***PASGT***

PROPULSION ANCILLARY SYSTEM AND GAS

TURBINE ENGINE

MARINE GAS TURBINE ENGINE

ASSEMBLY

“As a simple Gas Turbine cycle, combustion and exhaust occur at constant pressure and compression &
expansion occur continuously. ”When the Bryton Cycle is work out for the steady flow process.”

BERNARDO B. LOMIBAO
OIC-EW
All rights reserved® 2020. No part of this module may be reproduced or copied in my form without the permission from the author.

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 PREPACE

The course is organized into 2 modules, module 1 covers the lecture part (tackle
on-line) and module 2 is intended for laboratory/simulation exercises which requires
on-site demonstration.

The collected information for the theory part were analyzed for which it could
possibly addresses the learning outcomes based on the provided Courses
specifications. Module1 which deals with the theory part consists of seven lessons
intended for on-line teaching and learning modality in order to follow the
implemented social isolation strategies.

I have included templates “students’ activity sheets” for organizing, gathering,

and systematically using information as your self-assessment needed (course
requirements) which will serve as your reflection to the course and made available
for your use through web-based access and or using the attached appendices. Make
use as your guide to meet the specific learning objectives. Once you have a copy,
take a test on the material. Take your time in answering the questions and feel free
to double-check your answers and be reminded that you need to send it back to me.

I also attached a sample copy of scenario/simulation exercises as your future

guide how practical demonstration familiarizes and monitored. This copy will be
provided on-site whenever time comes the government allow us to meet face to face.

Hoping that this module will help you to study what is really necessary for the
course and this pandemic will soon end. See you soon everyone.

3/E Bernardo B. Lomibao

PASGT Course Creator

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HEALTH AND SAFETY PREVENTION PROTOCOLS
(Cross reference to POST ECQ COVID-19 OPERATION PLAN Level 3 of the Quality Manual)

1. Information Dissemination and Materials

1.1 Posters, signage and other informative materials on key areas (like corridors, walls,
bulletin boards, doors) to serve as a reminder to everyone in order to prevent the exposure
and transmission of Covid-19 within the school premises, this includes but not limited to;

(a) Promotion of proper hand washing

(b) Importance of Social Distancing
(c) Promotion of good respiratory hygiene and etiquette
(d) Importance of wearing of facemask and face shield
(e) Observance of “New Normal” society.

2. Entry Procedure

2.1 Upon entry at the main gate, workplaces, training center, classrooms and laboratory the
following protocol shall be observed by all trainees/students, employees and visitors;

a) Wearing of face mask and face shield upon entry at the main entrance and while inside
the school premises.
b) Submit to temperature checking of not more than 37.5 °C.
c) Installed Markings shall always be observed to practice social or physical distancing of at
least 1meter radius space (sides, back and front)
d) Spray alcohol/sanitizer on both hands; and
e) To maintain the internal documentation requirements to prevent/stop the spread of
COVID-19:

1. Daily logbook entry with the names, address and contact details of all
trainees/students, employees and visitors for contact tracing.
2. To fill up the Personal Health Information Form (PAMMA COVID19- 001) with the
personal information, health conditions and travel history.

3. Steps in Personal Sanitation

3.1 Spray alcohol, hand sanitize and hand washing facilities are installed in prominent
places particularly to the entrance areas of workplaces, classrooms, laboratory rooms
and offices for easy access.

4. Instructors, Assessors and Safety Officers’ Responsibilities

a) Regular health checking before every start of class (temperature check) must be
conducted by instructors/assessors to their respective trainees/students.
b) Health and safety briefing must be conducted before the start of classroom activities.
c) Maintaining and checking of students/trainees Health Monitoring Form
(PAMMA-COVID19- 002).

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 d) Face masks and Face shields shall be worn by the instructors and students at all times
especially during classes.
e) Physical distancing of at least 1 meter apart must be observed at all times.
f) Only 24 students are allowed to attend the face to face inside the classroom in order to
strictly observe the (1 meter apart) guidelines of the WHO and the IATF Management of
Emerging Infectious Diseases.
g) Practical activities needing physical presence (if cannot be avoided) shall be kept with
the following conditions;

**Participants – limit maximum of 10 participants

**Duration – limit to 15-30 minutes only
h) By reducing the number of course intake to half or less, members per group will also
be reduced (Maximum of 4 members per group).

Man: Machine ratio:

Simulator workstation/Mini Bridge and Tabletop Computer- 1:1
Full Mission Bridge & Engine Simulator 1:4
Man to Machine/equipment 1:1 ratio

4.2 Students/Trainees’ Responsibilities

4.2.1 The following guidelines and rules shall be observed in all times or if deem
necessary by all students and trainees as follows:
a) Accomplish the Health Monitoring Form (PAMMA-COVID19-002) during the
period or before the start of classes/training.
b) Wearing of facemask, face shield or appropriate PPE suits during laboratory
exercises
c) Observance of at least 1meter physical distancing while inside the school
campus and inside the classrooms.
d) Toilet break during classes and
e) Lunchbreak – students are encouraged to bring their own meal, along with their
own utensils and drinking containers. It is best to eat alone on their respective sits
in the classroom. If they opt to have their lunchbreak at the canteen or communal
area 15 minutes limited time is all owed.
f) The use of water dispensers by the trainees/students and staff must also be
limited. It is recommended to bring their own drinking water to reduce the risk of
contamination.
g) If the student/trainee develops any symptoms (align with the COVID 19) such as
but not limited to mild or just after the training must submit himself to the PAMMA
Management for immediate action.

5. Conduct of Classroom Theory, Laboratory Exercises, Training &

Assessment

a) Face masks, Face shields and/or appropriate PPE shall be worn by the
trainees/students at all times, physical distancing of at least 1 meter apart must
also be observed at all times.
b) By reducing the number of course intake to half or less, members per group will
also be reduced (Maximum of 4 members per group).

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 c). Man: Machine ratio:
Simulator workstation/Mini Bridge and Tabletop Computer- 1:1
Full Mission Simulator 1:4
Man to Machine/equipment 1:1 ratio is recommended during the conduct of
laboratory exercises and/or competency assessment.
c) Limit role playing activities if possible. The trainees/students should be given
ample time to perform the exercises, one trainee/student at a time (if applicable).
d) For medical courses, strict use of CPR mask is a must.

6. PAMMA Community Engagement and Coordinated Emergency Response

6.1 The preparedness and immediate response plan in case someone in the institution
becomes ill with symptoms of COVID- 19 (dry cough, fever, malaise) is to prevent
infection at the school premises.

6.2 If a trainee/student or employee develops even a mild cough or low-grade fever

(i.e. a temperature of 37.5 °C or more) during office hours and or just after the
classes, training and or practical assessment, they should be immediately isolated
to the isolation area of the school.

6.3 The PAMMA Management shall immediately inform and coordinate with the
Barangay Health Emergency Response Team (BHERT) and proper coordination
with the City Health Office for immediate and safe transfer/transport of the sick
individual from the Institution to the city health facility.

6.4 The PAMMA Management shall declare immediate suspension of classes/training

activities and inform the Local Government Unit and Local Chief Executive of the
DOH in accordance with the DOH Department Circular No. 2020-42 Interim
Guidelines on 2019 Novel Corona Virus Acute Respiratory Disease Response in
schools and HEIs (Level 3) of the Annex D Appropriate Level of Response.

6.5 During the suspension of classes, all students/trainees and employees, will then be
required to;

 stay at home and self-isolate

 avoid close contact with other people, including family member
 Call and inform the PAMMA Management, teaching or non-teaching staff for
updates
 submit or report to community health center or hotline.

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 PROMOTION MATERIALS/POST

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 DOH Annex B. Proper Hand Hygiene

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 DOH Annex C. Proper Wearing of Mask

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 Annex D. DOH ADVISORY ON SOCIAL DISTANCING PROTOCOL

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 Annex E. DOH ADVISORY

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 TABLE OF CONTENTS

TITLE PAGE NO.

PAPER-BASED MODULE ------------------------------------------------------------------------1

COURSE GUIDE---------------------------------------------------------------------------------------2-4

WRITTEN AND ORAL RUBRICS------------------------------------------------------------------5-6

COURSE INTRODUCTION-------------------------------------------------------------------------7-9

PRE-ASSESSMENT TEST--------------------------------------------------------------------------10-11

*MODULE 1

LESSON 1------------------------------------------------------------------------------------------------12-15

LESSON 2------------------------------------------------------------------------------------------------16-22

LESSON 3------------------------------------------------------------------------------------------------23-30

LESSON 4------------------------------------------------------------------------------------------------31-36

LESSON 5------------------------------------------------------------------------------------------------37-41

LESSON 6------------------------------------------------------------------------------------------------42-45

LESSON 7------------------------------------------------------------------------------------------------46-51

**MODULE 2

INTRODUCTION AND TITLE OF SCENARIOS------------------------------------------------52

SAMPLE “PRACTICAL” SCENARIO--------------------------------------------------------------53-65

ASSESSOR’S COPY----------------------------------------------------------------------------------57-60

APPENDIX-----------------------------------------------------------------------------------------------61

LEARNING ACTIVITY SHEETS--------------------------------------------------------------------62-73

POST-ASSESSMENT TEST------------------------------------------------------------------------74-76

REFERENCES-----------------------------------------------------------------------------------------77

ACKNOWLEDGEMENT------------------------------------------------------------------------------78

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 COURSE MODULE
Based on CHED CMO 67, Series of 2017

I. NAME OF
BACHELOR OF SCIENCE IN MARINE ENGINEERING (BS MARE)
PROGRAM

II. COURSE COURSE CODE

PROPULSION ANCILLARY SYSTEM AND GAS TURBINE
DESCRIPTIVE ENGINE
TITLE / CODE PASGT

COURSE CREDIT UNIT

III. PRE-REQUISITE / THERMO, AUX MACH 1, MECH, ICHEM,
CO-REQUISITE AUTO 1/NONE 3 UNITS

Typically, the gas turbine is an internal combustion rotary engine, and the
most widely known example is the jet aircraft engine. Today the gas turbine
engine is a widely used source of propulsive thrust and mechanical power in
both aircraft and industrial applications.

This course introduces the gas turbine engine, including operation. You will
learn to:
 Describe the types of gas turbines, its features and functions
 Describes the operation principles in terms of four processes
 Compare the advantages and disadvantages of gas turbine engines and
steam turbine
 Identify the components of a gas turbine as to compressor, combustion
chamber, and turbines
 Describe the types and features of compressors, combustion chambers,
and turbines
IV. COURSE  Differentiate the construction and the operating principles of the different
DESCRIPTION types of gas turbine
 Describe the preparation in warming up the main associated auxiliaries
 Describe the importance of checking points on main associated auxiliaries
and auxiliary prime movers prior to and during the actual operation of the
main propulsion engine (engine-room rounds)
 Describe how running parameters such as temperatures, pressures and
levels, among others can be determined in normal range
 Describe the functions of the different safety devices and automatic control
equipment installed in the main engine
 Explain precautions, safety measures, checking procedures and points to
be made before starting up the main engine
 Describe the following shafting installations and its related components.
 Describe the details of oil shaft seal and stern tube bearing including their
components
 Describe the mechanism in controlling a controllable pitch propeller.
 Explain the cavitation of propellers and its effects

1
 COURSE GUIDE
This module is designed for self-study, in which the contents
are self-instructional, allowing you to work independently.
Guidelines are provided to assist you to get you through this
module and monitor your progress. But for the
laboratory/practical exercises (needs to be demonstrated face
to face) about the preparation of ancillary system, operation of
prime movers and the operation of the gas turbine engine will be provided in order for you to
determine the safe preparation and operation of this kind of engine. Should you have any
queries and concerns, feel free to contact me personally either by email or in chat box which
will be provided to you or by posting your concerns in the message section at the PaMMA-
OED platform. Be reminded, only related to the course comments will be entertain.

 Once you enroll this course please follow my home page @ pamma-oed and
be actively participate with the upcoming events or activities.

LEARNING RESOURCES
Required  PASGT Modular textbook
Resources:
 Introduction to marine Gas Turbine textbook
 and some additional “links” or references
 PC or cellphone

Additional
 Engine simulator
Resources:
 Scenario’s “checklists” for simulation exercises

ONLINE LEARNING ACTIVITIES

Self-assessment  Practice questions
and Learning
 Quiz
activities/
 Answering activities (using activity sheets)
 Watching video (submitting insights)
 Participate in online discussion
 Sharing ideas through posting comments

2
LEARNING ACTIVITIES
Learning  Complete the online learning activities
activities for this
 Complete the take-home activities and exercises (see
module
appendices) scanned images of output to be submitted on or
before the give due date.
 Complete the given written quiz or self-assessment (take note,
all quizzes are set with timing).
 Simulation exercises using VER 4.6 simulator (face to face)

SELF-ASSESSMENT
Opportunities to  Complete the online learning activities
monitor progress
 Complete the take-home activities and exercises (see attached
and to receive
feedback. appendices).

GRADED ASSESSMENT
 Take the given examination (either online or take home)
 Complete assessment
 Complete outputs
 Complete practical/simulation exercises

COURSE REQUIREMENTS:
Knowledge in thermodynamics, some parts of mechanics’ course, automations and
auxiliary machineries is necessary in order to fully understand the theoretical concept and
apply to the demonstrative part of this course.

