1) There are currently no internationally agreed upon stability requirements specifically for anchor handling tug supply (AHTS) vessels.
2) After the 2007 accident of the AHTS Bourbon Dolphin, initiatives were taken to improve design, operations, and stability requirements for AHTS vessels, including guidelines from the Norwegian Maritime Directorate.
3) The guidelines from the Norwegian Maritime Directorate propose criteria for limiting the heeling moment on AHTS vessels during anchor handling operations based on the angle of heel equivalent to 50% of the maximum GZ, the angle of flooding of the work deck, or 15 degrees, whichever is smallest.
Reporte del accidente que sufrió un buceador de saturación por un fallo en el sistema de posicionamiento dinámico del buque "Bibby Topaz". Finalmente y gracias a su destreza y sangre fría, la de sus compañeros y la tripulación del buque, pudo ser recuperado con vida.
A Presentation on Stability of vessels/ships using Autohydro software and the basic calculations involved.Was prepared for training related activities.
Prepared by:Vipin Devaraj,
38Th RS,
Dept Of Ship Technology,
Cusat,INDIA
contact:vipindevaraj94@gmail.com
Mooring and Unmooring operation during berthing and un-berthing of vessel is critical. The cadets are weak links in the team till they gain some experience. This presentation would help cadets to understand ,appreciate hazards and consequences. They can do spot risk assessment based on learning from presentation. Hope this presentation will help in reducing accidents arising from Mooring Ops.
Thanks for watching the slides ,await for your inputs.
Capt. Vivek Trivedi
smrviv@yahoo.co.in
Reporte del accidente que sufrió un buceador de saturación por un fallo en el sistema de posicionamiento dinámico del buque "Bibby Topaz". Finalmente y gracias a su destreza y sangre fría, la de sus compañeros y la tripulación del buque, pudo ser recuperado con vida.
A Presentation on Stability of vessels/ships using Autohydro software and the basic calculations involved.Was prepared for training related activities.
Prepared by:Vipin Devaraj,
38Th RS,
Dept Of Ship Technology,
Cusat,INDIA
contact:vipindevaraj94@gmail.com
Mooring and Unmooring operation during berthing and un-berthing of vessel is critical. The cadets are weak links in the team till they gain some experience. This presentation would help cadets to understand ,appreciate hazards and consequences. They can do spot risk assessment based on learning from presentation. Hope this presentation will help in reducing accidents arising from Mooring Ops.
Thanks for watching the slides ,await for your inputs.
Capt. Vivek Trivedi
smrviv@yahoo.co.in
propulsion engineering-02-resistance of shipsfahrenheit
propulsion engineering-02-resistance of shipsMarine Engineering (Marine Propulsion)
This program is designed for those students who want training in marine gasoline and diesel engines without immediately
pursuing the Associate in Science degree. The certificate is issued by the Marine Engineering Department and attests to
the completion of the courses outlined below. These courses may also apply to the A.S. degree in Marine Engineering if a
student later decides on that option. Program duration is one (1) calendar year.
Gasoline Engines (9 credits required)
MTE 1053C 2 & 4-Cycle Outboard Engine Repair & Maintenance (3)
MTE 1166C Marine Ignition and Fuel Systems (3)
MTE 2072C Marine Propulsion Gasoline Engine Troubleshooting (3)
Diesel Engines (12 credits required)
MTE 1001C Marine Diesel Engine Overhaul (3)
MTE 1056C Marine Diesel Systems (3)
MTE 2058C Diesel Engine Testing Troubleshooting Procedures (3)
MTE 2160C Diesel Fuel Injection Systems (3)
Program Core (Choose 4)
MTE 1183C Marine Engine Installation and Repowering Procedures (3) |
MTE 1400C Applied Marine Electricity (3)
MTE 1651C Gas & Electric Welding (3)
MTE 2054C Marine 4-Cycle Stern Drive Inboard Engines (3)
MTE 2062 Marine Corrosion and Corrosion Prevention (2)
MTE 2234C Marine Gearcase, Outdrives and Transmission System (4)
Total Credits Required: 32/34
Optional Factory Certifications:
Bombardier/Evinrude Marine:
° Evinrude E-Tec Outboards
° Evinrude E-Tech V Models
Mercury Marine:
° Propeller 1
° Corrosion 1
° Hydraulics
° Smart Craft 1
° Fuels and Lubes
° Fuel II
° Electrical II
° Navigating DDT
° Outboard Rigging
° Mercruiser EFI System
State of Florida :
° Safe Boating
° Livery Certification
Other Optional Certificatios:
° USCG Captains License
° American Welding Society, Welding Certifications
° FKCC Welding Certification
Curso impartido por el autor para la Dirección Provincial de Gijón del Instituto Social de la Marina, para la obtención del certificado de especialidad de Buques de Ro-Ro pasaje & buques de pasaje distintos a RoRo. Año 2011.
