TVC R/V Ocean Breeze: September 2014

Sunday, September 21, 2014

Informal Progress Update

The MAST R/V Blue Sea

Team Design Brief:
Design, develop, and build a research vessel plan for MAST's students and teachers to use for research and educational purposes in the Atlantic Ocean and Sandy Hook Bay area, during the summer, fall, and spring.

The NOAA Vessel Okeanos Explorer

R/V Blue Sea Vessel Plans

Individual Design Brief:

Design and develop the layout of the new R/V Ocean Breeze and use the specifications and drawings to assist in a presentation by Mr. Moore to the Monmouth County Vocational School District Board of Education.

Alternate Solutions:

Deck Plan

Alternate Solution 1

Alternate Solution 2

Alternate Solution 3

Alternate Solution 4

NOAA Research Vessel

Tuesday, September 9, 2014

Rationale

Deck Plan

The deck plan for all for alternate solutions is the same. It is designed to allow maximum educational access to all the students. The A-Frame is set off the stern of the vessel, with the trawl net, weights, and chords attached to it. There are two areas for the A-Frame to be controlled from. The two control areas also have wire rolled into them, where the excess wire from the trawl net is rolled. There are two doors that lead to each engine using a ladder. The wheelhouse is elongated and widened, to allow maximum student access. In the wheelhouse there will be multiple navigational and research tools. All around the base, there will be seating and 360˚ access to the vessel.

Alternate Solution 1

Introduction:

This solution is designed much like the current R/V Blue Sea. The design has booths set up on either side with one outlet towards the wall. On the starboard side of the boat, there is a large table set up for a larger research space. On the port side of the vessel, there is a storage area where the crew’s boots and suits are located. In storage near the crew storage, there are the rulers and buckets for the marine biology classes. Additionally, there is a berthing area towards the bow of the ship, which is a requirement for all vessels over 65 feet long. The head is located after the storage area towards the bow on the port side of the vessel. Curtains separate the berthing area and classroom area.

Pros:

· Similar to the Blue Sea

· Area for teacher and students to walk around

· Comfortable seating arrangement

· Good for small group work (3-5 people per group)

Cons:

· Not a lot of storage areas

· Not comfortable for lecture-style classes

· Not many outlets readily available to all students

Conclusion:

While this solution is viable, it does not match what we want the end result to be. There is not enough of a focus on a group environment, and too much on individual studying. The large booths cut into the environment of the class, and project an idea of separation. Additionally, the lack of outlets does not meet the specification stating the need for them.

Alternate Solution 2

Introduction:

This solution is designed to offer a space for group work, and a space for individual/partner work. On the port side of the vessel, there is one singular large table. Underneath this table are ample amounts of storage, and the clean surface provides an area for students to sit when they are not using any equipment and need to take notes. The smaller, partner tables allow for students to work in small groups to complete sections in a lab. Additionally, at each of the smaller tables, there are outlets for microscope and other electronic tool use. There is a berthing area towards the bow of the ship, which is a requirement for all vessels over 65 feet long. The head is located after the storage area towards the bow on the port side of the vessel. Curtains separate the berthing area and classroom area.

Pros:

· Separate area for group work and individual work

· Also separate area for the crew

· Storage offered under tables

· Large area for teacher to lecture in

· Easy access to outlets

· Conducive to a group environment

Cons:

· Table takes up a lot of space

· Not enough seats to let everyone sit at the large table

· Storage spaces are under table, may be difficult to reach

Conclusion:

This solution is viable and matches what we want the end result to be. The two separate seating areas allow for the students to move from a lecture/learning environment, into an individual research environment flawlessly.

Alternate Solution 3

Introduction:

Alternate Solution 3 is designed to focus on the group dynamics of a learning environment. There is one large table in the center of the cabin, with storage space underneath. Towards either side of the vessel, there are small desks that fit 1-2 people. This design allows students to work in a large group with the teacher during the lecture portion of the class, then break apart into small partner work for the research aspect of the class. At each small desk, there is an outlet for microscope and other electronic tool use. There is a berthing area towards the bow of the ship, which is a requirement for all vessels over 65 feet long. The head is located after the storage area towards the bow on the port side of the vessel. Curtains separate the berthing area and classroom area.

