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1 INTRODUCTION
Maritime transport is common and, because of its
relatively low costs, is developing dynamically. With
technological progress, ships and other maritime
objects are becoming increasingly complex, and
therefore require a competent crew to operate them.
Work on a ship can be divided into two
complementary areas. One concerns the operation of
technically efficient systems and devices which are
often interconnected, and the other concerns
maintaining their efficiency. Modern ships are of
different types and are sometimes extremely
complicated. Many newly built ships using the latest
technologies, including electricity generation systems.
One of the basic systems that are present on every type
of ship is the power system, which provides the
necessary electrical energy. The safety of navigation
depends directly on its reliability. A painful example is
the container ship m/v Dali, which, losing power due
to a "blackout", caused a disaster in which several
people died and the bridge in Baltimore was destroyed
on March 26, 2024 [1].
The minimum competence of crew members,
depending on their rank, is determined by the
requirements specified in the IMO STCW 2010
convention [2]. They include competences in both the
operation and maintenance of equipment in technical
conditions. One of the elements of MET is the
improvement of competences accepted by IMO
regulations using various types of simulators.
Currently, various types of technological solutions are
used in the maritime education process to facilitate or
support classes and enable them to consider various
crises, starting with advanced navigation simulators
(so-called mandatory simulators, in the STCW Code
[2]), which fulfill perfectly their task. Simulators are
increasingly being built for training ship engine
operators. They are mentioned in the fundament of
convention [2] in the part B-I/12 STCW code dedicated
to the main and auxiliary machinery operation
simulation, described as the recommended
Physical Object-based Simulator of Ship's Electrical
Power Plant and Its Application in MET Processes
B. Dudojć & J. Mindykowski
Gdynia Maritime University, Gdynia, Poland
ABSTRACT: The paper deals with the analysis and practical verification of the possibilities of using the physical
object-based simulator of the ship’s electrical power plant for crew members MET (Maritime Education and
Training) in the light of more and more demanding competencies. The analysis is based on experience gained
from the operation of a new real ship power plant simulator built on the Faculty of Electrical Engineering at
Gdynia Maritime University (FEE, GMU). Following the current curricula, this simulator is mainly used for ETO
(Electro-Technical Officer) training. An important and worth emphasizing opportunity is to familiarize training
participants with onboard challenges related to the safety operation and maintenance of a real electrical
installation above 1kV.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 19
Number 3
September 2025
DOI: 10.12716/1001.19.03.17
840
performance standard for non-mandatory types of
simulation.
An example is the solution proposed by Texas A&M
University in Galveston (USA) [3]. Similar solutions are
available in other MET centres, which are based on
complete computer simulation systems, where all push
buttons, instrumentation and switches are virtual
(touchscreen simulator), for example [4]. Another
approach is the concept of building hybrid simulators,
which include the use of real elements, such as control
consoles, switchboards, in which only the front
equipment corresponds to reality. An example is the
ship engine simulator at the Faculty of Marine
Engineering at GMU [5]. Yet another solution is that
one important element of the system is real, and the
remaining elements are in the area of computer
simulation. An example is the Neptune System by
Königsberg Maritime [6]. In this solution the simulator
is dedicated to conducting courses for crew members
on ships, and only one HV (high voltage) circuit
breaker field is real and the rest of the system is in the
virtual service area.
Another approach was maritime education based
on real systems. One of the solutions dedicated to this
problem were training ships, which were specially
designed for this purpose. Historically, in Poland,
special ships were used for this task in the 1980s, m/v
Antoni Garnuszewski and m/s Kapitan Leduchowski.
These ships fulfilled their role as merchant ships, but at
the same time they were equipped with a so-called
training ship engine room and a double bridge, one of
which was a bridge used only for training purposes.
On the other hand the training engine room was
equipped with all the systems necessary for the
operation of the ship, except for the main engine. It is
worth emphasizing that this ship was equipped with
high-voltage elements (3,3kV) such as a generator,
loads and switchboard as part of the training power
system. This solution allowed for good practical
preparation not only of future navigating officers but
also of mechanical and electrical officers. However, this
model of education did not stand the test of time,
especially in regarding to the engine crew, and as a
consequence, practical education is based on currently
available simulators and practice on ships. It should be
noted that currently, in relation to ETO, apart from
computer simulators, training is still based on physical
stations where real operational problems related to the
ship's electrical power system can be presented [7-10].