Presentation contains links to official documents such as SOLAS and IMO MSC circulars and describes inspection procedure for Fire Hoses and Hydrants on board marine vessel.
It follows step by step procedure of designing an optimized propeller for a container ship and numerical analysis of the final propeller.
Paper published on Technical journal of University of Galati, Romania.
propulsion engineering-02-resistance of shipsfahrenheit
propulsion engineering-02-resistance of shipsMarine Engineering (Marine Propulsion)
This program is designed for those students who want training in marine gasoline and diesel engines without immediately
pursuing the Associate in Science degree. The certificate is issued by the Marine Engineering Department and attests to
the completion of the courses outlined below. These courses may also apply to the A.S. degree in Marine Engineering if a
student later decides on that option. Program duration is one (1) calendar year.
Gasoline Engines (9 credits required)
MTE 1053C 2 & 4-Cycle Outboard Engine Repair & Maintenance (3)
MTE 1166C Marine Ignition and Fuel Systems (3)
MTE 2072C Marine Propulsion Gasoline Engine Troubleshooting (3)
Diesel Engines (12 credits required)
MTE 1001C Marine Diesel Engine Overhaul (3)
MTE 1056C Marine Diesel Systems (3)
MTE 2058C Diesel Engine Testing Troubleshooting Procedures (3)
MTE 2160C Diesel Fuel Injection Systems (3)
Program Core (Choose 4)
MTE 1183C Marine Engine Installation and Repowering Procedures (3) |
MTE 1400C Applied Marine Electricity (3)
MTE 1651C Gas & Electric Welding (3)
MTE 2054C Marine 4-Cycle Stern Drive Inboard Engines (3)
MTE 2062 Marine Corrosion and Corrosion Prevention (2)
MTE 2234C Marine Gearcase, Outdrives and Transmission System (4)
Total Credits Required: 32/34
Optional Factory Certifications:
Bombardier/Evinrude Marine:
° Evinrude E-Tec Outboards
° Evinrude E-Tech V Models
Mercury Marine:
° Propeller 1
° Corrosion 1
° Hydraulics
° Smart Craft 1
° Fuels and Lubes
° Fuel II
° Electrical II
° Navigating DDT
° Outboard Rigging
° Mercruiser EFI System
State of Florida :
° Safe Boating
° Livery Certification
Other Optional Certificatios:
° USCG Captains License
° American Welding Society, Welding Certifications
° FKCC Welding Certification
Curso impartido por el autor para la Dirección Provincial de Gijón del Instituto Social de la Marina, para la obtención del certificado de especialidad de Buques de Ro-Ro pasaje & buques de pasaje distintos a RoRo. Año 2011.
Presentation contains links to official documents such as SOLAS and IMO MSC circulars and describes inspection procedure for Fire Hoses and Hydrants on board marine vessel.
It follows step by step procedure of designing an optimized propeller for a container ship and numerical analysis of the final propeller.
Paper published on Technical journal of University of Galati, Romania.
In this presentation we will be learning about the terms used in the drillship specifications
the sample drillship taken for this presentation belongs to transocean which is used at KG1 and KG2
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.
To be proficient at sea we need to have a combination of underpinning knowledge, relevant technical skills and the necessary soft skills, which make us good shipboard
team players capable of managing tasks in a safe manner. During maritime training, it is important to assess these three areas to establish the proficiency gaps relating
to the learning objectives/ goals. These identified deficiencies could subsequently guide and encourage us in more effective ways to tweak our learning artifacts to
fill in these gaps. This paper presents some of the tools, which have been successfully used in classrooms and in simulator-based training both in formative and in summative situations at the EMAS Academy.
