINING - Simulation

24. After the simulation exercise, it is important for the students to fully absorb the lessons for that day. In order to do this, the instructor must ask leading questions and allow the student to work out what went wrong and what went right. It is important in all aspects of the simulation process that the student is the driving force in the learning process and the instructor acts as the facilitator. The Best Use of Simulations 24 PREPARING THE STUDENTS FOR SIMULATION TRAINING - Debrief

25. The STCW requirements have placed new demands on simulation training. We need one more class of simulator, combining Full Mission simulators of all the above types. That can bee Virtual ship Simulator. This Simulator adds to Full Mission professional simulator the possibility of training, the communication between bridge, engine control room, cargo control room, emergency steering control post and other ship locales and emergency posts. This simulator provides studies and team training for all ship’s crew, both in normal and emergency situations. The Best Use of Simulations 25 THE FUTURE

26. Correspondence of Simulator class to competences to be trained Simulator class Responsibility Special Limited Full Mision Virtual Type of competence task task Professional ship Specific professional skills and knowledge √ √ √ √ Watch keeping duties and procedures √ √ √ Emergency procedures and equipment √ √ Communication skills √ Non-specific knowledge, mostly appropriate for other ship crew qualifications √ Management skills √ The Best Use of Simulations 26 THE FUTURE

27. It is not always possible to note the effects of damage on a part of the vessel's systems in the normal work condition. This is the reason of simulating certain damages effects by computers and by means of a simulator. The introduction of the simulator as a teaching aid was very successful according to feedback from both the students and the instructors. The provision of this educational tool, in conjunction with the optimisation techniques (available in the Genetic Algorithm-Matlab), will help to accelerate the understanding of engines, engine room... through an interactive learning process. The Best Use of Simulations 27 CONCLUSION