Pros:

· Area for group style lectures

· Separate area for partner work

· Easy access to outlets

· Enough storage space

· Comfortable seating arrangement

Cons:

· Not enough seats to let everyone sit at the large table

· Storage spaces under table may be difficult to reach

· Seating area may get cramped for students using notebooks

· Not a large area for teachers to lecture in

Conclusion:

The solution is viable, and matches what we want in a design. The large table allows for students to engage in discussion, and the small desks allow for individual and partner work. However, the large table in the center does not work well with a teacher lecturing.

Alternate Solution 4

This design is a combination of alternate solution 2 and alternate solution 3. There are two medium-sized tables in the center of the table, both seating the same amount of students. In the middle, there is a large lane for teachers to walk through, to allow for fluidity during a presentation. On the port and starboard sides, there are two large windows. These let the students see what is going on surrounding the vessel during movement, and a standstill. Additionally, there is a berthing area towards the bow of the ship, which is a requirement for all vessels over 65 feet long. The head is located after the storage area towards the bow on the port side of the vessel. Curtains separate the berthing area and classroom area.

Pros:

· More than enough seating for everyone

· Large view of the ocean

· Conducive to a group learning environment

· Comfortable for a teacher to lecture in

· Easy for students to get into discussions

Cons:

· Not conducive to a small group/individual learning environment

· Not easy for students to use electronic equipment

· Storage space is lacking

Conclusion:

While the solution is viable, however it does not match what we want the end result to be. The solution is too focused on a group environment, and while that works with certain aspects of the classes on the vessel, certain other (such as physics and chemistry) have needs for individual study areas.

Overall conclusion:

All the designs are viable. The best one to fit the specifications and limitations is alternate solution 2. However, I do believe that in order to get the perfect vessel, there will need to be a combination of multiple designs. Mainly, there should be a combination of alternate solution 2 and alternate solution 3. The combination of the two will give the perfect combinations of habitability, usefulness, and a good learning environment.

Monday, September 8, 2014

Alternate Solutions

Alternate Solution 1:

Starting at the stern end, Alternate Solution 1 has four separate rooms below deck. The first room is the electronic room for the propellers. Any issues with the propeller are fixed through that room. This includes steering issues, propulsion issues, and shortages. There is an area in the propeller’s electronic room that is used to check the bilge. One is able to get to the propeller’s electronic room through the engine room. The engine room has two engines, as well as the electronic control panel for both engines. The two engines used are diesel. To get to the engines one can climb through two trap doors above deck, where there are ladders leading to the engines. Additionally, there is an air conditioner in the engine room, to keep the engines, engine electronics, propeller, and propeller electronics cool. The air conditioner prevents fires from occurring. The engine and propeller rooms cannot be accessed through the cabin.

The cabin is the largest room below deck. The cabin is accessed through a door above deck, leading to a steep set of stairs. On the port side of the cabin there is one large table, surrounded by booths. The booths can sit up to twenty-four students. Above the table, there are five bright lights built into the ceiling. The table is used for when teachers are lecturing and working in a large discussion group. Under the table there are storage drawers for student use. In towards the bow side of the large table there is a storage area. The storage unit is where the boots, uniforms, and equipment fro the crew is kept. The fish measuring tools are kept above the storage unit.

Further to the bow is the head. In the head there is one toilet, one sink, and one mirror. In front of the toilet, there is a closet that includes cleaning supplies such as the following: brooms, paper towels, soap, hand sanitizer, a dustbin, a trash bin, and extra toilet paper. The floor of the bathroom is made of tile.

On the starboard side of the cabin, there are four identical tables, jutting out from the wall. The tables each have four stools. The tables have two outlets. The outlets are used for microscope and other pieces of electronic equipment. The tables are made for individual and partner work. The small tables are used mostly when the students are split above-deck and below deck (commonly during physics and chemistry classes).

The furthest room towards the bow of the ship is the berthing area. The berthing area is a requirement by the coast guard station to have in all vessels larger than 65 feet. On the starboard side of the berthing area there is a kitchen area. The kitchen area includes a sink, oven, stove, and refrigerator. On the left side of the stove there is an air conditioner. The air conditioner cools the cabin and the berthing area. On the port side of the berthing area there are four beds for crew use during an overnight voyage. Four lockers line the front of the area for Captain Andrews and the crew to place their belongings. The lockers also provide an extra place for storage. In the center of the berthing area there is a table and two benches.