CLASS PARTICIPATION:
Your participation in class is essential to your success in the course. You are expected to
take an active part in class discussion by posting your comments or sharing your ideas in
topics relevant to the course. Graded participation will be used in lieu of oral recitation.

COURSE WEB SITE:

3
 You will be responsible for checking the course web site frequently for important
announcements, details on assignments, and supplementary material. Some course
information will be available only on the web site.

QUIZZES AND RECITATIONS:

Schedule of online quizzes or examinations will be posted on the news forum at my home
page in PAMMA-OED
The quizzes will be in the form of Essay Type, Multiple Choice Questions, True or False,
Short Answer, Fill in the Blanks, Identification, etc.

ACTIVITIES AND ASSIGNMENTS:

There will be times when you will be given assignments and it will be posted on the
website. The assignments/activities must be submitted on time to avoid unnecessary
circumstances such as “closure of submission” in order not to incur an incomplete or failing
grade. Activities are given in this module and also at my home page.

ASSESSMENTS:
Assessment will be given in the forms of written or online, oral (through online interview)
and practical as specified in the foregoing table in accordance with the approved
Examination and Assessment System. Passing standard is a grade of 75% and above.

DESCRIPTION OF ASSESSMENT:
 An examination shall be administered in order to measure your acquired knowledge. The
examinations shall be administered at the end of each grading period in which a passing
mark is prerequisite.
 The methods chosen to carry out an assessment will depend upon what you as a student
is expected to achieve in terms of knowing, comprehending and applying the course
content.
 The methods used can range from a simple question-and-answer discussion (either
individually or as a group), to prepared tests requiring the selection of correct or best
responses from given alternatives, the correct matching of given items, the supply of short
answers or the supply of more extensive written responses to prepared questions. These
assessments will be administered in school through limited number of examinees (as per
schedule, depending on the Quarantine status) or through PAMMA Online Education
platform.
 Where the course content is aimed at the acquisition of practical skills, the test would
involve a practical demonstration by the students making use of appropriate equipment,
tools, etc.

NOTE:
Schedules of on-site practical demonstration and or assessment if ever possible may
be subject to change depending on the advisories from the government whenever
face to face is allowed.
The responses in the demanded assessment may therefore consist of:

4
 the recall of facts or information, by viva-voce or objective tests
 the writing of an essay or report
 the oral or written description of procedures or activities
 carrying out calculations to solve numerical problems; and
 the practical demonstration of an attained skill

Be informed that for you to be able to pass this course, you must complete all the
given assessment.

 Criteria for Grading Oral examination/Assessment

Measures of Interpretation/Performance
ability to
function
5 95-100% Exceeded required information. Obviously prepared and reviewed.
Excellent Thought provided situational example indicating ability to apply the
knowledge. Displays mastery of the subject. Expressed self in
English with fluency and eloquence. Speaks with self-confidence.
4 85-94% Thought is organized and the information provided satisfies
Very Good requirement but no effort to exceed it. Learning outcome achieved.
English speaking is good but has room to be improved. Displays
self-confidence.
3 75-84% Information provided is accurate as per requirement but missed out
Satisfactory some details. The answer lack proper organization making the
pass thought is less comprehensible. Tried hard but obviously difficult in
expressing self in English. Speaks with low voice indicating lack of
self-confidence.
2 60-74% Information requirements is half the requirement showing less than
Needs thorough knowledge of the subject. English speaking is acceptable.
improvement
1 50-59% Information Provided has minimal and lack of specifics making the
Poor thought understandable only to person with knowledge on the
matter. Hesitant and obviously having difficulty expressing oneself
in English.
0 0-49% Provided no information at all or information provided is not related
Very poor to the topic. Learning outcome not achieved. Unable to express
oneself in English.

 The Student must meet the Satisfactory Rating for each of the mentioned Criteria which is
equivalent to 75%.

5
  ASSESSMENT RUBRICS (POINT SYSTEM) FOR ESSAY QUESTIONS
CRITERIA POOR GOOD VERY GOOD EXCELLENT RATING
1 2 3 4
Identifies & Fails to identify, Identifies main identifies and Clearly identifies
explains summarize or issues but does summarizes the and summarizes
issues explain the not summarize main issues, but main issues and
main problem or explain them does no explain successfully
or question. clearly or explains the
sufficiently problems
Interprets Fails to identify Clarifies the Convincingly Offers fined-
content and choose meaning of the explains the grained and original
between the few but far from meaning of all the interpretations of a
possible all of the key key terms and main critical term or
meanings of the terms and propositions proposition
key terms and propositions involved in the involved in the
propositions involved arguments and issue.
included in the theories involved
arguments and
theories in use
Organization Did not answer Organization Organization
is Well organized,
the question and structure mostly clear
and coherently
detract from the easy to follow
developed and
answer easy to follow
TOTAL SCORE
PERCENTAGE=RAW SCORE/TOTAL SCORE X 100%

GRADING SYSTEM
CRITERIA DESCRIPTION PERCENTAGE
EXAM PERIODIC EXAMS 40%
QUIZZES ONLINE 20%
ASSIGNMENT/ACTIVITIES MODULE/ONLINE 20%
PARTICIPATION ONLINE DISCUSSION 20%
THEORY/LECTURE GRADE: TOTAL 100%

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COURSE INTRODUCTION:

This module is arranged according to the detailed teaching syllabus used in this
institution to address the Competencies and KUP’s stated in the STCW Code 2010
Manila amendments and as part of the compliance set forth by the regulatory body,
However, in order to meet the learning standard the learner’s participation is
essential and requires them to read this module contents in advance and analyze
them carefully in order to serve its purpose.

This course (PASGT) calls for 60% psychomotor skill and the presence of a
qualified instructor and the availability of the actual machine or a simulator is
necessary wherein, the practical exercises can be demonstrated. Moreover,
Instructors play a vital role in enlightening the knowledge and skills to be
obtained/attained by the students along with the teaching and learning sessions.

7
Introduction:
The gas turbine is the most versatile item of turbo machinery today. It can be used in
several different modes in critical industries such as power generation, oil and gas, process
plants, aviation, as well domestic and smaller related industries.
A gas turbine essentially brings together air that it compresses in its compressor module,
and fuel, that are then ignited. Resulting gases are expanded through a turbine. That
turbine’s shaft continues to rotate and drive the compressor which is on the same shaft, and
operation continues. A separate starter unit is used to provide the first rotor motion, until the
turbine’s rotation is up to design speed and can keep the entire unit running.
The compressor module, combustor module and turbine module connected by one or
more shafts are collectively called the gas generator. The figures below (Figure 1) illustrate a
typical gas generator in cutaway and schematic format.

Fig. 1. Rolls Royce RB211

Dry Low Emissions Gas
Generator
(Source: Process Plant
Machinery, 2nd edition,
Bloch & Soares, C.
pub: Butterworth
Heinemann, 1998)

Fig. 2. Alstom’s GT-8C2, 50/60Hz

gas turbine with basic specification

8
In marine applications, the gas turbine is generally driving the ship’s or ferry’s propellers, via
a gear box.

Fig. 3. Gas turbines in marine service: SGT-500 Industrial Gas Turbine – 17 MW,

Application: Two SGT-500 power packages for FPSO vessel in the Leadon oilfields

(Note the SGT-500 was Alstom’s, formerly ABB’s GT-35, designation changed after

Siemens acquisition). The Global Producer III from the Swan Hunter shipyards at

Tyneside, UK, heads for the Leadon oil field in the UK Sector of the North Sea. This

Vessel is an FPSO (Floating Production, Storage and Offloading) vessel, and power

onboard is provided by two SGT-500 gas turbines. One WHRG (Waste Heat Recovery

Generator) for each gas turbine heats process water. The SGT-500 is a light-weight,

high-efficiency heavy-duty industrial gas turbine. Its special design features are high

reliability and fuel flexibility. It is also designed for single lift, which makes the unit

suitable for all offshore applications. The modular, compact design of the GT35C

facilitates onsite modular exchange. (Source: Siemens Westinghouse)

9
NOTE:

Prior the start of the module, you need to take a short pre-assessment test

to determine how much background and advanced knowledge you have

about gas turbine engine which will be covered in this module.

PRE-ASSESSMENT TEST

TRUE or FALSE

Directions: Write “true” if the sentence is correct and “false” if it is incorrect.

_________1. As a simple gas turbine cycle, combustion and exhaust occur at constant
pressure and compression & expansion occur continuously.

_________2. A gas turbine maybe defined as a form of heat engine in which the potential
energy of the working gas is charge into mechanical work in two distinct steps.

_________3. First step, the kinetic energy is converted into mechanical energy or useful
work by directing the jet against blades mounted on a revolving rotor, or by the reaction of
the jet itself in the expanding passage if the passage revolves.

_________4. The second step is, the available energy is converted into energy of motion,
called kinetic energy by expansion in a nozzle or suitable passage from which the gas
emerges as a jet at high velocity.

_________5. One of the advantages of gas turbine engine is rather simple construction
(lower number of auxiliary machinery).

_________6. Storage of fuel requires less area and handling is easy.

_________7. One of the disadvantages of Gas turbine engine is, quick response to the load
change.

_________8. Another disadvantage is that, quick change of the turbine speed?

_________9. The pressure after compression reaches around 18 bars and temperature can
be as high as 430°C.

_________10. The burned fuel at the combustion phase will convert the chemical energy
into potential energy.

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B. Multiple choice

Direction: Write letter only of your choice answer.

_____1. In what phase that the compressed air combines with fuel and the resulting mixture
is burnt.

A. Compression phase C. Expansion phase

B. Combustion phase D. Turbine phase

_____2. In this phase the thermal energy is converted into mechanical energy as the hot
expanding gases from the combustor turn the turbine rotor.

A. Expansion phase C. Compression phase

B. Turbine phase D. Combustion phase

_____3. The pressure at this phase decreases to the atmospheric pressure (for example 15
psia i. e. 1 bar) but the temperature remains rather high 960 °F (515 °C).

A. Expansion phase C. Compression phase

B. Turbine phase D. Combustion phase

_____4. Pressure, temperature and volume remain the same at this phase.

A. Compression phase C. Expansion phase

B. Exhaust phase D. Combustion phase

_____5. Exactly the same thermodynamic cycle as the ordinary Diesel and Gasoline engine,
it draws air from the atmosphere, compresses it, heats this compressed air by the direct
burning of fuel in it, and then makes the heated air perform work by expanding to
atmospheric pressure through a turbine.

A. Split-shaft machine C. Twin spool engine

B. Single-shaft engine D. Double spool engine

11
 MODULE 1

Module-1 covers the lecture part of the course which includes

the topics such as; Types of Gas Turbines, its Features and Functions, Components,
Gas Turbine Operation Principles in Terms of Four Processes and Construction,
Advantages and Disadvantages of a Gas Turbine and Steam Turbine, Calculate
speed, output, and fuel consumption, Different safety devices and automatic control,
Shafting installations and its related components (types of propeller, shaft seal, stern
tube and bearing) and cavitation of propeller and its effects.
LESSON 1
Lesson 1 contains a compilation of topics which
addresses the learning outcome below.

the first learning outcome.

Learning Outcome:

Upon completion of this lesson the students will be able to:

 Describe the types of gas turbines, its features and functions

GAS TURBINE DEFINATION

A gas turbine maybe defined as a form of heat engine in which the potential
energy of the working gas is charge into mechanical work in two distinct steps. First,
the available energy is converted into energy of motion, called kinetic energy, by
expansion in a nozzle or suitable passage, from which the gas emerges as a jet at
high velocity. Secondly, this kinetic energy is converted into mechanical energy or
useful work by directing the jet against blades mounted on a revolving rotor, or by
the reaction of the jet itself in the expanding passage if the passage revolves.

ENGINE TYPES: SINGLE-SHAFT ENGINE, SPLIT-SHAFT ENGINE and TWIN

SPOOL

SINGLE SHAFT ENGINE

The single-shaft engine - have one shaft which extends throughout the engine.
All rotating parts of the engine are mounted on this shaft. An extension of this same
shaft, the power take-off assembly, drives the load.

The primary use of this type of engine is where constant speed is required such
as electrical power generation.

12
 BLOCK DIAGRAM OF A
SINGLE-SHAFT ENGINE

In the engine illustrated, the

power output shaft is connected directly to the same turbine rotor that drives the
compressor. In most cases, there is a speed decreases or reduction gear between
the rotor and the power output shaft; however, there is still a mechanical connection
throughout the entire engine.

SPLIT-SHAFT ENGINE

The engine is split into two major section, the gas generator and the power turbine
section. The primary use of this type of engine is where variable speed and load is
required such as a main ship propulsion.

In this cycle the turbine is divided into two units, not for the purpose of reheat,
but so that the compressor can be driven by one turbine and the useful output
produced by another. The two shaft machines are more widely applied where there
is considerable operation at reduced speed and load or where high starting torques
are required. It is for these reasons that the two-shaft units are the most suitable for
marine propulsion.

BLOCK DIAGRAM OF

A SPLIT-SHAFT
ENGINE

13
The split-shaft engine consists of two main parts:

Gas generator and a

power turbine, each
part has its own
shaft.