Presented at the 12th Annual GlobalMET Conference "Maritme Education & Training: Closing the Gap between What is Needed and What is Provided". ABSTRACT: To be proficient at sea we need to have a combination of underpinning knowledge,
relevant technical skills and the necessary soft skills, which make us good shipboard
team players capable of managing tasks in a safe manner. During maritime training,
it is important to assess these three areas to establish the proficiency gaps relating
to the learning objectives/ goals. These identified deficiencies could subsequently
guide and encourage us in more effective ways to tweak our learning artifacts to
fill in these gaps. This paper presents some of the tools, which have been
successfully used in classrooms and in simulator-based training both in formative
and in summative situations at the EMAS Academy.
> Soft-skills & their Assessment on Simulators
> Developing Specific Behavioural Markers
> Use of Behavioural Markers in a Bridge Resource Management Course
Embarking on collaborative action research, a Training of Trainers’ Course is being developed at the Malaysian
Maritime Academy. Although the framework for the course is based on the IMO Model Course 6.09 (Training
Course for Instructors – 2001), some changes are being made to update the content. Changes would reflect the
present‐day teaching and learning practices in the MET institutes, which have undergone substantial overhaul
during the last decade. The paper describes the process of this collaborative semester‐long work undertaken
by a group of academic staff at the academy. The work is based on the cyclic Kemmis model of action research
and constitutes weekly classroom activities, where some of the participants also take turn to act as facilitators.
The course framework is thus reviewed through a community‐based reflective practice in a process of
democratic enquiry. The objective of the project is to develop the course specification and the methodology of
the course delivery. There are suggestions for inclusion of theories of learning, ICT in teacher education and
replacement of instructionist approaches with opprtunities for constructionist practices in teaching and
learning. The emerging proposed skeletal framework will be included in the paper.
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.
Competency-based education is receiving a lot of attention as we focus on the requirement for competency standards to meet the workplace requirements. In the Singapore Maritime Academy of the Singapore Polytechnic, there is considerable international pressure to implement a competency-based programme (STCW ‘78 & its Amendments in ‘95) to prepare the shipboard workforce for the competitive global economy. The paper attempts to analyse this competency or outcome-based approach in adult education with some cautionary notes on its ways of implementation, particularly, when such practices are focused on a narrow range of competencies as the course content. Additionally, it is pointed out that competency- based approach has little to offer on how learning happens and so, the paper argues that learning is best conceived as a process and not in terms of outcomes and to make this process effective an experiential approach is suggested. Learning is also seen as a process of knowledge creation through transformation of experience in both subjective and objective forms. Hence, the stress of our educational practices should be on the process of adaptation and learning and not solely on content or outcome.
The presentation describes the development of a CmapTools-based knowledge model, which includes learning content, formative assessment, knowledge creation and capture, summative assessment, feedback and general course administration for a maritime course titled “Steam Certificate of Competency for LNG Carriers”. A knowledge-based system was created in the CmapTools Views, which served as an information repository for this course. In Views we created folders of (1) Core Knowledgebase, (2) Steam COC Course and (3) Cohort Assessment sections. Over a nearly 3-year period, this repository has become a large data source for this course. Using Novakian concept maps, accessing through this digital information repository and exploring various concepts with embedded details (texts, graphics, movie clips etc) have been made relatively simple. In the case study, these maps were developed by the learners themselves with the guidance of the course facilitator. Once a topic sub-folder is populated with digital files of texts, graphics, etc from the available literature, the learners, who were paired for collaborative work, were asked to develop these concept maps. The developed knowledgebase was split in to two sections: (1) object-based, which is classificatory and (2) event-based, which is explanatory. The object-based section covered the knowledge from the existing literature, while the event-based section covered the proficiency or the skill aspects of the knowledgebase and created learning organizers. A learning organizer provides support while running the steam propulsion simulator, which forms the main instrument for gaining proficiency in operating the steam propulsion machinery of an LNG carrier. There is also plan for dynamic knowledge capture using student assignments, when the learners are sent for industrial attachment at sea after completion of the course. The paper also describes the class infrastructure used to develop concepts map and for social validation of the new knowledge, generated by the learners.
The presentation shares the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea.
The paper related the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea.
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Anchor Handling Stability
1. Formulating Stability Requirements for
Anchor Handling Tug and Supply
(AHTS) Vessels
Dephne Chea Wei Peng, Arun Kr Dev, Ivan Tam, (Newcastle University)
Kenneth Hanks, Kalyan Chatterjea (EMAS Training Academy & Simulation Centre)
1
2. BACKGROUND
No specific internationally applicable stability requirements for
AHTS vessels.