It is worth emphasizing the discussions on the use
of virtual reality in simulators or the use of remote
simulators located in the cloud and new challenges
resulting from operating of future autonomous ships
are continuosly developed [11].
Each solution has its advantages and
disadvantages, but there is one common denominator,
which is the purpose for which different types of
simulators are used. The main purpose of simulators
use is to prepare trainees as best as possible to operate
ship systems and devices. However, as part of their
duties, watchkeeping crew members not only operate
the devices but are also responsible for maintaining
them in good technical condition. In this case, despite
the various virtual tools available, an important
element of education is the contact of trainees with real
devices. One of such positions in ship engines is the
ETO, who rarely operates devices. However, its main
task is to take care of the efficiency of devices in the
broadest sense of the word electrical by conducting
appropriate service, inspections and, in the event of
damage, diagnostics and possibly repairs. Very often,
ETO’s start performing their tasks on devices that are
already out of order. Therefore, ETO’s need other
competencies than just efficient service to perform their
tasks. Often, in-depth knowledge is needed in relation
to the construction and operating principles of systems
and devices, not only electrical, but also mechanical,
hydraulic, refrigeration or pneumatic, which are
controlled by electrical systems (electronic or
computer). The aforementioned preparation is difficult
to implement based only on work with devices as part
of internships on ships, especially in the field of
electrical, electronic and control engineering. This
mainly concerns the area of service, diagnostics and
repairs. The minimum training requirements for ETO
were specified only in the STCW 2010 convention [2],
and they are mainly focused on defining competences
in the field of maintaining the efficiency of electrical,
electronic and control devices, including routine and
ad hoc inspections and repairs. It should be
remembered that the convention requirements also
concern appropriate competencies in relation to the
broadest sense of safety and environmental protection
[12, 13].
It is worth noting that the STCW Convention
defines minimum requirements and there are no
formal obstacles to expanding the scope of
competences within the curricula of individual MET
units to meet new challenges resulting from
technological development [14].
To meet new challenges and the specifics of ETO
work, a physical simulator of a ship power plant was
built at the GMU Faculty of Electrical Engineering. It is
worth emphasizing that it can be a good supplement in
the education of future marine engineers and
navigators.
2 REAL ON BOARD JOB DESCRIPTION OF AN
ELECTRO-TECHNICAL OFFICER
Work on a ship is significantly different from work on
land. This translates into the selection of crew members
not only in terms of substantive skills, but also a great
deal of emphasis is placed on psychological,
sociological, and health aspects. To evaluate the
required competencies, it is not enough to consider the
three functions and related 18 competencies in Table A-
III-6 [2] but also we should to precise the relationship
among them as well as some other factors being
enclosed below. Three functions referred to the ETO
operational level are: -Electrical, electronic, and control
engineering at operational level (7 competencies);
Maintenance and repair at operational level (5
competencies); -Controlling the operation of the ship
and care for person on board at operational level (6
competencies).
At this point, it is worth noting that the STCW
convention has a major inconvenience that applies to
the entire document, in which the required educational
and training tasks are given in tables without
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numerical references to the contents. This causes
difficulties in developing detailed training programs.
In general, crew members must meet various
challenges resulting from objective factors beyond
their control. In the case of ETO, these include, among
others (it should be emphasized that some of the
factors listed below apply to all crew members)[15]:
− tendencies to limit the number of crews with the
often increasing number and complexity of
technical devices;
− the result of this approach is a very frequent
reduction of crew members responsible for
electrical matters to one person, or one person
operating several ships;
− in the case of a one-person crew, which is most often
used, ETO must meet operational challenges
without the direct possibility of consulting its
substantive decisions;
− bureaucratic overgrowth expressed by a large
number of reports;
− multilingual documentation;
− frequent changes of ship crews, much more
frequent than employees in the land industry;
− full substantive availability upon embarkation,
despite the fact that very often a given crew member
is on a ship for the first time
− the impact of stress resulting from long-term
separation from family and the need to be in the
presence of random people;
− multinationality of crews
− difficult environmental conditions (tilts, vibrations,
changes in temperature, humidity);
− required high reliability of equipment (safety of
crew, environment, cargo);
− independence of the ship (no possibility of calling
in external service at sea);
− the need for quick diagnosis and quick decision-
making, resulting from the danger and variability
of the situation at sea;
All this is superimposed on the general policy of
many shipowners aimed at profit and thus looking for
savings in the operating process on the costs of spare
parts, maintenance, and repairs.