GAS GENERATOR
SECTION
The gas generator section consists of a compressor, combustor and gas generator
turbine called the high-pressure turbine. The gas generator purpose is to produce a
hot expanding gas for use in the power turbine. The Power turbine is
aerodynamically coupled to the gas generator but the two shafts are not
mechanically connected. The power turbine converts the thermal energy from the
gas generator to mechanical energy to drive the load. The main advantage of a split-
shaft engine is the fact that the gas generator is more responsive to load demands
because the compressor is not restricted in operation by the load on the power.

Also, under certain conditions the gas generator can run at a reduced rpm and still
provide maximum power turbine rpm which greatly improves fuel economy and also
extends the life of the gas is lowered appreciably due to the fact that the power
turbine, reduction gears, and output shaft remain stationary until the gas generator
reaches approximate idle speed. Another feature is that in a multi shaft marine
propulsion plant where one design (clockwise rotation or counterclockwise rotation)
of gas generator can be used on either shaft, the gas generator rotates only one
way; however, the power turbine can be made to rotate either way by changing the
power turbine wheel and nozzles.

TWIN SPOOL ENGINE

Another type of turbine is the twin spool, sometimesBLOCK DIAGRAM

referredOFtoTWIN
as aSPOOL
multistage gas turbine. In the twin spool engine, there areENGINE
two separate
compressors and two separate turbine rotors. They are refer to as L.P.

14
compressor and turbine rotor and H.P. compressor and turbine rotor. The L.P.
compressor and turbine are connected by a shaft which runs through the hollow
shaft that connects the H.P. turbine to the P compressor. The starter drives the H.P.
assembly during light off. The power turbine functions the same as in the split shaft
engine. A volume of air can be handled as compared to single or split shaft engine;
however, the engine has more moving parts, and the increase overall dimensions
and complexity make engine less desirable for ship's propulsion compare to the split
shaft engine.

NOTE: Please click this link and watch how this engine works.

https://www.youtube.com/watch?v=7lcKOc9YQbg

PREPARE YOUR ENGINE!!!

LEARNING ACTIVITY #1

 What have you learned from the reading? From the above statement, answer the given
activity by downloading the posted activity sheet #1 then sent it back to me, or you may
use the attached activity sheet #1 at the Appendix section. Take a picture of it and sent
it back to.

QUESTIONS:

1. How does a gas turbine engine works?

2. Describes the difference between a single-shaft and split-shaft engine in terms of there

construction.

15
 LESSON 2

LESSON-2 contains a compilation of topics which

addresses the learning outcomes below.

Learning Outcomes:
Upon completion of this lesson the students will be able to:

 Describe the operation principles in terms of four processes (compression,

combustion (heating), expansion and exhaust)

 Compare the advantages and disadvantages of a gas turbine and steam

turbine

OPERATING CYCLE:
In a gas turbine engine the compression, combustion and exhaust takes place
continuously in different chambers. Gas Turbine Engine operates on the Bryton
Cycle (open cycle engine).

In the ideal gas turbine, the air enters the compressor and is compressed
adiabatically. An adiabatic stage change is one in which there is no transfer of heat
to or from the system while the process is occurring. In many real processes,
adiabatic changes can occur when the process is performed rapidly. Since heat
transfer is relatively slow, any rapidly performed process can approach an adiabatic
state. Compression and expansion of working fluids are frequently achieved very
nearly adiabatically.

This figure (right) depicts the pressure-

temperature graph for a simple gas turbine. During
operation the work produced by the compressor
turbine rotor is almost the same amount as the
work required by the compressor. The mass flow
available to the compressor turbine is about the
same as the mass flow handled by the
compressor. Therefore, the heat of compression
will closely equal the heat of expansion, making
allowances for factors such as bleed air, pressure of fuel added, and heat loss to
turbine parts.

As the high-temperature, high-pressure gases enter the turbine section, they

expand so rapidly that there is relatively little change in temperature of the gases.

16
The net power available from the turbine is the difference between the turbine-
developed power and the power required to operate the compressor.

P-V & T-S diagrams for single-shaft engine (to be discussed further in relation to
the working principle of a gas turbine engine)

Where:
Q1-combustion heat
Q2-exhaust heat
1-2: Isentropic compression in a compressor
2-3: Isobaric combustion in combustor
3-4: isentropic expansion in turbine
4-1: Isobaric exhaust to a stack

PHASES OF THE GAS TURBINE WORKING CYCLE

 INTAKE PHASE
 COMPRESSION PHASE
 COMBUSTION PHASE
 EXPANSION PHASE
 EXHAUST PHASE

EVENTS IN EVERY PHASES

@ THE INTAKE PHASE

The outside air is drawn into the engine by the action of the compressor.
Pressure, temperature and volume remain the same through the intake phase.

@ THE COMPRESSION PHASE

The intake air is mechanically compressed. Pressure and temperature increase
with a corresponding decrease in volume. The pressure at the compressor outlet
reaches 260 psia (18 bars) and the temperature can be as high as 800 °F (430 °C).
Mechanical energy driving the compressor is converted to kinetic energy in the
compressed air.

17
@ THE COMBUSTION PHASE
The fuel is sprayed into the combustor and burned, converting the chemical energy
to thermal energy in the form of hot expanding gas. Volume and temperature greatly
increase while pressure remains constant through the combustor. The temperature
at combustor outlet can be up to 3600 °F (2000 °C) when the absolute pressure in
this place is ca. 250 psia or 17 bars.

@ THE EXPANSION PHASE

The thermal energy is converted into mechanical energy as the hot expanding
gases from the combustor turn the turbine rotor. Pressure and temperature decrease
while volume increases through the expansion phase. The pressure at the power
turbine outlet decreases to the atmospheric pressure (for example 15 psia i. e. 1 bar)
but the temperature remains rather high 960 °F (515 °C).

@ THE Exhaust Phase

The hot exhaust gases ducted through the ship’s uptake to the atmosphere.
Pressure, temperature and volume remain the same through the exhaust phase.

ABSOLUTE PRESSURES AND TEMPERATURES IN EVERY CHAMBERS

SOME BASIC
PRINCIPLES

As air passes through a gas turbine engine, aerodynamic and energy

requirements demand changes in the air’s velocity and pressure. During
compression, a rise in the air pressure is required, but not an increase in its velocity.
After compression and combustion have heated the air, an increase in the velocity of
gases is necessary in order for the turbine rotors to develop power. The size and
shape of the ducts through which the air flows affect these various changes. Where
a conversion from velocity to pressure is required, the passages are divergent.
Conversely, if a conversion from pressure to velocity is needed, a convergent duct is

18
used. Before further discussion, an explanation of convergent ducts, divergent ducts,
and the behavior of air within these ducts should be made. An understanding of the
difference between static pressure (Ps), impact pressure, (Pi), and total pressure (Pt)
is also needed.

The difference between static, impact, and total pressures is as follows. Static
pressure is the force per unit area exerted on the walls of a container by a stationary
fluid. An example is the air pressure within a car tire. Impact pressure, on the other
hand, is the force per unit area exerted by fluids in motion. Impact pressure is a
function of the velocity of the fluid. An example of impact pressure is the pressure
exerted on one's hand held outside a moving car’s window. Total pressure is the
sum of static and impact pressures.

Figure 2-1 illustrates the methods used to measure pressures. Part (a) illustrates
the measurement of static pressure. Static pressure will not take into account the
velocity of the air. Part (b) illustrates the measurement of total pressure, which
accounts for both static pressure and the pressure due to the moving fluid (impact
pressure). In Figure 2-1 illustrates the methods used to measure pressures. Part (a)
illustrates the measurement of static pressure. Static pressure will not take into
account the velocity of the air. Part (b) illustrates the measurement of total pressure,
which accounts for both static pressure and the pressure due to the moving fluid
(impact pressure). In order to obtain impact pressure, the value of the static pressure
is subtracted from the value of total pressure.

Figure 2-2 shows the principle of divergent ducts, where energy is neither being
added or taken away, but where the gaseous energy is being converted from velocity
to pressure and temperature. There is a velocity decrease as air flows from a small
inlet to a larger outlet. As velocity decreases, impact pressure (Pi) also decreases.
Since no energy is added or subtracted from the system, total pressure (Pt) for the
air remains constant and static pressure (Ps) increases. One way of viewing this is
that the impact pressure is converted to static pressure; thus, a static pressure rise is

19
seen as air flows through a divergent duct and is compressed. A temperature rise is
also noticed since compression is a heating process

Figure 2.2 Divergent duck

The convergent duct operates exactly in reverse of the divergent duct. Figure
2-3 shows the principle of convergent ducts, where energy is neither being added or
taken away, but where the gaseous energy is being converted from pressure and
temperature to velocity. There is a velocity increase as air flows from a large inlet to
a smaller outlet. As velocity increases, impact pressure also increases. Since no
energy is added or subtracted from the system, total pressure remains constant and
static pressure decreases. One way of viewing this is that the static pressure is
converted to impact pressure; thus, a static pressure decrease is seen as air flows
through a convergent duct and goes through expansion. A temperature drop is
associated with any expansion process.

NOTE: Even though the static and impact pressures are changing as fluids flow
through either convergent or divergent ducts, the total pressure does not change.
This is true if fluid friction is neglected and energy is not added or taken away from
the fluid flow. In actuality, there will be a slight decrease in total pressure because of
fluid frictional losses.

Figure 2.3 Convergent duck

ADVANTAGES AND DISADVANTAGES:

The gas turbine, when compared to other types of engines, offers many
advantages. Its greatest asset is its high power to weight ratio. This has made it, in
the forms of turboprop or turbojet engine, the preferred engine for aircraft. Compared
to the gasoline piston engine, which has the next best power-to-weight
'characteristics, the gas turbine operates on cheaper and safer fuel. The smoothness
of the gas turbine, compared with reciprocating aircraft, because less vibration

20
reduces strains on the air frame. In a warship, the lack of low-frequency vibration of
gas turbines makes them preferable to diesel engines because there is less noise for
a submarine to pick up at long range. Modern production techniques have made gas
turbines economical in terms of horsepower-per-dollar on initial installation, and their
increasing reliability makes them a cost-effective alternative to steam turbine or
diesel engine installation. In terms of fuel economy, modern marine gas turbines can
compete with diesel engines and may be superior to boiler/steam turbine plants,
when these are operating on distillate fuel.
However, there are some disadvantages to gas turbines. Since they are high-
performance engines, many parts are under high stress. Improper maintenance and
lack of attention to details of procedure will impair engine performance and may
ultimately lead to engine failure. A pencil mark on a compressor turbine blade or a
fingerprint in the wrong place can cause failure of the part. The turbine takes in large
quantities of air which may contain substances or objects that can harm. Most gas
turbine propulsion control systems are very complex because several factors have to
be controlled, and numerous operating conditions and parameters must be
monitored. The control systems must react quickly to turbine operating conditions to
avoid casualties to the equipment. Gas turbines produce high-pitched loud noises
which can damage the human ear. In shipboard installations special soundproofing
is necessary, adding to the complexity of the installation and making access for
maintenance more difficult.
From a tactical standpoint, there are two major drawbacks to the gas turbine
engine. The first is the large amount of exhaust heat produced by the engines. Most
current antiship missiles are heat-seekers, and the infrared signature of a gas turbine
makes an easy target. Countermeasures such as exhaust gas cooling and infrared
decoys have been developed to reduce this problem. The second tactical
disadvantage is the requirement for depot maintenance and repair repaired in place
on the ship and must be removed and replaced by rebuilt engines if anything goes
wrong. Here too, design has reduced the problem, and an engine change can be
accomplished wherever crane service or a Navy tender is available and the
replacement engine can be obtained.
ADDITIONAL ADVANTAGES:
The marine gas turbines have several advantages when compared to the steam
turbines:
-The lower weight by 70%
-Rather simple construction (lower number of auxiliary machinery).
-The lower crew number required for the operation (mostly because of the higher
automatisation level)
-Quick response to the load change and quick change of the turbine speed

21
 -Storage of fuel requires less area and handling is easy.
-The cost of maintenance is less.
-It is simple in construction. There is no need for boiler, condenser and other
accessories as in case of steam power plants.
-Cheaper fuel such as kerosene, paraffin, benzene and powdered coal can be used
which are cheaper than petrol and diesel.
-Less pollution and less water is required.

References: Introduction to Marine Gas Turbine, NAVEDTRA 10094, and

MTC (Marine Technical College) Textbook, Japan.

additional ref.
https://www.researchgate.net/publication/300857212_Gas_Turbine_Working_Principles

A Handbook of Land, Sea and Air Applications” by Claire Soares, publisher Butterworth Heinemann,BH,

IS YOUR ENGINE PRE-HEATED?

LEARNING ACTIVITY #2

 What have you learned from the reading? From

the above statement, answer the given activity by downloading the posted activity sheet
#2 then sent it back to me, or you may use the attached activity sheet #2 at the
Appendix section. Take a picture of it and sent it back to me.

QUESTIONS:

1. Explain the operating principles in four processes:

a. Compression Phase
b. Combustion Phase
c. Expansion Phase
d. Exhaust Phase
2. Write at least 5 advantages and 5 disadvantages of gas turbine engine compare to steam
turbine engine.

