JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY-MOLO, INC.

BACHELOR OF SCIENCE IN MARINE ENGINEERING

STUDENT’S SYLLABUS

ELECTRO 3
Marine Electricity and Electrical maintenance

Instructor : FRANCISCO, SALVADOR F., REE, RME, MCP, MEE

Phone : 09205188883
Email Address : francisco.salvador@jblfmu.edu.ph
Class meeting time : M-W-F (9:00m. – 11am.)
Room Number (for F2F) : RM. EE Lab.
Online Days/ Hours : M-W-F (9:00m. – 11am.)
Office Location : JBLFMU-Molo
Course Credits : 5 Units
Course Materials : e-Course Material to be downloaded to Android Phone /Tablet or in Flash
Drive
Term and Year : First Semester SY 2020-2021
Prerequisite Course(s) : Electro 2
References and Online Textbook:
Resources  R1 - STCW ’78, as amended Table A – III/1 & 2
 R2 - IMO Model Course 7.04 & 7.02
 T1. Table A-III/1 F2 - Electrical and Electronic and Control
Engineering at the operational level
 T2. Table A-III/2 F2 – Electrical, Electronic and Control Engineering
at the Management Level
 T3. Annex A of CMO No. 67, S. 2017 : Revised PSG for BSMT and
BSMarE Programs
 T7 - Hall, D.T., Practical Marine Electrical Knowledge. London,
Witherby & Co., LTD, 1984
 T8 - Kraal, E.G.R., Basic Electrotechnology for Engineers. 3rd, ed.
London, Thomas Reed Publications Ltd, 1985
 T10 – Leslie Jacson, Reed’s Instrumentation and Control System,
Adlard Coles Nautical, London, 1992
Online:

 V1 - https://www.youtube.com/watch?v=OOeFhL92vC8
(AC generator working principle)
 V2 - https://www.youtube.com/watch?v=dlNlGbqDtr4
(Paralleling Generators)
 V3 - https://www.youtube.com/watch?v=gW45N2WpD64
(Construction of DC Generator)
 V4 - https://www.youtube.com/watch?v=RJgvfFF6W3U
(How to Operate Main Switchboard of Electric Power Plant)
 V5 - https://www.youtube.com/watch?v=HIs7nm-07XA
(Practical marine electrical knowledge elec distribution vol 2
marine world)
1. COURSE DESCRIPTION
Introduction to Marine Electricity and Electrical maintenance includes principles and uses of
electrical diagrams ; ammeters, voltmeters, power meters, wiring, connectors, resistors, electrical
sources; a selection of marine cables, equipment and cable runs for testing purposes, insulation testers,
continuity testers, digital and analogue multi-meters, clamp meter, live-line testers, induction coil, model
A.C. and D.C. generators, used A.C. and D.C. generators and motors, motor starters, switches, circuit
breakers, fuses a sectioned transformer, various automatic control devises/equipment, Electro-
mechanical Lab-Volt Unit. As well as applications onboard.

