205
1 INTRODUCTION
1.1 Theimportanceoftrainingonsimulator
Involvingstudentsinsimulationtraining onPCinthe
higher education is a constant concern, especially in
recent years, being also the best way to save
resources‐so insufficient. Training students in the
field of potential incident and emergency situations
could be ma
de with good results using computer
simulators.
Students can be trained in daytime / night
scenarios, in any weather conditions and terrain,
everythingisdoneinavirtualenvironmentascloseto
the real one, generated by computer and related
programs, which include three‐dimensional
representationsofland,objectsandlocat
ionsaffected.
Training for Environmental Risks in the Black Sea
Basin
F.V.Panaitescu,M.Panaitescu,I.Voicu&I.I.Panaitescu
ConstantzaMaritimeUniversity,Constantza,Romania
ABSTRACT:ThePotentialEmergencySituationsSimulator(PESS)forConstantzaMaritimeUniversity(CMU)
shouldprovidetrainingandpracticingofthestudentsorcourseattendantsinchoosingthebeststrategiesina
givenemergencysituation,whichisaninformationalhighentropy,multi‐tasking,fastchangingenvironment.
Thesimulatorisusedfortherealist
icmodelingofacrisissituationanditisusefulforbothmarineofficersand
emergencysituationofficials.Thesimulatorwillbeusedasaneducationalinstrumentenablingtheinteractive
studyofthedifferentemergencysituations.Ithastheaimoftrainingstudentstoefficientlyreacttoemergency
situationssuchasaleakfromaship/chemicalpla
nt,fire,poisonousgasemissions,oranyothersituationsthat
couldshowapotentialdanger.Thetraineemustbeprovidedwithrealisticinformationandtheresponseofthe
modelontheactionsofthetraineemustbeinaccordancewiththerealcondit
ionsandscientificbased.Itmust
bepossibletoacceleratethesimulationspeedwithoutlossofinformationorfunctionalities.Theinputofthe
externalweatherconditionsisamust,aswellasthetrainee‐orientedgraphicinterface.Itmustbepossibleto
changethechemicalandphysica lpropertiesandcharact
eristicsofthedifferentpollutingagents.Thesimulator
isalsousedtoevaluatethebeststrategiestobefollowedinanongoingcrisis.Inordertofulfillthisaim,the
simulationmusthavethecapabilitytoreceivedatafromvarioussensors,transducersandservers.Thecourses
aredesignedtoaccommodateuptosixcoursepart
icipants.Eachcourseincludescoursematerialsuchascourse
manuals and other documents. The courses include hands‐on experience with simulator operations and
maintenance. To help the start up of the simulated emergency situations training at Constantza Maritime
University, we have made a manual which includes some well‐designed exercises with scenarios, init
ial
conditionsandrelevantdocumentation.Theexercisedocumentationincludestheexerciseobjectives,exercise
guidance,instructorguidance,expectedresultsandallotherinformationtomaketheexercisesuccessfulforan
inexperiencedinstructor.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 8
Number 2
June 2014
DOI:10.12716/1001.08.02.05
206
Computer
assisted instruction allows analysis,
programmingandtrainingofstudents,atmanagerial
and operational level for different emergency
situations without consuming extremely expensive
resources and materials. Familiarizing studentswith
unusual situations, also will permit them to act
normally in a real intervention and combat in the
futureincidents.
Another software advantage is
that the
application automatically carry a useful tool for
creating script carrying tactical exercise
(technology
based on GPS / GIS), for applications in the fieldof
human resources and materials entrained land.
Simulator automatically collect real time data of the
position and state emergencies, automatically
displays digital map of the terrain and dynamically
generates real tactical situation on the ground units,
register conducting maneuvers and
actions while
mechanized units involved in the exercise allows
analysis of
post‐deployment training exercise. This
system ensures: managing information about own
and colateral resources, personnel and logistics,
geographic data and maps, weather situation, radio
visibility, preparation of plans, orders and reports,
terrain analysis tools, messaging format, logic and
computer security, communication possibilities
throughvariousmedia.
1.2 Objectives
1 developmentofpollutionscenarios
forstudents(6
workstations) using various types of virtual
equipment, in order to limit pollution and
recovery/annihilationpollutant;
2 discusseachsolutionobtainedbythestudents,in
ordertoidentifypossibleerrors;
3 the instructor can to assess the effectiveness of
eachstudentresponsetopollution,theassessment
ofthepollutionon the coast, the flora andfauna
but also by counting the total cost of equipment
usedinoperationsinresponsetopollution;
4 training on this simulator is recommended for
practicemanagementlevelexchangeofdocuments
between institutions / agencies that manage such
crises.