Considering the aforementioned and current
technological requirements, the education and training
process for ETO's at the level of minimum
requirements defined in Tables A-III/6 and B-III/6 of
the STCW convention is insufficient and it is reflected
in much broader program proposals presented in the
IMO 7.08 Electro-Technical Engineer [14] model
course. However, it is worth mentioning here the need
to return to the discussion on introducing the "Senior
ETO" position at the management level to the STCW
convention. An element of this discussion is the model
course for ETOs and Senior ETOs developed within the
IAMU (International Association of Maritime
Universities) FY 2012 Research Project [16].
An inseparable element of maritime personnel
education is internships, partly on ships. This also
applies to ETO. It should be noted that during
internships, the cadet does not have the opportunity to
implement different variants of ship equipment
operation. It should also be remembered that the
quality of internships on ships may vary and depends
on many objective and subjective factors. Hence, to
guarantee minimum competences at FEE GMU,
students are provided the opportunity to learn about
the most realistic systems and situations occurring on
ships, especially in relation to the electrical power
system. This approach has been implemented since the
1980s.
3 STRUCTURE OF THE HISTORICAL SIMULATOR
The beginnings of maritime education in the electrical
specialization on the FEE of GMU date back to 1954
[17]. From the beginning, great attention was paid to
education based on modern devices and systems used
in ship equipment. One of them was the first physical
simulator of a ship power plant built, based on the
main ship switchboard RG 103A type built in the 1980s.
A simplified schematic diagram is presented in Figure
1. The model of the ship's power plant consists of the
main switchboard RG 103A 400VAC 50Hz, located in
the didactic room. The switchboard consists of
individual generator fields, synchronization fields, and
load fields. Three synchronous generators with a rated
power of 27 kVA each, driven by 35 kW DC motors, are
connected to the switchboard. The generators and the
motors driving them were located in a separate room.
The DC motor speed control system was built in such
a way that it simulated the drive of a 4-stroke diesel
engine (thyristor model of a combustion engine).
MSB 400VAC
M
DC
G1
AC
M
400VAC
27kVA
M
DC
G2
AC
M
400VAC
27kVA
M
DC
G3/M
AC
M
400VAC
27kVA
Rys-V1-TransNav-25-6
R Load
R Load
R Load
Generator Set Room
Switchboard Room
Resistive Load Room
Main Didactic Room
Figure 1. Simplified diagram of the historical simulator of a
real ship power plant
The excitation current of the generators was
controlled by thyristor voltage regulators of the TUR
type and alternatively by a digital voltage regulator of
the DECS200 type. Additionally, synchronous
generator no. 3 had a system that allows it to be used
as an inductive load as a separately excited motor. The
main load was made up of power resistors located in
an outdoor room that was well ventilated due to the
heat released in the resistors. The power plant also had
a Power TRAC network parameter monitoring system,
as well as an automatic and remote control system for
the power plant operation developed based on PLC
(Programmable Logic Controller) [8][16]. The classes
took place in the switchboard room, shown in Figure 2.
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Figure 2. Historical didactic room with the main switchboard
The model built was limited to the cooperation of
only three generators and a main switchboard with a
voltage of 400V 50Hz. Over time, this constituted a
significant limitation, hence the decision was made to
build a new ship power plant simulator that would
meet the challenges resulting from current
technological progress.