After AHTS “Bourbon Dolphin” tragedy in April 2007, initiatives
were taken for improving
Design
Operational safety & specifically
Stability and the performance of anchor handling winches.
Probably the most important initiative is from the
Norwegian Maritime Directorate (NMD):
NMD Circular - Series V, RSV 04-2008, 14 July 2008.
2
3. IMO Guidelines…BV Presentations, 2010 @ KL
Refer to Intact Stability Code, 2008, IMO Res. MSC.267(85).
Code covers
intact stability criteria &
addresses offshore supply ships & special purpose ships,
requirement for a minimum freeboard at the stern of at least 0.005L
to be maintained in all operating conditions.
Code does not include any specific stability criteria for towing and
anchor handling operations
Minimum required GM0 = 0.15 m should NOT be considered
as sufficient stability margin for towing and anchor handling.
.3
4. IMO Criteria for OSV
Max GZ of an OSV is allowed to
occur at much smaller angle of
heel than normal, providing
that the positive stability up to
this angle of heel (area A) is
greater than for a cargo ship
This requires a large upright
GM
Minimum freeboard criteria for
OSV is inadequate for anchor-
handling operation
Clark & Hancox (2012)
4
5. Recommendation from
Marine Safety Forum (MSF)
Quoting from Anchor-handling Manual template by
Marine Safety Forum (MSF), incorporating
recommendations from NMD.
Prior to sailing, a document must be displayed on the
bridge, where it is visible to be navigator on duty, to
show the acceptable vertical and horizontal transverse
force/tensions to which the vessel can be exposed.
This should show a sketch of the GZ curve and a table
of the tension/forces which give the maximum
acceptable heeling moment. 5
6. Further quoting from the Anchor-handling Manual
template by MSF incorporating recommendations from
NMD.
Calculations must show the maximum acceptable tension in
wire/chain, including transverse force, that can be accepted
in order for the vessel’s maximum heeling to be limited by
one of the following angles, whichever occurs first:-
o Heeling angle equivalent to a GZ value equal to 50% of GZ max.
o The angle of flooding of the work deck – i.e. the angle which
results in water on working deck when the deck is flat.
o 15 degrees.
Recommendation from
Marine Safety Forum (MSF)
6
7. NMD Criteria
1. Heeling angle
equivalent to a GZ
value equal to 50% of
GZ max.
2. The angle of flooding of
the work deck – i.e. the
angle which results in
water on working deck
when the deck is flat.
3. 15 degrees.
Vessel‟s Maximum
Heeling to be limited by
one of the following
angles, whichever
occurs first:
Heeling moment must be
calculated as the total effect of
the horizontal & vertical
transverse components of the
force /tension in the wire/chain
The torque arm of the
horizontal components shall
be calculated as the distance
from height of the work deck at
the guide pins to the centre of
the main propulsion propeller
or to the centre of stern side
thruster if it projects deeper
The torque arm of the vertical
components shall be
calculated from the centre of
the outer edge of the stern
roller & with a vertical straining
point on the upper edge of the
stern roller
7
8. External Acting Forces & Healing Moments
…NMD Proposal to IMO
α – angle between towline & ship’s centre line
β – angle between towline & the waterplane
y & v – refers to application point of the of the
line tension
Ft – towline tension
Unified Stability Criteria & Operational Guidance for AH Vessels
Application Point & Direction
of a Towline in the Stern of a
multi-operational mode vessel
8
9. External Acting Forces & Healing Moments
…NMD Proposal to IMO
Heeling Moment MH = (Ft .sin α.cos β x v)+(Ft .sin β x y)
Application Point & Direction
of a Towline in the Stern of a
multi-operational mode vessel
Transverse
Component
Vertical
Component
Unified Stability Criteria & Operational Guidance for AH Vessels 9
10. Tension Directions vs Healing Moments MH
…NMD Proposal to IMO
A typical example
of Heeling Moments
with some specific
‘y’ & ‘v’ levers
β
α
So, in general,
As ‘α’ increases
MH is increasing
As ‘β’ increases
MH is decreasing
Unified Stability Criteria & Operational Guidance for AH Vessels
10
11. Influence of ‘α’ & ‘β’ on MH
…NMD Proposal to IMO
α
As ‘α’ is increased
MH could reach to
an unacceptable
level!
