Trans RINA, Vol 155, Part C1, Intl J Marine Design, Jan - Jun 2013 Originate their own warship concept design,
applying learnt skills and present it through a ship layout and specification;
Perform an economic analysis of their ship design; Understand constraints present within the process and likely interdisciplinary interactions or conflicts that can arise;
Hypothesize ways to improve ship design further. 5.3 MODULE STRUCTURE
To fulfil this aim, the module is structured to combine lectures (explaining the theory and experience) with a design exercise (where students have the opportunity to undertake a design and learn from practice).
The pre-school work involves the students independently undertaking the initial element of the design process, supported by the design guidance documents, road-maps and tools produced by UCL. Students are given individual design briefs together with a set of calculation tools and extensive documentation. Using this they:
Determine weapons & sensor fit based upon an outline requirement;
Undertake an initial sizing process (otherwise known as concept design);
Perform a cost/capability trade-off.
During the intensive week, the MTEC C17 students visit UCL and attend lectures on a range of ship design issues, while also pursuing design development work. This provides an opportunity to interact with UCL teaching and research staff but also other students from a broad range of industry backgrounds. Table A provides an overview of the typical intensive week, illustrating the three different types of activities the MTEC student
undertakes: lectures; tutorial style design reviews; and guided design synthesis.
The intensive week’s lecture material covers ship procurement, the design process, structures and stability within design, propulsion systems, marine engineering elements and electrical generation and distribution.
The design review and synthesis elements allow the students to further develop their own designs using UCL resources.
The post-school work provides time for the students to complete their design and produce a formal report. The report forms the assessment mechanism for the module and is returned to UCL where it is marked by staff.
5.4 MODULE DOCUMENTATION
With no pre-existing material suited to the specific demands of the module, UCL undertook an exercise to produce a broad range of guidance documents:
Main Design Procedure - Outlines and introduces the module and the main phases in the design;
Annex 1: Ship design and acquisition - Describes processes involved in design generally and ship design in particular. This annex is provided for background and does not provide direct guidance to help with the design exercise;
Annex 2: Concept Design Procedure - Describes the procedure to be adopted to complete the early phases of the design exercise.
Annex 3: Parametric Survey - This describes the procedure to be adopted to complete the fourth phase of the exercise, the parametric survey.
Table A: MTEC C17 Intensive Week Schedule 2012
©2013: The Royal Institution of Naval Architects
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