2 RESEARCHMETHODOLOGY
2.1 Simulatorusers
Manymarinecompaniesusethisformof“E”training
to act quickly and effectively in various pollution
situations. In thus saving human and material
resourcesandacttowardsasustainabledevelopment
of marine environment and human resource
development in the “E” Era Higher Education.
Regular users of
this simulator are: Constantza
MaritimeUniversitystudents,FacultyofNavigation,
Environmental Engineering; Navy officers as
recommended by IMO OPRC (Oil Pollution
Preparedness, Response and Co‐operation);
Romanian Naval Authority, Maritime Coordination
Centre; ARSVOM‐Romanian Agency for Saving Life
at Sea; Inspectorate for Emergency Situations
ConstantzaDobrogea.
2.2 Methodologyapplied
The simulator
is organized so that the instructor
stationcanlaunchtoallstudentspollutionscenarios
(6 workstations) and they can use various types of
virtualequipment,chosenfromalibrary,inorderto
limitpollutionandrecovery/annihilatethepollutant.
Simulator has a database for various types of
response equipment
(booms, dispersants, oil
skimmers), the means of intervention (intervention
marine division of the types of ships, air and land
division),marineandterrestrialspeciesofplantsand
animals.
Accidents that can be simulated are oil spills
pollutionatsea andspilloftoxic/radioactiveinair.
The simulator is
equipped with a module of crisis
managementthatcanbeusedincasesofforestfires,
oil on water pollution, dangerous goods accidents,
search and rescue operations or naval air accidents,
acts of terrorism. This module serves to exercise
managerial level exchange of documents between
institutions/agenciesthatmanage
suchcrises.
2.3 Themathematicalmodel
The process of product oil spreading on the water
surfaceinthelast50yearsseveral modelshavebeen
proposedofwhichthemostimportantare:Blokkerʹs
model(1964),Fay(1971),Hoult(1972),Mackay(1984),
Johansen(1985),Elliot(1986),ShenYapa(1988)Reed
(1991).
Ofall thesemodels,Fayʹsmodelis consideredas
the most representative because it has been verified
experimentally in the laboratory in 1971, which is
whythisprocessispresented.
Fayʹsmodelconsiders thatthe productspreading
oilonthewatersurfaceisdividedintothreephases,
corresponding
to the four dominant forces
(gravitational pressure, inertia, viscous friction and
tension).
Forthemathematicaldescriptionoftheprocessof
spreadingoilon the water surfacearenecessary the
followingassumptions:
discharge of oil product on the water surface is
instantaneous;
thethicknessoftheoilfilmissmall
comparedwith
the area so that the hydrostatic pressure
distributionisuniformoverthewholesurface;
duringthespreadingprocess,themovementofthe
productoilonthewatersurfaceislaminar;
accelerationofparticlescentersofoilislow;
effectsofCoriolisforcesarenegligible;
relativemotion filmof oilto currentand windis
negligible;
physico‐chemicalpropertiesofoilproductaretime
varyingdependingonatmosphericprocesses.
The fraction of oil floating above mean water is
calculatedbytherelation:
1
ap
a
 (1)
207
where
a
and
p
is the density of water and oil
product.
Fromequation(1) itfollowsthatthe thickness of
theoilfilmabovethemeanwaterlevel,
h
,ismuch
lessthanthatofwaterbelow.
For example, at a temperature of 20 °C for the
studied oil product
888,77
p
kg/m
3
and
1000
a
kg/m
3
thefractionofoilthatfloatsabove
theaveragewaterlevelis
0,11
.
Immediatelyafterthedischargeofoilproductthe
film is thick and the area is small. Therefore, the
gravitypressureforce(F
p)isgreaterthanthesurface
tension force (F
ts) so that the gravity pressure is the
maincauseoftheexpansionoftheoilfilm,according
totheequation(Voicu,I.,Fay,J.A.,Hoult,D.).
llhg
p
2

g
h
p
. (2)
Atatemperatureof20°C,forthefreshoilproduct
whit density
888, 77
p
kg/m3, 0,11 , the
gravitationalacceleration
9,81g m/s2andthenet
spreading coefficient
3
24,19 10
 N/m, results
thatthethicknessoftheoilfilmis
3
5,02 10h
 m.
2.4 Trainingexerciseonsimulator
Simulatorisalsoapowerfulforecastingtoolinareal
accident situation: is coupled with a meteorological
stationoftheConstantzaMaritimeUniversity(CMU)
of GSM LOGOTRONIC providing realtime data on
air parameters (speed/ wind direction, humidity,
temperature and barometric pressure). Also is
coupled with a submerged pla
nt that belongs to
CMU,mountedthema rinecentralplatformPetromar
Oil Midia, which provides data for sea state in the
location(direction/speedformarinecurrents,
direction/amplitudeofwavesandwatertemperature)
(figure1).