β
MH
Unified Stability Criteria & Operational Guidance for AH Vessels
11
12. Concept of Constant Heeling Moment
…NMD Proposal to IMO
The Norwegian proposal is based on a concept of α constant
heeling moment MH , providing limits
to the line tension only dependent on sideways angle ‘α’
Vertical
Component
Transverse
Component
Unified Stability Criteria & Operational Guidance for AH Vessels
12
13. Fixed Moment vs Tension
…NMD Proposal to IMO
Tension
distribution with a
constant Heeling
Moment
Unified Stability Criteria & Operational Guidance for AH Vessels
13
14. Operating Tension vs Angle Alpha
…NMD Proposal to IMO
Finally, a
simplified Angle
Alpha vs Tension
could be created
For use by the
operators
15 30 60 90
Unified Stability Criteria & Operational Guidance for AH Vessels
14
15. Graphical Presentation
…NMD Proposal to IMO
A simplified graphical
presentation on bridge
T1 – 0 to 150
T2 – 15 to 300
T3 - 30 to 600
T4 - 60 to 900
Unified Stability Criteria & Operational Guidance for AH Vessels
DF – 1.4 to 1.6 times
the static load is common
Sector-1
Sector-2
Sector-3
Sector-4
15
16. Stability Limiting Curves
…NMD Proposal to IMO
Unified Stability Criteria & Operational Guidance for AH Vessels
For AH-Operations,
the stability limiting
curves should be
developed as a
function of
draught/displacement
against initial KG or
GM & applied tension
Covering lightest
anticipated draught to
Summer Load Line &
trim range
Heeling Angle Flooding Angle
16
17. Stability Limiting Curves
…NMD Proposal to IMO
Unified Stability Criteria & Operational Guidance for AH Vessels
The minimal residual
area between the
righting lever curve
and the heeling lever
curve ≥ 0.055 m-rad
[θe to θf or θc
whichever is less]
17
19. Ultra Deep Water Multifunctional AHTS Vessel
LOA – 93.4m
LBP – 82.0m
B – 22.0m
D – 9.5m (main deck)
Design Draught – 6.5m
Bollard Pull – 300 tonnes
AH/Towing Winch – 500 tonnes pull [600 tonnes brake]
Propulsion - 23,467 BHP
DP II
Deadweight Approx. 4,700 T
GRT Approx. 6,000 T
Lewek Fulmar
19
20. Lewek Fulmar uses AUTOLOAD 6
AUTOLOAD 6 ASUMPTIONS:
Tension from chain is placed at the full breath of aft roller, & the chain
angle (tension) is calculated from 0o(vertical) to 90o(horizontal)
The vertical moment arm from main thrusters (or aft side thrusters if
existing) and up to aft roller is kept constant, independent of vessels
heel angle.
The horizontal moment arm from end of aft roller to centerline is kept
constant, independent of vessels heel angle.
Both the effect of the horizontal forces and the tensions offset from CL
is converted to an external moment acting on the vessel.
To keep correct displacement during all calculations, the vertical
tension component (the weight) is placed at centerline on top of aft
roller. 20
21. Lewek Fulmar uses AUTOLOAD 6
Tank Sensors in AUTOLOAD 6:
Autoload installations can be fitted with a Tank Sensor
program that interfaces directly with Autoload
Thus providing immediate tank loadings for an accurate and
up-to-the-minute analysis of the vessel’s stability.