4 STRUCTURE OF THE MODERN SIMULATOR
POWER PLANT AND ITS APPLICATION
Based on the experience of operating the previous
simulator and to meet the current challenges resulting
from technological progress, the Department of Marine
Electrical Power Engineering at GMU has built a new
ship power plant simulator based on physical objects,
which is a modern, autonomous electrical system
characteristic of commercial seagoing ships. The
electrical diagram of the simulator is shown in Figure
3. The individual parts of the simulator have been
installed in four rooms. In the Generator Set Room
(GSR) - there are units for generating electricity,
together with the power supply and control system, as
well as appropriate transformers. The simulator
consists of four Generating Sets consisting of a
synchronous generator 3x400 VAC, 50Hz with a rated
power of 25 kVA driven by an asynchronous motor
controlled by a Variable Speed Driver (VSD ). The
inverters are powered from the shore network, and this
aspect has been omitted in the diagram in Figure 1 for
simplicity. The control of the generators' rotational
speed is carried out using VSD and this is a deviation
from the real ship power plant, where generator sets
usually consist of a synchronous generator driven by a
combustion engine (auxiliary engine). The simulator is
equipped with three generators, G1, G2 and G3/M,
which can be used as an inductive load. An additional
SG generator simulates a shaft generator. The
generator room also contains High Voltage (HV)
transformers such as TR1, TR2 3300 V/400V and Low
Voltage (LV) TR3, TR4 400 V/230 V respectively.
Additionally, this room contains a 10 kVA Emergency
Generator Set. The general view of generators G1, G2,
G3/M and SG is shown in Figure 4.
The electrical energy from the generator G1, G2, G3
and SG is sent to the appropriate main switchboards
MSB 3x400 VAC 50 Hz located in a separate electric
switchboard room (ESR), which is the main didactic
place. The general view of MSB 3x400 VAC and 3x230
VAC placed in the ESR are presented in Figure 5.
The MSB 3x400 VAC, 50 Hz main switchboard
consists of three sections. The first section can be
connected to power from the G1 generator directly via
the circuit breaker Br18, or indirectly via the HV
switchboard and the circuit breaker Br 21.
The third important element of the simulator is the
Resistive Load Room (RLR), located outside the
building, where the power resistor units are placed.
Each section is equipped with a set of resistors (R-
Load), the values of which are appropriately switched
on. This allows the load to be changed locally from the
main switchboard MSB 400 remotely via Local Control
Panel (LCP) located in a separate room C20.
Figure 3. Simplified diagram of the modern simulator of a
real ship power plant
Figure 4. Generator sets: G1, G2, G3/M and SG placed in GSR
C010
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Figure 5. Main switchboard 3x400 VAC and 3x230 VAC,
50Hz
Additionally, in order to obtain voltage above 1kV,
two transformers 3x400 V/3x3,3 kV 50Hz were used,
one of which TR 1 increases the voltage and supplies
electrical energy to the High Voltage Switchboard
HVSB 3x3 kV busbars, and the other TR 2 allows the
HVSB 3x3,3 kV switchboard to be connected to the
MSB 3x400 VAC switchboard. Additionally, two
transformers were installed in the system to generate
voltages of 3x400 V/3x230 V, 50Hz.
The individual generators supply power to the
main low-voltage switchboard MSB 400 V/MSB 230 V,
50 Hz the emergency low-voltage switchboard ESB 400
V/ESB 230 V 50 Hz and the HV MSB 3300 V 50Hz
switchboard.
Each generator is equipped with the PMS (Power
Management System) system and is supervised by the
EMOS 4 master monitoring and control system which
gives opportunity for remote control of power plant
This configuration allows the ship's power plant to be
operated in the following modes:
− manual,
− semi-automatic,
− automatic,
− secure (manoeuvring),
− shaft (power supply from the shaft generator),
− with uneven power distribution.
It also allows the implementation of the following
operating scenarios:
1. independent operation of individual generators G1,
G2, G3, G4, G5 (individual);
2. synchronization and parallel operation of
generators. Parallel operation of G1, G2 generators
and use of G3 generator as a machine reactive
inductive load;
3. synchronization of generators on the MSB3300V
switchboard via 3300V/400V transformers;
4. operation of protection systems (switching off in the
event of reverse power), operation of the Mayer
system;
5. black-out (automatic start-up of the emergency
generator and switching on the voltage on the
emergency switchboard bars);
6. operation of the switchboard at a voltage higher
than 1kV, including replacement of circuit breakers
in compliance with all safety rules and principles.
The switchboard room contains the relevant OHS
(Occupational Health and Safety ) equipment for
maintenance ship electrical installations supplied with
a voltage higher than 1kV.