LESSON 3
22
 LESSON 3- contains a compilation of topics which
addresses the two learning outcomes below.

Learning Outcomes:
Upon completion of this lesson the students will be able to:
 Identify the components of a gas turbine as to compressor, combustion
chamber, and turbine
 Describe the types and features of compressors, combustion chambers, and
turbine

MAIN COMPONENTS OF A GAS TURBINE ENGINE (Fig.1)

I.

COMPRESSOR

The compressor (Fig. 1.1 right) of the typical marine gas turbine consist of 16
stages, each of them includes the stator vanes and the rotor blades. The inlet guide
vanes and first 6 stages of stator vanes are variable and their angular position is
varied as a function of gas generator speed and compressor inlet temperature by
hydraulic fuel pressure from the main fuel control. This provides stall-free operation
of the compressor throughout a wide range of speed and inlet temperature.

CLASSIFICATION BY COMPRESSOR TYPE

Gas turbines are also classified in compressor type, according to the direction the
flow of air through the compressor. The principal types are centrifugal flow and axial
flow. The centrifugal compressor draws in air to the center or eye of the impeller and

23
accelerator; it around and outwards. In the axial flow the air is compressed while
continuing original direction of flow parallel to the axis: the compressor rotor.

CENTRIFUGAL COMPRESSOR

The centrifugal compressor is usually located between the accessory section

and the combustion section. The basic compressor section consists of an impeller,
diffuser, and compressor manifold. The diffuser is bolted to the manifold and often
the entire assembly is referred to as the diffuser. For ease of understanding we shall
treat each unit separately.

The impeller may be either single entry or dual entry (fig. 2-4). The principal
differences between the single entry and dual entry are the size of the impeller and
the ducting arrangement. The single entry impeller permits convenient ducting
directly to the inducer vanes as opposed to the more complicated ducting needed to
reach the rear side of the dual entry type. Although slightly more efficient in receiving
air, single entry impellers must be of greater diameter to provide sufficient air which
increases the overall diameter of the engine. The impeller may be either single entry
or dual entry (fig. 1.2).

Centrifugal

compressor

AXIAL FLOW COMPRESSORS

There are two main types of axial compressors (fig. 2-5). One is the drum type
and the other is the disc type. The drum type rotor consists of rings that are flanged
to fit one against the other, wherein the entire assembly may then be held together
by through bolts. This type of construction is satisfactory for low-speed compressors
where centrifugal stresses are low.

24
 The disc type rotor consists of a series of discs machined from aluminum
forgings, shrunk over a steel shaft, with rotor blades dovetailed into the disc rims.
Another method of rotor construction is to machine the discs and shaft bolt steel stub
shafts on the front and rear of the assembly for providing bearing support surfaces
and splines for joining the turbine shaft. The disc type rotors are used almost
exclusively in all present-day high-speed engines and are the type referred to in this
manual.

The purpose of the axial compressor is the same as the centrifugal type, to take in
ambient air and increase the velocity and pressure and discharge the air through the
diffuser into the combustion chamber. The two main elements of an axial flow
compressor are the rotor and stator (fig. 2-6). The rotor has fixed blades which force
the air rearward much like an aircraft propeller. Behind each rotor stage is a stator.
The stator directs the air rearward to the next rotor stage. Each consecutive pair of
rotor and stator blades constitutes a pressure stage.

DRUM TYPE COMPRESSOR DISC TYPE COMPRESSOR

Fig. 1.3 Fig. 1.4

STATORS

The stator vanes project radially toward the rotor axis and fit closely on either side
of each stage of the rotor. The function of the stators is twofold.

1. They receive air from the air inlet duct or from each preceding stage of the rotor
and then deliver the air to the next stage or to combustors at a workable velocity and
pressure.

25
 2. The stators also control the direction of air to each rotor stage to obtain the
maximum possible compressor-blade efficiency. The stator vanes are usually made
of steel with corrosion- and erosion-resistant qualities. Frequently, the vanes are
shrouded by a band of suitable material to simplify the fastening problem. The vanes
are welded into the shrouds, and the outer shrouds are secured to the inner wall of
the compressor case by radial retaining screws.

II. THE COMBUSTOR

The main task of the combustor is to burn the fuel (delivered by the fuel nozzle in
a form of spray) with the air. The air is compressed by a compressor and is used not
only for the combustion but also for the external cooling of the combustion chamber
liner where the combustion takes place. The combustor is responsible not only for
the combustion of the fuel but also for the exhaust gases cooling down.

The temperature of the exhaust gases cannot be too high because of the durability
of the HP turbine vanes and blades. Because of that only ca. 30% of the air
delivered by a compressor is used for the combustion and the remaining 70% is
used for the combustion liner cooling. The typical combustor has 30 fuel nozzles and
2 igniters.

(Figure 2.1)

The combustor
assembly

The combustion
chambers have presented one of the biggest problems in gas turbines. The extreme
stresses and temperatures encountered are not experienced in other types of
internal-combustion engines. The liners are subjected to temperatures that range
from ambient to as high as 4,000 °F in a matter of seconds. The combustion
chamber must have the capability to operate over a wide range of operating
conditions, to withstand a high rate of burning, to have a minimum pressure drop, to
be light in weight, and to have minimum bulk.

The two common materials used in combustion chambers are Inconel for the
liners or flame tubes and stabilized stainless for the combustor case. The inner and

26
outer liners or shrouds are perforated with many holes and slots through their length.
Air is admitted through these holes for combustion to protect the liner and to cool the
gases at the chamber outlet the design of the flame tube is very critical to the life and
efficiency of the engine. The combustion chamber must ensure that the combustion
process is complete over a variety of ranges. Poor design can cause flameouts,
unburned fuel, or stratified fuel to reach the turbine section which can result in
overheating and damage to the turbine section.

There are two types of flow passages used in combustion chambers the counter
flow path and through-flow path. The counter flow system is rarely found in modern
engines but was used primarily with very early design engines, such as the Whittle
engine. The through-flow path is used in practically all modern engines. In the
through-flow path the gases pass through the combustion section without a change
in direction.

THERE ARE THREE TYPES OF COMBUSTION CHAMBERS:

1. can type

2. annular type, and

3. can-annular type

The can-type chamber is used primarily on engines that have a centrifugal

compressor. The annular and can-annular are used on axial flow compressors. The
can-type combustion system consists of individual liners and cases mounted around
the axis of the engine. Each chamber contains a fuel nozzle. This arrangement
makes removing a chamber easy; however, it is a bulky arrangement and makes for
a structurally weak engine. The outer casing is welded to a ring that directs the
gases into the turbine nozzle. Each of the casings is linked to the others with a short
tube which ensures that combustion occurs in all of the burners during light off.
Inside each of these tubes is a flame tube that joins an adjacent inner liner.

The annular combustion chamber is usually found on axial flow engines. It is

probably one of the most popular combustion systems in use. The construction
consists of a housing and liner the same as the can-type. The chamber may contain
one or more liners, one outside the other in the same radial plane, hence the double-
annular combustion chamber. The dome of the liner has small slots and holes to
admit primary air and to impart a swirling motion for better atomization of fuel.

The can-annular combustion chamber ( Fig. 2.1)

combines some of the features of both the

can and the annular burners. The can-
annular chamber design is a result of the

27
split-spool compressor concept. Because of the problems encountered with a long
shaft and with one shaft within the other, a different chamber was designed to fill a
shorter space and still perform all the necessary functions. Individual cans are
placed inside an annular case. The cans are essentially individual combustion
chambers with concentric rings of perforated holes to admit air for cooling. On some
models each can has a round perforated tube which runs down the middle of the
can. The tube carries additional air which enters the can through the perforations to
provide more air for combustion and cooling.

III. THE POWER TURBINE

Hot gases move through a multi-stage gas turbine and like in steam turbine, the gas
turbine also has stationary and moving blades. The shaft of the turbine is coupled to
a generator.
Purpose of stationary blades;
a) guide the moving gases to the rotor
blades
b) adjust the velocity
(Figure 3)

Power
Turbine

THE TURBINE ASSEMBLY

In theory, design, and operate characteristics, the turbines used in gas turbine engines
are quite similar to the turbines used for steam plant. The gas turbine differs from steam
turbine chiefly in (1) the type of blade material used, (2) the means provided cooling the
turbine shaft bearings, and (3) lower ratio of blade length to wheel diameter

The terms gas generator turbine and power turbine are used to differentiate between
turbines. The gas generator turbine powers gas generator and accessories. The power
turbine powers the screw through the reduction gear shafting.

The turbine which drives the compressor of a gas turbine engine is located directly behind
the combustion chamber outlet. The turbine consists of two basic elements, the stator or
nozzle, and the rotor. Part of a stator element is shown in figure 2-21. The rotor element of
the turbine consists of a shaft and bladed wheel(s). The wheel(s) are attached to the main
power transmitting shaft of the gas turbine engine. The jets of combustion gas leaving the
vanes of the stator element act upon the turbine blades and cause the turbine wheel to
rotate in a speed range of approximately 3,600 to 42,000 rpm. The high rotational speed
imposes severe centrifugal loads on the turbine wheel, and at the same time the high
temperature (1,050 to 2,300 F) results in a lowering of the strength of the material.

28
 (Fig. 3.1 Stator element)

Consequently, the engine speed and temperature must be

controlled to keep turbine operation within safe limits. The
operating life of the turbine blading usually determines the life
of the gas turbine engine. The turbine wheel is a dynamically
balanced unit consisting of blades attached to a rotating disk.
The disk in turn is attached to the rotor shaft of the engine.
The high-velocity exhaust gases leaving the turbine nozzle
vanes act on the blades of the turbine wheel, causing the
assembly to rotate at a very high rate of speed.
DIFFUSER

Air leaves the compressor through exit guide vanes, which convert the radial component of
the air flow out of the compressor to straight-line flow. The air then enters the diffuser section
of the engine, which is a very divergent duct. The primary function of the diffuser structure is
aerodynamic. The divergent duct shape converts most of the air’s velocity (Pi) into static
pressure (PS). As a result, the highest static pressure and lowest velocity in the entire
engine is at the point of diffuser discharge and combustor inlet. Other aerodynamic design
considerations that are important in the diffuser section arise from the need for a short flow
path, uniform flow distribution, and low drag loss.

In addition to critical aerodynamic functions, the diffuser also provides:

 Engine structural support, including engine mounting to the nacelle
 upport for the rear compressor bearings and seals
 Bleed air ports, which provide pressurized air for:
 airframe "customer" requirements (air conditioning, etc.)
 engine inlet anti-icing
 control of acceleration bleed air valves
 Pressure and scavenge oil passages for the rear compressor and front turbine
bearings.
 Mounting for the fuel nozzles.

References: Introduction to Marine Gas Turbine, NAVEDTRA 10094, and

MTC (Marine Technical College) Textbook, Japan.

TEST RUN YOUR ENGINE….

LEARNING ACTIVITY #3

 What have you learned from the reading?

From the above statement, answer the given activity by downloading the posted activity

29
 sheet #3 then sent it back to me, or you may use the attached activity sheet #3 at the
Appendix section. Take a picture of it and sent it to me.

QUESTIONS:

1. Describes the function/s of the following gas turbine components, compressor,

combustion chamber and turbine.

2. Describes the difference between centrifugal and axial flow compressors.

3. What are the three types of combustion chambers? Describes their installations.

4. Explain the construction details of the turbine assembly.

30
 LESSON 4

LESSON 4- contains a compilation of topics which

addresses the learning outcomes below.

Learning Outcomes:
Upon completion of this lesson the students will be able to:

 Differentiate the construction and the operating principles of the different

types of gas turbine

 Calculate speed, output, and fuel consumption of an engine

THEORETICAL CYCLES

A cycle is a process that begins with certain conditions, progresses through a

series of additional conditions, and returns to the original conditions.

The gas turbine engine operates on the BRYTON CYCLE. The OTTO CYCLE,
used in gasoline engines, is one of constant volume while combustion occurs, and
the Bryton cycle is one where combustion occurs at constant pressure. In reciprocal
gasoline or diesel engines all events take place within one unit. That is, intake,
compression and combustion as well as expansion and exhaust, take place within
the cylinder. In gas turbines a specific component is designed to perform each
function separately.

HOW THIS TYPES OF GAS TURBINE ENGINE WORKS?

Single-shaft engine:

Exactly the same thermodynamic cycle as the ordinary Diesel and Gasoline
engine: it draws air from the atmosphere, compresses it, heats this compressed air
by the direct burning of fuel in it, and then makes the heated air perform work by
expanding to atmospheric pressure through a turbine.

Split-shaft machine:

In this cycle the turbine is divided into two units, not for the purpose of reheat, but
so that the compressor can be driven by one turbine and the useful output produced
by another. The two shaft machines are more widely applied where there is
considerable operation at reduced speed and load or where high starting torques are
required. It is for these reasons that the two-shaft units are the most suitable for
marine propulsion.

31
Thermal energy:
About 65% of thermal energy of the exhaust gases produced in the combustor has
to be turn into the mechanical energy necessary for the air compressor and for the
propulsion of the auxiliary machinery driven by the front shaft. This process takes
place in the HP turbine which typically 2 stages. Each of them includes the stationary
vanes and the moving blades connected with the front shaft.