2. COURSE INTENDED LEARNING OUTCOMES:

At the end of the course, you should be able to:
LO1a.1 Use Fleming's hand rules to determine the directions of magnetic field, motion and current
LO1a.2 On an actual machine, or by using a given diagram that shows the arrangement of a simple
generator, identify and explain the function of:
the armature, slip rings, brushes and springs, field poles and field coils
LO1a.3 Sketch a graph showing the variation of e.m.f. when a simple loop generator coil is rotated
between two poles
LO1a.4 State the range of voltage and frequency at which ships' electrical power is generated
LO1a.5 State that the A.C. voltages normally given are root mean square values and that all
equipment is rated in these terms
LO1a.6 State that peak values are 2 times larger than r.m.s. values
LO1a.7 Describe in simple terms an A.C. generator with three-phase windings, stating the phase
difference
LO1a.8 Sketch a schematic arrangement of a three-phase alternator with star connection
LO1a.9 In the terminal box of a stator field winding, identify the outlets of the three phases and the
common neutral connection
LO1a.10 Explain how excitation of the rotor is produced and supplied
LO1a.11 Describe how a generator is cooled
LO1a.12 List the parts of a generator fitted with temperature alarms
LO1a.13 Explain why heaters are fitted to a generator
LO1a.14 Explain the function of an automatic voltage regulator
LO1a.15 Sketch a block diagram of an automatic voltage regulator, naming the main components and
explaining the purpose of the hand trimmer
LO1a.16 Explain such sources of supply can be run in parallel and those which cannot
LO1a.17 Perform or describe the synchronizing sequence to bring a generator into service in parallel
with a running generator, using both a synchroscope and lamps
LO1a.18 Adjust, or describe how to adjust, the load sharing of two generators running in parallel
LO1a.19 Either perform the procedure, or describe how, to reduce the load on a generator and takes it
out of service
LO1a.20 State that load sharing can be automatically controlled
LO1a.21 State that the emergency generator feeds its own switchboard and that both are usually
installed in the same compartment above the waterline
LO1a.22 Describe the connections between the emergency and main switchboards and the necessary
safeguards
LO1a.23 Describe the regular "no load" running and the occasional "on load" running of the
emergency generator
LO1a.24 Describe the situation where the emergency generator would be started up automatically and
the methods of starting
LO1a.25 Describe the paralleling and changeover of generators according to establish rules and
procedures
3. METHOD OF INSTRUCTION (*blank ( )to be identified/filled in)

This course will be delivered in a Flexible Learning Mode, mainly through Asynchronous (Self-Paced)
Learning and Synchronous Physical (Face to Face) and/or Online Instructions. The JBLFMU Learning
Management System (LMS) will principally be anchored on MOODLE and on ZOOM for virtual (online)
classes.

For online instructions, you will use your JBLFMU Student Account Username and Password to login to
the course from the ________ Login Page. If you have not activated your JBLFMU Student account,
please visit the __________ page to do so.

Learning activities will consist of chat, blogs, discussion forums, email, web posting. You will need access
to the Internet to download course materials, access linked video, power points and other instructional
materials on YouTube and other designated internet channels. While an android phone or tablet is
adequate, a personal computer or laptop is recommended but not necessary.

4. ANTICIPATED SCHEDULE
The Course is divided into three (3) modules – prelim, midterm and finals. Eighteen weeks (usually
composed of 9hr/week, for a total of 54 hours) is dedicated for a 3-unit course per semester.
During the PRELIM TERM, self-faced approach will be employed, with scheduled/on demand consultation
with the instructor.
And, in time to the MIDTERM and FINAL TERM, if granted that the face-to-face class sessions will resume
as approved by the IATF. The class of 40 students will be divided into two batches of 20 students per
batch, and if the class is scheduled on a MonThu, the first batch will report to class on a Monday and
the second batch will report on a Thursday. The modules for midterm and finals will be utilized by the
students in lieu of the time in the classroom.

5. GRADING PLAN

FOR PRELIM, MIDTERM AND TENTATIVE FINAL GRADE

FORMATIVE TEST 20%
SUMMATIVE TEST 30%
LABORATORY WORKS 50%

TOTAL 100% (Note: Passing Grade is 75%)

FOR FINAL GRADE

PRELIM GRADE 20%

MIDTERM GRADE 30%
TENTATIVE FINAL GRADE 50%

TOTAL 100% (Note: Passing Grade is 75%)

6. POLICIES AND PROCEDURES (*must be stated/lifted like this and fill in the needed information)
Classroom and Virtual Class Attendance and Participation:
This Course is on Flexible Learning Mode with self-paced learning and synchronous virtual/online classes;
as well as physical classes if and when feasible; and therefore is not dependent on counted attendance.
Nevertheless, all students must participate actively in the virtual or physical classes and submit all
required outputs on or before the due dates.

Discipline:
The student shall comply with the rules, regulations and instructions set by the school authorities

Academic Honesty and Authentication:

Since this course will be utilizing e-learning approach, it is possible for the students to collaborate with
each other when taking online tests or doing outputs and assigned activities. Dishonesty such as letting
someone do your assigned task, reproducing other’s work, printing and distributing copies of online
activities, copying and pasting informations without proper citation and other forms of cheating and
plagiarizing will be given appropriate sanctions. Be responsible towards intellectual rights policy and
copyright laws.