5 EXEMPLARY EXPERIMENT RESULTS
As an example, the procedure for synchronizing of
synchronous generators will be presented and
explained. We assume that the voltage in a given phase
has a sinusoidal waveform, which can be described by
the relationship (1):
u(t) = Umsin
t. (1)
where: Um and
are a magnitude and a pulsation of
the considered waveform, respectively.
Connecting a given generator to work in parallel
with the system requires bringing about a state in
which the instantaneous voltages of the corresponding
lines will differ by an acceptably small value for a time
sufficient to connect them. The activities that must be
performed for this purpose are called synchronization.
It should be emphasized here that the term phase is
not intentionally used to describe the wires, because
the word phase is also used to define the angle
assigned to the value of a given periodic signal, such as
a sine wave.
The obvious condition is the correct connection of
individual wires to the breaker, which means that the
L1 wire of the generator must connect to the L1 wire of
the system and so on for the other two wires to ensure
the same direction of voltage rotation. This condition
must be checked at the stage of construction,
renovation or maintenance of the system. Additionally,
before starting synchronization, the value of the
generator voltages must be checked, which should be
equal to the values of the voltages on the bars of the
working system. The value of the generator voltages is
automatically maintained at a constant level by the
generator regulator. Hence, the voltage amplitudes in
the individual, corresponding wires must be equal to
the accepted tolerance.
Generator synchronization uses phenomena that
occur between corresponding terminals on the breaker.
And here it should be emphasized that there are
voltage differences between the corresponding
terminals, which should have minimal values
(theoretically, it is best if the voltage differences are
zero) before the breaker is closed.
On ships, where the generator power is at the MW
level, two approaches can be distinguished. One can be
described as quasi-static and the other as dynamic. In
quasi-static, equal frequencies are achieved between
the generator and the voltage on the switchboard rails.
The static position of the synchroscope pointer
corresponds to equal frequencies, while the position on
the synchroscope scale corresponds to the phase shift
angle between the voltages. Reducing the generator
speed causes the pointer to move clockwise, and
increasing it causes the pointer to stop at a
correspondingly smaller phase shift. Repeating this
procedure can lead to equal frequencies and a zero
phase shift between the generator voltage and the
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switchboard rails, which is expressed by the position of
the pointer on the synchroscope at “12 o’clock”
position. This method directly refers to the classic
synchronization conditions, which consist in the need
to achieve equal frequencies and zero phase shift
between them. It can be described similarly using a
phasor diagram, which only makes sense for equal
frequencies. It may have application in manual
synchronization and is rather of no practical use on
ships in semi-automatic and automatic
synchronization. The quasi-static synchronization
process can be summarized in the form of Table 1.
Table 1. The stages of the quasi-static synchronization
process.
Check/Compare
Before switch on breaker
After switch on
breaker
Correct connection of
the wires L1, L2, L3
Mandatory: during
commissioning and each
time after repair and
maintenance.
Not applicable.
Value of voltage
Mandatory: the voltage
value on each and the
corresponding lines (L1, L2,
L3) on both sides must be
within the permissible
tolerance.
All
corresponding
voltages are
equal.
Frequency
Mandatory: frequency of
generator is equal the
frequency of bus MSB.
All frequency are
equal.
Fhase of voltages
Mandatory: phase of
generator voltage is equal
the phase of bus MSB.
All phases of
voltages are
equal.
Instantaneous voltage
values for the
corresponding lines
(L1, L2, L3)
All instantaneous values of
voltage are equal.
All instantaneous
values of voltage
are equal.
In the second approach, dynamic method of
synchronizing ship generators, an absolute and
necessary condition must be met, that the frequency of
the voltages of the generator and the switchboard bars
must differ slightly. A small difference in frequency is
the most important element in the synchronization
process, which is intentional and it is thanks to it that
generators can be synchronized. It should be
remembered that before the switch is closed, we only
compare the instantaneous values of the generator
voltages and the voltage on the switchboard bars. It
should be emphasized that there is no physical sense in
comparing the phases of electrical waveforms with
different frequencies. Therefore, using a phasor
diagram to explain the synchronization process is too
much of an oversimplification. It should be
remembered that a phasor diagram has physical
meaning only for waveforms with the same frequency.