The power turbine uses the remaining 35% of the combustion energy in order to
power the rear shaft of the turbine which connected to the ship’s propeller via the
main reduction gear. The typical power turbine has 6 stages and because of the
significant length of the rotor blades their tips are connected by the interlocking
shrouds.

THRUST SPECIFIC FUEL CONSUMPTION

Thrust-specific fuel consumption (TSFC) is

the fuel efficiency of an engine design with
respect to thrust output. TSFC may also be
thought of as fuel consumption (grams/second)
per unit of thrust (kilo newtons, or kN). It is
thus thrust-specific, meaning that the fuel
consumption is divided by the thrust.

TSFC or SFC for thrust engines (e.g. turbojets,

turbofans, ramjets, rocket engines, etc.) is the mass of fuel needed to provide the net
thrust for a given period e.g. lb/(h·lbf) (pounds of fuel per hour-pound of thrust) or
g/(s·kN) (grams of fuel per second-kilonewton). Mass of fuel is used, rather than
volume (gallons or litres) for the fuel measure, since it is independent of temperature.

Specific fuel consumption of air-breathing jet engines at their maximum efficiency

is more or less proportional to speed. The fuel consumption per mile or per kilometre
is a more appropriate comparison for aircraft that travel at very different speeds.
There also exists power–specific fuel consumption, which equals the thrust-specific
fuel consumption divided by speed. It can have units of pounds per hour per
horsepower.

Engineers use an efficiency factor, called thrust specific fuel consumption, to

characterize an engine's fuel efficiency. "Thrust specific fuel consumption" is quite a
mouthful, so engineers usually just call it the engine's TSFC. What does TSFC
mean?

32
 The fuel consumption of TSFC is "how much fuel the engine burns each hour." The
specific of TSFC is a scientific term meaning "divided by mass or weight." In this
case, specific means "per pound (Newton) of thrust." The thrust of TSFC is included
to indicate that we are talking about gas turbine engines. There is a corresponding
brake specific fuel consumption (BSFC) for engines that produce shaft power.
Gathering all the terms together, TSFC is the mass of fuel burned by an engine in
one hour divided by the thrust that the engine produces. The units of this efficiency
factor are mass per time divided by force (in English units, pounds mass per hour
per pound; in metric units, kilograms per hour per Newton).

Mathematically, TSFC is a ratio of the engine fuel mass flow rate mdot f to the
amount of thrust F produced by burning the fuel:

TSFC = mdot f / F

If we divide both numerator and denominator by the engine airflow mdot 0, we

obtain another form of the equation in terms of the fuel to air ratio f, and the specific
thrust Fs.

TSFC = f / Fs

Engineers use the TSFC factor several different ways. If we compare the TSFC for
two engines, the engine with the lower TSFC is the more fuel efficient engine. Let's
consider two examples:

Suppose we had two Engines, A and B, that produced the same amount of thrust.
And suppose that Engine A uses only half the fuel per hour that Engine B uses. We
would then say that Engine A is more fuel efficient than Engine B. If we compute the
TSFC for Engines A and B, the TSFC of Engine A is one half the value of Engine B.

Looking at it another way, suppose we had two Engines, C and D, and we fed the
same amount of fuel per hour to each of them. Suppose Engine C produces twice
the thrust of Engine D. Then we are getting more thrust from Engine C for the same
amount of fuel, and we would say that Engine C is more fuel efficient. Again, if we
compute the TSFC for Engines C and D, the TSFC of Engine C is one half the value
of Engine D.

Let's look at the second example with some numerical values. In this case we are
comparing a turbojet engine and a turbofan engine. The engines are being fed from
a fuel tank that delivers 2000 pounds mass per hour to each engine. The turbojet
produces 2000 pounds of thrust, while the turbofan produces 4000 pounds of thrust.
Computing the TSFC for each engine shows that the TSFC of the turbojet is equal to
1.0 (pounds mass/hour/pound) while the TSFC of the turbofan is 0.5 (pounds mass/
hour/pound). The turbofan, with a lower TSFC, is more fuel efficient. The values of

33
1.0 for a turbojet and 0.5 for a turbofan are typical sea level static values. The value
of TSFC for a given engine will vary with speed and altitude, because the efficiency
of the engine changes with atmospheric conditions.

TSFC provides important information about the performance of a given engine. A

turbojet with an afterburner produces more thrust than a plain turbojet. If the TSFC
were the same (1.0) for the two engines, in order to increase thrust, we would have
to increase the fuel flow rate by an equivalent amount.

For example,

Initial thrust = 2000 pounds

Thrust with afterburner = 3000 pounds

TSFC = 1.0

Fuel flow rate = 3000 pounds per hour.

But a turbojet with an afterburner has a typical TSFC value of 1.5. This says that
adding the afterburner, although it produces more thrust, costs much more fuel for
each pound of thrust added. For example,

Initial thrust = 2000 pounds

Thrust with afterburner = 3000 pounds

TSFC = 1.5

Fuel flow rate = 4500 pounds per hour.

Engineers use the TSFC for a given engine to figure out how much fuel is
required for an aircraft to perform a given mission. If the TSFC = 0.5, and we need
5000 pounds of thrust for two hours, we can easily compute the amount of fuel
required. For example,

5000 pounds x 0.5 pound mass/hour/pound x 2 hours = 5000 pound mass of fuel.

SFC is dependent on engine design, but differences in the SFC between different
engines using the same underlying technology tend to be quite small. Increasing
overall pressure ratio on jet engines tends to decrease SFC.

In practical applications, other factors are usually highly significant in determining

the fuel efficiency of a particular engine design in that particular application. For
instance, in aircraft, turbine (jet and turboprop) engines are typically much smaller
and lighter than equivalently powerful piston engine designs, both properties
reducing the levels of drag on the plane and reducing the amount of power needed

34
to move the aircraft. Therefore, turbines are more efficient for aircraft propulsion than
might be indicated by a simplistic look at the table below.

SFC varies with throttle setting, altitude and climate. For jet engines, flight speed
also has a significant effect upon SFC; SFC is roughly proportional to air speed
(actually exhaust velocity), but speed along the ground is also proportional to air
speed. Since work done is force times distance, mechanical power is force times
speed. Thus, although the nominal SFC is a useful measure of fuel efficiency, it
should be divided by speed to get a way to compare engines that fly at different
speeds.

For example, Concorde cruised at 1354 mph, or 7.15 million feet per hour, with its
engines giving an SFC of 1.195 lb/(lbf·h) (see below); this means the engines
transferred 5.98 million foot pounds per pound of fuel (17.9 MJ/kg), equivalent to an
SFC of 0.50 lb/(lbf·h) for a subsonic aircraft flying at 570 mph, which would be better
than even modern engines; the Olympus 593 used in the Concorde was the world's
most efficient jet engine. However, Concorde ultimately has a heavier airframe and,
due to being supersonic, is less aerodynamically efficient, i.e., the lift to drag ratio is
far lower. In general, the total fuel burn of a complete aircraft is of far more
importance to the customer.

FUEL CONSUMPTION ESTIMATION

The volumetric method of fuel consumption measurement was employed for fuel
mass flow estimation according to the formula:

V p−ρ
B= p
,
t

where: B - fuel mass flow [kg/s],

V p - fuel volume consumed during the measurement time [m3],

ρ p - fuel gravity in measurement condition [kg/m3],

35
 t - time of measurement [s]

For the purpose of fuel mass flow estimation the engine fuel oil system standard
instruments was used - main engine fuel oil flow meter equipped with temperature
gauge. Fuel oil analysis receipt will be utilized as the source of fuel oil basic data for
further calculations. The fuel oil gravity temperature correction factor will be
calculated accordingly. The specific fuel oil consumption of main engines calculated,
based on the formula:

B
b= ,
P eff

where: b - specific fuel consumption [kg/kW·h],

B - fuel mass flow [kg/hr],

Peff - engine effective power [kW]

Recalculation for standard ISO condition will be provided according with the
accepted standards.

Results and discussion:

When considering emissions caused by shipping a differentiation must be made

between a ship at move as the emissions depend on the main engine operational
state. The type and amount of pollutants emitted depend directly on the engine
management system, technical condition of the engines and the fuel used. The
experimental data set which contains over 130sea service trials records, in different
weather conditions and vessel loads were analyzed. Subsequently, a subset of 20
records for diverse weather conditions was chosen for further investigation. The
characteristic subsets signify main propulsion data recorded during the relatively
short vessel ocean voyage period (usually two or three days) under stable weather
condition and vessel load. Each analyzed engine and vessel record is provided with
several engine power, caused by vessel speed control system. In response,
combined effect of engine speed and shaft power achieved.

References: Introduction to Marine Gas Turbine, NAVEDTRA 10094, and

MTC (Marine Technical College) Textbook, Japan.

Additional Reference:

wikipedia.org/wiki/Thrust specific fuel consumption#

START Significance of SFC
YOUR ENGINE…….

Prelim assessment covers the lessons from 1 to 4,

questionnaires will be provided prior the exam.

Always notify for the upcoming events in my home page 36

 LESSON 5

LESSON 5-Contains a compilation of topics which addresses

the learning outcomes below.

This lesson covers the topics such as, shafting installations and its related
components, the mechanism in controlling a controllable pitch propeller and the
various designs of propellers and stern tube seals features and construction

Learning Outcomes:
Upon completion of this lesson the students will be able to:

 Describe the following shafting installations and its related components

 Describe the mechanism in controlling a controllable pitch propeller

 Describe the details of oil shaft seal and stern tube bearing including their components

 Compare various designs (i.e. types) of propellers and stern tube seals, its features,
construction

Please click this “features. swf” to see the basic construction of propeller and shafting
installation or click this link: https://www.youtube.com/watch?v=8teJvAwNsqc

Shafting and Propeller:

37
The transmission system on a ship transmits power from the engine to the propeller.
The thrust from the propeller is transferred to the ship through the transmission system.
The different items in the system include the thrust shaft, one or more intermediate
shafts and the tailshaft. These shafts are supported by the thrust block, intermediate
bearings and the sterntube bearing. A sealing arrangement is provided at either end of
the tailshaft with the propeller and cone completing the arrangement.

SHAFTING INSTALLATION AND ITS RELATED COMPONENTS

1. rudder 6. Intermediate shaft

2. propeller 7. Intermediate shaft bearing

3. tailshaft 8. coupling

4. sterntube 9 and 10 Main thrust bearing

5.sterntube bearing 11. Main engine

THRUST BLOCK

The thrust block transfers the thrust from the propeller to the hull of the ship. It may be an
independent unit or an integral part of the main propulsion engine. Both ahead and astern
thrusts must be catered for. The casing of the
independent thrust block is in two halves which Bearing collar
are joined by fitted bolts. The thrust loading is
carried by bearing pads, in some designs the
pads extend three quarters of the distance
around the collar. The pads are mounted in
holders or carriers and faced with white metal.
Other designs employ a complete ring of pads.

38
SHAFT BEARINGS

Shaft bearings are of two types, the aftermost tunnel bearing and all others. The
aftermost tunnel bearing has a top and bottom bearing shell because it must
counteract the propeller mass and take a vertical upward thrust at the forward end of
the shaft.

STERNTUBE BEARING

The sterntube bearing serves two important purposes. It supports the tailshaft
and a considerable proportion of the propeller weight. It also acts as a gland to
prevent the entry of sea water to the machinery space. Early arrangements used
bearing materials such as lignum vitae which were lubricated by sea water. Most
modern designs use an oil lubrication arrangement for a white metal lined sterntube
bearing. Special seals are fitted at the outboard and inboard ends of the tailshaft. Oil
pressure in the lubrication system is higher than the static sea water head to ensure
that sea water cannot enter the sterntube in the event of seal failure.

PROPELLER

The propeller consists of a boss with several blades of

helicoidal attached to it. When rotated it screws through the water in much the same
way as a bolt screws through its nut, and thus converts the engine torque into a
direct thrust to push the ship along. Both the fixed pitch propeller and the variable
pitch propeller are used on ship. A variable pitch propeller (VPP) or controllable pitch
propeller (CPP) is made up of a boss (hub) with separate blades mounted into it. An
internal mechanism enables the blades to be moved to change the pitch angle.

The great majority of large CPP have their hydraulic servomotor in the hub to
operate the blade palms via push rods or a crankpin-sliding block mechanism. The
hydraulic servomotor is actuated by a hydraulic circuit and controlled by control
valves. CPP in large vessels are usually fitted with combinative controls on the
bridge. These are single-lever controls, the single lever controlling both propeller
pitch and engine speed, either through pneumatic circuits operated by cams driven
by a common shaft, or by electronic means. In either case closed loop circuits are
employed so that feedback of propeller position and of engine speed balances off
the control signal. It is usual practice to take control of both engine and CPP by
separate levers in the MCR (main control room) after starting machinery switching to
bridge control from the MCR before leaving harbor.

39
 Propeller and Rudder Arrangement

Single screw ship Twin screw ship

STERN TUBE SEAL AND COMPONENTS

1. Adapter plate with

gasket, shown with
temporary holding
bolts
Seal assembly
gasket
3. Seal housing

4. O-ring for
mating ring

Active seal

6. Mating Ring

Spare seal

Note: the location and orientation of the seal, the groove for the spring is towards the
propeller side.