21
25. IMO 469 Intact Stability in AUTOLOAD 6
Righting Arms vs. Heel - IMO 469, INTACT STABILITY
Heel angle (Degrees)
A
r
m
s
i
n
m
0.0 10.0p 20.0p 30.0p 40.0p 50.0p 60.0p
0.0
0.5
1.0
Righting Arm
R. Area
Flood Pt
25
26. NMD Criteria in AUTOLOAD 6
Righting Arms vs. Heel - NMD ANCHORHANDLING CRITERIA
Heel angle (Degrees)
A
r
m
s
i
n
m
0.0 10.0s 20.0s 30.0s 40.0s 50.0s 60.0s 70.0s
-0.5
0.0
0.5
1.0
Righting Arm
Heeling Arm
Equilibrium
Crit. Pt
26
27. NMD Criteria in AUTOLOAD 6
Righting Arms vs. Heel - NMD ANCHORHANDLING CRITERIA
Heel angle (Degrees)
A
r
m
s
i
n
m
10.0s 20.0s 30.0s 40.0s 50.0s 60.0s 70.0s
-1.0
-0.5
0.0
0.5
Righting Arm
Heeling Arm
Equilibrium
Crit. Pt
27
28. NMD Criteria in AUTOLOAD 6
Righting Arms vs. Heel - NMD ANCHORHANDLING CRITERIA
Heel angle (Degrees)
A
r
m
s
i
n
m
10.0s 20.0s 30.0s 40.0s 50.0s 60.0s 70.0s
-1.5
-1.0
-0.5
0.0
0.5
Righting Arm
Heeling Arm
Equilibrium
Crit. Pt
28
29. Conclusions
Recommendation for Stability Requirements during Towing &
Anchor-handling Operations are likely to be covered by the Par „B‟
of the Intact Stability Code, 2008, IMO Res. MSC.267(85) in
2014
We should be prepared with a suitable course to support the
professionals at the operational level
We hope there will be continuous support from the academia
29
Good afternoon…ladies & gentlemen!This work was done by Dephne Chea Wei Peng as her Final Year Project! The project was supervised by Dr Ivan Tam & Dr ArunDevThe topic was proposed by the EMAS Academy.As Dephne is not here, Dr Ivan Tam asked me to make the presentation!If you have any queries, kindly direct them to Dr ArunDev and Dr Ivan Tam after my presentationIn her project Dephne traced the work that is being done in AH stability and hopefully her findings will update us in this area!
Neither the IMO’s regulatory system nor Norwegian regulations have concrete requirements for the stability of anchor-handling vessels.The Commission of Enquiry for BD has acquired information from British and Danish authorities confirming that they do not have separate stability requirements for anchor-handling vessels either.Dephne has looked only into the stability aspects in her studies
The 2008 IS Code is divided into two parts: Part A, which is mandatory, contains general intact stability criteria for cargo and passenger ships. Part B, which is recommendatory, contains intact stability criteria for certain types.
Max GZ of an OSV is allowed to occur at much smaller angle of heel than normalAs per Clark & Hancox (2012) Minimum freeboard criteria for OSV is inadequate for anchor-handling operation
Each AH Vessel should have its AH Operation ManualAs per Marine Safety Forum it should incorporate the NMD recommendationsPrior to sailing, a document must be displayed on the bridge, where it is visible to be navigator on duty, to show the acceptable vertical and horizontal transverse force/tensions to which the vessel can be exposed.This should show a sketch of the GZ curve and a table of the tension/forces which give the maximum acceptable heeling moment.
AH Manual Template also incorporates the NMD recommendations, which is explained in the next slide
3 NMD CriteriaHeeling Moment Levers should be ‘h’ is distance from the CL to the end of the Stern Roller ‘v’ is the distance from top of stern roller to CL of Thrusters.
NMD Proposal to IMO for Amendment of the 2008 Intact Stability Code Part B providesInformation on Application Point & Direction of a Towline in the Stern of a multi-operational mode vessel alpha - beta
Heeling Moment has two main components as shown
Values from a typical example show the effects of sideways angle ‘alpha’ & downward angle ‘beta’
Then it is possible that as ‘α’ is increased MH could reach to an unacceptable level!
Norwegian proposal is based on a concept of αconstant heeling moment MHLine tension only dependent on sideways angle ‘α’
Line Tension vs sideways angle ‘α’ for a fixed moment
Finally, a simplified Angle Alpha vs Tension could be createdFor use by the operatorsMark the angle segments which are made specially for the operators!
This visual could be put on the bridge for the benefit of operators.This one also includes the dynamic factors.
Finally, stability limiting curves also have to be made
With its specific requirements
These amendments are expected in 2014
Now will show you some screenshots of theAutoload Software on one of the EMAS vessels
Autoload 6 Assumptions
Anchor handling inputs to the software!
One can choose the NMD Anchor-handling criteria.
General Interface of AUTOLOAD 6 – Hydrostatics, Anchor Handling & Margins
This is IMO Intact Stability Analysis
NMD Anchor Handling Criteria line tension 250 t alpha – 10 degrees
NMD Anchor Handling Criteria line tension 350 t alpha – 10 degrees
NMD Anchor Handling Criteria line tension 650 t alpha – 10 degrees