The main materials used for this design are different kinds of wood, different colors of paint, and vinyl seat fabric. The wood makes up most of the design. The booth and the table, as well as the storage unit are made out of wood. The floor is also hard wood. Anywhere there is wood will be covered in a polish to help keep the wood maintained. The head, however, is tile. The wood is important because wood is easy to clean, and can be repaired simply and at a low-cost. The vinyl fabric will cover the stools, Vinyl is used because it is easy to clean, however, it does need to be maintained. The stairs are made out of metal, with grip material to make sure students do not fall or slip in the case of wet shoes. The paint colors used will vary through shades of beige, blue, and green, in an attempt to match the Sandy Hook scenery.

Alternate Solution 2:

Alternate Solution 2 has four separate rooms below deck. The first room is the electronic room for the propellers. Any issues with the propeller are fixed through that room. This includes steering issues, propulsion issues, and shortages. There is an area in the propeller’s electronic room that is used to check the bilge. One is able to get to the propeller’s electronic room through the engine room. The engine room has two engines, as well as the electronic control panel for both engines. The two engines used are diesel. To get to the engines one can climb through two trap doors above deck, where there are ladders leading to the engines. Additionally, there is an air conditioner in the engine room, to keep the engines, engine electronics, propeller, and propeller electronics cool. The air conditioner prevents fires from occurring. The engine and propeller rooms cannot be accessed through the cabin.

The cabin is the largest room below deck. The cabin is accessed through a door above deck, leading to a steep set of stairs. On the port side of the cabin, there is a set of tables and booths sticking out from the wall. Above each of the tables is one bright light. The tables all have one outlet in the middle, for microscope and other electronic equipment use. Towards the bow of the vessel, behind the last booth, there is a storage unit. The crew’s boots, uniforms, and equipment are kept in the storage unit.

On the starboard side of the cabin there is an identical set of booths and tables. Above each of the tables is one bright light, and on the tables there are singular outlets. The outlets are used for microscope and other electronic equipment use. Behind the booths, towards the bow, there is another table. The table is where the crew sits when they are on the vessel. Additionally, the table holds the crew work-vests while there are no students onboard. Under the small table, there are cabinets for storage. In between the identical sets of table is an aisle, where the teacher can comfortably move during lectures. Three bright lights illuminate the aisle.

The main materials used for this design are different kinds of wood, different colors of paint, and vinyl seat fabric. The wood makes up most of the design. The tables are all made out of wood, as well as the storage unit. The floor is also hard wood. Anywhere there is wood will be covered in a polish to help keep the wood maintained. The head, however, is tile. The wood is important because wood is easy to clean, and can be repaired simply and at a low-cost. The vinyl fabric will cover the booths surrounding the tables, Vinyl is used because it is easy to clean, however, it does need to be maintained. The stairs are made out of metal, with grip material to make sure students do not fall or slip in the case of wet shoes. The paint colors used will vary through shades of beige, blue, and green, in an attempt to match the Sandy Hook scenery.

Alternate Solution 3:

Alternate Solution 3 has four separate rooms below deck. The first room is the electronic room for the propellers. Any issues with the propeller are fixed through that room. This includes steering issues, propulsion issues, and shortages. There is an area in the propeller’s electronic room that is used to check the bilge. One is able to get to the propeller’s electronic room through the engine room. The engine room has two engines, as well as the electronic control panel for both engines. The two engines used are diesel. To get to the engines one can climb through two trap doors above deck, where there are ladders leading to the engines. Additionally, there is an air conditioner in the engine room, to keep the engines, engine electronics, propeller, and propeller electronics cool. The air conditioner prevents fires from occurring. The engine and propeller rooms cannot be accessed through the cabin.

The cabin is the largest room below deck. The cabin is accessed through a door above deck, leading to a steep set of stairs. In the center of the cabin, there is one large table. Surrounding the table there are twenty-four stools. The purpose of such a large table is to have a focus on group work. This set-up also allows for students to look at objects in the center of the table.