Results. Typical class working method is: every
student receive same scenario and same response
resources (say: two tugs, two booms, 2‐3 skimmers,
etc.). Then we observe the abilit
y to manage this
resourcesinordertolimitthespilleffect(e.g.Training
exerciseinputdata,Table1).
Table1.Trainingexerciseinputdata.
_______________________________________________
EntrydataValues
ofpollutants
_______________________________________________
5hours 4hours 30min
_______________________________________________
Crudeoil 10mt/h 3mt/h‐
Dischargerate 200mt/h
Direction/ 290
0
(E‐NE) 180
0
(S) 170
0
(S‐SE)
speedofcurrents 0.29m/s 0.19m/s 0.39m/s
Direction/ 200
0
270
0
‐
Windspeed 10m/s 13m/s‐
Seawatertemp 15
0
C15
0
C15
0
C
WavesH=0.2mdownwind
Visibility5 5 5
Seawaterdensity 1015kg/m
3
 1015kg/m
3
 1015kg/m
3
_______________________________________________
Eachoftheobtainedsolutionsduringtheexercises
oftraining canbediscussedwithall students(using
videoprojector), in order to ident
ify any mistakes.
Finallyinstructorcanassesstheeffectivenessofeach
studentresponsetopollution(1).
All data obtained are shown graphically in real‐
time virtual‐3D visualization of oil spill and
responseresources(figure2andfigure3)(2,3).
Conducting a parallel between real and virtua
l
resourcesforacompletetrainingexercice,considering
138 kg=1baril and ~93 $/baril~311.55 lei/baril (e.g.in
monthJuly2012),wecanpresentbelowthefolowing
valuesforthiscomparativestudy(Table2):
Table2.Virtual‐realvaluesforapollutionincident.
_______________________________________________
OutputdataValues
_________________________________
realvirtual
_______________________________________________
pollutantdischarged 200t 0t
costsresources ~100000Euro 10000Euro
technicalresources ~15000Euro 0Euro
(tugs,booms,etc.)
_______________________________________________
Figure1.CentralplatformPetromarOilMidia
Figure2.Situationafter9hoursfromtheevent(2)
208
Figure3.3DVisualization(3)
Figure4.Oilshoreimpact‐24hoursfromtheevent(3)
Figure5.Oilimpactonlandat70hoursfromtheevent(3)
Figure6. Technical resources no 5 boom ready to water h
6:49
3 CONCLUSIONS
Thesimulatorforemergencysituationswasdesigned
toevaluatethepreparednesstorespondeffectivelyto
oilspills,inaccordancewiththerequirementsofthe
OilPollutionActof1990(OPA90).
Thesimulatorisdevelopedspecificallytosupport
the Preparedness for Response Exercise Program
(PREP) with the goal of
providing an improved
trainingenvironmentforresponsemanagers.
Thetrainingonemergencysimulatorprovidesthe
exercise participants with interactive information
environmentbasedonthemathematicalmodelingof
anoilspillinteractingwithsurroundingsandcombat
facilities(figure4,5,6).
We drafted a system which also includes
information‐collectingfacilities
fortheassessmentof
theparticipants’performance.
The emergency simulator help us to operating
modes corresponding to these stages (Forecast,
Conduct and Debrief) are used for reproducing the
“reality”oftheexercise,automationoftheinstructor’s
activitiesandrecordingoftheexercisekeyevents.
We created sets of scenarios (2) to
test the
responsiveness of the students in real time and
effectively.
Softwarealsopermitsthestudentskillevaluation:
Weestablishacostperhourforeachresource,and
wereceivethetotalcostforentireoperation,foreach
student.
Effective training simulator consists of lowering
real time response, saving human
and material
resources, low cost price (Table 2) of company staff
trainingcosts.
Majorimpactproducedonthe environmentfrom
accidental spillage of petroleum products on the
209
surfaceoftheBlackSeawaterhasledtotheneedfor
bettermonitoringofpollutionandreducingthetime
to intervention for the organization and conduct
remediation operations. Therefore, modeling of the
pollution is becoming a very important and useful
operation required for all institutions involved in
remediationoperations.
The PISCES II simulator is a powerful tool for
forecastingthesimplefactthatenablesthesimulation
of a large number of scenarios (emergency) are
discharged various types of petroleum products in
differentenvironmentalconditions.
Also it can deliver in a short time optimal
solutions for maneuvering by teams formed
to limit
pollutionandrecoveryofspilledoilonthesurfaceof
thesea.
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