Additional ref: marine stern shaft seal by; kobelco stern tube seal

40
 KEEP YOUR ENGINE RUNNING!!!

LEARNING ACTIVITY #5

 What have you learned from the reading? From the above statement, answer the given
activity by downloading the posted activity sheet #5 then sent it back to me. Or, you may
use the attached activity sheet #5 at the Appendix section. Take a picture of it and sent it
to me.

QUESTIONS:

1. Describe the following shafting installations and its related components

2. Describe the mechanism in controlling a controllable pitch propeller.

3. Name at least 10 related components of shafting installation.

4. Name at least 7 components of stern tube seal.

41
 LESSON 6

LESSON-6 Contains a compilation of topics

which addresses the learning outcome below.

Learning Outcome:

Upon completion of this lesson the students will be able to:

 Explain the cavitation of propellers and its effects

INTRODUCTION:
Rudders operate in the stern of a ship behind the propeller slipstream, and are subjected
to an accelerated and swirled inflow induced by the hull and the propeller. The swirled flow
induced by the propeller increases the angle of attack to some parts of the rudder, and as a
result the loading of the rudder increases, and sheet cavitation often appears over the
rudder surface. Therefore, the interaction between the propeller and the rudder is very
important for the analysis of both devices. There have been a lot of numerical methods,
based on potential theory, which predict the cavitating performance of a propeller or a
hydrofoil (rudder).
Two methods, i.e., a vortex lattice method (VLM) and a boundary element method
(BEM), have been successfully applied to the sheet cavity prediction.
A vortex lattice method was first applied to the analysis of unsteady fully wetted
performance of a marine propeller subject to non-uniform inflows by: Kerwin and Lee 1978.
Later, their method was extended to analyze 3-D unsteady sheet cavitation using the
linearized cavity theory by; Lee 1979, 1981; Breslin et al. 1982.
The hydrodynamic interaction between propeller and rudder is of great importance
because of its effect on the performance of both. Tamashima et al. in 1993 used a
simplified propeller theory, which treats the propeller as an actuator disc, to calculate the
performance of the propellers, and a panel method to calculate the forces acting on the
rudder.

PHYSICS OF CAVITATION
 Any device handling liquid is subject to cavitation
 Local pressure that falls below saturated vapor pressure causes cavitation to
occur
 Resulting vapor cavities (void bubbles) collapse on surface material with high
energy and heat
 Inertial cavitation is commonly destructive

42
KINDS OF CAVITATION:

1. Dynamic – produced by pressure variations in a flowing liquid – i.e. die casting

2. Acoustic – sound induced
3. Optic – photons of high energy – i.e. laser
4. Particle – elementary particle – proton bubble chamber.
(dynamic and acoustic – liquid tension)
(optic and particle – deposition of energy)

DYNAMIC STAGES:

Traveling – moves with liquid flow

Fixed – steady state fixed (sheet or cloud)

Vortex – in cores of vortices of high sheer

Incipient – term used to describe type and stage where cavitation appears

Desinent – term used to describe when cavitation disappears

Stages, Cases, Types

Example Vortex Incipient

Dynamic liquid flow is left to right at

a low velocity. Note – the beginning

tiny stream of vortex bubbles on the

tip of the obstruction

43
 As the velocity increases,
actual vortexes can be seen
along with sheet and some
cloud cavitation – note – how
the cavitation occurs on the
opposite side of the flow direction.

Similar to how core pins in die casting exhibit deterioration and soldering on the back
side of flow.

Hard to believe facts:

As the cavity bubbles collapse on the surface:

1. Bubbles collapse to a minute fraction of original size with immense focused force
(4500 psi)

2. At total collapse a violent mechanism results temperature of bubble 5000 Kelvin or

8540 F (4727°C)

3. By comparison sun’s surface temp is 5778 Kelvin)

4. Sonoluminescence (light) can be produced at collapse (Pistol Shrimp)

HPDC (High Pressure Drops cavitation) cavitation components:

 Local pressure of the metal falls below the saturated vapor pressure of the liquid
 Occurs at sudden change of flow direction
 Occurs at obstructions to flow that generate pressure variations
 High velocities of flow at these locations
 Two basic types: sheet and vortex

Breakout from Cavitation in HPDC

Pitting, breakout, erosion, and

washout commonly occur in
the opposite locations of
where they would be
expected - on the low
pressure side of the flowing
liquid.

44
Conclusions and Summary:

1. Anything handling liquid is subject to cavitation

2. Inertial cavitation (flow and pressure) is destructive

3. Occurs when the local pressure falls below vapor pressure

4. Has always been assumed that molten metal is to blame

5. Very little investigation to date for hpdc cavitation

7. Considerations include parameters from design to operation

8. You will never totally eliminate cavitation

Additional reference: North American Die Casting Association-114th,

Fifth International Symposium on Cavitation (CAV2003) Osaka, Japan, November 1-4, 2003

INCREASE YOUR RPM…

LEARNING ACTIVITY #6

 What have you learned from the reading? From the

above statement, answer the given activity by
downloading the posted activity sheet #5 then sent it
back to me. Or, you may use the attached activity
sheet #5 at the Appendix section. Take a picture of it and sent it to me.

QUESTIONS:

1. Describes the posibility occurs if the cavity bubbles collapse on the surface.

2. Explain the effects of cavitated propeller and rudder for ship’s propulsion.

45
 LESSON 7

LESSON-7 is a compilation of topics which

addresses the learning outcome below.

46
Learning outcome:
At the end of the lesson the students will be able to:
 Describe the functions of the different safety devices and automatic control
equipment installed in the main engine

Ship Automation & Control System

On a ship there
are many parameters that needs to be controlled or monitored including: temperatures,
pressure, level, viscosity, flow control, position of vessel, speed, torque control, voltage,
current, machinery status (on/ off), and equipment status (open/ closed).
As the market is driving ship owners to become more efficient with reduced staff on board it
called for an automatic control and monitoring system for the ship that enabled unattended
operation of machinery spaces. Vessels capable of safe operation at any period of time
qualify as UMS (Unattended Machinery Space) ships.
A modern automation and control system is a fully integrated systems covering many
aspects of the ship operation that includes the propulsion plant operation, power
management operation on the auxiliary engines, auxiliary machinery operation, cargo on-
and-off-loading operation, navigation and administration of maintenance and purchasing of
spares.
Example of automatic controller:

Programmable logic controller:

A programmable logic controller (PLC) or programmable controller is an industrial digital
computer which has been ruggedized and adapted for the control of manufacturing
processes, such as assembly lines, or robotic devices, or any activity that requires high
reliability, ease of programming and process fault diagnosis.
PLCs can range from small modular devices with tens of inputs and outputs (I/O), in a
housing integral with the processor, to large rack-mounted modular devices with a count of
thousands of I/O, and which are often networked to other PLC and SCADA systems.
They can be designed for many arrangements of digital and analog I/O, extended
temperature ranges, immunity to electrical noise, and resistance to vibration and impact.
Programs to control machine operation are typically stored in battery-backed-up or non-
volatile memory.

47
 PLCs were first developed in the automobile manufacturing industry to provide flexible,
rugged and easily programmable controllers to replace hard-wired relay logic systems. Since
then, they have been widely adopted as high-reliability automation controllers suitable for
harsh environments.
A PLC is an example of a "hard" real-time system since output results must be produced in
response to input conditions within a limited time, otherwise unintended operation will result.

Compact PLC with 8 inputs

and 4 outputs

A PLC works in a program scan cycle, where it executes its program repeatedly. The
simplest scan cycle consists of 3 steps:
1. read inputs,
2. execute the program,
3. write outputs
The main difference from most other computing devices is that PLCs are intended-for and
therefore tolerant-of more severe conditions (such as dust, moisture, heat, cold), while
offering extensive input/output (the communication between an information processing
system, such as a computer, and the outside world, possibly a human or another information
processing system) (I/O) to connect the PLC to sensors and actuators. PLC input can
include simple digital elements such as limit switches, analog variables from process
sensors (such as temperature and pressure), and more complex data such as that from
positioning or machine vision (the technology and methods used to provide imaging-based
automatic inspection and analysis for such applications as automatic inspection). PLC output
can include elements such as indicator lamps, sirens, electric
motors, pneumatic or hydraulic cylinders, magnetic relays, solenoids, or analog outputs. The
input/output arrangements may be built into a simple PLC, or the PLC may have external I/O
modules attached to a fieldbus or computer network that plugs into the PLC.
The functionality of the PLC has evolved over the years to include sequential relay control,
motion control, process control, distributed control systems, and networking. The data
handling, storage, processing power, and communication capabilities of some modern PLCs
are approximately equivalent to desktop computers. PLC-like programming combined with
remote I/O hardware, allow a general-purpose desktop computer to overlap some PLCs in
certain applications. Desktop computer controllers have not been generally accepted in
heavy industry because the desktop computers run on less stable operating systems than
PLCs, and because the desktop computer hardware is typically not designed to the same

48
levels of tolerance to temperature, humidity, vibration, and longevity as the processors used
in PLCs. Operating systems such as Windows do not lend themselves to deterministic logic
execution, with the result that the controller may not always respond to changes of input
status with the consistency in timing expected from PLCs. Desktop logic applications find
use in less critical situations, such as laboratory automation and use in small facilities where
the application is less demanding and critical

PLC system in a rack, left-to-right:

power supply unit (PSU), CPU,
interface module (IM) and
communication processor (CP).

PLC compared with other control systems:

PLCs are well adapted to a range of automation tasks. These are typically industrial
processes in manufacturing where the cost of developing and maintaining the automation
system is high relative to the total cost of the automation, and where changes to the system
would be expected during its operational life. PLCs contain input and output devices
compatible with industrial pilot devices and controls; little electrical design is required, and
the design problem centers on expressing the desired sequence of operations. PLC
applications are typically highly customized systems, so the cost of a packaged PLC is low
compared to the cost of a specific custom-built controller design. On the other hand, in the
case of mass-produced goods, customized control systems are economical. This is due to
the lower cost of the components, which can be optimally chosen instead of a "generic"
solution, and where the non-recurring engineering charges are spread over thousands or
millions of units.
Programmable controllers are widely used in motion, positioning, or torque control. Some
manufacturers produce motion control units to be integrated with PLC so that G-code
(involving a CNC machine) can be used to instruct machine movements

PLC Chip / Embedded Controller: Nano ACE PLC & Chip PLC for small machine builders /
Small or medium volumes.

For small machines with low or medium volume. PLCs that can execute PLC languages
such as Ladder, Flow-Chart/Grafcet. Similar to traditional PLCs, but their small size allows
developers to design them into custom printed circuit boards like a microcontroller, without
computer programming knowledge, but with a language that is easy to use, modify and
maintain. It's between the classic PLC / Micro-PLC and the Microcontrollers.

49
Cam timers
For high volume or very simple fixed automation tasks, different techniques are used. For
example, a cheap consumer dishwasher would be controlled by an electromechanical cam
timer costing only a few dollars in production quantities.

Microcontrollers
A microcontroller-based design would be appropriate where hundreds or thousands of
units will be produced and so the development cost (design of power supplies, input/output
hardware, and necessary testing and certification) can be spread over many sales, and
where the end-user would not need to alter the control. Automotive applications are an
example; millions of units are built each year, and very few end-users alter the programming
of these controllers. However, some specialty vehicles such as transit buses economically
use PLCs instead of custom-designed controls, because the volumes are low and the
development cost would be uneconomical

PID Controllers
PLCs may include logic for single-variable feedback analog control loop, a PID controller. A
PID loop could be used to control the temperature of a manufacturing process, for example.
Historically PLCs were usually configured with only a few analog control loops; where
processes required hundreds or thousands of loops, a distributed control system (DCS)
would instead be used. As PLCs have become more powerful, the boundary between DCS
and PLC applications has been blurred.

The purpose of Bridge

image attached here is;
many vessels
equip/constructed with
bridge automatic
controller.

THE BRIDGE

(ECR) ENGINE CONTROL PANEL

50
Thermocouples: The Most Common Pyrometer on Ship

Thermocouple is a device which is widely used as a pyrometer on board ship for

continuous measurement of temperature for various machineries like Main engine, Auxiliary
engine, gas turbines etc.
It is absolutely important to choose the correct thermocouple material for different
temperature range operation, depending upon the machinery and thermocouple location,
where the parameter has to be measured.