Gadget Policy:
The use of cell phones, tablets or other similar electronic/communication gadgets are basic requirements
for the study of this Course. It is highly advised that these phones and tablets are kept free from other
apps which may distract the student’s attention and which may slow down the gadget’s performance.

Course Work:
Students’ outputs shall be accomplished as specified by the herein assigned Instructor, and must be
submitted on time and in the formats specified.

Academic Consultation:
Students needing academic assistance can avail of the academic counselling and other mentoring
programs. Referral system is either through student’s request thru: _______.com (specify please from
each academic unit setting) and through the Instructor’s referral through the Student Affairs Services
(SAS) office.

7. Technical Assistance
If you need technical assistance at any time during the course or to report a problem with the JBLFMU
LMS, or with ZOOM, or with any appurtenant technology for the study of this Course, you can:
 Chat with a JBLFMU e learning Technical Support Staff (https://web.facebook.com/messages/....) ?
 Seek assistance from the e learning HELP Desk of JBLFMU-Molo Campus.

JBLFMU would appreciate if you let us know whatever difficulties you encounter in your study and in your
use of the Course materials; as well as on anything that could improve the Course and its delivery; so that
changes could be made for continual improvement.

Important Note:
This syllabus, along with course assignments and due dates, are subject to change. It is the student’s
responsibility to check the JBLFMU LMS and/ or his JBLFMU registered email for revisions/ corrections or
updates to the syllabus.
 8. COURSE SCHEDULE
(PRELIM) Week 1-6
Unit 1: Week 1-2
Intended Contact Hours: 54 hours
Unit/Topic
Learner’s Activity
/Lesson
1. Generators Video showing:
Watch the film
a. AC Generators A.C. Generator. working principle
https://www.youtube.com/watc
h?v=OOeFhL92vC8
and
Paralleling Generators
https://www.youtube.com/watc
h?v=dlNlGbqDtr4
Learning Activity:
Study your Electro 3 Module from
page 2 – 19 and understand the
following:
1. Fleming's hand rules
2. Identification and function of a
simple AC generator
3. a graph showing the variation of
e.m.f. when a simple loop
generator coil is rotated between normally given are root mean square voltages normally given are root mean
two poles
4. the range of voltage and
frequency at which ships'
electrical power is generated
5. the A.C. voltages normally given
are root mean square values
6. that peak values are 2 times
larger than r.m.s. values
7. A.C. generator with three-phase
windings, stating the phase
difference
8. a schematic arrangement of a
three-phase alternator with star LO1a.9 In the terminal box of a stator The students will distinguish In the
connection
9. the outlets of the three phases
and the common neutral
connection in the terminal box of
a stator field winding
10. how excitation of the rotor is
produced and supplied
11. how a generator is cooled?
12. the parts of a generator fitted
with temperature alarms
13. why heaters are fitted to a
generator
14. the function of an automatic
voltage regulator
15. the main components and the
purpose of the hand trimmer in a LO1a.14 Explain the function of an
Asynchronous (Self-Paced)
Learning Outcomes Assessment
LO1a.1 Use Fleming's hand rules to The students will demonstrate a
determine the directions of magnetic Fleming's hand rules to determine the
field, motion and current directions of magnetic field, motion and
current
LO1a.2 On an actual machine, or by The students will point out and
using a given diagram that shows the summarize on an actual machine, or by
arrangement of a simple generator, using a given diagram that shows the
identify and explain the function of: arrangement of a simple generator the
1. the armature function of:
2. slip rings 1. the armature
3. brushes and springs 2. slip rings
4. field poles 3. brushes and springs
5. field coils 4. field poles
5. field coils
LO1a.3 Sketch a graph showing the The students will sketch a graph
variation of e.m.f. when a simple loop showing the variation of e.m.f. when a
generator coil is rotated between two simple loop generator coil is rotated
poles between two poles
LO1a.4 State the range of voltage and The students will analyze the range of
frequency at which ships' electrical voltage and frequency at which ships'
power is generated electrical power is generated
LO1a.5 State that the A.C. voltages The students will justify that the A.C.
values and that all equipment is rated square values and that all equipment is
in these terms rated in these terms
LO1a.6 State that peak values are 2 The students will point out that peak
times larger than r.m.s. values values are 2 times larger than r.m.s.
values
LO1a.7 Describe in simple terms an The students will interpret in simple