On the port and starboard sides of the cabin, desks are set up. Each desk has an outlet, for microscope and other electronic equipment use. Two chairs are at each desk. The desks are used for partner work, especially for cycled work. On the port side of the cabin, there is an extra area for storage. This storage unit is located next to the stairs, and holds the crew work vests when students are not using the vessel.

The main materials used for this design are different kinds of wood, different colors of paint, and vinyl seat fabric. The wood makes up most of the design. The desks and the table, as well as the storage unit are made out of wood. The floor is also hard wood. Anywhere there is wood will be covered in a polish to help keep the wood maintained. The head, however, is tile. The wood is important because wood is easy to clean, and can be repaired simply and at a low-cost. The vinyl fabric will cover all the stools, Vinyl is used because it is easy to clean, however, it does need to be maintained. The stairs are made out of metal, with grip material to make sure students do not fall or slip in the case of wet shoes. The paint colors used will vary through shades of beige, blue, and green, in an attempt to match the Sandy Hook scenery.

Alternate Solution 4:

Alternate Solution 4 has four separate rooms below deck. The first room is the electronic room for the propellers. Any issues with the propeller are fixed through that room. This includes steering issues, propulsion issues, and shortages. There is an area in the propeller’s electronic room that is used to check the bilge. One is able to get to the propeller’s electronic room through the engine room. The engine room has two engines, as well as the electronic control panel for both engines. The two engines used are diesel. To get to the engines one can climb through two trap doors above deck, where there are ladders leading to the engines. Additionally, there is an air conditioner in the engine room, to keep the engines, engine electronics, propeller, and propeller electronics cool. The air conditioner prevents fires from occurring. The engine and propeller rooms cannot be accessed through the cabin.

The cabin is the largest room below deck. The cabin is accessed through a door above deck, leading to a steep set of stairs. In the center of the cabin, there are two identical tables. Each table seats fifteen students. These two tables are used for group work and lecture style teaching. There are two outlets placed equal distances along the table. On port side of the cabin, right next to the stairs, there is one storage unit. The storage unit holds crew-vests, boots, crew uniforms, and other equipment.

Additionally, on both sides of the cabin, there are two large windows. Where the portholes would normally be, there are instead long, singular panes of glass. The continuity of the window gives a better view of the ocean.

The main materials used for this design are different kinds of wood, different colors of paint, and vinyl seat fabric. The wood makes up most of the design. The table and the floor are made out of hard wood. Anywhere there is wood will be covered in a polish to help keep the wood maintained. The head, however, is tile. The wood is important because wood is easy to clean, and can be repaired simply and at a low-cost. The vinyl fabric will cover the stools, Vinyl is used because it is easy to clean, however, it does need to be maintained. The stairs are made out of metal, with grip material to make sure students do not fall or slip in the case of wet shoes. The paint colors used will vary through shades of beige, blue, and green, in an attempt to match the Sandy Hook scenery.

Technology Differences:

Alternate Solution 1: (Basic)

· A-Frame

· VHF Radio

· Radar

· Sounder

· GPS

· Chart Plotter

Alternate Solution 2: (Intermediate)

· A-Frame

· VHF Radio

· Radar

· Sounder

· GPS

· Chart Plotter

· Auto-Pilot

· Walkie-Talkies from Wheelhouse to Cabin

· Surveyor

· Camera

· Depth Calculator

Alternate Solution 3: (Advanced)

· A-Frame

· VHF Radio

· Radar

· Sounder

· GPS

· Chart Plotter

· Auto-Pilot

· Closed Circuit Television from Wheelhouse to Cabin

· Surveyor

· Camera and Recorder

· Depth Calculator

· Large Maps

Saturday, September 6, 2014

Specifications and Limitations

Specifications:

The design must have a handrail connected to any stairs/ladders

Limitations:

Does not impede any learning environment
Is small and inconspicuous, but still helpful
Wrapped in grip material

The design must have outlets in the cabin for microscope use

Limitations:

Two per table
Covered when not in use
Switches to turn electricity on and off

The design must have designated areas to deploy research equipment (overboard)

Limitations:

Area is chained off when not in use
Opening is roughly two feet wide, and eight inches into the post of the fence

The design must be comfortable for students

Limitations:

The colors are all calming
Beiges and soft blues are used
Lots of lights in the cabin
Positive learning environment
Large tables for group learning

The design must be a classroom

Limitations:

Large tables for group learning
Elongated, larger and raised wheelhouse
Access to the entire ship

The design must be seaworthy

Limitations:

Equipment required
Passes all safety and Coast Guard inspections

The design must have all required safety features

Limitations:

Thirty-six adult life vests
Ten children’s vests
One blow up raft
Two fire extinguishers
One fire blanket
One life preserver

The design must match the Sandy Hook scenery

Limitations:

Natural patterns are used
Does not stand out amongst the scenery

The design must have ample storage

Limitations:

Storage units under each seating area
Storage units in the closets of the berthing area

The design must seat 36 students/crew with two instructors at least

Limitations:

Comfortable seating offered below deck in the cabin
An area surrounding the wheelhouse for seating
Deck can be used as seating during above deck lectures
Private crew quarters in the berthing area below deck

The design must be easy to clean

Limitations:

Naughyde stretch upholstery fabric used for seats
Trex composite wood used for the deck
Metal also used for the deck
Tile used in bathroom
Crew cleans before exiting boat and going back to class

Friday, September 5, 2014

Testing Procedures

The purpose of these testing procedures is to ensure that the final design completes the goal, meets the specifications, and meets the designated functions. The final design is expected to be in the form of a proposal, for Mr. Moore to present to the board. The final design is expected to be created using Auto CAD, Inventor, and Revit. The solution must be easy to follow when being presented to the stakeholders. The solution must fit all requirements that the teachers have put forward. The solution must give the stakeholders an understanding of the requirements of the MAST’s new Research Vessel, Ocean Breeze.

The final design represents the conclusion and combination of all teacher, stakeholder, and student requirements. To understand these requirements, the testing procedures will be split into multiple different surveys. The first survey will be a questionnaire asked throughout an interview with Captain Andrews, to gain more knowledge on MAST’s current R/V Blue Sea. The second survey is preliminary, designed to find what the teacher requirements are of the new R/V Ocean Breeze. The third will take place halfway through the design process, and be sent to only the teachers. This survey will be similar to the second, but will include all the specifications of the chosen alternate solution. The survey will allow for teachers to send in any last requirements before the design is complete. The fourth survey will be sent to Mr. Moore, Ms. Green, and Mr. Cuttrell. The survey is to give the immediate stakeholder and Systems Engineering teachers a chance to critique the final design and compare the design to other research vessels in the same field, before putting it in front of the administration.

Throughout all the stages of the design process, I, the designer, will be the main team member utilizing the examinations. However, Adam will also be applying the findings of the surveys to his portion of the project. Each survey will be discussed in detail with my mentor. I will be recording all of my observations from the surveys, and making necessary adjustments to my design when the time comes. Once my design is complete, I will submit the final solution to Nick. At this point, he will be pulling all the information together into a proposal for the stakeholders.

The first survey, the interview, will be taking place in the conference room of 305. The succeeding surveys will be sent over google mail, and therefore completed at the discretion of the answerer. The discussions after the surveys are collected and observed will take place in the systems lab.

Testing Type: Exploratory

Testing Stage: Preliminary

State of Solution: Pre-Design

Condition of Reviewing Stage: Meeting

Tools and Equipment Required: Blue Sea Plans, Computer, Notepad, Pen

Testing Procedures:

1. Request interview with Captain Andrews through Mr. Moore

2. Schedule preferred meeting time place with Captain Andrews and Mr. Moore

3. Discuss questions to ask during meeting, with team mate Adam

4. Interview Captain Andrews

5. Apply observations and answers from the interview to project

Testing Type: Assessment

Testing Stage: Preliminary

State of Solution: Research

Condition of Reviewing Stage: Email

Tools and Equipment Required: Survey, Computer

Testing Procedures:

1. Meet with teammates to discuss questions to be on survey

2. Create survey

3. Send survey to all teachers

4. Collect survey

5. Make observations based on the results, apply the answers to project specifications and limitations

Testing Type: Validation

Testing Stage: Secondary

State of Solution: Alternate Solutions

Condition of Reviewing Stage: Email

Tools and Equipment Required: Survey, Computer

Testing Procedures:

1. Meet with teammates to discuss current alternate solutions

2. Discuss questions to ask (similar to the second survey)

3. Create survey

4. Send survey to all teachers

5. Collect survey

6. Cross check answers with current alternate solutions to see if any specifications are missing

Testing Type: Comparison

Testing Stage: Tertiary

State of Solution: Final Solution

Condition of Reviewing Stage: Email

Tools and Equipment Required: Survey, Computer

Testing Procedures:

1. Meet with teammates and discuss final solution

2. Discuss questions to send out

3. Create survey

4. Send survey to Mr. Moore, Mr. Cuttrell, and Ms. Green

5. Collect survey

6. Discuss results with teammates

7. Apply final touches to design

Survey #1:
If you could build the perfect research vessel, what would it have? What would it look like?
MAST is fortunate enough to have the Blue Sea, and it meets our needs... to a degree. But if you could renovate the Blue Sea, or create a New Blue Sea, what would it have to have to take the research you do to the next level?
In the space below, please indicate what renovations to the Blue Sea you would have done to create the ideal research vessel for your purposes. Thank you for your cooperation.

Survey #2 (Sent out by Nicholas Konecny)
Did you come to MAST for the marine aspect of the school?
-Yes
-No
Did the Blue Sea Vessel play a factor in your decision to attend MAST?
-Yes: it was the deciding factor
-Yes: it played a factor
-No
Can a new research vessel add to the classroom experience at MAST?
-Yes
-No
In the event MAST is able to obtain another research vessel, what extra activities can the students use the vessel for?
Ex. Scuba-diving, Larger research projects, new technology for tracking, etc. (Think of some peculiar uses for not only the science classes but all of them)
(Open-Ended Response)
What new equipment/technology is required for these proposed activities?
Ex. air tanks, goggles, etc.
(Open-Ended Response)

Wednesday, September 3, 2014

Blue Sea Information

Executive Summary of Research

The Marine Academy of Science and Technology was given the R/V Blue Sea as a gift when the vessel went out of service just over ten years ago. While the vessel has served MAST well, the Blue Sea is getting old. Currently, there are many issues with the Blue Sea: the steering is broken, the steel on the bow and right side of the stern is shedding, and smaller issues exist. After interviewing Captain Andrews, he suggested that the Blue Sea be scratched, and a new R/V put into the vessel’s place.

NOAA has designed some of the newest research vessels. NOAA Ship Okeanos Explorer was commissioned in 2008, and represents what the final design should be and do. The equipment on the Okeanos Explorer is updated, and the vessel can perform the following tasks: mapping, site-characterization, reconnaissance, advancing technology, education, education and outreach, all focused on deep-sea exploration. The goals of Ocean Breeze will coincide with a many similar goals, all in order to further the education of MAST students.

Ocean Breeze’s four alternate solutions are completed using the same amount of space and monohull design. The primary specification of the final solution is the safety of the vessel. Thirty-eight people, including the crew and students then Captain Andrews and instructors, could fit on the vessel. Ocean Breeze will retain that number, and carry 36 adult life vests, 24 child life vests, 30 work vests, and 3 rings that hold 12 people each. The secondary specification of the final solution is the validity of the vessel, how well the students will be able to use it. Each alternate solution was created to aim towards a cohesive and comfortable learning environment. The new design will be seventy to seventy-five feet long at the deck, and have a twenty-foot beam. Ocean Breeze will have a large cabin area, which fits all students and teachers comfortably. To make sure Ocean Breeze is aesthetically pleasing and matches the environment of Sandy Hook, the color scheme will be mainly different shades of beige and blues. The main difference from the Blue Sea will be the placement of the wheelhouse. On Ocean Breeze, the wheelhouse will be longer and higher on the ship to allow students the opportunity to learn in the wheelhouse, and 360˚ access to the vessel.

The immediate stakeholder in the situation is Mr. Moore, and the other stakeholder is the MCVSD administration. Mr. Moore will be using the final design for Ocean Breeze in a presentation to the MCVSD administration as part of a proposal plan for the creation of the new vessel. Other people involved in the project are the MAST students and teachers.