Construction of Thermocouple
A thermocouple consists of two dissimilar homogeneous materials connected together.
The materials used depend upon the application and usage. Normally, following materials
are used for different temperature range:
Copper – constantan (copper nickel alloy) for range of -200 to 400 °C
Iron – constantan for temperature range of −40 to +750 °C

51
Chrome – alumel (alloy of nickel, manganese, aluminium and silicon) for temperature range
of
−200 to +1350 °C.
These materials are connected together in a ceramic sheath covered again by a metal
sheath and fitted at desired locations like exhaust manifold etc. The one end of the
thermocouple is placed in hot junction and other end is kept in a constant cold junction.
These materials are led to a temperature indicator through amplifier and compensator lead.
The amplifier and compensator lead (normally made up of copper and does not effected the
circuit) helps in transmitting the output to a remote location.
Principle & Working
Thermocouple works with the principle of “seebeck effect” which states that-“Temperature
between two dissimilar metals in a circuit converts into electric current”
When two dissimilar metal wires joined, suppose iron and constantan, are coupled together
and exposed to difference in temperature at both the ends, then emf is generated and
current flows from hot to cold side.
The magnitude of the current depends on the temperature difference between the junctions.
If one junction is kept at constant temperature, then the value of temperature for the other
junction can be easily determined.
Advantages of Thermocouple
 Can be used for remote temperature sensing.
 It can be used for continuous temperature sensing.
 Temperature difference can be measured with high accuracy.
 They are inexpensive and easily interchangeable.

Additional reference: http://www.shippipedia.com/ship-automation-control-system/

KEEP YOUR ENGINE RUNNING…….

Mid-term assessment covers the lessons from

Module 2 5 to 7,
questionnaire will be provided prior the exam.

Always check/notify
On this module forstudents
part, the the upcoming events
(in grouping) are required to attend the practice
and actual simulation exercises as per schedule set forth by the management and
in my home page.

52
the instructor assigned, using VER 4.6 engine simulator located @ building C, room
201 A.

This includes the simulation exercises such as, preparation in warming up the main
associated auxiliaries and auxiliary prime movers prior to the actual operation of the
main propulsion engine (Gas Turbine), monitoring/checking points on main
associated auxiliaries and auxiliary prime movers prior to and during the actual
operation of the main propulsion engine and the importance of engine room rounds
(monitoring and measure to prevent damage)

Learning Outcomes:
 Describe the preparation in warming up the main associated auxiliaries (i.e.
fuel oil, lubricating oil, cooling system and starting air system) and auxiliary
prime movers prior to the actual operation of the main propulsion engine (Gas
Turbine)
 Describe the importance of checking points on main associated auxiliaries
and auxiliary prime movers prior to and during the actual operation of the
main propulsion engine
 Describe the importance of engine room rounds (monitoring and measure to
prevent damage) to detect sign of main associated auxiliaries and auxiliary
prime movers and/or the main propulsion engine

SIMULATION EXERCISES
Scenarios for Preparation in warming up the main associated auxiliaries,
operation of prime movers and starting Gas turbine engine.

TITLE OF SCENARIOS

1: Fuel oil system

2: Lubricating oil system

3: Cooling system

4: Starting air system

5: Prepare and operate auxiliary prime movers (ready for starting Gas
turbine Engine)
6: Monitoring/checking of parameters and take reading pressure and
temperature for engine log book recording.
NOTE: Templates/checklists for practical exercises will be provided/distributed to
the participants prior the start of simulation or on briefing session.

Attached herewith is a sample of template for scenario;

53
 Perez Boulevard, Dagupan City, Philippines 2400

PRACTICAL/SIMULATION EXERCISE FOR PASGT

PROPULSION ANCILLARY SYSTEM AND GAS
COURSE & YR/SUBJECT BSMarE 3-2
TURBINE ENGINE
Function 1- Marine Engineering at the Type:
STCW CODE: Table A-III/1 operational level Simulation
Practical knowledge:
A-III/2.F1.C2 and C3. KUP2.1: Practical knowledge of the start-up
Description of Assessment: and shut down main propulsion and auxiliary machinery, including
associated systems.

Name: Yr/Sec:
Score:

Briefing guide;
Name of Exercise: Scenario #3

Cooling System preparation and operation

Aim and Objective of the Exercise:

At the end of the exercise, the students must be able to simulate how cooling system return on service

Exercise Area: Engine Simulator room

Initial Condition:

 Ship’s in port, just finish dry dock

 Received order from Bridge, get ready for sea trial
 Generator No.1 running - online
 Generator No.2 & 3 on standby
 Emergency Generator - STOP
 Voltage main bus bar normal
Duration of Exercise:

30 minutes / students

Emphasize safety of vessel is significant:

All safety procedures must be carried before / after the exercise in accordance with established rules and
safe working practices.

Give time for questions and clarifications:

Allocated time must be given to the students

FAMILIARIZATION CHECKLIST FOR RESTORING THE SERVICES OF COOLING SYSTEM

ITEMS YES NO
Has the preparation / operation of the following are demonstrated and fully understood by

PANGASINAN MERCHANT MARINE ACADEMY

54
trainees?

1. Sea water line

.1 Open sea chest valves; both, side and bottom

.2 Open all necessary valves at the heat exchangers “central cooling”

.3 Open overboard valve

.4 Open suction and discharge valves of sea water pumps

.5 Put sea water pump #1 on “auto” and sea water pump #2 on “standby”

.6 Check temperature and pressure

2. Fresh Water line (Low and High temperature)

.1 Check expansion tanks water level, fill up if applicable

.2 Open flow down valve

.3 Open suction and discharge valve of L.T. and H.T. pumps

.4 Set L.T. pump #1 on “auto” and pump #2 on “standby, then stop pump #3

.5 Set H.T. pump #1 on “auto” and pump #2 on “standby”

.6 Check pressure and temperature

3. Rectify alarm/s if any

____________________________________
Student’s signature over printed name

Date:______________

MONITORING CHECKLIST FOR COOLING SYSTEM

YES NO

55
1. Sea water line
.1 Open sea chest valves; both, side and bottom

.2 Open all necessary valves at the heat exchangers “central cooling”

.3 Open overboard valve

.4 Open suction and discharge valves of sea water pumps

.5 Put sea water pump #1 on “auto” and sea water pump #2 on “standby”

.6 Check temperature and pressure

1. Fresh Water line (Low and High temperature)

.1 Check expansion tanks water level, fill up if applicable

.2 Open flow down valve

.3 Open suction and discharge valve of L.T. and H.T. pumps

.4 Set L.T. pump #1 on “auto” and pump #2 on “standby, then stop pump #3

.5 Set H.T. pump #1 on “auto” and pump #2 on “standby”

.6 Check pressure and temperature

2. Rectify alarm/s

Score/Percentage___________
Conditions where in the exercise will stopped. Remarks:

1. Exceeding exercise time____________________ Passed

Failed
2. Any deviation from normal operation_________

Conforme: Conducted by:

Student’s name / signature

Assessor
Date:_______________________________

56
 De-Briefing guidelines

Please check appropriate box if items is accomplished:

Explain the purpose of de-briefing

Replay / review exercise for discussions

Students good and bad points regarding the restoring of

cooling system services
Students to provide solution /correction during the
simulation exercise for cooling system if there is any
improper operating procedures

Solutions should have general consensus

Encourage discussion and students’ participation

Ask students to share related experience

_________________________________

Students signature over printed name

Conducted by:

______________________

Instructor/Assessor

57
 PROPULSION ANCILLARY SYSTEM AND GAS STCW CODE:
Assessor’s Copy
TURBINE ENGINE Table A-III/I

Assessment Title COOLING SYSTEM (using engine LER simulator)

2 hours (15 minutes briefing, 30 minutes familiarization, 1 hour for
Duration
execution of the exercise and 15 minutes debriefing
Function Marine Engineering at the operational level

Competence A-III/1 F1.C4: Operate main and auxiliary machinery and associated
control systems
The candidate must be able to demonstrate competence to operate main
Assessment Outcome
and auxiliary machinery and associated control system.

Assessment Area Engine Simulator room

Equipment Needed Engine simulator (LER) and monitoring checklist

The practical assessment shall be carried out in an approved engine
Condition
simulator/ laboratory equipment training
Ship is port, just finish dry dock and received order from the Bridge
Scenario Description
“stand-by engine”
Type: N/A
Engine: LER3D-TS based on MAN DIESEL (B&W) LMC type 165
Ship’s Particulars
RPM
Propeller: Fixed Pitch Propeller
 Ship in Port
 Main Engine stop
Initial Conditions  Diesel generator No.1 running-online
 Diesel generator No.2 & 3 on standby
 Voltage main bus bar normal

1. Check if the instructor/assessor’s station, control console, main switch

board/synchronizing panel and engine room touch screen monitors are
working.
2. Set the simulation exercise to “Power is Available”
3. Conduct briefing, remind participants about the exercise.
4. Give the candidate enough time to prepare prior to starting the
Assessor’s
assessment.
Recommended
5. Provides a student’s monitoring checklist copy
Action
6. Monitor the candidate thru Instructor/assessor console.
6.1. Remind the candidate of the time left and actions not
related with the exercise.
6.2. Stop the assessment if the allotted time for assessment has
been reached
6.3. Conduct de-briefing after simulation/assessment exercise
Candidate’s 1. Check the parameters/running conditions of the auxiliary
Recommended machineries working.
Actions 2. Verify, sounds off any alarm and rectify malfunctions or resets any

58
 PROPULSION ANCILLARY SYSTEM AND GAS STCW CODE:
Assessor’s Copy
TURBINE ENGINE Table A-III/I
abnormalities of machinery operations.
3. Inform assessor in case of unusual or abnormalities of touch screen
monitors.
At the start of the practical assessment, the examinee has a grade of zero
points. Every performance criteria that will be met, equivalent points will
be earned by the candidate.
Practical Assessment
The candidate’s performance will be monitored and rated within the
specific duration of simulation using the monitoring checklist following
performance standards:
Performance Standards Performance Criteria Points/Score

.1 Open sea chest valves; both, side and bottom

.2 Open all necessary valves at the heat
exchangers “central cooling”
.3 Open overboard valve
.4 Open suction and discharge valves of sea water
1. Sea water line 40
pumps
.5 Put sea water pump #1 on “auto” and sea water
pump #2 on “standby”
.6 Check temperature and pressure

.1 Check expansion tanks (H.T. and L.T.) water

level, fill up if necessary
.2 Open flow down valve for both
.3 Open suction and discharge valve of L.T. and
2. Fresh Water line (Low H.T. pumps
and High temperature) .4 Set L.T. pump #1 on “auto” and pump #2 on 40
“standby, then stop pump #3
.5 Set H.T. pump #1 on “auto” and pump #2 on
“standby”
.6 Check pressure and temperature

TOTAL 80

59
 Assessor’s RATINGS FORMING PART OF AN ENGINEERING WATCH
Engine F1-C1
Copy STCW Code Table A-III/4

At the start of the practical assessment, the examinee has a grade of zero points.
Every performance criteria that will be met, equivalent points will be earned by the
Practical candidate.
Assessment
The candidate’s performance will be monitored and rated within the specific
duration of simulation using monitoring checklist following performance standards:

Performance Standards Performance Criteria Points/Score

.1 Verify what is on alarm

.2 Acknowledge/sounds off alarm
3. Rectify alarm/s, if any .3 then, rectify or inform duty 20
engineer

TOTAL 100

REMARKS:

Passed ( ) Failed ( )

Recommendations (if any):

_____________________________________________________________

Conforme:

____________________________
______________________________ Students’ signature over printed name
Assessor’s signature over printed name

Date and time: ___________________

Failure State: The examinee will automatically be marked “failed” when any of the following
is committed:

1. Unable to prepare and operate auxiliary machineries and rectify alarms/malfunction in

the allotted time

60
Result: After the exercise, result of the practical assessment will be given by the assessor to
the instructor

Grade:

at least 75% and above = Passed

Below 75% = Failed

Failed Grade: _________________

1. Re-sits shall be scheduled and conducted the following assessment day.

Final Rating:

The performance assessment of the candidate will be computed using written rubrics and
monitoring checklist and a final rating shall be tabulated after the completion of the
simulation assessment.

61
 APPENDIX

The following learning activity sheets must accomplish in order to determine what
have you learned from the reading of this module as part of the requirements of the
course. Be reminded for the schedule of submission, always check/notify with the
upcoming events at my home page.

62
 LEARNING ACTIVITY SHEET #1

Name: Score/Mark:

Year and Section: Date:

Type of Activity Concept Notes ☐ Laboratory Report

☒ Essay/Task Report ☐ Skills: Exercise/Drill

☐ Illustration ☐ Other:

Activity Title: Types of Gas Turbines, its Features and Functions

Learning Describe the types of gas turbines, its features and functions
Outcome(s)

Introduction to Marine Gas Turbine, NAVEDTRA 10094, and

Authors/References MTC (Marine Technical College) Textbook, Japan.

Learning Activity #1

1. How does a gas turbine engine works?

2. Describes the difference between a single-shaft and split-shaft engine in terms of their
construction.

FORMATIVE AND OUTCOME ASSESSMENT:

63
Formative assessment is a part of the student activity given by the faculty and should be
given immediate feedback; Outcome assessment is given at the end of the lesson and it will
be graded (using rubrics) as part of the class standing.

Student Reflection:

1. How does a gas turbine engine works?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

2. Describes the difference between a single-shaft and split-shaft engine in terms of their

construction.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

LEARNING ACTIVITY SHEET #2

64
Name: Score/Mark:

Year and Section: Date:

Type of Activity Concept Notes ☐ Laboratory Report

☒ Essay/Task Report ☐ Skills: Exercise/Drill

☐ Illustration ☐ Other:

Activity Title: Operation principles and Advantages and Disadvantages of gas turbine engine

 Describe the operation principles in terms of four processes

Learning
(compression, combustion (heating), expansion and exhaust)
Outcome(s)  Compare the advantages and disadvantages of a gas turbine and
steam turbine

Introduction to Marine Gas Turbine, NAVEDTRA 10094, and

Authors/References MTC (Marine Technical College) Textbook, Japan.