A.C. generator with three-phase terms an A.C. generator with three-
windings, stating the phase difference phase windings, stating the phase
difference
LO1a.8 Sketch a schematic The students will draw a schematic
arrangement of a three-phase arrangement of a three-phase
alternator with star connection alternator with star connection
field winding, identify the outlets of terminal box of a stator field winding
the three phases and the common the outlets of the three phases and the
neutral connection common neutral connection
LO1a.10 Explain how excitation of the The students will summarize how
rotor is produced and supplied excitation of the rotor is produced and
supplied
LO1a.11 Describe how a generator is The students will point out how a
cooled generator is cooled
LO1a.12 List the parts of a generator The students will distinguish and list the
fitted with temperature alarms parts of a generator fitted with
temperature alarms
LO1a.13 Explain why heaters are fitted The students will analyze why heaters
to a generator are fitted to a generator
The students will interpret the function
automatic voltage regulator of an automatic voltage regulator
 block diagram of an automatic
voltage regulator,
16. sources of supply can be run in
parallel and those which cannot
17. synchronizing sequence to bring
a generator into service in
parallel with a running
generator, using both a
synchroscope and lamps
18. how to adjust, the load sharing
of two generators running in
parallel
19. the procedure how to reduce the
load on a generator and takes it
out of service
20. that load sharing can be
automatically controlled
21. that the emergency generator
feeds its own switchboard and
usually installed in the same
compartment above the
waterline
22. the connections between the
emergency and main
switchboards and the necessary
safeguards
23. the regular "no load" running
and the occasional "on load"
running of the emergency
generator
24. that emergency generator would
be started up automatically and
the methods of starting
25. the paralleling and changeover of
generators according to establish
rules and procedures
Laboratory Activity No. 1 (Week 1)
AC Generator: Identification of the
parts of an AC generator and its
corresponding function.
Laboratory Activity No. 2 (Week 2-3)
Synchronization of Generators in
Parallel
(CBT or actual)
LO1a.15 Sketch a block diagram of an
automatic voltage regulator, naming
the main components and explaining
the purpose of the hand trimmer
LO1a.16 Explain such sources of supply
can be run in parallel and those which
cannot
LO1a.17 Perform or describe the
synchronizing sequence to bring a
generator into service in parallel with a
running generator, using both a
synchroscope and lamps
LO1a.18 Adjust, or describe how to
adjust, the load sharing of two
generators running in parallel
LO1a.19 Either perform the procedure,
or describe how, to reduce the load on
a generator and takes it out of service
LO1a.20 State that load sharing can be
automatically controlled
LO1a.21 State that the emergency
generator feeds its own switchboard
and that both are usually installed in
the same compartment above the
waterline
LO1a.22 Describe the connections
between the emergency and main
switchboards and the necessary
safeguards
LO1a.23 Describe the regular "no load"
running and the occasional "on load"
running of the emergency generator
LO1a.24 Describe the situation where
the emergency generator would be
started up automatically and the
methods of starting
LO1a.25 Describe the paralleling and
changeover of generators according to
establish rules and procedures Quiz
The students will sketch a block diagram
of an automatic voltage regulator,
naming the main components and
explaining the purpose of the hand
trimmer
The students will categorize such
sources of supply can be run in parallel
and those which cannot
The students will perform or distinguish
the synchronizing sequence to bring a
generator into service in parallel with a
running generator, using both a
synchroscope and lamps
The students will adjust, or point out
how to adjust, the load sharing of two
generators running in parallel
The students will perform the
procedure, or point out how, to reduce
the load on a generator and takes it out
of service
The students will summarize that load
sharing can be automatically controlled
The students will analyze that the
emergency generator feeds its own
switchboard and that both are usually
installed in the same compartment
above the waterline
The students will outline the
connections between the emergency
and main switchboards and the
necessary safeguards
The students will analyze the situation
where the emergency generator would
be started up automatically and the
methods of starting
The students will summarize the regular
"no load" running and the occasional
"on load" running of the emergency
generator
Topic: AC Generator