Assuming that the voltage on the generator is
designated uG(t) and on the switchgear bars uS(t), we
can write:
uG(t) = Umsin
Gt; (2)
uS(t) = Umsin
St. (3)
The voltage difference at the circuit breaker
terminals for a given line can be expressed by the
following formula:
uG(t) - uS(t)= 2Umcos[(
G+
S)t/2] sin[(
G-
S)t/2]. (4)
This situation is illustrated by the waveforms in
Figure 6.
Figure 6. Voltage waveforms before connecting the generator
to the switchboard bars
During synchronization, due to a sufficiently small
frequency difference, the voltage difference between
the breaker contacts is periodically sufficiently small
and maintained for a sufficiently long time required to
close the breaker. Such conditions occur cyclically with
a period equal to half the frequency difference.
This is visible during synchronization by observing
the appropriately connected bulbs and synchronizer.
At the moment t1 shown in Figure 6, when the voltage
difference between the contacts of the switch
approaches zero, the bulbs go out, signalling the
correct moment of switching on the switch (dark
synchronization). Similarly, the synchronizer indicator
shows "12 o'clock". However, the moment t2 of
switching on the switch must take into account the
necessary time of switching on the breaker ΔtB and the
human reaction time during manual synchronization.
During synchronization, it is also necessary to observe
the rule that at the beginning the frequency of the
synchronized generator should be set to a frequency
higher than the voltage frequency on the switchboard
bars and then gradually reduced to a value allowing
synchronization to be carried out. The fulfilment of this
condition is indicated by the direction of rotation of the
synchronizer indicator. Rotating to the right
(clockwise) indicates a higher frequency of the
generator voltage than the frequency of the voltage on
the switchboard bars. Such a procedure will allow,
after switching on the breaker, immediate takeover of
the load and basically excludes the activation of the
reverse power protection. The procedure in automatic
or semiautomatic synchronization systems is the same,
except that it is carried out accordingly faster, because
the element of perception and delays resulting from
human reactions are excluded.
Figure 7 shows the interpretation of signals before
connecting the generator to the switchboard rails.
Three cases are presented. The obtained measurement
results were recorded for the voltage frequency
difference between the generator and the switchboard
rails at the level of 0.2 Hz. For individual situations,
attention was paid to the time course recorded on the
oscilloscope and the corresponding state of the
synchronizer and bulbs from manual synchronization
was indicated.
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Figure 7. Graphical interpretation of signals and
instrumentation before synchronization
The synchronization process can be summarized in
the form of Table 2.
Table 2. The stages of the synchronization process.
Check/Compare
Before switch on breaker.
After switch on
breaker.
Correct connection
of the wires L1, L2,
L3
Mandatory: during
commissioning and each time
after repair and maintenance.
Not applicable.
Value of voltage
Mandatory: the voltage value
on each and the
corresponding lines (L1, L2,
L3) on both sides must be
within the permissible
tolerance.
All
corresponding
voltages are
equal.
Frequency
Mandatory: 1. small
difference,2. frequency of
generator is slightly higher
the frequency of bus MSB.
All frequency
are equal.
Fhase of voltages
Not applicable.
All phases of
voltages are
equal.
Instantaneous
voltage values for
the corresponding
lines (L1, L2, L3)
The difference between the
instantaneous voltage values
for corresponding lines (e.g.
L1) changes cyclically with a
frequency equal to half the
difference in the frequencies
of the generator and the MSB
buses.
All
instantaneous
values of voltage
are equal.
6 FINAL CONCLUSION
− a real ETO job description onboard of the ship is not
dependent on the functions and competencies
included in A-III/6 only, but also depends on
interaction among them and other important
environmental and social factors.
− the physical object-based simulator of a ship power
plant gives the wider possibility for training under
real conditions with underscoring the high voltage
mission in MET processes.
− the example of experimental results confirm that a
considered simulator creates better possibilities to
understand the physical processes being observed
in the real terms.
− aforementioned physical object-based simulator of
a ship’s electrical power plant is mainly dedicated
to ETO’s MET program, but it could also be very
useful for training programs of watchkeeping
officers and marine engineers as a real object
training tool.
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