R/V Okeanos Explorer (NOAA)

MAST R/V Blue Sea (National Blue Ribbon Schools)

Ship With a Raised Wheelhouse (Boats Online)

Beige Color Scheme (Color Combos)

Tuesday, September 2, 2014

Background Information

Identify/Describe the Problem and Build a Case

The Marine Academy of Science and Technology’s research vessel has been in use since 1980, for 34 years. Normally, research vessels last about 15-20 years before they are put out of commission. After this extended length of service, Captain Andrews (the captain of the Blue Sea) is beginning to find issues; areas are losing steel (particularly the bow and right side of the stern), the steering has been broken before, and structural replacements are continually needed. Additionally, the Blue Sea does not have a large cabin and does not meet the standards of some of the teachers anymore. This issue must be addressed, because the Blue Sea will eventually need replacing, and when the time comes, MAST will need to have plans to work from.

Large wheelhouse and cabin (B W S Sailing)

The Marine Academy of Science and Technology (MCVSD MAST)

R/V Blue Sea (National Blue Ribbon Schools)

MAST Students (TRT NJ)

NJROTC Cadets (Google)

Identify/Describe the People and Stakeholders Involved

The MAST students and faculty are main ones that will be affected by the eventual retirement of the Blue Sea. MAST Students will be affected because of the fact that the lesson structures around the Blue Sea will drastically change. Particularly for the oceanography students, some of who may have to completely rearrange their senior project. As for the teachers, the most dramatic change will be the numerous amounts of options available for lesson plans. In Naval Science, navigation and other hands-on sailing methods may be taught. The main stakeholders involved in the creation of a new research vessel for MAST are the Monmouth County Vocational School District administrators and Mr. Moore himself. These two parties are affected because of the amount of money they will be putting towards new research vessels.

NJROTC Cadets (USA Today)

Monmouth County Vocational School District (Communications High School)

MAST Students (USA Today)

The Harbor School (New York City Government

MAST Faculty (Career Tech NJ)

Products for Similar Tasks

There are multiple different types of research vessels that are found throughout the East and West Coast. The average size of a research vessel is roughly 40 feet long. However, MAST’s Blue Sea is not a research vessel – it is considered a crew boat. As exemplified by Mr. van Hemmen’s own research, there are multiple different uses for varied types of vessels on the coast. For example, there are police boats, coast guard ships, and NOAA research vessels (such as Okeanos Explorer. Also, other schools like MATES and the New York Harbor School have needs for research vessels like the Blue Sea.

NOAA Okeanos Explorer (NOAA News)

Police Boat Profile (Austal)

Coast Guard Ship (Wikipedia)

Police Vessel (Austal)

NOAA Research Vessel (Ocean Explorer)

MAST R/V Blue Sea (National Blue Ribbon Schools)

Intended Mood of the Design

The mood for the design of the research vessel will depend on the ideas of the faculty. Although there will be a defined natural look of it, one to match that of the scenery surrounding Sandy Hook. Also, the space for learning will be a much more calming environment, designed to help students feel comfortable. Too many times, vessels are white, with no variation in color. In order to match the beauty of Sandy Hook, there needs to be beauty in the new research vessel. In addition to the beauty the new vessel will hold, the design will also look much more high-tech.

New Research Vessel (Natural Environment Research Council)

Soft Beige Color Scheme (Main Cottage Colors)

High-Tech Catamaran (NOAA)

NOAA Catamaran (NOAA)

NOAA Monohull Research Vessel (NOAA)

Conclusion

The issue at hand is the fact that the Blue Sea is not the best research vessel for MAST students and faculty. The Blue Sea is outdated, and therefore not as useful to the teachers as a renovated/new research vessel will be. The main concern of the stakeholders is the fact that the MCVSD may be paying to keep and out-of-date ship up and running, when a new ship would be much more practical. In Mr. van Hemmen’s evaluation document referring to Palmer Station in Antarctica, a few research vessels had already gone in and out of service. From the time the research vessels start service to the time that the research vessels end service is generally about 20 years. In the next few years, the Blue Sea will be reaching the end of its’ life. It is imperative to create an updated research vessel.

Okeanos Explorer (NOAA)

MAST Cadets (USA Today)

MAST R/V Blue Sea (National Blue Ribbon Schools)

MAST Students (TRT NJ)

Soft Beige Color Scheme (Main Cottage Colors)