Unit 2: Week 3-4 Video showing: LO1b.1 Sketch, in diagrammatic form, The students will sketch, in
Watch the film the basic circuit for a D.C. generator diagrammatic form, the basic circuit for
b. D.C. Generators Construction of DC Generator a D.C. generator
https://www.youtube.com/watc LO1b.2 On a given drawing or an actual The students will distinguish on a given
h?v=gW45N2WpD64 generator, identify the field poles, drawing or an actual generator the field
yoke, shoe, field windings and poles, yoke, shoe, field windings and
Learning Activity: interpoles interpoles
Study your Electro 3 Module from LO1b.3 Describe the differences in The students will differentiate the
page 19 – 27 and understand the appearance of shunt coils and series differences in appearance of shunt coils
following: coils and series coils
LO1b.4 On a given drawing or an actual The students will distinguish on a given
1. the basic circuit for a D.C. generator, identify the windings, drawing or an actual generator the
generator commutator, insulation, laminations, windings, commutator, insulation,
 2. how to identify the field poles, clamping arrangement, ventilation laminations, clamping arrangement,
yoke, shoe, field windings and holes, coil retaining arrangements, ventilation holes, coil retaining
interpoles brushes, tails, brush loading arrangements, brushes, tails, brush
3. the differences in appearance of arrangement and bearings loading arrangement and bearings
shunt coils and series coils LO1b.5 Name the two types of winding The students will distinguish the name
4. how to identify the windings, used on armatures the two types of winding used on
commutator, insulation, armatures
laminations, clamping LO 1b.6 On an actual machine or by The students will distinguish and
arrangement, ventilation holes, using a given diagram that shows the summarize the function on an actual
coil retaining arrangements, arrangement of a simple direct-current machine or by using a given diagram
brushes, tails, brush loading generator, identify and explain the that shows the arrangement of a simple
arrangement and bearings on a function of: direct-current generator of:
DC generator 1. the armature 1. the armature
5. the two types of winding used on 2. the commutator 2. the commutator
armatures 3. brushes and springs 3. brushes and springs
6. the function of: the armature, 4. field poles 4. field poles
the commutator, brushes and 5. field coils 5. field coils
springs, field poles and field coils
Quiz
Laboratory Activity No. 3 (Week 4-5)
DC Generator: Identification of the Topic: DC Generator
parts of a DC generator and its
function.
Unit 3: Week 5 Video showing: LO2a.1 Explain the basic purposes of The students will summarize the basic
Watch the film switches, circuit breakers and fuses purposes of switches, circuit breakers
2. Power Distribution How to Operate Main Switchboard and fuses
Systems of Electric Power Plant LO2a.2 Describe briefly the principle of The students will point out briefly the
https://www.youtube.com/watch? the various types of closing mechanism principle of the various types of closing
a. Distribution v=RJgvfFF6W3U of circuit breakers mechanism of circuit breakers
LO2a.3 List the ways in which a circuit The students will distinguish the ways in
and breaker can be tripped which a circuit breaker can be tripped
LO2a.4 Explain the purpose of The students will analyze the purpose
Practical marine electrical interlocks fitted to circuit breaker of interlocks fitted to circuit breaker
knowledge elec distribution vol 2
marine world LO2a.5 List the essential services which The students will distinguish the
https://www.youtube.com/watch are supplied by electrical power essential services which are supplied by
?v=HIs7nm-07XA electrical power
LO2a.6 Explain the purpose of an The students will outline the purpose of
Learning Activity: emergency power supply an emergency power supply
Study your Electro 3 Module from
page 28 – 35 and understand the LO2a.7 State the possible sources of The students will assess the possible
following: emergency power supply and how they sources of emergency power supply and
are brought into use how they are brought into use
1. the basic purposes of switches, LO2a.8 Draw a system diagram of a The students will draw a system
circuit breakers and fuses typical distribution system, showing: diagram of a typical distribution system,
2. the principle of the various types 1. main generators showing:
of closing mechanism of circuit 2. emergency generators 1. main generators
breakers 3. shore supply 2. emergency generators
3. ways in which a circuit breaker 4. battery charging 3. shore supply