Learning Activity #2

1. Explain the operating principles in four processes:

a. Compression Phase
b. Combustion Phase
c. Expansion Phase
d. Exhaust Phase
2. Write at least 5 advantages and 5 disadvantages of gas turbine engine compare to steam
turbine engine.

FORMATIVE AND OUTCOME ASSESSMENT:

65
Formative assessment is a part of the student activity given by the faculty and should be
given immediate feedback; Outcome assessment is given at the end of the lesson and it will
be graded (using rubrics) as part of the class standing.

Student Reflection:

1. Explain the operating principles in four processes:

a. Compression Phase_______________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

b. Combustion Phase________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
c. Expansion Phase_________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

d. Exhaust Phase___________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Write at least 5 advantages and 5 disadvantages of gas turbine engine compare to steam
turbine engine.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

LEARNING ACTIVITY SHEET #3

66
Name: Score/Mark:

Year and Section: Date:

Type of Activity Concept Notes ☐ Laboratory Report

☒ Essay/Task Report ☐ Skills: Exercise/Drill

☐ Illustration ☐ Other:

Activity Title: Components of gas turbine and their Features

 Identify the components of a gas turbine as to compressor, combustion

Learning chamber, and turbine
 Describe the types and features of compressors, combustion chambers,
Outcome(s) and turbine

Introduction to Marine Gas Turbine, NAVEDTRA 10094, and

Authors/References MTC (Marine Technical College) Textbook, Japan.

Learning Activity #3

1. Describes the function/s of the following gas turbine components, compressor,

combustion chamber and turbine.

2. Describes the difference between centrifugal and axial flow compressors.

3. What are the three types of combustion chambers? Describes their installations.

4. Explain the construction details of the turbine assembly.

FORMATIVE AND OUTCOME ASSESSMENT:

67
Formative assessment is a part of the student activity given by the faculty and should be
given immediate feedback; Outcome assessment is given at the end of the lesson and it will
be graded (using rubrics) as part of the class standing.

Student Reflection:

1. Describes the function/s of the following gas turbine components, compressor,

combustion chamber and turbine.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Describes the difference between centrifugal and axial flow

compressors.______________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. What are the three types of combustion chambers? Describes their installations.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. Explain the construction details of the turbine assembly.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

LEARNING ACTIVITY SHEET #4 IS FOR PRELIM EXAM

68
Name: Score/Mark:

Year and Section: Date:

Type of Activity Concept Notes ☐ Laboratory Report

☒ Essay/Task Report ☐ Skills: Exercise/Drill

☐ Illustration ☐ Other:

Activity Title: PERIODIC EXAM/PRELIM

Learning NOTE: COVERS ALL LEARNING OUTCOMES FROM LESSONS 1 TO 4

Outcome(s)

Introduction to Marine Gas Turbine, NAVEDTRA 10094,

Authors/References: MTC (Marine Technical College) Textbook, Japan.

additional ref.
https://www.researchgate.net/publication/300857212_Gas_Turbine_Working_Principle

A Handbook of Land, Sea and Air Applications” by Claire Soares, publisher Butterworth
Heinemann,BH,

Learning Activity #4 (QUESTIONAIRES WILL BE PROVIDED PRIOR PRELIM EXAM)

LEARNING ACTIVITY SHEET #5

69
Name: Score/Mark:

Year and Section: Date:

Type of Activity Concept Notes ☐ Laboratory Report

☒ Essay/Task Report ☐ Skills: Exercise/Drill

☐ Illustration ☐ Other:

Shafting installations, mechanism in controlling a controllable pitch propeller

Activity Title: and stern tube and bearings.

 Describe the following shafting installations and its related components

Learning  Describe the mechanism in controlling a controllable pitch propeller

Outcome(s)
 Describe the details of oil shaft seal and stern tube bearing including
their components

 Compare various designs (i.e. types) of propellers and stern tube seals,
its features, construction

Introduction to Marine Gas Turbine, NAVEDTRA 10094, and

Authors/References: MTC (Marine Technical College) Textbook, Japan.

Additional ref: marine stern shaft seal by; kobelco stern tube seal

Learning Activity #5

1. Describe the following shafting installations and its related components

2. Describe the mechanism in controlling a controllable pitch propeller.

3. Name at least 10 related components of shafting installation.

4. Name at least 7 components of stern tube seal.

FORMATIVE AND OUTCOME ASSESSMENT:

70
Formative assessment is a part of the student activity given by the faculty and should be
given immediate feedback; Outcome assessment is given at the end of the lesson and it will
be graded (using rubrics) as part of the class standing.

Student Reflection:

1. Describe the following shafting installations and its related components

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Describe the mechanism in controlling a controllable pitch propeller.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________

3. Name at least 10 related components of shafting installation.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. Name at least 7 components of stern tube seal.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

LEARNING ACTIVITY SHEET #6

71
Name: Score/Mark:

Year and Section: Date:

Type of Activity Concept Notes ☐ Laboratory Report

☒ Essay/Task Report ☐ Skills: Exercise/Drill

☐ Illustration ☐ Other:

Activity Title: Cavitation of propeller and its effects

Learning  Explain the cavitation of propellers and its effects

Outcome(s)

Introduction to Marine Gas Turbine, NAVEDTRA 10094, and

Authors/References: MTC (Marine Technical College) Textbook, Japan.

Additional reference: North American Die Casting Association-114th,

Fifth International Symposium on Cavitation (CAV2003) Osaka,

Japan, November 1-4, 2003

Learning activity#6

1. Describes the posibility occurs if the cavity bubbles collapse on the surface.

2. Explain the effects of cavitated propeller and rudder for ship’s propulsion.

72
FORMATIVE AND OUTCOME ASSESSMENT:

Formative assessment is a part of the student activity given by the faculty and should be
given immediate feedback; Outcome assessment is given at the end of the lesson and it will
be graded (using rubrics) as part of the class standing

Student Reflection:

1. Describes the posibility occurs if the cavity bubbles collapse on the surface.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Explain the effects of cavitated propeller and rudder for ship’s propulsion.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

LEARNING ACTIVITY SHEET #7 IS FOR MID-TERM EXAM

73
Name: Score/Mark:

Year and Section: Date:

Type of Activity Concept Notes ☐ Laboratory Report

☒ Essay/Task Report ☐ Skills: Exercise/Drill

☐ Illustration ☐ Other:

Activity Title: PERIODIC EXAM/MID-TERM

NOTE: COVERS ALL LEARNING OUTCOMES FROM LESSONS 5 TO 7

Learning Outcome(s)

Introduction to Marine Gas Turbine, NAVEDTRA 10094,

Authors/References: MTC (Marine Technical College) Textbook, Japan.

additional ref.
Marine stern shaft seal by; kobelco stern tube seal

North American Die Casting Association-114th,

Fifth International Symposium on Cavitation (CAV2003) Osaka,

Japan, November 1-4, 2003

http://www.shippipedia.com/ship-automation-control-system/

Learning Activity #7 (QUESTIONAIRES WILL BE PROVIDED PRIOR MID-TERM EXAM)

NOTE: after mid-term exam, simulation exercises will follow next and requires

“face to face”

POST-ASSESSMENT TEST
74
This serves as your self-evaluation test, although it may not earn any credits for your grade
but still measures how much you have learned for this course as your future reference for
this kind of engine (gas turbine engine).

Fill in the Blanks

Direction: Fill in the missing word/s that complete the following sentences.

(For lesson 1 and 2)

A. The gas generator section consist of a 1.______________, 2.____________ and

gas generator turbine called the 3.________________ turbine. The gas generator
purpose is to produce a hot expanding gas for use in the power turbine. The Power
turbine is 4._____________________ coupled to the gas generator but the two shaft
are not mechanically connected. The power turbine converts the thermal energy
from the gas generator to mechanical energy to drive the load. The main advantage
of a split-shaft engine is the fact that the gas generator is more responsive to load
demands because the 5.________________ is not restricted in operation by the load
on the power.

B. In the ideal gas turbine, the air enters the 1.___________________ and is
compressed adiabatically. An adiabatic stage change is one in which there is no
transfer of heat to or from the system while the process is occurring. In many real
processes, 2.__________________ changes can occur when the process is
performed rapidly. Since heat transfer is relatively slow, any rapidly performed
process can approach an adiabatic state. Compression and 3._____________ of
working fluids are frequently achieved very nearly adiabatically.

C. @THE EXPANSION PHASE-The thermal energy is converted into

4._________________ energy as the hot expanding gases from the combustor turn
the turbine rotor. Pressure and temperature 5._______________ while volume
increases through the expansion phase. The pressure at the power turbine outlet
decreases to the atmospheric pressure (for example 15 psia i. e. 1 bar) but the
temperature remains rather high 960 °F (515 °C).

(For lesson 3)

A. AXIAL FLOW COMPRESSORS-There are two main types of axial compressors

(fig. 2-5). One is the 1.___________________and the other is the disc type. This
type rotor consists of 2.______________that are flanged to fit one against the other,
wherein the entire assembly may then be held together by through bolts. This type of
construction is satisfactory for low-speed compressors where centrifugal stresses
are low.

75
 The 3._______________consists of a series of 4.____________machined from
aluminum forgings, shrunk over a steel shaft, with rotor blades dovetailed into the
disc rims. Another method of rotor construction is to machine the discs and shaft bolt
steel stub shafts on the front and rear of the assembly for providing bearing support
surfaces and splines for joining the turbine shaft. The 5._______________ rotors are
used almost exclusively in all present-day high-speed engines and are the type
referred to in this manual.

B. Combustor-The two common materials used in combustion chambers are

1._____________for the liners or flame tubes and 2.___________________for the
combustor case. The inner and outer liners or shrouds are perforated with many
holes and slots through their length. 3._________is admitted through these holes for
combustion to protect the liner and to cool the gases at the chamber outlet the
design of the flame tube is very critical to the life and efficiency of the engine. The
4._____________________ must ensure that the combustion process is complete
over a variety of ranges. Poor design can cause flameouts, unburned fuel, or
stratified fuel to reach the turbine section which can result in 5.______________ and
damage to the turbine section.

(For lesson 5)

A. STERNTUBE BEARING-The 1.______________ bearing serves two important

purposes. It supports the 2.______________ and a considerable proportion of the
3.________________ weight. It also acts as a gland to prevent the entry of sea
water to the machinery space. Early arrangements used bearing materials such as
lignum vitae which were lubricated by sea water. Most modern designs use an oil
lubrication arrangement for a white metal lined 4._____________ bearing. Special
seals are fitted at the outboard and inboard ends of the tails haft. Oil pressure in the
lubrication system is higher than the 5._____________ sea water head to ensure
that sea water cannot enter the stern tube in the event of seal failure.

B. PROPELLER-The propeller 1.____________ of a boss with several blades of

2. ______________attached to it. When rotated it screws through the water in much

the same way as a bolt screws through its nut, and thus converts the engine torque
into a direct thrust to push the ship along. Both the fixed pitch propeller and the
variable pitch propeller are used on ship. A 3.___________ pitch propeller (VPP) or
4.______________ pitch propeller (CPP) is made up of a boss (hub) with separate
blades mounted into it. An internal mechanism enables the blades to be moved to
change the pitch angle.

The great majority of large CPP have their 5. ____________ servomotor in the
hub to operate the blade palms via push rods or a crankpin-sliding block mechanism.

76
The hydraulic servomotor is actuated by a hydraulic circuit and controlled by control
valves. CPP in large vessels are usually fitted with combinative controls on the
bridge. These are single-lever controls, the single lever controlling both propeller
pitch and engine speed, either through pneumatic circuits operated by cams driven
by a common shaft, or by electronic means. In either case closed loop circuits are
employed so that feedback of propeller position and of engine speed balances off
the control signal. It is usual practice to take control of both engine and CPP by
separate levers in the MCR (main control room) after starting machinery switching to
bridge control from the MCR before leaving harbor.

END OF POST-ASSESSMENT!!!

references
77
1. Introduction to Marine Gas Turbine, NAVEDTRA 10094

2. MTC (Marine Technical College) Textbook, Japan.

3. https://www.researchgate.net/publication/300857212_Gas_Turbine_Working_Principle
4. A Handbook of Land, Sea and Air Applications” by Claire Soares, publisher Butterworth

Heinemann,BH,

5. Marine stern shaft seal by; kobelco stern tube seal

Japan, November 1-4, 2003

6. North American Die Casting Association-114th,

7. Fifth International Symposium on Cavitation (CAV2003) Osaka,

8. Marine stern shaft seal by; kobelco stern tube seal

North American Die Casting Association-114th,

9. Fifth International Symposium on Cavitation (CAV2003) Osaka,

Japan, November 1-4, 2003

10. http://www.shippipedia.com/ship-automation-control-system/

78
 ACKNOWLEDGEMENT

Drawings, diagrams, pictures, links and videos depicted in this MODULE course has
been taken from various internet sites, no copyright infringement is intended.

79