can be tripped 5. 440 volt supply 4. battery charging
4. the purpose of interlocks fitted 6. 220 volt supply 5. 440 volt supply
to circuit breaker 7. circuit breakers 6. 220 volt supply
5. the essential services which are 8. transformers 7. circuit breakers
supplied by electrical power 8. transformers
6. the purpose of an emergency LO2a.9 By means of simple sketches, The students will show by means of a
power supply show the difference between insulated simple sketches, the difference between
7. the possible sources of systems and earthed-neutral systems insulated systems and earthed-neutral
emergency power supply and systems
how they are brought into use
8. system diagram of a typical
distribution system,
 9. show the difference between
insulated systems and earthed-
neutral systems
Laboratory Activity No. 4 (Week 5- 6)
Draw the schematic diagram of
simple ships electrical system
Identify its schematic symbols and its
purpose.
Unit 4: Week 6 Learning Activity:
Study your Electro 3 Module from
b. Insulation page 36 –44 and understand the
following:
1. what is meant by an insulator
and the purpose of insulation
2. leakage in an insulated cable
3. why the insulation resistance of normally relatively lower than those of
large installations is normally
relatively lower than those of
small installations
4. the factors which affect the value
of insulation resistance
5. why the current-carrying
capacity of a machine is
governed by its insulation
6. what is meant by insulation
resistance and explain how it
often deteriorates
7. the materials and general
physical characteristics of
insulation materials and the
factors and conditions which
cause deterioration
8. the maximum temperature
which common insulation
materials can withstand and the maximum ambient air temperature
maximum ambient air
temperature used in design
9. why the ventilation and cooling
of insulation is essential
PRELIM/PERIODIC EXAM
TO BE DETERMINED
LO2b.1 Explain what is meant by an
insulator and the purpose of insulation
LO2b.2 describe leakage in an
insulated cable
LO2b.3 Explain why the insulation
resistance of large installations is
small installations
LO2b.4 Describe the factors which
affect the value of insulation resistance
LO2b.5 Explain why the current-
carrying capacity of a machine is
governed by its insulation
LO2b.6 Describe what is meant by
insulation resistance and explain how
it often deteriorates
LO2b.7 Describe the materials and
general physical characteristics of
insulation materials and the factors
and conditions which cause
deterioration
LO2b.8 State the maximum
temperature which common insulation
materials can withstand and the
used in design
Quiz
Topic: Distribution
The students will summarize what is
meant by an insulator and the purpose
of insulation
The students will analyze leakage in an
insulated cable
The students will differentiate why the
insulation resistance of large
installations is normally relatively lower
than those of small installations
The students will evaluate the factors
which affect the value of insulation
resistance
The students will point out why the
current-carrying capacity of a machine is
governed by its insulation
The students will interpret what is
meant by insulation resistance and
explain how it often deteriorates
The students will illustrate the materials
and general physical characteristics of
insulation materials and the factors and
conditions which cause deterioration
The students will distinguish the
maximum temperature which common
insulation materials can withstand and
the maximum ambient air temperature
used in design
The students will point out why the
ventilation and cooling of insulation is
essential
Quiz
Topic: Insulation
All Quizzes will be scheduled and to be
given online with time limit.
All activities will be scheduled and must
be given face to face with 20 students
maximum per meeting.
*Back/Last page (c/o QA-Mam Leonora) lay out as the same for all academic units
to include the following:
JBLFMU Vision
We shall be among the global leaders in innovation, responsive to the needs of the changing times, in providing
quality education and training by 2030.

JBLFMU Mission
We shall provide quality education and training through innovative and optimum use of resources in instruction,
research and extension.
We aim to improve the quality of life through our thrusts in quality, health, safety and environment.

General Objectives
JBLF System shall develop individuals who are effective communicators, analytical and critical thinkers, ethical and
socially responsible, technically competent and lifelong learners.

(include values, culture and advocacy, university hymn and march)